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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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This is the Navajo Sandstone, a huge layer of rock that forms the cliff in our back yard. The strange patterns in the sandstone tell us that at the time they were formed, this area was a desert, and the sand formed sand dunes. What kind of rock is sandstone?

  1. Igneous

    No. Igneous rocks are formed from molten lava or magma, not from sand.
  2. Sedimentary

    Yes! Sedimentary rocks are made up of bits of other rocks that have been deposited by wind, water, ice, or gravity. This sand was deposited by the wind, making this a sedimentary rock.
  3. Metamorphic

    No. Metamorphic rocks have been changed by heat and/or pressure. If this sandstone was exposed to tremendous heat and pressure, it could change into a metamorphic rock called quartzite.
  4. Sandstone is not a rock.

    No. Sandstone is a naturally occurring solid that forms large layers in the Earth. It 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).
What is a Rock? video, learnalong, checked
Bioclastics: Rocks With No Minerals video
Evaporites video, learnalong, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
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
Homemade Fossil Dig text page
Review Rocks-1 practice
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

Utah


UT.4.III.1.d Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale), igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist).
What is a Rock? video, learnalong, checked
Evaporites video, learnalong, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
Light and Dark Minerals text page, learnalong
Review Rocks-2 practice
Review Rocks-3 practice
Review Rocks-10 practice
Review Rocks-10 practice

UT.8.III.1.c Categorize rock samples as sedimentary, metamorphic, or igneous.
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
What is a Rock? video, learnalong, checked
Light and Dark Minerals text page, learnalong
Review Rocks-2 practice
Review Rocks-3 practice
Review Rocks-10 practice
Review Rocks-10 practice

NGSS


MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
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
Evaporites video, learnalong, checked
Definition of a Mineral video, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
What is a Mineral? video, checked
Light and Dark Minerals text page, learnalong
Review Rocks-1 practice
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

Why are trees an important part of the water cycle?

  1. Trees need water.

    No. While trees do need water, that is not why they are part of the water cycle.
  2. Transpiration

    Yes! In order to get nutrients up to the top of a tree, it has to let water evaporate from its leaves. This process is called transpiration. One tree can put hundreds of gallons of water into the air as water vapor every day.
  3. Trees help prevent erosion.

    No. While trees can help prevent erosion, that is not why they are part of the water cycle.
  4. Condensation

    No. Trees are not a major source of condensation.



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

Florida


SC.4.P.8.2 Identify properties and common uses of water in each of its states.
Wonderful Water video, checked
A Watched Pot video
Wax and Wood, part 1 video, checked
Wax and Wood, part 2 video, checked
Photographing Snowflakes video, checked
Ice Cream Science video, checked
75% Water video, checked
Crushed Can video, checked
A Boat Full of Holes video, checked
A Bouncing Water Balloon video
Cloud Types video
Making a Solar Still video
Water on a String video, blog, ClosedCaptions
Adding to a Full Cup text page
What Really Happens With Evaporation? text page, free, checked
A Clean Trick text page
Review Weather-8 practice
Review Weather-10 practice

SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

>>> Teacher Page: Water Cycle

Cloud Formation, part 2 video
Cloud Types video
Making a Solar Still video
A Watched Pot video
Photographing Snowflakes video, checked
The Water Cycle video, checked
A Model of the Water Cycle video, ClosedCaptions, checked
Review Weather-1 practice
Review Weather-2 practice
Review Weather-8 practice
Review Weather-10 practice

SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
Cloud Types video
Nephoscope video, checked
The Water Cycle video, checked
Weather and Climate video
Pine Cone Weather text page, free
Review Weather-9 practice
Review Weather-10 practice
Review Weather-8 practice

Utah


UT.4.I.2.b Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
The Water Cycle video, checked
A Model of the Water Cycle video, ClosedCaptions, checked
Making a Solar Still video
Wonderful Water video, checked
A Watched Pot video
Photographing Snowflakes video, checked
Cloud Formation, part 1 video, ClosedCaptions, checked
A Cool Experiment text page
What Really Happens With Evaporation? text page, free, checked
Review Weather-8 practice
Review Weather-10 practice

UT.4.I.2.c Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).
Photographing Snowflakes video, checked
A Model of the Water Cycle video, ClosedCaptions, checked
75% Water video, checked
Review Weather-8 practice
Review Weather-10 practice

NGSS


MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
A Model of the Water Cycle video, ClosedCaptions, checked
Cloud Formation, part 2 video
Making a Solar Still video
Wonderful Water video, checked
Cloud Formation, part 1 video, ClosedCaptions, checked
The Water Cycle video, checked
Review Weather-8 practice
Review Weather-10 practice

What season is the area that the arrow points to having?

  1. Winter

    Yes! Even though that area is in daylight, the Earth's axis in that hemisphere is pointing away from the Sun. It gets less direct light, and has shorter days.
  2. Spring

    No. For spring, the Earth's axis for that hemisphere would be in between pointing towards the Sun and away from the Sun.
  3. Summer

    No. Although it is daytime in that area, the Earth's axis in that hemisphere is pointing away from the Sun. It gets less direct light, and has shorter days.
  4. Autumn

    No. For autumn, the Earth's axis for that hemisphere would be in between pointing towards the Sun and away from the Sun.



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.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
Global Science video, ClosedCaptions
Review Space-5 practice
Review Space-8 practice
Review Space-12 practice

Utah


UT.6.II.2.e Use a model to explain why the seasons are reversed in the Northern and Southern Hemispheres.
Global Science video, ClosedCaptions
Review Space-5 practice
Review Space-8 practice
Review Space-12 practice

NGSS


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

5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Global Science video, ClosedCaptions
Finding Your Way video, checked
Review Space-5 practice
Review Space-8 practice
Review Space-12 practice

Which of the following statements is scientifically testable?

  1. These alligators are scary.

    No. Being scary is not a physical property. Instead, it is an opinion. Some people might think they are scary, while other people might think they are not.
  2. These alligators have sharp teeth.

    Yes! Careful observation would show that all three of these alligators have very sharp teeth. Anyone who put their hand into the mouth of these alligators would find out quickly that sharp teeth are a measurable, physical property that is scientifically testable.

    Remember that scientifically testable properties are going to be the same, no matter who tests them. For example, these alligators each have four legs, scaly skin, and lungs for breathing air. They are carnivorous, which means that they eat other animals. They are reptiles, and they lay eggs.

    All of that information is based on physical evidence that can be checked and verified. You could count their legs, examine their skin, etc. These things are scientifically testable.

    On the other hand, opinions are a property of the observer, not the object. I may think alligators are interesting. Someone else may thing they are scary, or ugly, or boring. You could test different people, to see if they think alligators are scary, but you can't test the alligator to see if it is scary. Opinions are not scientific evidence about the object.

  3. These alligators have ugly eyes.

    No. Again, this is an opinion, not a measurable, physical property. I happen to think that alligators have pretty eyes.
  4. These alligators are lazy.

    No. Lazy is not a measurable property. I might call them lazy, but you might think that they are just waiting for something tasty to walk by. Lazy is an opinion, and is not scientifically testable.



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

Florida


SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

SC.8.N.2.1 Distinguish between scientific and pseudoscientific ideas.

Utah

NGSS

These flowers are so long and thin that only hummingbirds can get to the nectar. What would be the advantage of only letting certain creatures get the nectar?

  1. It makes it more likely that the flower will be pollinated.

    Yes! As you can see in the Flowers video, the flower needs a pollinator to carry its pollen to another flower of the same kind. If only hummingbirds can get to the nectar, they are more likely to visit other flowers of the same kind. By doing that, they carry pollen from one flower to another, pollenating them. That makes this a strong advantage for the plant.
  2. It keeps animals from eating the nectar.

    No. The nectar is supposed to be eaten. It serves as a treat to get animals to come to the flower.
  3. It helps the hummingbirds get more food.

    No. While getting more food would be an advantage for the hummingbirds, it would not help the plant.
  4. There is no advantage.

    No. Flowers have specific shapes, colors, and smells for a reason.



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.
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
Seed Search video, ClosedCaptions, checked
Review Plants-1 practice
Review Adaptation-2 practice
Review Adaptation-3 practice
Review Adaptation-4 practice
Review Adaptation-5 practice
Review Adaptation-6 practice

SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
Who Evolved on First? text page, free, checked
Review Adaptation-1 practice
Review Adaptation-5 practice
Review Adaptation-6 practice

SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.

Utah


UT.4.V.2.b Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).
Flowers video, ClosedCaptions
Hunting with an Umbrella video, free, ClosedCaptions, Updated
A Walk in the Park video, checked
Seed Search video, ClosedCaptions, checked
How Does a Butterfly Fly? text page, free
Review Adaptation-5 practice
Review Adaptation-6 practice

UT.5.V.2.c Describe how a particular physical attribute may provide an advantage for survival in one environment but not in another (e.g., heavy fur in arctic climates keep animals warm whereas in hot desert climates it would cause overheating; flippers on such animals as sea lions and seals provide excellent swimming structures in the water but become clumsy and awkward on land; cacti retain the right amount of water in arid regions but would develop root rot in a more temperate region; fish gills have the ability to absorb oxygen in water but not on land).

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.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.
Onion Crystals video
Selective Smelling video, checked
Who Evolved on First? text page, free, checked
Thoughts on an Exoskeleton text page, free
Review Adaptation-5 practice
Review Adaptation-6 practice
Review Adaptation-1 practice
Review Adaptation-2 practice

NGSS


3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Flowers video, ClosedCaptions
Who Evolved on First? text page, free, checked
Review Adaptation-6 practice
Review Adaptation-1 practice
Review Adaptation-3 practice
Review Adaptation-4 practice
Review Adaptation-5 practice

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.
Pumpkin Guts video, free, ClosedCaptions, checked
Seed Search video, ClosedCaptions, checked
Orange Slices video, ClosedCaptions
Bacteria and Antibiotics video, ClosedCaptions
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
Thoughts on an Exoskeleton text page, free
How Does a Butterfly Fly? text page, free
Review Adaptation-3 practice
Review Plants-2 practice
Review Plants-4 practice
Review Adaptation-4 practice
Review Adaptation-5 practice
Review Adaptation-6 practice
Review Plants-8 practice

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?



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