There are two types of multiple-choice questions on the AP Biology Exam: discrete questions and question sets. The discrete questions are the typical stand-alone test questions in which four choices, A–D, are given, and you select the best answer. Question sets include two or more questions connected to a shared stimulus—such as a graph, experimental results, a diagram, or a data table. Pace Yourself You are allowed to use a graphing calculator and the official AP Biology Equations and Formulas Sheet for the entire exam. While many questions rely on your understanding of biological concepts, some require interpreting data and performing calculations. For even pacing and maximizing your score, try this strategy: Examine each question for a maximum of 40 seconds (on average—some will be quicker, giving you more time for complex question sets). Quickly determine what the question is testing. Some questions will require data analysis or mathematical reasoning; use your calculator when needed, but don’t forget that rounding and estimation can often speed things up. By the end of each 40-second window, either: (a) Mark the correct answer from the four choices. (b) Mark a “Y” next to questions you understand but need more time to solve. (c) Mark an “N” next to questions that completely stump you. Move through 15 questions every 10 minutes to complete the 60 questions in 40 minutes. Then, make a second pass focusing only on the “Y” questions. Don’t waste time on the “N” questions yet. If you don’t immediately see the answer, use logic or eliminate obviously incorrect options. Try to finish this pass in 40 minutes. Now for your third pass: focus only on the “N” questions. Your goal is to eliminate at least two choices and make an informed guess. These are bonus points if you get them right—this final pass should take 10 minutes. You should try to answer every question—there is no penalty for guessing, so make sure nothing is left blank! Calculate Accurately Since you can use a graphing calculator, expect some questions—especially in experimental and data-heavy sections—to require accurate arithmetic and knowledge of basic biological formulas. Be sure you’re comfortable using your calculator for tasks like calculating mean, rate, standard deviation, or performing log transformations. Familiarity with your calculator’s functions will help you solve these quickly and correctly.

The following strategies for answering the free-response questions will help you on exam day. Before beginning to solve the free-response questions, it is a good idea to read through all the questions to determine which ones you feel most prepared to answer. You can then proceed to solve the questions in a sequence that will allow you to perform your best. Monitor your time appropriately on the free-response section. You want to ensure that you do not spend too much time on one question that you do not have enough time to at least attempt to answer all of them. Show all the steps you took to reach your solution on questions involving calculations. If you do work that you think is incorrect, simply put an "X" through it, instead of spending time erasing it completely. Many free-response questions are divided into parts such as a, b, c, and d, with each part calling for a different response. Credit for each part is awarded independently, so you should attempt to solve each part. For example, you may receive no credit for your answer to part a, but still receive full credit for part b, c, or d. If the answer to a later part of a question depends on the answer to an earlier part, you may still be able to receive full credit for the later part, even if that earlier answer is wrong. Organize your answers as clearly and neatly as possible. You might want to label your answers according to the sub-part, such as (a), (b), (c), etc. This will assist you in organizing your thoughts, as well as helping to ensure that you answer all the parts of the free-response question. You should include the proper units for each number where appropriate. If you keep track of units as you perform your calculations, it can help ensure that you express answers in terms of the proper units. Depending on the exam question, it is often possible to lose points if the units are wrong or are missing from the answer. You should not use the "scattershot" or “laundry list” approach: i.e., write as many equations or lists of terms as you can, hoping that the correct one will be among them so that you can get partial credit. For exams that ask for TWO or THREE examples or equations, only the first two or three examples will be scored. Be sure to clearly and correctly label all graphs and diagrams accordingly. Read the question carefully, as this could include a graph title, x and y axes labels including units, a best fit line, etc. Task Verbs Pay close attention to the task verbs used in the free-response questions. Each one directs you to complete a specific type of response. Here are the task verbs you’ll see on the exam: Calculate: Perform mathematical steps to arrive at a final answer, including algebraic expressions, properly substituted numbers, and correct labeling of units and significant figures. Construct/Draw: Create a diagram, graph, representation, or model that illustrates or explains relationships or phenomena. Labels may or may not be required. Describe: Provide relevant characteristics of a specified topic. Determine: Decide or conclude after reasoning, observation, or applying mathematical routines (calculations). Evaluate: Judge or determine the significance or importance of information, or the quality or accuracy of a claim. Explain: Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning to support or qualfiy a claim. Explain “how” typically requires analyzing the relationship, process, pattern, position, situation, or outcome; whereas, explain “why” typically requires analysis of motivations or reasons for the relationship, process, pattern, position, situation, or outcome. Identify: Indicate or provide information about a specified topic, without elaboration or explanation. Justify: Provide evidence to support, qualify, or defend a claim, and/or provide reasoning to explain how that evidence supports or qualifies the claim. Make a claim: Make an assertion that is based on evidence or knowledge. Predict/Make a prediction: Predict the causes or effects of a change in, or disruption to, one or more components in a relationship, pattern, process, or system. Represent: Use appropriate graphs, symbols, words, illustrations, and/or tables of numerical values to describe biological concepts, characteristics, and/or relationships State (the null/alternative hypothesis): Indicate or provide a hypothesis to support or defend a claim about a scientifically testable question. Support a claim: Provide reasoning to explain how evidence supports or qualifies a claim.

There are two types of multiple-choice questions on the AP Chemistry Exam, discrete questions and question sets. The discrete questions are the typical stand-alone test questions in which four choices, A–D, are given from which the correct answer is to be selected. Question sets will have two or more test questions, each with four choices, A–D, based on a graph, an experiment, a set of data, or some other stimulus given at the beginning of the set. Pace Yourself Remember that you will have access to a calculator, the AP Periodic Table of the Elements, and the AP Chemistry equations and constants sheet for the entire exam. For even pacing and maximizing your score, try the following strategy: Examine each question for a maximum of 40 seconds (on average, some will take less time allowing more time for others, like question sets). Quickly determine the subject of the question. Remember that there will be some math-based questions; you may use your calculator to solve them, but some questions may be solved more quickly through basic rounding, estimations, and approximations. By the end of the 40 seconds either: (a) Mark the correct answer from one of the 4 answer choices. (b) Mark a “Y” next to the questions that you know how to work but need more time. (c) Mark an “N” next to the questions that you don’t have any idea how to work. Force yourself to move through 15 questions each 10 minutes and the full 60 questions in 40 minutes. Now make a second pass concentrating on the “Y” questions only. Do not spend any time on the “N” questions. If you don’t know the correct answer, see if some key piece of knowledge will allow you to eliminate 2 or 3 of the choices. Complete this pass in 40 minutes. Now make your third pass. Focus only on the “N” questions. Attempt to eliminate at least 2 choices. Make an intelligent guess. Any correct “guesses” on this pass are bonus points. You have only 10 minutes, so make it count! You should try to answer all questions. Remember that there is no penalty for guessing. Calculate Accurately Since a calculator is allowed on the exam, arithmetic may not involve round numbers on MCQs, and accurate answers are expected on FRQs. Be familiar with the functions on your scientific calculator in order to select the appropriate calculator buttons. For example, some calculations might involve the entry of numbers in exponential notation, the conversion into or from common and natural logs, and perhaps percent.

There are two types of free-response questions on the AP Chemistry Exam; three are long, multipart questions worth 10 points each; and four are short, multipart questions worth four points each. The seven free-response questions cover all nine units in the chemistry course and will require application of all six science practices. You should pace yourself to allow for approximately 23 minutes each for the long questions and about 9 minutes each for the short questions. Read the whole question first. Read each free-response question all the way through before doing any work. Spend more time reading and less time writing to make sure you really understand what is being asked. A good approach might be to start reading at the bottom and read back to the beginning to get the global view of the problem or question. Read all parts of the question. The long and short AP Chemistry questions have several parts. Read all the parts before you start answering and think about how they might be related (sometimes they aren’t). If any part asks you to answer a question based on your results to the previous parts, be sure to actually use your prior results to answer. If you couldn’t do one of the previous parts, make up an answer and explain what you would have done or use the made-up answer to continue the calculations in the next part. Maximize credit. Answer the question that is asked as specifically and concisely as possible. Do not simply restate the question. When an answer includes multiple options, such as “increases, decreases, or remains the same,” make sure your answer includes one of the three options given. If you are asked to select the best answer, make a single selection and justify the reasoning for making that choice. “Explain or justify your prediction” usually means that a correct prediction without an explanation will not earn a point. Be sure that an explanation or justification goes beyond a simple restatement of information given in the problem. If you are asked to make a comparison, mention both possibilities and then make a single choice with accompanying justification. Remember that you might be getting partial credit. Answer any part of the question, about which you have any knowledge. Be clear. Communicate clearly and precisely. Vague, unclear, and rambling answers often make it impossible to determine whether students fully understand the chemistry required in the question. You may encounter questions that sound strange or unfamiliar. Use the knowledge you have to try to determine what a plausible approach might be. Nothing you put down will earn less credit than a blank page. Remember, AP readers can best grade your exam if you write legibly and use proper grammar. Your responses will be scanned for scoring so be sure that your marks on the paper are dark enough to be scanned, any erasures are complete, and that your intended answer is clearly indicated. Avoid vague generalizations when answering questions. Give details as often as possible. Do not continue writing further explanations after the question is answered. There will be much more space supplied than you need to respond. Certainly, don’t panic because you haven’t used all the space provided. Students have been known to contradict themselves when their responses go beyond the required answer. Be consistent. Consistency is important. Consider your prior answers: be sure to answer the next related questions based on the prior answers given. If the next answers do not make sense, reconsider your original proposal. Use the right words and symbols. Use appropriate scientific language when answering questions and avoid using the word “it” to describe a chemical substance. Instead, use the name or the formula of the specific substance. Do not refer to an atom as a “molecule” or an “ion,” or refer to an intermolecular force as a “bond.” Know proper chemistry symbols and notation (e.g., mol versus m versus M, k versus K, parentheses notation versus brackets, the appropriate use of superscripts and subscripts, etc.). Understand trends. Understand that referencing a periodic trend or identifying a filled shell or subshell does not constitute an explanation of atomic property differences. You will not receive any credit by referencing a position on the chart, such as in this response: “Na is larger because it is on the left side of the chart” or “is smaller because it is at the top position in its group.” Be able to cite the underlying physical principles of charge attractions and repulsions, often described by using effective nuclear charge, or number of shells, that are responsible for these property trends. Understand forces. The bonds between atoms in molecules must be distinguished from the interactions that keep the molecules attracted to each other. The forces within a molecule (intramolecular) are different from the forces between the molecules (intermolecular). Calculate accurately. Since a calculator is allowed for the entire free-response section, accurate answers are expected. Be familiar with the functions on your scientific calculator in order to select the appropriate calculator buttons. For example, some calculations might involve the entry of numbers in exponential notation, the conversion into or from common and natural logs, and perhaps percent. Remember that you will have access to both the AP Periodic Table of the Elements and the AP Chemistry equations and constants sheet. Watch for careless errors; be sure that numbers used for calculations are the numbers given in the question, paying close attention to exponents, especially the sign of the exponent. Even for simple calculations, show your work. Don’t just give them the numbers. A correct answer with no supporting data often will not earn all possible points. Including units in your setup will help maximize your chances for earning partial credit, where appropriate. Check the “reasonableness” of numerical answers (e.g., there are no negative equilibrium constants or Kelvin temperatures, and an extremely large or extremely small numerical answer should be double-checked within the context of the question). Remember that if you cannot solve an earlier part of a problem, you may still get some credit for a later section by showing how you could use the earlier answer in succeeding parts of the problem, even if you solve a problem by correct substitution of an incorrect value. Understand significant figures. Review and consistently apply rules for significant figures, and avoid rounding off before the final answer. (Round calculations to appropriate significant figures at the end of the problem or when switching mathematical operations from addition/subtraction to multiplication/division, and vice versa.) Use correct units. Include units in your setups and final answers as appropriate. If specific units aren’t requested in the prompt, use the most convenient units. Draw and labe lgraphs correctly. Any graph you are asked to draw should have clearly labeled axes with appropriate scales. Be familiar with the methods used to linearize data, such as using the natural log or the reciprocal of the data.

Designing an Experiment In laboratory-based questions, never indicate that you will measure volumes with a reaction vessel, like a beaker or an Erlenmeyer flask. All volume measurements must take place in a calibrated instrument (graduated cylinder, volumetric flask, volumetric pipet, etc.). Error Analysis Recognize that a variety of errors implicit in every measurement made in the laboratory will have an effect on final calculated answers—and be able to describe that effect in terms of increasing, decreasing, or having the final result stay the same. Titration Curves For complete understanding, recognize the important regions or points in a titration curve. They are the initial pH, the buffer region, the inflection point, the equivalence point, the pH at the equivalence point, and the region where the pH levels off at the end of the titration. Distinguish clearly between endpoint and equivalence point with specific examples from the laboratory (not just by definition). Also be able to compare concentrations of the major species in solution at each point and region. Percent Error Distinguish between the different types of percent: percent error, percent yield, and percent composition of a component. Task Verbs Pay close attention to the task verbs used in the free-response questions. Each one directs you to complete a specific type of response. Here are the task verbs you’ll see on the exam: Calculate: Perform mathematical steps to arrive at a final answer, including algebraic expressions, properly substituted numbers, and correct labeling of units and significant figures. Describe: Provide the relevant characteristics of a specified topic. Determine: Make a decision or arrive at a conclusion after reasoning, observation, or applying mathematical routines (calculations). Estimate: Roughly calculate numerical quantities, values (greater than, equal to, less than), or signs (negative, positive) of quantities based on experimental evidence or provided data. Explain: Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning to support or qualify a claim. Explain “how” typically requires analyzing the relationship, process, pattern, position, situation, or outcome; whereas, explain “why” typically requires analysis of motivations or reasons for the relationship, process, pattern, position, situation, or outcome. Also phrased as “give one reason.” Identify/Indicate/Circle: Indicate or provide information about a specified topic in words or by circling given information. Also phrased as “what is?" or “which?” or other interrogatory words. Justify: Provide evidence to support, qualify, or defend a claim and/or provide reasoning to explain how that evidence supports or qualifies the claim. Make a claim: Make an assertion that is based on evidence or knowledge. Predict/Make a prediction: Predict the causes or effects of a change in, or disruption to, one or more components in a relationship, pattern, process, or system. Represent/Draw/Write an Equation/Complete a Diagram: Use appropriate graphs, symbols, words, and/or models to describe phenomena, characteristics, and/or relationships.

Proctors should have a supply of extra AP-approved calculators and fresh batteries on exam day. You should be able to provide a substitute calculator when: A student arrives without a calculator A student arrives with an unacceptable calculator A calculator malfunctions during the administration If the student is unable to use the offered calculator, or is unfamiliar with its operation, or you’ve run out of or don’t have spare calculators and still have students that need them, call AP Services for Educators immediately.

Update for the 2025 AP Exams: For all exams that allow or require calculators, except AP Statistics, students can use the built-in Desmos graphing calculator through the Bluebook testing application. Note that for Calculus AB, Calculus BC, and Precalculus, Desmos will only be available in the calculator-required parts of the exam. These exams continue to have parts where no calculator is allowed. 4-function calculators are basic calculators that have functions limited to addition, subtraction, multiplication, division, square roots, and percentage. For exams that allow or require graphing calculators, students should check the list of approved handheld graphing calculators; they may bring only approved models. Students may bring up to 2 permitted calculators. They should bring calculators they’re familiar with and that are in good working order. Calculators may not be shared. Calculator memories do not need to be cleared before or after the exam. If a student doesn’t want to use a calculator or if the option of providing a calculator isn’t feasible, the student may take an exam without one

Students are not allowed to use any of the following*: Phones, smartwatches, or wearable technology of any kind Portable/handheld computers, tablets, laptops, electronic writing pads Models with QWERTY (i.e., typewriter-like) keypads as part of hardware or software (e.g., TI-92 Plus, Voyage 200) Models with pen-input/stylus capability (e.g., Palm, PDAs, Casio ClassPad) Models with wireless, Bluetooth, or cellular capability Models that require an electrical outlet, “talk,”* or make noise, or have a paper tape Models that can access the internet Models that have cell phone capability or audio/video recording or playing capability Models that have a camera, scanning capability, or any other smartphone-type features Models with touch-screen capability that aren’t on the list of approved graphing calculators (e.g., Casio ClassPad) Hardware peripherals such as a stylus, keyboard, or wireless adapter with an approved calculator * Unless approved by the College Board SSD office as an accommodation

The following strategies for answering the free-response questions were developed by faculty consultants to help you on exam day. Answering essay questions generally requires a good deal of training and practice. Students too often begin to write immediately, creating a string of disconnected, poorly planned thoughts. You need to learn to attack questions methodically and to plan your answers before putting pencil to paper. Carefully analyze the question, thinking through what is being asked, and identify the elements that must be addressed in the response. Each AP Exam asks different types of questions about each subject. For example, some questions may require you to consider the similarities between people or events, and then to think of the ways they are different. Others may ask you to develop an argument with examples in support of or opposing a particular movement or policy. You may even be asked to construct a graph or visual representation explaining relationships in a given scenario. Be sure to carefully craft your answer in response to what is actually being asked in the question prompt. After you have determined what is involved in answering the question, consider what evidence you can incorporate into your response. Review the evidence you learned during the year that relates to the question and then decide how it fits into the analysis. Does it demonstrate a similarity or a difference? Does it argue for or against a generalization that is being addressed? Whenever you offer evidence to illustrate contrast or similarity, clearly state your intent. Then, with additional information or analysis, elaborate on the ways in which these pieces of evidence are similar or different. If there is evidence that refutes a statement, explain why it argues against the statement. Your answer should reflect an understanding of the subtleties of the questions. Begin writing only after you have thought through the evidence you plan to use, and have determined what your thesis statement will be. Once you have done this, you will be in a position to answer the question analytically instead of in a rambling narrative. Learn how to present your thesis statement: make your overarching statement or argument and then position your supporting evidence so that it is obviously directed to answering the question, as opposed to being a string of abstract generalizations. State your points as clearly as possible and explicitly connect them to the larger thesis. Do not leave it to the reader to infer what is meant or how something illustrates a point. If you have done the analytical work required prior to writing, you should be able to demonstrate an understanding of the complexity of the question. You should state your thesis, introduce the elements that support the thesis, and demonstrate the logic that led you to link the elements in support of the thesis. By applying these ideas you will construct an excellent essay. While essay writing in general is a valuable exercise, you may wish to work specifically on free-response questions from previous AP Examinations. This will allow you to compare your own responses with those that have already been scored and evaluated. Free-response questions are available through the Advanced Placement Program® in numerous formats. One of the easiest ways to find sample essays is to go to the Exam Preparation section of the U.S. History About the Exam page. Task Verbs Pay close attention to the task verbs used in the free-response questions. Each one directs you to complete a specific type of response. Here are the task verbs you'll see on the exam: Compare: Provide a description or explanation of similarities and/or differences. Describe: Provide the relevant characteristics of a specified topic. Evaluate: Judge or determine the significance or importance of information, or the quality or accuracy of a claim. Explain: Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning. Explain "how" typically requires analyzing the relationship, process, pattern, position, situation, or outcome; whereas, explain "why" typically requires analysis of motivations or reasons for the relationship, process, pattern, position, situation, or outcome. Identify: Indicate or provide information about a specified topic, without elaboration or explanation. Support an argument: Provide specific examples and explain how they support a claim. AP Short-Answer Response Booklets Important reminders for completing short-answer responses. Write each response only on the page designated for that question. 1 lined page is provided for each short-answer question. The question number is printed as a large watermark on each page, and also appears at the top and bottom of the response area. Keep responses brief–don't write essays. The booklet is designed to provide sufficient space for each response. Longer responses will not necessarily receive higher scores than shorter ones that accomplish all the tasks set by the question. Need more tips > https://apstudents.collegeboard.org/courses/ap-united-states-history/exam-tips

Define Your Terms Where Necessary Look especially at terms like liberal or conservative, radical or progressive. Be prepared to define other central terms, such as major change, that may appear to be obvious but can be ambiguous. Start with a Clearly Stated Thesis Some good essay writers begin with a thesis statement, back it up with supporting evidence from documents and outside knowledge, and, if time permits, restate the thesis at the end. Other writers analyze the material and build up logically to their thesis statement. On an AP Exam, you should use whichever method you feel most comfortable with. In any case, exam day is probably not a good time to experiment with a new, unfamiliar method of writing. Organize Your Response Carefully In addition to having a strong thesis, it is a good idea to have a guiding organizational principle—a stated agenda for making your point. Try to integrate your outside information into your response. Your exam shouldn’t read as if you threw in a few tidbits of outside information at the end. Make Sure Thesis Matches Assessment and Knowledge Many good essay writers demonstrate a sense of complexity in the documents, showing that most of the evidence may point in one direction but that part of the evidence points in a different direction. It is better, however, to support a clear, simple thesis than to create artificially a complexity that you can't support using the documents or outside knowledge. Almost every essay—including the DBQ—is designed to allow the student to agree or disagree with the statement. Your ultimate goal should be to present a well-argued and well-supported thesis, not merely to give the people scoring the essay what you think they want. Build an Argument The best essays—in terms of arguing their case—are those that marshal the positive arguments in favor of their position but that also refute or answer possible rival theses. Even if you think a statement is completely true, it is better to confront and negate the evidence that seems to refute it than to ignore the counterevidence completely. Integrate the Documents and Your Analysis Don’t merely explain what is stated in the documents. Rather, use the documents as part of an integrated essay in support of your thesis. Don’t Quote Large Portions of the Documents The readers of the essays are already familiar with the documents. You can quote a short passage or two if necessary, to make your point, but don’t waste time or space reciting them. Choose Your Essays Wisely Select the questions you are best prepared to answer. The questions that invite the easiest generalizations are not always the ones you should answer. As you read through the questions and make your choices, ask yourself for which of the questions are you best prepared to support your thesis.

Understand Key Concepts Focus on mastering core concepts and key terms from your course material. Short answer questions often test your understanding of these, so make sure you can explain them concisely. Practice Summarizing Practice summarizing topics in one to two sentences. This will help you get comfortable with delivering clear and direct answers under time constraints. Use Active Recall Test yourself by actively recalling information rather than just re-reading. Try to answer practice questions from memory and then check for accuracy. Prioritize Structure Structure your answers with a clear beginning, middle, and end. Start by restating the question, provide a concise explanation, and conclude by connecting it to broader course themes, if applicable. Practice with Past Papers Go through past College Board exam papers to get familiar with the style of short answer questions. Practice answering them within the time limit to simulate exam conditions. Focus on Key Details When studying, pay attention to important names, dates, formulas, or events. Short answer questions may ask you to recall these details directly. Be Concise but Complete While you don’t need to write an essay, ensure that your answer covers all parts of the question. Aim for clarity, using full sentences that provide enough context for your argument or explanation. Use Mnemonics for Quick Recall For facts or lists, use mnemonic devices or acronyms to quickly recall information during the exam. Avoid Overcomplicating Don’t overthink the question. Answer it directly and avoid adding unnecessary details that could cloud your response or waste time. Review Common Question Stems Familiarize yourself with common stems such as “Explain,” “Describe,” “Identify,” or “Compare.” Each requires a slightly different approach—practice tailoring your answers accordingly. By focusing on clear, concise, and structured responses, you’ll maximize your chances of earning full points on short answer questions!

Read the Question Carefully Identify keywords: Pay attention to qualifiers like "best," "except," or "most likely." Restate the question: Before looking at the answers, mentally rephrase what the question is asking. This helps clarify what’s important. Look for context clues: In passage-based questions, always read the provided context carefully before answering. Use the Process of Elimination (POE) Eliminate wrong answers: Immediately cross out any options you know are incorrect. This increases the odds of choosing the right answer, even if you're unsure. Focus on what’s left: Narrowing down your choices can make it easier to find the correct answer. Avoid Overthinking Trust your first instinct: Studies show that your initial answer is often correct. Don’t change your answer unless you have a strong reason to do so. Don't overanalyze: Avoid reading too deeply into the question or assuming there are hidden traps. Focus on the information presented. Answer Every Question No penalty for guessing: On College Board exams, there is no longer a penalty for incorrect answers, so always guess if you're unsure. Make educated guesses: If you're unsure, use context clues, your knowledge of the subject, and POE to make the best guess possible. Pace Yourself Manage your time: Don’t spend too long on any one question. If a question seems too difficult, mark it, move on, and come back to it later. Skip and return: It’s often a good idea to answer easier questions first and return to harder ones after. This ensures you don't get stuck and run out of time. Pay Attention to Absolutes Beware of absolutes: Words like “always,” “never,” “only,” or “must” are often indicators that the answer may be incorrect, as they are rigid. On the other hand, more flexible terms like “usually,” “often,” or “may” are more commonly found in correct answers. Understand the Format of the Exam Familiarize yourself with the question styles: Knowing the types of questions (e.g., passage-based, data interpretation, straight recall) that will appear on the exam helps with time management and reduces stress. Context Clues in the Answers Compare answer choices: Sometimes the answer choices themselves can offer clues. For example, two very similar answers may suggest that one of them is correct. Use other questions: On occasion, information from other questions can jog your memory or provide clues for a question you were unsure about. Be Aware of "All of the Above" and "None of the Above" Consider these options carefully: If two or more options seem correct, "all of the above" might be the right choice. For "none of the above," be sure every option is incorrect before selecting it. Review, but Don’t Second-Guess Too Much Review flagged questions: If you have time, go back to questions you were unsure about, but avoid changing answers without a solid reason. Balance review time: Make sure you’re not spending too much time on reviewing that you miss answering all the questions. These strategies should help students approach MCQs with confidence and improve their chances of selecting the correct answers.

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In the free-response section, you’ll write answers to questions in the Bluebook testing app. There are two questions: one document-based question and one long essay. Document-Based Question Recommended time: 60 Minutes (includes 15-minute reading period) | 25% of Exam Score The 60-minute recommended time for this section includes a 15-minute reading period You’ll be presented with seven documents that give various perspectives on a historical development or process. You’ll be asked to develop and support an argument based on these documents and other evidence from your own knowledge. The topic of the document-based question will include historical developments or processes between the years 1754 and 1980.

3 hours and 15 minutes. This is a fully digital exam. You’ll complete multiple-choice and free-response questions in the Bluebook testing app, with all responses automatically submitted at the end of the exam.

The AP U.S. History Exam will test your understanding of the historical concepts covered in the course units, as well as your ability to analyze primary and secondary sources and identify patterns and connections that can support a historical interpretation.

1 question, 40 minutes, 15% of Exam Score You’ll have a choice of three questions; you’ll pick one to answer. Each tests the same skills and reasoning process (e.g., comparison, causation, or continuity and change) but the questions focus on historical developments and processes from different time periods (either the period from 1491 to 1800, from 1800 to 1898, or from 1890 to 2001). You’ll be asked to develop and support an argument based on evidence.

55 questions, 55 minutes, 40% of Score The questions in the multiple-choice section come in sets of usually 3–4 questions based on the same stimulus. The questions will include one or more sources to respond to such as primary and secondary texts, images (for example, artwork, photos, posters, cartoons), charts, and maps. You’ll be asked to: (1) Analyze the provided sources, and (2) analyze the historical developments and processes described in the sources.

3 questions, 40 minutes, 20% of score In the short-answer section, you’ll write answers to questions in the Bluebook testing app. Some questions include texts, images, graphs, or maps. Question 1 is required, includes 1–2 secondary sources, and focuses on historical developments or processes between the years 1754 and 1980. Question 2 is required, includes 1 primary source, and focuses on historical developments or processes between the years 1754 and 1980. You can choose between Question 3 (which focuses on historical developments or processes between the years 1491 and 1877) and Question 4 (which focuses on historical developments or processes between the years 1865 and 2001) for the last question. No sources are included for either Question 3 or Question 4. You’ll be asked to: Analyze the provided sources Analyze historical developments and processes described in the sources Put those historical developments and processes in context Make connections between those historical developments and processes

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Thea supports most subjects! Thea is likely to be helpful to you even if you choose to study a very specific and not-yet-officially supported subject or topic. Thea will warn you if you select a custom subject that you haven't tested yet when you're setting up your study kit. The warning simply means we haven't tested your subject and you may encounter occasional errors.

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For learners, Thea is your personalized AI-guided experience, to prepare you dynamically and adaptively across all subjects to achieve success. We assist you with an AI supported study guide or summary so that you feel more confident understanding the material when you head into your test or class discussion. For educators, tutors, teachers, parents, and coaches, Thea seamlessly allows you to place automated, personalized learning in the hands of your students that adapts to meet them where they are and provides valuable feedback when you are not there.

Thea supports most high school math topics (including Algebra, Trigonometry, and Calculus) as well as some college topics, and we have plans to expand our math capabilities.

Yes, you can join our Discord channel! Thea has a Discord Server with channels dedicated to supporting you in reaching your learning goals, reporting bugs, and meeting other Thea users and team members.

We have not finalized pricing yet, but Thea will be completely free until at least June 30th, 2025.

Thea offers instant flashcards, study guides, summaries, and practice questions in the form of our "Smart Study" feature and Tests

Thea's ability to ask you questions helps you gain understanding of your subject through the Socratic method of learning. The Socratic method is a form of argumentative dialogue between individuals, based on asking and answering questions.

No, Thea Study is unrelated to the Texas Higher Education Assessment.

Thea supports over 80 languages! We match the language of your browser initially. You can customize your language in your profile if you would prefer something else. Please provide feedback if we don't support your language so that we can look into it.

To reach us, you can go to the Contact Us page. We look forward to speaking with you.

Thea is for any learner who wants to review and practice the material they are learning. You can adjust the difficulty settings if you want more or less of a challenge from Smart Study questions. Thea’s lowest difficulty setting is designed for learners at least 13-years old; Thea’s highest difficulty setting can be used by students of all ages, including graduate school students.

Yes, right now, Thea has an app for both Android and iOS devices! You can download the app at the links below. iOS | Google Play

Sign up now to get free access through at least June 30th, 2025.

Unlike traditional memorization, our platform is designed to optimize learning by fostering true understanding. Research shows that self-quizzing with practice questions enhances comprehension, and our technology takes this a step further, ensuring each study session is purposeful and effective.

Experience the real test environment, bolstering your confidence and readiness for the big day. Practice under exam conditions, fine-tune your strategies, and stride into your test with the assurance of thorough preparation.

Upload your reading and Thea will create a concise summary within seconds. Effortlessly distill lengthy content into manageable chunks, saving you time and ensuring you grasp the core concepts swiftly and efficiently.

Dive into our Memorize feature, which includes interactive flashcards and engaging games that make reviewing terms easily accessible, enabling convenient on-the-go learning to ensure you're always prepped and ready.

Our lightning-fast Study Guide feature effortlessly generates comprehensive study guides in seconds. You can download them instantly, simplifying your study process with unparalleled ease and speed.

Spaced repetition is a learning technique that involves reviewing information at gradually increasing intervals to improve long-term memory retention. By spacing out study sessions and revisiting material just before it's forgotten, this method leverages the brain's natural forgetting curve to strengthen recall.

Unlike traditional memorization, Smart Study is designed to optimize learning by fostering true understanding. Research shows that self-quizzing with practice questions enhances comprehension, and our technology takes this a step further, ensuring each study session is purposeful and effective.

Active recall is a learning technique where you actively stimulate your memory by retrieving information without looking at your notes or study materials. Instead of passively reviewing content, you test yourself on key concepts or questions, which strengthens your ability to remember the material.

The 2025 AP US History Exam will be held on Friday May 9, 2025 at 8 am.

This exam has no recommended prerequisites.

College Course Equivalent – a two-semester introductory college course in U.S. History.

The 2025 AP Chemistry Exam will be held on Tuesday May 6, 2025 at 8 am.

Students should have successfully completed an introductory high school chemistry course and Algebra II, or an equivalent course.

College Course Equivalent – a college-level general chemistry course.

The 2025 AP Biology Exam will be held on Monday May 5, 2025 at 8 am.

The AP Biology course is equivalent to a two-semester college introductory biology course for biology majors.

Students should have successfully completed high school courses in biology and chemistry.

The 2025 AP European History Exam will be held on Monday May 5, 2025 at 12 pm.

This exam has no recommended prerequisites.

College Course Equivalent – an introductory college survey of modern European History.

For multiple-choice questions, if you’re unsure of an answer, use the process of elimination. Cross out answers you know are wrong, and narrow down your choices. Even if you’re not 100% certain, eliminating a few options increases your odds of choosing the correct one.

Plan to arrive at the test location at least 20-30 minutes early. Make sure you have everything you need: pens, pencils, your ID, and any other required materials. This will give you time to settle in and reduce any last-minute stress. If you're taking the exam at home, create a quiet, distraction-free space and log in early to check your tech setup.

Before the exam starts, take a few moments to close your eyes and breathe deeply. Inhale for four seconds, hold for four seconds, and exhale for four seconds. This technique helps calm nerves and brings clarity to your mind. If you start feeling anxious during the exam, pause for a quick deep breath to refocus.

Eat a balanced breakfast with protein and complex carbs to fuel your brain and body. Some good options include oatmeal with fruit, eggs with whole-grain toast, or a smoothie with yogurt. Avoid heavy or greasy foods that could leave you feeling sluggish, and steer clear of too much sugar, which can lead to an energy crash mid-test.

Bring a water bottle with you, but sip it slowly throughout the morning. Staying hydrated helps maintain focus and energy. Just be mindful of drinking too much at once to avoid unnecessary bathroom breaks that could disrupt your focus.

If you encounter a challenging question, don’t panic. Stay calm and remind yourself that you can handle it. Move on to questions you're more confident about, and return to the difficult ones later. Keeping a positive mindset will help you maintain focus and work through the test methodically. By staying calm, managing your time, and focusing on the task at hand, you’ll be ready to succeed on your AP U.S. History exam!

Set your alarm early enough to give yourself plenty of time to wake up and get ready without rushing. Starting your day in a calm, unrushed manner helps reduce anxiety. Take a few deep breaths and remind yourself that you're well-prepared. You’ve put in the work, and today is your chance to show it.

When the test starts, take your time to read each question carefully before answering. Pay attention to key terms like "describe," "analyze," or "compare," which will guide your response. Pace yourself by keeping an eye on the time, but don’t rush. If you get stuck, move on and come back later—there’s no need to spend too much time on a single question.

Cramming leads to increased stress and mental fatigue, which can hurt your performance. Instead, spread out your review in the days leading up to the exam and focus on active recall and practice questions using Thea. The night before the exam, do a light review of key concepts, but prioritize relaxation and sleep. This will leave you feeling refreshed and ready to tackle the test.

Light physical activity, like walking, stretching, or yoga, can reduce stress and boost your mood. Even 15-30 minutes of exercise a day can improve circulation and help clear your mind. Take short breaks from studying to move around, which will help you stay focused during longer study sessions and feel more energized overall.

As the exam approaches, it’s normal to feel anxious. Practice deep breathing, meditation, or mindfulness exercises to help manage stress levels. These techniques can be especially helpful if you start feeling overwhelmed or anxious on test day. Even a few minutes of focused breathing or visualization can calm your nerves and clear your mind.

In the final week leading up to the exam, getting enough sleep is crucial for memory retention and focus. Aim for 7-9 hours each night, especially the night before the exam. While it’s tempting to stay up late cramming, sleep helps consolidate the information you’ve already studied, making it more accessible during the test. A well-rested brain will perform better than an overworked one.

Fuel your body with nutritious foods to keep your energy steady throughout the week. Focus on a balanced diet with plenty of fruits, vegetables, whole grains, and protein. On exam day, eat a healthy breakfast like oatmeal, eggs, or yogurt with fruit—something that will sustain you for a long period. Avoid heavy or sugary foods that might cause a crash in energy later.

Drinking enough water is essential for maintaining focus and preventing fatigue. Throughout the week, make sure you’re drinking enough water to stay hydrated. On the day of the test, have a water bottle handy to sip throughout the morning to keep your brain sharp.

AP Exam security policies and procedures are designed to make sure every AP student gets the same chance to demonstrate their knowledge on exam day without anyone gaining an unfair advantage. On exam day (or when you submit work through the AP Digital Portfolio), you’ll acknowledge that you’ve read and agree to follow all the test security and administration policies and procedures listed in the AP Exam Terms and Conditions. The AP Exam Terms and Conditions are updated in the spring each year. We'll let you know via email when they're available for this year. Keeping Exams Secure Because AP Exams are given on the same day around the world, it is critical that students taking the exam follow policies and procedures to keep the questions secure. The exam security policies and procedures include things such as: Taking your AP Exam at the scheduled date and time. Not opening your exam materials until your proctor tells you to do so. Not taking exam materials from the testing room. Violating these or any of the test security and administration policies and procedures could cause your score to be canceled. Under some circumstances you could even be banned from future testing. Discussing Exam Questions The AP Exam is intended to be a fair assessment of your academic ability. Sharing exam information in any unauthorized way compromises the integrity of the exam for all AP students, and for the colleges and universities that grant credit or advanced placement for qualifying AP scores. If you post to any form of social media during the exam or refer to unreleased exam content at any time after the exam, your score will be canceled, no retest will be permitted, and you may be banned from future testing. College Board will automatically cancel your exam score if you are discovered disclosing through any means the following: multiple-choice content for any exam (this content is never released and may therefore never be discussed) free-response content from a late-testing exam free-response content from a regularly scheduled exam within 2 days of its administration free-response content that is not released on the College Board website 2 days after the regularly scheduled exam administration This means that something you may not have intended as a violation, like casually talking about a multiple-choice question with your friends or your teacher during the exam break or discussing a free-response question right after the exam, can actually result in having your score canceled. If the free-response content on your AP Exam is posted to the College Board website two days after the regularly scheduled exam, you may discuss it at that point. Rule Violations You are also agreeing not to engage in rule violations during the AP Exam, including: Obtaining, or attempting to obtain, improper access to the exam, or a part of the exam, or information about the exam. Removing a page or portions of a page from an exam book. Attempting to remove from the testing room any part of the exam or any notes relating to the exam. Referring to, looking through, or working on any exam, or exam section, other than during the timed testing period for that exam or exam section. Accessing or attempting to access any prohibited aids. Accessing or attempting to access a phone of any kind or a prohibited electronic device during testing or during breaks. Having subject-related information on your clothing, shoes, or body. Using testing accommodations not approved by College Board. Bringing food or drink into the testing room (unless it’s approved as an accommodation by College Board). Leaving the testing room, building, or designated break area without permission and/or taking an extended break. Copying the work of another student or of published or unpublished sources. Attempting to give or get assistance, or otherwise communicate, through any means, with another person about the exam during the exam administration, including during breaks. Attempting to take the exam for someone else. Creating a disturbance. If you're found doing any of these, you may be asked to turn in your exam materials and leave the exam room. You may not return to the exam room, and your score will not be reported. Consequences for Violating Security Policies The following security policy is in effect: College Board will prohibit individuals from taking the SAT, AP, or CLEP exams when we conclude they’ve deliberately gained or attempted to gain or share an unfair advantage on any College Board test, or otherwise threatened the integrity of the test. Examples include viewing or capturing images with a cell phone on test day or being caught with a “cheat sheet” containing test content, answer keys, or other content that would provide an unfair advantage. The duration of an individual’s ban may vary depending on the circumstances and severity of the violation, as determined by College Board’s discretion. College Board reserves the right to share information, including the names of banned test takers, with their attending high schools and interested higher education institutions. Appeals of the ban will be considered and decided at College Board’s discretion. Following exam security policies and procedures keeps things fair for you and other students taking AP Exams. So, before exam day, make sure you’ve read through the information in the AP Exam Terms and Conditions and on this page so you know what to do and what not to do.

Although most scores are available in July, some scores may take longer to process because of later testing dates or other circumstances (e.g., late arrival of testing materials or extra time needed to match records). 

If you requested additional score reports for other institutions and delayed scores come in, your delayed scores will automatically be sent to these other institutions as well. This only applies to colleges or universities that you designated to receive scores from the current exam year. 

If you designated a college or university score recipient using your free score send, that institution will receive the scores that were available at the time the score report was generated. As your other scores become available, they will automatically be sent to that college or university. 

The AP College Board will email you when your score is added to your score report. If you don’t receive your scores by August 15, contact AP Services for Students.