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100+ Free Saxony Abitur Chemistry Practice Questions

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2026 Statistics

Key Facts: Saxony Abitur Chemistry Exam

300+15 / 255+15 min

Written Gesamtarbeitszeit at Leistungskurs and Grundkurs, each zuzüglich 15 minutes for the Aufgabe mit fachpraktischem Anteil

VwV Abiturprüfung 2026; SMK-Blog Regelungen zum Abitur (Naturwissenschaften)

24.04.2026

Written Chemie date in the 2026 main session (Nachtermin 20.05.2026)

Schule Sachsen — Gymnasium Abiturtermine 2026

3 of 4 Aufgaben

Candidates work two Pflichtaufgaben plus one of two Wahlaufgaben with fachpraktischem Anteil; GK 30 BE each (90-BE scale), LK 40 BE each (120-BE scale)

SMK-Blog; Musteraufgaben Chemie Sachsen

0–15 Punkte

Grading scale for each Prüfungsfach, from Note 1 (15–13 Punkte) to Note 6 (0 Punkte)

SOGYA — Schulordnung Gymnasien Abiturprüfung

200 / 100 Punkte

Minimum Gesamtqualifikation: 200+ from Block I and 100+ from the five Prüfungsfächer in Block II, out of 900 maximum

SOGYA — Schulordnung Gymnasien Abiturprüfung

3 Basiskonzepte

Saxon Lehrplan / KMK Bildungsstandards Chemie structure content via Stoff-Teilchen, chemische Reaktion and Energiekonzept

Lehrplan Gymnasium Chemie Sachsen; KMK Bildungsstandards Chemie AHR 18.06.2020

Free 100-question English-language MCQ study bank for Sachsen Abitur Chemie, mapped to the Saxon Lehrplan Lernbereiche with extensive worked stoichiometry and equilibrium calculations. Official exam: German written Klausur (3 of 4 tasks, one fachpraktisch), LK 300+15 / GK 255+15 min; written date 24.04.2026 (Nach 20.05.2026). Not an official-format simulation; no fee for regular school candidates.

Sample Saxony Abitur Chemistry Practice Questions

Try these sample questions to test your Saxony Abitur Chemistry exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1The Saxon Lehrplan Chemie structures content with three Basiskonzepte. Which trio matches the Lehrplan / KMK Bildungsstandards Chemie?
A.Konzept vom Aufbau und von den Eigenschaften der Stoffe und ihrer Teilchen; Konzept der chemischen Reaktion; Energiekonzept
B.Stoff-Teilchen-Konzept; Donator-Akzeptor-Konzept; Nachhaltigkeitskonzept only
C.Säure-Base-Konzept; Redox-Konzept; Polymerisationskonzept
D.Kinetikkonzept; Gleichgewichtskonzept; Analytikkonzept
Explanation: The Saxon Lehrplan Gymnasium Chemie and the KMK Bildungsstandards Chemie AHR name three Basiskonzepte: Aufbau/Eigenschaften der Stoffe und ihrer Teilchen, Konzept der chemischen Reaktion, and Energiekonzept. These organise content across all Kompetenzbereiche.
2In the Stoff-Teilchen-Konzept, what essential distinction must candidates keep clear?
A.Observable macroscopic Stoff properties versus explanations on the Teilchenebene (atoms, ions, molecules)
B.Whether a reaction is endothermic or exothermic
C.Whether a compound is organic or inorganic only
D.Whether a calculation uses moles or grams
Explanation: The Stoff-Teilchen-Konzept requires a consistent Perspektivwechsel: phenomena are described on the Stoffebene and explained by Teilchenbau, Anordnung and Wechselwirkungen. Confusing the two levels is a classic Klausur error.
3Why does the Periodensystem der Elemente (PSE) appear early in Jahrgangsstufe 11 ('Stoffe – von der Vielfalt zur Ordnung')?
A.It organises elements by electron configuration trends so structure, bonding type and typical properties can be predicted systematically
B.It lists only compounds used in everyday life
C.It replaces the need for experimental evidence in chemistry
D.It ranks elements solely by increasing melting point
Explanation: The Lernbereich uses the PSE to move from Stoffvielfalt to Ordnung: Gruppen-/Periodentrends in Elektronegativität, Atomradius and typical bonding explain property patterns and reactivity.
4A substance conducts electricity when molten but not as a solid, and has a high melting point. Which bonding model best explains this?
A.Ionic lattice (Ionengitter): mobile ions only when the lattice melts or dissolves
B.Metallic bonding with a sea of delocalised electrons in the solid
C.Simple molecular lattice held only by London forces
D.Network covalent solid like diamond with no charged particles
Explanation: Ionic solids have fixed ions in an Ionengitter, so they do not conduct as solids; melting frees ions for charge transport. High melting points reflect strong Coulomb attractions — a classic Struktur-Eigenschaft application in the Saxon Lehrplan.
5Which statement correctly links intermolecular forces to macroscopic properties?
A.Stronger intermolecular attractions generally raise boiling point for comparable molar mass
B.Boiling point depends only on molar mass, never on intermolecular forces
C.Hydrogen bonding always lowers boiling point relative to London forces alone
D.Ionic compounds boil at lower temperatures than comparable molecular compounds because ions are lighter
Explanation: Struktur-Eigenschafts-Beziehungen: stronger Zwischenmolekulare Kräfte (Dipol-Dipol, H-Brücken) require more energy to separate particles into the gas phase, raising Siedetemperatur — a recurring Saxon organic/anorganic comparison theme.
6In a komplexes Ion such as [Cu(H2O)6]2+, what are the Zentralteilchen and the Liganden?
A.Cu2+ is the Zentralteilchen; the six H2O molecules are Liganden bound via lone pairs
B.Each H2O is a Zentralteilchen; Cu2+ is a Ligand
C.The complex has no Zentralteilchen because it is electrically charged
D.Liganden are only halide ions; water cannot act as a Ligand
Explanation: Komplexverbindungen (LK / Wahlbereich in Sachsen): a Zentralteilchen (often a Übergangsmetall-Ion) is surrounded by Liganden that donate Elektronenpaare. Aquakomplexe and Ligandenaustausch are explicit Lehrplan content.
7What does a stoichiometric calculation from a balanced equation primarily determine?
A.The mole relationships between reactants and products, convertible to mass or volume via M and Vm
B.The activation energy of the reaction
C.Whether the reaction is spontaneous from entropy alone
D.The colour of the products
Explanation: Stöchiometrie uses the Molekül-/Teilchenverhältnisse from the Reaktionsgleichung: n = m/M, c = n/V, and gas-volume relationships. Saxon Abitur tasks routinely embed these conversions inside larger materialgestützte Aufgaben.
8How many moles of O2 are required for complete combustion of 2.50 mol C3H8 according to C3H8 + 5 O2 → 3 CO2 + 4 H2O?
A.12.5 mol
B.2.50 mol
C.5.00 mol
D.7.50 mol
Explanation: From the balanced equation, 1 mol C3H8 needs 5 mol O2, so 2.50 mol C3H8 needs 2.50 × 5 = 12.5 mol O2. This is direct stoichiometric scaling — a foundational Arbeitsweise before equilibrium or titration problems.
9A sample of NaCl (M = 58.44 g/mol) has mass 11.69 g. What is the amount of substance n?
A.0.200 mol
B.0.500 mol
C.1.00 mol
D.0.100 mol
Explanation: n = m/M = 11.69 / 58.44 = 0.200 mol. Accurate n ↔ m conversion is assumed throughout Saxon quantitative tasks (Titration, Elektrolyse, Gleichgewicht).
10In the Saxon written Chemie Abitur, what is distinctive about Prüfungsteil / Wahlaufgabe with fachpraktischem Anteil?
A.Candidates perform or evaluate an experimental task (Messwerte, Beobachtungen) and may request Ersatzbeobachtungen/Hilfekarten with possible BE deduction
B.It is a pure multiple-choice section with no materials
C.It must be completed without any Formelsammlung
D.It replaces the two Pflichtaufgaben entirely
Explanation: From 2025 onward, Saxon Naturwissenschaft Abitur papers include a Wahlaufgabe with fachpraktischem Anteil. Hilfekarten/Ersatzmesswerte exist; using them is the candidate's decision and can cost Bewertungseinheiten. This bank does not simulate that practical component.

About the Saxony Abitur Chemistry Practice Questions

Verified exam format metadata for Saxony Abitur Chemistry (Chemie) is pending. The practice questions above remain available while official exam length, timing, passing score, fee, and administrator details are reviewed.