Difference between revisions of "Chemistry questions by performance level"

From NY Science Standards Wiki
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Every released Regents chemistry question on this wiki, sorted by the '''performance level description (PLD)''' it best matches. NYSED publishes five PLDs for each standard that describe what students at each performance level can do; this page lists, for each chemistry standard and each level, every released question that assesses it, so you can look at a level and see all of the questions that fall under it.
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Every released Regents chemistry question on this wiki, listed under the performance level description (PLD) it best matches, for each chemistry standard.
  
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Questions come from the [[June 2026 Chemistry Exam|June 2026]] and [[August 2026 Chemistry Exam|August 2026]] Regents Examinations in Physical Science: Chemistry and the [[Chemistry sample question clusters|sample clusters]] released by NYSED. Each standard page shows the same mappings as ''e.g.'' examples under its PLDs. <span class="pld-example">Notice<span class="pld-note" tabindex="0" data-note="Which PLD a question best matches is a judgment call by the wiki's editors. NYSED does not publish official mappings of exam questions to performance levels.">!</span></span> — the mappings are editorial judgments, not official NYSED assignments.
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''Which PLD a question best matches is a judgment call by the wiki's editors. NYSED does not publish official mappings of exam questions to performance levels.''
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{| class="wikitable sortable" style="font-size:0.95em"
 
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! Standard !! Topic !! L1 !! L2 !! L3 !! L4 !! L5 !! Total
 
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|-
 
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| [[#HS-PS1-1|HS-PS1-1]] || Periodic Table || 2 || 2 || 3 || – || – || 7
 
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|-
 
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| [[#HS-PS1-2|HS-PS1-2]] || Chemical Reactions || 3 || 2 || 1 || – || – || 6
 
−
|-
 
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| [[#HS-PS1-3|HS-PS1-3]] || Intermolecular Forces || 1 || 3 || 1 || – || – || 5
 
−
|-
 
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| [[#HS-PS1-4|HS-PS1-4]] || Energy and Chemical Reactions || 1 || – || – || – || – || 1
 
−
|-
 
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| [[#HS-PS1-5|HS-PS1-5]] || Reaction Rates || 1 || 5 || 2 || 1 || – || 9
 
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|-
 
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| [[#HS-PS1-6|HS-PS1-6]] || Chemical Equilibrium || 1 || 1 || – || – || – || 2
 
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|-
 
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| [[#HS-PS1-7|HS-PS1-7]] || Conservation of Mass || 1 || 2 || 7 || 1 || – || 11
 
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|-
 
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| [[#HS-PS1-8|HS-PS1-8]] || Nuclear Processes || 2 || 2 || 1 || 2 || – || 7
 
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|-
 
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| [[#HS-PS1-9|HS-PS1-9]] || Gas Behavior || 1 || 2 || 1 || – || – || 4
 
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|-
 
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| [[#HS-PS1-10|HS-PS1-10]] || Solutions || 1 || 3 || 2 || 2 || – || 8
 
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|-
 
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| [[#HS-PS1-11|HS-PS1-11]] || Acids and Bases || 2 || 5 || 3 || – || – || 10
 
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|-
 
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| [[#HS-PS1-12|HS-PS1-12]] || Electron Transfer || 1 || 2 || 2 || – || – || 5
 
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|-
 
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| [[#HS-PS2-6|HS-PS2-6]] || Structure and Function of Materials || 2 || 3 || 3 || – || – || 8
 
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|-
 
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| [[#HS-PS3-1|HS-PS3-1]] || Energy Conservation || 3 || 3 || 1 || – || – || 7
 
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|-
 
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| [[#HS-PS3-5|HS-PS3-5]] || Forces and Fields || 1 || 1 || 1 || – || – || 3
 
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|-
 
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| [[#HS-PS4-4|HS-PS4-4]] || Electromagnetic Radiation and Matter || 3 || 4 || 1 || – || – || 8
 
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|-
 
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| [[#HS-LS1-5|HS-LS1-5]] || Photosynthesis || – || 1 || 1 || 1 || – || 3
 
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|-
 
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| [[#HS-ETS1-1|HS-ETS1-1]] || Analyzing Global Challenges || 2 || – || – || – || – || 2
 
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|-
 
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| [[#HS-ETS1-2|HS-ETS1-2]] || Breaking Down Complex Problems || 1 || 1 || 1 || – || – || 3
 
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|-
 
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| [[#HS-ETS1-3|HS-ETS1-3]] || Evaluating Solutions and Trade-offs || 2 || 1 || 1 || – || – || 4
 
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|-
 
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| [[#HS-ETS1-4|HS-ETS1-4]] || Modeling Solutions with Simulations || – || – || – || – || – || 0
 
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|-
 
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! colspan="2" | All chemistry standards !! 31 !! 43 !! 32 !! 7 !! 0 !! 113
 
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|}
 
  
 
== HS-PS1-1 · Periodic Table ==
 
== HS-PS1-1 · Periodic Table ==
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<div class="pldmap-level"><span class="pld-label">Level 5:</span> Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.</div>
 
<div class="pldmap-level"><span class="pld-label">Level 5:</span> Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.</div>
 
* ''No released question yet.''
 
* ''No released question yet.''
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== Summary ==
 +
{| class="wikitable sortable" style="font-size:0.95em"
 +
! Standard !! Topic !! L1 !! L2 !! L3 !! L4 !! L5 !! Total
 +
|-
 +
| [[#HS-PS1-1|HS-PS1-1]] || Periodic Table || 2 || 2 || 3 || – || – || 7
 +
|-
 +
| [[#HS-PS1-2|HS-PS1-2]] || Chemical Reactions || 3 || 2 || 1 || – || – || 6
 +
|-
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| [[#HS-PS1-3|HS-PS1-3]] || Intermolecular Forces || 1 || 3 || 1 || – || – || 5
 +
|-
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| [[#HS-PS1-4|HS-PS1-4]] || Energy and Chemical Reactions || 1 || – || – || – || – || 1
 +
|-
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| [[#HS-PS1-5|HS-PS1-5]] || Reaction Rates || 1 || 5 || 2 || 1 || – || 9
 +
|-
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| [[#HS-PS1-6|HS-PS1-6]] || Chemical Equilibrium || 1 || 1 || – || – || – || 2
 +
|-
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| [[#HS-PS1-7|HS-PS1-7]] || Conservation of Mass || 1 || 2 || 7 || 1 || – || 11
 +
|-
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| [[#HS-PS1-8|HS-PS1-8]] || Nuclear Processes || 2 || 2 || 1 || 2 || – || 7
 +
|-
 +
| [[#HS-PS1-9|HS-PS1-9]] || Gas Behavior || 1 || 2 || 1 || – || – || 4
 +
|-
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| [[#HS-PS1-10|HS-PS1-10]] || Solutions || 1 || 3 || 2 || 2 || – || 8
 +
|-
 +
| [[#HS-PS1-11|HS-PS1-11]] || Acids and Bases || 2 || 5 || 3 || – || – || 10
 +
|-
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| [[#HS-PS1-12|HS-PS1-12]] || Electron Transfer || 1 || 2 || 2 || – || – || 5
 +
|-
 +
| [[#HS-PS2-6|HS-PS2-6]] || Structure and Function of Materials || 2 || 3 || 3 || – || – || 8
 +
|-
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| [[#HS-PS3-1|HS-PS3-1]] || Energy Conservation || 3 || 3 || 1 || – || – || 7
 +
|-
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| [[#HS-PS3-5|HS-PS3-5]] || Forces and Fields || 1 || 1 || 1 || – || – || 3
 +
|-
 +
| [[#HS-PS4-4|HS-PS4-4]] || Electromagnetic Radiation and Matter || 3 || 4 || 1 || – || – || 8
 +
|-
 +
| [[#HS-LS1-5|HS-LS1-5]] || Photosynthesis || – || 1 || 1 || 1 || – || 3
 +
|-
 +
| [[#HS-ETS1-1|HS-ETS1-1]] || Analyzing Global Challenges || 2 || – || – || – || – || 2
 +
|-
 +
| [[#HS-ETS1-2|HS-ETS1-2]] || Breaking Down Complex Problems || 1 || 1 || 1 || – || – || 3
 +
|-
 +
| [[#HS-ETS1-3|HS-ETS1-3]] || Evaluating Solutions and Trade-offs || 2 || 1 || 1 || – || – || 4
 +
|-
 +
| [[#HS-ETS1-4|HS-ETS1-4]] || Modeling Solutions with Simulations || – || – || – || – || – || 0
 +
|-
 +
! colspan="2" | All chemistry standards !! 31 !! 43 !! 32 !! 7 !! 0 !! 113
 +
|}

Revision as of 17:37, 16 October 2026

Every released Regents chemistry question on this wiki, listed under the performance level description (PLD) it best matches, for each chemistry standard.

Which PLD a question best matches is a judgment call by the wiki's editors. NYSED does not publish official mappings of exam questions to performance levels.

HS-PS1-1 · Periodic Table

Standard page: HS-PS1-1. 7 chemistry questions released so far.

Level 1: Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms or the relative properties of elements within a group or period.
Level 2: Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms and the relative properties of elements within a group or period.
Level 3: Use the periodic table as a model to describe the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
  • August 2026 Question 15 — Make a claim that describes the relationship between first ionization energy and conductivity of the selected Group 14…
  • August 2026 Question 39 — Describe how the pattern of electrons in the outermost energy level makes the preferred gas safer to use in filling…
  • June 2026 Question 2 — Use the patterns of outermost electrons to describe how radium could substitute for the element found in teeth and bone.
Level 4: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
  • No released question yet.
Level 5: Use the periodic table as a model to construct a representation of chemical behavior using relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
  • No released question yet.

HS-PS1-2 · Chemical Reactions

Standard page: HS-PS1-2. 6 chemistry questions released so far.

Level 1: Given possible reaction outcomes, identify the outcome of a simple chemical reaction using the outermost electron states of atoms, trends in the periodic table, or knowledge of the patterns of chemical properties.
  • August 2026 Question 16 — Based on the patterns of electrons in the outermost energy level, which element identifies the atoms in the given…
  • August 2026 Question 47 — Given the incomplete unbalanced equation representing the reaction to remove the lead ions from the water, which…
  • June 2026 Question 3 — Which statement identifies the formation of ions in the radium compounds displayed in the advertisement?
Level 2: Predict the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties.
  • August 2026 Question 22 — Which claim predicts how phosphates would affect the aqueous metallic ions present in pool water?
  • June 2026 Question 43 — Predict the outcome of a reaction between aluminum and the second most abundant element in Earth's crust by writing the…
Level 3: Construct or revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties.
Level 4: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
  • No released question yet.
Level 5: Construct, revise, and evaluate explanations for the outcome of simple chemical reactions based on the predictable behavior of reactants, the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
  • No released question yet.

HS-PS1-3 · Intermolecular Forces

Standard page: HS-PS1-3. 5 chemistry questions released so far.

Level 1: Use data from an investigation or provided information to identify a pattern in bulk scale properties of substances as it relates to the relative strength of electrical forces between particles.
Level 2: Given a plan, conduct an explanation or given the results of an investigation or provided information, make a claim that compares the relative strength of electrical forces between particles of substances at the bulk scale.
  • August 2026 Question 35 — Which claim provides supporting evidence about the strength of the intermolecular forces in essential oils?
  • August 2026 Question 36 — Place a check mark (✓) in the box to indicate the essential oil that has stronger intermolecular forces and provide…
  • June 2026 Question 18 — What type of molecules in nylon or polyester would optimize the function of the outer material layer?
Level 3: Given a plan, conduct an explanation or given the results of an investigation or provided information, describe patterns of the relative strength of electrical forces between particles, based on structures, and/or the resulting properties at bulk scale.
  • June 2026 Question 48 — In which list are VOCs placed in order from strongest to weakest electrical forces between particles in the substance?
Level 4: Plan and conduct an investigation to gather and evaluate evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
  • No released question yet.
Level 5: Plan and conduct multiple investigations to gather and evaluate evidence that compares the structure of substances at the bulk scale to explain the strength of electrical forces between particles.
  • No released question yet.

HS-PS1-4 · Energy and Chemical Reactions

Standard page: HS-PS1-4. 1 chemistry question released so far.

Level 1: Use a model/information to identify the changes in energy in a chemical reaction system.
  • August 2026 Question 32 — Which row represents how potential energy changes are modeled for Equation 1 and Equation 2? | J | ~~ | “L | ~ Diagram…
Level 2: Use a model to describe the release or absorption of energy from a chemical reaction system.
  • No released question yet.
Level 3: Develop and/or use a model to describe the energy associated with the formation and/or the breaking of a bond(s) between atoms.
  • No released question yet.
Level 4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
  • No released question yet.
Level 5: Develop and critique models to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
  • No released question yet.

HS-PS1-5 · Reaction Rates

Standard page: HS-PS1-5. 9 chemistry questions released so far.

Level 1: Use provided information to identify the evidence for how the rate of a physical or chemical change is affected when conditions are varied.
  • June 2026 Question 7 — Identify evidence from Equation 1 that supports the claim that the CO₂(aq) concentration in the bottle of opened soda…
Level 2: Predict and/or describe how the rate of a physical or chemical change is affected when conditions are varied.
  • August 2026 Question 30 — Which description predicts how the rate of conversion of the exhaust gases is affected by the presence of a catalyst in…
  • August 2026 Question 33 — Which row predicts and describes how a change in temperature affects the rate of reactions and efficiency in a…
  • August 2026 Question 37 — Which change describes what would occur if the demonstration was repeated with warmer samples of the essential oils?
  • August 2026 Question 48 — Which statement predicts why the original design had to be modified?
  • June 2026 Question 13 — Which statement predicts the change in the reaction rates of Equation 2 if students added carbonic anhydrase during the…
Level 3: Use data/information that provides evidence to predict and explain how the rate of a physical or chemical change is affected when conditions are varied.
  • June 2026 Question 28 — A student completes Experiments 1-4 and claims that as temperature increases, the reaction time increases. Place a…
  • June 2026 Question 29 — The student performed a fifth experiment using the conditions of Experiment 2 in Table 1. In this experiment, Cu?*(aq)…
Level 4: Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
  • June 2026 Question 11 — Using collision theory, predict and explain the change to the rate of oxyhemoglobin production when the concentration…
Level 5: Construct explanations and design solutions, using student-generated evidence, that apply scientific principles to explain how the rate of chemical changes are affected when conditions are varied.
  • No released question yet.

HS-PS1-6 · Chemical Equilibrium

Standard page: HS-PS1-6. 2 chemistry questions released so far.

Level 1: Use information provided to identify a change in the experimental conditions that would modify the amount of products or reactants at equilibrium.
Level 2: Identify a modification to the design or to the experimental conditions of a chemical system and/or describe the effect on the products and/or reactants at equilibrium.
  • June 2026 Question 14 — Apply LeChatelier’s principle to identify one change in the laboratory investigation, other than changing the amount of…
Level 3: Explain how a change in the design of a chemical system and/or experimental conditions would affect the amount of products and/or reactants at equilibrium.
  • No released question yet.
Level 4: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
  • No released question yet.
Level 5: Optimize the design of a chemical system by explaining how multiple changes to experimental conditions will increase the amounts of products in a system at equilibrium.
  • No released question yet.

HS-PS1-7 · Conservation of Mass

Standard page: HS-PS1-7. 11 chemistry questions released so far.

Level 1: Use information provided to identify mathematical representations that demonstrate atoms and/or mass are conserved during a chemical reaction.
  • August 2026 Question 8 — Which equation best demonstrates the conservation of matter in the synthesis of sucrose in apples?
Level 2: Use or complete a mathematical representation to demonstrate that atoms and/or mass are conserved during a chemical reaction.
  • June 2026 Question 15 — Complete the equation representing the production of HF (aq) to demonstrate conservation of matter. CaF, + — + 2HF
  • June 2026 Question 33 — Identify the missing product in the simplified process to produce PLA to demonstrate the conservation of atoms.
Level 3: Construct a mathematical representation and/or calculate a quantity (e.g. # of particles, volume of a gas, etc.), using the relationship that atoms and/or mass are conserved during a chemical reaction.
  • August 2026 Question 3 — Calculate the volume in liters of the gas produced in Equation 1, which is a major contributor to climate change, when…
  • August 2026 Question 29 — Use the model in Figure 2 to write a balanced equation to represent the reaction that results in the production of…
  • August 2026 Question 31 — Use a mathematical representation to determine the mass of CO₂ gas product for the complete combustion of 1.0 liter of…
  • Smartphone Chemistry (sample cluster) Question 3 — Construct a mathematical representation and calculate the number of grams of aluminum oxide required to produce the…
  • A Profitable Blueberry Field (sample cluster) Question 4 — How many grams of nitrogen are added to the soil when 100. grams of the substance that acidifies soil with reduced risk…
  • June 2026 Question 6 — How many molecules of CO₂ are still dissolved in a 1.0-liter bottle of soda when first considered to be “flat”?
  • June 2026 Question 24 — Calculate the number of grams of CO₂(g) that would be produced when the balloon is completely inflated. _ g9C0y9)
Level 4: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Level 5: Create and revise mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
  • No released question yet.

HS-PS1-8 · Nuclear Processes

Standard page: HS-PS1-8. 7 chemistry questions released so far.

Level 1: Use a model/information to identify a change in the composition of the nucleus of the atom or a nuclear process.
Level 2: Develop and/or use a model of a nuclear process to predict the changes in the composition of the nucleus of the atom.
  • August 2026 Question 4 — Using the key provided in Figure 2, draw a model of the nucleus, labeled X.
  • June 2026 Question 1 — Complete the table below to predict the changes in the composition of the nucleus as the radium atom decays. Number of…
Level 3: Develop and/or use a model(s) to compare and/or contrast the changes in the composition of the nucleus of the atom or the scale of energy released during a nuclear process to other transformations.
  • August 2026 Question 1 — Which row correctly compares the relative amount of energy released to the changes that occur at the atomic level in…
Level 4: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
  • August 2026 Question 43 — Write an equation to model the first step of the nuclear decay of uranium that occurs in rocks deep below Earth's…
  • June 2026 Question 47 — Write an equation to model the nuclear decay process to illustrate the changes in the composition of Rn-222 as it…
Level 5: Develop, evaluate, and revise models to compare and contrast changes in the composition of the nucleus of the atom and scale of energy released during nuclear processes.
  • No released question yet.

HS-PS1-9 · Gas Behavior

Standard page: HS-PS1-9. 4 chemistry questions released so far.

Level 1: Use data/information to identify the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant.
  • June 2026 Question 23 — Which graph represents the factors that cause the difference in the size of the balloons on the indoor and outdoor…
Level 2: Given data, construct a mathematical representation and/or calculate the value of an unknown variable in the combined gas law when the molar quantity is held constant.
  • August 2026 Question 42 — Construct a mathematical representation, using appropriate calculations, that could be used to determine the…
  • June 2026 Question 26 — Construct a mathematical representation using appropriate calculations that could be used to determine the temperature…
Level 3: Use data/information that provides evidence to make and/or support a claim about the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant.
  • August 2026 Question 41 — Which claim compares the relationship between the volume of a specific parade balloon and the temperature during the…
Level 4: Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.
  • No released question yet.
Level 5: Plan and conduct an investigation to gather and analyze data that validates the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas
  • No released question yet.

HS-PS1-10 · Solutions

Standard page: HS-PS1-10. 8 chemistry questions released so far.

Level 1: Use data/information to identify a relationship between the formation, property, and/or behavior of one or more solutions.
  • August 2026 Question 9 — Which claim identifies the relationship between the boiling points of grape juice and jelly?
Level 2: Construct and/or use a mathematical representation as evidence to determine the quantities required to form or describe a solution.
  • August 2026 Question 28 — Which mathematical representation is used to determine the total mass of ozone contained in a 90.0 L sample of air…
  • June 2026 Question 32 — The teacher prepares 250. mL of Mixture C. How many grams of solute are required to make the solution used in this…
  • June 2026 Question 49 — What is the mass of formaldehyde necessary to prepare 1.5 x 10° g of the formaldehyde solution?
Level 3: Use data/information that provides evidence to make and/or support a claim that identifies relationships between the formation, properties, and/or behaviors of solutions at bulk scales.
  • August 2026 Question 34 — Identify the polarity of the compounds in essential oils extracted from flowers and plants.
  • June 2026 Question 37 — Make a claim as to whether the drinking water in the samples in Figure 3 are safe with respect to PFOA and PFOS. Cite…
Level 4: Use evidence to support claims regarding the formation, properties, and behaviors of solutions at bulk scales.
  • August 2026 Question 38 — Construct a mathematical representation, using appropriate calculations, and determine the percent composition by mass…
  • June 2026 Question 8 — A student makes a claim that a 355-mL unopened bottle stored on the shelf has less CO₂ gas in the headspace than an…
Level 5: Evaluate the validity of claims, evidence, and/or reasoning of currently accepted explanations regarding formation, properties, and behaviors of solutions at bulk scales.
  • No released question yet.

HS-PS1-11 · Acids and Bases

Standard page: HS-PS1-11. 10 chemistry questions released so far.

Level 1: Given an investigation plan or provided information, select appropriate tools and/or materials that could be used to identify a property or behavior of an acid or base.
Level 2: Given the results of an investigation or provided information, calculate a quantity or make a claim to identify a property and/or behavior of an acid or base.
Level 3: Given a plan, conduct an investigation or given the results of an investigation or provided information, compare the properties and/or behaviors of acids and/or bases.
Level 4: Plan and conduct an investigation to compare properties and behaviors of acids and bases.
  • No released question yet.
Level 5: Plan and conduct multiple investigations to compare, explain, and predict properties and behaviors of acids and bases.
  • No released question yet.

HS-PS1-12 · Electron Transfer

Standard page: HS-PS1-12. 5 chemistry questions released so far.

Level 1: Use provided information to identify a reaction or a component(s) in a model that illustrates the transfer of electrons within a system.
  • June 2026 Question 44 — Which row identifies the products that are formed at each electrode during electrolysis? | Row | Formed at Anode |…
Level 2: Use or provide evidence to demonstrate that some chemical reactions involve the transfer of electrons within a system.
Level 3: Use a model (e.g. electrochemical cell) or information that provides evidence to make a claim or support the argument that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.
  • June 2026 Question 31 — A student makes a claim that the conversion of iodide ions to iodine molecules is oxidation. Based on evidence from…
  • June 2026 Question 45 — Which row provides evidence to support the claim that the Hall-Heroult process involves a transfer of electrons as an…
Level 4: Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.
  • No released question yet.
Level 5: Evaluate claims and analyze evidence to communicate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.
  • No released question yet.

HS-PS2-6 · Structure and Function of Materials

Standard page: HS-PS2-6. 8 chemistry questions released so far.

Level 1: Use information to identify a particulate-level structure or function of a designed material.
  • August 2026 Question 17 — Which row identifies elements that could be added to the silicon lattice to allow the material to function as each type…
  • June 2026 Question 17 — Which row ranks the size of a pore in ePTFE, a water droplet, and a water molecule from smallest to largest? | Row |…
Level 2: Use information to describe how the particulate-level structure of designed material(s) supports its function.
  • August 2026 Question 13 — Describe how the structure of the organic molecule in sunscreen supports its function.
  • June 2026 Question 36 — Which row describes how the electrical forces in a cross-linked polymer affect the durability and flexibility in PLA?…
  • June 2026 Question 42 — Which statement describes how the structure of aluminum metal supports its function?
Level 3: Use scientific or technical information to explain how the particulate-level structure is important to the functioning of designed material(s).
  • August 2026 Question 46 — Place a check mark (✓) in the box to indicate the particle number that represents carbon. Cite evidence to describe how…
  • Smartphone Chemistry (sample cluster) Question 2 — Explain why the particulate-level structure of the glass prevents the potassium ions in the glass from functioning as a…
  • June 2026 Question 34 — Explain how the attraction for electrons between the elements that supports the function of PFAS as a “forever…
Level 4: Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
  • No released question yet.
Level 5: Compare, integrate, and evaluate scientific and technical information about the structure and function of various designed materials at the particulate-level to optimize the functionality of a product.
  • No released question yet.

HS-PS3-1 · Energy Conservation

Standard page: HS-PS3-1. 7 chemistry questions released so far.

Level 1: Use mathematical representation or information provided to identify energy change(s) in one or more components of a system.
  • August 2026 Question 2 — Which statement describes the flow of energy in Equation 1?
  • August 2026 Question 19 — Which claim identifies two components potentially used as insulation in a container and the properties of these…
  • June 2026 Question 25 — Which statement describes the change in energy and the placement of the energy term in Equation 1?
Level 2: Use a mathematical representation, data, or a given model to predict and/or describe the energy transfer of a component of a system.
  • August 2026 Question 18 — Eventually, a hot liquid slowly begins to cool in an insulated container. Which claim explains how this happens?
  • August 2026 Question 20 — Make a claim about which compound would result in the highest solution temperature and justify this claim using…
  • June 2026 Question 19 — Make a claim stating which soccer field will experience a greater temperature increase after absorbing the same amount…
Level 3: Use a given computational model or mathematical representation to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
  • June 2026 Question 20 — What amount of energy is absorbed when the temperature of a single brick increases from 20.°C to 35°C?
Level 4: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
  • No released question yet.
Level 5: Create and revise a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
  • No released question yet.

HS-PS3-5 · Forces and Fields

Standard page: HS-PS3-5. 3 chemistry questions released so far.

Level 1: Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction.
  • August 2026 Question 21 — Based on the information provided and the model below, which row in the table correctly identifies the attractive…
Level 2: Use a model of two objects interacting to describe and/or show the forces between objects or the changes in energy of the objects due to the interaction.
  • June 2026 Question 50 — Label the partial charges (3+, 3—) in the boxes provided below to illustrate the orientation of the solute and solvent…
Level 3: Develop a model of two objects interacting and illustrate the forces between objects and the changes in energy of the objects due to the interaction.
  • June 2026 Question 12 — Draw an electron-dot diagram to model the gas released from the liver cells into the plasma.
Level 4: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
  • No released question yet.
Level 5: Develop and identify the limitations of a model of two objects interacting through electric or magnetic fields to explain the effect of the forces between objects, and describe the changes in energy of the objects due to the interaction.
  • No released question yet.

HS-PS4-4 · Electromagnetic Radiation and Matter

Standard page: HS-PS4-4. 8 chemistry questions released so far.

Level 1: Based on evidence, identify the frequency, wavelength, relative energy, or effect on matter of electromagnetic radiation when one of these is provided.
  • August 2026 Question 10 — Which types of electromagnetic radiation correspond to the spectral lines of iron reported in the Sun’s corona during a…
  • August 2026 Question 26 — Which range of wavelengths identifies the solar radiation that is associated with sunburns?
  • June 2026 Question 21 — Which range of wavelengths approximately corresponds to the radiation absorbed by plants?
Level 2: Use information that provides evidence to support a claim that describes the effects of different frequencies, relative energies, and/or wavelengths of electromagnetic radiation when absorbed by matter.
  • August 2026 Question 11 — Which row completes the claim describing how the absorption of radiation with a wavelength of 10 m would affect a…
  • August 2026 Question 27 — When comparing UVA and UVC, which statement describes how increased frequency of ultraviolet radiation affects human…
  • Evaluating Gas Stoves (sample cluster) Question 4 — Which statement compares the frequency and resulting energy of a photon absorbed by chlorophyll to the frequency and…
  • June 2026 Question 4 — Which statement supports the claim that a watch made with phosphor glows in the dark when the electromagnetic energy…
Level 3: Make and support a claim, using scientific and/or technical information, that describes the effects of a frequency and/or wavelength of electromagnetic radiation when absorbed by matter.
Level 4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
  • No released question yet.
Level 5: Gather and evaluate a variety of valid and reliable sources to formulate a claim on the effects that different frequencies of electromagnetic radiation have when absorbed by matter, citing qualitative evidence with scientific reasoning.
  • No released question yet.

HS-LS1-5 · Photosynthesis

Standard page: HS-LS1-5. 3 chemistry questions released so far.

Level 1: Use a model/information to identify how the process of photosynthesis transforms light energy into stored chemical energy.
  • No released question yet.
Level 2: Use a model/information demonstrating photosynthesis to identify energy and matter components.
Level 3: Use a model to describe how the process of photosynthesis conserves energy and/or matter.
  • June 2026 Question 38 — Identify the missing component labeled X and write the coefficient to balance the equation. 6H,0 + — CgH1;06 + 60,
Level 4: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
  • August 2026 Question 7 — Select components from the options provided and complete the model, including energy, to correctly demonstrate the…
Level 5: Create a model, given input and output of matter and energy, to demonstrate how photosynthesis transforms light energy into stored chemical energy.
  • No released question yet.

HS-ETS1-1 · Analyzing Global Challenges

Standard page: HS-ETS1-1. 2 chemistry questions released so far.

Level 1: Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants.
Level 2: Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.
  • No released question yet.
Level 3: Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
  • No released question yet.
Level 4: Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
  • No released question yet.
Level 5: Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies that account for societal needs and wants.
  • No released question yet.

HS-ETS1-2 · Breaking Down Complex Problems

Standard page: HS-ETS1-2. 3 chemistry questions released so far.

Level 1: Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.
  • June 2026 Question 46 — Which statement identifies a method to reduce the impact of a source of indoor air pollution as indicated by Figure 1?
Level 2: Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.
  • June 2026 Question 22 — Which strategies are effective ways to minimize the heat island effect in an urban community? 1. Use light-colored…
Level 3: Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.
  • August 2026 Question 12 — Identify a solution by proposing a safe, at-home test and the expected results to determine if eclipse glasses are…
Level 4: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
  • No released question yet.
Level 5: For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub-problem.
  • No released question yet.

HS-ETS1-3 · Evaluating Solutions and Trade-offs

Standard page: HS-ETS1-3. 4 chemistry questions released so far.

Level 1: Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.
  • August 2026 Question 44 — Which evidence supports selection of the most ideal material for construction of pipes that carry drinking water?
  • June 2026 Question 5 — A manufacturing company wants to design a watch with the following criteria: Criterion 1: Ability to see the face of…
Level 2: Describe a solution to a complex real-world problem based on given criteria and constraints.
  • June 2026 Question 41 — A farmer in the northern Finger Lakes region of New York State wants to grow raspberries. How would a commercial…
Level 3: Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, aesthetics, as well as possible social, cultural, or environmental impacts.
  • June 2026 Question 27 — Which material would be a better choice, based on trade-offs for short-term benefits and long-term negative…
Level 4: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
  • No released question yet.
Level 5: Evaluate a solution to a complex real-world problem based on prioritized criteria by generating a prioritized list of criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment.
  • No released question yet.

HS-ETS1-4 · Modeling Solutions with Simulations

Standard page: HS-ETS1-4. 0 chemistry questions released so far.

Level 1: Identify the impact of a given solution to a complex real-world problem.
  • No released question yet.
Level 2: Given data (from a computer simulation), identify the impact of a proposed solution to a complex real-world problem, or the impact on an interaction within or between two systems relevant to the problem.
  • No released question yet.
Level 3: Given data (from a computer simulation), describe the impact of proposed solutions to a complex real-world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.
  • No released question yet.
Level 4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
  • No released question yet.
Level 5: Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.
  • No released question yet.

Summary

Standard Topic L1 L2 L3 L4 L5 Total
HS-PS1-1 Periodic Table 2 2 3 – – 7
HS-PS1-2 Chemical Reactions 3 2 1 – – 6
HS-PS1-3 Intermolecular Forces 1 3 1 – – 5
HS-PS1-4 Energy and Chemical Reactions 1 – – – – 1
HS-PS1-5 Reaction Rates 1 5 2 1 – 9
HS-PS1-6 Chemical Equilibrium 1 1 – – – 2
HS-PS1-7 Conservation of Mass 1 2 7 1 – 11
HS-PS1-8 Nuclear Processes 2 2 1 2 – 7
HS-PS1-9 Gas Behavior 1 2 1 – – 4
HS-PS1-10 Solutions 1 3 2 2 – 8
HS-PS1-11 Acids and Bases 2 5 3 – – 10
HS-PS1-12 Electron Transfer 1 2 2 – – 5
HS-PS2-6 Structure and Function of Materials 2 3 3 – – 8
HS-PS3-1 Energy Conservation 3 3 1 – – 7
HS-PS3-5 Forces and Fields 1 1 1 – – 3
HS-PS4-4 Electromagnetic Radiation and Matter 3 4 1 – – 8
HS-LS1-5 Photosynthesis – 1 1 1 – 3
HS-ETS1-1 Analyzing Global Challenges 2 – – – – 2
HS-ETS1-2 Breaking Down Complex Problems 1 1 1 – – 3
HS-ETS1-3 Evaluating Solutions and Trade-offs 2 1 1 – – 4
HS-ETS1-4 Modeling Solutions with Simulations – – – – – 0
All chemistry standards 31 43 32 7 0 113
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