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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When a scientist makes a new discovery, other scientists usually do exactly the same experiment. Why?
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They want to get part of the credit.
No. While replicating an experiment is very important, the scientists who do it usually don't get much credit for their work unless they discover an error in the original experiment. -
Repetition is part of the scientific process.
No. Repetition is when scientists repeat their own experiment several times, not when other scientists do the same experiment. -
They think they can make changes to improve the experiment.
No. By doing exactly the same experiment, they are not changing anything. Instead, they are replicating the experiment as closely as possible. -
Replication is part of the scientific process.
Yes. By replicating the experiment, other scientists can help verify that the results are accurate. There is always a possibility that there was some unnoticed influence on the original experiment, and replication can help spot that.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.2.N.1.4 Explain how particular scientific investigations should yield similar conclusions when repeated.
What is Science? | video, ClosedCaptions |
Review Scientific Process-6 | practice |
Review Scientific Process-5 | practice |
Review Scientific Process-7 | practice |
Review Scientific Process-10 | practice |
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
>>> Teacher Page: Nature of Science and Dissolving
What is Science? | video, ClosedCaptions |
What is Science?: Repeat and Replicate | video |
Review Scientific Process-6 | practice |
Review Scientific Process-5 | practice |
Review Scientific Process-10 | practice |
SC.6.N.1.2 Explain why scientific investigations should be replicable.
What is Science? | video, ClosedCaptions |
What is Science?: Repeat and Replicate | video |
Review Scientific Process-6 | practice |
Review Scientific Process-5 | practice |
SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials).
What is Science? | video, ClosedCaptions |
What is Science?: Repeat and Replicate | video |
Review Scientific Process-6 | practice |
Review Scientific Process-5 | practice |
SC.8.N.1.2 Design and conduct a study using repeated trials and replication.
What is Science?: Repeat and Replicate | video |
Review Scientific Process-6 | practice |
Review Scientific Process-5 | practice |
Review Scientific Process-7 | practice |
Review Scientific Process-10 | practice |
Utah
NGSS
The dark spot in each of these cells contains genetic material called DNA. This part of the cell is called the:
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Vacuole
No. A vacuole is used for storing water or nutrients, not DNA. -
Nucleus
Yes! The nucleus of the cell contains DNA. -
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 |
Utah
UT.7.III.1.c Differentiate between plant and animal cells based on cell wall and cell membrane.
Review Cells-1 | practice |
Review Cells-2 | practice |
NGSS
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 |
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, 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.1.a Describe the differences between minerals and rocks.
What is a Mineral? | video, checked |
Identifying Minerals | video, learnalong |
What is a Rock? | video, learnalong, checked |
Bioclastics: Rocks With No Minerals | video |
Definition of a Mineral | video, checked |
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, 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 |
Reading the Rocks: The Present is the Key to the Past | video, ClosedCaptions |
Paleo Cookies | video |
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 |
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Evaporites | video, learnalong, checked |
Definition of a Mineral | video, checked |
Igneous Rocks and Bubbles | video, free, learnalong, Updated |
What is a Mineral? | video, checked |
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 |
Light and Dark Minerals | text page, learnalong |
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 |
Review Rocks-9 | practice |
Which of these is NOT an arthropod?
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A: Horsefly
No. Arthropods have an exoskeleton, a segmented body, and jointed legs. Like other insects, horseflies are arthropods. -
B: Fiddler Crab
No. The Fiddler Crab has an exoskeleton, a segmented body, and jointed legs. That tells us that they are arthropods. -
C: Snail
Yes! The body of a snail is not segmented, an does not have any legs, much less jointed legs. It is NOT an arthropod. Instead, it belongs to a group of mollusks called gastropods. -
D: Praying Mantis
No. The Praying Mantis has an exoskeleton, a segmented body, and jointed legs. Like other insects, a Praying Mantis is an arthropod.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
Feathers | video, checked |
A Walk in the Park | video, checked |
Scientific Names | video, ClosedCaptions |
Review Classify-2 | practice |
Review Classify-1 | practice |
Review Classify-3 | practice |
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
Scientific Names | video, ClosedCaptions |
Review Classify-2 | practice |
Review Classify-1 | practice |
Review Classify-3 | practice |
Utah
UT.4.V.3.b Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., fish/amphibians/reptile/bird/mammal, invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers).
A Walk in the Park | video, checked |
Scientific Names | video, ClosedCaptions |
Review Classify-2 | practice |
Review Classify-1 | practice |
Review Classify-3 | practice |
UT.7.V.2.c Generalize rules for classification.
Scientific Names | video, ClosedCaptions |
Review Classify-2 | practice |
Review Classify-1 | practice |
Review Classify-3 | practice |
NGSS
This magnet attracts the compass and the magnetized needle without having to come in contact with them. This is an example of a force acting at a distance.
Which of the following is another example of a force that acts at a distance without actual contact?
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Wind turning a windmill.
No. The moving air is pushing against the blades of the windmill. Because a physical object (moving air) is pushing on the windmill, this is a contact force. -
Sound causing you to hear something.
No. For you to hear a sound, the vibrations of the object make the air vibrate. That is a contact force because there is direct contact between the vibrating object and the air. The vibrating air is in contact with your ear drum, causing it to vibrate too. That lets you hear the sound. Because a physical object (vibrating air) is moving your ear drum, this is a contact force. -
Gravity causing a rock to fall.
Yes. The gravitational attraction between the Earth and the rock does not need physical contact. The rock would fall, even if it was in a total vacuum, with no physical object to push or pull on it. This is a force acting at a distance. -
Throwing a ball to knock over a target
No. To throw the ball, your arm pushes against it. Your arm moving the ball is a contact force. The moving ball hits the target to knock it over. The ball is touching the target to knock it over, so this is also a contact force.
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
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 |
Making Water Wiggle | video |
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.
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 |
Light a Bulb with a Balloon | video, checked |
Crushed Can | video, checked |
Electricity | video, free, Updated |
The Compass and Magnetic Fields | video, ClosedCaptions, checked |
Review Energy-6 | quest |
Review Energy-7 | quest |
Review Energy-8 | quest |
Utah
UT.3.IV.2.c Pose questions about gravity and forces.
Water in a Glass, part 2 | video, checked |
Water in a Glass, part 3 | video, checked |
Water in a Glass, part 1 | video, checked |
Planets and Pennies | video, ClosedCaptions |
Force, Pressure, and Shoes | video, checked |
Balancing a Meter Stick | text page |
Review Energy-8 | quest |
Review Space-13 | 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.
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 |
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 |
Review Energy-8 | quest |
The questions are chosen randomly, so this quest will be different each time.