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.
When a scientist makes a new discovery, other scientists usually do exactly the same experiment. Why?
-
They want to get part of the credit.
No. While replicating an experiment is very important, the scientists who do it usually don't get much credit for their work unless they discover an error in the original experiment. -
Repetition is part of the scientific process.
No. Repetition is when scientists repeat their own experiment several times, not when other scientists do the same experiment. -
They think they can make changes to improve the experiment.
No. By doing exactly the same experiment, they are not changing anything. Instead, they are replicating the experiment as closely as possible. -
Replication is part of the scientific process.
Yes. By replicating the experiment, other scientists can help verify that the results are accurate. There is always a possibility that there was some unnoticed influence on the original experiment, and replication can help spot that.
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, free, ClosedCaptions |
| Review Scientific Process-10 | practice |
| Review Scientific Process-6 | practice |
| Review Scientific Process-5 | practice |
| Review Scientific Process-7 | practice |
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
>>> Teacher Page: Nature of Science and Dissolving
| What is Science? | video, free, ClosedCaptions |
| What is Science?: Repeat and Replicate | video |
| Review Scientific Process-10 | practice |
| Review Scientific Process-6 | practice |
| Review Scientific Process-5 | practice |
SC.6.N.1.2 Explain why scientific investigations should be replicable.
| What is Science? | video, free, ClosedCaptions |
| What is Science?: Repeat and Replicate | video |
| Review Scientific Process-6 | practice |
| Review Scientific Process-5 | practice |
SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials).
| What is Science? | video, free, ClosedCaptions |
| What is Science?: Repeat and Replicate | video |
| Review Scientific Process-6 | practice |
| Review Scientific Process-5 | 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
Which part of the food web does this mushroom fit into?
-
Producer.
No. A producer captures energy from sunlight, and stores it as food. To do that, the organism needs to contain chlorophyll. This mushroom cannot use the energy of sunlight to produce its own food. -
Primary Consumer.
No. Primary consumers eat producers. This mushroom does not eat living plants. -
Secondary Consumer
No. Secondary consumers eat other consumers. This mushroom does not eat living animals. -
Decomposer
Yes! Decomposers break down dead and decaying organisms. This mushroom gets its energy from decaying organisms in the soil.
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.
| Primary Consumers | video, ClosedCaptions |
| Scavengers and Decomposers | video, ClosedCaptions |
| Secondary Consumers | video, ClosedCaptions |
| Producers | video |
| What is a Food Web? | text page |
| Food Web Tag | 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.
| Primary Consumers | video, ClosedCaptions |
| Measuring Calories | video, ClosedCaptions |
| Scavengers and Decomposers | video, ClosedCaptions |
| Secondary Consumers | video, ClosedCaptions |
| Producers | video |
| What is a Food Web? | text page |
| Food Web Tag | 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-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 |
| Review Food Web-2 | 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.
| Primary Consumers | video, ClosedCaptions |
| Measuring Calories | video, ClosedCaptions |
| Scavengers and Decomposers | video, ClosedCaptions |
| Secondary Consumers | video, ClosedCaptions |
| Producers | video |
| Measuring Photosynthesis | video |
| 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.
| Primary Consumers | video, ClosedCaptions |
| Scavengers and Decomposers | video, ClosedCaptions |
| Secondary Consumers | video, ClosedCaptions |
| Producers | video |
| What is a Food Web? | text page |
| 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-2 | practice |
This is called Fluorite. It is used in making many important chemicals. What kind of rock is it?.
-
Igneous
No. Igneous rocks formed from magma or lava. Fluorite is sometimes found as a mineral in igneous rock, but it is not an igneous rock. -
Sedimentary
No. Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. Fluorite is not a sedimentary rock. -
Metamorphic
No. Metamorphic rocks have been changed by heat and pressure from a different kind of rock. Fluorite is not metamorphic. -
Fluorite is not a rock.
Yes! Fluorite is a mineral, not a rock. It is not found in large layers in the Earth.
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).
| What is a Rock? | video, learnalong |
| Bioclastics: Rocks With No Minerals | video |
| Evaporites | video, learnalong |
| Igneous Rocks and Bubbles | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| 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 |
| Homemade Fossil Dig | text page |
| 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 |
| Review Rocks-10 | 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).
| Change: Fast and Slow | video |
| Erosion | video |
| Continuous Change | video |
| Bioclastics: Rocks With No Minerals | video |
| Weathering and Erosion | video, learnalong |
| Evaporites | video, learnalong |
| What is a Rock? | video, learnalong |
| The Rock Cycle | 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 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.
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video |
| What is a Mineral? | video |
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong |
| 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-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.
| Reading the Rocks: Law of Superposition | video |
| Reading the Rocks: Law of Crosscutting | video |
| What is a Rock? | video, learnalong |
| Reading the Rocks: The Present is the Key to the Past | video, ClosedCaptions |
| Paleo Cookies | video |
| Evaporites | video, learnalong |
| Igneous Rocks and Bubbles | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| 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.
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong |
| The Rock Cycle | video, learnalong |
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video |
| Evaporites | video, learnalong |
| Igneous Rocks and Bubbles | video, learnalong |
| What is a Mineral? | video |
| Identifying Minerals | video, learnalong |
| Light and Dark Minerals | text page, learnalong |
| 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 |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
This is called Quartzite. It was once sandstone, but heat and pressure changed it by fusing the grains of sand to each other, making it much harder. What kind of rock is it?.
-
Igneous
No. Igneous rocks formed from magma or lava. That would have melted the sand grains. This is not an igneous rock. -
Sedimentary
No. Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. When it was sandstone it was a sedimentary rock. -
Metamorphic
Yes!. This quartzite been changed by heat and pressure from a different kind of rock. It is metamorphic. -
Quartzite is not a rock.
No. Quartzite is a naturally occurring solid that forms large layers in the Earth. Quartzite 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).
| What is a Rock? | video, learnalong |
| Bioclastics: Rocks With No Minerals | video |
| Evaporites | video, learnalong |
| Igneous Rocks and Bubbles | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| 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 |
| Homemade Fossil Dig | text page |
| 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 |
| Review Rocks-10 | 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).
| Change: Fast and Slow | video |
| Erosion | video |
| Continuous Change | video |
| Bioclastics: Rocks With No Minerals | video |
| Weathering and Erosion | video, learnalong |
| Evaporites | video, learnalong |
| What is a Rock? | video, learnalong |
| The Rock Cycle | 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 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.
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video |
| What is a Mineral? | video |
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong |
| 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-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.
| Reading the Rocks: Law of Superposition | video |
| Reading the Rocks: Law of Crosscutting | video |
| What is a Rock? | video, learnalong |
| Reading the Rocks: The Present is the Key to the Past | video, ClosedCaptions |
| Paleo Cookies | video |
| Evaporites | video, learnalong |
| Igneous Rocks and Bubbles | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| 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.
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong |
| The Rock Cycle | video, learnalong |
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video |
| Evaporites | video, learnalong |
| Igneous Rocks and Bubbles | video, learnalong |
| What is a Mineral? | video |
| Identifying Minerals | video, learnalong |
| Light and Dark Minerals | text page, learnalong |
| 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 |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
Which organ produces bile to digest the fat in this bacon?
-
Liver
Yes! The liver produces bile, which digests fats. -
Gall Bladder
No. The gall bladder stores the bile, but does not produce it. -
Pancreas
No. The pancreas produces insulin to digest sugar. -
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.
| Bird Bones | video, free |
| Bendable Bones | video |
| Reading a Skeleton | video, free |
| Review Anatomy-2 | practice |
| Review Anatomy-3 | practice |
| Review Anatomy-1 | practice |
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.
| Reading a Skeleton | video, free |
| Bird Bones | video, free |
| Kneesy, Earsy, Nosey | video |
| Bendable Bones | video |
| Just a Suggestion | video |
| Reaction Time | video |
| Muscles Don't Push | text page |
| Review Anatomy-1 | practice |
| Review Anatomy-2 | practice |
| Review Anatomy-3 | practice |
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.
| Reading a Skeleton | video, free |
| Bird Bones | video, free |
| Bendable Bones | video |
| Reaction Time | video |
| Muscles Don't Push | text page |
| Review Anatomy-2 | practice |
| Review Anatomy-3 | practice |
| Review Anatomy-1 | practice |
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.
| Reaction Time | video |
| Reading a Skeleton | video, free |
| Review Anatomy-1 | practice |
| Review Anatomy-2 | practice |
| Review Anatomy-3 | practice |
NGSS
MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
| Bird Bones | video, free |
| Bendable Bones | video |
| Reaction Time | video |
| Reading a Skeleton | video, free |
| Review Anatomy-2 | practice |
| Review Anatomy-3 | practice |
| Review Anatomy-1 | practice |
