CHEM 330: Advanced Organic Chemistry

A chance to further advance your 2nd year organic chemistry knowledge. CHEM 330 is a one of the hardest courses I’ve taken at UBC; however the nuanced content also made this an interesting organic chemistry course.

format of the course

There are lots of assessments in this course relative to your standard university course. When I took it, there were weekly problem sheets along with two huge problem sets that were all worth a substantial portion of your mark (they were quite challenging as well). Lectures were taught in a smaller lecture hall via chalk and blackboard. This means that you definitely couldn’t miss lecture as the notes would otherwise not be available online. There was also a midterm and final exam both composed of fill in the products/reagents, synthesis, and mechanism type questions. You also needed to memorize random trivia like the pKa of different organic compounds and certain bond energies.

The content was basically an extension of CHEM 213, in terms of looking at the reactions in more detail. A concept that I really enjoyed was the stereochemical control of nucleophilic addition to a carbonyl and how the stereochemistry of the alpha carbon could dictate how the nucleophile would attack the carbonyl carbon. In CHEM 213, this fact would have likely been glossed over, but in CHEM 330 we studied in-depth the mechanism behind this phenomenon.

gpa πŸ™‚ or πŸ™

This course is a massive GPA dropper and it is unclear whether there was scaling. I spent two courses worth of time studying for this course, as not only do you have to memorize a ton of reactions, you also have to learn how to use them together when faced with a synthesis problem or draw on your understanding of these reactions when confronted with a mechanism problem. I managed to get the 3rd highest midterm mark; however, this was around 91-93 which is appallingly low when the same mark in most courses wouldn’t be noteworthy of a top 3. For some reason, the professor let everyone know what the top 10 marks were, and these marks ranged all the way down to high 70s. The average for this course in 2019W was 72. The distribution is quite variable as this was a small class of 60.

CHEM 330 grade distribution. Credits: ubcgrades.com

verdict: to take or not to take

While I don’t regret taking this course it’s definitely not something I would want to take again. In a way, this course helped me discover that organic chemistry wasn’t for me. If you’re super interested in organic chemistry, this course will truly test the extent of your interest.

Arachidonic acid: a very important fatty acid

Arachidonic acid is a fatty acid (a carboxylic acid with a long carbon tail) with 20 carbons and 4 double bonds. Counting from the end without the carboxylic acid group, the first double bond appears at the 6th position from the end, making this an omega-6 fatty acid.

Chemical structure of arachidonic acid. Credits: Wikimedia (Public domain) https://commons.wikimedia.org/wiki/File:AAnumbering.png

Arachidonic acid is incorporated into phospholipids in cell membranes. In the process of some cell signalling events such as the inflammatory cascade, it is cleaved from phospholipids by phospholipase A2 (PLA2), after which it can be modified into many signalling molecules including the prostaglandins (PGs), thromboxanes (TXs), and leukotrienes (LTs). These are the most well-known and well-studied of the metabolites derived from arachidonic acid; however, there are also many other compounds including the endocannabinoids (ECs), and several less understood groups such as the eoxins (EXs),Β lipoxins (LXs), epoxyeicosatrienoic acids (EETs), hepoxilins (HXs), isoprostanes (IsoPs), andΒ isofurans (IsoFs). Some of these compounds are quite recent discoveries and thus have little information available about them. Nevertheless, many of these compounds have biological activity associated with the inflammatory response, either with anti-inflammatory or pro-inflammatory effects. The latter molecules are still under active investigation in order to better understand the way they mediate actions in the body. [1]

The actions of all these molecules are too numerous to explain here. Some of the most well-known actions are those of the prostaglandins. If you have ever taken NSAIDs such as ibuprofen or naproxen, you will have affected this system. These drugs inhibit the cyclooxygenase enzyme, a critical enzyme in prostaglandin synthesis. Prostaglandins have diverse effects such as acting as pro-inflammatory mediators and regulating smooth muscle contraction and relaxation (such as PGE2), or causing vasodilation and preventing platelet aggregation (such as PGI2, also known as prostacyclin). Other molecules in the cyclooxygenase pathway, such as thromboxane, promote clotting and causing blood vessels to contract (such as TXA2). [2] The leukotrienes, synthesized from the lipooxygenase pathway, are inflammatory mediators. Some asthma medications, such as montelukast and zafirlukast, block the actions of the leukotriene LTD4 which can help with the bronchospasms in asthma. [3]

The endocannabinoid system is also a growing area of interest. The compound N-arachidonoylethanolamine, also known as anandamide, is probably the most well-known compound. The effects of this compound include pain sensation modulation, reward processes in the brain, and immune system modulation. [4]

This is only a small peek at the world of arachidonic acid metabolites: there remains much to be explained outside of this blog post, and much to be discovered!

Sources:

[1] Wang, B., Wu, L., Chen, J., Dong, L., Chen, C., Wen, Z., Hu, J., Fleming, I., & Wang, D. W. (2021). Metabolism pathways of arachidonic acids: Mechanisms and potential therapeutic targets. Signal Transduction and Targeted Therapy, 6(1), 1–30. https://doi.org/10.1038/s41392-020-00443-w
[2] Ricciotti, E., & FitzGerald, G. A. (2011). Prostaglandins and inflammation. Arteriosclerosis, Thrombosis, and Vascular Biology, 31(5), 986–1000. https://doi.org/10.1161/ATVBAHA.110.207449
[3] Dempsey, O. J. (2000). Leukotriene receptor antagonist therapy. Postgraduate Medical Journal, 76(902), 767–773. https://doi.org/10.1136/pmj.76.902.767
[4] Lu, H.-C., & Mackie, K. (2016). An Introduction to the Endogenous Cannabinoid System. Biological Psychiatry, 79(7), 516–525. https://doi.org/10.1016/j.biopsych.2015.07.028

Hydrogels as an Ophthalmic Drug Delivery System

If you’ve ever had some sort of eye surgery, you might have been prescribed an assortment of eyedrops with their own frequent dosing schedules. The reason for the frequent dosing is that topical drug delivery to the eye is quite difficult, and upon further evaluation this should make sense! The eye is a delicate structure that has many barriers to prevent the entry of foreign particles. Hydrogel technology has been heavily investigated as a sustained drug release vehicle, obviating the need for such frequent dosing.

barriers of the eye

Drug residence time delivered via eye drops can be cut short due to pre-corneal factors: tears, blinking, and drainage through the nasolacrimal duct. Some of you might have been told to pinch the bridge of your nose after administering eye drops, this is to block off the drug from draining through this duct into the nose. In addition, drug that does remain on the eye must penetrate through the thick multi-layered cornea to get to the deeper tissues of the eye. The conjunctiva at the surface of the eye is also highly vascularized, meaning the drug will also be absorbed into the bloodstream before penetrating through the eye.

Anatomy of the eye. Credits: American Academy of Ophthalmology

Drainage through the nasolacrimal duct and absorption through the highly vascularized conjunctiva may cause unwanted side effects, as the drug is being distributed to off-target tissues through the circulatory system. Ironically, drugs cannot be delivered via consumption or systemic injection as there are blood-ocular barriers (analogous to the blood-brain barrier) that prevent systemic distribution of drugs to ocular tissue.

hydrogels to the rescue!

Hydrogels are basically polymers (long chemical chains) composed 95% of water. The advantage of hydrogels is that they are viscous, meaning that they can stick onto the eye longer before being removed. They can also encapsulate drug molecules, and can release the desired drug at a certain rate, based on their initial preparation conditions. Currently, there are many types of hydrogels being investigated for there use in drug delivery. These can be broken down into synthetic polymers, which have the advantage of being easily tunable in mechanical properties and natural polymers, which have the advantage of being biocompatible to the eye. In-situ forming hydrogels have been an area of focus, as they can be administered as a liquid, but gels in response to a stimulus. For example a gel could be liquid at room temperature but turn into a gel at body temperature.

Despite being a potential solve to a long-standing problem, there is currently no FDA-approved hydrogel used in drug delivery. A lot more research in terms of in vitro, in vivo, and clinical studies are needed to evaluate the long-term efficacy and biocompatibility of these options. However, hydrogels have made their way into clinical use in other ophthalmic departments! An immediate one that comes to mind is the use of contact lenses which are practically just hydrogels. A lesser known use is in cataract surgery, where hydrogels have been used as ocular adhesives to seal any surgery-induced wounds.

References

Lynch, C.R.; Kondiah, P.P.D.; Choonara, Y.E.; du Toit, L.C.; Ally, N.; Pillay, V. Hydrogel Biomaterials for Application in Ocular Drug Delivery. Front. Bioeng. Biotechnol. 2020, 8, 228, doi:10.3389/fbioe.2020.00228.

BIOL 140: Laboratory Investigations in Life Science

A course that directly teaches you about the scientific method and how to practice good science! BIOL 140 is a lab course that teaches you how to collect data, set up experiments, and do introductory statistics on cool organisms!

format of the course

I took the course 3-4 years ago, so the format might have changed; however, I suspect they kept it mostly the same. Classes are run like small tutorials that occur once a week for 3 hours. These classes were very interactive and quite interesting. We’re broken down into groups of 3-4 on the first day and assigned study organisms for the term (I got the beetle). Assignments in this course were all written: literature searches, worksheets, lab reports, and paper writing. They end-goal was to design an experiment regarding our organism and doing a final write-up on our findings. Personally, we looked at whether beetles prefer a wet or dry environment by looking at the duration of time they stayed in a particular environment.

For interests sake, we set this up by filling a petri dish half with dry soil and half with wet soil. We then put the beetle at the boundary where the two soils met, and allowed 30 seconds to pass to reduce its stress levels. We then measured for 2 minutes for how long the beetle stayed at each location. We then tabulated these results, ran some statistical analyses, and then wrote up a report and presentation.

In the latter half of the course, we went to a nearby forest to learn how to identify different plant species and how to sample parts of the forest.

GPA πŸ™‚ or πŸ™

This course is not that stressful, but the marking for the written assignments and presentations are quite harsh. I remember they gave us a sample written assignment to mark on our own, and the actual mark that the sample assignment was scored was much lower than the mark my peers and I assigned. This being said, the final exam was ridiculously easy (I suspect on purpose), and the averages aren’t that bad in the end. Due to COVID-19 the latest averages are heavily inflated, thus I will provide an older distribution from when classes were in-person. The average was 77 in 2019w term 1.

BIOL 140 Grade Distribution. Credits: ubcgrades.com

Verdict? to take or not to take

I would take this course if you are planning on going into a life-science major as this is a prerequisite for most of them. Otherwise, this is a lot of work for a 2 credit course, and you will be exposed to a more in-depth learning of the scientific method in whatever major you choose later on.

BIOL 364: Comparative Cardiovascular, Respiratory and Osmoregulatory Physiology

An interesting course about the various physiological systems from a comparative point of view. BIOL 364 covers the fundamentals of the cardiovascular, respiratory, and osmoregulatory system and temperature regulation.

format of the course

BIOL 364 consists of live recorded lectures and recorded office hours! Piazza and the Zoom chat are also helpful avenues when communicating with the teaching team as they are pretty thorough with answering the questions. The mark weighting consists of two midterms and a final exam. All the questions on the exams were open-ended essay questions. Midterms were 3 questions (400-800 words each, 50 minutes) and finals were 6 questions (400-800 words each, 2.5 hours).

Unfortunately, there was much grief over the exam format as historically the exams used to be completely multiple choice. However the open format was to curb cheating as invigilation is difficult over zoom. People’s main gripe was with the subjective marking in a science course, which given the exam style is hard to minimize. I suspect things will go back to multiple choice when in-person classes begins as they are easier on the students and TAs.

GPA πŸ™‚ or πŸ™

When you’re taking the course it will feel like a GPA dropper because of the incredibly time-crunched midterms. However, with new weighting schemes implemented (dropping the worst midterm if you do well on the final exam) and the final exam being much generous in terms of time, the class average ended up being quite high and in line with the historical averages. The class average was 79.

BIOL 364 GRADE DISTRIBUTION. Credits: ubcgrades.com

verdict? to take or not to take

If you’re really against subjective marking and dreading getting your mark back after every exam due to not knowing how you did, I would not take this course. If you want an interesting course on physiology that isn’t incredibly in depth, I would take this course. Physiology enthusiasts should consider taking CAPS 301 which is a year-long course covering mammalian physiology.

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BIOC 302: General Biochemistry

An interesting course where you dive into the biochemical pathways of lipids, proteins, and nucleic acids. BIOC 302 is a biochemistry course where you are assaulted with biochemical facts and information.

FORMAT OF THE COURSE

The lectures were live at 8AM…fortunately they were asynchronous and recorded due to the pandemic. Lectures were every MWF. There were also optional tutorials where the teaching assistants would go over a set of practice problems. The course was broken down into 3 broad sections. Biochemical processes and metabolic pathways of lipids, proteins, and nucleic acids and overview of DNA replication, transcription and translation. This course is super memory-heavy as you had to memorize most of the structures and names that appear in the slides as well as the complex metabolic pathways. What makes it even more difficult is that you also have to apply this memorized knowledge in different scenarios on the exams.

The assessments for this course consisted of one midterm and one final exam of equal weighting. The midterm tested the first half of the course only (lipids and proteins) while the final exam tested the latter half of the course only (nucleic acids, DNA replication, transcription, and translation). Both exams consisted of matching questions, structure recognition, multiple choice, and long answer questions adding up to 100 points.

GPA πŸ™‚ OR πŸ™

This course is very hard and you will need to put a lot of work in to be above the class average. It is imperative that you do not fall behind because then you will need to memorize more content, while trying to decipher what you are memorizing. The midterm exam was by far the hardest exam I’ve written this year (my 4th year); however, the final exam was much easier. The instructor is not shy about scaling, and usually scales the exams by 2-4% to reach an average above 70. The class average for my section was 74.

BIOC 302 Grade Distribtution. Credits: ubcgrades.com

verdict? to take or not to take

Despite being a very hard course, I would definitely take a course if you have a strong interest in biochemistry. This course is also a prerequisite for some professional schools in healthcare like dentistry. The assessments can be tough in terms of ambiguous questions in the exams, but if you’re not too worried about that then you’re good to go!

Gold: Precious in a Different Way

Let’s face it, to most people gold is just an over-glorified rock with no real value; however, that’s not the case at all! Just this month, researchers from University College London have created a novel light-activated coating that kills infectious bacteria. The key ingredient? Gold.

upgrading with gold…

The invention of a bacteria-killing coating sounds ingenious; however, Hwang’s team was actually not the first to come up with this idea. Previous studies have already shown that coatings incorporating the chemical crystal violet can adequately kill bacteria. The problem was that the coating had to be light-activated by UV rays, which harm the skin by promoting skin cancer.

This was exactly the problem Hwang’s team looked to solve; to make a coating that did not require harmful wavelengths of light. They overcame this challenge by incorporating small clusters of gold into a polymer containing crystal violet. The result? Now this new coating could effectively eliminate bacteria upon activation with low intensity white light – the level of light found in offices.

Concentration of bacteria (CFU/mL) across three conditions after 6 hours exposure to low-intensity white light. Star indicates bacterial concentration is undetected. Sample size = 6 per treatment, error bars are standard deviation. Adapted from Hwang et al.’s data

The figure above perfectly illustrates their result. Statistical analyses show that bacterial concentration does not significantly differ between the violet crystal and control (no coating) condition. This indicates that low-intensity white light cannot activate the bacterial-killing function in the violet crystal coating. What’s interesting is that addition of gold with the violet crystal, reduces the bacterial concentration significantly to near zero values, indicating successful activation.

More than a novelty…

The results of Hwang’s study are truly impactful. It is well known that hospitals are a hotbed for infectious bacteria. In fact, 27% of surfaces in hospital rooms are contaminated with bacteria even after regular and thorough cleaning. As such, applying the coating on these surfaces will definitely reduce the chances of contracting a hospital-related disease. Who would have thought? Not only is gold more than just a hunk of rock, it can also save lives.

FRST 303: Principles of Forest Science

A refreshing break from your traditional courses in the Faculty of Science. Although FRST 303 is still a science-based course, the focus is on the growth and evolution of trees and forests.

FORMAT OF THE COURSE

Due to the pandemic this was an online asynchronous course. Lectures were live and recorded on Tuesdays and Thursdays. The instructor, Chris Chanway, was also nice enough to schedule a 15 minute break every lecture. The entire course was graded on one midterm and one final exam. Both were of the same format: define a few words and answer a few long response questions. The exams were not invigilated and were closed book.

GPA πŸ™‚ OR πŸ™

This course might be the easiest course you could ever take at UBC, especially for science students. Half of the course content is going over basic biological concepts such as what is a cell. Having two assessments make up your entire grade may seem daunting; however, the entire question bank for both exams are provided to you a month in advance. Sadly, only 20/200 students enrolled would show up for live classes because of this. You basically don’t have to study and you can rest easy as long as you just answer all the test bank questions beforehand. I know of some people who didn’t study at all and still got an A+. In fact, the course average for my section was 94.

FRST 303 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

If you have no interest in trees or forestry I wouldn’t take this course, because the material will seem very dry. If you’re looking to bump up your GPA, need upper year credits, or just looking for a small break in a heavy workload this course is definitely for you!