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100+ Free RISE Science — Chemistry Practice Questions

Prepare for the RISE Science — Chemistry (Utah SEEd High School) exam with instant access — no signup required.

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Key Facts: RISE Science — Chemistry Exam

Utah RISE Chemistry is a course-based summative assessment covering the Utah SEEd Chemistry standards (Strands CHEM.1-CHEM.4). It is computer adaptive, untimed, and free; there is no pass mark, and results report a scale score plus one of four proficiency levels: Level 1 (Below Proficient), Level 2 (Approaching Proficient), Level 3 (Proficient), and Level 4 (Highly Proficient). This bank is an English-language multiple-choice study adaptation. It reinforces core chemistry concepts and calculations, but it does not replicate the official adaptive delivery, multi-item phenomena clusters, or technology-enhanced modelling tasks.

Sample RISE Science — Chemistry Practice Questions

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

1An atom of carbon has an atomic number of 6 and a mass number of 14. Which statement accurately describes the subatomic composition of this carbon isotope (Carbon-14)?
A.It contains 6 protons, 8 neutrons, and 6 electrons.
B.It contains 6 protons, 6 neutrons, and 8 electrons.
C.It contains 8 protons, 6 neutrons, and 6 electrons.
D.It contains 14 protons, 6 neutrons, and 14 electrons.
Explanation: The atomic number (Z = 6) defines the element carbon and represents the number of protons (6) and electrons in a neutral atom (6). The mass number (A = 14) is the sum of protons and neutrons. Subtracting atomic number from mass number yields neutrons: 14 - 6 = 8 neutrons.
2Naturally occurring chlorine exists as two stable isotopes: Chlorine-35 (atomic mass 34.97 amu, abundance 75.77%) and Chlorine-37 (atomic mass 36.97 amu, abundance 24.23%). What is the calculated average atomic mass of chlorine?
A.35.45 amu
B.36.00 amu
C.35.97 amu
D.34.97 amu
Explanation: Average atomic mass is the weighted average of isotopic masses: (34.97 amu * 0.7577) + (36.97 amu * 0.2423) = 26.497 + 8.958 = 35.455 amu, which rounds to 35.45 amu.
3What is the ground-state electron configuration of a neutral nitrogen atom (atomic number 7)?
A.1s² 2s² 2p³
B.1s² 2s² 2p⁵
C.1s² 2s³ 2p²
D.1s² 2p⁵
Explanation: Nitrogen has 7 electrons. Filling orbitals in order of increasing energy according to the Aufbau principle gives 2 electrons in 1s, 2 in 2s, and the remaining 3 in 2p: 1s² 2s² 2p³.
4An element has the noble-gas electron configuration [Ne] 3s² 3p⁴. Which element does this configuration represent, and how many valence electrons does it have?
A.Sulfur, with 6 valence electrons
B.Sulfur, with 4 valence electrons
C.Phosphorus, with 5 valence electrons
D.Oxygen, with 6 valence electrons
Explanation: Neon core accounts for 10 inner electrons. Adding 3s² 3p⁴ gives 10 + 2 + 4 = 16 electrons, corresponding to Sulfur (atomic number 16). The highest principal energy level (n = 3) contains 2 + 4 = 6 valence electrons.
5Which general trend best describes atomic radius as you move from left to right across Period 3 (Na to Cl) of the periodic table?
A.Atomic radius decreases because effective nuclear charge increases, pulling valence electrons closer.
B.Atomic radius increases because additional electrons create stronger electron-electron repulsion.
C.Atomic radius remains constant because electrons are added to the same principal energy level.
D.Atomic radius decreases because nuclear mass decreases across the period.
Explanation: Across a period, protons are added to the nucleus while electrons are added to the same energy level (n = 3). Inner core shielding remains relatively constant, causing effective nuclear charge (Zeff) to increase, which draws valence electrons inward and decreases atomic radius.
6Why does first ionization energy generally decrease as you move down Group 1 (alkali metals) from Lithium to Cesium?
A.The outermost electron is farther from the nucleus and shielded by more inner electron shells, making it easier to remove.
B.The nuclear charge decreases down the group, reducing nuclear attraction for valence electrons.
C.The atomic radius decreases down the group, bringing valence electrons closer to the nucleus.
D.The number of valence electrons increases down the group, increasing mutual repulsion.
Explanation: Moving down Group 1, additional principal energy levels (n) are added. The outermost valence electron is located farther from the nucleus and experiences greater shielding from filled inner electron shells. This reduces electrostatic attraction to the nucleus, lowering the energy required to remove the electron (ionization energy).
7When a sodium vapor lamp is energized, it emits a distinct bright yellow light. What subatomic process is responsible for producing this emission spectrum?
A.Electrons drop from higher excited energy levels to lower ground states, releasing photons of specific wavelengths.
B.Protons absorb thermal energy and emit electromagnetic radiation as they move within the nucleus.
C.Electrons absorb energy and jump from lower energy levels to higher excited states.
D.Electrons are permanently ejected from the sodium atoms, generating free photons.
Explanation: Electrical energy excites valence electrons to higher energy levels. When these excited electrons drop back to lower, more stable energy states, they release the precise difference in energy as photons. For sodium's 3p to 3s transition, this energy corresponds to yellow light (~589 nm).
8The speed of light is 3.00 × 10⁸ m/s and Planck's constant is 6.626 × 10⁻³⁴ J·s. What is the energy of a photon emitted from a red laser pointer with a wavelength of 6.63 × 10⁻⁷ m?
A.3.00 × 10⁻¹⁹ J
B.4.39 × 10⁻⁴⁰ J
C.1.32 × 10⁻²⁵ J
D.2.21 × 10⁻²⁷ J
Explanation: Use photon energy formula E = h * c / λ. Calculate frequency v = c / λ = (3.00 × 10⁸ m/s) / (6.63 × 10⁻⁷ m) = 4.525 × 10¹⁴ s⁻¹. Then E = (6.626 × 10⁻³⁴ J·s) * (4.525 × 10¹⁴ s⁻¹) = 3.00 × 10⁻¹⁹ J.
9Which isoelectronic species has the largest ionic radius: N³⁻, O²⁻, F⁻, Na⁺, Mg²⁺, or Al³⁺?
A.N³⁻
B.Al³⁺
C.F⁻
D.Na⁺
Explanation: All six ions are isoelectronic with 10 electrons ([Ne] configuration). The ionic radius decreases as nuclear charge (atomic number Z) increases. N³⁻ has the fewest protons (Z = 7) pulling on the 10 electrons, giving it the weakest nuclear attraction and largest radius.
10What is the ground-state electron configuration of a neutral iron atom (Fe, atomic number 26)?
A.[Ar] 4s² 3d⁶
B.[Ar] 4s¹ 3d⁷
C.[Ar] 3d⁸
D.[Ar] 4s² 4p⁶
Explanation: Argon core accounts for 18 electrons. The 4s orbital fills next with 2 electrons, followed by 6 electrons in 3d subshell: 18 + 2 + 6 = 26 electrons, written as [Ar] 4s² 3d⁶.

About the RISE Science — Chemistry Exam

Comprehensive practice bank for Utah high school students preparing for the RISE Chemistry summative assessment, structured around Utah SEEd Strands CHEM.1 to CHEM.4.

Assessment

Phenomena-based item clusters, selected-response, and technology-enhanced tasks delivered online through the RISE portal.

Time Limit

Untimed

Passing Score

No pass/fail cut score; results report a scale score plus one of four proficiency levels (Level 3 = Proficient)

Exam Fee

$0 (state-funded; free for Utah public school students) (Utah State Board of Education)

RISE Science — Chemistry Exam Content Outline

25% of this practice bank

SEEd Strand CHEM.1: The Structure and Properties of Atoms

Explores the internal structure of atoms, isotopes, electron configurations ($1s^2 2s^2 2p^6...$), valence shell dynamics, emission spectra, effective nuclear charge, and periodic trends including atomic radius, first ionization energy, electronegativity, and ionic radii across periods and groups.

25% of this practice bank

SEEd Strand CHEM.2: The Structure and Properties of Molecules

Investigates ionic, covalent, and metallic bonding models based on electronegativity differences, Lewis electron dot structures, octet rule exceptions, VSEPR molecular shapes (linear, bent, trigonal planar, tetrahedral, trigonal pyramidal), dipole moments, and intermolecular forces (LDF, dipole-dipole, hydrogen bonding).

30% of this practice bank

SEEd Strand CHEM.3: Stability and Change in Chemical Systems

Focuses on balancing chemical equations, classifying reaction types (synthesis, decomposition, single replacement, double replacement, combustion), mole calculations using Avogadro's number ($6.022 \times 10^{23}$ particles/mol), mole-to-mass and mass-to-mass stoichiometry, limiting reactant determination, theoretical vs actual percent yield, and solution molarity.

20% of this practice bank

SEEd Strand CHEM.4: Energy in Chemical Systems

Examines energy transfers in chemical systems, exothermic and endothermic enthalpy changes (\Delta H), potential energy diagrams, activation energy ($E_a$), collision theory, factors influencing reaction rates, role of catalysts, dynamic chemical equilibrium, Le Chatelier's principle, and equilibrium constant expressions ($K_{eq}$).

How to Pass the RISE Science — Chemistry Exam

What You Need to Know

  • Passing score: No pass/fail cut score; results report a scale score plus one of four proficiency levels (Level 3 = Proficient)
  • Assessment: Phenomena-based item clusters, selected-response, and technology-enhanced tasks delivered online through the RISE portal.
  • Time limit: Untimed
  • Exam fee: $0 (state-funded; free for Utah public school 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

RISE Science — Chemistry Study Tips from Top Performers

1Master mole-to-gram and mass-to-mass conversions, ensuring you always check limiting reactants and balanced chemical equations before calculating theoretical yields.
2Use periodic trend rules (effective nuclear charge vs electron shielding) to explain why atomic radius decreases across a period but increases down a group.
3Draw Lewis structures and apply VSEPR theory to determine molecular geometry and explain why symmetric nonpolar molecules differ from asymmetric polar molecules in IMF strength.
4Analyze potential energy diagrams to identify activation energy ($E_a$) for both catalyzed and uncatalyzed paths, as well as net enthalpy change (\Delta H).
5Apply Le Chatelier's principle systematically by predicting shifts in response to changes in concentration, pressure/volume, temperature, and addition of catalysts.

Frequently Asked Questions

What is the Utah RISE High School Chemistry assessment?

RISE (Readiness, Improvement, Success, and Empowerment) Chemistry is Utah's course-based summative science assessment. Administered by the Utah State Board of Education to students in a RISE-rostered Chemistry course, it measures proficiency on the Utah SEEd High School Chemistry standards, Strands CHEM.1-CHEM.4, and is reported independently from the other RISE science course tests.

How are student results and proficiency levels reported on RISE Chemistry?

There is no pass or fail mark. Students receive a scale score plus one of four proficiency levels: Level 1 (Below Proficient), Level 2 (Approaching Proficient), Level 3 (Proficient), and Level 4 (Highly Proficient). Reports also break performance down by reporting category.

How long is the RISE Chemistry test and what does it cost?

RISE assessments are not timed, and there is no fee. RISE is state-funded testing for Utah public and charter school students. For 2026-27, the grades 9-10 science summative window runs March 9 to May 14, 2027.

How is the official RISE High School Chemistry exam formatted?

It is delivered online through the Utah RISE portal as a computer-adaptive, matrix-designed test. Students evaluate real-world scenarios, experimental data tables, molecular models, and graphs through phenomena-based item clusters and technology-enhanced item types.

Does this practice question bank replace the official RISE testing portal?

No. This is an English-language multiple-choice study adaptation, not an official practice test. It supports standards knowledge, calculation mastery, and phenomena analysis, but it does not reproduce the adaptive delivery, phenomena clusters, or technology-enhanced tasks administered via the state RISE portal. Use the free training tests on the Utah RISE portal to practise the real interface.