WESTERN GOVERNORS UNIVERSITY
C190 — Introduction to Biology
Unit 1: Modules 1, 2 & 3
Complete Solutions and Verified Answers
2026/2027 Updated Edition
Module 1: Scientific Inquiry | Module 2: Chemistry of Life | Module 3: Cell Structure & Function
Total Questions 90 (Verified)
Modules 3 Comprehensive Modules
Cognitive Mix 35% Recall / 45% Application / 20% Analysis
Format 4-Option Multiple Choice (A–D)
Scope Scientific Method through Cell Transport
Audience WGU C190 Biology Candidates
This study aid is independently prepared for examination preparation and is not affiliated with, endorsed by, or sponsored by Western Governors
University. Content reflects current WGU C190 Introduction to Biology Unit 1 course coverage including the scientific method, chemistry of life,
biological macromolecules, cell structure, and membrane transport.
, MODULE 1 — Scientific Inquiry and Foundations of Biology
Scientific Method | Experimental Design | Characteristics of Life | Levels of Organization | Q1–Q30
Q1. A researcher observes that plants grown near a window bend toward the light. She hypothesizes that the
bending is caused by an unequal distribution of a growth hormone. She designs an experiment with one group of
plants exposed to light from one side and another group kept in uniform light, measuring the angle of bending
after 7 days. What is the DEPENDENT variable in this experiment?
A. The intensity of the light source.
B. The angle of bending of the plants. [CORRECT]
C. The presence or absence of the growth hormone.
D. The species of plant used.
Correct Answer: B
Rationale: The dependent variable is the outcome that is measured in response to the manipulated (independent) variable. Here,
the researcher manipulates light direction (independent variable) and measures the angle of bending (dependent variable). Light
intensity and species are controlled constants; the presence/absence of hormone is the hypothesis being tested, not directly
measured in this design.
Q2. A student designs an experiment to test whether a new fertilizer increases plant growth. She uses 50 plants: 25
receive the fertilizer (treatment group) and 25 receive water only (control group). All plants receive the same
amount of sunlight, water, and are grown in the same soil type. Why are the sunlight, water, and soil type held
constant?
A. To increase the number of variables and make the experiment more interesting.
B. To ensure that any observed difference in growth can be attributed to the fertilizer (the independent variable)
rather than to other confounding factors. [CORRECT]
C. Because plants do not need sunlight or water to grow.
D. To make the experiment shorter.
Correct Answer: B
Rationale: Constants (controlled variables) are factors held the same across all groups to isolate the effect of the independent
variable. If sunlight, water, or soil differed between groups, observed growth differences could be due to those factors rather than
the fertilizer, confounding the results. Controlling variables is a cornerstone of experimental design.
Q3. Which of the following statements BEST distinguishes a scientific hypothesis from a scientific theory?
A. A hypothesis is a proven fact; a theory is a guess.
B. A hypothesis is a testable explanation for a specific observation, while a theory is a broad, well-supported
explanation that integrates many hypotheses and observations. [CORRECT]
C. A theory is the same as a hypothesis but larger in scope.
D. A hypothesis becomes a law after being tested once.
Correct Answer: B
Rationale: A hypothesis is a proposed, testable explanation for a specific observation or question, often tested through a single
experiment. A scientific theory is a much broader, well-substantiated explanation of some aspect of the natural world, based on a
body of facts repeatedly confirmed through observation and experiment (e.g., the theory of evolution, cell theory). Theories are
not "upgraded" hypotheses — they integrate multiple confirmed hypotheses. A scientific law describes what happens (often
mathematically), while a theory explains why.
, WGU C190 INTRODUCTION TO BIOLOGY — UNIT 1 — 90 QUESTIONS 2026/2027 Updated
Q4. A scientist reads a graph showing that as average daily temperature increases, the number of ice cream sales
also increases. She concludes that eating ice cream causes hot weather. What error in scientific reasoning has she
made?
A. She has confused correlation with causation — two variables may be correlated (both increase together)
without one causing the other; in this case, a third variable (warm weather) likely causes both. [CORRECT]
B. She has used the wrong type of graph.
C. She has not collected enough data.
D. She has confused a hypothesis with a theory.
Correct Answer: A
Rationale: Correlation does not imply causation. Two variables may increase together due to a common underlying cause (a
confounding variable). Here, warm summer weather likely causes both increased ice cream sales and increased temperatures —
eating ice cream does not cause hot weather. Establishing causation requires controlled experiments that isolate variables, not
just observed correlations.
Q5. A student observes a green slime growing on the surface of a pond and wonders whether it is alive. Which of
the following would be the STRONGEST evidence that the slime is a living organism?
A. It is green in color.
B. It is composed of cells and reproduces over time. [CORRECT]
C. It is found in a wet environment.
D. It does not move.
Correct Answer: B
Rationale: The defining characteristics of life include cellular organization, metabolism, homeostasis, growth, reproduction,
response to stimuli, and adaptation through evolution. Of the choices given, being composed of cells (cellular organization) and
reproducing are direct characteristics of life. Color, wet environments, and lack of movement are not definitive indicators. Many
non-living things can be green (e.g., copper patina, dye).
Q6. A desert lizard basks in the sun in the morning to raise its body temperature, then moves to the shade at
midday to avoid overheating. Which characteristic of life is BEST demonstrated by this behavior?
A. Reproduction.
B. Homeostasis — the maintenance of a stable internal environment despite external changes. [CORRECT]
C. Growth and development.
D. Cellular organization.
Correct Answer: B
Rationale: Homeostasis is the maintenance of a stable internal environment (such as body temperature, pH, or blood glucose)
despite changes in external conditions. The lizard regulates its body temperature behaviorally (moving between sun and shade) to
maintain a stable internal temperature — a classic example of homeostatic regulation in ectotherms.
Q7. A bacterium divides into two daughter cells every 20 minutes under optimal conditions. Which characteristic
of life is this BEST demonstrating?
A. Homeostasis
B. Reproduction [CORRECT]
C. Response to stimuli
D. Energy processing
Correct Answer: B
Rationale: Reproduction is the production of new offspring, allowing a species to continue over generations. Bacterial binary
fission (one cell dividing into two) is a form of asexual reproduction that allows rapid population growth. The other
WGU C190 — Introduction to Biology — Unit 1 Page 3
C190 — Introduction to Biology
Unit 1: Modules 1, 2 & 3
Complete Solutions and Verified Answers
2026/2027 Updated Edition
Module 1: Scientific Inquiry | Module 2: Chemistry of Life | Module 3: Cell Structure & Function
Total Questions 90 (Verified)
Modules 3 Comprehensive Modules
Cognitive Mix 35% Recall / 45% Application / 20% Analysis
Format 4-Option Multiple Choice (A–D)
Scope Scientific Method through Cell Transport
Audience WGU C190 Biology Candidates
This study aid is independently prepared for examination preparation and is not affiliated with, endorsed by, or sponsored by Western Governors
University. Content reflects current WGU C190 Introduction to Biology Unit 1 course coverage including the scientific method, chemistry of life,
biological macromolecules, cell structure, and membrane transport.
, MODULE 1 — Scientific Inquiry and Foundations of Biology
Scientific Method | Experimental Design | Characteristics of Life | Levels of Organization | Q1–Q30
Q1. A researcher observes that plants grown near a window bend toward the light. She hypothesizes that the
bending is caused by an unequal distribution of a growth hormone. She designs an experiment with one group of
plants exposed to light from one side and another group kept in uniform light, measuring the angle of bending
after 7 days. What is the DEPENDENT variable in this experiment?
A. The intensity of the light source.
B. The angle of bending of the plants. [CORRECT]
C. The presence or absence of the growth hormone.
D. The species of plant used.
Correct Answer: B
Rationale: The dependent variable is the outcome that is measured in response to the manipulated (independent) variable. Here,
the researcher manipulates light direction (independent variable) and measures the angle of bending (dependent variable). Light
intensity and species are controlled constants; the presence/absence of hormone is the hypothesis being tested, not directly
measured in this design.
Q2. A student designs an experiment to test whether a new fertilizer increases plant growth. She uses 50 plants: 25
receive the fertilizer (treatment group) and 25 receive water only (control group). All plants receive the same
amount of sunlight, water, and are grown in the same soil type. Why are the sunlight, water, and soil type held
constant?
A. To increase the number of variables and make the experiment more interesting.
B. To ensure that any observed difference in growth can be attributed to the fertilizer (the independent variable)
rather than to other confounding factors. [CORRECT]
C. Because plants do not need sunlight or water to grow.
D. To make the experiment shorter.
Correct Answer: B
Rationale: Constants (controlled variables) are factors held the same across all groups to isolate the effect of the independent
variable. If sunlight, water, or soil differed between groups, observed growth differences could be due to those factors rather than
the fertilizer, confounding the results. Controlling variables is a cornerstone of experimental design.
Q3. Which of the following statements BEST distinguishes a scientific hypothesis from a scientific theory?
A. A hypothesis is a proven fact; a theory is a guess.
B. A hypothesis is a testable explanation for a specific observation, while a theory is a broad, well-supported
explanation that integrates many hypotheses and observations. [CORRECT]
C. A theory is the same as a hypothesis but larger in scope.
D. A hypothesis becomes a law after being tested once.
Correct Answer: B
Rationale: A hypothesis is a proposed, testable explanation for a specific observation or question, often tested through a single
experiment. A scientific theory is a much broader, well-substantiated explanation of some aspect of the natural world, based on a
body of facts repeatedly confirmed through observation and experiment (e.g., the theory of evolution, cell theory). Theories are
not "upgraded" hypotheses — they integrate multiple confirmed hypotheses. A scientific law describes what happens (often
mathematically), while a theory explains why.
, WGU C190 INTRODUCTION TO BIOLOGY — UNIT 1 — 90 QUESTIONS 2026/2027 Updated
Q4. A scientist reads a graph showing that as average daily temperature increases, the number of ice cream sales
also increases. She concludes that eating ice cream causes hot weather. What error in scientific reasoning has she
made?
A. She has confused correlation with causation — two variables may be correlated (both increase together)
without one causing the other; in this case, a third variable (warm weather) likely causes both. [CORRECT]
B. She has used the wrong type of graph.
C. She has not collected enough data.
D. She has confused a hypothesis with a theory.
Correct Answer: A
Rationale: Correlation does not imply causation. Two variables may increase together due to a common underlying cause (a
confounding variable). Here, warm summer weather likely causes both increased ice cream sales and increased temperatures —
eating ice cream does not cause hot weather. Establishing causation requires controlled experiments that isolate variables, not
just observed correlations.
Q5. A student observes a green slime growing on the surface of a pond and wonders whether it is alive. Which of
the following would be the STRONGEST evidence that the slime is a living organism?
A. It is green in color.
B. It is composed of cells and reproduces over time. [CORRECT]
C. It is found in a wet environment.
D. It does not move.
Correct Answer: B
Rationale: The defining characteristics of life include cellular organization, metabolism, homeostasis, growth, reproduction,
response to stimuli, and adaptation through evolution. Of the choices given, being composed of cells (cellular organization) and
reproducing are direct characteristics of life. Color, wet environments, and lack of movement are not definitive indicators. Many
non-living things can be green (e.g., copper patina, dye).
Q6. A desert lizard basks in the sun in the morning to raise its body temperature, then moves to the shade at
midday to avoid overheating. Which characteristic of life is BEST demonstrated by this behavior?
A. Reproduction.
B. Homeostasis — the maintenance of a stable internal environment despite external changes. [CORRECT]
C. Growth and development.
D. Cellular organization.
Correct Answer: B
Rationale: Homeostasis is the maintenance of a stable internal environment (such as body temperature, pH, or blood glucose)
despite changes in external conditions. The lizard regulates its body temperature behaviorally (moving between sun and shade) to
maintain a stable internal temperature — a classic example of homeostatic regulation in ectotherms.
Q7. A bacterium divides into two daughter cells every 20 minutes under optimal conditions. Which characteristic
of life is this BEST demonstrating?
A. Homeostasis
B. Reproduction [CORRECT]
C. Response to stimuli
D. Energy processing
Correct Answer: B
Rationale: Reproduction is the production of new offspring, allowing a species to continue over generations. Bacterial binary
fission (one cell dividing into two) is a form of asexual reproduction that allows rapid population growth. The other
WGU C190 — Introduction to Biology — Unit 1 Page 3
