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.

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This is called Quartzite. It was once sandstone, but heat and pressure changed it by fusing the grains of sand to each other, making it much harder. What kind of rock is it?.

  1. Igneous

    No. Igneous rocks formed from magma or lava. That would have melted the sand grains. 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 sandstone it was a sedimentary rock.
  3. Metamorphic

    Yes!. This quartzite been changed by heat and pressure from a different kind of rock. It is metamorphic.
  4. Quartzite is not a rock.

    No. Quartzite is a naturally occurring solid that forms large layers in the Earth. Quartzite 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
Igneous Rocks and Bubbles video, learnalong
Sedimentary Rocks video, learnalong
What is a Rock? video, learnalong
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-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
What is a Rock? video, learnalong
The Rock Cycle video, learnalong
Change: Fast and Slow video
Erosion video
Continuous Change video
Bioclastics: Rocks With No Minerals video
Weathering and Erosion video, 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-1 practice
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice
Review Erosion-4 practice
Review Erosion-5 practice

Utah


UT.4.III.1.a Describe the differences between minerals and rocks.

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.

MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Definition of a Mineral video
Evaporites video, learnalong
Igneous Rocks and Bubbles video, learnalong
What is a Mineral? video
Identifying Minerals video, learnalong
Sedimentary Rocks video, learnalong
What is a Rock? video, learnalong
The Rock Cycle video, learnalong
Bioclastics: Rocks With No Minerals video
Light and Dark Minerals text page, learnalong
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
Review Rocks-2 practice

This snow fell when the temperature outside was 39°F. How can you get snow when the temperature is above freezing?

  1. The wind made it feel colder, allowing it to snow.

    No. While wind chill can make it feel colder, it does not actually make it colder.
  2. It was colder in the clouds where the snow formed.

    Yes. Even when air temperatures at the surface are above freezing, the clouds can be much colder. If the air at the surface is not too warm, the snow can reach the ground without melting.
  3. Rain froze into snow when it hit the ground.

    No. Freezing rain forms ice, not snow. Light, fluffy snow flakes form as they fall through the air, not after they hit the ground.
  4. This is really hail instead of snow.

    No. Hail is made of large chunks of ice, not tiny flakes.



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

Florida


SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.

SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
Nephoscope video
Review Weather-6 practice

Utah


UT.4.II.2.a Observe and record effects of air temperature on precipitation (e.g., below freezing results in snow, above freezing results in rain).

NGSS


3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Nephoscope video
Pine Cone Weather text page, free
Review Weather-5 practice
Review Weather-6 practice
Review Weather-4 practice
Review Weather-3 practice
Review Space-5 practice
Review Space-8 practice

MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Cloud Types video
Nephoscope video
Cloud Formation, part 1 video, ClosedCaptions
Pine Cone Weather text page, free
Review Weather-1 practice
Review Weather-2 practice
Review Weather-6 practice
Review Weather-4 practice
Review Weather-3 practice

Which of the following is likely a sign that it will rain soon?

  1. Rising temperature

    No. A warm air mass moving into your area might bring rain, but it also might bring sunny weather. Rising temperature by itself is not a good indicator of rain.
  2. Decreasing humidity

    No. The humidity at ground level does not play much of a role in the formation of rain in the clouds. Just before it rains, the precipitation could cause the humidity to increase, but it would not cause it to decrease.
  3. Wind out of the west

    No. Any weather front moving in from the west could cause winds, even if it was bringing clear, sunny weather.
  4. Falling barometric pressure

    Yes! Low pressure fronts are commonly associated with rain and storms, so falling barometric pressure is a good indicator that rain may be on the way.



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

Florida


SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.

Utah


UT.4.II.3.a Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).

NGSS


3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Nephoscope video
Pine Cone Weather text page, free
Review Weather-5 practice
Review Weather-6 practice
Review Weather-4 practice
Review Weather-3 practice
Review Space-5 practice
Review Space-8 practice

MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Cloud Types video
Nephoscope video
Cloud Formation, part 1 video, ClosedCaptions
Pine Cone Weather text page, free
Review Weather-1 practice
Review Weather-2 practice
Review Weather-6 practice
Review Weather-4 practice
Review Weather-3 practice

Which part of the food web does this butterfly belong to?

  1. Producer.

    No. A producer captures energy from sunlight, and stores it as food. To do that, the organism needs to contain chlorophyll.
  2. Primary Consumer.

    Yes! Primary consumers eat producers. As an adult, this butterfly drinks nectar from plants, which are producers. As a caterpillar, it ate leaves from plants.
  3. Secondary Consumer

    No. Secondary consumers eat other consumers. This butterfly does not eat animals.
  4. Decomposer

    No. Decomposers break down dead and decaying organisms.



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, ClosedCaptions
Secondary Consumers video, ClosedCaptions
Producers video
Primary Consumers video, ClosedCaptions
Food Web Tag text page
What is a Food Web? text page
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
Review Food Web-6 practice
Review Food Web-7 practice
Review Food Web-8 practice
Review Food Web-9 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, ClosedCaptions
Secondary Consumers video, ClosedCaptions
Producers video
Primary Consumers video, ClosedCaptions
Measuring Calories video, ClosedCaptions
Food Web Tag text page
What is a Food Web? text page
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
Review Food Web-6 practice
Review Food Web-7 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, ClosedCaptions
Producers video
Primary Consumers video, ClosedCaptions
What is a Food Web? text page
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
Review Food Web-10 practice
Review Food Web-11 practice
Review Food Web-12 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.
Scavengers and Decomposers video, ClosedCaptions
Secondary Consumers video, ClosedCaptions
Producers video
Measuring Photosynthesis video
Primary Consumers video, ClosedCaptions
Measuring Calories video, ClosedCaptions
Calories: Measuring the Energy text page, free
What is a Food Web? text page
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

5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Scavengers and Decomposers video, ClosedCaptions
Secondary Consumers video, ClosedCaptions
Producers video
Primary Consumers video, ClosedCaptions
What is a Food Web? text page
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
Review Food Web-10 practice

One test for identifying minerals involves rubbing the mineral on a rough tile, and looking at the color of the mark it leaves. This test is called:

  1. Cleavage

    No. Cleavage is when a mineral breaks along planes of weakness to form flat surfaces.
  2. Hardness

    No. Hardness is the resistance of a mineral to being scratched by other substances.
  3. Fracture

    No. Fracture is when a mineral breaks but does not show cleavage.
  4. Streak

    Yes. The streak test examines the color of the mineral when it is powdered by rubbing it on a rough tile or streak plate. While the actual color of a mineral can vary, it will always produce the same color streak.



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.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

Utah


UT.8.III.1.b Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).

NGSS

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