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100+ Free New Hampshire NH SAS Science — High School Practice Questions

Prepare for the New Hampshire Statewide Assessment System Science — High School (Second Year of High School) exam with instant access — no signup required.

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2026 Statistics

Key Facts: New Hampshire NH SAS Science — High School Exam

NHDOE

State Agency

New Hampshire Department of Education, Office of Assessment

Second year of high school (from 2026-27)

Grade Administered

NHDOE 2026-27 State Assessment Schedule, July 27 2026

18 items (6 clusters + 12 stand-alone)

Official Test Length

NH SAS 2022-23 Technical Report Vol. 2 Part 2, Table 14

2 hours

Estimated Testing Time

NH SAS Test Administration Manual, Table 2

English and Spanish

Delivery Languages

NH SAS Test Administration Manual

Prepare for the NH SAS High School Science test — now given in the second year of high school — with 100 phenomenon-framed practice questions across physical, life, and earth and space science, set against the official 18-item blueprint of 6 clusters and 12 stand-alone items.

Sample New Hampshire NH SAS Science — High School Practice Questions

Try these sample questions to test your New Hampshire NH SAS Science — High School exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1A student stirs powdered calcium carbonate into 50 mL of dilute hydrochloric acid and observes bubbles of carbon dioxide. Which change to the reaction conditions would most directly increase the rate of gas production by increasing the frequency of effective collisions between reacting particles?
A.Grinding the calcium carbonate into a finer powder before adding it
B.Cooling the acid to 5 °C before adding the carbonate
C.Using a larger flask with the same volumes of acid and carbonate
D.Diluting the acid with an equal volume of water
Explanation: Reaction rate depends on the frequency of effective collisions between reactant particles. Grinding the calcium carbonate increases its surface area, exposing more carbonate ions to acid at once and raising the collision frequency, so gas is produced faster. Temperature, concentration, and surface area are the key variables that control collision frequency.
2In the reaction 2 H2 + O2 → 2 H2O, how many molecules of water can be produced when 4 molecules of hydrogen react completely with 1 molecule of oxygen?
A.2 molecules of water
B.4 molecules of water
C.6 molecules of water
D.8 molecules of water
Explanation: The coefficients 2 H2 + O2 → 2 H2O show that 2 H2 molecules pair with 1 O2 to make 2 H2O. With 4 H2 and 1 O2, oxygen is limiting and only 2 H2O form, leaving leftover hydrogen. The limiting reactant determines how much product can be made.
3A chemist needs 0.500 mol of sodium chloride for a solution. Using Avogadro's number (6.02 × 10^23 particles per mole), how many formula units of NaCl should the chemist measure out?
A.3.01 × 10^23 formula units
B.1.20 × 10^24 formula units
C.6.02 × 10^23 formula units
D.3.01 × 10^24 formula units
Explanation: The number of particles equals moles times Avogadro's number. For 0.500 mol: 0.500 × 6.02 × 10^23 = 3.01 × 10^23 formula units of NaCl. Multiplying the mole amount by Avogadro's number converts a mole quantity into a count of particles.
4Which statement best explains why sodium (Na, group 1) and chlorine (Cl, group 17) form the ionic compound NaCl with a 1:1 ratio rather than covalent molecules?
A.Sodium readily donates one electron and chlorine readily accepts one electron, giving both a filled outer shell.
B.Sodium and chlorine share a pair of valence electrons equally between the two atoms.
C.Sodium accepts seven electrons from chlorine to complete its outer shell.
D.Both atoms have equal electronegativity, so neither attracts the bonding electrons more strongly.
Explanation: Sodium has one valence electron it readily loses, becoming Na+, while chlorine has seven valence electrons and high electronegativity, gaining one electron to become Cl−. The resulting oppositely charged ions attract and form a 1:1 ionic lattice rather than sharing electrons covalently. A full outer shell for each ion drives the 1:1 ratio.
5Moving from left to right across a period in the periodic table, atomic radius generally decreases. Which factor best accounts for this trend?
A.Increasing nuclear charge pulls the same-energy-level electrons closer to the nucleus.
B.Adding electron shells increases the distance of outer electrons from the nucleus.
C.Electrons are removed as you move right, reducing atomic size.
D.Atomic mass increases, so atoms become physically heavier and smaller.
Explanation: Across a period, protons are added to the nucleus while electrons enter the same principal energy level. The growing positive nuclear charge pulls the same-shell electrons more tightly, shrinking the atomic radius. The shielding from inner electrons stays roughly constant, so the effective nuclear charge rises across the period.
6A 2.0 kg book rests on a lab table. Which statement correctly describes the forces on the book?
A.The table exerts an upward normal force of about 19.6 N that balances the book's weight.
B.The book's mass of 2.0 kg is itself a downward force on the table.
C.The normal force is zero because the book is not moving.
D.The downward weight and upward normal force cancel, leaving a net force that causes acceleration.
Explanation: The book's weight is mg = 2.0 kg × 9.8 m/s^2 ≈ 19.6 N downward. Because the book is in equilibrium, the table exerts an equal and opposite normal force of about 19.6 N upward, so the net force is zero. Mass is a scalar quantity of matter, not itself a force.
7A 0.50 kg cart moving at 4.0 m/s collides with and sticks to a stationary 0.50 kg cart on a frictionless track. What is the speed of the combined carts immediately after the collision?
A.2.0 m/s
B.4.0 m/s
C.1.0 m/s
D.0.0 m/s
Explanation: Momentum is conserved in the collision. Initial momentum is (0.50 kg)(4.0 m/s) = 2.0 kg·m/s, and the moving cart's momentum must equal the combined mass (1.0 kg) times the final speed. Solving v = 2.0/1.0 = 2.0 m/s, so the linked carts move at 2.0 m/s.
8Which best describes why the gravitational force between Earth and the Moon is classified as a non-contact force?
A.Gravity acts through the space between the masses without requiring them to touch.
B.The Moon must physically contact Earth's atmosphere for gravity to act.
C.Gravity is a contact force transmitted only through the solid surface of Earth.
D.Gravity stops acting once the Moon is on the far side of Earth.
Explanation: Gravitational force is a field force that acts at a distance: each mass creates a gravitational field that extends through space, so Earth and the Moon attract each other without touching. The Moon is always within Earth's gravitational field, even on the far side. No physical contact or atmosphere is required for gravity to act.
9A 1.5 kg block is pushed horizontally across a rough surface and speeds up from 2.0 m/s to 6.0 m/s. What is the change in the block's kinetic energy?
A.24 J
B.12 J
C.54 J
D.6 J
Explanation: Kinetic energy is KE = ½mv². Initial KE = ½(1.5)(2.0)² = 3.0 J and final KE = ½(1.5)(6.0)² = 27 J, so the change is 27 − 3 = 24 J. The work done on the block equals this change in kinetic energy.
10A lightbulb converts 60 J of electrical energy into 9 J of useful light energy each second. What is the efficiency of the bulb, and what becomes of the remaining energy?
A.15% efficient; the rest is transferred mostly as thermal energy (heat) to the surroundings.
B.85% efficient; the rest is destroyed as the energy is used up.
C.9% efficient; the rest is converted into matter by the bulb.
D.60% efficient; the rest is stored in the bulb's filament for later use.
Explanation: Efficiency equals useful output energy divided by total input energy: 9 J / 60 J = 0.15, or 15%. The remaining 51 J is not destroyed; by conservation of energy it is transferred to the surroundings, mostly as thermal energy (heat) and some infrared radiation. Energy is never created or destroyed, only transformed.

About the New Hampshire NH SAS Science — High School Exam

The New Hampshire Statewide Assessment System (NH SAS) Science assessment is given in grades 5 and 8 and at high school. From the 2026-27 school year NHDOE administers the high school science test in the second year of high school; through spring 2026 it was given in the third year of high school, which is why this page is also found under 'grade 11'. It measures proficiency on the NGSS-based New Hampshire science standards for the 9-12 band using phenomenon-based item clusters and stand-alone items drawn equally from Physical Science, Life Science, and Earth and Space Science. NHDOE offers the Science session in Spanish as well as English. This 100-question practice bank is an English-language four-option MCQ study adaptation.

Assessment

One online Science session on the NH SAS Portal (Cambium Assessment) built from 6 phenomenon-based item clusters and 12 stand-alone items. Each cluster follows an assessment storyline and asks students to connect science and engineering practices, disciplinary core ideas, and crosscutting concepts. This local bank contains 100 English four-option practice MCQs.

Time Limit

Not timed; NHDOE estimates 2 hours

Passing Score

No pass mark. Four achievement levels are reported (Level 1 through Level 4); Levels 3 and 4 count as proficient and above. Scale score ranges differ by grade and subject.

Exam Fee

No fee to students (New Hampshire Department of Education (NHDOE))

New Hampshire NH SAS Science — High School Exam Content Outline

2 clusters + 4 stand-alone items

Physical Science

Atomic structure and periodic trends, chemical reactions and reaction rates, nuclear processes, forces and momentum, fields and interactions, energy conservation and transfer, and waves and electromagnetic radiation.

2 clusters + 4 stand-alone items

Life Science

Cell structure and function, DNA and protein synthesis, photosynthesis and respiration, feedback mechanisms, ecosystem matter and energy flow, carrying capacity and resilience, heredity, and natural selection and evolution.

2 clusters + 4 stand-alone items

Earth and Space Science

The universe and its stars, Earth and the solar system, Earth's history and radiometric dating, Earth materials and systems, water in surface processes, weather and climate, natural resources, human impacts, and global climate change.

How to Pass the New Hampshire NH SAS Science — High School Exam

What You Need to Know

  • Passing score: No pass mark. Four achievement levels are reported (Level 1 through Level 4); Levels 3 and 4 count as proficient and above. Scale score ranges differ by grade and subject.
  • Assessment: One online Science session on the NH SAS Portal (Cambium Assessment) built from 6 phenomenon-based item clusters and 12 stand-alone items. Each cluster follows an assessment storyline and asks students to connect science and engineering practices, disciplinary core ideas, and crosscutting concepts. This local bank contains 100 English four-option practice MCQs.
  • Time limit: Not timed; NHDOE estimates 2 hours
  • Exam fee: No fee to students

Keys to Passing

  • Work through all 100 available questions
  • Review every answer and explanation
  • Track weak areas and revisit them
  • Use our AI tutor for tough concepts

New Hampshire NH SAS Science — High School Study Tips from Top Performers

1For each phenomenon, connect a science practice, a disciplinary core idea, and a crosscutting concept before choosing an answer.
2Use quantitative reasoning where it is natural: moles, reaction rates, forces, energy, and inheritance probability.
3Distinguish the evidence for evolution, such as fossils and molecular similarity, from the mechanism of natural selection.
4Trace matter and energy through systems, from cells and ecosystems to Earth's cycles and stellar processes.
5In engineering-flavoured items, state the criteria, the constraints, and the trade-off the design has to balance.

Frequently Asked Questions

Which year of high school takes NH SAS Science?

From the 2026-27 school year NHDOE administers NH SAS Science in the second year of high school. Through spring 2026 it was administered in the third year of high school, so older guidance and this page's URL refer to grade 11.

How many questions are on the real NH SAS Science test?

The published blueprint is fixed at 18 items: 6 item clusters and 12 stand-alone items, with 2 clusters and 4 stand-alone items from each of Physical Science, Life Science, and Earth and Space Science.

Do high school students still take the SAT for state accountability?

Yes. NH SAT School Day remains the statewide ELA and mathematics assessment and is taken in the third year of high school, while NH SAS Science is now taken in the second year.

Is engineering design a separate section?

No. Engineering performance expectations are flagged inside the three science disciplines and are assessed as part of them, so NH SAS does not report a separate engineering score.

Is the NH SAS Science test available in Spanish?

Yes. NHDOE offers a Spanish presentation for the Science and Mathematics sessions; for science the proctor selects the Spanish version of the test session. This practice bank is English-language only.