Here are some science questions from the Sixth, Seventh, and Eighth Grade Standards to help you test your knowledge of the Next Generation Sunshine State Standards.
The questions are chosen randomly, so this quest will be different each time you reload the page.
* Click here to see only the most recently added questions.

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 |

This is Kalanchoe daigremontiana, also known as Devil's Backbone or Mother of Thousands. Each of the tiny bumps on its leaves is a developing, new plant. When they are mature enough, they will separate from the parent plant, fall to the ground, and take root. This plant reproduces both asexually with its leaves, and sexually with its flowers. What is the advantage of sexual reproduction?
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Sexual reproduction is faster.
No. Asexual reproduction using its leaves is actually faster than sexual reproduction, and allows the plant to produce more offspring. -
Sexual reproduction lets the plant produce more offspring.
No. This plant produces more offspring by asexual reproduction than it does by seeds. -
Sexual reproduction prevents the plant from passing on harmful mutations.
No. Both sexual and asexual reproduction can pass a mutation on to the offspring. -
Sexual reproduction gives the offspring genes from both parents.
Yes! The main advantage of sexual reproduction is that the offspring gets half of its genetic material from each parent. This plant can reproduce asexually by producing the new, tiny plants on its leaves, but they are genetically the same as the parent. A disease or parasite which was fatal to one would be fatal to all. When it reproduces by flowers and seeds, half of the genetic material comes from the plant, and half comes from the pollen that fertilized seed. This produces offspring that have genetic variations, giving them a better chance of surviving. The survivors can then reproduce asexually to produce thousands of new plants with those traits.
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.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
| Heartless Plants | video, ClosedCaptions, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Measuring Photosynthesis | video, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Smell the Flowers | text page |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
| Review Plants-3 | practice |
| Review Plants-2 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Review Plants-3 | practice |
| Review Plants-2 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
SC.7.L.16.3 Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.
| Review Plants-3 | practice |
Utah
UT.7.IV.1.b Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material).
| Extracting Your Own DNA | video |
| Review Plants-3 | practice |
| Review Cells-4 | practice |
NGSS
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
| Orange Slices | video, ClosedCaptions |
| Bird Bones | video, free |
| Feathers | video, checked |
| Heartless Plants | video, ClosedCaptions, checked |
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Seed Search | video, ClosedCaptions, checked |
| How Does a Butterfly Fly? | text page, free |
| Thoughts on an Exoskeleton | text page, free |
| Eye Shine | text page |
| Review Plants-1 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
| Review Plants-3 | practice |
MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
| Extracting Your Own DNA | video |
| Who Evolved on First? | text page, free, checked |
| Review Plants-3 | practice |
MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
| Extracting Your Own DNA | video |
| Review Plants-3 | practice |
| Review Plants-4 | practice |

I gave this balloon a negative electrostatic charge by rubbing it on my hair. Then I tore up bits of paper, and put them on the table. When I brought the balloon near them, they were attracted to the balloon. Why?
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The negative charge of the balloon induced a positive charge on the paper.
Yes! The negative charge on the balloon pushes some of the negatively charged electrons in the paper to the far side, leaving the near side with a positive charge. Opposite charges attract, so the paper is attracted to the balloon. -
The negative charge of the balloon attracts the neutrally charged paper.
No. As long as the paper is neutral, it will not be attracted or repelled. -
Tearing the paper gave it a positive charge.
No. If the paper had a positive charge from being torn, the bits of paper with like charges would have repelled each other before you moved the balloon nearby. -
Paper is always attracted to balloons.
No. This is easily tested by using a balloon that has not been rubbed on your hair. Without the positive charge, the paper is not attracted.
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 |

I wanted to test different amounts of fertilizer to see which was best for growing grass. I mixed water with different amounts of fertilizer, and then added sodium polyacrylate to change it into a gel. Then I sprinkled the grass seeds on top, and waited for them to grow.
I really need a control group for this experiment. What would I use for a control?
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Water, fertilizer, and grass seed, without any sodium polyacrylate.
No. For the control, we want to skip the thing we are testing for. We are not testing changes caused by the amount of sodium polyacrylate. -
Water, sodium polyacrylate, and grass seed, without any fertilizer.
Yes! We are testing to see how different amounts of fertilizer change the growth of the grass. The amount of fertilizer is the variable we are testing, so the control group should not have any fertilizer. -
Water, sodium polyacrylate, and fertilizer, without any grass seed.
No. For the control, we want to skip the thing we are testing for. We are not testing changes caused by the amount of grass seed, and we know that no grass will grow if we do not have any seeds. -
Sodium polyacrylate, fertilizer, and grass seed, without any water.
No. For the control, we want to skip the thing we are testing for. We are not testing changes caused by the amount of water.
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-1 | practice |
| 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 |

These building stones are made of a rock called coquina. The rock is almost entirely made up of pieces of fossil sea shells. What kind of rock is it?
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Igneous
No. Igneous rocks formed from magma or lava. That would have melted and destroyed the fossil shells. This is not an igneous rock. -
Sedimentary
Yes! Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. These bits of shell were deposited by water, so coquina is a Sedimentary rock. -
Metamorphic
No. Coquina has not been changed by heat and pressure from a different kind of rock, so it is not metamorphic. -
Coquina is not a rock.
No. Coquina is a naturally occurring solid that forms large layers in the Earth. Coquina 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-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 |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-1 | 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-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 |
| Review Rocks-1 | practice |
| Review Erosion-1 | practice |
| Review Erosion-2 | practice |
| Review Erosion-3 | practice |
| Review Erosion-4 | practice |
| Review Erosion-5 | practice |
Utah
UT.4.III.1.a Describe the differences between minerals and rocks.
| What is a Rock? | video, learnalong, checked |
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video, checked |
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| 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-10 | practice |
| Review Geologic Time-3 | practice |
| 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 |
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-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 |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-1 | practice |
| Review Rocks-2 | practice |
