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For me it was Quantitative Methods in Decision Making.  Linear programming, minimax oiptimization, best path calculation, all that kind of stuff.

It was hard because it was complex and you really had to pay attention.  Math was fairly hairy, but except for the matrix math fairly standard algebra.

Required for my major, got an A.

That was a prerequisite for FOR 405 & FOR 406, the senior-level make-or-break forestry courses.  405 was essentially writing a linear program to manage for non-declining, even flow of resource output off a hypothetical forest.  My LP had something 120 constraints and 90-odd variables, and the "LP Explication" report was about 120 pages.  406 was writing that management plan and mine was about 150 pages.

Amazingly, almost 30 years later, I find myself managing forests!

One of my easiest classes for Statistics for Forestry.  For some reason, stats just seems to make so much perfect sense for me.  Ended up as a tutor for other students who were having stats trouble, and did an independent study investigating the accuracy of various sampling design in forest inventory.  Wrote a program that sampled a complete forest data set (i.e. we had the x/y coordinates, diameters, and heights of EVERY tree in a stand) with various designs and compared those to the true volume values.

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I can't remember the course titles.

Lowest grade - NE301 Radiation and nuclear interactions and whatnot.  Concepts not terribly difficult to grasp, but toward the end the math starts to get intense.  Professor was a dick and graded on what I'm convinced was a negative curve.

Hardest - NE401 Reactor physics.  The neutron transport equation.  Concepts were hard to grasp, but doable if you put your mind to it.  The math was just retarded.  Ever seen differentials and integrals in the same equation?  The transport equation is so complex an entire year is devoted to it, one semester using it (the pre-req to this class) and another simply deriving its DRASTICALLY simplified form (this class).  The professor no shit wrote "magic" on the board as one of the mathematical derivation steps, and boxed it in all fancy-like with stars and underlines and everything, and told us to write that in our notes.  He was every bit the stereotypical Russian, and we're almost certain he's ex-KGB.

Least understood - Forget the course number, combined PY/NE plasma physics course.  It was an 'interest' elective, so not set up to be hard grade-wise.  Concepts are just completely out to lunch.  I learned NOTHING in that class.  Plasma is just fucking weird.  The math wasn't exactly easy, but I could follow it and do it.  I just had no fucking idea whatsoever what it was supposed to mean.

Most amount of work - NE302/402 Reactor heat transfer (parts 1 and 2).  My best class.  Fully understood the concepts, the math, and how they related to each other.  The professor was a tough SOB, but he might be the single best instructor that ever lived.  He made Thermodynamics II (a pre-req for the course that NO ONE left the class actually understanding) clear in a single sentence.  The entire class went "OOOOOOOOOHHH" together when he said it. ("Entropy is simply a mathematical representation of energy that is unavailable to perform work.")  The weekly homeworks took roughly 20 hours to complete.  About the same for the bi-weekly lab reports.  Tests were always at night, and consisted of two questions.  Started at 7, and you just kept going until you finished or gave up in tears.  No time limit.  When the last person finishes, the Prof joined us at the bar across the street.  I'm not sure he ever had to, but I imagine he'd have made the last straggler stop at around midnight so as to have time left to drink.  The final project was essentially to mathematically model the heat flux/cooling channel profiles of a reactor.  Basically stitch all the previous homeworks together into one massive problem.  Was something like 20 pages of printed out Maple worksheet.

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Funny note on the Business Calculus thing, I had to have a "chat" with the Dean after this conversation:

Prof: You need to learn how to do this without a calculator because if we have a massive power outage or if the bombs fall, you're going to need to do this with a pen and paper.

Me: I am pretty sure a rifle and foodstuffs will be a lot more useful than business Calc if the world ends.

I'm 90% sure I would have been dismissed if I said that in today's world.

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O Chem

First day prof pulled the “half of you will fail” line and he followed through with it.

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Arfcom engineers will appreciate this story.

I think the course was Dynamics or Thermo - so the math wasn't overly complicated, but understanding the concept and which way forces applied could be difficult.

Well, this professor graded on a set scale, with each question being assigned X points, and percentages of each question's points assigned to various parts of the process, correct work, correct units, etc....

The rest of the numbers don't matter, but I CLEARLY remember that only 10% of the points for each question (and thus the total exam) were assigned to correct assumptions. If your assumptions were wrong, but the work stemming from your assumptions was correct from that point forward, you only lost the 10% of the points for wrong assumptions. The TA would actually trace your (wrong) work and assign partial credit for working the question correctly from the wrong starting point.

Being the loophole-seeking lazy asshole that I am (though I prefer the term "efficient") - I would list out assumptions that were clearly wrong, but that simplified the question to the point of being high-school physics simple. Things like "assume a frictionless environment" or "assume fluid is incompressible" or "assume temperature is absolute zero" or "assume 100% efficiency".

Basically, I use wrong assumptions on purpose to make the questions as simple as possible, and would get 90% on the tests

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Thermodynamics.  This class weeded out a lot of students.  UF.

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I'm just glad to see a course I teach get multiple mentions in this thread.