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.
Get 5 more random questions.
Would you rather see the most recently added questions?

These cells DO NOT have a cell wall. What does that tell us?
-
These are young cells.
No. Even new cells can have a cell wall. -
These are NOT plant cells.
Yes! Plant cells are surrounded by a cell wall, which provides structure and protection. -
These are NOT animal cells.
No. Animal cells do not have a cell wall. -
These are dead cells.
No. Being alive or dead does not change whether a cell has a cell wall or not.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
Osmosis | video, checked |
Review Cells-1 | practice |
Review Cells-2 | practice |
Review Cells-3 | practice |
Review Cells-4 | practice |
Utah
UT.7.III.1.c Differentiate between plant and animal cells based on cell wall and cell membrane.
Review Cells-1 | practice |
Review Cells-2 | practice |
NGSS
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Osmosis | video, checked |
Review Cells-1 | practice |
Review Cells-2 | practice |
Review Cells-3 | practice |
Review Cells-4 | practice |

The "strings" in a stalk of celery are made up of xylem and phloem. Which part of your body comes closest to serving the same function?
-
Skeleton
No. Your skeleton provides support and protection. In plants, the cell wall provides support and protection. -
Intestines
No. Your intestines allow you to absorb nutrients from your food. Plants make their own food, so they do not need a digestive system. -
Nerves
No. Your nerves carry signals to let the parts of your body communicate. They carry messages for your senses, to move your muscles, etc. Instead of having nerves, plants release chemicals that signal other parts of the plant. -
Blood Vessels
Yes! Your blood vessels carry water and nutrients to different parts of your body. In plants, the xylem is made up of tubes that carry water and some nutrients from the roots upwards to other parts of the plant. The phloem is made up of tubes that carry the sugar produce by photosynthesis to other parts of the plant. While they work in very different ways, your blood vessels serve basically the same function (carrying water and nutrients) as the xylem and phloem in plants.
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.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 |

This is a simple chart showing how energy flows through some of the parts of a food web. For example, the arrow from the grass to the grasshopper shows that the grasshopper gets it energy by eating the grass.
The hawk gets its energy by eating the water snake, but there is no arrow leading from the hawk. What should the arrow from the hawk point to>
-
Egret
No. The egret does not eat hawks. -
Carrion
Yes! Carrion is dead animals. When the hawk eventually dies, flies will get their energy by eating the dead body. You could also draw arrows from all of the other animals to carrion. -
The Sun
No. The Sun is not on the chart, and The Sun does not get its energy from the hawk. -
There should not be an arrow leading from the hawk.
No. Energy cannot be destroyed. It always goes back into the system.
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.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
Thoughts on Trees | text page |
What is a Food Web? | text page, free, checked |
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, 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 |

These layers have not been overturned or folded. Based on that, which layer is the oldest?
-
A
No. A is on top, which means the other layers had to be there before it could be deposited. A is younger than B and C. -
B
No. By the law of Superposition, layer C had to be in place before B could form on top of it. Layer B is older than A, but younger than C. -
C
Yes! As the bottom layer, the Law of Superposition tells us that it is older than layers A and B. This layer had to be in place before A and B could form on top of it.. -
D
No. Layer D is actually a pile of rock fragments, mostly from layer A. These fragments are the result of weathering and erosion of layers A, B, and C. D is the youngest deposit at this location.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.
Imagining Geologic Time | video |
Reading the Rocks: Law of Superposition | video |
Reading the Rocks: Law of Crosscutting | video |
Reading the Rocks | text page |
Review Geologic Time-1 | practice |
Review Geologic Time-2 | practice |
Review Geologic Time-3 | practice |
Utah
UT.8.III.3.c Explain why some sedimentary rock layers may not always appear with youngest rock on top and older rocks below (i.e., folding, faulting).
Sedimentary Rocks | video, learnalong |
Review Geologic Time-1 | practice |
Review Geologic Time-2 | practice |
Review Geologic Time-3 | 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 |

Which of these sources of electricity is a renewable resource?
-
Coal
No. Coal is the fossilized remains of ancient plants, and it takes millions of years to form. -
Hydroelectric
Yes. The lake water that provides hydroelectric power is replenished every time it rains. -
Natural Gas
No. Natural Gas is a fossil fuel, and takes millions of years to form. -
Fuel Oil
No. Fuel oil comes from petroleum, which requires extremely long periods of time to form.
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.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
Recycle | video |
Review Energy-4 | quest |
Review Energy-1 | practice |
Utah
UT.8.II.3.a Describe specific examples of how humans have changed the capacity of an environment to support specific life forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks, acid rain damages amphibian eggs and reduces population of frogs, clear cutting forests affects squirrel populations, suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).
Investigating Acid Rain | video, checked |
Quadrats and Population Sampling | video, ClosedCaptions |
Review Energy-1 | practice |
NGSS
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Investigating Acid Rain | video, checked |
Solar Power | video, checked |
Review Energy-4 | quest |
Review Energy-1 | practice |
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Evaporites | video, learnalong, checked |
What is a Mineral? | video, checked |
Identifying Minerals | video, learnalong |
Definition of a Mineral | video, checked |
Review Energy-1 | practice |
The questions are chosen randomly, so this quest will be different each time.