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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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.
| 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 |
| Crushed Can | video, checked |
| A Boat Full of Holes | video, checked |
| A Clean Trick | text page |
| Adding to a Full Cup | text page |
| What Really Happens With Evaporation? | text page, free, checked |
| 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 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 |
| Cloud Formation, part 2 | video |
| 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.
| 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 |
| Making a Solar Still | video |
| 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).
| A Model of the Water Cycle | video, ClosedCaptions, checked |
| 75% Water | video, checked |
| Photographing Snowflakes | 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.
| 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 |
| Cloud Formation, part 2 | video |
| Review Weather-8 | practice |
| Review Weather-10 | practice |
I let mold grow on this stale loaf of bread. What part of the food web does the mold belong to?
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Producer.
No. A producer captures energy from sunlight, and stores it as food. To do that, the organism needs to contain chlorophyll. This mold is green, but does not have chlorophyll. -
Primary Consumer.
No. Primary consumers eat producers. This mold does not eat living plants. -
Secondary Consumer
No. Secondary consumers eat other consumers. This mold does not eat animals. -
Decomposer
Yes! Decomposers break down dead and decaying organisms. The mold is a fungus that is breaking down and decomposing the bread to get energy from it..
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Food Web Tag | text page |
| What is a Food Web? | text page, free, checked |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Measuring Calories | video, ClosedCaptions, checked |
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Food Web Tag | text page |
| What is a Food Web? | text page, free, checked |
| Review Food Web-10 | practice |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
Utah
UT.8.II.2.a Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each.
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| What is a Food Web? | text page, free, checked |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
| Review Food Web-11 | practice |
| Review Food Web-12 | practice |
NGSS
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Measuring Photosynthesis | video, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Measuring Calories | video, ClosedCaptions, checked |
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Calories: Measuring the Energy | text page, free |
| What is a Food Web? | text page, free, checked |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| What is a Food Web? | text page, free, checked |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
I used this piece of calcite to scratch this penny. Then I used the penny to scratch the piece of calcite. What does that tell us?
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It tells us that I did the test wrong.
No. The test was done correctly. -
It tells us that they both have the same hardness.
Yes! You test the hardness of a mineral by testing to see what will scratch it. If two substances scratch each other, they have the same hardness. -
It tells us that calcite is not a mineral.
No. Scratching a specimen will not tell you if it is a mineral. -
It tells us that calcite has cleavage.
No. You do not test for cleavage by scratching a mineral.
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.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
| Identifying Minerals | video, learnalong |
| Definition of a Mineral | video, checked |
| What is a Mineral? | video, checked |
| Minerals Around You | text page, learnalong, checked |
| Review Minerals-1 | practice |
| Review Minerals-2 | practice |
| Review Minerals-3 | practice |
| Review Minerals-4 | practice |
| Review Minerals-5 | practice |
| Review Minerals-6 | practice |
| Review Minerals-7 | practice |
| Review Minerals-8 | practice |
Utah
UT.4.III.1.b Observe rocks using a magnifying glass and draw shapes and colors of the minerals.
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Definition of a Mineral | video, checked |
| What is a Mineral? | video, checked |
| Review Minerals-3 | practice |
| Review Minerals-4 | practice |
| Review Minerals-5 | practice |
| Review Minerals-6 | practice |
| Review Minerals-7 | practice |
| Review Minerals-8 | practice |
UT.8.III.1.b Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Definition of a Mineral | video, checked |
| What is a Mineral? | video, checked |
| Review Minerals-1 | practice |
| Review Minerals-2 | practice |
| Review Minerals-3 | practice |
| Review Minerals-4 | practice |
| Review Minerals-5 | practice |
| Review Minerals-6 | practice |
| Review Minerals-7 | practice |
| Review Minerals-8 | practice |
NGSS
5-PS1-3 Make observations and measurements to identify materials based on their properties.
| Definition of a Mineral | video, checked |
| Floating Bubbles | video, checked |
| Finding Fat in Foods | video, ClosedCaptions, checked |
| Fireworks Colors | video |
| Iron Cereal | video, ClosedCaptions, checked |
| Density: Ice, Oil, and Water | video, checked |
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| Raw Egg or Boiled? | video, checked |
| Making Turmeric Paper | video, checked |
| Testing for Tannic Acid | video |
| Acid Hunt | text page |
| A Cool Change | text page |
| Review Minerals-2 | practice |
| Review Minerals-3 | practice |
| Review Minerals-4 | practice |
| Review Minerals-5 | practice |
| Review Minerals-6 | practice |
| Review Minerals-7 | practice |
| Review Minerals-8 | practice |
Cannonball Jelly fish are excellent swimmers, and Portly Spider Crabs often hitch a ride on them. What type of relationship is that?
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mutualism
No. In mutualism, both organisms benefit. The jellyfish gets no benefit from the crab's hitchhiking. -
commensalism
Yes. In commensalism, one organism (the crab) benefits, and the other (jellyfish) is not affected. The crab gets free transportation, and the jellyfish is not helped or harmed. -
parasitism
No. For parasitism, one organism benefits, and the other is harmed. Neither the crab nor the jellyfish is harmed by this relationship. -
predation
No. In predation, one organism eats another. Neither the crab nor the jellyfish gets eaten in this relationship.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Review Food Web-11 | practice |
| Review Food Web-12 | practice |
Utah
UT.8.II.2.a Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each.
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| What is a Food Web? | text page, free, checked |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
| Review Food Web-11 | practice |
| Review Food Web-12 | practice |
NGSS
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
| A Walk in the Park | video, checked |
| Review Food Web-11 | practice |
| Review Food Web-12 | practice |
What season is Australia having in this graphic?
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Spring
No. In the spring, the Earth's axis would not be tilted towards or away from the Sun. -
Summer
Yes! Australia is in the southern hemisphere, which is tilted towards the Sun. That tells us that it is summer there. -
Autumn
No. In the autumn, the Earth's axis would not be tilted towards or away from the Sun. -
Winter
No. Australia is in the southern hemisphere. If it was having winter, then the southern hemisphere would be tilted 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 |
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.
| Global Science | video, ClosedCaptions |
| Why is a Full Moon So Bright? | text page, free, checked |
| Review Space-13 | quest |
| 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
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.
| Finding Your Way | video, checked |
| Global Science | video, ClosedCaptions |
| Review Space-5 | practice |
| Review Space-8 | practice |
| Review Space-12 | practice |
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 |
The questions are chosen randomly, so this quest will be different each time.