Professional Documents
Culture Documents
Test Information
Guide:
College-Level
Examination
Program
2012-13
Chemistry
2012 The College Board. All rights reserved. College Board, College-Level Examination
Program, CLEP, and the acorn logo are registered trademarks of the College Board.
History of CLEP
Under 18
10%
30 years and older
29%
18-22 years
39%
23-29 years
22%
* These data are based on 100% of CLEP test-takers who responded to this
survey question during their examinations.
42%
Philosophy of CLEP
Promoting access to higher education is CLEPs
foundation. CLEP offers students an opportunity to
demonstrate and receive validation of their
college-level skills and knowledge. Students who
achieve an appropriate score on a CLEP exam can
enrich their college experience with higher-level
courses in their major field of study, expand their
horizons by taking a wider array of electives and
avoid repetition of material that they already know.
58%
CLEP Participants
CLEPs test-taking population includes people of all
ages and walks of life. Traditional 18- to 22-year-old
students, adults just entering or returning to school,
home-schoolers and international students who need
to quantify their knowledge have all been assisted by
CLEP in earning their college degrees. Currently,
58 percent of CLEPs test-takers are women and
51 percent are 23 years of age or older.
For over 30 years, the College Board has worked to
provide government-funded credit-by-exam
opportunities to the military through CLEP. Military
service members are fully funded for their CLEP exam
fees. Exams are administered at military installations
worldwide through computer-based testing programs
The Committee
Donnie Byers,
Chair
Michael Abraham
University of Oklahoma
Abdul Mohammed
Test Specifications
Test content specifications are determined primarily
through the curriculum survey, the expertise of the
committee and test development specialists, the
recommendations of appropriate councils and
conferences, textbook reviews and other appropriate
sources of information. Content specifications take
into account:
the purpose of the test
the intended test-taker population
the titles and descriptions of courses the test is
designed to reflect
the specific subject matter and abilities to be tested
the length of the test, types of questions and
instructions to be used
*Student performance for the language exams (French, German and Spanish)
is defined only at the B and C levels.
Chemistry
Description of the Examination
20%
5
429
Structure of Matter
Atomic theory and atomic structure
Evidence for the atomic theory
Atomic masses; determination by
chemical and physical means
Atomic number and mass number;
isotopes and mass spectroscopy
Electron energy levels: atomic spectra,
quantum numbers, atomic orbitals
Periodic relationships, including,
for example, atomic radii, ionization
energies, electron affinities,
oxidation states
Chemical bonding
Binding forces
Types: covalent, ionic, metallic,
macromolecular (or network),
dispersion, hydrogen bonding
Relationships to structure and
to properties
Polarity of bonds, electronegativities
Geometry of molecules, ions and
coordination complexes: structural
isomerism, dipole moments of
molecules, relation of properties
to structure
Molecular models
Valence bond theory; hybridization of
orbitals, resonance, sigma and pi
bonds
Other models; for example, molecular
orbital
Nuclear chemistry: nuclear equations,
half-lives, and radioactivity; chemical
applications
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19%
12%
States of Matter
Gases
Laws of ideal gases; equations of state
for an ideal gas
Kinetic-molecular theory
Interpretation of ideal gas laws on the
basis of this theory
The mole concept; Avogadros number
Dependence of kinetic energy of
molecules on temperature:
Boltzmann distribution
Deviations from ideal gas laws
Liquids and solids
Liquids and solids from the kineticmolecular viewpoint
Phase diagrams of one-component
systems
Changes of state, critical phenomena
Crystal structure
Solutions
Types of solutions and factors affecting
solubility
Methods of expressing concentration
Colligative properties; for example,
Raoults law
Effect of interionic attraction on
colligative properties and solubility
10%
7%
Equilibrium
Concept of dynamic equilibrium, physical
and chemical; LeChteliers principle;
equilibrium constants
Quantitative treatment
Equilibrium constants for gaseous
reactions in terms of both molar
concentrations and partial pressure
(Kc, Kp)
Equilibrium constants for reactions in
solutions
Constants for acids and bases; pK; pH
Solubility-product constants and their
application to precipitation and the
dissolution of slightly soluble
compounds
Constants for complex ions
Common ion effect; buffers
4%
Kinetics
Concept of rate of reaction
Order of reaction and rate constant: their
determination from experimental data
Effect of temperature change
on rates
Energy of activation; the role
of catalysts
The relationship between the ratedetermining step and a mechanism
Reaction Types
Formation and cleavage of covalent bonds
Acid-base reactions; concepts of
Arrhenius, Brnsted-Lowry and Lewis;
amphoterism
Reactions involving coordination
complexes
Precipitation reactions
Oxidation-reduction reactions
Oxidation number
The role of the electron in
oxidation-reduction
Electrochemistry; electrolytic cells,
standard half-cell potentials, prediction
of the direction of redox reactions, effect
of concentration changes
6
430
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5%
14%
9%
Thermodynamics
State functions
First law: heat of formation; heat of
reaction; change in enthalpy, Hesss law;
heat capacity; heats of vaporization and
fusion
Second law: free energy of formation;
free energy of reaction; dependence of
change in free energy on enthalpy and
entropy changes
Relationship of change in free energy
to equilibrium constants and electrode
potentials
Descriptive Chemistry
The accumulation of certain specific facts of
chemistry is essential to enable students to
comprehend the development of principles
and concepts, to demonstrate applications
of principles, to relate fact to theory and
properties to structure, and to develop an
understanding of systematic nomenclature
that facilitates communication. The
following areas are normally included on
the examination:
Chemical reactivity and products of
chemical reactions
Relationships in the periodic table:
horizontal, vertical and diagonal
Chemistry of the main groups and
transition elements, including typical
examples of each
Organic chemistry, including such topics
as functional groups and isomerism
(may be treated as a separate unit or as
exemplary material in other areas, such
as bonding)
7
431
Experimental Chemistry
Some questions are based on laboratory
experiments widely performed in general
chemistry and ask about the equipment
used, observations made, calculations
performed, and interpretation of the results.
The questions are designed to provide a
measure of understanding of the basic tools
of chemistry and their applications to
simple chemical systems.
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Questions 46
Part A
Directions: Each set of lettered choices below
refers to the numbered questions or statements
immediately following it. Select the one lettered
choice that best answers each question or best fits
each statement. A choice may be used once, more
than once, or not at all in each set.
Questions 78
(A) A network solid with covalent bonding
(B) A molecular solid with London (dispersion)
forces only
(C) A molecular solid with hydrogen bonding
(D) An ionic solid
(E) A metallic solid
Questions 13
(A) F
(B) S
(C) Mg
(D) Ar
(E) Mn
8
432
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Questions 911
Questions 1213
(A) CO32
(B) MnO4
(C) NH4+
(D) Ba2+
(E) Al3+
Assume that you have several unknowns,
each consisting of an aqueous solution of a
salt that contains one of the ions listed above.
Which ion must be present if the following
observations are made of that unknown?
9. The solution is colored.
9
433
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Part B
Questions 1718
(A) 1
(B) 2
(C) 3
(D) 5
(E) 6
18. According to the rate law for the reaction, an
increase in the concentration of the hydronium
ion has what effect on the reaction at 25C?
(A) The rate of reaction increases.
(B) The rate of reaction decreases.
(C) The value of the equilibrium
constant increases.
(D) The value of the equilibrium
constant decreases.
(E) Neither the rate nor the value of the
equilibrium constant is changed.
10
434
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Cu(s) + H2O(g) H = 2.0 kJ
24. CuO(s) + H2(g)
20.
206
83 Bi
210
83 Bi
206
82 Pb
208
82 Pb
210
81 Tl
(A) N2
(B) O2
(C) Cl2
(D) Br2
(E) I2
11
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28. What number of moles of O2 is needed to
produce 14.2 grams of P4O10 (molar
mass 284 g) from P?
(A) CO2
(B) C2H4
(C) CN
(D) C6H6
(E) CH4
210.0 kJ mol1
107.5 kJ mol1
75.8 kJ mol1
75.8 kJ mol1
210.0 kJ mol1
12
436
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35. Which, if any, of the following species are in the
greatest concentration in a 0.100 M solution of
H2SO4 in water?
(A) H2SO4 molecules
(B) H3O+ ions
(C) HSO4 ions
(D) SO42 ions
(E) All species are in equilibrium and therefore
have the same concentrations.
36. At 20.C, the vapor pressure of toluene is 22 mm
Hg and that of benzene is 75 mm Hg. An ideal
solution, equimolar in toluene and benzene, is
prepared. At 20.C, what is the mole fraction of
benzene in the vapor in equilibrium with this
solution?
(A) 0.23
(B) 0.29
(C) 0.50
(D) 0.77
(E) 0.83
37. Which of the following aqueous solutions has
the highest boiling point?
13
437
(A) 0.150 M
(B) 0.160 M
(C) 0.200 M
(D) 0.240 M
(E) 0.267 M
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45. A 27.0 gram sample of an unknown hydrocarbon
was burned in excess oxygen to form 88.0 grams
of carbon dioxide and 27.0 grams of water. What
is a possible molecular formula of the
hydrocarbon?
1
2
1
2
1
2
1
2
1
2
(A) CH4
(B) C2H2
(C) C4H3
(D) C4H6
(E) C4H10
46. If the acid dissociation constant, Ka, for an acid
HA is 8 104 at 25C, what percent of the acid
is dissociated in a 0.50 M solution of HA at
25C?
(A) 0.08%
(B) 0.2%
(C) 1%
(D) 2%
(E) 4%
14
438
(A) an alcohol
(B) an aldehyde
(C) an ether
(D) an organic acid
(E) a ketone
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48. Equal numbers of moles of H2(g), Ar(g), and
N2(g) are placed in a glass vessel at room
temperature. If the vessel has a pinhole-sized
leak, which of the following will be true
regarding the relative values of the partial
pressures of the gases remaining in the vessel
after some of the gas mixture has effused?
(B)
15
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. . . P4O10 + . . . Ca(OH)2 . . . Ca3(PO4)2 + . . . H2O
(A) NaNO3
(B) Na2CO3
(C) NH4Br
(D) KCN
(E) AlCl3
(A) 1
(B) 2
(C) 3
(D) 6
(E) 8
16
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Z(g)
X(g) + Y(g)
(A) B F
(B) F F
(C) Cl F
(D) P Br
(E) Si Cl
67. In which of the following are the compounds
listed correctly in order of increasing strength of
their oxygen-to-oxygen bonds?
(A) O2 < O3 < H2O2
(B) O2 < H2O2 < O3
(C) O3 < O2 < H2O2
(D) H2O2 < O3 < O2
(E) H2O2 < O2 < O3
68. An atom of which of the following elements has
the smallest radius?
(A) K
(B) Ca
(C) Br
(D) Rb
(E) Sr
4
(B) 1.4 10
(A) H+ and Cl
(B) Na+ and Cl
(C) HCl and NaOH
(D) H2SO4 and SO42
(E) HCO3 and CO32
(A) S
(B) K
(C) Cu
(D) Pt
(E) Au
65. If an endothermic reaction occurs spontaneously,
then it can be correctly inferred that
17
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Study Resources
Most textbooks used in college-level chemistry
courses cover the topics in the outline given
earlier, but the approaches to certain topics and the
emphases given to them may differ. To prepare for
the Chemistry exam, it is advisable to study one or
more college textbooks, which can be found in most
college bookstores. When selecting a textbook,
check the table of contents against the knowledge
and skills required for this test.
Visit www.collegeboard.org/clepprep for additional
chemistry resources. You can also find suggestions
for exam preparation in Chapter IV of the Official
Study Guide. In addition, many college faculty post
their course materials on their schools websites.
18
442
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
B
E
B
E
D
C
C
A
B
C
D
D
C
E
E
B
A
A
E
A
C
D
D
C
E
A
A
D
B
C
C
E
E
A
B
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
D
A
D
E
B
B
E
E
C
D
E
E
A
E
E
D
B
B
E
A
C
D
C
D
A
D
B
A
B
E
A
D
C
E
C
c h e m i s t r y
Scoring Information
CLEP examinations are scored without a penalty for
incorrect guessing. The candidates raw score is
simply the number of questions answered correctly.
However, this raw score is not reported; the raw
scores are translated into a scaled score by a process
that adjusts for differences in the difficulty of the
questions on the various forms of the test.
Scaled Scores
The scaled scores are reported on a scale of 2080.
Because the different forms of the tests are not
always exactly equal in difficulty, raw-to-scale
conversions may in some cases differ from form to
form. The easier a form is judged to be, the higher
the raw score required to attain a given scaled score.
Table 1 indicates the relationship between number
correct (raw score) and scaled score across all forms.
19
Scaled Score
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
54
53
52
51
50*
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
Number Correct
68-70
67
66
65
63-64
62-63
61-62
60
59
58
57
56
54-55
53-54
52-53
51-52
50-51
49
48
47
45-46
44-45
43-44
42-43
41-42
40-41
39-40
38
37
35-36
34-35
33-34
32-33
31-32
30-31
29-30
28-29
27
26
24-25
23-24
22-23
21-22
20-21
19-20
18-19
17-18
16
15
14
13
11-12
10-11
9-10
8-9
7-8
6-7
5
4
3
0-2
20
c h e m i s t r y
Validity
Reliability
96659-007739 UNLWEB1212
21