Here are some science questions from the Sixth, Seventh, and Eighth Grade Standards to help you test your knowledge of the Next Generation Sunshine State Standards.
The questions are chosen randomly, so this quest will be different each time you reload the page.
* Click here to see only the most recently added questions.

What season is Australia having in this graphic?
-
Spring
No. In the spring, the Earth's axis would not be tilted towards or away from the Sun. -
Summer
Yes! Australia is in the southern hemisphere, which is tilted towards the Sun. That tells us that it is summer there. -
Autumn
No. In the autumn, the Earth's axis would not be tilted towards or away from the Sun. -
Winter
No. Australia is in the southern hemisphere. If it was having winter, then the southern hemisphere would be tilted 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 |
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.
| Global Science | video, ClosedCaptions |
| Why is a Full Moon So Bright? | text page, free, checked |
| Review Space-13 | quest |
| 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
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 |
MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
| Global Science | video, ClosedCaptions |
| Why is a Full Moon So Bright? | text page, free, checked |
| Review Space-6 | practice |
| Review Space-7 | practice |
| Review Space-9 | practice |
| Review Space-12 | practice |

I gave this balloon a negative electrostatic charge by rubbing it on my hair. Then I tore up bits of paper, and put them on the table. When I brought the balloon near them, they were attracted to the balloon. Why?
-
The negative charge of the balloon induced a positive charge on the paper.
Yes! The negative charge on the balloon pushes some of the negatively charged electrons in the paper to the far side, leaving the near side with a positive charge. Opposite charges attract, so the paper is attracted to the balloon. -
The negative charge of the balloon attracts the neutrally charged paper.
No. As long as the paper is neutral, it will not be attracted or repelled. -
Tearing the paper gave it a positive charge.
No. If the paper had a positive charge from being torn, the bits of paper with like charges would have repelled each other before you moved the balloon nearby. -
Paper is always attracted to balloons.
No. This is easily tested by using a balloon that has not been rubbed on your hair. Without the positive charge, the paper is not attracted.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.
>>> Teacher Page: Electrostatic Charges
| Making Water Wiggle | video |
| Challenge: Paper, Coin, Cup, part 1 | video |
| Electrostatic Charges | video |
| The Leyden Jar | video, checked |
| Versorium | video, checked |
| Electrostatics and Water | video, ClosedCaptions, checked |
| Challenge: Paper, Coin, Cup, part 2 | video |
| Sorting Salt and Pepper | video, checked |
| Electricity | video, free, Updated |
| Review Energy-6 | quest |
| Review Energy-7 | quest |
| Review Energy-8 | quest |
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.
| Light a Bulb with a Balloon | video, checked |
| Crushed Can | video, checked |
| Electricity | video, free, Updated |
| The Compass and Magnetic Fields | video, ClosedCaptions, checked |
| Challenge: Paper, Coin, Cup, part 1 | video |
| Making a Compass | video, checked |
| Torque | video |
| Versorium | video, checked |
| Water in a Glass, part 2 | video, checked |
| Water in a Glass, part 3 | video, checked |
| Water in a Glass, part 1 | video, checked |
| Challenge: Paper, Coin, Cup, part 2 | video |
| Review Energy-6 | quest |
| Review Energy-7 | quest |
| Review Energy-8 | quest |
Utah
UT.5.IV.1.c Describe the behavior of objects charged with static electricity in attracting or repelling without touching.
| Challenge: Paper, Coin, Cup, part 1 | video |
| Electrostatic Charges | video |
| The Leyden Jar | video, checked |
| Versorium | video, checked |
| Electrostatics and Water | video, ClosedCaptions, checked |
| Challenge: Paper, Coin, Cup, part 2 | video |
| Sorting Salt and Pepper | video, checked |
| Making Water Wiggle | video |
| Review Energy-6 | quest |
| Review Energy-7 | quest |
NGSS
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
| Electrostatics and Water | video, ClosedCaptions, checked |
| Challenge: Paper, Coin, Cup, part 2 | video |
| Sorting Salt and Pepper | video, checked |
| Making Water Wiggle | video |
| Measuring Kinetic and Potential Energy | video, checked |
| Challenge: Paper, Coin, Cup, part 1 | video |
| The Leyden Jar | video, checked |
| Versorium | video, checked |
| Water in a Glass, part 2 | video, checked |
| Water in a Glass, part 3 | video, checked |
| Water in a Glass, part 1 | video, checked |
| Review Energy-6 | quest |
| Review Energy-7 | quest |
| Review Energy-8 | quest |

After I rubbed this ballon against my hair, it stuck to the side of my head. Why?
-
The balloon stuck because I don't have enough hair.
No. While much of my hair is gone, I still have enough to do this experiment. -
The balloon stuck because the balloon had the same charge as my hair.
No. Two things with the same electrostatic charge will repel, pushing apart. -
The balloon stuck because the balloon had a different charge from my hair.
Yes. When I rubbed the balloon against my hair, electrons moved from my hair to the balloon. The extra electrons gave the balloon a negative charge, and the missing electrons left my hair with a positive charge. Opposite charges attract, so the balloon stuck to my hair. -
The balloon stuck because my hair was magnetized.
No. Rubbing a balloon against something does not magnetize it. Even if it was magnetized, a magnet would not attract the rubber balloon.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.
>>> Teacher Page: Electrostatic Charges
| Making Water Wiggle | video |
| Challenge: Paper, Coin, Cup, part 1 | video |
| Electrostatic Charges | video |
| The Leyden Jar | video, checked |
| Versorium | video, checked |
| Electrostatics and Water | video, ClosedCaptions, checked |
| Challenge: Paper, Coin, Cup, part 2 | video |
| Sorting Salt and Pepper | video, checked |
| Electricity | video, free, Updated |
| Review Energy-6 | quest |
| Review Energy-7 | quest |
| Review Energy-8 | quest |
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.
| Light a Bulb with a Balloon | video, checked |
| Crushed Can | video, checked |
| Electricity | video, free, Updated |
| The Compass and Magnetic Fields | video, ClosedCaptions, checked |
| Challenge: Paper, Coin, Cup, part 1 | video |
| Making a Compass | video, checked |
| Torque | video |
| Versorium | video, checked |
| Water in a Glass, part 2 | video, checked |
| Water in a Glass, part 3 | video, checked |
| Water in a Glass, part 1 | video, checked |
| Challenge: Paper, Coin, Cup, part 2 | video |
| Review Energy-6 | quest |
| Review Energy-7 | quest |
| Review Energy-8 | quest |
Utah
UT.5.IV.1.c Describe the behavior of objects charged with static electricity in attracting or repelling without touching.
| Challenge: Paper, Coin, Cup, part 1 | video |
| Electrostatic Charges | video |
| The Leyden Jar | video, checked |
| Versorium | video, checked |
| Electrostatics and Water | video, ClosedCaptions, checked |
| Challenge: Paper, Coin, Cup, part 2 | video |
| Sorting Salt and Pepper | video, checked |
| Making Water Wiggle | video |
| Review Energy-6 | quest |
| Review Energy-7 | quest |
NGSS
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
| Electrostatics and Water | video, ClosedCaptions, checked |
| Challenge: Paper, Coin, Cup, part 2 | video |
| Sorting Salt and Pepper | video, checked |
| Making Water Wiggle | video |
| Measuring Kinetic and Potential Energy | video, checked |
| Challenge: Paper, Coin, Cup, part 1 | video |
| The Leyden Jar | video, checked |
| Versorium | video, checked |
| Water in a Glass, part 2 | video, checked |
| Water in a Glass, part 3 | video, checked |
| Water in a Glass, part 1 | video, checked |
| Review Energy-6 | quest |
| Review Energy-7 | quest |
| Review Energy-8 | quest |

The nucleus of the cell contains most of the cell's DNA. Which other structure in the cell contains DNA?
-
Mitochondria
Yes! Your mitochondria have their own DNA. Unlike the DNA in the cell's nucleus, which is a mix of genes from your father and mother, all of your mitochondrial DNA comes from your mother. -
Endoplasmic Reticulum
No. The endoplasmic reticulum is involved in the folding and movement of proteins in the cell. -
Chloroplast
No. Chloroplasts contain chlorophyll, which is used in photosynthesis. -
Ribosome
No. Ribosomes are parts of the cell that assemble proteins.
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 |
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
| Extracting Your Own DNA | video |
| Fact checking GMOs | text page |
| Review Cells-4 | practice |
Utah
UT.7.IV.1.b Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material).
| Extracting Your Own DNA | video |
| Review Plants-3 | practice |
| Review Cells-4 | practice |
NGSS
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
| Who Evolved on First? | text page, free, checked |
| Review Cells-4 | practice |
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 |

None of these layers have been turned upside down. Based on the Law of Superposition, which layer is the oldest?
-
A
No. Layer A is on top of layer B, so it is younger than layer B. That means that it is not the oldest. -
B
No. If you look at layer B, it is on top of layer C, which means that it is younger than layer C. B is not the oldest. -
C
No. Look closely at the top part of layer C. The top part of layer C is on top of part of layer D. That tells us that layer C is younger than layer D. -
D
Yes! This one is a bit tricky, because of the way the rocks were formed. Layer D formed first, as a flat, horizontal layer. Erosion weathered the left part of D away, forming a sloping hillside. Image the photo with layers A, B, and C erased, and it looks like a sloping hillside.Next, a nearby volcano erupted, spewing out lots of volcanic ash. The ash covered the hillside, forming layer C.
Next, lava from the volcano flowed down over the ash, forming layer B.
Later, the volcano erupted again, depositing another layer of volcanic ash to form layer A. After that, layer A was covered by another layer of lava, and then another layer of volcanic ash.
So A is the youngest, followed by B, then C, and D is the oldest.
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.
| Reading the Rocks: The Present is the Key to the Past | video, ClosedCaptions |
| Paleo Cookies | video |
| 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 |
| Homemade Fossil Dig | text page |
| 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 |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Geologic Time-3 | practice |
