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 states of matter will change its shape to fit its container, but not its size?
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Solid
No. Under normal pressure, solids do not change their shape or size to fit their container. -
Liquid
Yes. Liquids will take on the shape of their container, but do not change their size. -
Gas
No. Gases will expand to fill their container, taking on both its shape and size. -
Plasma
No. Like gases, plasmas take on the size and shape of their container.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.2.P.8.3 Recognize that solids have a definite shape and that liquids and gases take the shape of their container.
| Egg States | video, checked |
| Wonderful Water | video, checked |
| Ice Cream Science | video, checked |
| Raw Egg or Boiled? | video, checked |
| Review Matter-1 | practice |
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
>>> Teacher Page: States of Matter
| Ice Cream Science | video, checked |
| Raw Egg or Boiled? | video, checked |
| Air Space | video |
| A Bouncing Water Balloon | video |
| Egg States | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| Air has Weight | text page |
| Teach It Right the First Time. | text page, free |
| Review Matter-2 | practice |
| Review Matter-1 | practice |
| Review Matter-3 | practice |
| Review Weather-10 | practice |
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases.
| A Bouncing Water Balloon | video |
| Egg States | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Ice Cream Science | video, checked |
| Expansion of Solids | video, ClosedCaptions, checked |
| Review Matter-1 | practice |
| Review Matter-3 | practice |
Utah
UT.5.I.2.a Identify the physical properties of matter (e.g., hard, soft, solid, liquid, gas).
| Ice Cream Science | video, checked |
| Raw Egg or Boiled? | video, checked |
| Crushed Can | video, checked |
| A Bouncing Water Balloon | video |
| Egg States | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| Review Matter-1 | practice |
| Review Matter-3 | practice |
UT.7.I.1.c Diagram the arrangement of particles in the physical states of matter (i.e., solid, liquid, gas).
| A Bouncing Water Balloon | video |
| Egg States | video, checked |
| Ice Cream Science | video, checked |
| Review Matter-1 | practice |
UT.8.I.1.b Classify substances based on their chemical and physical properties (e.g., reacts with water, does not react with water, flammable or nonflammable, hard or soft, flexible or nonflexible, evaporates or melts at room temperature).
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| Ice Cream Science | video, checked |
| Scaring Pepper | video, checked |
| Making Turmeric Paper | video, checked |
| Testing for Tannic Acid | video |
| Relighting Candles | video, checked |
| How They Get the Sparks in a Sparkler | video |
| Orange Flash | video |
| Stale Bread | video |
| Cabbage Indicator | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Making Butter | video, free, ClosedCaptions, Updated |
| Acid Hunt | text page |
| A Clean Trick | text page |
| Review Matter-1 | practice |
NGSS
The wood in this pile will be reduced to this much ash when it is burned. What happens to the rest of the mass from the wood?
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It was converted into energy.
No. Burning does not convert matter into energy. -
It evaporated.
No. While any moisture in the wood may have evaporated, wood itself does not evaporate. -
It was converted into water and carbon dioxide.
Yes! Burning converts the cellulose in wood into water vapor and carbon dioxide. The white ash that is left behind is made up of the minerals and nutrients which were taken in by the plant's roots. -
The matter is still there. It just got smaller.
No. If all of the matter was still there, the mass and weight would still be the same. The ash is much lighter than the wood, because the water vapor and carbon dioxide are now part of the air of the room. Still, if we could weigh all of the ash, water vapor, and carbon dioxide, the total mass would still be the same.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.
| The Difference Between Weight and Mass | video, checked |
| Review Matter-2 | practice |
| Review Matter-6 | practice |
SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.
| Making Butter | video, free, ClosedCaptions, Updated |
| Review Matter-2 | practice |
| Review Matter-6 | practice |
Utah
UT.5.I.1.a Compare the total weight of an object to the weight of its individual parts after being
disassembled.
| Review Matter-6 | practice |
UT.5.I.1.d Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a new substance).
| Changing Colors, part 1 | video |
| Changing Colors, part 2 | video |
| The Chemistry of Milk | video, ClosedCaptions, checked |
| Polymers and Slime | video, free, ClosedCaptions, checked |
| Review Matter-6 | practice |
UT.5.I.3.d Compare a physical change to a chemical change.
| 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 |
| Making Butter | video, free, ClosedCaptions, Updated |
| Changing How We Look at Changing | text page, free |
| Review Matter-4 | practice |
UT.8.I.4.c Demonstrate that mass is conserved in a chemical reaction (e.g., mix two solutions that result in a color change or formation of a precipitate and weigh the solutions before and after mixing).
| Microscopes: Growing Crystals | video, free, learnalong, Updated |
| Growing Crystals Under the Microscope | video, free, learnalong, checked |
| Review Matter-6 | practice |
NGSS
5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
| Chemical and Physical Changes | video, ClosedCaptions, checked |
| Making Butter | video, free, ClosedCaptions, Updated |
| The Difference Between Weight and Mass | video, checked |
| Ice Cream Science | video, checked |
| Air has Weight | text page |
| Review Matter-2 | practice |
| Review Matter-6 | practice |
MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
| Scientific Thinking and Creative Thought, part 3 | video, checked |
| Scientific Thinking and Creative Thought, part 2 | video, checked |
| Scientific Thinking and Creative Thought, part 1 | video, checked |
| Catalysts | video, ClosedCaptions, checked |
| Review Matter-6 | practice |
Which position would the Moon be in when it is a full moon?
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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, checked |
| 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, checked |
| 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, checked |
| 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, ClosedCaptions |
| Why is a Full Moon So Bright? | text page, free, checked |
| Review Space-6 | practice |
| Review Space-7 | practice |
| Review Space-9 | practice |
| Review Space-12 | practice |
When this cannon fires, cannon and the cannon ball both move, but the cannon ball moves much farther and faster than the cannon. Why?
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The cannon ball is smaller.
No. While smaller size means a little less air resistance, that is not enough to cause the difference. -
The wheels on the cannon are stuck.
No. Even with the wheels moving freely, the cannon ball will still move much faster and much farther. -
The cannon ball is round.
No. While the round shape means a little less air resistance, that is not enough to cause the difference. -
The cannon ball weighs less.
Yes! According to Newton's Second Law of Motion, the more mass an object has, the less it will be affected by a force. Newton's Third Law of Motion tells us that the cannon and the cannon ball will both be pushed by the same amount of force, but since the cannon is much heavier (more mass), it will not move as fast or as far.If the cannon was made of very light weight plastic, so that it was much ligher (less mass) than the cannon ball, then the cannon would move farther and faster.
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.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion.
| Wrong Way Balloon | video, checked |
| High Bounce | video, checked |
| The Difference Between Weight and Mass | video, checked |
| Water in a Glass, part 2 | video, checked |
| Water in a Glass, part 3 | video, checked |
| Water in a Glass, part 1 | video, checked |
| Obedient Coin | video, checked |
| Review Force and Motion-1 | practice |
| Review Force and Motion-2 | practice |
Utah
UT.3.III.2.b Compare and chart the relative effects of a force of the same strength on objects of different weight (e.g., the breeze from a fan will move a piece of paper but may not move a piece of cardboard).
| High Bounce | video, checked |
| Floating Cups | video, checked |
| Water in a Glass, part 2 | video, checked |
| Water in a Glass, part 3 | video, checked |
| Water in a Glass, part 1 | video, checked |
| Review Force and Motion-2 | practice |
| Review Force and Motion-1 | practice |
NGSS
MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
| Water in a Glass, part 3 | video, checked |
| Water in a Glass, part 1 | video, checked |
| Newton's First Law of Motion | video, ClosedCaptions |
| Obedient Coin | video, checked |
| Wrong Way Balloon | video, checked |
| Strange Flame, part 2 | video, checked |
| Strange Flame, part 1 | video, checked |
| Science Friction | video, checked |
| Raw Egg or Boiled? | video, checked |
| More Science of Balance | video, checked |
| Science of Balance | video, checked |
| Bernoulli Effect | video |
| The Old Tablecloth Trick | video |
| Smoke Rings | video |
| Floating Cups | video, checked |
| The Difference Between Weight and Mass | video, checked |
| Torque | video |
| Water in a Glass, part 2 | video, checked |
| Balancing a Meter Stick | text page |
| Review Force and Motion-1 | practice |
| Review Force and Motion-2 | practice |
| Review Force and Motion-4 | practice |
I placed this plant near the window. After two hours, I examined it. What would you expect to happen to the leaves during that time?
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The leaves will turn towards the light.
Yes. The leaves will move and turn so that their surface gets as much light as possible. The following is a time lapse video, showing what happened with the plant. -
The leaves will turn away from the light.
No. The leaves need light, so they turn to catch as much light as possible. -
The leaves will turn a darker green.
No. While more light could eventually cause the leaves to grow and darken, the process would not happen in a couple of hours. -
The leaves will not change.
No. Plants are adapted to turn their leaves towards a light source.
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.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.
| Review Plants-1 | practice |
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
| Flowers | video, ClosedCaptions |
| Onion Crystals | video |
| A Walk in the Park | video, checked |
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Selective Smelling | video, checked |
| Seed Search | video, ClosedCaptions, checked |
| Review Plants-1 | practice |
| Review Adaptation-2 | practice |
| Review Adaptation-3 | practice |
| Review Adaptation-4 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
Utah
UT.8.IV.4.d Investigate and report the response of various organisms to changes in energy (e.g., plant response to light, human response to motion, sound, light, insects’ response to changes in light intensity).
| Making a Screamer | video, free, Updated |
| Review Plants-1 | practice |
UT.3.II.2.b Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism.
| Color Changing Flowers | video, checked |
| Weather and Climate | video |
| Review Plants-1 | practice |
UT.3.V.1.b Observe and report how sunlight affects plant growth.
| Measuring Photosynthesis | video, checked |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Review Plants-1 | practice |
NGSS
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
| Measuring Photosynthesis | video, checked |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Review Plants-1 | practice |
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
| Who Evolved on First? | text page, free, checked |
| Review Cells-4 | practice |
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
| Seed Search | video, ClosedCaptions, checked |
| Review Plants-1 | practice |
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Bird Bones | video, free |
| Feathers | video, checked |
| Heartless Plants | video, ClosedCaptions, checked |
| Thoughts on an Exoskeleton | text page, free |
| Eye Shine | text page |
| How Does a Butterfly Fly? | text page, free |
| Review Plants-3 | practice |
| Review Plants-1 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
| Color Changing Flowers | video, checked |
| Yeast and Sugar, part 2 | video, checked |
| Yeast and Sugar, part 1 | video, checked |
| Measuring Photosynthesis | video, checked |
| Who Evolved on First? | text page, free, checked |
| Review Plants-1 | practice |
The questions are chosen randomly, so this quest will be different each time.