u/CalligrapherNo125

for reference i had the prompt about not considering other’s critical opinions and discovering things by yourself

my argument was something along the lines of that her claim was somewhat valid. this is bc that it’s part of our human nature to be adventurous, and history has shown that there are benefits to capitalizing on one’s intellectual curiosity even when the critical opinions of others say otherwise (Nasa moon landing, columbus). however, this quote should not be applied wholly at face value bc there’s also concerns about public safety, where critical opinions and limiting ones curiosity might actually matter (do not trespass signs, speed limits).

On the AB exam, I wrote all my answers down in the booklet but all the work that allowed me to get to my answer is also in the booklet and I’m worried that it’ll be too much and the graders won’t find my answer. Is this something I should worry about?

i’m self studying the class but a teacher I know at another school gave me two of the AP classroom tests and I got 40/45 mcq on both.

However I’m not really sure how to go about the essays. I’ve literally only written one for each type and got a 4/6 on all based on frquick.com and the test is the day after tomorrow. apparently all i need for a 5 is two 4/6 and one 5/6 essay if i can keep this up but i am perfectly fine with a 4. how can i consistently write 5/6 level essays? (i am really good at apush dbq’s, is it kind of similar?)

excuse my bad grammar i typed this in like 20 seconds lol

bro i was so confident in all my frqs but now im seeing people talk about 4^5 for the distance and i dotn remember ever having to do that. i had bird and pie frqs if that tells u anything abt the set i had.

also i was so confident that k”(x) was 36 but everyone’s saying 129😭😭😭

For 2b, would Pontiac’s rebellion get a point or would it not since it is slightly over the time period of the question??

For reference I scored 5’s on both 2018 and 2017 international practice exams - (71/108 and 78/108). Are these representative of actual test difficulty or should I be prepared for trickier questions?

https://apcentral.collegeboard.org/media/pdf/ap25-frq-us-history-set-2.pdf

This was the prompt I used, and below is the actual essay.

In the early 19th century, America was divided over the regional conflicts regarding the institution of slavery in the North and the South. The South had accepted and utilized slavery as part of their economic culture and a crucial means of sustaining their lifestyle, while Northerners used moral arguments to counter Southern injustices and reliance on slavery, eventually culminating into a Civil War in 1861. However, with the end of the Civil War in 1865 and the passage of the 13th amendment and the Emancipation proclamation to ensure freedom for the slaves, the South had to learn to adapt to new economic changes and rejoin itself with the Union during the era of Reconstruction. For, as slavery ended, the industrial revolution—inspired by the shortly preceding Market Revcolution—began to shape American economics and American society in significant ways. The rise of industrialist economies influenced American society to a great extent by mending domestic tensions through mutual economic interdependence while also creating further divisions between the common public and the wealthy elites, as shown in the rise of monopolies.

Following industrialization, a factor that allowed the North and Southern states to be economically mended and influence their society was through the creation of the transcontinental railroad. The transcontinental railroad spanned across the United States, connecting the North and Southern states and allowing increased access to goods from both sides. This helped shape American society by directly causing an influx in manufacturing jobs situated along the transcontinental railroad. This is important because, despite the previous regional tensions, both the North and the South could be united through industrialization and jobs created through the establishment of the railroad. This is acknowledged by Document 1, which discusses the manners in which the railroad acts as a socio-economic glue uniting the North and the South. The author of this document was a minister named Francis Vinton, and the historical context of his document is important to this issue. His writing was produced shortly after the Civil War, when tensions were still high in early Reconstruction. However, even then, Vinton clearly notes that despite these conflicts, economic advancements such as the transcontinental railroad played a large role in reshaping American society toward domestic tranquility by motivating economic interdependence through the creation of many jobs.

However, with the vast increase in new job positions came the rise of monopolies and abysmal working conditions for the lower and middle classes, causing a rapidly evolving divide between public and private spheres. Though North and the South society evolved through mutual economic interdependence, rich corporate business owners dominated domestic economics and shaped American society by sparking hatred and Progressive reforms. Due to the establishment of a laissez-faire system of economics during Reconstruction, monopolies were able to form because of decreased government intervention in the economy. These monopolies utilized vertical and horizontal integration to buy out their competitors and the raw materials and grow their businesses dramatically. This caused the public to rely on these large monopolies including Standard Oil and Exxon Mobil for manufacturing jobs in the industrial workforce. And without many other options, the American public was left at the mercy of the monopoly owners who had the freedom to exploit public working conditions and pay excessively low wages. This shaped public hatred against monopolies through the formation of labor unions, who protested large corporations and monopolies and advocated for better working conditions. One such group was the Knights of Labor, who banded together in protest to poor working conditions and minimal wages. This was important because it shows how changes in the U.S. economy shaped society by stirring public tensions against monopolies.

Public hatred for monopolies was not merely limited to the lower class either, as Progressive reformers spanned across the common public to the President of the U.S. For example, formerly enslaved woman and activist Lucy Parsons acknowledges the impact of societal change in response to laissez-faire economics, as she calls her readers to “witness the strikes without number… [and] the poverty and starvation.” The purpose of her document is clear and important to understanding how economics influenced societal change in this era. By openly criticizing monopolies for exploiting public workers, she stirs what would develop to become Progressive anti-elite societal hatred and plays a role in catalyzing Progressive reforms. This is significant because it was writings like these and the popularization of labor unions revealing the injustices of monopolies which caused societal change as seen through Roosevelt’s policies in the Progressive Era. Document 2 also corroborates the persistence of abysmal working conditions for middle and lower class workers, as economic advancements only led to an increase in “the burdens of those compelled to toil.” In other words, the change of American economics to a laissez faire system allowed for the formation of monopolies, which furthered the divide between the common man and wealthy elites through the vast injustices to working conditions, hours, and wages.

The shift in American society against large monopolies led to a popularization of the Social Gospel and Progressive reforms. The social gospel was an ideology derived from wealthy business owner Andrew Carnegie essentially stating that wealthy elites should pour their money into the economy for increased domestic growth and the lowering of divisions against lower and higher classes. As the public became increasingly frustrated with the rise of monopolies, it is clear how the Social Gospel was able to flourish abundantly in U.S. society. The institution of monopolies was a direct causation of the rise of ideologies like the Social Gospel, which in turn fueled later Progressive socio-political reforms such as Roosevelt’s square deal. As shown through Document 7, President Teddy Roosevelt “rode the bull” of tackling monopolies through the passing of several laws increasing governmental economic regulations and breaking consolidated trusts and monopolies. He did this because of the historical context of public protest against abysmal working conditions and corporation corruption. This shows how American society was influenced by changing economics even on an executive level because business injustices catalyzed public protest, in turn leading to reforms on a federal level. 

All of these developments notably reveal how economic changes truly influenced United States society between 1865 to 1910. As American economics shifted to laissez-faire during Reconstruction and industrialization spread rapidly, there were differences in how domestic unity increased and decreased. Across the country, the North and the South were able to become increasingly interconnected through the rise of jobs opened through the transcontinental railroad and the exchange of goods between the regions. However, the public became increasingly divided against wealthy elites, shaping society through inspiring Progressive reforms and Roosevelt’s trust busting due to public demand. On a wider scope, though, the unification and reformation of American society against large corporations and monopolies demonstrates a notable continuity. For even before America was founded as a country, the colonists faced significant economic injustices through British mercantilism and the Navigation Acts. And in response, the colonists banded together in rebellion, forming protest groups like the Sons and Daughters of Liberty and actively imposed British economic injustice in a manner similar to how Progressive reformers opposed powerful monopolies. Labor unions like the Knights of Labor mirrored the Sons and Daughters of Liberty and served as a continuity of the American public rebellion against social, economic, and political injustices.

if i listed Gene G ago 2+/-, -/- but also Gene H +/+ would listing Gene H disqualify me for the point?? I thought it was asking which bars are not statistically different from gene g ago +/+?

i keep seeing people talking about multiplying error bars because of something about 2SE+-. were we supposed to do this?? if we didn’t, how many points off is it considering that the rest of the graph is perfect

now that college board released the FRQ’s, here is my score prediction based off of what i remember answering and not just trying to remember the questions blindly

51/60 mcq

5/9, 7-8/9, 2/4, 2/4, 4/4, 3/4

is this good enough for a 5?? i’m really worried…

now that the FRQS are released we can talk about the exam

for the movement of homologous chromosomes if I talked about how they move toward each other/pair up during prophase 1 for the crossing over of genetic information. I literally thought of this and anaphase 1 but i decided to put this for some dumb reason and now i feel so worried and stupid…

also for FRQ 6 part c, identifying, was it unprotected region 1??

also part d FRQ1 is it that aba-something would increase or decrease transcription??

if i have 51-53 mcq score and these FRQ’s can I still be in range for a 5??

5/9

6-7/9

2/4

1/4

4/4

3/4

was it group 4??

i can’t find it anywhere. i thought it was supposed to release today??

could I still possibly get the point if in my answer i talked about how aerobic respiration produces much more ATP than glycolysis alone even if I didn’t say 30 ATP versus two ATP

Is the curve for the 2026 exam more likely to be closer to 83/120 or 93/120 for a 5?? I feel like my score is somewhere in between these.

My predictions: 50-53/60 mcq, 21-26/34 frq i feel much less confident on these.

i know you have to label the axes, have proper scaling, etc. But do we have to have an overhead title for the graph or no??

two days ago I took practice test 1 in AP classroom and got 47/60 mcq score but 4 of them were right answers that I panicked and switched wrong. Today I took practice test 3 and got 57/60 and two of them were right answers I switched wrong, but I did feel that 3 was easier than 1 by a little bit.

Are these tests similar in difficulty/representative of the actual AP bio exam?? I really need a 5 bc I want to major in stem

my teacher sent out the supplemental practice exam but i am stuck on grading my frq’s without the rubric. can anyone pls give me the rubric for it? my teacher said he couldn’t find it…