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.
Rainbows are produced by:
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Refraction
Partly correct. Light entering the raindrop is reflected off of the back surface. -
Reflection
Partly correct. As the light passes from air to water, and from water to air, the light is bent or refracted. Different colors are refracted different amounts, separating the colors. -
Both reflection and refraction
Correct! When you see a rainbow, the sun will always be behind you. (There are other, similar looking phenomena which you see when facing the sun, but they are not rainbows.) The sunlight enters each raindrop, is refracted (bent). Different colors are refracted different amounts. When the light hits the far side of the raindrop, part of it goes on through, and part of it is reflected back towards the sun (and towards you.) As it passes leaves the drop, the difference in density from water to air refracts (bends) the light even more, separating the colors into bands for the rainbow. -
Neither reflection no refraction
No. One or both take part in producing the rainbow.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
Microscopes: Growing Crystals | video, free, learnalong, Updated |
Sunglass Science: Birefringence | video, free, Updated |
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
Pinhole Eyeglasses | video, checked |
Why Wet Things Turn Dark | video, checked |
Growing Crystals Under the Microscope | video, free, learnalong, checked |
Changing the Speed of Light | video |
Why is Foam White? | video, checked |
A Long Lens | text page |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-3 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed.
Microscopes: Growing Crystals | video, free, learnalong, Updated |
Sunglass Science: Birefringence | video, free, Updated |
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
Pinhole Eyeglasses | video, checked |
Looking for Rainbows | video |
Why Wet Things Turn Dark | video, checked |
Growing Crystals Under the Microscope | video, free, learnalong, checked |
Changing the Speed of Light | video |
Why is Foam White? | video, checked |
Onion Crystals | video |
A Long Lens | text page |
Sunlight, Energy, and Crayons | text page, free |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-3 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.
Changing the Speed of Light | video |
Why is Foam White? | video, checked |
Onion Crystals | video |
Microscopes: Growing Crystals | video, free, learnalong, Updated |
Sunglass Science: Birefringence | video, free, Updated |
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
Pinhole Eyeglasses | video, checked |
Why Wet Things Turn Dark | video, checked |
Growing Crystals Under the Microscope | video, free, learnalong, checked |
Finding Fat in Foods | video, ClosedCaptions, checked |
A Long Lens | text page |
Sunlight, Energy, and Crayons | text page, free |
Review Light-5 | practice |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-3 | practice |
Review Light-4 | practice |
SC.8.E.5.11 Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs.
Sunglass Science: Polarized Light | video, free, Updated |
A Color You Can't See | video, free, checked |
Sunprints | video |
Sunglass Science: Birefringence | video, free, Updated |
CD Spectrum | text page |
Review Light-3 | practice |
Utah
UT.8.IV.1.e Demonstrate how white light can be separated into the visible color spectrum.
Sunglass Science: Polarized Light | video, free, Updated |
A Color You Can't See | video, free, checked |
White Balance | video, checked |
Sunglass Science: Birefringence | video, free, Updated |
Sunlight, Energy, and Crayons | text page, free |
Review Light-3 | practice |
NGSS
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Onion Crystals | video |
Microscopes: Growing Crystals | video, free, learnalong, Updated |
Sunglass Science: Birefringence | video, free, Updated |
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
A Color You Can't See | video, free, checked |
Pinhole Eyeglasses | video, checked |
Why Wet Things Turn Dark | video, checked |
Growing Crystals Under the Microscope | video, free, learnalong, checked |
Sunprints | video |
Changing the Speed of Light | video |
Why is Foam White? | video, checked |
A Long Lens | text page |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-3 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
In August of 2004, Hurricane Charley removed over six feet of sand from the beach at St. Augustine. Was that an example of erosion, weathering, both, or neither?
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Erosion
Yes! This is an example of erosion. The sand was moved by wind and water.The term "weathering" causes confusion because it sounds like it has something to do with weather. In Earth Science, weathering means "breaking apart." Weathering breaks rocks apart. Erosion carries the pieces of rock to a different location.
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Weathering
No. While this was caused by weather, it is not an example of weathering. Keep in mind that weathering means breaking down rocks into smaller pieces. The sand was not broken into smaller pieces. It was just moved from one place to another (erosion). -
Both erosion and weathering
No. This was erosion, but not weathering. -
Neither erosion nor weathering
No. Since the sand was moved, it was erosion.
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).
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 |
Evaporites | video, learnalong, checked |
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-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 |
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).
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 |
Evaporites | video, learnalong, checked |
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 |
Review Rocks-6 | practice |
Review Rocks-8 | practice |
Review Rocks-9 | practice |
Review Rocks-7 | practice |
Review Rocks-10 | practice |
Review Rocks-10 | 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 |
Are the ocean waves crashing against this rock an example of:
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Erosion
Partially right! This is an example of erosion. Sand and bits of the rock are being moved by the waves.. -
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. -
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). -
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).
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 |
Evaporites | video, learnalong, checked |
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-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 |
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).
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 |
Evaporites | video, learnalong, checked |
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 |
Review Rocks-6 | practice |
Review Rocks-8 | practice |
Review Rocks-9 | practice |
Review Rocks-7 | practice |
Review Rocks-10 | practice |
Review Rocks-10 | 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 |
From our new home in Utah, the stars are so bright that we can even see the Milky Way Galaxy. How far is the Milky Way Galaxy from Earth?
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923 light years.
-
92.3 light years.
-
9.23 light years.
-
We are in the Milky Way Galaxy.
Think about it, and when you think you know the answer, then continue.
The Sun and you and me and all the stars that we can see are in the galaxy we call the Milky Way.
923 light years.
92.3 light years.
9.23 light years.
We are in the Milky Way Galaxy.
Think about it, and when you think you know the answer, then continue.
The Sun and you and me and all the stars that we can see are in the galaxy we call the Milky 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.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
Review Space-2 | practice |
Review Space-1 | practice |
Review Space-10 | practice |
SC.8.E.5.1 Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance.
Sunprints | video |
Making a Scale Model of the Solar System | video, ClosedCaptions |
Global Science | video, ClosedCaptions |
Sunglass Science: Birefringence | video, free, Updated |
Sunglass Science: Polarized Light | video, free, Updated |
A Color You Can't See | video, free, checked |
How Far is That Planet? | text page |
CD Spectrum | text page |
Review Space-1 | practice |
Review Light-3 | practice |
Utah
UT.6.IV.1.d Compare the size of the Milky Way galaxy to the size of the known universe.
Review Space-1 | practice |
NGSS
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Measuring Photosynthesis | video, checked |
Testing a Leaf for Starch | video, ClosedCaptions |
Review Plants-1 | practice |
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?
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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. -
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. -
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. -
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.
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 |
Flowers | video, ClosedCaptions |
Onion Crystals | video |
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.
Thoughts on an Exoskeleton | text page, free |
Review Adaptation-5 | practice |
Review Adaptation-6 | practice |
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).
Hunting with an Umbrella | video, free, ClosedCaptions, Updated |
A Walk in the Park | video, checked |
Seed Search | video, ClosedCaptions, checked |
Flowers | video, ClosedCaptions |
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).
Review Adaptation-1 | practice |
Review Adaptation-5 | practice |
Review Adaptation-6 | practice |
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).
A Walk in the Park | video, checked |
Selective Smelling | video, checked |
Onion Crystals | video |
Thoughts on an Exoskeleton | text page, free |
Review Adaptation-3 | practice |
Review Adaptation-4 | practice |
Review Plants-5 | practice |
Review Plants-6 | practice |
Review Adaptation-5 | practice |
Review Plants-7 | practice |
Review Adaptation-6 | practice |
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.
Selective Smelling | video, checked |
Onion Crystals | video |
Who Evolved on First? | text page, free, checked |
Thoughts on an Exoskeleton | text page, free |
Review Adaptation-1 | practice |
Review Adaptation-2 | practice |
Review Adaptation-5 | practice |
Review Adaptation-6 | 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-1 | practice |
Review Adaptation-3 | practice |
Review Adaptation-4 | practice |
Review Adaptation-5 | practice |
Review Adaptation-6 | 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.
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 |
Pumpkin Guts | video, free, ClosedCaptions, checked |
Seed Search | video, ClosedCaptions, checked |
Orange Slices | video, ClosedCaptions |
Bacteria and Antibiotics | video, ClosedCaptions |
How Does a Butterfly Fly? | text page, free |
Thoughts on an Exoskeleton | text page, free |
Review Adaptation-5 | practice |
Review Adaptation-6 | practice |
Review Plants-8 | practice |
Review Adaptation-3 | practice |
Review Plants-2 | practice |
Review Plants-4 | practice |
Review Adaptation-4 | practice |