Exam Information, Sample Multiple-Choice Questions Section I Direction: YOU MAY NOT USE YOUR CALCULATOR FOR SECTION I. YOU MAY USE THE PERIODIC CHART AND EQUATIONS TABLE FOR THE ENTIRE EXAM. Each of the questions or incomplete statements below is followed by four suggested answers or completions. Select the answer that is best in each case and then fill in the corresponding circle on the answer sheet. Note: For all questions, assume that the temperature is 298 K, the pressure is 1.00 atmosphere, and solutions are aqueous unless otherwise specified, 1. Akinetics experiment is set up to collect the gas that is generated when a sample of chalk, consisting primarily of solid CaCO, is added to a solution of ethanoic acid, CH ,COOH. ‘The rate of reaction between CaCO, and CH,COOH is determined by measuring the volume of gas generated at 22°C and 1 atm as a function of time. Which of the following experimental conditions is most likely to increase the rate of gas production? (A) Decreasing the volume of ethanoic acid solution used in the experiment (B) Decreasing the concentration of the ethanoic acid solution used in the experiment (©) Decreasing the temperature at which the experiment is performed (D) Decreasing the particle size of the CaCO, by grinding it into a fine powder Envential Knowledge | A The rate ofa reaction i influenced by he concentration or presrare of reactants, the phase ofthe reactants and products, and environmental factors uch a temperature and solvent, ‘Science Practice 42 The dent can design a plan fr collecting data wo anever a particular sent question earning Objective “LI The student rable to design andlor interpre the revs of an experiment regarding the factors (Le, temperature, concentration, surface ate) that may influence the ate ofa reaction, Return to the Table of Contents (© 2014 The College Bou. rtdAP Chemistry Course and Exam Description 2, A100 g sample of a metal was heated to 100°C and then quickly transferred to an insulated container holding 100 g of water at 22°C. ‘Ihe temperature of the water rose to reach a final temperature of 35°C, Which of the following can be concluded? (A) ‘The metal temperature changed more than the water temperature did; therefore the metal lost more thermal energy than the water gained. (B) ‘The metal temperature changed more than the water temperature did, but the metal lost the same amount of thermal energy as the water gained. (C) The metal temperature changed more than the water temperature did; therefore the heat capacity of the metal must be greater than the heat capacity of the water. (D) The final temperature is less than the average starting temperature of the metal and the water; therefore the total energy of the metal and water decreased Essential Knowledge [53 Chemical systems undergo three main processes that change their energy heating/cooling, phase transons and chemical reactions. ‘Science Practice 2.3 The student can etimate numerically quantile that describe natural Phenomena Learning Objective ___| 5.6 The student rable to we calculations or csimatins to relate energy changer associated with heating/cooling a substance tothe het capa, rae energy changes asocated wih a phase transition to the enthalpy of fsion/ vaporization, Telate energy changes associated with a chemical reaction tothe enthalpy ofthe reaction, and rate energy changes to PAV work 3. Which of the following particulate diagrams best shows the formation of water vapor from hydrogen gas and oxygen gas in a rigid container at 125°C? (a) ®) 2 8 e 6 ° e ° — 2 2 @ o ° “e ° °° 6 ° _. e ° 2 ° s 6 Return to the Table of Contents 12014 The College Bose.Exam Information, © ® ? ° 6 ee ° 8 2 a °. o e ©) 2 0 e e o, é ® co (O° lO a & a % ° ° 1LE.1 Physical and chemical processes can be depicted symbolically, when thie i= done, the illustration must conserve all atoms of ll types 1.5 The student can re-express key elements of natural phenomena across multiple Essential Knowledge ‘Science Practice representations in the domain, 1L17 The student is able to express the law of conservation of mass quantitatively and qualitatively using eymbolic representations and particulate drawings. Learning Objective Questions 4-7 refer to the following. pH VERSUS VOLUME TITRANT ADDED 14 ‘ fa 10} = 6 4 RIS 7 270 0 0.0 20.0 #0 60.0 80.0 100, ‘Volume 0.100 M NaOH Added (mL) 50.0 mL sample of an acid, HA, of unknown molarity is titrated, and the pH of the resulting solution is measured with a pH meter and graphed as a function of the volume of 0.100 M NaOH added. Return to the Table of Contents (© 2014 The College Bou.AP Chemistry Course and Exam Description 4, Atpoint R in the titration, which of the following species has the highest concentration? (A) HA B® A () H,O” (2) On Essential Knowledge | 6C.2 The pH isan important characteristic of aqueous solutions that ean be rolled with bulfers. Comparing pH! to pKa allows one to determine the Protonation tate ofa molecule with abil proton ‘Science Practice (64 The student can make claims and predictions about natural phenomena based on scien theories and models Learning Objective 6.19 The student can relate the predominant form of chemical species involving lable proton (., protonated/deprotonated form ofa weak acid to the pH ofa {olution and the pKa associated with the abil proton. 5. Which of the following is the best particulate representation of the species (other than H,O) that are present in significant concentrations in the solution at point U in the titration? (a) @B) Return to the Table of Contents ‘©2014 The College HosndExam Information, ©) Big Idea 3 Changes in matter involve the rearrangement and/or reorganization of atoms and or the transfer of electrons ‘Science Practice 7 The student can connect phenomena and model acros spatial and temporal Learning Objective 13.1 Students can trandate among macroscopic observations of change, chemical {equations and particle views, 6. At which point on the titration curve is[A”] closest to twice that of HAF (a oR ® Ss © T © vu Essential Knowledge | 61 Chemical equllrium reasoning can be ured Wo describe the proton: transfer reactions of acid-base chemistry. ‘Science Practice 5:1 The student can analyze dats to dently paterne or relationships, Learning Objective 6.13 The student can interpret titration data for monoprotie or polyprotic acide Involving tration of a weak or strong acid by a strong base (or a weak or strong bate by a strong aci) to determine the concentration ofthe titrant and the pKa for a weak acid, or the pXb for a weak bas. Return to the Table of Contents (© 2014 The College Bou.AP Chemistry Course and Exam Description 7. Astudent carries out the same titration but uses an indicator instead of a pH meter. If the indicator changes color slightly past the equivalence point, what will the student obtain for the calculated concentration of the acid? (A) Slightly less than 0.0800 M (B) Slightly more than 0.0800 M (©) Slightly less than 0.125 M (D) Slightly more than 0.125 M Essential Knowledge | 12 Conservation of tome makes possible wo compute the masts of subrances involved in physical and chemical processes. Chemical processes resulin the formation of new substances, andthe amount ofthese depends on the number and the types and masses of elements inthe reactants aswell asthe efcency ofthe transformation Science Practice 5:1 The student can analy data to ety palterna or rations Learning Objective 1.20"The wudnt can design andlor interpret data (om, an experiment tha wer tiation to determine the concentration of an analyte ina slition, Questions 8-10 refer to three gases in identical rigid containers under the conditions given in the table below. ‘Container A B c Gas Methane Ethane Butane Formula cH, cH, CH ‘Molar mass (g/mol) 16 30. 38 Temperature ("C) a 27 Fa Pressure (atm) 20 40 20 8, ‘The average kinetic energy of the gas molecules is 3 t a « a A) ze 3 greatest in container A greatest in container B greatest in container C the same in all three containers Return to the Table of Contents ‘©2014 The College HosndExam Information, Essential Knowledge ALI Temperatare ira measure ofthe average kinetic energy of atoms and molecules. ‘Science Practices 1.1 The student can create representations and models of natural or man-made phenomena and systems in the domain 1.4 The student can use representations and models to analyze situations of solve problems qualitatively and quantitatively 72 The student can connect concepts in and across domain(s) to generalize extrapolate in and/or across enduring understandings and/or big ideas Learning Objective 15.2 The student rable to relate temperature tothe motions of particles, ether via particulate representations, such as drawings of particles with arrows indicating velocities, and/or via representations of average kinetic energy and distribution of Kinetic energies of the particles, such as plot of the Maxwell Boltzmann distribution 9, ‘The density of the gas, in g/L, is (A) greatest in container A (B) greatest in container B (C) greatest in container C (D) the same in all three containers Knowledge | 2A2 The garcous slate can be electively modeled with a mathematical equation relating various macroscopic properties, A gas has neither a definite volume nor Aefiite shape; because the effect of attractive forces are minimal, we usually assume that the particles move independently. ‘Science Practice 2:2 The student can apply mathematical routines to quantities that describe natural phenomena, [Fane Oba 126 The student can apply mathematical relationships or enimation to determine macroscopie variables for ideal gases. 10. Ifthe pressure of each gas is increased at constant temperature until condensation occurs, which gas will condense at the lowest pressure? (A) Methane (8) Ethane (© Butane (D) All the gases will condense at the same pressure, Essential Knowledge 2B. London dispersion forces are altractive forces present between allatome and ‘molecules. London dispersion forces are often the strongest net intermolecular force between large molecules ‘Science Practice (64 The student can make daims and predictions about natural phenomena based on scientific theories and models Learning Objective 2.11 The student is able to explain the trends in properties and/or predict properties of amples consisting of particles with no permanent dipole on the basis of London. ispersion forces. Return to the Table of Contents (© 2014 The College Bou.AP Chemistry Course and Exam Description Questions 11-15 refer to the following. PCI,(g) = PCL, (g) + Cl, (g) PCI,(g) decomposes into PCI, (g) and Cl, (g) according to the equation above. A pure sample of PCI, (g) is placed in a rigid, evacuated 1.00 L container. The initial pressure of the PCI, (g) is 1.00 atm, The temperature is held constant until the PCl,(g) reaches equilibrium with its decomposition products, The figures below show the initial and equilibrium conditions of the system. PCly, PCl,, and Cl, P, 40 atm Figure 1: Initial Figure 2: Equilibrium 11. Which of the following is the most likely cause for the increase in pressure observed in the container as the reaction reaches equilibrium? (A) A decrease in the strength of intermolecular attractions among molecules in the flask (B) An increase in the strength of intermolecular attractions among molecules in the flask (©) Anincrease in the number of molecules, which increases the frequency of collisions with the walls of the container (D) An increase in the speed of the molecules that then collide with the walls of the container with greater force Essential Knowledge | 2.A2 The gaseous state can be effectively modeled with a mathematical equation relating various macroscopic properties. A gas has neither a definite volume nora definite shape; because the effects of attractive forces are minimal, we usually assume that the particles move independent. ‘Science Practice (64 The student can make daims and predictions about natural phenomena based on. scientific theories and models. Learning Objective 2.4 The student is able to use KMT and concepis of intermolecular forces to make predictions about the macroscopic properties of gases, including both ideal and onideal behaviors Return to the Table of Contents ‘©2014 The College HosndExam Information, 12, As the reaction progresses toward equilibrium, the rate of the forward reaction (A) increases until it becomes the same as the reverse reaction rate at equilibrium (B) stays constant before and after equilibrium is reached (C) decreases to become a constant nonzero rate at equilibrium (D) decreases to become zero at equilibrium. Essential Knowledge ‘GA When a system is at equilibrium, all macroscopic variables, such ae concentrations, partial pressure, and temperature, donot change over ime. Equilibrium results from an equality between the rates ofthe forward and reverse reactions, at which point Q= K ‘Science Practice 72 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas. | Learning Objective (63 The student can connect kinetics to equilibrium by using reasoning about equilibrium, suchas Le Chatelier’s principle to infer she relative rates ofthe forward and reverse reactions 13, Ifthe decomposition reaction were to go to completion, the total pressure in the container will be (A) L4atm 8) 20atm (© 28atm (D) 30am Essential Knowledge | 3.A2 Quantitative information can be derived from roichiometsic calculations that uz the mole ratios feom the balanced chemical equations. The role af ‘oichiometry i real-world applications important to note, s0 that st doesnot teem tobe sroply an exercite done onl by chemi | ‘Science Practice 2.2 The student can apply mathematical routines to quantities that describe natural phenomena 1353 The student is able to use oichiometrc ealulations to predic the results | Learning Objective fof performing a reaction in the laboratory and/or to analyze deviations from the expected results 14, Which of the following statements about K,, the equilibrium constant for the reaction, is correct? (A) K,>1 ® K,<1 © K,=1 (D) _Itcannot be determined whether K, > 1, K, <1, or K, = 1 without additional information, Ret e201 the College Boar. xn to the Table of ContentsAP Chemistry Course and Exam Description Essential Knowledge (GA3 When a system isat equilibrium, all macroscopic variables, suchas concentrations, partial pressures, and temperature, donot change over time. Equilibrium results from an equality between the rates ofthe forward and reverse reactions at which point Q= K ‘Science Practice 2.2 The student can apply mathematical routines to quantities that describe natural phenomena, Learning Objective (65 The student can, given data (abular, graphical, ete) from which the state of a system at equilibrium can be obtained, calculate the equilibrium constant, K 15, Additional Cl, (g) is injected into the system at equilibrium, Which of the following graphs best shows the rate of the reverse reaction as a function of time? (Assume that the time for injection and mixing of the additional Cl, (g) is negligible.) WM. @ 8 2 ®) Reverse Rate © (@) 7 time a, Added —? Time a, Added —? Time a, Added Return to the Table of Contents ‘©2014 The College HosndExam Information, Essential Knowledge (GA3 When a system is at equilibrium, all macroscopic variables, such as ons, partial pressures, and temperature, do not change over ine Equilibrium results from an equality between the rates ofthe forward and reverse reactions, at which point Q= K ‘Science Practice 72 The student can connect concepts in and across domain(s) to generalize or extrapolate in andlor across enduring understandings and/or big ideas | Learning Objective (63 The student can connect kinetics to equilibrium by using reasoning about equilibrium, such as Le Chatelier’s principle to infer sh relative rates ofthe forward and reverse reactions Questions 16-20 K(s) Fd,@) > Kaw) AH’ 437 kj/mol,,, ‘The elements K and Cl react directly to form the compound KCl according to the equation above. Refer to the information above and the table below to answer the questions that follow. ar Process ain) KG) > K®) ¥ K@ 3 K@ +e ” CL) > 209) x cig +e > @ y K@ + Cw) > KC) z 16. How much heat is released or absorbed when 0.050 mol of Cl, (g) is formed from KCK(s)? (A) 87.4 Kis released (B) 43.7 kJis released (©) 43:7 Klis absorbed (©) 874 Wis absorbed Exsential Knowledge ‘5.3 Chemical systems undergo three main processes that change thelr energy heating/cooling, phase transitions, and chemical reactions ‘Science Practices 2:2 The student can apply mathematical routines to quantities that deseribe nataral phenomena, 2.3 The student can estimate numerically quantities that describe natural phenomena, Learning Objective ‘56 The student ir abe to ure calculations or estimations to relate energy changer sevocited with heating/cooling a substance tothe heat capacity; relate energy changes associated with a phase transition tothe enthalpy of fasion/vaporizaton, relate energy changes arvociated with a chemical reaction tothe enthalpy ofthe reaction, and relate energy changes to PAV work, Return to the Table of Contents (© 2014 The College Bou. 127AP Chemistry Course and Exam Description 17. What remains in the reaction vessel after equal masses of K(s) and Cl, (g) have reacted until either one or both of the reactants have been completely consumed? (A) KClonly = KCland K only KCland Cl, only g ( a « a (D) KCK, andl, Essential Knowledge '5A2 Quantitative information can be derived ftom stoichiometric calculations that utlize the mole ratios from the balanced chemical equations. The role of stoichiometry in real-world applications is important to note, so that it does not seem tobe simply an exercise done only by chemist. ‘Science Practice 2.2 The student can apply mathematical routines to quantities that describe natural phenomena Learning Objective 3.4 The student is able to relate quantities (measured mass of substances, volumes of ‘olutions, ot volumes and pressures of gases) to identity stoichiometric relationships fora reaction, including sitsations involving limiting reactants and situations in ‘which the resction has not gone to completion 18. Which of the values of AH® for a process in the table is (are) less than zero (ie. indicate(s) an exothermic process)? (A) zonly B) yand zonly ( a (© xyandzonly a D) wxyande Essential Knowledge) __| 51D Fleciostatic forces exist between molecules as well as between atoms oF ions, Enduring Understanding | snd breaking the resultant intermolecular interactions requires energy. ‘Science Practice 2,3 The sludent can estimate numerically quantities that describe natural phenomena, Learning Objective the reaction enthalpy and the energies involved inthe breaking and formation of ‘5 The student rable to draw qualitative and quantitative connections between chemical bonds, Return to the Table of Contents ‘©2014 The College HosndExam Information, 19, Ibis observed that the reaction producing KCI from its elements goes essentially to completion. Which of the following is a true statement about the thermodynamic favorability of the reaction? (A) ‘The reaction is favorable and driven by an enthalpy change only. (B) ‘The reaction is unfavorable and driven by an entropy change only. (©) The reaction is favorable and driven by both enthalpy and entropy changes. (D) The reaction is unfavorable due to both enthalpy and entropy changes. Essential Knowledge __| 5.2 Some physical or chemical processes involve both a decrease in the internal gy ofthe components (AII” <0) under consideration and an increase in the entropy of those components (AS” > 0), These processes ae necessarily thermodynamically favored” (AG* <0) ‘Science Practice (64 The student can make daims and predictions about natural phenomena based on sclentifie theories and models Learning Objective 5.13 The student is able to predict whether or nota physical or chemical process fs thermodynamicilly favored by determination of (ether quantitatively oF {ualitatvely) the signs ofboth AH” and AS*, and calculation or estimation of AG when needed 20, Ci,(g) +2e° > 2CI-(g) Which of the following expressions is equivalent to AH” for the reaction represented above? (A) oxty ® x-y © x+y @ %-y 5.2 The net energy change during areacion isthe sum of the energy required tobreak the bonds inthe reactant molecules and the energy released informing the bonds ofthe product molecules, The net change in energy may be positive for thermic reactions where energy is requited, oF negative for exothermic reactions where energy i released ‘Science Practice 71 The student can connect phenomena and models across spatial and temporal Learning Objective 538 The audent is able to draw qualitative and quantitative connections between, the reaction enthalpy and the energie involved inthe breaking and formation of chemical bonds Return to the Table of Contents (© 2014 The College Bou.AP Chemistry Course and Exam Description 21, N, molecules absorb ultraviolet light but not visible light. I molecules absorb both visible and ultraviolet light. Which of the following statements explains the observations? (A) More energy is required to make N, molecules vibrate than is required to make I, molecules vibrate (B) More energy is required to remove an electron from an I, molecule than is required to remove an electron from aN, molecule (©) Visible light does not produce transitions between electronic energy levels in the N, molecule but does produce transitions in the I, molecule. (D) The molecular mass of, is greater than the molecular mass of N,. [ENcatial Kuswledgeyp)| 1D. The interaction of dectromanctic waves or ight wth mater iva powerfl aeans to probe the structreof some and molecules and to measure their Science Practice “1 The student can justly he selection of the kind of ata needed vo answer a Patticular scientific question Learning Objective 1.5 The dent can jus the section ofa pancular ype of spectroscopy to measure properties ascited with vbratonal or dlecttonie motions of melecies 22, Common Bement [Metal Ming J oxidation State Au 144 1064 1+, 3+, cu 128 1085 14,24 Ag 144 961 a ‘To make Au stronger and harder, it is often alloyed with other metals, such as Cu and Ag, Consider two alloys, one of Au and Cu and one of Au and Ag, each with the same mole fraction of Au. If the Au/Cu alloy is harder than the Au/Ag alloy, then which of the following is the best explanation based on the information in the table above? (a) ®) Cu has two common oxidation states, but Ag has only one. Cu has a higher melting point than Au has, but Ag has a lower melting point than Au has. Cu atoms are smaller than Ag atoms, thus they interfere more with the displacement of atoms in the alloy. Cu atoms are less polarizable than are Au or Ag atoms, thus Cu has weaker interparticle forces. Return to the Table of Contents ‘©2014 The College HosndExam Information, Essential Knowledge __ | 222 Metalic solids are good conductors ofeatand electricity have a wide range of melting points, and are shiny, malleable, ductile, and readily alloyed. ‘Science Practice 72 The student can connect concepts in and across domain(s) to generalize or extrapolate in andlor across enduring understandings and/or big ideas Constituent elements to determine if an alloy has formed, identify the typeof alloy | Learning Objective 2.25 The stadent i able to compare the properties of metal alloys with thelr formed, and explain the diferences in properties wing particulate level easoning. 23, Nitrogen (N) | Relative Number ‘of Electrons 700 600) 500 400 300 Binding Energy (eV) Oxygen (0) 700 600) 500 400 300 Binding Energy (eV) Relative Number ‘of Electrons ‘The photoelectron spectra above show the energy required to remove a Is electron from a nitrogen atom and from an oxygen atom. Which of the following statements best accounts for the peak in the upper spectrum being to the right of the peak in the lower spectrum? (A) Nitrogen atoms have a half-filled p subshell (B) There are more electron-clectron repulsions in oxygen atoms than in nitrogen atoms, (©) Electrons in the p subshell of oxygen atoms provide more shielding than electrons in the p subshell of nitrogen atoms. (D) Nitrogen atoms have a smaller nuclear charge than oxygen atoms Essential Knowledge 1.B.1 The atom is composed of negatively charged electrons, which can eave the stor, and a positively charged nucleus that is made of protons and neutrons. ‘The attraction ofthe eletrons tothe nucleus i the basis of the structure ofthe atom Couloma’s av is qualitatively useful for understanding the structure of the atom. ‘Science Practice (62 The student can construct explanations of phenomena based on evidence produced through scien c practices Learning Objective 1.5 The student is able to explain the distribution of electrons in an atom oF fon based upon data Ret e201 xn to the Table of Contents the College Boar.AP Chemistry Course and Exam Description 24, Nonane 4-trifluoropentane Consider the molecules represented above and the data in the table below. Molecular | Molar Mass | Boiling Point Compound Formula (g/mol) co Nonane CH, 128 ist 23,4-trlluoropentane 5 126 9 Nonane and 2,3,4-trifluoropentane have almost identical molar masses, but nonane has a significantly higher boiling point. Which of the following statements best helps explain this observation? (A) The C-F bond is easier to break than the C-H bond. (B) ‘The C-F bond is more polar than the C-H bond. (©) The carbon chains are longer in nonane than they are in 2,3,4-trifluoropentane. (D) The carbon chains are farther apart in a sample of nonane than they are in 2,3,4-trifluoropentane. Essential Knowledge | 23 Intermolecular forces play a key role in determining the properties of substances, including biological structures and interactions ‘Science Practice (62 The student can construct explanations of phenomena based on evidence produced through scientific practices. Learning Objective cc.) of small and large molecular compounds in terms ofthe strengths and types of| 2.16"The student i able to explain the properties (phase, vapor pressure, viscosity, sncermoleculr forces, Return to the Table of Contents ‘©2014 The College Hosnd25. Exam Information, a Boiling Point 1695 | 3600 co, Na [ Mg" oo [oO TonicRadius | 55) 72 | 133 | is | 40 (om) Based on the data in the tables above, which of the following statements provides the best prediction for the boiling point of NaCl? (A) NaCl will have a lower boiling point than NaF because the coulombic attractions are weaker in NaCl than in NaF (B) NaCl will have a boiling point between that of NaF and MgO because the covalent character of the bonds in NaCl is intermediate between that of MgO and NaF. (©) NaCl will have a higher boiling point than MgO because the ions are spaced farther apart in NaCl (D) NaCl will have a higher boiling point than MgO because the energy required to transfer electrons from the anion to the cation is larger in NaCl than in MgO. Big Idea 2 Chemical and physical propertcs of materials can be explained bythe Hructure and the arrangement of atoms, fons of malecules and the forces between them, ‘Science Practice 71 The student can connect phenomena and models across spatial and temporal Learning Objective 2.1 Students can predict properties of substances based on their chemseal formulas and provide explanations oftheir properties based on particle views. Return to the Table of Contents (© 2014 The College Bou.AP Chemistry Cou 26, 2N,0,(g) > 4NO,() + 0,(g) A sample of NO, was placed in an evacuated container, and the reaction represented above occurred. The value of Py o, , the partial pressure of N,O,(g), was measured during the reaction and recorded in the table below. P 1 Time (min) NOs In(Pyo, Pro, (atm) 7 vs (atm!) 0 150 50. 0.0067, 100 5 43 0.013 200 38 36 0.027 300 19 29 0.053 Which of the following correctly describes the reaction? (A) The decomposition of N,O, is a zero-order reaction. (B) The decomposition of N,O, is a first-order reaction. (C) The decomposition of N,O, is a second-order reaction. (D) ‘The overall reaction order is 3 Essential Knowledge TAD The tlw shows haw te ate depends on aca concentaiony | ‘Science Practice 5: The uent analy data to enti pater or welabonsips | Learning Objective “42 The student is abe fo analyze concentration versus time data to determine the zatelaw fora zeroth frst oF second-order reaction, Return to the Table of Contents 2014 The College BoardAnswers to Multiple-Choice Questions Exam Information LD 9B 17.C 25.4 2B 10.C 18.B 26.B 3. 1c 19. 4A 12.¢ 20.C 5.B 13.B 21.C 6c 14.B 22.C 7B 15.B 23.D aD 16.C 24,C Return to the Table of Contents (©2014 the College Bou. 135