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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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?.
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Igneous
No. Igneous rocks formed from magma or lava. That would have melted the sand grains. This is not an igneous rock. -
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. -
Metamorphic
Yes!. This quartzite been changed by heat and pressure from a different kind of rock. It is metamorphic. -
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.
| What is a Mineral? | video |
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong |
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video |
| 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 |
| Igneous Rocks and Bubbles | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| Reading the Rocks: Law of Superposition | video |
| Reading the Rocks: Law of Crosscutting | video |
| What is a Rock? | video, learnalong |
| Reading the Rocks: The Present is the Key to the Past | video, ClosedCaptions |
| Paleo Cookies | video |
| Homemade Fossil Dig | text page |
| 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 |
| Review Geologic Time-2 | practice |
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?
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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. -
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. -
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. -
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.
| Photographing Snowflakes | video |
| Building a Rain Gauge, part 2 | video |
| Building a Rain Gauge, part 1 | video |
| Snow Rollers | text page |
| Review Weather-6 | practice |
| Review Weather-3 | practice |
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).
| Photographing Snowflakes | video |
| Building a Rain Gauge, part 2 | video |
| Building a Rain Gauge, part 1 | video |
| Review Weather-6 | practice |
| Review Weather-3 | practice |
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?
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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. -
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. -
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. -
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.
| Nephoscope | video |
| Building a Rain Gauge, part 2 | video |
| Building a Rain Gauge, part 1 | video |
| Pine Cone Weather | text page, free |
| Review Weather-5 | practice |
| Review Weather-4 | practice |
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).
| Nephoscope | video |
| Building a Rain Gauge, part 2 | video |
| Building a Rain Gauge, part 1 | video |
| Pine Cone Weather | text page, free |
| Review Weather-4 | practice |
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?
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Producer.
No. A producer captures energy from sunlight, and stores it as food. To do that, the organism needs to contain chlorophyll. -
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. -
Secondary Consumer
No. Secondary consumers eat other consumers. This butterfly does not eat animals. -
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:
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Cleavage
No. Cleavage is when a mineral breaks along planes of weakness to form flat surfaces. -
Hardness
No. Hardness is the resistance of a mineral to being scratched by other substances. -
Fracture
No. Fracture is when a mineral breaks but does not show cleavage. -
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.
| What is a Mineral? | video |
| Identifying Minerals | video, learnalong |
| Definition of a Mineral | video |
| Minerals Around You | text page, learnalong |
| Review Minerals-1 | practice |
| Review Minerals-2 | practice |
| Review Minerals-3 | practice |
| Review Minerals-4 | practice |
| Review Minerals-5 | practice |
| Review Minerals-6 | practice |
| Review Minerals-7 | practice |
| Review Minerals-8 | practice |
Utah
UT.8.III.1.b Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
| What is a Mineral? | video |
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong |
| Definition of a Mineral | video |
| Review Minerals-1 | practice |
| Review Minerals-2 | practice |
| Review Minerals-3 | practice |
| Review Minerals-4 | practice |
| Review Minerals-5 | practice |
| Review Minerals-6 | practice |
| Review Minerals-7 | practice |
| Review Minerals-8 | practice |
NGSS
The questions are chosen randomly, so this quest will be different each time.
