Rundown of UBC Physiology and Physics courses I've taken this year

This post is in response to a question posed by a student I am in discussion with for SPAC (Science Peer Academic Coaching). For more information, please visit www.my.science.ubc.ca/spac.

I’ll try not to tout either program, but I’ll give a rundown of the details of each and let you come up with your own ideas.

Physiology

Physiology only offers an honours program, make sure that you’re capable and willing to commit to an honours program prior to signing up (i.e. if you bomb a course and are forced to drop honours status, you have to switch specializations).

You can find all the information about the courses and application process at http://www.cellphys.ubc.ca/undergrad.html (or Google “ubc physiology”).

The class size is usually between 10 and 20 students (at least in recent years). You can expect to cover a broad foundation in Physiological sciences, particularly the structure and function of human body processes.

Discussion of required 3^rd year courses:

1. PHYL 301 - General overview of physiology. This is like British Columbia's BIOL 12 human body sections on steroids. The sections of the course are listed in great detail on the Cellphys website above. This is a very popular course, and gives a foundation of understanding in many human body systems. Different sections are covered to different depths, and there is, in my opinion, about a 50/50 balance between conceptual understanding and rote memorization. Different sections are taught by different instructors, which has so far been not a jarring experience. There are two exams, one at the end of term one and one at the end of term two. This course requires a fair bit of studying, but is fascinating and rewarding.
2. PHYL 303 - Our wonderful physiology lab. Whereas PHYL 301 has some 500 students, PHYL 303 is restricted to members of Hons. PHYL and Hons. PCTH (by option). Preparation for labs and the process of labs are generally fairly low-stress, though lab reports can be significantly more troubling. Weeks alternate between formal lab reports (fit to submit to a scientific journal), and brief results reports/worksheets. Marking is not easy, and this course serves as an excellent introduction to scientific writing. First term labs include a blood lab, a number of electrophysiology (nerve conduction velocity, electromyogram, etc.) labs, an electrocardiogram lab, and a neuroanatomy lab in which we examine and handle donated human brains. A highlight in second term is sessions on surgical techniques. This lab course is excellent for solidifying a number of concepts from PHYL 301, and offers insight on techniques most undergraduate students do not have the privilege to explore.
3. BIOC 301 - In this course we go through a series of experiments which mimic techniques many students would do in a biochemical research job such as PCR, gel electrophoresis, PCR cleanup, restriction enzyme digestion, DNA ligation etc. We aim to ligate a protein coding segment into a plasmid containing Ampicillin resistance. We then introduce this plasmid into competent bacteria, and plate the bacteria on Ampicillin-containing LB media. In the next term, we will attempt to use the bacteria to grow the protein of interest.

I did not take BIOC 302 this term, and I do not need to take STAT 200 or BIOL 300 this year.

Physics courses

I don't have too much insight on specializing in Physics, aside from doing a minor. In order to complete a minor, one must take 18 upper level PHYS/ASTR credits. I took 2 physics courses and 2 math courses this term, and I found it extremely rewarding. These courses have given me deeper insight on the way science is done and the nature of the universe.

In addition, I find the social atmosphere around the Physics program very warm and supportive. The UBC Physics society is located in the room HENN 307, and is a great place for physics students to hang out, have lunch, and discuss homework.

Taking physics courses had a semi-expected consequence. Weekly assignments. This term, I had to complete  assignments weekly for 3 courses, which took me anywhere from 4 to 12 hours each. I had biweekly assignments for a fourth course. This is on top of weekly lab reports for PHYL 303, and occasional lab reports for BIOC 301. Needless to say, these courses keep students busy, but it does also keep you on track, and prevent last-minute cramming.

1. MATH 316 - We start with brief review of MATH 215, followed by a discussion of series solutions to ODE's. We then discussed a number of methods to algebraically and numerically come up with solutions to partial differential equations. Weekly assignments took 4-8 hours to do. Very important for applied mathematics and physics courses (particularly PHYS 304, I found).
2. MATH 300 - I didn't actually have to take this course for any reasons whatsoever. It just sounded interesting. This is a course in complex variables, an introduction to analysis in the complex plane. This was incredibly eye-opening for a number of mathematical concepts which I had not had a complete understanding of before. The course is broken in to 5 sections: (1) Algebraic and geometric representations of complex numbers, (2) functions of a complex variable, (3) integration of functions in the complex plane, (4) sequences and series, and (5) residue calculus. Assignments were weekly and took about 6-10 hours each.
3. PHYS 304 - Quantum mechanics. I found the quantum mechanics in PHYS 200 somewhat disjointed and hard to follow. This course hammered the mathematical models of quantum mechanics into place. From first principles, we work our way into 3-dimensional radial quantum mechanics, and the mathematical construction of the Hydrogen molecule. Using an algebraic approach, we also develop the trends inherent in the periodic table of elements. This course is also an introduction to a number of mathematical concepts such as linear algebra topics, operator approaches to linear algebra, bra-ket vector notation, a number of well established polynomial sequences, partial differential equations, and more. This course had weekly assignments taking about 8-12 hours each.
4. PHYS 404 - Medical physics. I found this course fascinating but disjointed. It is divided into six 4-lecture topics, each taught by a different instructor. They are (1) introduction to imaging, (2) MRI, (3) nuclear medicine, (4) radiological imaging, (5) biomedical optics, and (6) radiation therapy. This was not an easy course, and not an exciting one either. It did serve as a good introduction to imaging concepts and radiation physics, as well as a great chance to tie together medical and physical concepts. There were bi-weekly assignments taking 1-3 hours each. There is a term paper (2000-3000 words) on a medical physics topic of your choice.

I will likely do a similar post at the end of next term. Cheers, and take care!

Happy holidays, and Happy New Year.

MATH 223 - Course Review

MATH 223 Linear Algebra

Matrices, eigenvectors, diagonalization, orthogonality, linear systems, applications. Intended for Honours students.

Credits: 3.  Pre-reqs: Either (a) MATH 121 or (b) a score of 68% or higher in one of MATH 101, MATH 103, MATH 105, SCIE 001. 

My first task on the Wednesday which marked the start of my classes was to locate the small and aged mathematics building on campus under a blanket of rainy weather.  This is nothing new to a seasoned UBC student, but I was heading to my very first class.

This is my personal addition to the reams that have been said regarding the intimidation of approaching University classes for the first time.  I had a sneaking suspicion that MATH 223 was not going to be easy, and I was not sure I had even close to enough background to handle it.

I'll get some details out of the way.  I attended University Hill Secondary School from 2004 to 2009, a school known by many as one of the consistently highest academically rated public schools in the lower mainland.  My study focus was primarily in the sciences.

I took an accelerated science course in 8th grade, which covered 9th grade material as well, and took Science 10 in my 9th grade.  I then took our school's AP version of Chemistry, Physics, and Biology courses, as well as Math 12 in the following years, and AP Calculus BC at Kerrisdale academy.  I received 4's and 5's on AP exams in Chemistry, Physics B and C (mechanics), Biology, and Calculus BC.  In my 12th grade, I shifted my focus slightly and took many humanities courses.

Long story short, I entered UBC with transfer credit for MATH 100, 101; CHEM 121; PHYS 100, 107, 3 additional credits; BIOL 121, 140, 7 additional credits.  

I had no idea how MATH 223 would pan out, considering I had not taken any University courses in mathematics.  The day before the first class, I read through some basic matrix algebra concepts including matrix addition, subtraction, multiplication, and determinants.  As a result, the first class was relatively comfortable, touching on these concepts and using them to determine the properties of inverse matrices.

Professor Anstee was extremely welcoming and friendly, displaying expertise, wit, and warmness.  I was surprised that he gave us his home phone number rather than his office number.  My impression was that he was quite dedicated to his role as a teacher and cared about his students' learning.

He said something on the first class which both unnerved and excited me.  He looked through the class list, checking on the specialities of the students.  There were students from mathematics, physics, and computer science, all expected.  He appeared slightly confused, however, at the number of students from other fields, and advised that most of us were likely in the wrong course. I smiled, driven by the same academically masochistic drive that led me to take AP courses in high school.

But MATH 223 was like no course I had thus far experienced.  The proofs started at the second class.  I realized quickly that this would be a course in which I desperately copy down chalk markings during lectures in hopes that I might have time later on to actually understand them.

Weekly assignments were difficult.  I cannot put it any way but frankly.  The majority of questions were proofs, which took anywhere between 10 minutes and one hour each.  Assignments were made up of anywhere between 8 and 12 questions, some with multiple parts.  I would often get stuck on questions for long stretches of time.  I would take breaks, ask friends for their thoughts, and come back to the questions after some time, burning up pages and pages of blank paper scribbling every approach I could come up with.

Exams were similarly difficult, but definitely fair.  Professor Anstee was careful to give us exams which were hard to ace, but easy to pass.  60% of every exam would be based on basic algorithmic concepts, and usually required little cleverness (gaussian elimination, the determinant, inverse matrices, Gram-Schmidt process etc.).  The remaining 40% would usually be made up of four 10% questions of increasing difficulty.  These would usually be based on smaller concepts derived in proofs in class, and some were proofs themselves.  Often only 1 or 2 students in the class would get any points at all on the final question of the exam.

My conclusion, the hardest part of this course was the homework.  I spent from 5-10 hours on homework weekly for this course alone (why this course is worth only 3 credits, I have no clue).  Exams were not easy, but doable, and if I had studied more, I imagine I could actually have done well.  Unless you're very confident in your abilities, don't expect to get over 90% in this class, but I think with solid effort devoted to studying for exams, the 80's are attainable.

One last point up for debate is whether this course is better as a base in linear algebra than 221.  After the fact, I barely remembered any but the most key concepts in this course.  I feel that material raced by so rapidly that I had no time to grasp much of the conceptual framework with confidence.  However, where this course was useful was that it challenged me to think at a level of mathematical abstraction that I had never even knew I could.  The homework beat into me a new-found confidence for approaching problems of a mathematical nature, and this, I feel, has helped me immensely in subsequent courses.

Who am I, and why am I here?

This is not a metaphysical quest, merely an introduction.  My name is Eric, and I am an undergraduate student at the University of British Columbia, located in Vancouver, British Columbia, Canada.  I am currently working on an Honours degree in Physiology.

The number of Physiology students at UBC is already quite limited, but what makes me academically different is that I am completing a minor in Physics and Astronomy.  The spectrum of courses I am taking therefore encompasses life science courses as well as math, physics, and astronomy.

I am here (on blogger) because I believe that a personal perspective on one's experience in University can often be an incredibly helpful and thought-provoking tool for others considering their academic paths.  Of course, this is just a thought.  If such a result ensues, I would be deeply thankful that my experiences might help guide or encourage others towards their proper callings.

My specific motivation, however, lies in the fact that, although my choice in program may be unusual, it is likely far from unique.  The next physiology student (or any life science student for that matter) who decides to minor in physics (or any mathematical, analytical, or physical science field) might find use in these pages.

The structure of this blog will be fairly loose, but posts are likely to fall into a number of categories.


Course evaluations

I tend to give detailed online evaluations at the ends of terms.  However, it is disheartening to think that those words cannot reach students deciding which courses to take.  In these posts, I will share my experience with specific courses.  It is likely that these will make up the bulk of my early posts, as I blast through all my first and second year courses.

Note that I will not be making specific reference to my impressions of instructors.  This is partly because I will make little effort to conceal my identity, but mainly because this information is likely to grow out of date as courses inevitably switch instructors over time.  I will, however, make very brief reference to instructors if their teaching style or specific teaching methods significantly impacted my experience in a course, or if I believe that the instructor warrants an extremely high level of applause for their ability.  For all other evaluations of instructors, ratemyprofs is generally decent as long as one keeps in mind its inherent biases.

Courses for which evaluations can be expected are...

Relatively soon:

• MATH 200, 223, 215.
• ENGL 112, 120.
• PHIL 230a, 433.
• PHYS 108, 200.
• BIOL 112, 200, 201, 205, 234.
• CHEM 123, 205, 211, 233, 235.
• STAT 241.
• MICB 202.
• MUSC 167.

After term 1 this year:

• PHYS 404.
• ASTR 303.
• MATH 300, 317.

After term 2 this year:

• PHYL 301, 303. 
• BIOC 301, 302. 
• PHYS 304.
• MATH 316.
• ANTH 227.

After next year (tentative):

• PHYL 422, 423, 424, 426, 430, 449.
• PHYS 301 (or 305, but not both).
• One other physics or astronomy course (likely ASTR 403).

Study tips

I am continually discovering more effective study methods.  At some point, I'll share insight on my most significant study strategies from the last couple of years.  Additionally, I'll post study tips as they come to mind, or as I learn them from others.

Due to my interest in study methods, this year I am taking part in SPAC (Science Peer Academic Coaches), and my first big study tip is to check out their website http://science.ubc.ca/students/spac.  I highly recommend checking it out.

General experience/day to day life

This is, after all, a blog.  Plenty of exciting stuff happens at UBC all the time, and when something really exciting happens, I'll write about it here if I have time.

In general, I'll try to remember to declare what "type" of post each post is.

Well, I essentially just wrote up a course outline.  Perhaps just writing in this blog would have made all of this self explanatory, but whatever.  In a way, this was as much for me as for you, which hopefully means my subsequent posts will be all the more organized and helpful to whoever might wish to read.

For now, cheers, and adios fellow UBCites.  Enjoy the last week of summer before Imagine day!

Z

P.S. For more information about me and who I am, see http://www.eyzhao.com/.