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Mandatory U2 Core Courses (tap to expand\/hide)<\/em><\/h4>

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\n \n \n Course<\/p>\n <\/div>\n <\/div>\n<\/td>	\n \n \n Pros<\/p>\n <\/div>\n <\/div>\n<\/td>	\n \n \n Cons<\/p>\n <\/div>\n <\/div>\n<\/td>	\n \n \n Comments or tips<\/p>\n <\/div>\n <\/div>\n<\/td>	\n \n \n Evaluations<\/p>\n <\/div>\n <\/div>\n<\/td>\n<\/tr>\n
\n \n \n BIOC 311: Metabolic Biochemistry<\/p>\n<\/div>\n<\/div>\n<\/td>	\n \n \n \n Lots of opportunities for questions\/problem solving<\/p><\/div>\n<\/li>\n \n \n Lots of tutorials which are attended by prof. Denis if you have questions<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n Content is not very interesting (may be interesting to some, though) and not at all enjoyable to memorize, you really need to know your stuff\/know the details to do well in this class<\/p><\/div>\n<\/li>\n \n \n Exams are long and fairly difficult<\/p>\n<\/div>\n<\/li>\n \n \n Some professors are better than others<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n GO TO THE PROBLEM SOLVING LECTURES! Denis and other profs often will ask similar questions on the exam or ask questions in such a way that requires you to know stuff from those sessions.<\/p><\/div>\n<\/li>\n \n \n Practice drawing out and understanding pathways<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n 50% midterm<\/p>\n<\/div>\n<\/li>\n \n \n 50% final<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n
\n \n \n BIOL 301: Cell and Molecular Laboratory<\/p>\n<\/div>\n<\/div>\n<\/td>	\n \n \n \n \n This course was redone in Winter 2020 and is much more useful\/interesting than it was before<\/p>\n<\/div>\n<\/li>\n \n \n Cool premise in that you are essentially working on one project throughout the semester so it really feels like a research experience<\/p>\n<\/div>\n<\/li>\n \n \n TONS of hands on experience (pipetting, using PCR, loading gel, at the end you get to send your results to be genotyped with Genome Quebec)<\/p>\n<\/div>\n<\/li>\n \n \n No final<\/p>\n<\/div>\n<\/li>\n \n \n Easy pre-lab quizzes<\/p>\n<\/div>\n<\/li>\n \n \n Most labs don’t go 7 hours<\/p>\n<\/div>\n<\/li>\n \n \n Lots of free time so you can do other work or work on projects<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n Even though they are shorter, labs can still feel like they go really late (especially when dark)<\/p>\n<\/div>\n<\/li>\n \n \n TAs don’t help you with lab reports much\/aren’t very helpful<\/p>\n<\/div>\n<\/li>\n \n \n Lectures are so useless and don’t correspond with what’s going on in the lab so they aren’t even helpful when you write lab reports<\/p>\n<\/div>\n<\/li>\n \n \n Rigorous\/nitpicky grading<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n Start your written assignments early because marking is fairly rigorous and you’ll want to make sure it’s well-thought out<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n 60% Lab reports<\/p>\n<\/div>\n<\/li>\n \n \n 15% Research proposal<\/p>\n<\/div>\n<\/li>\n \n \n 15% Research project<\/p>\n<\/div>\n<\/li>\n \n \n 10% Oral presentation on both proposal and project<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n
\n \n \n PHAR 300: Drug Action<\/p>\n<\/div>\n<\/div>\n<\/td>	\n \n \n \n \n Really interesting<\/p>\n<\/div>\n<\/li>\n \n \n Nice mix of anecdotal and empirical studies to keep it more engaging<\/p>\n<\/div>\n<\/li>\n \n \n If you do poorly on an exam Dr. Zorychta will schedule a one-on-one to go over the exam with you<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n Prof doesn’t post slides<\/p>\n<\/div>\n<\/li>\n \n \n Questions test on every detail of the lecture and sometimes it will feel like you’ve never heard of something mentioned<\/p>\n<\/div>\n<\/li>\n \n \n Not much text on slides so you have to really listen + interpret what she’s saying<\/p>\n<\/div>\n<\/li>\n \n \n Type C questions can be tricky<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n If you can, get the NTCs, they help summarize + synthesize what can sometimes seem like a disorganized lecture<\/p>\n<\/div>\n<\/li>\n \n \n Make note of small random details the prof mentions – she will likely test this<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n 35% Midterm<\/p>\n<\/div>\n<\/li>\n \n \n 65% Final<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n
\n \n \n PHAR 301: Drugs and Disease<\/p>\n<\/div>\n<\/div>\n<\/td>	\n \n \n \n \n Very interesting<\/p>\n<\/div>\n<\/li>\n \n \n Cool because you learn about the disease for half the class and then you talk about the drugs to treat it, so the lectures flow well and are organized<\/p>\n<\/div>\n<\/li>\n \n \n Lectures tend to have some discussions, which is engaging<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n Sometimes profs try to stump you on exams<\/p>\n<\/div>\n<\/li>\n \n \n Lots of drugs to memorize<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n Make quizlets or flashcards for ALL the drug names!<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n 35% Midterm<\/p>\n<\/div>\n<\/li>\n \n \n 65% Final<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n
\n \n \n PHAR 303: Principles of Toxicology<\/p>\n<\/div>\n<\/div>\n<\/td>	\n \n \n \n \n Straightforward material, usually pretty interesting<\/p>\n<\/div>\n<\/li>\n \n \n Profs (Hales and Dr. Robaire) are super sweet and understanding, genuinely care about the students and having them understand the importance of the class<\/p>\n<\/div>\n<\/li>\n \n \n Pretty easy midterm, there are short answer responses so be prepared for that<\/p>\n<\/div>\n<\/li>\n \n \n Interesting guest lecturers<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n Each week seems like a new\/random topic so class can seem disorganized<\/p>\n<\/div>\n<\/li>\n \n \n Some lectures can be quite boring<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n Start your presentations early, it makes it way easier to juggle your other courses in the winter<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n	\n \n \n \n \n 30% midterm<\/p>\n<\/div>\n<\/li>\n \n \n 45% final<\/p>\n<\/div>\n<\/li>\n \n \n 25% oral presentation<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div><\/div>\n\n\n<\/div><\/div>\n<\/div>\n\n \n \n \n How do I choose my quantitative requirement? (tap to expand\/hide)<\/em><\/h4> <\/span>\n <\/div><\/div> \n\n \n\n\n\n\n\n\n \n \n \n Course<\/p>\n <\/div>\n <\/div>\n<\/td> \n \n \n Pros<\/p>\n <\/div>\n <\/div>\n<\/td> \n \n \n Cons<\/p>\n <\/div>\n <\/div>\n<\/td> \n \n \n Comments or tips<\/p>\n <\/div>\n <\/div>\n<\/td> \n \n \n Evaluations<\/p>\n <\/div>\n <\/div>\n<\/td>\n<\/tr>\n \n \n \n BIOC 373: Biometry<\/p>\n<\/div>\n<\/div>\n<\/td> \n \n \n \n Designed to give students the ability to use statistical software like systat or SPSS.<\/p><\/div>\n<\/li>\n \n Combined lecture and laboratory.<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n\n<\/td>\n \n\n<\/td>\n \n\n<\/td>\n<\/tr>\n \n \n \n COMP 204: Computer Programming for the Life Sciences<\/p>\n<\/div>\n<\/div>\n<\/td> \n \n \n \n \n Useful skill to learn<\/p>\n<\/div>\n<\/li>\n \n Not too difficult if you keep up<\/p><\/div>\n<\/li>\n \n \n Lots of ways to answer the same problem<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n Lots of work (quizzes with every lecture and assignments)<\/p><\/div>\n<\/li>\n \n Syntax is very important and easy to mess up<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n \n Simple bugs in programs can be hard to find. Pay extra attention when first programming<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n \n Quiz after each class, drop lowest 10 (5%)<\/p>\n<\/div>\n<\/li>\n \n \n 5 assignments (40%)<\/p>\n<\/div>\n<\/li>\n \n \n Midterm (20%)<\/p>\n<\/div>\n<\/li>\n \n \n Final (35%)<\/p>\n<\/div>\n<\/li>\n \n \n Alternative scheme: Final counts for midterm and final (55%)<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n \n \n \n PSYC 204: Intro to Psychological Stats<\/p>\n<\/div>\n<\/div>\n<\/td> \n \n \n \n Not too much information all at once, comes parcelled out<\/p><\/div>\n<\/li>\n \n \n A math course that is actually designed for all students<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n\n<\/td>\n \n \n \n \n Do the mindtap homework assignments because the questions are taken from it<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n Weekly assignments 30%<\/p><\/div>\n<\/li>\n \n \n Midterm exam 30%<\/p>\n<\/div>\n<\/li>\n \n \n Final exam 40%<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n \n \n \n MATH 203: Principles of Statistics<\/p>\n<\/div>\n<\/div>\n<\/td> \n \n \n \n \n Straightforward content<\/p>\n<\/div>\n<\/li>\n \n Assignments are helpful in applying the concepts and good practice for exams<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n Professor Yang is very slow and might not cover the entire course content<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n Take the assignments seriously<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n Midterm<\/p><\/div>\n<\/li>\n \n Final<\/p><\/div>\n<\/li>\n \n \n If you do significantly better on the final, the final will be worth 85%...again, this is only if it works in your favor<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div><\/div>\n\n\n<\/div><\/div>\n<\/div>\n\n \n \n \n Should I take CHEM 204 or CHEM 203? (tap to expand\/hide)<\/em><\/h4> <\/span>\n <\/div><\/div> \n\n Note: this will be updated after the Fall 2020 Semester, as both courses recently went through a revamping period.<\/h6>\n\n\n\n \n\n\n\n\n \n \n \n Course<\/p>\n <\/div>\n <\/div>\n<\/td> \n \n \n Pros<\/p>\n <\/div>\n <\/div>\n<\/td> \n \n \n Cons<\/p>\n <\/div>\n <\/div>\n<\/td> \n \n \n Comments or tips<\/p>\n <\/div>\n <\/div>\n<\/td> \n \n \n Evaluations<\/p>\n <\/div>\n <\/div>\n<\/td>\n<\/tr>\n \n \n \n CHEM 203: Survey of Physical Chemistry<\/p>\n<\/div>\n<\/div>\n<\/td> \n \n \n \n No calculus required<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n It feels like you’re always studying for some assessment<\/p><\/div>\n<\/li>\n \n Lecturer is unorganized and the content can be boring<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n Take it early if you can and take it with Dr. Pat<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n 3 Midterms 20%<\/p><\/div>\n<\/li>\n \n \n Final 50%<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n \n \n \n CHEM 204: Physical Chemistry\/Biological Sciences<\/p>\n<\/div>\n<\/div>\n<\/td> \n \n \n \n TBD<\/p><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n \n TBD<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n \n TBD<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n \n \n \n \n \n TBD<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div><\/div>\n\n\n<\/div><\/div>\n<\/div>\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Not finding what you’re looking for? Don’t agree with our pros or cons? Help us make this course guide stronger by submitting YOUR course feedback HERE!<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":63,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ub_ctt_via":"","footnotes":""},"class_list":["post-614","page","type-page","status-publish","hentry"],"featured_image_src":null,"yoast_head":"\n