Author Archives: Kenny Lin

BIOL 325: Introduction to Animal Mechanics and Locomotion (Review)

Have you ever looked up to the sky and wondered how birds are able to fly? Or maybe looked out to the ocean wondering how aquatic animals are adapted to move effortlessly under water. BIOL 325 holds the answers to these mysteries as it pushes us to view the biological world through a biomechanical lens. This course teaches the underlying mechanics of swimming, flying and terrestrial locomotion.

format of the course

Due to the COVID-19 pandemic, my experiences with this course were all in a virtual setting. This course was partially asynchronous, as all the live lectures were recorded and available to be revisited at anytime. The midterm and final evaluations were synchronous, however the teaching team allowed for students in different time zones to write their exams at a better-suited time. There are also weekly homeworks in the form of canvas quizzes, which were not too tricky, but also not easy. Unfortunately, the homeworks often had typos or grading errors, but the TA in charge of creating these quizzes was very upfront and honest about these mistakes. Apart from a bit of anxiety, the typos and grading errors were usually corrected, resulting in grading of the homework being fair overall.

Even though it is a biology-classified course, it would be more appropriate to think of it as a physics course accompanied by biological examples. As such, the course is very math intensive; however one would not need any mathematical knowledge beyond basic algebra and trigonometry to be successful in this course.

GPA πŸ™‚ or πŸ™

There is alot of material in this course, but I would classify this as a slightly GPA boosting course. Even though the homework (worth 20% of the mark) can take a long time to finish, all the answers are basically in the slides and it is not unreasonable to get full marks for this portion of the grade (lowest two homework gets dropped!). The midterms were closed book, invigilated and worth 20% each. The first midterm was extremely hard and time-constrained. This was due to the fact that it was the first time the teaching team had administered an online exam. Fortunately, they recognized this and implemented a policy where they would only take the score of the highest midterm. The second midterm was much easier, and I suspect this was the midterm score most people kept. The final exam was the same difficulty and format as the second midterm. The average for my class ended up being pretty high; 78!

Credits: ubcgrades.com

VERDICT? TO TAKE OR NOT TO TAKE

I would take this course if you’re a physics/math-oriented individual. Personally, this was one of the favorite biology classes that I have taken. One of the main reasons being that the grading is extremely fair, owing to the fact the answers are mostly quantitative and not prone to subjectivity. If you do end up taking this course, I guarantee that you will amusingly start viewing the world more like a biomechanic (eg. I can’t stop visualizing the lift and drag vectors of an airplane wings whenever I see a plane fly overhead).

CHEM 208: Coordination Chemistry (Review)

Almost everyone has heard about the infamous organic chemistry, but did you know of its counterpart? CHEM 208 is an inorganic chemistry course that covers teaches you the concepts necessary for advancing further into the world of inorganic chemistry.

format of the course

I took this course in 2020, thus everything was done online. This course was asynchronous in that all the lectures were recorded so that they could be revisited at your convenience (even the midterms were asynchronous). The lectures were also live so that those who wanted to adhere to a schedule could also attend synchronously. There were optional tutorials led by the teaching assistants, where they go through tutorial worksheets and the rational behind each answer. Although being her first term at UBC, Professor Nichols has been by far one of my favorite professors during my four years here. She is always willing to stay late during office hours and also hold numerous individual meetings with students. She also never makes you feel dumb for asking simple questions, and doesn’t mind repeating things.

GPA πŸ™‚ or πŸ™

This course is HARD. I spent more time studying for this course than my 4th and 3rd year courses. The assessments were 6 homework sets, two midterms, and a final exam, all of which felt much more challenging than the material presented in class. The homework averages were usually 70-80, as discussion among peers were encouraged and Professor Nichols gave many hints during office hours. The midterm averages were around 50-65 even though they were open book, and the difficulty level was around that of the homework. The final exam still gives me nightmares and was scaled up 14%. Even with the scale, the class average ending up being a 70%.

Credits: ubcgrades.com

verdict? to take or not to take

If you’re in a chemistry-related major, this course is most likely required. If you found CHEM 121 interesting, this course is for you! Even though it’s challenging, the topics are fascinating and things become rewarding once they begin to make sense. If you don’t want to increase your workload or you’re looking to boost your GPA, this course would not be what you’re looking for.

MCAT Recommended Courses

Having all taken the MCAT, our team has found that many of the courses we took were a big help in prepping for this exam. Here we will talk about the must-take courses if you’re thinking about tackling the MCAT.

Chemical and Physical Foundations of Biological Systems: Having solid fundamentals in general chemistry, organic chemistry, and physical chemistry is essential to doing well on this section. For example, I studied for the MCAT before taking any organic chemistry courses and found it near impossible to understand. We have highlighted the strongly recommended courses! Those that are not highlighted are courses we found useful, but are relatively easy to self-teach for MCAT purposes.

– CHEM 121 (Introduction to General Chemistry)
– CHEM 123 (Introduction to Physical and Organic Chemistry)
– CHEM 203 or CHEM 233 (Organic Chemistry I)
– CHEM 213 (Organic Chemistry II)
– CHEM 205 (Physical Chemistry)
– CHEM 211 (Analytical Chemistry)
– CHEM 245/235 (Synthetic Chemistry Labs)
– PHYS 100 (Kinematics, Force, and Energy)
– PHYS 117 (Dynamics and Waves) or PHYS 101 (Fluids, Energy, and Waves)
– PHYS 118 (Physics of Electricity and Magnetism)

Critical Analysis and Reasoning Skills: Probably no courses at UBC will prepare you for CARS. The only way to do well is to practice, practice, and practice! If we did have to recommend courses they would be the following:

– ENGL 110
– Upper-level literature courses

Biochemical Foundations of Living Systems: Having a solid cell-biology background is essential to doing well on this section. Exposure to introductory-level biochemistry is highly recommend to familiarize yourself with the logic behind certain reactions. We have highlighted the strongly recommended courses! Those that are not highlighted are courses we found useful, but are relatively easy to self-teach for MCAT purposes. The third year biochemistry courses can be quite difficult, and so depending on whether or not they’re required for your program and your confidence in the subject, it may be worth it to self-study the topics instead of taking them!

BIOL 112 (Introduction to Cell Biology)
– BIOL 234 (Introduction to Genetics)
– BIOL 260 (Introduction to Animal and Plant Physiology) or CAPS 301 (Human Physiology)
BIOL 200 (Cell Biology)
– BIOL 201 or BIOC 202 or BIOC 203 (Introduction to Biochemistry)
– BIOC 302 or BIOC 303 (Biochemistry)

Psychological, Social, and Biological Foundations of Behaviour: All the topics can be easily self-taught. Some of the team did not take any psychology or sociology courses and still scored in the 97th percentile on this section. This being said, some of us spent the longest studying for this section, so taking relevant courses should help!

– PSYC 101 (Introduction to Biological and Cognitive Psychology)
– PSYC 102 (Developmental, Social, Personality, and Clinical Psychology)
– SOCI 101 (Social Interaction and Culture)
– SOCI 102 (Inequality and Social Change)

We hope this article was useful! Check out our course review page for more details on these courses.

Featured Student: Meet Cathy Yan

Cathy is a 5th year Science student at UBC doing an honors in Microbiology and Immunology. She is greatly interested in synthetic biology and genetic engineering, and has been involved in many research opportunities regarding these topics.

Why she chose her current major

UBC has no formal genetics program for undergraduate students. Doing a Microbiology and Immunology honors allowed her to pursue topics in genetic engineering and synthetic biology. The program also gave her flexibility in pursuing other life science topics and explore other potential interests. She chose to do an honors, because of the opportunity to do a thesis. In this regard, she could gain research experience, be responsible for her own project, and decide whether she should pursue graduate studies.

Her advice to incoming first years

When Cathy first started university, she was actually in a business program. She found out that she wasn’t really interested in business, however didn’t want to deal with the hassle of switching to another program. In the end, she switched and she hasn’t regretted this decision at all. Cathy’s advice to first years is to not be afraid of changing your program if you’re unsatisfied. Don’t stay in a program you don’t like, the sooner you switch the better.

Research and projects

Cathy is very involved with research. One of her favorite experiences was being part of UBC BIOMOD, a student design team.

In 2018, their team looked at ways to minimize the toxic side-effects of doxorubicin, a chemotherapy drug used to treat Acute Myeloid Leukemia (a type of cancer). These side-effects occur due to doxorubicin targeting healthy cells (hair follicles, intestinal cells, etc.) along with cancer cells. To this end, they created a tetrahedron delivery molecule, which could specifically recognize tumor cells. Upon tumor cell recognition, they delivery molecule would enter the cell and release doxorubicin, allowing for targeted delivery of the drug.

In 2019, they further developed a delivery system called a nanoclew. Which, in addition to doxorubicin, carried zinc phthalocyanine. Zinc phthalocyanine can be activated via light, generating reactive oxygen species that destroy the cancer cell. Using both doxorubicin and phthalocyanine simultaneously in the cancer cell allows for combinatorial therapy.

Cathy has also undergone two Co-op experiences. The first where she investigated knockout genes in Caenorhabditis elegansΒ by using CRISPR. The second where she was involved in screening drugs against bladder cancer, specifically those targeting a specific receptor, notch 2.

Plans for the future

Cathy is looking to continue her studies in graduate school. She is looking to pursue a masters in a genetics or computational biology field, with the end goal of doing a PhD.

How she’s keeping entertained duringΒ quarantine

Cathy has been binge watching machine learning videos to learn Python and R. This has inspired her to consider computational biology in the future.

Bonuses

-A fun fact about Cathy is that she loves making 2D animations in her spare time.

– Her favorite place on campus is the life science institute, because of the nice views and the quiet study spots.

Remdesivir Authorized for Treatment of Severe COVID-19 Symptoms

There may be hope for people suffering severely from COVID-19. On July 28 2020, Health Canada has approved the use of Remdesivir for critically ill COVID-19 patients.

how does it work?

Remdesivir is an antiviral drug that acts as an inhibitor. Basically, the COVID-19 virus uses a protein complex called RdRp to replicate its genetic material and further infect the body. Since Remdesivir inhibits RdRp, the virus can no longer replicate and the infection is impeded.

proof that it works

A double-blind, randomized, placebo-controlled trial was conducted on 1063 patients suffering from COVID-19. The results of this trial showed that those who took the drug recovered 4 days faster than those who didn’t. They also found that lung infection in treated patients were significantly better than those who didn’t get the treatment.

who can use this drug

This drug isn’t for every COVID-19 case. You need to present severe symptoms such as pneumonia and require extra oxygen to help breathe (respiratory machine). The safety and effectiveness of the drug also needs to be further evaluated. To this end, Health Canada has authorized two clinical trials to gather more data.

Comprehensive Guide to the MCAT

Many science students want to pursue medicine in the future, however the process can be daunting. One of the biggest roadblocks is the infamous 7.5 hour MCAT. Here, I’ll explain what exactly is the MCAT, as well as my journey to scoring in the 99th percentile.

what is the MCAT?

The MCAT is a 7.5 hour exam that covers a broad range of topics. These include the Sciences and the Social Sciences. There subjects are grouped into four sections: Chemistry/Physics (59 questions), Critical Analysis and Reasoning (53 questions), Biology/Biochemistry (59 questions), and Psychology/Sociology (59 questions). All the questions are multiple choice, and there are broadly two question types.

The first type is concept questions, which solely test your content knowledge. Theoretically, if you did a perfect review of all the concepts covered by the MCAT, these should be “free” points. The second type is research-based questions. You are required to read a research passage adapted from the primary literature and answer questions about the passage. Some research-based questions can be answered by solely looking at the passage itself, but some are reliant on content knowledge.

The Critical Analysis and Reasoning section (CARS) is different from the other three. The good news is that it is all passage based questions that do not rely on any background knowledge. The bad news is that the passages are incredibly dense and cover an impossibly broad range of topics from history to art to music.

Credits: AAMC

test-taking conditions

I took my exam at the Bentall Centre in Downtown Vancouver. You check-in upon arrival and they give you a locker and key to store your things. They take a picture of you and do a fingerprint scan (which they use to confirm your identity every-time you leave or enter the testing room). They also put your phone in a sealed bag, which you can store in your locker; however, the bag must not be torn open. They stagger the exam start times, so not everyone begins at the same time, thus you don’t have to worry about washroom lineups during the scheduled breaks.

When entering the testing area, they will ask you to pat yourself down. They will also provide you with ear plugs and noise-cancelling headphones. In terms of scrap paper, they give you many erasable note pages, which I found to be more than enough (you can ask for a clean one after every break as well).

In terms of environment, the temperature was comfortable (I just wore a T-shirt). Both the break area and testing area are monitored with video cameras; however, you are allowed to talk to other test-takers during your breaks (just not about the exams).

My study Guide: Content review

I began studying late June and aimed to take the exam on September 7, giving me roughly 2 months. For the first month, I would do content review. For content review, you want to spend more time on what you don’t know. Since I am majoring in Chemical Biology, my general/organic chemistry knowledge was more in-depth than what is needed for the MCAT. I had also taken some introductory physics courses so my main focus was on the physiology aspect of Biology, Biochemistry, and Psychology/Sociology.

I used the Princeton Review books, and I read 1-2 chapters a day (however, I read the entire chemistry books in one sitting). By focusing on a small amount of chapters, I could focus on memorizing all the details instead of unnecessarily cramming the information by reading an insane amount of chapters.

Along with reading, I would also do two other things during content review. Thrice a week I would write out all the biochemistry pathways and amino acids. There are around 6-7 pathways to remember and it is important to memorize these as they are “high yield” (likely to show up). I would also do 2-3 Jack Westin passages a day to practice my reading comprehension for CARS. I probably ended up studying 6-7 hours a day (although it should’ve been 4-5 hours, but I’m guilty of procrastinating).

my study Guide: practice problems

The AAMC prep bundle is your friend! Definitely buy this resource! This is really the only purchase you need to make in terms of paid practice material. Third party practice material (Kaplan exams, TPR exams, etc) are unnecessarily complex, and their practice exams score very harshly to scare you into buying one of their prep courses (which can cost upwards of 1000$). Some free resources I used were the 100 free questions from UWorld and the free Khan Academy passages.

For the first days I aimed to do 60 practice questions a day. I later began doing 120 questions a day, which is equivalent to half a MCAT, therefore ramping up my test-taking stamina. I would mix and match questions from different section banks (eg. 30 questions CARS, 30 questions Chemistry, 30 questions Biology, 30 questions Physics), so I wouldn’t be too bored from doing 120 questions of the same subject.

I took my first full-length exam in the middle of week 2 of practice problems and scored a 515. This gave me an indicator on which subjects I needed to work on (in my case CARS and Psychology/Sociology). Thus I dedicated 2 days to rereading my Psychology/Sociology books and grinded out more CARS passages on Khan Academy and Jack Westin, before going back to my regular schedule of 120 questions a day.

I scored a 518 on the next two full-lengths. However, my CARS scores were abysmal and were hovering around a 124-126 (44-67 percentile). By this time school had started, so I really had to be selective on what I was going to study. I had 3 days left. I decided that I was going to spend these next 3 days solely on CARS, and I redid most of the AAMC CARS questions.

My actual score was a 523. With my CARS section being in the 95th percentile (129)! Even though it was still my lowest section score, I was very proud of myself for improving so much. Every minute of the past two months suddenly seemed very worth it when I got my score back!

my test expenses

The MCAT isn’t cheap, but I think I spent less than your average applicant. I bought the Princeton Review set for 80 CDN (used). There are also ways to get review books for free if you’re very google-savvy ;). I spent around ~350 USD booking my exam, and ~300 USDΒ  (which I split with a friend) on the AAMC practice bundle (all including tax). Apart from these, I didn’t spend any extra money on third-party materials or any prep courses (the costs would be ridiculous). Remember, the more time you invest in studying, the more money you will save, as another retake would cost you ~350 USD more.

I hope you guys found this useful!

CHEM 205: Physical Chemistry

A potentially fun course ruined by poor administration and lack of communication. CHEM 205 focuses on the fundamentals of thermodynamics, kinetics, and spectroscopy useful for life science students.

format of the course

Lectures consisted of a professor going through a slide deck, as well as in-class practice problems. Conceptually the material was quite interesting, however the derivations for different equations can be quite dry to listen to. There were homework questions which weren’t incredibly challenging, but doing the math can become quite tedious.

gpa πŸ™‚ or πŸ™

This is a GPA booster if you’re good at math, otherwise it’s pretty GPA neutral. Personally, I found the evaluations to be ridiculously unfair. For the final exam, it was an EXACT (WORD FOR WORD) copy of a past 2013 final exam. Although this final exam was not released formally, the solutions could be found on CourseHero. Basically, if you had access to this exam beforehand you were getting an A+.

What’s more off-putting is that several individuals on Piazza actually defended viewing the exam beforehand. Their reasoning being that everyone who didn’t have access were all idiots for not taking advantage of all their resources (we now know in these COVID times – Chegg and coursehero is tantamount to academic dishonesty).

Unfortunately, even before the final exam – these same individuals were stirring trouble within the class. After a particularly difficult midterm, they were taunting others telling them that “you wont make medical school if you didn’t get 100 on this midterm” – really living up to the toxic premed stereotype (funny thing being that noone brought up the subject of medical school either … how they correlated performance in a physical chemistry course to medical school admissions is beyond me).

CHEM 205 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

Considering my toxic experience with my course I cannot recommend this to anyone. In fact, I don’t think things have gotten any better.

Plants: Making Air Easier to Breathe

We’ve all heard on the news or learned in elementary schools about the mass deforestation going on all over the world. But have you ever stopped to wonder, why exactly is this bad? Why do we need plants and trees at all?

It turns out, plants are efficient in resupplying the air with oxygen, while removing carbon dioxide! The former, being essential to our survival, and the latter being a gas involved in global warming.

an inside look into plants

So how exactly do they do this? In turns out that inside the plants’ cells there are special machinery capable of splitting water (H2O). This machinery is called an electron transport chain (ETC).

Using sunlight, the ETC extracts energy from the water – leading to the generation of oxygen as a “waste” product. Ironically what’s considered waste for them is gold in terms of survival for us.

When it comes to removing carbon dioxide they have another set of machinery. For the plant, carbon dioxide is like food: they trap the carbon dioxide and convert them into carbohydrates and other nutrients.

rubisco – the single bad life-essential solution

A key piece of machinery in this conversion is RuBisCo – an enzyme. An enzyme is a molecule that speeds up biochemical reactions, and surprisingly RuBisCo is one of the least efficient in existence (think of RuBisCo as a bike and other enzymes as the newest Tesla).

So you might be thinking, if RuBisCo is such a bad enzyme, can’t scientists just make a better version of RuBisCo? This would increase crop yields, and be good for the environment! Well, scientists have tried and failed … it seems like this is the only bad solution to a complex problem. Along with the ability to split water at ease (which scientists also can’t do), this is why plants are biochemical miracles.

CHEM 315/335: Chemistry Integrated Laboratory I and II (Review)

Want exposure to all different types of chemistry and their associated lab techniques? If yes, this is the course for you! CHEM 315/335 are courses where you learn the laboratory fundamentals of inorganic, organic, physical, and analytical chemistry!

format of the course

CHEM 315/335 is a course where you have lots of freedom in that you can choose the types of labs you want to do. The lab is a weekly 4-hour block, however I usually found myself leaving on average at the 3 hour mark. The reason I’m discussing both 315 and 335 at the same time, is because these are the exact same courses, with 335 being the continuation of 315 (you still choose from the same set of experiments – just the ones you haven’t done yet).

how to choose your experiments

As I mentioned earlier, there is four types of chemistry experiments you can choose from. CHOOSE THEM WISELY!

My favorite type of experiments by far were the inorganic ones. The pre-lab quizzes were super easy (and worth 1/4 of your lab mark)! They took 5 minutes to complete and consisted of 5 multiple choice questions testing you on oxidation numbers and chemical disposal. The labs are interesting and the most stress-free. In fact, I managed to finish the inorganic labs 1.5-2 hours almost every time.

The organic chemistry labs were my second favorite. The pre-lab quizzes were long, but most of the concepts were stuff from second year organic chemistry (around 30 mins-1 hour of pre-lab prep was suffice). I found these labs to be more stressful, because you are expected to know almost everything that is going on upon reading the lab instructions. This isn’t entirely unfair, as CHEM 203/245 (prerequisites) were both organic labs – so you are expected to have the fundamentals down. I’ve never finished early for these labs.

The analytical chemistry labs weren’t hard, but they were INTENSELY stressful. The pre-lab quizzes were much harder than the organic and inorganic ones – I often spent 2-3 hours just trying to understand the lab instructions. Half of your laboratory mark hinges on the accuracy of your results, so there’s absolutely no room for error in terms of technique. Your results also will vary on the helpfulness of your TA, especially for the experiments where you’ve never operated the lab equipment before.

The physical chemistry labs were the WORST. The pre-lab quizzes were unnecessarily difficult, it took me many hours to prepare for those. The lab instructions felt like they were written in another language (telling us to self-learn difficult concepts with no prior exposure and then performing an experiment that applies these concepts is asking a bit too much). In my opinion, these labs need a do-over to make them more student-friendly for those that aren’t familiar with physical chemistry. Avoid these labs at all cost!

GPA πŸ™‚ or πŸ™

This course is more of a GPA equalizer. There’s a high average, but the standard deviation is tight and it’s only worth 1 credit. Your GPA in the course is also largely dependent on your experiment selection. General rule of thumb: Avoid labs with lab reports AND AVOID THE PHYSICAL CHEMISTRY LABS (I would rather do a lab with a lab report than these). There’s also no final exam/midterms. Here’s the grade distribution from 2018 winter.

CHEM 335 grade distribution. Credits: ubcgrades.com

Verdict: To take or not to take

If you want to gain more lab skills, definitely take this course. It’s not very time consuming and will only take up 5-6 hours of your week πŸ˜€

CHEM 121: Structure and Bonding in Chemistry (Review)

This will probably be the first university chemistry course many of you will take! CHEM 121 is a first-year chemistry course that introduces the basics of chemical bonding theories.

format of the course

The course is very much similar to CHEM 123. There are canvas quizzes, midterms, and final exams. The teaching style of the lecturer will vary (mine used a chalkboard). Sometimes the concepts they teach are sort of abstract, this was one of the courses where I often sat in the lecture not knowing what was going on. However, the textbook for the course is really well designed and will simplify many of the difficult concepts presented in class

There is also a lab portion for this course (I’m a TA for this portion :D). This just consists of biweekly experiments, which is not that stressful. However, the 10 minute quiz at the start of each lab is an unnecessary pain in the butt.

gpa πŸ™‚ or πŸ™

This course will probably have a neutral effect on your GPA. It’s not extremely difficult. The exams consist of multiple choice and written answers, and as with most first-year science courses, the multiple choice will drop you a significant amount of percentage points with each wrong answer. If you follow the textbook very closely, you can do well! The average for my class was 71. Here is the distribution for winter 2018:

CHEM 121 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

If you’re into chemistry, I would take the course, as this is a prerequisite to many higher level chemistry courses. If not, I probably wouldn’t take this course.