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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.

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When a scientist makes a new discovery, other scientists usually do exactly the same experiment. Why?

  1. 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.
  2. 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.
  3. 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.
  4. 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.

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


SC.6.N.1.2 Explain why scientific investigations should be replicable.

SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials).

SC.8.N.1.2 Design and conduct a study using repeated trials and replication.

Utah

NGSS

The dark spot in each of these cells contains genetic material called DNA. This part of the cell is called the:

  1. Vacuole

    No. A vacuole is used for storing water or nutrients, not DNA.
  2. Nucleus

    Yes! The nucleus of the cell contains DNA.
  3. Chloroplast

    No. Chloroplasts contain chlorophyll, which is used in photosynthesis.
  4. 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?.

  1. Igneous

    No. Igneous rocks formed from magma or lava. That would have melted the sand grains. This is not an igneous rock.
  2. 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.
  3. Metamorphic

    Yes!. This quartzite been changed by heat and pressure from a different kind of rock. It is metamorphic.
  4. 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?


A: Horsefly

B: Fiddler Crab

C: Snail

D: Praying Mantis
  1. A: Horsefly

    No. Arthropods have an exoskeleton, a segmented body, and jointed legs. Like other insects, horseflies are arthropods.
  2. B: Fiddler Crab

    No. The Fiddler Crab has an exoskeleton, a segmented body, and jointed legs. That tells us that they are arthropods.
  3. 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.
  4. 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?

  1. 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.
  2. 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.
  3. 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.
  4. 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


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.

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.

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