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Test Your Science Knowledge

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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The brown spots on this fern contain spores. How are spores different from seeds?

  1. Spores are much smaller, because they do not contain stored food for the young plant.

    That is part of the answer. Most seeds contain stored food for the developing plant. Orchid seeds are an exception..
  2. Spores are a form of asexual reproduction.

    That is part of the answer. Spores contain only the genetic material from the parent plant.
  3. Spores develop into a different kind of plant from the parent.

    This is part of the answer. Ferns have alternation of generations, which means that the spores grow into a plant called a prothallia. The prothallia produces male and female sex cells, which join, and grow into another fern plant.
  4. All of the above.

    Yes! All three of the answers are correct.



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.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
Pumpkin Guts video, free, ClosedCaptions, checked
Seed Search video, ClosedCaptions, checked
Review Plants-4 practice
Review Plants-8 practice

SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seedbearing
plants.
Orange Slices video, ClosedCaptions
Creating a Sprout Guide text page, photography, free
Review Life Cycle-1 practice
Review Life Cycle-2 practice
Review Plants-4 practice
Review Life Cycle-3 practice
Review Life Cycle-4 practice

Utah


UT.5.V.1.e Investigate variations and similarities in plants grown from seeds of a parent plant (e.g., how seeds from the same plant species can produce different colored flowers or identical flowers).
Review Plants-4 practice

UT.7.IV.1.c Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually (e.g., hydra, planaria, bacteria, fungi, cuttings from house plants).
Pumpkin Guts video, free, ClosedCaptions, checked
Review Plants-4 practice

NGSS


MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
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
Pumpkin Guts video, free, ClosedCaptions, checked
Seed Search video, ClosedCaptions, checked
Orange Slices video, ClosedCaptions
Bacteria and Antibiotics video, ClosedCaptions
How Does a Butterfly Fly? text page, free
Thoughts on an Exoskeleton text page, free
Review Plants-4 practice
Review Adaptation-4 practice
Review Adaptation-5 practice
Review Adaptation-6 practice
Review Plants-8 practice
Review Adaptation-3 practice
Review Plants-2 practice

MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

I wanted to test a new fertilizer, to find the best concentration for my garden. I divided my garden into four sections and put a different amount of fertilizer in each section.

My test results showed that using 10 grams of fertilizer per gallon made the plants grow faster and bigger. To follow proper scientific guidelines, what should I do next?

  1. Apply 10 grams of fertilizer per gallon to all the plants in my garden.

    No. While that might make my garden grow well, it would not provide more evidence that this was the best mixture of fertilizer
  2. Do the same experiment over again.

    Yes! Repetition is an important part of the scientific process. If my hypothesis is correct, I should get the same results every time I repeat the experiment.
  3. Do the same experiment, but use a different fertilizer.

    No. Using a different fertilizer would be testing a different variable. I wanted to find the best concentration of the original fertilizer, so testing a different fertilizer would not help with that.
  4. Publish my results, so that other scientists could replicate my experiment.

    No. Replication is an important step, but I should repeat my experiment several times to be sure that I get consistent results before I ask other scientists to try replicating it.



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.

SC.5.N.1.3: Recognize and explain the need for repeated experimental trials.

>>> Teacher Page: Nature of Science and Dissolving


SC.8.N.1.2 Design and conduct a study using repeated trials and replication.

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.

Which part of the food web does this Red Shouldered Hawk fit into?

  1. Producer.

    No. A producer captures energy from sunlight, and stores it as food. To do that, the organism needs to contain chlorophyll. This hawk cannot use the energy of sunlight to produce its own food.
  2. Primary Consumer.

    No. Primary consumers eat producers. This hawk does not eat living plants.
  3. Secondary Consumer

    Yes! Secondary consumers eat other consumers. This hawk eats mice, snakes, and other animals.
  4. Decomposer

    No. Decomposers break down dead and decaying organisms. The hawk may occasionally act as a scavenger, eating a freshly dead animal that it did not kill, but it is not a decomposer.



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-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
Review Food Web-1 practice
Review Food Web-3 practice
Review Food Web-4 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, free, ClosedCaptions, Updated
Secondary Consumers video, free, ClosedCaptions, Updated, checked
Producers video, free, Updated, checked
Primary Consumers video, ClosedCaptions, Updated, checked
Measuring Calories video, ClosedCaptions, 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-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
Review Food Web-6 practice
Review Food Web-7 practice
Review Food Web-8 practice
Review Food Web-9 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
Calories: Measuring the Energy text page, free
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

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-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
Review Food Web-1 practice
Review Food Web-3 practice
Review Food Web-4 practice
Review Food Web-5 practice

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?.

  1. Igneous

    No. Igneous rocks formed from magma or lava. This is not an igneous rock.
  2. 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.
  3. Metamorphic

    Yes!. This marble been changed by heat and pressure from a different kind of rock. It is metamorphic.
  4. 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
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-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
Review Rocks-2 practice
Review Rocks-3 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 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
Review Erosion-4 practice
Review Erosion-5 practice
Review Rocks-4 practice
Review Rocks-5 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 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
Review Geologic Time-2 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 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-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
Review Rocks-2 practice
Review Rocks-3 practice
Review Rocks-4 practice

The rattle on a Rattlesnake is an adaptation that:

  1. attracts a mate.

    No. Snakes do not hear airborne sounds, so another snake would not hear the rattle.
  2. attracts mice and other prey animals.

    No. Like other animals, mice would be frightened away by the rattle.
  3. warns predators to stay away.

    Yes! The sound of a Rattlesnake's rattle is a warning that the snake will bite to defend itself.
  4. helps the snake hide.

    No. There is nothing about the rattle that would serve as camouflage or help the snake hide.



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

Florida


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.
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
Flowers video, ClosedCaptions
Onion Crystals video
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.4.V.4.d Compare the structure and behavior of Utah amphibians and reptiles.
A Walk in the Park video, checked
Nature Watching video, checked
Review Adaptation-2 practice

UT.7.IV.2.a Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.
Selective Smelling video, checked
Onion Crystals video
Who Evolved on First? text page, free, checked
Thoughts on an Exoskeleton text page, free
Review Adaptation-1 practice
Review Adaptation-2 practice
Review Adaptation-5 practice
Review Adaptation-6 practice

NGSS

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See which questions, videos, experiments, and other resources support each of your local science standards.