Free HESI A2 Chemistry practice test
23 original Chemistry questions on measurement and scientific notation, matter, atoms and the periodic table, chemical bonding, chemical equations, reaction rates and equilibrium, solutions, reaction types, stoichiometry, oxidation and reduction, acids and bases, nuclear chemistry, biochemistry.
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HESI A2 Chemistry practice test
- 23 questions
- Chemistry
- 19 min in exam mode
- Practice mode, no timer
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How does electronegativity generally change as you move from left to right across a period of the periodic table?
Correct answer: C
Electronegativity, an atom's pull on bonding electrons, increases from left to right across a period and decreases down a group. That is why fluorine, near the top right, is the most electronegative element and the group 1 metals on the far left are the least. Noble gases are usually left out of the trend.
- A There is a clear trend across a period; the group 1 metals on the left have the lowest values and the halogens on the right have very high ones.
- B Electronegativity decreases going down a group, not across a period; this choice mixes up the two directions.
- C Correct: atoms farther right in a period pull more strongly on shared electrons, so electronegativity increases.
- D The trend does not reverse partway across a period; it rises steadily toward the halogens.
Learn this topic: How atoms bond, and how to tell which bond you are looking at 5-minute lesson
The electronegativity difference between oxygen and hydrogen in an O–H bond is 1.4. Using the common guideline (below 0.4, 0.4 to 1.8, above 1.8), how is this bond classified?
Correct answer: B
A difference between 0.4 and 1.8 indicates a polar covalent bond: the electrons are shared, but unequally. Oxygen is more electronegative, so it carries a partial negative charge and hydrogen a partial positive charge. Differences below 0.4 are treated as nonpolar covalent and those above 1.8 as ionic.
- A Ionic bonds are expected only when the difference is greater than about 1.8; 1.4 is below that cutoff.
- B Correct: 1.4 falls in the 0.4 to 1.8 range, so the electrons are shared unequally in a polar covalent bond.
- C Nonpolar covalent bonds have a difference below 0.4, such as the bond between two identical atoms.
- D Metallic bonding occurs among metal atoms in a sea of shared electrons; oxygen and hydrogen are both nonmetals.
Learn this topic: How atoms bond, and how to tell which bond you are looking at 5-minute lesson
Water boils at about 100 °C, far higher than chemists would predict from similar small molecules. Which statement best explains this?
Correct answer: A
When water boils, molecules separate from one another; the molecules themselves stay intact. Because hydrogen is bonded to highly electronegative oxygen, each water molecule forms hydrogen bonds with its neighbors, and extra energy is needed to pull them apart. Without hydrogen bonding, water would be expected to boil near −80 °C.
- A Correct: hydrogen bonds are attractions between molecules, and overcoming them takes extra energy, which raises the boiling point.
- B Water is polar, not nonpolar; its oxygen end is partially negative and its hydrogen ends are partially positive.
- C Boiling is a physical change; the O–H covalent bonds stay intact, and the steam is still made of H₂O molecules.
- D The O–H bond is polar covalent (difference about 1.4), not ionic; water is a molecular substance, not an ionic crystal.
Learn this topic: How atoms bond, and how to tell which bond you are looking at 5-minute lesson
Source: OpenStax Chemistry 2e, 10.1 Intermolecular Forces · OpenStax Chemistry 2e, 7.2 Covalent Bonding ·
How many oxygen atoms are represented by 3H₂SO₄?
Correct answer: A
To count atoms, multiply the coefficient by the subscript. Each H₂SO₄ unit has 4 oxygen atoms, and the coefficient 3 means three units, so 3 × 4 = 12 oxygen atoms. The same 3H₂SO₄ also contains 6 hydrogen atoms and 3 sulfur atoms.
- A Correct: 3 units × 4 oxygen atoms per unit = 12 oxygen atoms.
- B Seven comes from adding the coefficient and the subscript (3 + 4) instead of multiplying them.
- C Twenty-four also multiplies by the hydrogen subscript (3 × 2 × 4); each subscript applies only to the atom written just before it.
- D Four is the number of oxygen atoms in one H₂SO₄ unit; it ignores the coefficient 3.
Learn this topic: How to balance a chemical equation without guessing 5-minute lesson
Source: OpenStax Chemistry 2e, 4.1 Writing and Balancing Chemical Equations ·
What coefficient in front of O₂ balances this equation?
C₃H₈ + __O₂ → 3CO₂ + 4H₂O
Correct answer: C
Count oxygen atoms on the product side: 3CO₂ has 3 × 2 = 6 and 4H₂O has 4 × 1 = 4, for 10 oxygen atoms. Oxygen gas comes in O₂ molecules with 2 atoms each, so 10 ÷ 2 = 5 O₂. Carbon (3) and hydrogen (8) are already balanced, so C₃H₈ + 5O₂ → 3CO₂ + 4H₂O.
- A Seven adds the product coefficients (3 + 4); coefficients count molecules, but balancing must match atoms.
- B Three copies the coefficient of CO₂ and gives only 6 oxygen atoms on the left, not 10.
- C Correct: the products contain 10 oxygen atoms, and 5 O₂ molecules supply exactly 10.
- D Ten is the number of oxygen atoms needed, but each O₂ molecule supplies 2 atoms, so only 5 molecules are needed.
Learn this topic: How to balance a chemical equation without guessing 5-minute lesson
Source: OpenStax Chemistry 2e, 4.1 Writing and Balancing Chemical Equations · OpenStax Chemistry 2e, 4.3 Reaction Stoichiometry ·
A student burns a small sample of wood in an open dish. Afterward, the ash left in the dish has much less mass than the original wood. Which statement best explains this result?
Correct answer: D
The law of conservation of mass says matter is neither created nor destroyed in a chemical reaction, so the products always have the same total mass as the reactants. Burning produces gases such as carbon dioxide and water vapor, which leave an open dish. If the same reaction were run in a sealed container, the total mass would not change.
- A Breaking and forming bonds rearranges atoms; it does not destroy matter, so the mass cannot simply disappear.
- B The heat and light are energy released by the reaction; the large mass loss here is explained by atoms leaving as gases.
- C All chemical reactions, including combustion, obey conservation of mass; that is why equations must be balanced.
- D Correct: gaseous products such as carbon dioxide and water vapor escaped, so the missing mass left the dish rather than being destroyed.
Learn this topic: How to balance a chemical equation without guessing 5-minute lesson
Source: OpenStax Chemistry 2e, 1.2 Phases and Classification of Matter · OpenStax Chemistry 2e, 4.2 Classifying Chemical Reactions ·
What is the molar mass of carbon dioxide, CO₂? (Use C = 12 g/mol and O = 16 g/mol.)
Correct answer: C
Molar mass is the sum of the atomic masses of every atom in the formula. CO₂ has one carbon and two oxygens: 12 + (2 × 16) = 44 g/mol. Always multiply each atomic mass by its subscript before adding.
- A One hundred ninety-two multiplies the atomic masses together (12 × 16) instead of adding them.
- B Thirty-two counts the two oxygens but leaves out the carbon atom.
- C Correct: 12 + 2(16) = 44 g/mol.
- D Twenty-eight counts only one oxygen atom (12 + 16), which is the molar mass of CO, not CO₂.
Learn this topic: How to count atoms by weighing them: moles and stoichiometry 6-minute lesson
Source: OpenStax Chemistry 2e, 3.1 Formula Mass and the Mole Concept ·
Hydrogen and oxygen react according to 2H₂ + O₂ → 2H₂O. How many grams of water form when 8 g of H₂ reacts completely? (Use H = 1 g/mol and O = 16 g/mol.)
Correct answer: C
Go through moles: 8 g H₂ ÷ 2 g/mol = 4 mol H₂. The equation shows 2 mol H₂ make 2 mol H₂O, a 1:1 ratio, so 4 mol H₂O form. Then 4 mol × 18 g/mol = 72 g of water.
- A Thirty-six grams results from using a 2:1 ratio of hydrogen to water, giving 2 mol of water instead of 4.
- B One hundred forty-four grams results from using 1 g/mol for H₂; a hydrogen molecule has two atoms, so its molar mass is 2 g/mol.
- C Correct: 8 g ÷ 2 g/mol = 4 mol H₂ → 4 mol H₂O → 4 × 18 = 72 g.
- D Eighteen grams is the mass of just one mole of water; it ignores the amount of hydrogen actually given.
Learn this topic: How to count atoms by weighing them: moles and stoichiometry 6-minute lesson
Source: OpenStax Chemistry 2e, 4.3 Reaction Stoichiometry · OpenStax Chemistry 2e, 3.1 Formula Mass and the Mole Concept ·
For the reaction N₂ + 3H₂ → 2NH₃, a container holds 2 mol of N₂ and 3 mol of H₂. If the reaction goes to completion, which statement is correct?
Correct answer: D
Compare what you have with what the ratio requires. Using all 2 mol of N₂ would need 6 mol of H₂, but only 3 mol is present, so H₂ runs out first and is limiting. The 3 mol of H₂ react with 1 mol of N₂ and make 2 mol of NH₃, leaving 1 mol of N₂ in excess.
- A Having fewer moles does not make a reactant limiting; 2 mol of N₂ would need 6 mol of H₂, which is not available.
- B The amounts are not in the 1:3 ratio, so one reactant must run out first; adding the moles of reactants does not give the product amount.
- C Four moles of NH₃ is what the N₂ could make; the product amount must be based on the limiting reactant, H₂.
- D Correct: 3 mol H₂ × (2 mol NH₃ / 3 mol H₂) = 2 mol NH₃, and 1 mol of N₂ is left over.
Learn this topic: How to count atoms by weighing them: moles and stoichiometry 6-minute lesson
Source: OpenStax Chemistry 2e, 4.4 Reaction Yields · OpenStax Chemistry 2e, 4.3 Reaction Stoichiometry ·
In an oxidation-reduction reaction, what happens to the substance that is oxidized?
Correct answer: D
Oxidation is the loss of electrons, and reduction is the gain of electrons (OIL RIG: Oxidation Is Loss, Reduction Is Gain). Losing negative electrons raises the oxidation number. Because electrons are transferred, every oxidation is paired with a reduction.
- A Gaining electrons is reduction, the opposite process.
- B Redox reactions change electrons, not the nucleus; changes in neutrons belong to nuclear reactions.
- C Gaining a proton (H⁺) is part of an acid-base reaction, where H⁺ is transferred; oxidation and reduction are about electrons.
- D Correct: oxidation is loss of electrons, which raises the oxidation number.
Learn this topic: Oxidation and reduction: who loses electrons and who gains them 5-minute lesson
Source: OpenStax Chemistry 2e, 4.2 Classifying Chemical Reactions ·
What is the oxidation number of sulfur in the sulfate ion, SO₄²⁻?
Correct answer: C
Oxygen is usually −2, so four oxygens contribute 4 × (−2) = −8. In a polyatomic ion, the oxidation numbers must add up to the ion's charge, here −2. Solving S + (−8) = −2 gives S = +6.
- A Positive 8 balances the oxygens to zero, ignoring the ion's 2− charge.
- B Negative 2 is sulfur's value as a simple sulfide ion; in sulfate, sulfur is bonded to four oxygens and has a positive oxidation number.
- C Correct: S + 4(−2) = −2, so S = +6.
- D Negative 10 comes from a sign error, subtracting 8 from −2 instead of adding 8.
Learn this topic: Oxidation and reduction: who loses electrons and who gains them 5-minute lesson
Source: OpenStax Chemistry 2e, 4.2 Classifying Chemical Reactions ·
When a copper wire is placed in a silver nitrate solution, this reaction occurs:
Cu(s) + 2Ag⁺(aq) → Cu²⁺(aq) + 2Ag(s)
Which statement is correct?
Correct answer: B
Copper goes from 0 to +2, so it loses electrons and is oxidized; silver goes from +1 to 0, so it gains electrons and is reduced. The species that is oxidized gives its electrons away and is called the reducing agent. Silver ion, which is reduced, is the oxidizing agent.
- A Copper's oxidation number rises from 0 to +2, which is oxidation, not reduction.
- B Correct: copper loses electrons (0 → +2), so it is oxidized and acts as the reducing agent.
- C Silver ion is reduced, but the species that is reduced is the oxidizing agent, not the reducing agent.
- D Silver's oxidation number falls from +1 to 0, so silver ion is reduced, not oxidized.
Learn this topic: Oxidation and reduction: who loses electrons and who gains them 5-minute lesson
Source: OpenStax Chemistry 2e, 4.2 Classifying Chemical Reactions ·
What is an alpha particle made of?
Correct answer: A
An alpha particle is a helium nucleus: two protons and two neutrons. When a nucleus emits one, its mass number drops by 4 and its atomic number drops by 2. Alpha particles are the least penetrating type of radiation and are stopped by paper.
- A Correct: an alpha particle is a helium nucleus with two protons and two neutrons.
- B A high-energy electron from the nucleus is a beta particle.
- C High-energy electromagnetic radiation describes gamma rays, which have no charge and do not change the mass number.
- D One proton and one electron make up an ordinary hydrogen atom, not an alpha particle.
Learn this topic: Radioactive decay, half-life, fission and fusion made simple 6-minute lesson
Source: OpenStax Chemistry 2e, 21.3 Radioactive Decay · OpenStax Chemistry 2e, 21.6 Biological Effects of Radiation ·
A radioactive isotope has a half-life of 6 hours. A laboratory sample starts with 200 mg of the isotope. How much of the isotope remains after 24 hours?
Correct answer: A
First find the number of half-lives: 24 hours ÷ 6 hours = 4 half-lives. Then halve the amount four times: 200 → 100 → 50 → 25 → 12.5 mg. After n half-lives, the fraction left is (1/2)ⁿ, here 1/16.
- A Correct: 4 half-lives leave 200 × 1/16 = 12.5 mg.
- B Twenty-five milligrams is the amount after only 3 half-lives (18 hours).
- C Fifty milligrams comes from dividing 200 by the number of half-lives (4) instead of halving four times.
- D Six and a quarter milligrams is the amount after 5 half-lives (30 hours); it halves one time too many.
Learn this topic: Radioactive decay, half-life, fission and fusion made simple 6-minute lesson
After 30 days, only one-eighth of a radioactive sample remains. What is the half-life of this isotope?
Correct answer: B
One-eighth equals ½ × ½ × ½, so three half-lives have passed. Dividing the total time by the number of half-lives gives 30 days ÷ 3 = 10 days. Check: 1 → ½ after 10 days → ¼ after 20 days → ⅛ after 30 days.
- A Dividing 30 days by 8 treats the fraction's denominator as the number of half-lives; one-eighth means three halvings, not eight.
- B Correct: one-eighth remaining means 3 half-lives, and 30 ÷ 3 = 10 days.
- C Dividing 30 days by 4 assumes four half-lives, which would leave one-sixteenth, not one-eighth.
- D Dividing 30 days by 2 assumes two half-lives, which would leave one-quarter.
Learn this topic: Radioactive decay, half-life, fission and fusion made simple 6-minute lesson
A bottle holds 2.5 L of saline solution. How many milliliters is this? (1 L = 1,000 mL)
Correct answer: A
The prefix milli- means one-thousandth, so 1 mL is 1/1,000 of a liter and 1 L = 1,000 mL. To change liters to milliliters, multiply by 1,000, which moves the decimal point three places to the right. Changing to a smaller unit always gives a bigger number.
- A Correct: 2.5 × 1,000 = 2,500 mL.
- B This multiplies by 100 instead of 1,000, moving the decimal point only two places.
- C This multiplies by 10,000, moving the decimal point one place too far.
- D This divides by 1,000; going from a larger unit to a smaller one, the number must get bigger, not smaller.
Learn this topic: How to measure like a scientist: units, prefixes, tools and readings 5-minute lesson
Source: OpenStax Chemistry 2e, 1.4 Measurements ·
On a cold morning, frost forms on a car window as water vapor in the air turns directly into ice without becoming a liquid first. What is this phase change called?
Correct answer: B
Most phase changes pass through the liquid state, but two skip it. Sublimation goes from solid straight to gas, and deposition goes from gas straight to solid. Frost forming on a window is deposition; a block of dry ice shrinking without melting is sublimation.
- A Sublimation is the reverse change: a solid turning directly into a gas, as when dry ice shrinks without melting.
- B Correct: deposition is a gas changing directly into a solid, and frost forming is a common example.
- C Condensation is a gas turning into a liquid, such as dew forming; here no liquid forms.
- D Freezing is a liquid turning into a solid; the water here starts as a gas, not a liquid.
Learn this topic: How matter changes state, and what stays the same 5-minute lesson
Sodium and potassium are in the same group (column) of the periodic table, and both react strongly with water. What is the main reason elements in the same group have similar chemical properties?
Correct answer: D
Chemical reactions involve an atom's outermost electrons, called valence electrons. Every element in a group has the same number of valence electrons, so group members react in similar ways; sodium and potassium each have one and lose it easily. Elements in the same period (row), not the same group, share the number of occupied electron shells.
- A Neutrons change an atom's mass, not how it reacts, and sodium and potassium have different numbers of them.
- B Atomic mass increases down a group; sodium (about 23 amu) and potassium (about 39 amu) differ a lot.
- C Elements in the same period (row) share the number of occupied shells; potassium has one more shell than sodium.
- D Correct: elements in a group have the same number of valence (outer) electrons, and these electrons control bonding and reactions.
Learn this topic: What atoms are made of and how they form ions and bonds 5-minute lesson
Source: OpenStax Chemistry 2e, 6.4 Electronic Structure of Atoms (Electron Configurations) ·
The reaction 2SO₂(g) + O₂(g) ⇌ 2SO₃(g) releases heat (it is exothermic). The reaction is at equilibrium in a closed container. If the temperature is raised, which statement is correct?
Correct answer: B
In an exothermic reaction, treat heat as a product: reactants ⇌ products + heat. Raising the temperature is like adding product, so the equilibrium shifts left, toward SO₂ and O₂. Unlike a change in concentration or pressure, a change in temperature gives a new value of K; here less product at equilibrium means a smaller K.
- A This treats heat as a reactant, which is true only for endothermic reactions; here heat is a product.
- B Correct: heat acts like a product, so adding heat pushes the reaction toward the reactants, and the new equilibrium has a smaller K.
- C The direction is right, but temperature is the one change that alters K itself; concentration and pressure changes leave K the same.
- D Raising the temperature speeds up both reactions, but adding heat is a stress on the system, so the equilibrium shifts toward the reactants.
Learn this topic: What makes a chemical reaction faster or slower? 5-minute lesson
Source: OpenStax Chemistry 2e, 13.3 Shifting Equilibria: Le Châtelier's Principle ·
A student stirs sugar into a glass of water at room temperature. After a while, extra sugar stays on the bottom no matter how long she stirs. How is the liquid above the undissolved sugar best described?
Correct answer: D
Solubility is the most solute that can dissolve in a given amount of solvent at a given temperature. A solution below that limit is unsaturated, a solution at the limit is saturated, and a solution holding more than the limit is supersaturated and unstable. Extra solid that will not dissolve is a clear sign the liquid is saturated.
- A An unsaturated solution can still dissolve more solute, so the extra sugar would keep dissolving.
- B A supersaturated solution holds more than its solubility limit and is unstable; leftover solid on the bottom means the liquid is holding exactly its limit.
- C Dilute means only a small amount of solute is dissolved; this liquid holds as much sugar as it can at this temperature.
- D Correct: no more solute will dissolve and extra solid remains, so the solution is at its solubility limit, which is saturated.
Learn this topic: How solutions work: what dissolves, how much, and why cells swell or shrink 5-minute lesson
Source: OpenStax Chemistry 2e, 11.3 Solubility ·
Which equation shows a synthesis reaction?
Correct answer: A
Count what goes in and what comes out. In a synthesis reaction, two or more substances join to form one product (A + B → AB). Decomposition is the reverse (AB → A + B), and in exchange (replacement) reactions, parts of the reactants trade partners.
- A Correct: two reactants join to form a single product, the pattern A + B → AB.
- B One reactant breaks into simpler products (AB → A + B), so this is decomposition.
- C Zinc takes the place of hydrogen in its compound, so this is a single-replacement (exchange) reaction.
- D The two compounds swap partners and a solid forms, so this is a double-replacement (exchange) reaction.
Learn this topic: How to read, balance, and classify a chemical reaction 5-minute lesson
Source: OpenStax Anatomy and Physiology 2e, 2.3 Chemical Reactions · OpenStax Chemistry 2e, 4.2 Classifying Chemical Reactions ·
Carbonic acid, H₂CO₃, gives up one hydrogen ion (H⁺) in water. What is its conjugate base?
Correct answer: B
In the Brønsted-Lowry model, an acid donates H⁺, and what remains is its conjugate base. The two differ by exactly one H⁺, so remove one H from the formula and lower the charge by one: H₂CO₃ becomes HCO₃⁻ (bicarbonate). Carbonic acid and bicarbonate together form an important buffer in human blood.
- A CO₃²⁻ is what remains after two H⁺ ions are removed; a conjugate base differs from its acid by exactly one H⁺.
- B Correct: removing one H⁺ from H₂CO₃ leaves HCO₃⁻, the bicarbonate ion.
- C Adding an H⁺ makes a conjugate acid, not a conjugate base.
- D OH⁻ is the conjugate base of water, not of carbonic acid.
Learn this topic: How acids, bases, pH and buffers work 5-minute lesson
Source: OpenStax Chemistry 2e, 14.1 Brønsted-Lowry Acids and Bases · OpenStax Chemistry 2e, 14.6 Buffers ·
Starch and cellulose are both polymers made only of glucose. Humans can digest starch but not cellulose. What best explains the difference?
Correct answer: D
Starch and cellulose are built from the same glucose units; the difference is how those units are linked. Starch uses alpha (α) glycosidic bonds, which human enzymes such as amylase break, while cellulose uses beta (β) 1-4 bonds that human enzymes cannot break. Cows and other grazing animals digest cellulose only with help from microbes in their gut that make the enzyme cellulase.
- A Cellulose is made only of glucose, so it contains carbon, hydrogen, and oxygen but no nitrogen.
- B Chain length is not the problem; the type of bond between the glucose units is what blocks human enzymes.
- C Starch is broken down by amylase enzymes from the salivary glands and pancreas, not by stomach acid.
- D Correct: cellulose's glucose units are joined by β 1-4 glycosidic bonds, and humans make no enzyme that breaks them.
Learn this topic: The four macromolecules of life and how cells build them 5-minute lesson
Source: OpenStax Biology 2e, 3.2 Carbohydrates · OpenStax Anatomy and Physiology 2e, 23.7 Chemical Digestion and Absorption: A Closer Look ·
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| Program | Sections | Minimum |
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| University of Arizona | Math, Reading, Vocabulary, Biology | 75% combined score |
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HESI A2 format
| Section | Questions (scored) | Suggested time |
|---|---|---|
| Reading | 55 (50) | 60 min |
| Vocabulary | 55 (50) | 50 min |
| Grammar | 55 (50) | 50 min |
| Math | 55 (50) | 50 min |
| Biology | 30 (25) | 25 min |
| Chemistry | 30 (25) | 25 min |
| Anatomy & Physiology | 30 (25) | 25 min |
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Sources (checked October 15, 2026)
- Elsevier, HESI NG A2 faculty guide (schools choose modules, calculator and time)
- South Texas College, HESI exam information (50 scored + 5 pilot items)
- Tarrant County College, HESI A2 exam information
- Baylor University, HESI A2 information
- Lone Star College, HESI A2 test
- University of Arizona, HESI admission assessment
- CNM, HESI A2 exam