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 NOT a characteristic of ALL mammals?
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All mammals have hair.
No. All mammals DO have hair. Even whales and dolphins have some hair on their skin. -
All mammals give birth to live young.
Yes! While most species of mammals give birth to live young, a few (platypus, echidna) lay eggs. -
All mammals have mammary glands.
No. All mammals DO have mammary glands. In females, these glands can produce milk to feed their young. -
All mammals have three bones in their inner ear.
No. All mammals DO have three bones in their inner ear. These bones are called the malleus, the incus, and the stapes. They transfer vibration from the ear drum to the inner ear.
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
Which of the following is a difference between a meteor and a comet?
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Meteors are mostly made up of ice.
No. Meteors are made up of rock or iron, Comets are mostly made up of ice. -
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. -
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. -
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 |
Which position would the Moon be in when it is a full moon?
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A
No. This would be a half moon, with the half towards the Sun in light, and the half away from the Sun dark. -
B
No. This would be a new moon. The entire lighted side of the Moon is facing away from the Earth, so the entire side of the Moon that we can see would be dark. -
C
No. This would be a half moon, with the half towards the Sun in light, and the half away from the Sun dark. -
D
Yes! The side of the Moon that is facing the Sun is also facing us. That entire side would be illuminated (unless the alignment was right for a lunar eclipse.)
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.5.2 Describe the changes in the observable shape of the moon over the course of about a month.
| Why is a Full Moon So Bright? | text page, free, checked |
| Review Space-6 | practice |
| Review Space-7 | practice |
| Review Space-9 | practice |
Utah
UT.3.I.1.b Explain that the sun is the source of light that lights the moon.
| Why is a Full Moon So Bright? | text page, free, checked |
| Review Space-6 | practice |
| Review Space-7 | practice |
| Review Space-9 | practice |
UT.6.I.1.a Describe changes in the appearance of the moon during a month.
| Why is a Full Moon So Bright? | text page, free, checked |
| Review Space-6 | practice |
| Review Space-7 | practice |
| Review Space-9 | practice |
NGSS
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 |
Why are trees an important part of the water cycle?
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Trees need water.
No. While trees do need water, that is not why they are part of the water cycle. -
Transpiration
Yes! In order to get nutrients up to the top of a tree, it has to let water evaporate from its leaves. This process is called transpiration. One tree can put hundreds of gallons of water into the air as water vapor every day. -
Trees help prevent erosion.
No. While trees can help prevent erosion, that is not why they are part of the water cycle. -
Condensation
No. Trees are not a major source of condensation.
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.8.2 Identify properties and common uses of water in each of its states.
| Crushed Can | video, checked |
| A Boat Full of Holes | video, checked |
| A Bouncing Water Balloon | video |
| Cloud Types | video |
| Making a Solar Still | video |
| Water on a String | video, blog, ClosedCaptions |
| Wonderful Water | video, checked |
| A Watched Pot | video |
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| Photographing Snowflakes | video, checked |
| Ice Cream Science | video, checked |
| 75% Water | video, checked |
| Adding to a Full Cup | text page |
| What Really Happens With Evaporation? | text page, free, checked |
| A Clean Trick | text page |
| Review Weather-8 | practice |
| Review Weather-10 | practice |
SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
>>> Teacher Page: Water Cycle
| Cloud Formation, part 2 | video |
| Cloud Types | video |
| Making a Solar Still | video |
| A Watched Pot | video |
| Photographing Snowflakes | video, checked |
| The Water Cycle | video, checked |
| A Model of the Water Cycle | video, ClosedCaptions, checked |
| Review Weather-1 | practice |
| Review Weather-2 | practice |
| Review Weather-8 | practice |
| Review Weather-10 | practice |
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
| Cloud Types | video |
| Nephoscope | video, checked |
| The Water Cycle | video, checked |
| Weather and Climate | video |
| Pine Cone Weather | text page, free |
| Review Weather-8 | practice |
| Review Weather-9 | practice |
| Review Weather-10 | practice |
Utah
UT.4.I.2.b Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
| Making a Solar Still | video |
| Wonderful Water | video, checked |
| A Watched Pot | video |
| Photographing Snowflakes | video, checked |
| Cloud Formation, part 1 | video, ClosedCaptions, checked |
| The Water Cycle | video, checked |
| A Model of the Water Cycle | video, ClosedCaptions, checked |
| A Cool Experiment | text page |
| What Really Happens With Evaporation? | text page, free, checked |
| Review Weather-8 | practice |
| Review Weather-10 | practice |
UT.4.I.2.c Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).
| Photographing Snowflakes | video, checked |
| A Model of the Water Cycle | video, ClosedCaptions, checked |
| 75% Water | video, checked |
| Review Weather-8 | practice |
| Review Weather-10 | practice |
NGSS
MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
| Cloud Formation, part 2 | video |
| Making a Solar Still | video |
| Wonderful Water | video, checked |
| Cloud Formation, part 1 | video, ClosedCaptions, checked |
| The Water Cycle | video, checked |
| A Model of the Water Cycle | video, ClosedCaptions, checked |
| Review Weather-8 | practice |
| Review Weather-10 | practice |
This is the density column from the Making a Density Column video. Notice that the olives are floating at the boundary between the water and the corn syrup. What does that tell us?
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The olives are less dense than the water, and more dense than the corn syrup.
No. If the olives were less dense than the water, they would float on top of the water layer. -
The water is denser than the olives.
No. If the water was denser than the olives, then the olives would float on top of the water layer. -
The corn syrup is less dense than the olives.
No. If the corn syrup was less dense than the olives, the olives would sink all the way to the bottom. -
Olives are denser than water, and less dense than corn syrup.
Yes! Because the olives are denser than water, they sink to the bottom of the water layer. Because they are less dense than corn syrup, the olives float on top of the corn syrup layer.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.
| Making Turmeric Paper | video, checked |
| Testing for Tannic Acid | video |
| Cartesian Diver | video, ClosedCaptions, checked |
| Growing Crystals Under the Microscope | video, free, learnalong, checked |
| Stale Bread | video |
| Floating Bubbles | video, checked |
| Candles in a Jar, part 2 | video, ClosedCaptions, checked |
| Candles in a Jar, part 1 | video, ClosedCaptions, checked |
| Microscopes: Growing Crystals | video, free, learnalong, Updated |
| Density: Ice, Oil, and Water | video, checked |
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| Identifying Minerals | video, learnalong |
| Review Matter-5 | practice |
Utah
UT.7.I.2.b Use observations to predict the relative density of various solids and liquids.
| Density: Ice, Oil, and Water | video, checked |
| Fish in a Bucket | text page |
| Review Matter-5 | practice |
UT.7.I.2.d Describe the relationship between mass and volume as it relates to density.
| Floating Bubbles | video, checked |
| Candles in a Jar, part 2 | video, ClosedCaptions, checked |
| Candles in a Jar, part 1 | video, ClosedCaptions, checked |
| The Difference Between Weight and Mass | video, checked |
| Density: Ice, Oil, and Water | video, checked |
| Cartesian Diver | video, ClosedCaptions, checked |
| Fish in a Bucket | text page |
| A Cup of Cold | text page |
| Air has Weight | text page |
| Review Matter-5 | practice |
NGSS
The questions are chosen randomly, so this quest will be different each time.