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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What season is the area that the arrow points to having?
-
Winter
Yes! Even though that area is in daylight, the Earth's axis in that hemisphere is pointing away from the Sun. It gets less direct light, and has shorter days. -
Spring
No. For spring, the Earth's axis for that hemisphere would be in between pointing towards the Sun and away from the Sun. -
Summer
No. Although it is daytime in that area, the Earth's axis in that hemisphere is pointing away from the Sun. It gets less direct light, and has shorter days. -
Autumn
No. For autumn, the Earth's axis for that hemisphere would be in between pointing towards the Sun and away from the Sun.
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.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
| Global Science | video, ClosedCaptions |
| Review Space-5 | practice |
| Review Space-8 | practice |
| Review Space-12 | practice |
Utah
UT.6.II.2.e Use a model to explain why the seasons are reversed in the Northern and Southern Hemispheres.
| Global Science | video, ClosedCaptions |
| Review Space-5 | practice |
| Review Space-8 | practice |
| Review Space-12 | 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 |
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
| Global Science | video, ClosedCaptions |
| Finding Your Way | video, checked |
| Review Space-5 | practice |
| Review Space-8 | practice |
| Review Space-12 | 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:
-
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. -
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. -
Both erosion and weathering
No. The rocks are being broken (weathering), but the pieces are staying in place, so there is not erosion. -
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-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 |
| Review Rocks-7 | 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-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 |
| Review Rocks-10 | practice |
| Review Rocks-10 | 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 organ produces insulin to control blood sugar levels?
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Liver
No. The liver produces bile, which digests fats. -
Gall Bladder
No. The gall bladder stores the bile produced by the liver. -
Pancreas
Yes! The pancreas produces insulin. -
Thyroid
No. The thyroid produces several hormones which control growth and metabolism, but it does not produce insulin.
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 |
You have probably seen patterns of light like this in a pool of water. What causes it?
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Absorption
No. If the light was being absorbed, the pattern would be dark instead of bright. -
Diffusion
No. Diffusion is the scattering of light as it is reflected in many different directions. Diffusion would make the entire area brighter, not a specific pattern. -
Reflection
No. While the light has to reflect back to your eye for you to see it, reflection does not cause this pattern. -
Refraction
Yes! Refraction bends light. Waves and ripples on the surface of the water act just like the curved surface of a lens. This bends the light into patterns that have shapes similar to the ripples on the water's surface.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
| Changing the Speed of Light | video |
| Why is Foam White? | video, checked |
| Microscopes: Growing Crystals | video, free, learnalong, Updated |
| Sunglass Science: Birefringence | video, free, Updated |
| Sunglass Science: Polarized Light | video, free, Updated |
| Mirage | video, free, ClosedCaptions, Updated |
| Pinhole Eyeglasses | video, checked |
| Why Wet Things Turn Dark | video, checked |
| Growing Crystals Under the Microscope | video, free, learnalong, checked |
| A Long Lens | text page |
| Review Light-1 | practice |
| Review Light-2 | practice |
| Review Light-3 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed.
| Changing the Speed of Light | video |
| Why is Foam White? | video, checked |
| Onion Crystals | video |
| Microscopes: Growing Crystals | video, free, learnalong, Updated |
| Sunglass Science: Birefringence | video, free, Updated |
| Sunglass Science: Polarized Light | video, free, Updated |
| Mirage | video, free, ClosedCaptions, Updated |
| Pinhole Eyeglasses | video, checked |
| Looking for Rainbows | video |
| Why Wet Things Turn Dark | video, checked |
| Growing Crystals Under the Microscope | video, free, learnalong, checked |
| A Long Lens | text page |
| Sunlight, Energy, and Crayons | text page, free |
| Review Light-3 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
| Review Light-1 | practice |
| Review Light-2 | practice |
SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.
| Finding Fat in Foods | video, ClosedCaptions, checked |
| Changing the Speed of Light | video |
| Onion Crystals | video |
| Why is Foam White? | video, checked |
| Microscopes: Growing Crystals | video, free, learnalong, Updated |
| Sunglass Science: Birefringence | video, free, Updated |
| Sunglass Science: Polarized Light | video, free, Updated |
| Mirage | video, free, ClosedCaptions, Updated |
| Pinhole Eyeglasses | video, checked |
| Why Wet Things Turn Dark | video, checked |
| Growing Crystals Under the Microscope | video, free, learnalong, checked |
| A Long Lens | text page |
| Sunlight, Energy, and Crayons | text page, free |
| Review Light-2 | practice |
| Review Light-3 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
| Review Light-1 | practice |
Utah
UT.8.IV.1.b Compare the transfer of energy (i.e., sound, light, earthquake waves, heat) through various mediums.
| Heating a Balloon | video, ClosedCaptions, checked |
| Changing the Speed of Light | video |
| Doppler Effect | video, checked |
| Solar Power | video, checked |
| Sunglass Science: Birefringence | video, free, Updated |
| Sunglass Science: Polarized Light | video, free, Updated |
| Noisy String | video, checked |
| Mirage | video, free, ClosedCaptions, Updated |
| About Microwaves | video, checked |
| Microwave Chocolate | video, checked |
| Spoon Bells | video, checked |
| The Singing Glass | video, checked |
| Why Wet Things Turn Dark | video, checked |
| The Science of Pizza | video, checked |
| Comparing How Sound Moves Through Liquids and Gases | text page |
| Review Light-2 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
| Review Light-1 | practice |
NGSS
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
| Sunprints | video |
| Changing the Speed of Light | video |
| Why is Foam White? | video, checked |
| Onion Crystals | video |
| Microscopes: Growing Crystals | video, free, learnalong, Updated |
| Sunglass Science: Birefringence | video, free, Updated |
| Sunglass Science: Polarized Light | video, free, Updated |
| Mirage | video, free, ClosedCaptions, Updated |
| A Color You Can't See | video, free, checked |
| Pinhole Eyeglasses | video, checked |
| Why Wet Things Turn Dark | video, checked |
| Growing Crystals Under the Microscope | video, free, learnalong, checked |
| A Long Lens | text page |
| Review Light-2 | practice |
| Review Light-3 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
| Review Light-1 | practice |
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
| Sunprints | video |
| Finding Fat in Foods | video, ClosedCaptions, checked |
| Changing the Speed of Light | video |
| Why is Foam White? | video, checked |
| Sunglass Science: Birefringence | video, free, Updated |
| Sunglass Science: Polarized Light | video, free, Updated |
| Mirage | video, free, ClosedCaptions, Updated |
| About Microwaves | video, checked |
| Microwave Chocolate | video, checked |
| Why Wet Things Turn Dark | video, checked |
| Onion Crystals | video |
| A Long Lens | text page |
| Sunlight, Energy, and Crayons | text page, free |
| Review Light-1 | practice |
| Review Light-2 | practice |
| Review Light-4 | practice |
| Review Light-5 | practice |
After I rubbed this ballon against my hair, it stuck to the side of my head. Why?
-
The balloon stuck because I don't have enough hair.
No. While much of my hair is gone, I still have enough to do this experiment. -
The balloon stuck because the balloon had the same charge as my hair.
No. Two things with the same electrostatic charge will repel, pushing apart. -
The balloon stuck because the balloon had a different charge from my hair.
Yes. When I rubbed the balloon against my hair, electrons moved from my hair to the balloon. The extra electrons gave the balloon a negative charge, and the missing electrons left my hair with a positive charge. Opposite charges attract, so the balloon stuck to my hair. -
The balloon stuck because my hair was magnetized.
No. Rubbing a balloon against something does not magnetize it. Even if it was magnetized, a magnet would not attract the rubber balloon.
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.5.IV.1.c Describe the behavior of objects charged with static electricity in attracting or repelling without touching.
| 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 |
| Making Water Wiggle | video |
| Review Energy-6 | quest |
| Review Energy-7 | 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.