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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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Which of the following is a difference between a meteor and a comet?

  1. Meteors are mostly made up of ice.

    No. Meteors are made up of rock or iron, Comets are mostly made up of ice.
  2. Only comets have a visible tail.

    No. A meteor is a meteoroid that has entered our atmosphere. As it burns, it also produces a tail.
  3. Meteors seem to move faster because they are closer.

    Yes. Meteors are entering our atmosphere, so they are much closer to us that a distant comet. That makes them seem to move much faster.
  4. Comets are smaller than meteors.

    No. Meteors are small, often the size of a grain of sand. Comets are much larger.



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.5.3 Distinguish among the following objects of the Solar System – Sun, planets, moons, asteroids, comets – and identify Earth’s position in it.

>>> Teacher Page: Our Solar System

Making a Scale Model of the Solar System video, ClosedCaptions
Global Science video, ClosedCaptions
Planets and Pennies video, ClosedCaptions
How Far is That Planet? text page
Review Space-3 practice

SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
Making a Scale Model of the Solar System video, ClosedCaptions
Planets and Pennies video, ClosedCaptions
How Far is That Planet? text page
Review Space-3 practice
Review Space-2 practice
Review Space-10 practice

Utah


UT.6.III.1.d Describe the characteristics of comets, asteroids, and meteors.
Review Space-3 practice

NGSS


MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
Making a Scale Model of the Solar System video, ClosedCaptions
Global Science video, ClosedCaptions
Planets and Pennies video, ClosedCaptions
How Far is That Planet? text page
Review Space-3 practice
Review Space-2 practice
Review Space-4 practice

Incandescent light bulbs use electrical energy to produce light energy, but it is not a direct transformation. Instead, the electrical energy is changed to a different form of energy, and then to light.

Electricity → ? → Light


What form of energy does the "?" represent?

  1. Sound

    No. Electrical energy can be transformed into sound energy, but that would not cause the bulb to light.
  2. Thermal

    Yes. As electrical energy flows through the filament, resistance changes the electrical energy into thermal energy. When the filament gets hot enough, some of the thermal energy is converted into light.
  3. Radiation

    No. The electrical energy is not transformed into radiation.
  4. Friction

    No. The electrical energy is not transformed into friction.



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

Florida


SC.2.P.10.1 Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.
Review Energy-3 practice

SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
Introduction to the LED video, checked
Light a Bulb with a Balloon video, checked
Electricity video, free, Updated
Review Energy-3 practice

SC.7.P.11.2 Investigate and describe the transformation of energy.
The Rollback Can video, free, Updated
High Bounce video, checked
Review Energy-3 practice

Utah


UT.3.V.2.c Predict, measure, and graph the temperature changes produced by a variety of mechanical machines and electrical devices while they are operating.
Review Energy-3 practice

UT.8.IV.4.b Trace the conversion of energy from one form of energy to another (e.g., light to chemical to mechanical).
Measuring Kinetic and Potential Energy video, checked
The Rollback Can video, free, Updated
High Bounce video, checked

NGSS


4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Ice Cream Science video, checked
Making a Screamer video, free, Updated
Measuring Kinetic and Potential Energy video, checked
The Singing Glass video, checked
The Slow Race video, free, ClosedCaptions, Updated
Whistle Stick video, text page, blog, free, checked
Simple Circuits video, checked
Solar Power video, checked
The Rollback Can video, free, Updated
A Grass Whistle video, checked
High Bounce video, checked
Bottle Tones, part 1 video, checked
Measuring Calories video, ClosedCaptions, checked
Bottle Tones, part 2 video, checked
Why Things Go Bang video
Why We Sweat video, checked
Sunglass Science: Birefringence video, free, Updated
Sunglass Science: Polarized Light video, free, Updated
Noisy String video, checked
Spoon Bells video, checked
Sunlight, Energy, and Crayons text page, free
Review Energy-5 quest
Review Energy-3 practice

The large cracks in this rock are called expansion cracks. As the overlying rock erodes away, the rock expands, causing the cracks. The cracks are an example of:

  1. Erosion

    No. Erosion means that the pieces of rocks are being carried away. The overlying rocks have been eroded, but the cracks are not carrying the pieces to a new location.
  2. Weathering

    Yes! As the rocks expand unevenly, tension builds up. When there is enough stress, the rocks break. That breaking of large rocks into smaller pieces is called weathering.

  3. Both erosion and weathering

    No. The rocks are being broken (weathering), but the pieces are staying in place, so there is not erosion.
  4. Neither erosion nor weathering

    No. The cracks show that the rocks are breaking, which is weathering..



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, checked
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
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-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
Review Rocks-3 practice
Review Rocks-4 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 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, checked
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
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
Review Rocks-4 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice
Review Rocks-9 practice
Review Rocks-7 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

Which of the following is NOT a function of your skeleton?

  1. Produce insulin

    Yes! Insulin is produced by the pancreas, not by bones.
  2. Work with muscles to help you move

    No. Your muscles attach to your bones. They work together to let you move.
  3. Protect internal organs

    No. Your skull protects your brain. Your ribs protect your heart and lungs. Your backbone protects your spinal cord.
  4. Produce blood cells.

    No. Your bone marrow produces your blood cells.



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

Florida


SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
Bird Bones video, free
Bendable Bones video, checked
Reading a Skeleton video, free, checked
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
Bird Bones video, free
Kneesy, Earsy, Nosey video, checked
Bendable Bones video, checked
Just a Suggestion video
Reaction Time video
Reading a Skeleton video, free, checked
Muscles Don't Push text page
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.
Bird Bones video, free
Bendable Bones video, checked
Reaction Time video
Reading a Skeleton video, free, checked
Muscles Don't Push text page
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

Utah


UT.7.III.2.c Relate the structure of an organ to its component parts and the larger system of which it is a part.
Reaction Time video
Reading a Skeleton video, free, checked
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

NGSS


MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Bird Bones video, free
Bendable Bones video, checked
Reaction Time video
Reading a Skeleton video, free, checked
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

wood and ashes

The wood in this pile will be reduced to this much ash when it is burned. What happens to the rest of the mass from the wood?

  1. It was converted into energy.

    No. Burning does not convert matter into energy.
  2. It evaporated.

    No. While any moisture in the wood may have evaporated, wood itself does not evaporate.
  3. It was converted into water and carbon dioxide.

    Yes! Burning converts the cellulose in wood into water vapor and carbon dioxide. The white ash that is left behind is made up of the minerals and nutrients which were taken in by the plant's roots.
  4. The matter is still there. It just got smaller.

    No. If all of the matter was still there, the mass and weight would still be the same. The ash is much lighter than the wood, because the water vapor and carbon dioxide are now part of the air of the room. Still, if we could weigh all of the ash, water vapor, and carbon dioxide, the total mass would still be the same.



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.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.

SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.
Making Butter video, free, ClosedCaptions, Updated
Review Matter-2 practice
Review Matter-6 practice

Utah


UT.5.I.1.a Compare the total weight of an object to the weight of its individual parts after being
disassembled.
Review Matter-6 practice

UT.5.I.1.d Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a new substance).
Changing Colors, part 1 video
Changing Colors, part 2 video
The Chemistry of Milk video, ClosedCaptions, checked
Polymers and Slime video, free, ClosedCaptions, checked
Review Matter-6 practice

UT.5.I.3.d Compare a physical change to a chemical change.
Changing Colors, part 1 video
Changing Colors, part 2 video
The Chemistry of Milk video, ClosedCaptions, checked
Making Butter video, free, ClosedCaptions, Updated
Chemical and Physical Changes video, ClosedCaptions, checked
Paper Petals video, ClosedCaptions
Changing How We Look at Changing text page, free
Review Matter-4 practice

UT.8.I.4.c Demonstrate that mass is conserved in a chemical reaction (e.g., mix two solutions that result in a color change or formation of a precipitate and weigh the solutions before and after mixing).
Microscopes: Growing Crystals video, free, learnalong, Updated
Growing Crystals Under the Microscope video, free, learnalong, checked
Review Matter-6 practice

NGSS


5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
Making Butter video, free, ClosedCaptions, Updated
The Difference Between Weight and Mass video, checked
Ice Cream Science video, checked
Chemical and Physical Changes video, ClosedCaptions, checked
Air has Weight text page
Review Matter-2 practice
Review Matter-6 practice

MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

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.