Quest: 8th Grade Science Assessment

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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.



Which organ produces bile to digest the fat in this bacon?

  1. Liver

    Yes! The liver produces bile, which digests fats.
  2. Gall Bladder

    No. The gall bladder stores the bile, but does not produce it.
  3. Pancreas

    No. The pancreas produces insulin to digest sugar.
  4. Thyroid

    No. The thyroid produces several hormones which control growth and metabolism, but it does not produce bile.



Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida


SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.

Utah


UT.7.III.2.c Relate the structure of an organ to its component parts and the larger system of which it is a part.

NGSS


MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

This is Johnson Wash, that runs down the middle of the canyon where we live. It is usually dry, but when it rains up north, we get flash floods. Is this an example of erosion, weathering, both, or neither?

  1. Erosion

    Yes, the is partially correct! You can tell by the muddy appearance of the water that it is carrying sand, clay and dirt along with it. Erosion is when bits of rock are moved by wind, water, ice, or gravity, so this counts as erosion..
  2. Weathering

    Yes, the is partially correct! The term "weathering" causes confusion because it sounds like it has something to do with weather. In Earth Science, weathering means "breaking apart." Weathering breaks rocks apart into smaller bits. The fast moving water causes smaller rocks to smash into larger rocks, breaking them apart.

  3. Both erosion and weathering

    Yes! The flash flood in this photo is causing weathering, and erosion. As the flood decreases, and the water slows down, it will drop the sand, clay, dirt, and rocks in a process called deposition.
  4. Neither erosion nor weathering

    No. This flash flood is causing both weathering and erosion.



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
Igneous Rocks and Bubbles video, learnalong
Sedimentary Rocks video, learnalong
What is a Rock? video, learnalong
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-10 practice
Review Rocks-10 practice
Review Rocks-1 practice
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

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).
Evaporites video, learnalong
What is a Rock? video, learnalong
The Rock Cycle video, learnalong
Change: Fast and Slow video
Erosion video
Continuous Change video
Bioclastics: Rocks With No Minerals video
Weathering and Erosion video, learnalong
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 Erosion-6 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.2.b Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).

UT.5.II.1.a Identify the objects, processes, or forces that weather and erode Earth’s surface (e.g., ice, plants, animals, abrasion, gravity, water, wind)

UT.8.III.2.b Describe the role of energy in the processes that change rock materials over time.
Igneous Rocks and Bubbles video, learnalong
Sedimentary Rocks video, learnalong
Change: Fast and Slow video
Erosion video
Continuous Change video
Weathering and Erosion video, learnalong

NGSS


4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

I want to test a new fertilizer, to find the best concentration for my garden. To do this, I plan to divide my garden into four sections.

Section A. I will use 5 grams of fertilizer per gallon each time I fertilize.

Section B. I will use 10 grams of fertilizer per gallon each time I fertilize.

Section C. I will use 15 grams of fertilizer per gallon each time I fertilize.

For section D, how much fertilizer per gallon should I use?

  1. 20 grams of fertilizer per gallon.

    No. This would be a good thing to test, but for this to be a proper science experiment, it is not the correct answer.
  2. 30 grams of fertilizer per gallon.

    No. This would be a good thing to test, but for this to be a proper science experiment, it is not the correct answer.
  3. 1 gram of fertilizer per gallon.

    No. This would be a good thing to test, but for this to be a proper science experiment, it is not the correct answer.
  4. No fertilizer at all.

    Yes. For this type of experiment, you need to have a control group. That is a group of test subjects that you do not do anything to. If the control group with no fertilizer grows just as well as the other groups, then I would know that the fertilizer was not working.



Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida


SC.5.N.1.4 Identify a control group and explain its importance in an experiment.

SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.

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.

After I rubbed this ballon against my hair, it stuck to the side of my head. Why?

  1. The balloon stuck because I don't have enough hair.

    No. While much of my hair is gone, I still have enough to do this experiment.
  2. The balloon stuck because the balloon had the same charge as my hair.

    No. Two things with the same electrostatic charge will repel, pushing apart.
  3. The balloon stuck because the balloon had a different charge from my hair.

    Yes. When I rubbed the balloon against my hair, electrons moved from my hair to the balloon. The extra electrons gave the balloon a negative charge, and the missing electrons left my hair with a positive charge. Opposite charges attract, so the balloon stuck to my hair.
  4. The balloon stuck because my hair was magnetized.

    No. Rubbing a balloon against something does not magnetize it. Even if it was magnetized, a magnet would not attract the rubber balloon.



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.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.

>>> Teacher Page: Electrostatic Charges


SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.

Utah


UT.5.IV.1.c Describe the behavior of objects charged with static electricity in attracting or repelling without touching.

NGSS


MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

This wasp is hunting the caterpillars that are eating this plant. Which of these is NOT a consumer?

  1. The plant

    Yes! The plant is a producer, not a consumer. Producers make their own food.
  2. The caterpillar

    No. The caterpillar is a consumer because it eats the plant.
  3. The plant and the caterpillar

    No. The caterpillar is a consumer.
  4. The caterpillar and the wasp

    No. Consumers eat other organisms. Both the caterpillar and the wasp consume other living things, making them both consumers.



Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida


SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
Scavengers and Decomposers video, ClosedCaptions
Secondary Consumers video, ClosedCaptions
Producers video
Primary Consumers video, ClosedCaptions
Food Web Tag text page
What is a Food Web? text page
Review Food Web-2 practice
Review Food Web-1 practice
Review Food Web-3 practice
Review Food Web-4 practice
Review Food Web-5 practice
Review Food Web-6 practice
Review Food Web-7 practice
Review Food Web-8 practice
Review Food Web-9 practice
Review Food Web-10 practice

SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
Scavengers and Decomposers video, ClosedCaptions
Secondary Consumers video, ClosedCaptions
Producers video
Primary Consumers video, ClosedCaptions
Measuring Calories video, ClosedCaptions
Food Web Tag text page
What is a Food Web? text page
Review Food Web-2 practice
Review Food Web-1 practice
Review Food Web-3 practice
Review Food Web-4 practice
Review Food Web-5 practice
Review Food Web-6 practice
Review Food Web-7 practice
Review Food Web-8 practice
Review Food Web-9 practice
Review Food Web-10 practice

Utah


UT.8.II.2.a Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each.
Secondary Consumers video, ClosedCaptions
Producers video
Primary Consumers video, ClosedCaptions
What is a Food Web? text page
Review Food Web-2 practice
Review Food Web-1 practice
Review Food Web-3 practice
Review Food Web-4 practice
Review Food Web-5 practice
Review Food Web-6 practice
Review Food Web-7 practice
Review Food Web-8 practice
Review Food Web-9 practice
Review Food Web-10 practice
Review Food Web-11 practice
Review Food Web-12 practice

NGSS


5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
Scavengers and Decomposers video, ClosedCaptions
Secondary Consumers video, ClosedCaptions
Producers video
Measuring Photosynthesis video
Primary Consumers video, ClosedCaptions
Measuring Calories video, ClosedCaptions
Calories: Measuring the Energy text page, free
What is a Food Web? text page
Review Food Web-2 practice
Review Food Web-1 practice
Review Food Web-3 practice
Review Food Web-4 practice
Review Food Web-5 practice
Review Food Web-6 practice
Review Food Web-7 practice
Review Food Web-8 practice
Review Food Web-9 practice
Review Food Web-10 practice

5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Scavengers and Decomposers video, ClosedCaptions
Secondary Consumers video, ClosedCaptions
Producers video
Primary Consumers video, ClosedCaptions
What is a Food Web? text page
Review Food Web-2 practice
Review Food Web-1 practice
Review Food Web-3 practice
Review Food Web-4 practice
Review Food Web-5 practice
Review Food Web-6 practice
Review Food Web-7 practice
Review Food Web-8 practice
Review Food Web-9 practice
Review Food Web-10 practice

The questions are chosen randomly, so this quest will be different each time you reload the page.