SSRIs, serotonin, and depression

SSRIs (selective serotonin reuptake inhibitors) are among the most commonly prescribed medications, used as a first-line pharmacological treatment for depression. Their basic mechanism is well-known: blocking the serotonin transporter, resulting in decreased serotonin reuptake into the neuron and thus more serotonin remains outside, allowing for more activation of serotonin receptors, and thus decreasing the depressive symptoms [1]. However, this is an oversimplification: the role of serotonin in the brain is still poorly understood.

For example, abnormally large serotonin levels in the brain may result in serotonin syndrome, a life-threatening condition characterized by neuromuscular and autonomic hyperactivity [2]. This condition may be caused by the use of drugs that act on the serotonergic system, such as SSRIs. On the other hand, serotonin deficiency may also lead to hyperactivity, as well as disrupted sleeping patterns [3].

There are also a multitude of serotonin receptors in the brain, all with different effects [1]. For instance, activation of the 5-HT1A receptor with selective agonists results in antidepressant effects [4]; however, blockade of 5-HT2C receptors with selective agonists also results in antidepressant effects, with a faster onset [5]. As well, autoreceptors modulate serotonin signalling, which further complicates the effects of increasing serotonin levels. Interestingly, the downregulation of 5-HT2C receptors appears to coincide with the onset of effects from SSRIs [6], suggesting that some abnormal signalling involving the 5-HT2C receptors may be involved in depression.

Further complicating matters is the downstream effects on serotonergic, noradrenergic, and dopaminergic pathways. It is known that NDRIs (norepinephrine/dopamine reuptake inhibitors) such as buproprion are also effective in treating depressive symptoms [7], and that activation of serotonin receptors also results in modulation of norepinephrine and dopamine signalling, such as in the case of 5-HT2C receptors [6]. This is still an active area of research, but it is still quite clear that the role of serotonin in the brain is not as simple as “serotonin = happy”.

References

[1] Sangkuhl K, Klein T, Altman R. Selective Serotonin Reuptake Inhibitors (SSRI) Pathway. Pharmacogenet Genomics. 2009;19(11):907-909. doi:10.1097/FPC.0b013e32833132cb

[2] Volpi-Abadie J, Kaye AM, Kaye AD. Serotonin Syndrome. Ochsner J. 2013;13(4):533-540.

[3] Whitney MS, Shemery AM, Yaw AM, Donovan LJ, Glass JD, Deneris ES. Adult Brain Serotonin Deficiency Causes Hyperactivity, Circadian Disruption, and Elimination of Siestas. J Neurosci. 2016;36(38):9828-9842. doi:10.1523/JNEUROSCI.1469-16.2016

[4] Kennett GA, Dourish CT, Curzon G. Antidepressant-like action of 5-HT1A agonists and conventional antidepressants in an animal model of depression. Eur J Pharmacol. 1987;134(3):265-274. doi:10.1016/0014-2999(87)90357-8

[5] Opal MD, Klenotich SC, Morais M, et al. Serotonin 2C receptor antagonists induce fast-onset antidepressant effects. Molecular Psychiatry. 2014;19(10):1106-1114. doi:10.1038/mp.2013.144

[6] Millan MJ. Serotonin 5-HT2C receptors as a target for the treatment of depressive and anxious states: focus on novel therapeutic strategies. Therapie. 2005;60(5):441-460. doi:10.2515/therapie:2005065

[7] Patel K, Allen S, Haque MN, Angelescu I, Baumeister D, Tracy DK. Bupropion: a systematic review and meta-analysis of effectiveness as an antidepressant. Ther Adv Psychopharmacol. 2016;6(2):99-144. doi:10.1177/2045125316629071

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.

BIOL 260: Fundamentals of Physiology (Review)

Are you keen on learning more about plants and animals? If so, BIOL 260 is the course for you! BIOL 260 is a physiology course that focuses on mammalian and plant physiology.

format of the course

This course is run pretty much the same as most courses. There are live lectures, pre-reading quizzes, and clickers. However, the course is designed in a way that encourages success and the professors (Trish and Abel) really do care about their students. The two midterms were optional and could only increase your final mark – giving you plenty of opportunity to succeed. Almost every single question on the piazza discussion board was answered by the professors or a TA, which is really rare in most classes.

gpa πŸ™‚ or πŸ™

It is definitely not a GPA booster, but also on the easier end of the spectrum in terms of biology courses. My only gripe is that they were excessively picky with wording on the exams (I had a question marked wrong for saying bicarbonate increased pH, but not explicitly stating it was a base … but this may have seen super obvious to me given my chemistry background). The two midterms and final exams are a TIME CRUNCH, all the questions are written response so you really have to think and write at the same time. They also really stress on concept application instead of memorization (thus you get a cheat sheet).Β  Here is the grade distribution for winter 2018:

BIOL 260 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

It was one of the more enjoyable classes of my third year. I would definitely take it as I found it quite stress-free and interesting!

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.

CHEM 213: Organic Chemistry (Review)

Out of all the organic chemistry courses I’ve taken, this one is by far my favorite! CHEM 213 is an organic chemistry course targeted towards chemistry and biochemistry majors.

format of the course

The format is nothing special; there are online canvas quizzes, two midterms, and one final exam. Lecture consists of the professor writing on a doc-cam while talking through the steps and nuances of different types of reactions. The professor for this course is amazing, Dr. Sammis is always willing to answer questions even if they’re simple (and he never makes you feel dumb for asking them). He’s also great at reading the room! He’ll ask if the class with okay with a concept, and even if noone is brave enough to raise their hand, he’ll sense the uneasiness and go over it again. Even though this is a notoriously difficult course, it’ll feel like you’re being set up to succeed rather than fail.

GPA πŸ™‚ or πŸ™

Although interesting, this course will probably not be good for your GPA (that said if you’re really interested in the topic it could also boost it like it did mine). The midterms will feel like a time-crunch given that you only have 50 minutes to complete them, but they’re not really designed to trick you. The final exam was significantly harder than the midterms, but that might have been due to the end-of-term topics being inherently more difficult to understand.

Again, Dr. Sammis always tries to make things as fair as possible, even though midterms are 7-8 pages long – they’re out of 80-90 points (lot’s of part marks!). CHEM 213 has by far one of the most thought out and fair marking schemes I have seen in chemistry courses. My class ended up with a 68 average. Here’s a distribution from winter 2018:

CHEM 213 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

If you’ve taken the introductory organic courses (CHEM 203 or 233) I would definitely take it! The topic is really interesting. It’ll be worth it even though the course is hard.

MATH 103: Integral Calculus with Applications to Life Sciences (Review)

There’s really no sugar-coating it, this course is a train-wreck from beginning to end. MATH 103 is a calculus course with a focus on integrals and their applications to biological-relevant problems.

format of the course

The format of the course consists of in-person lectures where the professor hand-writes the notes on a doc-cam. There are small assignments done online (web-work) as well as in-class quizzes and exams (may vary according to prof). Unfortunately, it feels like the course is setting students up to fail rather than succeed, in other-words, it is obvious that this is a weeder course.

The notes are very dense, and made even more complicated by messy handwriting (again prof dependent). The textbook just makes things worse by being overly complicated as well, and assumes too much background knowledge that a first-year student should know.

For my class, there were in-class quizzes, and these were very poor evaluation tools. They give you 20 minutes to solve a bunch of integrals, which gives absolutely no room for thinking. Albeit, when I was taking it the course, we were the guinea pigs for the new quiz format. On the other hand, the web-work questions were hard, but I found them challenging and fun! They got one thing right!

GPA πŸ™‚ or πŸ™

This will definitely destroy your GPA. It seems like the exam formatting is always changing for this course. Someone thought it was a good idea to change the final exam from a historical 9 questions long to near 30 for my year. I have heard that they further changed the exam to an online format the following year. The class average for my year was 69. Here is a distribution from winter 2018:

MATH 103 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

If you have a choice, don’t take it! This course is poorly run, and gives off a very off-putting vibe. If you like calculus, I would look into other integral calculus equivalents!

CHEM 123: Thermodynamics, Kinetics and Organic Chemistry (Review)

Interested in chemistry, but don’t know where to start? CHEM 123 is a first- year science that covers the fundamentals of physical and organic chemistry!

Format of the course

The format of the course was pretty standard. Like your usual first year courses, hundreds of students are taking the course as a prerequisite, thus the midterm and final exams are standardized among all sections. Even the lecture material is standardized, so you’re not really missing out on any content regardless of who your professor is.

The course is divided into two big portions: physical chemistry followed by organic chemistry. The physical chemistry portions are calculation and theory heavy. Personally, thermodynamics has never been something I was completely comfortable with; however, the professor made it VERY clear what we needed/didn’t need to know.

The organic portion is the complete opposite of the physical portion. It is not a stretch to say that you don’t need to do any calculations for this part. The difficulty comes in understanding chemical visualization (different projections), acid/base stability, and a few reactions. I loved this part of the course so much I went on to take 4 different organic chemistry courses in my 2nd and 3rd year.

There is also a mandatory lab component which drives everyone nuts. The in-lab quizzes are unnecessarily stressful! They give you 10 minutes to complete it, so there is no time to think! The labs themselves and associated assignments were pretty stress-free. You meet once every two weeks for a lab, so the work-load isn’t insane.

GPA πŸ™‚ or πŸ™

This course isn’t a GPA booster, however it isn’t particularly a killer. It’s just one of those courses that probably won’t make or break anything. There are two midterms and a final exam, along with quizzes and the lab component. The examinations are part multiple choice and written questions so you get the best (and worst) of both worlds. The multiple choice questions were pretty high risk in that one wrong answer would drop your exam mark by 6%; however they weren’t designed to be tricky. The class average for my section was 69% (which was on the low end). The distribution including all sections from winter 2018 are shown below:

CHEM 123 grade distribution. Credits: ubcgrades.com

verdict? to take or not to take

As this is a requirement for ALL first year science students, there isn’t a choice :D. If you enjoy chemistry, this course will be interesting. Good luck to all of you taking it!

Giving COVID-19 What It Wants: A Potential Cure

COVID-19 needs no introduction, the familiar spiky ball has been tormenting us since the beginning of 2020. Consequently, researchers around the world have been working to find a vaccine and one potential solution seems rather odd. UBC researchers, led by Josef Penninger, have found that administering ACE2 decreases the virus’ infectiousness. The odd part? ACE2 is the same protein on lung cells exploited by COVID-19 to gain entry into these cells.

COVID-19 structure. Credits: Newscientist

COVID-19 structure. The red blobs coating the virus are Spike Glycoproteins, which facilitate infection of cells. Credits: Newscientist

Infecting the lung cells…

One of main targets of COVID-19 is the lungs. This is because the surface of the lung cells are coated in ACE2 proteins. On the surface of COVID-19 there are Spike Glycoproteins, which recognize and bind ACE2 proteins, facilitating infection of the lung cells (see our previous post for general information on COVID-19). Tinkering with this ACE2 – Spike Glycoprotein interaction is the goal of many developing vaccines and was also what Penninger’s team targeted.

satisfying the virus stops the infection!

The way Penninger’s team approached this problem was truly ingenious. Since the Spike Glycoprotein binds to ACE2 on the cells, why not just administer an outside source of ACE2, so the Spike Glycoprotein can bind to those instead? The administered ACE2 would effectively bind to all the Spike Glycoproteins on the virus, rendering it inactive and unable to target cellular ACE2.

They researchers tested this theory by infecting cell cultures with COVID-19. They showed that by incubating these cultures with hrsACE2 (genetically modified ACE2), the virus growth was inhibited.

To take it a step further, the researchers grew blood vessel and kidney organoids, which are models of these respective organs. Upon administering hrsACE2, infection and spread of COVID-19 in these organoids were significantly reduced. This demonstrated that hrsACE2 could inhibit infection in human organs!

Spike Glycoproteins on COVID-19 will bind to hrsACE2 instead of cellular ACE2 – inhibiting infection. Adapted: Penninger et al. (2020)

More work is still needed

Although the results are promising, Penninger’s team caution that there are still some kinks that need to be worked out:

The inhibition [by hrsACE2] is not complete […]. This may be due to […] other co-receptors/auxiliary proteins or even other mechanisms by which viruses can enter cells.

They also suggest that future studies should look at the systems that model the lung, as this organ is the primary infection target. With all this being said, Penninger’s research is still without doubt groundbreaking, and a big push forward into getting rid of this virus once and for all.

Journal Reference

Monteil, V., Kwon, H., Prado, P., HagelkrΓΌys, A., Wimmer, R. A., Stahl, M., . . . Penninger, J. M. (2020). Inhibition of SARS-CoV-2 infections in engineered human tissues using clinical-grade soluble human ACE2.Β Cell,Β 181(4), 905-913.e7. doi:10.1016/j.cell.2020.04.004