Is AP Biology Hard An Expert Discussion

Is AP Biology Hard An Expert Discussion SAT / ACT Prep Online Guides and Tips AP Biology is a popular AP class, and many students are curious about the challenges it presents. Is AP Biology hard? Will you spend hours upon hours studying for the class? Are you likely to fail the exam? Or are AP tests much easier than they seem? In this article, I’ll look at statistics, course material, and student perceptions to present you with a clear picture of the difficulty level of the class and exam. I'll also give you some tips to help you figure out how challenging AP Biology will be for you based on your academic strengths and weaknesses. What Factors Go Into Determining the Difficulty of an AP Class? There are a few indicators we can look at to make judgments about how hard a particular AP class might be. Here's a list of key considerations that I'll explore in more detail for the AP Biology course later in this article. Factor #1: Passing Rate The passing rate for an AP class is the percentage of students who earn a 3 or above on the exam. If the passing rate is on the lower side, it may indicate a more difficult class. However, the passing rate can also be a deceptive statistic. Sometimes, passing rates in the most difficult subjects are very high because only the most dedicated students take the class. A smaller pool of more serious students will be a better-prepared group overall. Factor #2: 5 Rate The 5 rate is potentially a better metric for determining the difficulty of AP classes. The 5 rate is the percentage of students who earn 5s (the highest possible score) on the AP test for the class. If the 5 rate is on the lower side, it may indicate that the material is more difficult to master (or even to understand reasonably well, since the 5 cutoff is around 70 percent correct on many AP tests). A low 5 rate also sometimes happens with very popular classes because the proportion of students who are prepared for an AP test tends to decrease as the number of students taking it increases. Factor #3: Content Difficulty The complexity of the curriculum is one of the most important factors that goes into determining the difficulty of an AP class. This essentially boils down to the amount of material the course covers and how advanced that material is. Some courses have high 5 and passing rates because their content is extremely challenging and only very driven students will take them, not because they are easy classes. Factor #4: Student Testimonials What do students say about the class? This can change from high school to high school, but there should be some consistency based on the fact that everyone is supposed to be learning the same curriculum, and everyone ends up taking the same test. Student feedback can provide more information about the day to day challenges of the class and whether the workload is especially daunting. Factor #5: Timing of the Class A final factor to consider is which year of high school students tend to take the class. The classes that students take later in high school will be more difficult overall though some students may perceive them as being easier than other AP classes that they took when they had less experience. The reverse is true of classes that students take earlier in high school. If you are one of the lucky few to earn a 5, you should get one of these candles, put it in a cake, and eat the entire thing by yourself. Only then will you truly possess the top score. What Do Statistics Say About the AP Biology Exam? Let’s take a look at the passing rate and the 5 rate for the AP Biology exam. The passing rate for the AP Biology exam in 2018 was 61.5 percent. This is a middle-of-the-road passing rate as compared to other AP exams, so we would assume from it that the AP Biology exam has a medium level of difficulty. The 5 rate, however, was only 7.2 percent. This is one of the lowest 5 rates out of all the AP exams. From the 5 rate, we would assume AP Biology to be a very difficult test. What’s actually going on here? Based on these statistics, is the AP Biology exam medium-difficulty or very challenging? We have to keep in mind that AP Biology is one of the more popular AP classes. This means that a large number of students take the class, which tends to increase the proportion of students who are underprepared for the test. Still, the 5 rate is so low that it can’t be completely attributed to the volume of students. It's clearly very challenging to get a high score on the test even if most students pass, so from this we can assume that the exam is difficult. Behold, statistics. Is the AP Biology Content Difficult? There’s no question that the breadth of content covered in AP Biology is extensive. It requires memorization of complex processes along with a deep understanding of how biological concepts and themes connect with one another. There are also many lab assignments that teachers have to schedule around lectures, so it ends up being a heavy workload overall. The AP Biology exam could also be considered more challenging than other AP tests because of its format. The multiple choice section also includes six â€Å"grid-in† math problems related to biological concepts. The free response section has eight questions (two long response and six short response), which is more than most other AP exams. The test requires extensive knowledge of many different topics as well as a lot of stamina. Do Students Think AP Biology Is Hard? Personally, I found AP Biology to be one of the most difficult classes I took. There was just so much information to remember. Studying for tests took much longer than it did in any of my other classes, and I still forgot stuff. This coupled with lab assignments made the class extremely challenging. Then again, I didn’t take an introductory bio class before taking AP Biology, and it was my first-ever AP class. It’s a good idea to take a basic biology class beforehand if you have the opportunity so that you get a basic foundation for advanced concepts covered in the AP class. The most common way that students describe AP Biology (based on College Confidential threads) is that it’s very, very memorization-heavy. The test and curriculum were redesigned in 2012 to try and mitigate this a little, but it still covers a ton of conceptually difficult material. Most students take AP Biology their junior or senior year. This makes the claims about the difficulty of the class even more valid. Students have had a chance to adjust to the demands of high school academics and compare their experience in AP Biology to other high-level classes, and they still find it challenging. Since students see AP Biology as a hard class, it’s less likely that unmotivated or unprepared students will take it. This makes the low 5 rate on the test all the more daunting. Your lab assignment is to take this cutie for a walk! If only... Will AP Biology Be Hard for You? Since schools and students are different, I can’t say for sure whether AP Biology will be as hard for you as it might be for other students. To decide whether the class will be a challenge, you should: #1: Ask Reliable Sources About the Class The best way to learn what AP Biology is like at your school is to question people who are familiar with the class or have already taken it. If you know any older students or have siblings, you might ask them what they thought of the class. You can also speak with your current teachers (probably your science teacher is the best person to ask) and see what they say about AP Biology at your school. Since they know your academic abilities and have observed how similar students performed in the class, they might be able to give you a more accurate idea of how hard it will be for you. The same goes for your guidance counselor. He or she is probably very familiar with the grades that students earn in AP Biology and how people have performed on the exam in the past. Your guidance counselor may also be able to give you perspective on how challenging the class will be for you based on the grades you’ve earned in high school thus far. #2: Take Your Academic Strengths and Weaknesses Into Account As I’ve said, AP Biology is memorization-heavy, but it's also important to have a solid understanding of basic science and experimental design to succeed. There's a small mathematical component to the class as well, although it doesn’t go beyond algebra, geometry, and graphing skills. If math and science aren't typically your strong suits, AP Biology may be more difficult for you than it is for some other students. If, on the other hand, you've always done well in these types of classes, you might find AP Biology to be less challenging. Still, AP Biology incorporates skills from many different subject areas. Since there’s a lot of memorization involved, the actual study skills that you need to succeed are somewhat similar to those required in social studies classes. Well-rounded students may actually have the biggest advantage in the class because it draws on skills from a variety of subject areas but requires you to implement them in a scientific (and sometimes mathematical) context. #3: Consider Your Schedule If you have the opportunity to take an introductory biology class before you take AP Biology, you might find the AP class less challenging. You'll also be able to manage AP Biology better if your schedule isn’t loaded up with other difficult, memorization-heavy classes. For example, if you’re thinking about taking AP Biology and a class like AP US History at the same time, you should understand that both classes could end up being more stressful because of the time you’ll have to spend studying the material (which is extensive and complex in both cases). If you take too many intense classes, it can create a perfect storm of stress. Conclusion: So, Is AP Biology Hard? AP Biology is one of the more difficult APs based on its challenging curriculum, the low rate of students who earn 5s on the exam, and the consensus from students on the demanding nature of the class. Ideally, you should take an Intro to Biology class before you take AP Biology so that you’re fully prepared. It's a challenging class for most students, but it should be manageable if you’re aware of what you’re facing. What's Next? Want to get a taste of what you'll be learning in AP Biology? Find out what an enzyme is, what the differences between homologous and analogous structures are, and three tenets of cell theory. If you're already a biology pro, don't sweat- we have a few more in-depth articles for you, too. Review with our articles about the functions of the endoplasmic reticulum and cell membrane and what the photosynthesis equation is. Thinking about signing up for AP Biology? Read this article on how to register for AP classes and exams. You can also check out this article to learn which additional AP classes you should take in high school. Looking for an easier AP class than Biology? Learn which AP classes tend to be the least challenging for students. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Free sample - Complex Congenital Heart Disease. translation missing

Complex Congenital Heart Disease. Complex Congenital Heart DiseaseComplex Congenital Heart Disease Congenital heart disease is a defect   or malformation in the structure of the heart or vessels that supply it with blood. This defect occurs as the fetus develops in the uterus and is therefore present at birth (Pampel, 2004). This defect   interferes with the normal flow of blood through the heart. Complex congenital heart disease requires immediate medical attention since it can be very fatal. Complex congenital heart disease can be attributed to both genetic and environmental factors. A pregnant woman who suffers rheumatic heart disease produces antibodies which act against the Ro and La auto antigens in the fetus (Pampel, 2004).   The part of the Ro antigen targeted by the antibodies from the mother is called p200 protein. The more the number of antibodies produced against this protein, the more the damage to the heart of the fetus. This antibody - antigen reaction causes the inflammation and subsequent calcification of the cardiac system of the fetus hence damaging the he art structure (Calnan, 1991). Researchers also have it that anti-seizure medication taken by a pregnant woman makes the fetus more vulnerable to congenital heart disease. Pregnant women who take lithium to treat depression, as well as those who have phenylketonuria (PKU) and do not strictly take the special diet prescribed to them predispose the fetus to the attack (Calnan, 1991). Women who contract   the Rubella virus and those who get vaccinated against the same stand higher chances of giving birth to children with CHD. Other studies indicate that this condition has autosomal-dominant inheritance meaning that mothers who have the condition stand about fifty percent chances of passing it to the child (Kaplan, 2002). A number of Chromosome abnormalities can also result to CHD. These include: Down syndrome, trisomy 18 and 13, turner’s syndrome, cri du chat syndrome, wolf – Hirsh horn syndrome   and Digeorge syndrome ( deletion 22q11). Genetic syndromes have also been shown to make one more vulnerable to the condition. These are: Marfan syndrome, Smith-lemli-optiz syndrome, Ellis-van Creveld, Holt- Oram syndrome, Noonan syndrome, and Mucopolysaccharidoses (Kaplan, 2002). Errors at any stage in the embryological development of the heart can result in   congenital heart disease.   This development occurs between the third and the ninth week of the gestation period (American Heart [AH], 2010). The heart is formed when a group of cells join to form sheets of tissue, which then join to form a tube whose growth results in the formation of the atria and ventricles (AH, 2010). The resulting tissue undergoes twists and turns while the atria, ventricles and truncus undergo septation.   The antrioventricular canal and conus align the portions of the heart in a manner that allows smooth blood flow. If any error occurs during this process, then heart complications such as the congenital heart disease result (AH, 2010). Incidences of congenital heart disease are on the rise according to recent studies. Data from researchers in the western industrialized world for instance indicate that the incidence of the condition has increased from about three to five per every one thousand live births to about twelve per every one thousand live births. Some researchers though argue that this increase can be attributed to technological advances which have seen the invention of more sensitive detection methods (AH, 2010).    Left to right shunts is the commonest physiology associated with congenital heart disease. This occurs when oxygenated blood   goes back to the lungs to get re-oxygenated. This return causes a redundancy in the circulation. This leads to an increased venous return from the lungs through the pulmonary veins to the left atrium as well as the left ventricle. This causes the left ventricle to experience volume overload (Larsen, 1993). In a nutshell, left to right shunt causes a volume overload on the left ventricle, as well as pulmonary circulation and reduced systematic output. Left to right shunt lesions   cause physiological alterations at the ventricular or great artery level. Congestive heart failure can occur between week two and six as a result of a decrease in pulmonary vascular resistances which is accompanied by an increase in systemic vascular resistances as well as physiological nadir in the hemoglobin (Larsen, 1993). Increased left to right blood shunting ultimately results to   pulmonary vasculature which causes hyperplasia of the vessel walls and subsequent hypertension (Kenneth, 1997). Ventricular septal defect is a defect which also occurs in patients with congenital heart disease. In this case, there is a left to right shunt across the ventricular level. During this shunting, blood from the left ventrical is ejected during systole to the pulmonary circulation. This blood causes a volume   overload   to the left atrium as well as the left ventricle (Kenneth, 1997). Patent ductus arteriosus   is characterized by a left to right shunt during systole and diastole from the aorta to the pulmonary artery. Owing to the presence   of   higher pressure in the aorta as compared to that in the pulmonary artery, the left to right shunt gets continuous.   This causes a volume overload on the left atrium as well as the left ventricle. A large degree of PDA results in pulmonary vascular disease (Larsen, 1993). Truncus arteriosus occurs whereby, the pulmonary arteries are joined to the aorta. Patients who suffer this condition experience higher occurrences of pulmonary hypertension and vascular disease (Larsen, 1993).    Right to left shunt occurs when the deoxygenated blood that goes to the lungs for oxygenation returns back to the body without reoxygenation. One condition associated with this is tetralogy of fallot. This is a condition occurring as a result of the presence of RV outflow obstruction. It results to a right to left shunt across the VSD (Hoffman, 2005). A person suffering from this condition is cyanotic as a result of paucity of pulmonary blood flow. This blood inadequacy results in a smaller left ventricle than the right one owing to a reduction in the pulmonary venous return (Hoffman, 2005). Congenital heart disease is discovered in some cases when the mother undergoes a ultrasound scan during pregnancy. Other cases are not discovered during this scan and therefore they   are discovered through symptoms when the baby is born (Hoffman,2005). In other cases still, the new born doesn’t   show symptoms of the condition until later years. Some people grow to adulthood without showing symptoms of the condition. Signs and symptoms of this disease include: recurrent lung infections, shortness of breath which is also rapid, fatigue especially during exercises, lack of appetite, low rate of weight gain, sweating while eating, weak pulse in babies and cyanosis color on the skin around the mouth, lips as well as the tongue (Niessen, 2008).    The diagnosis of congenital heart disease can be done before or after birth. Antenatal diagnosis is done through a fetal echocardiography which is a type of ultrasound scanner designed to create a picture of the sides of the heart chambers. This test is done   in the course of regular antenatal examinations which come during the 18th and 20th week of pregnancy (Niessen, 2008).   Post natal diagnosis is compulsory if the baby presents with some of the signs of the disease such as blue color around the lips, feeding problems, slow rate of growth, etc. methods used   during this diagnosis include: Electrocardiogram, a test that measures the heart’s electrical activity (Niessen, 2008). This method involves placing electrodes on the skin above the heart which are then connected to a computer. Electrical signals coming from the heart are then analyzed by the computer (Shanley, 2007). Chest x-ray can also be used to detect the disease. This x-ray basically examines if there is excess amount of blood in the lungs or if the heart size is normal. Excess blood in the lungs and a larger heart are signs of the disease (Shanley, 2007). Pulse oximetry is also a detection method that measures the amount of blood present in the child’s blood. A special sensor is placed in the child’s fingertip, ear or toe which sends out light waves. Absorption of the light waves is checked via a computer since the absorption behavior can indicate the oxygen levels in the blood (Shanley, 2007). Cardiac catheterization as a detection method seeks to find out blood pumping behavior. A catheter is inserted in one of the major blood vessels in the groin. Its then pushed to the heart though the assistance of x-rays or MRI scanners. Blood   pressure readings at different parts of the heart are then recorded by a small pressure monitor attached to the end of catheter (Larsen, 1993) . Treatment of this condition involves administering medicines which can make the heart beat regular incase its not.   The medicines basically mitigate the symptoms before an operation to fix the problem is administered. These medicines include a prostaglandin inhibitor administered to   a premature baby to assist in closing a patent ductus arteriosus (Niessen, 2008).   Heart catheterization   discussed under diagnosis can also be used to fix the problem. Surgery if necessary is advisable when the baby is strong enough to withstand it. Open heart surgery is carried out if the problem cannot be fixed using a catheter. This surgery aims at closing holes with the help of stitches or patches, repairing or replacing damaged heart valves, and   repairing complex defects (Niessen, 2008). If the problem is too severe to repair, a transplant is recommended. The heart to be used is normally obtained through a donation by   the family of a diseased child (AH, 2010). Nursing care for young ones with congenital heart disease involves basics such as feeding, giving medicines, watching and recording trouble signs, and encouraging them to get involved in their health care program (AH, 2010). Involving the child in the health care program would help them understand why they have a scar, why they need to take medicine, as well as the positive impact play can have to the general wellness of their heart. The child is also helped to understand the need to take certain nutrients such as boiled fish, Mediterranean diet and others which strengthen the heart (AH, 2010). There are several support groups throughout the world for children with heart diseases. Mended little hearts for instance is a support group that helps families with such children (AH, 2010). The Mary bridge child life department offers pre-operative tours for children as well as families scheduled for treatments such as heart catheterization, and cardiothoracic surgery. We also have care pages which are free, private, as well as personalized WebPages pages which patients can visit to obtain any form of advice and care required (AH, 2010). These pages are available at multicare facilities so patients can always keep in touch for any care needed. A patient can post a question as far as care is concerned which is replied with messages of support (AH, 2010). The following is a list of such websites which one can visit for information regarding children’s heart care,   diagnosis, treatment as well as support resources: American Heart Association, Children’s Heart Institut e, Children’s   Hospital Health System of Wisconsin, Children’s mercy Hospitals and Clinics, Congenital Heart Defect Online Hand   book, Congenital Heart Defects (Texas Heart Institute), Congenital Heart Defects ( Texas Heart Institute)- in Spanish, Congenital Heart Information Network, Heart Centre Online, and Heart Institute for Children (AH, 2010). Children with congenital Heart disease have a poorer quality life   than those who are healthy. Children with more severe complications have a   very bad physical and physiological quality of life. For instance, such children are advised against getting involved in certain type of exercises hence they are not free to interact with their peers in every thing. Such   children also end up with very poor psychological life as a result of limited social interactions with their peers (AH, 2010). In conclusion, this paper has discussed the etiology of congenital heart disease. Genetic factors causing the disease have included: rheumatic heart disease in the mother, Chromosome abnormalities, such as Down syndrome, trisomy 18 and 13, turner’s syndrome, cri du chat syndrome, wolf – Hirsh horn syndrome   and Digeorge syndrome ( deletion 22q11). Genetic syndromes have also been shown to make one more vulnerable to the condition. These have included : Marfan syndrome, Smith-lemli-optiz syndrome, Ellis-van Creveld, Holt- Oram syndrome, Noonan syndrome, and Mucopolysaccharidoses. Environmental factors leading to the disease have included: in take of substances such as lithium by the mother as well as Rubella virus. Embryology of the disease has also been discussed with errors in heart formation being linked to the disease. Incidences of the disease have been seen to rise with recent research indicating   about twelve incidences per every one thousand live births. The pathophysiology of the disease has been discussed with effects of both left to right and right to left shunts being analyzed. The effects have included but not limited to : pulmonary vascular disease, pulmonary vasculature which causes hyperplasia of the vessel walls, hypertension and   Congestive heart failure. Diagnosis methods have included both prenatal and post natal. Postnatal methods have included Electrocardiogram, Pulse oximetry, Chest x-ray, and Cardiac catheterization. Both medicinal and surgical procedures for treating the disease have been discussed. Support groups for patients with the disease have included: American Heart Association, Children’s Heart Institute, Children’s   Hospital Health System of Wisconsin, Children’s mercy Hospitals and Clinics, Congenital Heart Defect Online Hand   book, Congenital Heart Defects (Texas Heart Institute), Congenital Heart Defects ( Texas Heart Institute)- in Spanish, Congenital Heart Information Netw ork, Heart Centre Online, and Heart Institute for Children.   References Pampel, F. (2004). Progress against Heart Disease. London: Praeger . Calnan, M. (1991). Preventing Coronary Heart Disease: Prospects, Policies and Politics. New York: Routledge   Kaplan, H. (2002). The incidence of congenital heart disease. London: Oxford University Press Larsen, W. (1993). â€Å"Development of the Heart†. Human Embryology. London: Churchill Livingstone. Kenneth, J.(1997). Smith’s recognizable patterns of human malformation. 5th ed.   London: Routledge.   Hoffman, J. (2005). Essential Cardiology : Principles and Practice. Totowa: Humana Press Niessen, K. (2008). â€Å" Notch Signaling in Cardiac Development† Circulation Research. London: Oxford University Press Complex Congenital Heart Disease 12 Shanley, T. (2007). Pediatric critical care medicine: basic science and clinical evidence. London: Praeger .