The simple truth is that AP® Chemistry is a difficult class, but if you know what you’re getting yourself into and plan accordingly, it is possible to pass the AP® Chemistry exam with a high score. We’ll let you in on how difficult AP® Chemistry is, what makes it so hard, and how to overcome this challenge.
The AP® Exam is often a source of trepidation for many high school students. Let’s be honest: three hours of wracking your brain, recalling facts from an entire year’s worth of information isn’t exactly fun. While the AP® Chemistry Exam’s multiple-choice section may not be enjoyable, however, it is certainly doable.
Want to know what the hardest AP® classes are? Well, then you’ve come to the right place. If your school offers AP® classes, which most high schools in the US do, many colleges will raise an eyebrow at your application if you did not take any.
AP® Biology is a challenging course, but how challenging is it? In this article, we will answer that question. To begin, we will review the scores that other students received in the past years. We then will talk about the content of the course and the exam.
Are AP® Physics C classes hard? A big YES! If they weren’t, many would have taken these classes without ranting about how difficult they are. Moreover, you would not have landed into this article.
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.”
The AP® Microeconomics exam probably seems like one of the most difficult advanced placement exams simply because most high schools don’t offer full courses on the subject. In addition, microeconomics entails a whole new introduction of themes and problems that were not covered in macroeconomics.
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.
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)?