Here are some science questions from the Sixth, Seventh, and Eighth Grade Standards to help you test your knowledge of the Next Generation Sunshine State Standards.
The questions are chosen randomly, so this quest will be different each time you reload the page.
* Click here to see only the most recently added questions.
This is a photograph of the Painted Desert in Arizona. These layers of rock have not been folded or overturned, so we know that the layer on the bottom is the oldest. This is based on:
-
The Law of Superposition
Yes! The Law of Superposition tells us that unless the layers have been disturbed, they will be in order of their age, with the youngest on the top, and the oldest on the bottom. -
The Law of Crosscutting
No. The Law of Crosscutting tells us that a feature (crack, fault, igneous intrusion, etc.) that cuts through a layer of rock is younger than the layer it cuts through. That makes sense, because the layer would have to be there first, before it could be broken by a fault, etc. -
The Law of Relativity
No. There is a theory of relativity, which deals with the basics of physics, not geology. There is no Law of Relativity. -
The Law of Thermodynamics
No. The Law of Thermodynamics deals with energy, not with layers of rock.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.
| Imagining Geologic Time | video |
| Reading the Rocks: Law of Superposition | video |
| Reading the Rocks: Law of Crosscutting | video |
| Reading the Rocks | text page |
| Review Geologic Time-1 | practice |
| Review Geologic Time-2 | practice |
| Review Geologic Time-3 | practice |
Utah
UT.8.III.3.c Explain why some sedimentary rock layers may not always appear with youngest rock on top and older rocks below (i.e., folding, faulting).
| Sedimentary Rocks | video, learnalong |
| Review Geologic Time-2 | practice |
| Review Geologic Time-3 | practice |
| Review Geologic Time-1 | practice |
NGSS
4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Sedimentary Rocks | video, learnalong |
| Reading the Rocks: Law of Superposition | video |
| Reading the Rocks: Law of Crosscutting | video |
| What is a Rock? | video, learnalong, checked |
| Reading the Rocks: The Present is the Key to the Past | video, ClosedCaptions |
| Paleo Cookies | video |
| Evaporites | video, learnalong, checked |
| Homemade Fossil Dig | text page |
| Review Rocks-1 | practice |
| Review Geologic Time-1 | practice |
| Review Rocks-4 | practice |
| Review Geologic Time-2 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Geologic Time-3 | practice |
These cells DO NOT have a cell wall. What does that tell us?
-
These are young cells.
No. Even new cells can have a cell wall. -
These are NOT plant cells.
Yes! Plant cells are surrounded by a cell wall, which provides structure and protection. -
These are NOT animal cells.
No. Animal cells do not have a cell wall. -
These are dead cells.
No. Being alive or dead does not change whether a cell has a cell wall or not.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
| Osmosis | video, checked |
| Review Cells-2 | practice |
| Review Cells-3 | practice |
| Review Cells-4 | practice |
| Review Cells-1 | practice |
Utah
UT.7.III.1.c Differentiate between plant and animal cells based on cell wall and cell membrane.
| Review Cells-1 | practice |
| Review Cells-2 | practice |
NGSS
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
| Osmosis | video, checked |
| Review Cells-2 | practice |
| Review Cells-3 | practice |
| Review Cells-4 | practice |
| Review Cells-1 | practice |
Baking a cake is an example of:
-
A physical change
Partly right. Some of the changes involved in baking a cake are physical changes. -
A chemical change
Partly right. Some of the changes involved in baking a cake are chemical changes. -
Both
Yes! The process of baking a cake involves many changes. Some, such as water evaporating and sugar melting are physical changes. Others, such as baking powder reacting cause a change in the chemical formulas, indicating a chemical change. For more on this, read Changing How We Look at Changing -
Neither
No. There are many changes involved in baking a cake.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature.
| Why Wet Things Don't Burn | video, checked |
| Igneous Sugar | video, checked |
| The Chemistry of Milk | video, ClosedCaptions, checked |
| Changing How We Look at Changing | text page, free |
| Growing Crystals from Solution | text page, checked |
| Review Matter-4 | practice |
SC.8.P.9.2 Differentiate between physical changes and chemical changes.
| Changing Colors, part 1 | video |
| Changing Colors, part 2 | video |
| Making Butter | video, free, ClosedCaptions, Updated |
| Polymers and Slime | video, free, ClosedCaptions, checked |
| Silver Pictures | video, checked |
| Chemical and Physical Changes | video, ClosedCaptions, checked |
| Changing How We Look at Changing | text page, free |
| Review Matter-4 | practice |
Utah
UT.5.I.3.d Compare a physical change to a chemical change.
| Making Butter | video, free, ClosedCaptions, Updated |
| Chemical and Physical Changes | video, ClosedCaptions, checked |
| Paper Petals | video, ClosedCaptions |
| Changing Colors, part 1 | video |
| Changing Colors, part 2 | video |
| The Chemistry of Milk | video, ClosedCaptions, checked |
| Changing How We Look at Changing | text page, free |
| Review Matter-4 | practice |
UT.8.I.1.a Differentiate between chemical and physical properties.
| Making Turmeric Paper | video, checked |
| Testing for Tannic Acid | video |
| Chemical and Physical Changes | video, ClosedCaptions, checked |
| Paper Petals | video, ClosedCaptions |
| Cabbage Indicator | video, checked |
| Making Butter | video, free, ClosedCaptions, Updated |
| Review Matter-4 | practice |
NGSS
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
| A Watched Pot | video |
| Why We Sweat | video, checked |
| Photographing Snowflakes | video, checked |
| Ice Cream Science | video, checked |
| The Chemistry of Milk | video, ClosedCaptions, checked |
| A Hot Change | text page |
| Review Matter-4 | practice |
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
| How They Get the Sparks in a Sparkler | video |
| Orange Flash | video |
| Candles in a Jar, part 2 | video, ClosedCaptions, checked |
| Candles in a Jar, part 1 | video, ClosedCaptions, checked |
| Cabbage Indicator | video, checked |
| Polymers and Slime | video, free, ClosedCaptions, checked |
| Silver Pictures | video, checked |
| Science and the Haunted Pumpkin | video, free, checked |
| Making Turmeric Paper | video, checked |
| Testing for Tannic Acid | video |
| Relighting Candles | video, checked |
| Catalysts | video, ClosedCaptions, checked |
| Changing Colors, part 1 | video |
| Chemical and Physical Changes | video, ClosedCaptions, checked |
| Changing Colors, part 2 | video |
| The Chemistry of Milk | video, ClosedCaptions, checked |
| A Hot Change | text page |
| Changing How We Look at Changing | text page, free |
| Review Matter-4 | practice |
This is called Pumice. It is formed when magma reaches the surface, and reduced pressure lets gas bubbles escape. When it cools, it has so many trapped air bubbles that it will actually float in water. What kind of rock is it?.
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Igneous
Yes! Igneous rocks formed from magma or lava. This is an igneous rock. -
Sedimentary
No. Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. This is not a sedimentary rock. -
Metamorphic
No. Metamorphic rocks have been changed by heat and pressure from a different kind of rock. Instead of being changed, this got hot enough to completely melt, so it is not metamorphic. -
Pumice is not a rock.
No. Pumice is a naturally occurring solid that forms large layers in the Earth. Pumice is a rock.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
| Evaporites | video, learnalong, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Bioclastics: Rocks With No Minerals | video |
| Homemade Fossil Dig | text page |
| Foliated and Unfoliated Rocks | text page, learnalong |
| Identifying Igneous Rocks | text page, learnalong |
| Intrusive and Extrusive Igneous Rocks | text page, learnalong |
| Light and Dark Minerals | text page, learnalong |
| Review Rocks-2 | practice |
| Review Rocks-3 | practice |
| Review Rocks-4 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-1 | practice |
SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
| What is a Rock? | video, learnalong, checked |
| The Rock Cycle | video, learnalong |
| Change: Fast and Slow | video |
| Erosion | video, checked |
| Continuous Change | video, checked |
| Bioclastics: Rocks With No Minerals | video |
| Weathering and Erosion | video, learnalong, checked |
| Evaporites | video, learnalong, checked |
| Review Rocks-1 | practice |
| Review Erosion-1 | practice |
| Review Erosion-2 | practice |
| Review Erosion-3 | practice |
| Review Erosion-4 | practice |
| Review Erosion-5 | practice |
| Review Rocks-4 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
Utah
UT.4.III.1.a Describe the differences between minerals and rocks.
| What is a Rock? | video, learnalong, checked |
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video, checked |
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| Review Rocks-1 | practice |
| Review Rocks-4 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
NGSS
4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Sedimentary Rocks | video, learnalong |
| Reading the Rocks: Law of Superposition | video |
| Reading the Rocks: Law of Crosscutting | video |
| What is a Rock? | video, learnalong, checked |
| Reading the Rocks: The Present is the Key to the Past | video, ClosedCaptions |
| Paleo Cookies | video |
| Evaporites | video, learnalong, checked |
| Homemade Fossil Dig | text page |
| Review Rocks-1 | practice |
| Review Geologic Time-1 | practice |
| Review Rocks-4 | practice |
| Review Geologic Time-2 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Geologic Time-3 | practice |
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
| Evaporites | video, learnalong, checked |
| Definition of a Mineral | video, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| The Rock Cycle | video, learnalong |
| Bioclastics: Rocks With No Minerals | video |
| Light and Dark Minerals | text page, learnalong |
| Review Rocks-3 | practice |
| Review Rocks-4 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-1 | practice |
| Review Rocks-2 | practice |
I wanted to test a new fertilizer, to find the best concentration for my garden. I divided my garden into four sections and put a different amount of fertilizer in each section.
My test results showed that using 10 grams of fertilizer per gallon made the plants grow faster and bigger. To follow proper scientific guidelines, what should I do next?
-
Apply 10 grams of fertilizer per gallon to all the plants in my garden.
No. While that might make my garden grow well, it would not provide more evidence that this was the best mixture of fertilizer -
Do the same experiment over again.
Yes! Repetition is an important part of the scientific process. If my hypothesis is correct, I should get the same results every time I repeat the experiment. -
Do the same experiment, but use a different fertilizer.
No. Using a different fertilizer would be testing a different variable. I wanted to find the best concentration of the original fertilizer, so testing a different fertilizer would not help with that. -
Publish my results, so that other scientists could replicate my experiment.
No. Replication is an important step, but I should repeat my experiment several times to be sure that I get consistent results before I ask other scientists to try replicating it.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.2.N.1.4 Explain how particular scientific investigations should yield similar conclusions when repeated.
| What is Science? | video, ClosedCaptions |
| Review Scientific Process-6 | practice |
| Review Scientific Process-5 | practice |
| Review Scientific Process-7 | practice |
| Review Scientific Process-10 | practice |
SC.5.N.1.3: Recognize and explain the need for repeated experimental trials.
>>> Teacher Page: Nature of Science and Dissolving
| What is Science? | video, ClosedCaptions |
| What is Science?: Repeat and Replicate | video |
| Review Scientific Process-7 | practice |
| Review Scientific Process-10 | practice |
SC.8.N.1.2 Design and conduct a study using repeated trials and replication.
| What is Science?: Repeat and Replicate | video |
| Review Scientific Process-6 | practice |
| Review Scientific Process-5 | practice |
| Review Scientific Process-7 | practice |
| Review Scientific Process-10 | practice |
Utah
NGSS
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
| What is Science? | video, ClosedCaptions |
| Review Scientific Process-2 | practice |
| Review Scientific Process-7 | practice |
| Review Scientific Process-9 | practice |
| Review Scientific Process-10 | practice |
| Review Scientific Process-11 | practice |
| Review Scientific Process-1 | practice |