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THE AP EXAM
Multiple Choice Questions 90 minutes
60 % of the final AP grade
100 multiple choice questions
follows the outline breakdown in item topics
Thought provoking problems and questions
based on fundamental ideas along with
questions based on the recall of basic
facts and major concepts.
COMMON TOPICS
� Country names/ world map/ resources in a country/
population characteristics
� Names of chemical pollutants: NOx, SOx, H2O,
CO2, O3, N2, CH4, CClF2
� Legislation
� Related vocabulary terms
� Layers of the atmosphere
� Identification of biomes
� Areas of tectonic activity
� Energy reserves
� Alternative forms of energy
COMMON TOPICS (CONTINUED)
� Calculation questions
� Data interpretation from a graph or table
� There will never be a True/ False question
� There will never be a matching question
� There will be multiple-answer questions� A. II and III
� B. I, II, and III
� C. IV only
TEST TAKING STRATEGIES
�Students should attempt to
answer
every multiple choice question
if they are reasonably
confident in their answers.
MULTIPLE CHOICE PITFALLS TEST
1. The purpose of the cluss in formpaling is to remove
a. cluss-prangs b. tremalis
c. cloughs d. plumots
2. Trassig is true when
a. lusp trasses the vom
b. the viskal flans, if the viskal is donwil or zortil
c. the belgo frulls
d. dissels kils easily
MULTIPLE CHOICE PITFALLS TEST
3. He sigia frequently overfesks the treslum because
a. all siglass are mellious
b. sigals are always votial
c. the treslum is usually tarious
d. no tresla are feskable
4. He fribbled breg will minter best with an
a. derst b. morse
c. sorter d. ignu
MULTIPLE CHOICE PITFALLS TEST
5. Among the reasons for tristal doss are
a. the sabs foped and are foths tinzed
b. the fredges roted with the orots
c. few rakobs were accepted in sluth
d. most of the polats were thonced
6. Which of the following is always present when
trossels are being gruven?
a. rinst and vost b. vost
c. slum and vost d. vost and plone
MULTIPLE CHOICE PITFALLS TEST
7. The mintering function of the ignu is most
effectively carried out in connection with
a. a razma tol b. the goshing stantol
c. the fribbled breg d. a frally sush
8.
a. b.
c. d.
MULTIPLE CHOICE PITFALLS TEST
ANSWER KEY
1. A The question and the distracter contain the
word cluss
2. B The distracter uses the term if –
also the lengths of the distracters is not the same
– more information is given in B
3. C Usually
4. D An- only one distracter with a vowel
5. A Reasons
MULTIPLE CHOICE PITFALLS TEST
ANSWER KEY
6. B Is not are – only one distracter that is single
7. C Question 4
8. D Pattern followed the others
Students need to read through the question
carefully and not jump to conclusions.
If they finish early they need to go back and
recheck their answers thoughtfully (more than a
cursory look- really thinking and reading)
THE AP EXAM
Free Response Questions 90 minutes
40 % of the final grade
Four questions:
1 data set question,
1 document based question,
2 synthesis and evaluation questions
Emphasizes the application of principles in
greater depth.
Students must synthesize material and
demonstrate reasoning and analytical skills.
ANSWERING FREE RESPONSE QUESTIONS SUCCESSFULLY
To write an effective essay you must apply
your knowledge to the questions and stick to
the point.
It isn’t enough just to write down everything
you know.
You will need to include specific, not general,
information.
You will need to be precise and make sure that
everything you say is relevant to the question.
ANSWERING FRQ’s SUCCESSFULLY
To do this you need two main abilities:
to be able to detect the key words
in the question,
and to know how to
organize your ideas.
FRQ TEST TAKING STRATEGIES
� Before beginning to write the response students
should read all of the questions
� Students should attempt to answer all four
questions
� Students should practice answering each
question in a 22 minute time period
� Questions may be answered in any order so that
students can answer in a sequence that allows
them to perform their best
� Calculators may not be used during the exam -
all calculations need to include units and the
steps followed to solve the problem
TEST TAKING STRATEGIES
� Many free response questions are divided
into parts such as a, b, c, d, e
An attempt should be made to answer each part
o Answer the question being asked
o The first answer you give is the only one that will
count if the question has only asked for one answer
o If the question asks for two answers, only the first
two will be scored
o Questions should be answered in complete
sentences- outlines do not count- bullet points do not count- ‘text speak’ does not count
o Read the question carefully!!!
ANSWERING FRQ’s SUCCESSFULLYKEY DIRECTION-WORDS
See if you can write a definition for each word-
1. Compare 6. Enumerate
2. Contrast 7. Evaluate
3. Define 8. Explain
4. Describe 9. Identify
5. Discuss 10. Propose
ANSWERING FRQ’s SUCCESSFULLYKEY DIRECTION-WORDS
� Compare
� Contrast
� Define
� Describe
� Show the similarities between two
events, periods, ideas, etc
� Show the differences between two
� State the meaning of
� Give the characteristics of
something (Describe the functions
of the hydrologic system)
Term Definition
ANSWERING FRQ’s SUCCESSFULLYKEY DIRECTION-WORDS
� Discuss
� Enumerate
� Give the pros and cons on
an issue, event, process,
theory, etc (Discuss the
differences between
stratospheric and
tropospheric ozone)
� List a number of reasons or
attributes of something
(How many levels in a
biomass pyramid)
Term Definition
ANSWERING FRQ’s SUCCESSFULLYKEY DIRECTION-WORDS
� Evaluate
� Explain
� Make a judgment or give
an opinion, or supply
reasons why something is
as it is (Evaluate the
effectiveness of
scrubbers on
smokestacks)
� Support or qualify a given
generalization with
specific facts
Term Definition
ANSWERING FRQ’s SUCCESSFULLYKEY DIRECTION-WORDS
� Identify
� Propose
� Analyze critically
(Explain an event, idea,
term, and give its
importance)
� Speculate on the effect
of certain alterations in
the statement,
experiment, hypothesis
Term Definition
ANSWERING FRQ’s SUCCESSFULLYKEY DIRECTION-WORDS
� ALSO
� THEREFORE
� ALSO
� WHICH
� ALSO
� BY
� ALSO
� When students are answering
essay questions and are
unsure of their answer they
tend to keep coming up with
more ideas and often “hang
themselves” in the process-
they are better off taking a
moment to THINK and then
write
NO, NO, NO, NO !!!! REASONS WHY
SCIENCE REASONING STANDARDS(ADAPTED FROM ACT STANDARDS
FOR TRANSITION)BASIC
� Select data from a simple table, graph, or diagram� (for example from a food web)
� Identify basic features from a table or graph� (for example headings, axis labels, units of
measurement)
� Understand basic science terminology
� Find basic information in a brief body of text
� Identify a direct relationship between variables in a simple table, graph, or diagram
SCIENCE REASONING STANDARDS
AVERAGE
� Compare data from a complex table, graph, or diagram
� Interpolate between data points in a table or graph
� Identify or use a simple mathematical relationship that exists between data
� Identify a direct or inverse relationship between variables in a complex table, graph, or diagram
� Understand simple experimental designs
� Select a simple hypothesis, prediction, or conclusion that is supported by one or more data sets
SCIENCE REASONING STANDARDS
AVERAGE
� Identify strengths and weaknesses in one
or more viewpoints
� Identify similarities and differences in two
or more viewpoints
� Identify key issues or assumptions in an
argument
� Determine whether new information
supports or weakens a hypothesis
SCIENCE REASONING STANDARDS
ADVANCED
� Compare or combine data from two complex data sets with given information
� Predict how modifying an experiment or study (adding a new trial or changing a variable) will affect results
� Identify new information that could be collected from a new experiment or by modifying an existing experiment
� Select a complex hypothesis, prediction, or conclusion that is supported by two or more data sets or viewpoints
� Determine why given information supports or contradicts a hypothesis or conclusion
THE FREE RESPONSE PORTION
WHAT INSTRUCTIONS DO THE KIDS SEE ?
Students will receive two booklets-
Green Booklet- contains the 4 questions (students do not write in this booklet-it is not shipped to ETS)
Pink Booklet- contains the 4 questions and
the lined pages for the students to
write their responses in
(Questions are also reproduced on
these pages with a spacing of about
four pages per question available for
the student to write on)
THE FREE RESPONSE PORTION
WHAT INSTRUCTIONS DO THE KIDS SEE ?
Suggested writing time per question – 22 minutes
You are expected to answer all four questions in this section. The parts within a question may not have equal weights.
You may proceed freely from one question to the next.
Answers must be in organized, well-written prose form; outline form is NOT acceptable.
THE FREE RESPONSE PORTION
WHAT INSTRUCTIONS DO THE KIDS SEE?
Do not spend time restating the questions.
If a specific number of examples are called for,
credit will NOT be given for additional examples.(For example, if a question calls for two examples, you will receive credit only for the first two examples you provide)
You are to write your answers with a pen only,
CLEARLY and LEGIBLY. If you make an error,
cross it out rather than try to erase it. (NO White-
Out)
THE FREE RESPONSE PORTION
WHAT INSTRUCTIONS DO THE KIDS SEE?
Where calculations are required, clearly show
how you arrived at your answer.
CALCULATORS ARE NOT PERMITTED
ON THIS TEST
Be sure to label the units.
Where explanation or discussion is required,
support your answers with relevant information
and/or specific examples.
(Information from Form 40)
APES EXAM FRQ BY YEAR
Year 1 2 3 4
1999 Ponds &
Worms
Resource
Management
Air Pollution Pesticide Use
2000 Coal Powered
Plant
Recycling Extinction Age Pyramid
2001 Natural Gas
Heating
Oak Tree &
Ticks
Indoor Air
Pollution
Farm Water
Pollution
2002 Electric Cars Large Scale
Water
Diversion
LD 50 El Nino &
Disease
2003 Invasive
Species
Population
Growth
Estuaries Endangered
Species
2004 Mercury &
Seafood
Wind Turbines Disposal
Radioactive
Waste
Soil
Conservation &
Types
APES EXAM FRQ BY YEAR
Year 1 2 3 4
2005 Disease
Transmission
Meat Production
(change in per
capita)
Coal Mining in
the US
ANWR
2006 Photovoltaic
Systems
Greenhouse
Gases
Brownfields George’s
Bank Fish
Catch
2007 Sewage
Treatment
Family Water &
Energy Saving
Stratospheric
Ozone
Urban Sprawl
2008 Micro-algae
Fuel
Landfill
Leachate
Forest Fire
Initiative
Human
Population
Growth
2009 Nitrogen
Based
Fertilizers
Methane
Production
Climate
Change -
Dams
Genetically
Modified
Crops
APES EXAM FRQ BY YEAR
Year 1 2 3 4
2010 Chemical
Pollutants
Global Climate
Change
Invasive
Species
Zebra
Mussels
Increasing
Sea Levels
2011 Climate
Change
Insect Spec
Coral Reefs GDP vs.
Annual Elec.
Consumption
Feeding the
Worlds
Populations
2012 Fracking Carbon
Footprint
Integrated
Pest
Management
Wetlands
2013 Runoff/
Watershed
Alt. Energy/
Vehicles
Ozone Biodiversity
2014 Nuclear
Power
Storm water
Runoff- WTP
Plate
Tectonics
Bio-
geochemical
Cycles
SCORING
To obtain a score of 3 or higher students need to:
answer a little more than 50 % of the
multiple-choice questions correctly
no points are deducted or awarded for
unanswered questions
(guessing is usually to their advantage)
do acceptable work on the free-response
section.
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