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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These are the four stages of a mealworm's life cycle. What kind of life cycle is it?
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Incomplete metamorphosis
No. For an incomplete metamorphosis, there are only three stages: egg, larva, and adult. The young also look very similar to the adults. The mealworm larva looks very different from the beetle. -
Complete metamorphosis.
Yes! For a complete metamorphosis, the animal goes through four stages: egg, larva, pupa, and adult. -
Full metamorphosis.
No. There is no life cycle called full metamorphosis. -
Partial metamorphosis.
No. There is no life cycle called partial metamorphosis.
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.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
| Seed Search | video, ClosedCaptions, checked |
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-4 | practice |
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seedbearing
plants.
| Orange Slices | video, ClosedCaptions |
| Creating a Sprout Guide | text page, photography, free |
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Plants-4 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-4 | practice |
Utah
UT.5.V.1.c Compare various examples of offspring that do not initially resemble the parent organism but mature to become similar to the parent organism (e.g., mealworms and darkling beetles, tadpoles and frogs, seedlings and vegetables, caterpillars and butterflies).
| Review Life Cycle-4 | practice |
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
NGSS
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
This baby praying mantis looks very much like its mother, but not exactly. What does that tell us about its life cycle?
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It does not undergo metamorphosis.
No. While it does look similar to its parents, it lacks wings and other features which it will have as an adult. -
It has incomplete metamorphosis.
Yes! It has most of the features of an adult, and will gain the final adult features later in its life. -
It has complete metamorphosis.
No. For complete metamorphosis, the larva looks very different from the parent. -
It skipped metamorphosis.
No. While it does look similar to its parents, it lacks wings and other features which it will have as an adult.
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.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
| Seed Search | video, ClosedCaptions, checked |
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-4 | practice |
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seedbearing
plants.
| Orange Slices | video, ClosedCaptions |
| Creating a Sprout Guide | text page, photography, free |
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Plants-4 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-4 | practice |
Utah
UT.5.V.1.c Compare various examples of offspring that do not initially resemble the parent organism but mature to become similar to the parent organism (e.g., mealworms and darkling beetles, tadpoles and frogs, seedlings and vegetables, caterpillars and butterflies).
| Review Life Cycle-4 | practice |
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
NGSS
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | 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?
-
Sound
No. Electrical energy can be transformed into sound energy, but that would not cause the bulb to light. -
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. -
Radiation
No. The electrical energy is not transformed into radiation. -
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.
| Electricity | video, free, Updated |
| Introduction to the LED | video, checked |
| Light a Bulb with a Balloon | video, checked |
| Review Energy-3 | practice |
SC.7.P.11.2 Investigate and describe the transformation of energy.
| High Bounce | video, checked |
| The Rollback Can | video, free, Updated |
| 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).
| High Bounce | video, checked |
| Measuring Kinetic and Potential Energy | video, checked |
| The Rollback Can | video, free, Updated |
NGSS
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
| 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 |
| 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 |
| Sunlight, Energy, and Crayons | text page, free |
| Review Energy-5 | quest |
| Review Energy-3 | practice |
This snow fell when the temperature outside was 39°F. How can you get snow when the temperature is above freezing?
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The wind made it feel colder, allowing it to snow.
No. While wind chill can make it feel colder, it does not actually make it colder. -
It was colder in the clouds where the snow formed.
Yes. Even when air temperatures at the surface are above freezing, the clouds can be much colder. If the air at the surface is not too warm, the snow can reach the ground without melting. -
Rain froze into snow when it hit the ground.
No. Freezing rain forms ice, not snow. Light, fluffy snow flakes form as they fall through the air, not after they hit the ground. -
This is really hail instead of snow.
No. Hail is made of large chunks of ice, not tiny flakes.
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.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
| Building a Rain Gauge, part 1 | video, checked |
| Photographing Snowflakes | video, checked |
| Building a Rain Gauge, part 2 | video, checked |
| Snow Rollers | text page |
| Review Weather-6 | practice |
| Review Weather-3 | practice |
SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
| Nephoscope | video, checked |
| Review Weather-6 | practice |
Utah
UT.4.II.2.a Observe and record effects of air temperature on precipitation (e.g., below freezing results in snow, above freezing results in rain).
| Building a Rain Gauge, part 1 | video, checked |
| Photographing Snowflakes | video, checked |
| Building a Rain Gauge, part 2 | video, checked |
| Review Weather-6 | practice |
| Review Weather-3 | practice |
NGSS
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
| Nephoscope | video, checked |
| Pine Cone Weather | text page, free |
| Review Weather-5 | practice |
| Review Weather-6 | practice |
| Review Weather-4 | practice |
| Review Weather-3 | practice |
| Review Space-5 | practice |
| Review Space-8 | practice |
MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
| Nephoscope | video, checked |
| Cloud Formation, part 1 | video, ClosedCaptions, checked |
| Cloud Types | video |
| Pine Cone Weather | text page, free |
| Review Weather-1 | practice |
| Review Weather-2 | practice |
| Review Weather-6 | practice |
| Review Weather-4 | practice |
| Review Weather-3 | practice |
In the Yeast and Sugar video, I added different kinds of sugar to bottles with yeast and warm water. One of the bottles was a control. What should have been in that bottle?
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Just water
No. With just water, you are removing two variables, the yeast and the sugar. You only want to remove the independent variable.
-
Water and yeast
Yes! A control should be exactly like the others, but without the independent variable (the variable you are changing in the experiment.) In this case, the variable you are changing is the kind of sugar, so the control should have everything except for the sugar. -
Water and sugar
No. The yeast is not the independent variable, so leaving it out would not be correct. -
Water and salt
No. Adding salt would be adding a new variable, which is not correct.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.N.1.4 Identify a control group and explain its importance in an experiment.
| Bacteria and Antibiotics | video, ClosedCaptions |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Review Scientific Process-1 | practice |
| Review Scientific Process-2 | practice |
| Review Scientific Process-9 | practice |
| Review Scientific Process-11 | practice |
SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.
| Floating Cups | video, checked |
| Testing for Tannic Acid | video |
| Review Scientific Process-1 | practice |
| Review Scientific Process-2 | practice |
| Review Scientific Process-9 | practice |
| Review Scientific Process-11 | practice |
Utah
NGSS
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
| What is Science? | video, ClosedCaptions |
| Review Scientific Process-2 | practice |
| Review Scientific Process-7 | practice |
| Review Scientific Process-9 | practice |
| Review Scientific Process-10 | practice |
| Review Scientific Process-11 | practice |
| Review Scientific Process-1 | practice |
The questions are chosen randomly, so this quest will be different each time.