In this article, we’ll be going through the basic knowledge and skills you will need in order to successfully take the course and the best methods to acquire them. Also, I will be providing the structure of exam which will hopefully help you understand towards what you will be moving if you take the course.
When Franklin D. Roosevelt took over from Herbert Hoover in 1933, the United States was going through a time of great crisis. The Great Depression, and later the Dust Bowl, had hit the nation hard, causing widespread unemployment, business and farm failures, and severe international trade problems. In order to combat the nation’s problems, FDR developed his New Deal “alphabet agencies.”
Preparing for AP® Chemistry can be incredibly stressful. From remembering how to balance reactions to keeping entropy and enthalpy straight, AP® Chemistry is one of the densest AP® subjects the College Board offers. Albert.io provides hundreds of AP® Chemistry practice questions to help you prepare smarter for the AP® Chem test. With curriculum-aligned questions, you can rest assured that when you practice on Albert.io, you’re prepping smart for the test.
AP® Chemistry requires a mishmash of math, reasoning, and memorization, so it can be difficult just figuring out how to study for AP® Chemistry. We feel your pain, so we decided to help out with this how-to guide for studying AP® Chemistry. There’s a lot to cover in AP® Chemistry (two semester’s worth of college-level chemistry), and this article is going to set you on the right track to study smart for AP® Chemistry.
The Phillips Curve is really a simple concept. It measures the relationship between inflation and unemployment, or the trade off between inflation and unemployment. The more inflation (aka the higher the prices of goods and services) the lower the unemployment; the lower the inflation (aka the lower the prices of goods and services) the higher the unemployment. Do you see that? It’s a trade-off.
The redesign (and re-redesign in the second year) has brought a great deal of uncertainty and confusion amongst APUSH teachers. In many ways, we are all “rookie” teachers, as all of us have the challenge of implementing fundamental curricular and skills-based changes into our classrooms.
One of the more significant changes is to the structure of the major essays on the AP® exam, the Document Based question (DBQ) and Long Essay Question (LEQ). The rubrics for the essays were previously a more holistic essay that combined a strong thesis, and use of documents (for the DBQ only) and outside information. This has been transformed into a much more structured and formulaic skills-based rubric. The change has led to a healthy debate about the pros and cons of both types of essays, but in general the core of the essay has remained the same: write a thesis and support it with evidence in the form of documents (for the DBQ only) and outside information. If students do this basic writing, they are likely to earn 3-4 out of the possible points (six total points for the Long Essay Question, seven total points for the Document Based Question).
You are probably well aware that the current political party situation in the United States has been dominated by a two-party system a contest between the Republican and Democratic Parties. But did you know that these two parties didn’t really come to dominate the scene until 1856 (one of the two parties has claimed a win in every single presidential and congressional election since then)?
Not sure how to study for AP® Biology? No worries. We’ve got you covered with this comprehensive guide to review key strategies for AP® Biology and how to tackle learning objectives.
The Second Fundamental Theorem of Calculus establishes a relationship between a function and its anti-derivative. Specifically, for a function f that is continuous over an interval I containing the x-value a, the theorem allows us to create a new function, F(x), by integrating f from a to x.
The redesign has brought a great deal of uncertainty and confusion amongst APUSH teachers. In many ways, we are all “rookie” teachers, as all of us have the challenge of implementing fundamental curricular and skills-based changes into our classrooms.
One of the more significant changes is to the structure of one essay on the AP® exam, the Document Based question (DBQ). The rubric for the DBQ was previously a more holistic essay that combined a strong thesis, and use of documents and outside information to support the argument. This has been transformed into a much more structured and formulaic skills-based rubric. The change has led to a healthy debate about the pros and cons of both types of essays, but in general the core of the essay has remained the same: write a thesis and support it with evidence in the form of documents and outside information. If students continue to apply these basic writing skills, they are likely to earn 3 or 4 out of the seven total points for the Document Based Question.