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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 large, green stinkbug is drinking sap from this plant. That tells us that it is a:

  1. Producer.

    No. The plant is a producer. It captures energy from sunlight, and stores it as food. The stinkbug is eating the plant to get that energy.
  2. Primary Consumer.

    Yes! The stinkbug is eating the sap from the plant (a producer) to get the energy it contains.
  3. Secondary Consumer

    No. Secondary consumers eat other consumers. An animal that ate this stinkbug would be a secondary consumer.
  4. Decomposer

    No. Decomposers break down dead and decaying organisms. The plant that the stinkbug is eating is still alive and growing.



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

Are the ocean waves crashing against this rock an example of:

  1. Erosion

    Partially right! This is an example of erosion. Sand and bits of the rock are being moved by the waves..
  2. Weathering

    Partially right! This is an example of weathering too. Weathering is when a rock is broken into smaller pieces. The waves and the sand they carry are slowly grinding away these rocks.

  3. Both erosion and weathering

    Yes! The rock is being broken into smaller pieces by the waves (weathering), and the pieces are also being carried away by the waves (erosion).
  4. Neither erosion nor weathering

    No. Both weathering and erosion are happening here.



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.2.b Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).
Change: Fast and Slow video
Erosion video, checked
Weathering and Erosion video, learnalong, checked
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice
Review Erosion-4 practice
Review Erosion-5 practice

UT.5.II.1.a Identify the objects, processes, or forces that weather and erode Earth’s surface (e.g., ice, plants, animals, abrasion, gravity, water, wind)
Change: Fast and Slow video
Erosion video, checked
Continuous Change video, checked
Weathering and Erosion video, learnalong, checked
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice
Review Erosion-4 practice
Review Erosion-5 practice

UT.8.III.2.b Describe the role of energy in the processes that change rock materials over time.
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
Change: Fast and Slow video
Erosion video, checked
Continuous Change video, checked
Weathering and Erosion video, learnalong, checked

NGSS


4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Change: Fast and Slow video
Erosion video, checked
Continuous Change video, checked
Weathering and Erosion video, learnalong, checked
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice
Review Erosion-4 practice
Review Erosion-5 practice

This is Halite, also known as table salt. It was formed when ancient seas dried up, leaving layers of salt behind. What kind of rock is it?.

  1. Igneous

    No. Igneous rocks formed from magma or lava. The Halite was not melted, and is not an igneous rock.
  2. Sedimentary

    Yes! Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. Halite was deposited in large layers by water, which means that it is a sedimentary rock. Halite is also a mineral, and is one of the few rocks/minerals that we eat.
  3. Metamorphic

    No. Metamorphic rocks have been changed by heat and pressure from a different kind of rock. It is not metamorphic.
  4. Halite is not a rock.

    No. Halite is a naturally occurring solid that forms large layers in the Earth. Halite 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 "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?

  1. Skeleton

    No. Your skeleton provides support and protection. In plants, the cell wall provides support and protection.
  2. 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.
  3. 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.
  4. 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-3 practice
Review Plants-2 practice
Review Plants-5 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).

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).
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
Onion Crystals 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 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

Which of these is NOT an example of a renewable energy source?

  1. Wood

    No. Because we can grow more trees, wood is a renewable energy source.
  2. Coal

    Yes. It takes millions of years for coal to form, so it is not considered a renewable energy source.
  3. Hydroelectric power

    No. Thanks to the water cycle, water is added to the lake above the dam, making this a renewable energy source.
  4. Wind energy

    No. Wind energy is constantly renewed by uneven heating of the Earth.



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

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

5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Recycle video
Review Energy-4 quest

The questions are chosen randomly, so this quest will be different each time.

Get 5 more random questions.

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