Here are some science questions to help you test your general science knowledge. They will also show you which of the Florida, Utah, and NGSS science standards each question is testing.
The questions are chosen randomly, so this quest will be different each time.
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Which of the following forms of ice commonly occurs in the summer when air temperatures are well above freezing?
A: Hail
B: Snow
C: Frost
D: Freezing rain
Think about it, and when you think you know the answer, then continue.
While other kinds of frozen precipitation can form at high altitudes, even in the summer, they usually melt long before they reach the ground. Hail is made up of large enough chunks of ice that it usually remains frozen all the way to the ground, even during warm weather.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
| Photographing Snowflakes | video |
| Building a Rain Gauge, part 2 | video |
| Building a Rain Gauge, part 1 | video |
| Snow Rollers | text page |
| Review Weather-6 | practice |
| Review Weather-3 | practice |
Utah
UT.4.II.2.a Observe and record effects of air temperature on precipitation (e.g., below freezing results in snow, above freezing results in rain).
| Photographing Snowflakes | video |
| Building a Rain Gauge, part 2 | video |
| Building a Rain Gauge, part 1 | video |
| Review Weather-6 | practice |
| Review Weather-3 | practice |
NGSS
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
| Nephoscope | video |
| Pine Cone Weather | text page, free |
| Review Weather-3 | practice |
| Review Space-5 | practice |
| Review Space-8 | practice |
| Review Weather-5 | practice |
| Review Weather-6 | practice |
| Review Weather-4 | practice |
MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
| Cloud Types | video |
| Nephoscope | video |
| Cloud Formation, part 1 | video, ClosedCaptions |
| Pine Cone Weather | text page, free |
| Review Weather-1 | practice |
| Review Weather-2 | practice |
| Review Weather-6 | practice |
| Review Weather-4 | practice |
| Review Weather-3 | practice |
Which position would the Moon be in when it is a full moon?
-
A
No. This would be a half moon, with the half towards the Sun in light, and the half away from the Sun dark. -
B
No. This would be a new moon. The entire lighted side of the Moon is facing away from the Earth, so the entire side of the Moon that we can see would be dark. -
C
No. This would be a half moon, with the half towards the Sun in light, and the half away from the Sun dark. -
D
Yes! The side of the Moon that is facing the Sun is also facing us. That entire side would be illuminated (unless the alignment was right for a lunar eclipse.)
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.5.2 Describe the changes in the observable shape of the moon over the course of about a month.
| Why is a Full Moon So Bright? | text page, free |
| Review Space-6 | practice |
| Review Space-7 | practice |
| Review Space-9 | practice |
Utah
UT.3.I.1.b Explain that the sun is the source of light that lights the moon.
| Why is a Full Moon So Bright? | text page, free |
| Review Space-6 | practice |
| Review Space-7 | practice |
| Review Space-9 | practice |
UT.6.I.1.a Describe changes in the appearance of the moon during a month.
| Why is a Full Moon So Bright? | text page, free |
| Review Space-6 | practice |
| Review Space-7 | practice |
| Review Space-9 | practice |
NGSS
MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
| Global Science | video, free, ClosedCaptions |
| Why is a Full Moon So Bright? | text page, free |
| Review Space-7 | practice |
| Review Space-9 | practice |
| Review Space-12 | practice |
| Review Space-6 | practice |
While this spoon appears to have a broken handle, it is just the result of how the water affects the light. This is an example of:
-
Refraction
Yes! Refraction bends light as it moves from one substance to another. As the light passes from the water to the air, its path is changed, making it appear that the spoon is broken. -
Reflection
No. While some light is reflected from the glass, it is not responsible for the bending of the light. -
Absorption
No. The water and glass are both clear, telling us that very little of the light is being absorbed. Absorption does not bend the light. -
Diffusion
No. Diffusion is the scattering of light as it is reflected in many different directions. Diffusion would make the image cloudy and blurry.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
| Mirage | video, ClosedCaptions |
| Pinhole Eyeglasses | video |
| Why Wet Things Turn Dark | video |
| Changing the Speed of Light | video |
| Why is Foam White? | video |
| Microscopes: Growing Crystals | video, learnalong |
| Sunglass Science: Birefringence | video |
| Sunglass Science: Polarized Light | video |
| A Long Lens | text page |
| Review Light-1 | practice |
| Review Light-2 | practice |
| Review Light-3 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
| Growing Crystals Under the Microscope | learnalong |
SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed.
| Mirage | video, ClosedCaptions |
| Pinhole Eyeglasses | video |
| Looking for Rainbows | video |
| Why Wet Things Turn Dark | video |
| Onion Crystals | video |
| Changing the Speed of Light | video |
| Why is Foam White? | video |
| Microscopes: Growing Crystals | video, learnalong |
| Sunglass Science: Birefringence | video |
| Sunglass Science: Polarized Light | video |
| A Long Lens | text page |
| Sunlight, Energy, and Crayons | text page, free |
| Review Light-1 | practice |
| Review Light-2 | practice |
| Review Light-3 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
| Growing Crystals Under the Microscope | learnalong |
SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.
| Sunglass Science: Birefringence | video |
| Sunglass Science: Polarized Light | video |
| Mirage | video, ClosedCaptions |
| Pinhole Eyeglasses | video |
| Why Wet Things Turn Dark | video |
| Onion Crystals | video |
| Finding Fat in Foods | video, ClosedCaptions |
| Changing the Speed of Light | video |
| Why is Foam White? | video |
| Microscopes: Growing Crystals | video, learnalong |
| A Long Lens | text page |
| Sunlight, Energy, and Crayons | text page, free |
| Review Light-1 | practice |
| Review Light-2 | practice |
| Review Light-3 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
| Growing Crystals Under the Microscope | learnalong |
Utah
UT.8.IV.1.b Compare the transfer of energy (i.e., sound, light, earthquake waves, heat) through various mediums.
| Noisy String | video |
| Mirage | video, ClosedCaptions |
| About Microwaves | video |
| Microwave Chocolate | video |
| Spoon Bells | video |
| The Singing Glass | video |
| Why Wet Things Turn Dark | video |
| The Science of Pizza | video |
| Heating a Balloon | video, ClosedCaptions |
| Changing the Speed of Light | video |
| Doppler Effect | video |
| Solar Power | video |
| Sunglass Science: Birefringence | video |
| Sunglass Science: Polarized Light | video |
| Comparing How Sound Moves Through Liquids and Gases | text page |
| Review Light-1 | practice |
| Review Light-2 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
NGSS
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
| Sunglass Science: Polarized Light | video |
| Mirage | video, ClosedCaptions |
| A Color You Can't See | video, free |
| Pinhole Eyeglasses | video |
| Why Wet Things Turn Dark | video |
| Onion Crystals | video |
| Sunprints | video |
| Changing the Speed of Light | video |
| Why is Foam White? | video |
| Microscopes: Growing Crystals | video, learnalong |
| Sunglass Science: Birefringence | video |
| A Long Lens | text page |
| Review Light-1 | practice |
| Review Light-2 | practice |
| Review Light-3 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
| Growing Crystals Under the Microscope | learnalong |
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
| Sunglass Science: Polarized Light | video |
| Mirage | video, ClosedCaptions |
| About Microwaves | video |
| Microwave Chocolate | video |
| Why Wet Things Turn Dark | video |
| Onion Crystals | video |
| Sunprints | video |
| Finding Fat in Foods | video, ClosedCaptions |
| Changing the Speed of Light | video |
| Why is Foam White? | video |
| Sunglass Science: Birefringence | video |
| A Long Lens | text page |
| Sunlight, Energy, and Crayons | text page, free |
| Review Light-1 | practice |
| Review Light-2 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
The light area on the left side of this photo is the Milky Way. What is the Milky Way?
-
A constellation.
No. The Milky Way contains many more stars than a constellation. -
A solar system.
No. A solar system only has one star, not a huge number of stars. -
A galaxy.
Yes! Our solar system is part of the Milky Way galaxy. When we lived in the city, the lights made it difficult to see the Milky Way. Now that we live far from city lights, it is amazingly easy to see. -
A universe.
No. The Milky Way is only a small part of the entire universe.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
| Review Space-2 | practice |
| Review Space-1 | practice |
| Review Space-10 | practice |
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
| Making a Scale Model of the Solar System | video, free, ClosedCaptions |
| Planets and Pennies | video, ClosedCaptions |
| How Far is That Planet? | text page, free |
| Review Space-3 | practice |
| Review Space-2 | practice |
| Review Space-10 | practice |
Utah
UT.6.IV.1.c Compare the size of the Solar System to the size of the Milky Way galaxy.
| Review Space-2 | practice |
| Review Space-10 | practice |
NGSS
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
| Planets and Pennies | video, ClosedCaptions |
| Review Space-13 | quest |
| Review Space-10 | practice |
Which part of your body comes closest to serving the same function as a plant's roots?
-
Mouth
Yes! The main functions for most plant roots is to anchor it in place and to take in water and nutrients from the soil. We do not need anything to anchor us in one place, but we use our mouth to take in water and nutrients. -
Feet
No. A plants roots anchor into in place, keeping it from moving. Your feet do not do that. -
Lungs
No. A plant takes in air through its leaves, not through its roots. -
Skeleton
No. Your skeleton supports your body and protects your organs. In plants, this is done by the cell walls. The cell wall around each cell of a plant make it stiff, supporting stems, leaves, flowers, and other parts of the plant.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
| Measuring Photosynthesis | video |
| Seed Search | video, ClosedCaptions |
| Orange Slices | video, ClosedCaptions |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Heartless Plants | video, ClosedCaptions |
| Pumpkin Guts | video, free, ClosedCaptions |
| Smell the Flowers | text page |
| Review Plants-3 | practice |
| Review Plants-2 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
| Orange Slices | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Pumpkin Guts | video, free, ClosedCaptions |
| Seed Search | video, ClosedCaptions |
| Review Plants-2 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
| Review Plants-3 | practice |
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support — some with internal skeletons others with exoskeletons — while some plants have stems for support.
| Orange Slices | video, ClosedCaptions |
| Bird Bones | video, free |
| Reading a Skeleton | video, free |
| Thoughts on an Exoskeleton | text page, free |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
Utah
UT.6.V.1.b Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).
| Onion Crystals | video |
| A Walk in the Park | video |
| Selective Smelling | video |
| Thoughts on an Exoskeleton | text page, free |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Adaptation-5 | practice |
| Review Plants-7 | practice |
| Review Adaptation-6 | practice |
| Review Adaptation-3 | practice |
| Review Adaptation-4 | practice |
UT.7.IV.2.d Relate the structure of organs to an organism’s ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid fish in moving in water).
| Seed Search | video, ClosedCaptions |
| Orange Slices | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Onion Crystals | video |
| Hunting with an Umbrella | video, free, ClosedCaptions |
| Bendable Bones | video |
| Calling a Woodpecker | video |
| Selective Smelling | video |
| Thoughts on an Exoskeleton | text page, free |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
NGSS
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
| Microscopes: Making a Dry Mount | video, learnalong |
| Microscopes: Making a Hay Infusion | video, free, learnalong |
| Microscopes: Making a Wet Mount | video, learnalong |
| 901 | photo challenge, free |
The questions are chosen randomly, so this quest will be different each time.
