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You should do as many problems as you think is necessary. Especially those who do the problems more than once. It is pictured below. It is a necessary textbook because readings are assigned off it and so are practice problems. I heard that they are using a new textbook by Klein starting in S. Great, now the prices I listed above and other info about the textbook by Bruice are kinda useless. Although the Bookstore will now rake in lots of money due to there being a new textbook introduced that probably no previous UBC CHEM student has, as for now the textbook above by Bruice might be still supported your prof should say — as far as I know, it is supported in S and it can still be useful and will definitely cover the bulk of the material to be covered in class for a while.

In addition to the practice problems in Klein, you can also practice the practice problems in Bruice if you feel that you need extra practice. I found BIOL to be straightforward for the most part. Cell Organelles and Microscopy 2. Nuclei and Chromosomes 4. From Gene to Protein a. Mitochondria and Chloroplasts 7.

Cell Cycle and Mitosis. I found the most difficult units to be cytoskeleton, mitosis, and endomembrane system. Not that they were very difficult though. The material you need to know are mostly facts and processes, but there is some problem solving in this course too. For example, you need to know how to interpret observations and graphs such as a gel electrophoresis diagram. Most exam questions are written. There is a distance education course outline for the course. On this outline, the course information and overview is pretty much the same as the lecture based course, but the assignments and grade breakdown are different so ignore those parts.

Listen, take notes, answer occasional i-Clicker questions. Then I brought these notes to class and added on if the professor said anything that was new and important. There is barely any homework in this course. There is a tutorial section which I will now discuss. These rooms are accessed simply by going downstairs in Wesbrook. The tutorial section is run by a graduate student TA, and during tutorial sessions you will work on one or two rarely more problems from the online VISTA problems. You work in groups of 3 — 4 at your table and then discuss as a class later. There are no marks awarded for this part.

There are also post-tests held during tutorial sessions, at the beginning or the end of the tutorial. These post tests take around 15 minutes and they are basically like unit tests remember high school? They take place after ALL the professors finish teaching the material for that unit and they are pseudo-weekly. You can usually bring a one-sided handwritten cheat sheet.

Making the cheat sheet usually helps a lot with the studying. Each tutorial group the table groups of 3 — 4 are assigned a researcher who won the Nobel Prize for his research in some area of cell biology. Each person must write their own essay summarizing an important cell biology experiment done by the researcher. The essay is pretty simple, just follow the given criteria and write in a simple manner — supposedly, a first-year would be able to understand. Apparently what I wrote was too complicated, even though I dumbed it down a lot in my opinion. Summary essays like these are usually quite easy and straightforward, and I started the essay the day before it was due and ended up with a decent mark.

In hindsight, it would have been better to have started earlier so I could finish earlier and get the TA to check it over. I think I went a bit above the word limit.

The text in blue is what the TA wrote. In my opinion, tutorial is not very useful for the amount of time that I had to spend in tutorial. Tutorial is an hour a week and usually my TA only went through one or two problems during the entire tutorial. Therefore, tutorial for me was a waste of time because I could easily go through the problems with 5 — 10 minutes for each problem which would only take me 20 minutes tops for the problems that we covered during a tutorial session.

And if I were to have issues with understanding the problems, I could just go to the TA or ask a classmate. The TA usually went through the basic concepts behind each problem, followed by group work brainstorming on the problem , and then the TA would explain the answer.

Tutorial during the Winter Session is 1 hour a week. Tutorial during the Summer Session is 1 hour a day. Fail rate was 8. If you follow the lectures, keep up with readings and stuff, and review before the exams, it should not be difficult to get a decent grade. Lots of problem solving is involved see below , and you need to know how to interpret data like gel electrophoresis diagrams. There is also an essay question on the Midterm and Final not related to the tutorial essay.

Essay questions are usually straightforward and are answered in detail. Here is an example question: The answer would talk about similarities and differences between transport across the plasma membrane and transport across the nuclear envelope membrane. Similarities — diffusion occurs, larger molecules have to undergo facilitated transport, by either active transport or facilitated diffusion, etc. Differences — active transport across the NPC requires a special signal, etc.

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The more detail you have, the higher chance that you will talk about something that is on the answer key, and therefore get marks. Marks are also given for essay structure. BIOL could be a self-taught course, which is why you can take it online. For people who take it online, there are online notes that contain all the necessary material sometimes a bit of extra stuff.

These online notes are available to people in lecture-based sections too. I usually read these online notes as pre-reading, and I did not read the textbook for the first half of the course, although the textbook does explain things better and more concisely.

The online notes are written terribly in my opinion, and I found it hard to understand after reading it just once. However, after I learned the material in class and from the textbook, it was easy to review the online notes. So I would recommend reading just the online notes as pre-reading, but if you get confused then try the textbook first for that section and then come back to the online notes later.

After class, I would review class notes, add stuff that I might have missed, draw pictures, etc. I usually types up notes when pre-reading at home using the online notes, Cornell style with the learning objectives on VISTA on the left column. I do however, suggest reading of the online notes at the very least.

I would recommend trying or at least looking and thinking about the problems available on VISTA, because they will make you think differently about the material as well as how to apply it which is important for the exams. I usually did the problems once after covering the material and another time before the exam.

Cheat sheets are allowed for all post-tests and the midterm and final. They must be handwritten. I found making a cheat sheet to be very helpful in reviewing the material. Making a good cheat sheet usually took a few hours. If you really felt like it, you could make a draft cheat sheet and then make another one to organize everything nicely. I personally did not enjoy writing BIOL exams.

Most of the questions asked for responses in the form of phrases or multiple sentences with explaining involved e. I did not like this because some of the questions seemed to be quite vaguely or awkwardly phrased and often threw me off when I was trying to understand exactly what they wanted me to say. Make sure you read the question properly and a few times too and answer the question the way it is phrased and not the way you want to answer it.

I think this is the main reason why I lost marks on the midterm. I actually did not use the textbook that much until the unit on the endomembrane system. In particular, I liked the way it explained mitochondria and chloroplasts because it was easy to understand. Overall, I used the textbook occasionally for general ideas. Looking back, I have no idea what I was thinking.

Do not take this course unless you actually like Math. You must pass the homework to pass the course. You must pass the final exam to pass the course. Definitely do not depend on scaling. Because MATH never has clickers or anything else not exactly true, but has always been for me. General outline of a typical lecture: Then he introduces corollaries, with proofs or pseudo-proofs or no proof. Then he may or may not give an example.

Then he repeats this until the lecture is over. You must pass the final to pass the course. Homework is weekly, and on average it took around hours for me. And no I am not counting breaks and stuff. The homework was difficult and involved plenty of thinking from what I experienced.

The questions involved using the theorems or using similar proofs to the theorems or using corollaries or using similar proofs to the corollaries or maybe sometimes not using similar proofs to anything which made it even more confusing. On every homework after the first or second one, there was always a question often a few questions actually I could not even start, let alone solve.

He took the best 9 out of 11 assignments. The midterms and final were mostly easy although rushed — definitely way easier than the homework, but I still bombed the midterms. The homework takes a long time because I found it difficult to do. Overall, this course proved to be a lot of difficult work. This course made me realize the insight and creativity needed for this course and for higher level math in general. There is a lot of material to cover in this Honours course yet not a lot of time to absorb the material.

It also took up a lot of precious and valuable time — about hours a week for homework as mentioned earlier. You need to know how to do proofs and derive stuff and the professor does not teach you explicitly how to prove things he did give examples though. This course gave me the lowest mark I ever had in all of the two years I have spent at university edit: I found this course to be harder than CHEM , material-wise. Although if I did all the practice in the world I still might have done poorly in this course.

The readability of the textbook is extremely low, and sometimes I wondered whether the textbook was actually written in English. There are answers to selected problems in the back of the book. I thought that the concepts presented in MATH were pretty straightforward though, and pretty interesting.

Topics covered in this order, roughly: Proof by contrapositive 5. Properties of a function injectivity, surjectivity, bijectivity, inverse, composition 7. Proof by contradiction 8. Cardinality of sets finite and infinite sets 9. Proof by induction Limits of sequences and series. I thought that the most difficult part was the limits of sequences and series; as well as properties of a function. There is weekly homework in this course, just like MATH I suggest reviewing your notes from the previous week before attempting the homework.

It can help a lot, especially later on in the course when the difficulty of the material increases. Homework should take anywhere between 1 and 3 hours, not counting breaks and reviewing notes. Most of the homework is taken from the textbook. What do I prove?! This is most likely a common feeling among MATH students especially those that fail, which is like half the class. For example, take the concepts bijectivity and composition from properties of a function above, 6.

There is basically an unlimited amount of questions that could be asked on an exam related to one of these two things, or both:. Prove that this function is bijective; prove that this function is not bijective; prove that the composition of these two functions are bijective; prove that the composition of these two functions are not bijective; given these two functions, find out whether there exists a bijection from their composition and prove or disprove the bijectivity, etc. And the reason why there is an unlimited amount of questions available to be asked is because there is an unlimited amount of functions that the professor can think of to put on an exam.

So make sure that you find out whether the composition is a bijection or not first before you start to prove anything note: Therefore, it is important to develop the skill of approaching new questions. And the best way to do this is by practicing new questions until you are comfortable enough to approach basically any new question related to the concept e.

Instead, the professor can pretty much only teach the concept to the student as well as possibly a general proof, and the student has to go practice in order to develop the skill to prove things. If you look at a curve of of people vs. MATH and proving in general is all about working with the definition. If you want to prove…. This is basically the same for proving any concept.

Note that I had to use the definition twice. Working with the definition is important if you want to prove something, which brings me to my next point:. There is no way you can intentionally prove something unless you know the definition of what you want to prove. You basically need to memorize the definitions. The next step is to practice problems. This will reinforce the definition in your mind. It will also, more importantly, allow you to learn how to apply the definition , especially applying them to new situations — which is basically what writing MATH exams is about.

If you want more practice problems, see Textbook below. Past exams are also a good resource. MATH has undergone several changes over the years, so past exams might test different concepts — however, there should still be some overlap and at least half of the questions should be of use to you to try. Another reason why practicing problems in MATH is important — speed. Mathematical Proof is probably one of the better books out there for learning the basics to proofs.

The readability of the textbook is surprisingly high — you could very easily learn how to prove things simply by reading the textbook. I could easily have learned the bulk of the material in MATH just by reading the textbook and then doing practice problems. That being said, there are one or two units that are not covered by the textbook. The concepts covered in Mathematical Proof by Chartrand are presented in a simple manner that is very easy to follow, even for those who do not understand more formal mathematical jargon.

It is truly a book for beginners and I was very pleasantly surprised by it. I usually did not read the textbook out of laziness — rather, I read the class notes. As previously mentioned, homework was assigned mostly from the textbook and the professor said that the exam questions midterms and final would be based off or would be similar to the questions in the textbook.

If you need extra problems to practice and want another textbook to consult, you can try asking your professor for a suggestion. The homework for that previous section was even assigned from that textbook by Lay see Dr. The concepts are mostly straightforward; the most important and difficult thing is to be able to apply the concepts to problem solving and proofs, which can be done by mastering the definitions, followed by practicing problem solving until you are comfortable with approaching new problems with speed. I will discuss the final exam below. PHIL A is a course about symbolic logic.

You learn about how to write sentences in symbolic language which can make it easier for you to prove things or derive conclusions.

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Intro to the course 2. Artificial Languages for Logic 3. Applications of Translation 6. Formal Logical Concepts 7. Truth Trees, Semantic Tableau 8. Derivations and Proofs 9. Applications of Symbolic Logic. The symbols and words in the image above are ones that you will be using as part of the symbolic language in PHIL A. For example, the symbols in the first row of the box on the left the row above a b c d e f mean the words next to the red dot at the bottom of the image. You will also learn about validity and logical consequence, and in my opinion they are among the harder concepts to grasp Unit 6 I think?

In Unit 3, there is something called a well-formed formula and also something called a subformula positive and negative. They were very annoying for me and a bit confusing as well. So choice 1 means: This is not the same as the English sentence in the question.

So Choice 1 is incorrect. This is also incorrect. What if there was a tetrahedron and a cube? What if a tetrahedron and a cube existed in the Tarski world? So this was one of the examples of a possible quiz question, and I think this question is a somewhat fair representation of the types of things that are covered in PHIL A, which is why I provided it here. As this is an online course, all the information that you need to know for quizzes and exams will be available online.

This is so you have a schedule to follow and finish the course at a reasonable pace. The notes for the actual material of the course are also online for each unit. The online notes are in my opinion, badly written. I usually did not read the online notes in much detail — instead, I just skimmed over it and tried to do the VISTA quizzes. VISTA will record your best try highest mark for each quiz, so you can basically keep redoing the quizzes until you get the mark that you want or until you get perfect.

I approached the course by skimming the online notes which were sometimes useful but most of the time had unnecessary and confusing detail and then I would try the VISTA Quizzes. But if I get stuck on the quizzes then I would try to go read the online notes a bit and see if that helps. If possible, I tried to do the quizzes first instead and only if I got stuck would I then read the notes or the textbook.

Most of them are pretty short and only have like 10 — 20 questions, and you basically do 1 or 2 each week if you space the quizzes out. Another thing you are suggested to read is the textbook Language, Proof and Logic by Barwise et al. The schedule will tell you to read certain sections of the textbook during certain weeks e. Week 1 — read Chapter 1. I did not actually read the textbook that much during the course. If I could do the quizzes without having to read the textbook, then I would just do that.

The CD contains a registration code along with some programs that you will install on your computer to use for completing and handing in the GradeGrinder assignments. You can create a world by adding blocks and a block like a cube or something will show up on the screen. Then you can test whether your sentence is true for the Tarski world that you made. Then it will send off your results to your professor you will have to provide his name and e-mail and basically the prof will record your mark. For me, GradeGrinders was unlimited tries with the most recent grade taken for each assignment.

However, there were some assignments, especially the Fitch proof ones that seemed impossibly hard though, but eventually I got them either through luck or through a friend, or through working on it for a long time. More on that later. Like I mentioned, when you buy the textbook package, the CD comes with your own registration code. This registration code allows you to submit files online for grading. Each registration code may only be used once.

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Also, you might be able to buy the textbook used but buy the CD as a standalone new but I am not sure whether the UBC Bookstore will carry the CD as a standalone — I heard that they did last year. Burkholder allowed us to choose when we wanted to take our exam. Basically, the exam took place in the computer lab in Buchanan and it was like a drop-in final exam over 2 weeks — we could choose whichever day we wanted to come in to write the exam in the computer lab. The final exam was done on a computer and it was basically like a VISTA quiz with questions mostly multiple choice or whatever.

So make sure that you get them. I also looked at my mistakes and tried to see why I went wrong. By the final exam I probably did every quiz at least 10 times. Some quizzes I had to do like 20 times because I kept on getting a few wrong, lol. VISTA quizzes are usually straightforward for the most part, especially if you read the online notes and the textbook. However, there were some sections and some quiz questions that were very annoying and frustrating because I kept getting them wrong and could not understand why.

Eventually I did get them correct and kind of understood why, but it did take a while sometimes. Sometimes, I would have to do a quiz over 20 times before I got a perfect score, especially the longer quizzes. The professor wrote all the questions for the quizzes and I asked him a few questions by e-mail and he answered my questions fairly quickly and gave sufficient responses to help my understanding. I would also recommend asking others for help — for example, using the Discussion board on VISTA, or if you know someone taking the course you could do the quizzes together or something.

GradeGrinders — GradeGrinder assignments are also fairly straightforward BUT there are some that were extremely annoying. I would recommend reading the relevant textbook sections because they will tell you how to approach the GradeGrinder assignments. Some of the Fitch proof assignments seemed impossibly hard and I would highly recommend doing these harder ones with friends, or else you would have to spend a very long time on them trying to figure them out like I did.

However, I do have a warning — do not share GradeGrinder files. Each person should construct their own proof or file for submission online for grading. The Stanford computers have a way to detect plagiarism using timestamps — see this link.

A word about GPA boosters — courses that are deemed GPA boosters are called such only because it is easy to get a relatively high grade IF you put in the same effort as a regular course. I highly recommend keeping up in the course. I would estimate that the amount of work to be done in PHIL A is about 2 — 3 hours a week on average , which is LESS than a regular course you already spend 3 hours a week in a regular course just by attending class. However, if you do slack off, all these hours will add up to a lot by the time the term is ending.

And since the final exam is based off the VISTA quiz questions, it is fairly easy to study for — just keep on redoing the quizzes. Please do not ask for GradeGrinder help or for the GradeGrinder files because I do not have them anymore. As always, please feel free to leave a comment or a question and I will answer it as best as I can and as soon as possible. Term 1 and Term 2 courses were separated because this post is too ridiculously long.

I did not quite understand the comment you posted on my tab… would you like to elaborate on it? OMG you are my hero: Thanks for such great survivor tips!

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Looking forward to learn more from you! Do you think the online sections will fill up by the time my registration opens? Thanks for your help: No, they may not be the same. Comparing a lecture section and a distance ed.

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However, there were some minor differences — for example, the distance ed. What do you think? You could always register in the course s , e. What would you say the difficulty level was for that course? It was the final exam that really screwed things over for me. Your posts are awesome! What are some best ways to study for biol exams?

If I need it badly, I will just go to Irving or borrow it from my friends. I see that textbook is optional for this course as well. Did you find the textbook helpful for this course as well? THank you in advance! Yes, that is a good choice for CHEM Printable log cabin syrup coupon. In Kraft sold Log Cabin syrup. Allergystore com coupon code. Discounts average 26 off with a Alen Corporation promo code or coupon. Playful dolphins, majestic shrimp boats and soaring sailboats pass by daily on their mysterious maritime journeys.

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