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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This is called Marble. It was once limestone, but heat and pressure changed it, recrystallizing the calcite and distorting the layers. What kind of rock is it?.
-
Igneous
No. Igneous rocks formed from magma or lava. 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 limestone it was a sedimentary rock, but not now. -
Metamorphic
Yes!. This marble been changed by heat and pressure from a different kind of rock. It is metamorphic. -
Marble is not a rock.
No. Marble is a naturally occurring solid that forms large layers in the Earth. Marble 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 |
Light and Dark Minerals | text page, learnalong |
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 |
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).
Evaporites | video, learnalong, checked |
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 |
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 |
Review Rocks-1 | practice |
Review Erosion-1 | practice |
Review Erosion-2 | practice |
Review Erosion-3 | practice |
Utah
UT.4.III.1.a Describe the differences between minerals and rocks.
What is a Mineral? | video, checked |
Identifying Minerals | video, learnalong |
What is a Rock? | video, learnalong, checked |
Bioclastics: Rocks With No Minerals | video |
Definition of a Mineral | video, checked |
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.
Evaporites | video, learnalong, checked |
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 |
Homemade Fossil Dig | text page |
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 |
Review Rocks-1 | practice |
Review Geologic Time-1 | practice |
Review Rocks-4 | 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-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 |

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.
Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
Producers | video, free, Updated, checked |
Primary Consumers | video, ClosedCaptions, Updated, checked |
Food Web Tag | text page |
What is a Food Web? | text page, free, checked |
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 |
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.
Measuring Calories | video, ClosedCaptions, checked |
Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
Producers | video, free, Updated, checked |
Primary Consumers | video, ClosedCaptions, Updated, checked |
Food Web Tag | text page |
What is a Food Web? | text page, free, checked |
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 |
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, free, ClosedCaptions, Updated, checked |
Producers | video, free, Updated, checked |
Primary Consumers | video, ClosedCaptions, Updated, checked |
What is a Food Web? | text page, free, checked |
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 |
Review Food Web-1 | practice |
Review Food Web-3 | practice |
Review Food Web-4 | practice |
Review Food Web-5 | 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.
Measuring Calories | video, ClosedCaptions, checked |
Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
Producers | video, free, Updated, checked |
Measuring Photosynthesis | video, checked |
Primary Consumers | video, ClosedCaptions, Updated, checked |
What is a Food Web? | text page, free, checked |
Calories: Measuring the Energy | text page, free |
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 |
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
Producers | video, free, Updated, checked |
Primary Consumers | video, ClosedCaptions, Updated, checked |
What is a Food Web? | text page, free, checked |
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 |

The white lines in this piece of rock were straight when the formed. Later, the rock was squeezed by tremendous pressure that compressed the layers into squiggles. What kind of rock is it?.
-
Igneous
No. Igneous rocks formed from magma or lava. The original rock was igneous, but it has been changed and is no long an igneous rock. -
Sedimentary
No. Sedimentary rocks are bits of other rocks that have been moved and deposited. This rock was squeezed, not moved and deposited. It is not sedimentary. -
Metamorphic
Yes! Rocks that are changed by pressure and/or heat are classified as metamorphic rocks. The wavy, white lines show us that the rock has been squeezed by tremendous pressure. That tells us it is a metamorphic rock. -
None of the above.
No. All rocks are classified as either igneous, sedimentary, or metamorphic.
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 |
Light and Dark Minerals | text page, learnalong |
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 |
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).
Evaporites | video, learnalong, checked |
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 |
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 |
Review Rocks-1 | practice |
Review Erosion-1 | practice |
Review Erosion-2 | practice |
Review Erosion-3 | practice |
Utah
UT.4.III.1.c Sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g., sedimentary–rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous–with or without observable crystals that are not in layers or with or without air holes or glasslike; metamorphic –crystals/minerals, often in layers).
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 |
Definition of a Mineral | video, checked |
Review Rocks-10 | practice |
UT.4.III.1.d Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale), igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist).
Evaporites | video, learnalong, checked |
Igneous Rocks and Bubbles | video, free, learnalong, Updated |
Sedimentary Rocks | video, learnalong |
What is a Rock? | video, learnalong, checked |
Light and Dark Minerals | text page, learnalong |
Review Rocks-2 | practice |
Review Rocks-3 | practice |
Review Rocks-10 | practice |
Review Rocks-10 | practice |
NGSS
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-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 |
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-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 |

Which part of your body comes closest to serving the same function as a flower?
-
Sensory organs
No. Plants can sense their surrounds just as well without flowers. -
Reproductive organs
Yes! Flowers are the reproductive organs of the plant. While most animals are either male or female, most flowers have both male (stamen) and female (pistil) reproductive organs. In this photograph, the male stamens are the green stalks with the yellow ends. The female pistil is the white structure just below the stamens. -
Digestive system
No. Plants make their own food, so they do not need a digestive system. -
Skeletal system
No. The stiff cell wall of a plant cell serves the same function as our skeleton.
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.
Heartless Plants | video, ClosedCaptions, checked |
Pumpkin Guts | video, free, ClosedCaptions, checked |
Measuring Photosynthesis | video, checked |
Seed Search | video, ClosedCaptions, checked |
Orange Slices | video, ClosedCaptions |
Testing a Leaf for Starch | video, ClosedCaptions |
Flowers | video, ClosedCaptions |
Smell the Flowers | text page |
Review Plants-5 | practice |
Review Plants-6 | practice |
Review Plants-7 | practice |
Review Plants-8 | practice |
Review Plants-3 | practice |
Review Plants-2 | practice |
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
Pumpkin Guts | video, free, ClosedCaptions, checked |
Seed Search | video, ClosedCaptions, checked |
Orange Slices | video, ClosedCaptions |
Flowers | video, ClosedCaptions |
Review Plants-3 | practice |
Review Plants-2 | practice |
Review Plants-6 | practice |
Review Plants-7 | practice |
Review Plants-8 | 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.
Bird Bones | video, free |
Reading a Skeleton | video, free, checked |
Orange Slices | video, ClosedCaptions |
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).
A Walk in the Park | video, checked |
Selective Smelling | video, checked |
Onion Crystals | video |
Thoughts on an Exoskeleton | text page, free |
Review Adaptation-3 | practice |
Review Adaptation-4 | practice |
Review Plants-5 | practice |
Review Plants-6 | practice |
Review Adaptation-5 | practice |
Review Plants-7 | practice |
Review Adaptation-6 | 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).
Onion Crystals | video |
Hunting with an Umbrella | video, free, ClosedCaptions, Updated |
Bendable Bones | video, checked |
Calling a Woodpecker | video, checked |
Selective Smelling | video, checked |
Seed Search | video, ClosedCaptions, checked |
Orange Slices | video, ClosedCaptions |
Flowers | video, ClosedCaptions |
Thoughts on an Exoskeleton | text page, free |
Review Plants-7 | practice |
Review Plants-5 | practice |
Review Plants-6 | 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 Hay Infusion | video, free, learnalong, checked |
Microscopes: Making a Wet Mount | video, learnalong, checked |
Microscopes: Making a Dry Mount | video, learnalong, checked |
901 | photo challenge, free |

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.
The Chemistry of Milk | video, ClosedCaptions, checked |
Why Wet Things Don't Burn | video, checked |
Igneous Sugar | video, 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.
Changing Colors, part 1 | video |
Changing Colors, part 2 | video |
The Chemistry of Milk | video, ClosedCaptions, checked |
Making Butter | video, free, ClosedCaptions, Updated |
Chemical and Physical Changes | video, ClosedCaptions, checked |
Paper Petals | video, ClosedCaptions |
Changing How We Look at Changing | text page, free |
Review Matter-4 | practice |
UT.8.I.1.a Differentiate between chemical and physical properties.
Cabbage Indicator | video, checked |
Making Butter | video, free, ClosedCaptions, Updated |
Making Turmeric Paper | video, checked |
Testing for Tannic Acid | video |
Chemical and Physical Changes | video, ClosedCaptions, checked |
Paper Petals | video, ClosedCaptions |
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.
The Chemistry of Milk | video, ClosedCaptions, checked |
A Watched Pot | video |
Why We Sweat | video, checked |
Photographing Snowflakes | video, checked |
Ice Cream Science | video, 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.
Making Turmeric Paper | video, checked |
Testing for Tannic Acid | video |
Relighting Candles | video, checked |
Catalysts | video, ClosedCaptions, checked |
Changing Colors, part 1 | video |
Changing Colors, part 2 | video |
Chemical and Physical Changes | video, ClosedCaptions, checked |
The Chemistry of Milk | video, ClosedCaptions, checked |
How They Get the Sparks in a Sparkler | video |
Candles in a Jar, part 2 | video, ClosedCaptions, checked |
Orange Flash | video |
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 |
Changing How We Look at Changing | text page, free |
A Hot Change | text page |
Review Matter-4 | practice |
The questions are chosen randomly, so this quest will be different each time.