zaidbacks

[zaidbacks @NoirCheese]

@APforStudents can we now add a code for a university we want to send the scores to ? Is it free ?

[zaidbacks @NoirCheese]

@dudeous_cooler @Fortnite bro they wont . Just quit already

[zaidbacks @NoirCheese]

@mrcyber1eek @RockstarGames @GTA @GTAlphaintel bro stop with the leaks

[zaidbacks @NoirCheese]

@MiraclousSpace why there is text . We want to see the leak properly

[zaidbacks @NoirCheese]

@Fortnite ❤️❤️

[zaidbacks @NoirCheese]

@Fortnite I always get the same ones when I open chests

[zaidbacks @NoirCheese]

@Fortnite stop adding new ones . I cant even finish the main collection

[Official ARTMS @official_artms]

OURII 꼬시기 필승법 🐱

https://t.co/k8HIpapAjU

#ARTMS #아르테미스 #OURII
#JinSoul #진솔

[zaidbacks @NoirCheese]

@GuardioesMLB_br @Acervoladybug why u sound offended
Chill bro

[zaidbacks @NoirCheese]

@AP_Trevor PLEASE POST THE SCHEDULE FOR 2027

[zaidbacks @NoirCheese]

@saturnoist_ @JYPETWICE_JAPAN bro they are bot leaving . I want them to continue both solo and group activities under JYPE

[zaidbacks @NoirCheese]

@yfoalex @Fortnite @odysseymovie no one asked

[zaidbacks @NoirCheese]

@AP_Trevor Why did you lie to us about the release of the 2027 ap exam schedule being in June .

[Trevor Packer @AP_Trevor]

The 2026 AP Biology Exam scores:
5: 15%; 4: 25%; 3: 31%; 2: 21%; 1: 8%

The 2026 AP Biology Exam was taken by 318,000 students, about 2% of the overall U.S. high school population.

Multiple-Choice Questions

Students scored highest, overall, on questions about Ecology (Unit 8). Generally, students achieving AP 5s earned all 10 points possible here, students achieving AP 4s earned 9/10 points, and students achieving AP 3s earned 8/10 points.

Students scored nearly as well on questions about Natural Selection (Unit 7). Students earning AP 5s generally earned all 8/8 points possible here, students earning AP 4s attained 7/8 points, and students earning AP 3s attained 6/8 points.

Questions related to the Chemistry of Life (Unit 1) were overall, and by far, the most challenging for students; 7% of students earned perfect scores on this unit’s questions, suggesting a need for more review / focus on these topics.

Free-Response Questions

The six FRQs collectively span the AP Biology curriculum — from molecular signaling and gene regulation to cellular energetics, meiosis, natural selection, and ecological analysis — asking students to interpret experimental data, construct graphs, evaluate hypotheses, and reason across biological scales. It’s terrific how the Development Committee designed these questions to embed classic content knowledge inside authentic scientific investigations, so that students who have truly mastered the material reveal themselves through how they apply their knowledge, not merely through what they recall.

Since AP scores are reported on a 5-point scale, the free-response questions deliberately include some very difficult points, designed to differentiate AP 5s from AP 4s, points of varying difficulty to differentiate AP 4s, 3s, and 2s, and more foundational points to separate AP 2s from AP 1s.

FRQ #1 asked students to investigate how molecular signals regulate plant stomatal closure. Students first recalled the structural components of a nucleotide, then interpreted experimental figures comparing stomatal size responses to different chemical treatments, justified the use of controls, and predicted outcomes based on mutation data. In the most integrative steps, students had to reason from molecular receptor function to transcriptional regulation — tracing a signaling cascade from cell surface to nucleus.

The real mix of difficulty levels across the 9 points available in FRQ #1 helped to identify a wide range of abilities:

Parts B.i. and B.ii. helped differentiate students receiving AP 1s from students receiving AP 2s, as students receiving AP 1s could typically only earn point B.ii, whereas students receiving AP 2s could typically earn both of these points, the two easiest in FRQ #1.

Parts C.i., C.ii, and C.iii helped differentiate students earning AP 4s, who could typically justify, describe, and predict here, whereas students earning AP 3s were less effective at part C.i., justifying.

Part D differentiated well between students achieving AP 4s and those achieving AP 5s, as D.ii. was the most difficulty point in FRQ #1, usually only earned by students receiving an AP 5, whereas students achieving AP 4s could typically answer part D.i. accurately. So if you’re able to complete both sections of Part D accurately and well, you’re very much performing in the AP 5 range.

FRQ #2, a long free-response question about gene expression regulation, presented students with data on mRNA levels across cells with different AGO2 genotypes and asked them to construct a bar graph, interpret statistical overlap, calculate percent change, and connect molecular-level findings to a cellular phenotype (meiotic arrest). The multi-step quantitative and reasoning demands — including graphing with appropriate error bars, applying statistical reasoning to determine equivalence, and explaining how the absence of a protein leads to a downstream meiotic failure — make this question an excellent showcase of the scientific reasoning AP Biology teaches.

Part A effectively distinguished students achieving AP 3s, who can consistently describe where ribosomes are found in eukaryotic cells, from students receiving AP 2s, who could not.

In Part B, students receiving 2s could typically earn partial credit, whereas students earning AP 3s were much more able to work effectively across the various tasks here of appropriately plotting and labeling their graphs and interpreting the statistical overlap.

Part C differentiated AP 4s, as they were generally much more able to succeed on this part than AP 3s. Similarly, Part D differentiated AP 5s, as they were the only group consistently successful at supporting the scientific claim and explaining the effect on the dividing cells.

FRQ #3, a short free-response scientific investigation about cyanide and cellular respiration, tested students' ability to analyze an experimental design, identify control groups, predict outcomes, and connect inhibited cellular respiration to the switch to fermentation. Across 4 points, students had to demonstrate understanding of electron transport chain function and the metabolic consequences of its disruption.

This question aimed at identifying performance at the AP 3, 4, and 5 levels, as students receiving 1s and 2s were not usually able to earn any of the points on this somewhat challenging FRQ. Students achieving AP 5s were generally able to sail through all parts of this question thoroughly and well. And the clearest boundary point between students receiving AP 4s and AP 3s was Part D, the most challenging part of this question, and one that AP 3s were not likely to earn.

FRQ #4, the most difficult question in this year’s free-response section, asked students to describe chromosome movement in Meiosis I, explain why chromosomes are visible during cell division, predict mRNA production differences from nondisjunction, and justify why triploid organisms cannot produce normal gametes. The progression from descriptive recall to predictive reasoning to mechanistic justification models precisely how AP Biology builds scientific argument across four parts in a single short-response format.

Similar to FRQ #3, this question focused squarely on differentiating performance across the scores of AP 3, 4, and 5. Students earning AP 3s could typically only succeed on Part A, whereas students earning AP 4s could also generally succeed on Part B, and only AP students achieving 5s were able to earn the especially difficult points in Parts C and D.

FRQ #5 required students to connect abiotic selective pressures to phenotypic shifts, read a geographic map figure, identify a region by storm intensity, and explain how divergent selective pressures could drive speciation through reproductive isolation. The question integrates Units 7 and 8 and demonstrates that AP Biology students are expected to reason about evolution at both the mechanistic and population levels simultaneously.

This was the easiest question on this year’s free-response section, and thus provided opportunities to differentiate students receiving AP 2s from those receiving 1s, as students receiving 2s were able to earn points in Part B and/or Part C, but unable to describe the role that changes in abiotic factors have in natural selection in the ways students receiving AP 3s and especially 4s were able to do. Part D served to identify students achieving AP 5s, so if you were able to earn that point, it’s likely you’re on track for a 5.

FRQ #6 asked students to interpret a box-and-whisker plot comparing annual percent change in raptor populations across three African regions, identify medians and extremes, evaluate a scientific hypothesis using the data, and explain ecosystem-level consequences of losing top predators.

This question aimed to differentiate clearly among students receiving AP 3s, 4s, or 5s, as the high difficulty level was generally above the knowledge and skills of students receiving AP 1s and 2s. Specifically, students receiving AP 3s were expected to succeed on Part A, while students receiving credit for Part B and Part C were students earning AP 4s or 5s, and students succeeding on part D were achieving an AP 5.

All subjects’ AP score distributions for 2026 will be posted here when available: https://t.co/OrkaQhPZYO

[zaidbacks @NoirCheese]

@AP_Trevor make my day and post about ap bio

[zaidbacks @NoirCheese]

@AP_Trevor brother just post for more important ap exams

[zaidbacks @NoirCheese]

@AP_Trevor bio and precalc please

[Trevor Packer @AP_Trevor]

The 2026 AP Calculus BC exam scores:
5: 46%; 4: 22%; 3: 14%; 2: 14%; 1: 4%

The 2026 AP Calculus BC exam was taken by ~171,000 students — roughly 1% of the U.S. high school population.

AP Calculus BC Multiple-Choice Questions (MCQ)

• AP Calculus BC students scored especially well on questions related to Unit 1: Limits and Continuity (35% earned all points) and Units 4 and 5: Applications of Differentiation, such that students earning AP 3+ scores answered most of these questions correctly.

• The most challenging MCQ content area was Unit 10: Infinite Sequences and Series, a unit requiring students to master convergence tests, power series, and error bounds for series approximations, for example. Earning 100% of these points was rare, given how difficult and advanced this unit is; 3% of students achieved a perfect score on this unit.

AP Calculus BC Free-Response Questions (FRQ)

Each AP exam has multiple versions for different time zones. I'll focus the commentary below on the version taken by most students:
https://t.co/vBf6vwVcMB

Collectively spanning the AP Calculus BC curriculum, the six FRQs included rate modeling with tabular data, polar curve analysis, differential equations, graphical reasoning, area-volume applications, and Maclaurin series. Throughout the FRQs, students must communicate reasoning. For example, they needed to construct arguments, interpret a definite integral in context, evaluate the validity of a slope field, and determine the convergence of a series.

Since AP scores are reported on a 5-point scale, the free-response questions deliberately include some very difficult points designed to differentiate AP 5s from AP 4s, points of varying difficulty to differentiate AP 4s, 3s, and 2s, and more foundational points to separate AP 2s from AP 1s.

The following commentary will focus on the questions unique to Calculus BC:

FRQ #2 — Polar Curve: Area and Tangent Lines

Q2, the Polar Curve question, tested students' ability to work with polar functions — finding the area of a polar region using a definite integral, working with the slope of a line tangent to a polar curve, and analyzing curve behavior.

The second point in Part C (answer using a derivative test) and both points for Part D were the most difficult points of this FRQ. These served to differentiate students achieving AP 5s, who could typically earn these points, from other students.

FRQ #5 — Area, Volume, and Perimeter

Q5, the Area-Volume question, asked students to evaluate a definite integral without the use of a calculator, write an integral expression for the volume of a solid of revolution, write an integral for the perimeter of a region (arc length), and evaluate an improper integral.

Students receiving AP 1s were not usually able to earn points on this question. Rather, it served especially well to differentiate among AP 3s, 4s, and 5s. For example:

• Students earning AP 3s consistently earned points across Parts A and B, as well as the antiderivative point in Part D, whereas students receiving AP 2s did not.

• Students earning AP 5s were consistently able to succeed on Part C, the most difficult part of this FRQ, whereas students receiving AP 3s and 4s were more likely to struggle and only earn partial points here.

FRQ #6 — Maclaurin Series

In this demanding question, which tended to differentiate between AP scores of 4 and 5, students were given a Maclaurin series for a function g and asked to find the sum of g(3) (an alternating geometric series), find a series for the derivative g', justify an error bound, and write a Maclaurin series for a related function.

• In Part B, students earning AP 3s could typically write two terms of the series for g', while students earning AP 4s were more likely to proceed and write the remaining two terms.

• In Part D (ii), students earning AP 4s were typically able to write two terms of the series for the related function, and students earning AP 5s were typically able to write all three terms.

• Part C was the most challenging segment of this FRQ, with these points generally earned only by students achieving AP 5s.

All subjects' AP score distributions for 2026 will be posted here when available: https://t.co/OrkaQhPZYO

[zaidbacks @NoirCheese]

@AP_Trevor this is actually insane