UQPMSuqpms.com/documents/UQPMS_BSc_Course_Guide_2015.pdf · covered in BIOL1040, which is an...
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UQPMS University of Queensland Premedical Society
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FOREWORD
Welcome to the BSc Course Guide for 2015.
The executive team is excited to present to you the flagship academic publication of the University
of Queensland Premedical Society (UQPMS).
This new edition of the BSc Course Guide includes the highly anticipated addition of more science
courses and more detailed, updated reviews. The purpose of this document is to provide you with
the knowledge and flexibility to formulate well informed decisions regarding your learning. Written
from the perspectives of high achieving students within our society, you can be assured of honest
and reliable information to tailor your undergraduate degree.
This publication embodies our continued interest in supporting UQPMS members on the academic
front. However, it also serves as a reminder to the direction UQPMS has taken only in recent years.
Following the introduction of the MD program, UQPMS has broadened its support to all students
intending to study medicine, including both provisional entry and GAMSAT pathways.
Lastly, we would like to acknowledge and sincerely thank the numerous members involved in
compiling this guide. The society cannot hope to continue such initiatives without the determination
and support of these individuals and we are certain that this collaborative effort is a sign for better
things to come.
Please take your time in perusing through this guide, and hopefully, it will prove to be useful in your
study. Feel free to contact the executive team if you have any queries whatsoever.
On behalf of the University of Queensland Premedical Society,
Matt Kim President
Amanda Tan Vice President (Academic)
UQPMS University of Queensland Premedical Society
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ABOUT THIS GUIDE
DISCLAIMER
The information provided in this guide is correct as of January 2015, with adjustments made as
knowledge of them has been acquired. Due to the likelihood of changes being made to the course
structures at the discretion of the course coordinators for courses in this guide, no responsibility is
taken by UQPMS or the authors for the accuracy and correctness of the course information or
student reviews provided herein. As such it is advised that the reader consult the electronic course
profile for more detailed information on assessment details and course expectations if unsure.
INFORMATION ABOUT SECAT
Student Evaluation of Course and Teacher (SECaT) questionnaires are coordinated by the University
to evaluate student involvement and response in a particular course through a 5-point scale (‘1’ and
‘5’ corresponds to strongly disagree/poor and strongly agree/excellent respectively). The UQ
Premedical Society has recently been advised to convey this information, which is the property of
the University, to provide an insight to courses to its members. It should be noted that the data is
available on-line on the public domain of the UQ Teaching and Educational Development Institute
for any interested parties to peruse.
ACKNOWLEDGEMENTS
UQPMS would like to thank the many students for their reviews and insight which have been
invaluable in the compilation of this guide.
Anthea Gibbons
Belinda Burgess
Chloe Yap
Elspeth Norton
Emily Chen
Jessie Madden
Jordan Liu
Leena Goh
Matthew Qiu
Myky Tran
Sebastian Sodini
Shaiba Chatterjee
William Zhao
UQPMS University of Queensland Premedical Society
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TABLE OF CONTENTS
Foreword ................................................................................................................................................................ 1
About this Guide ..................................................................................................................................................... 2
FIRST YEAR COURSES
BIOL1020 - Genes, Cells & Evolution ...................................................................................................................... 5
BIOL1030 – Global Challenges in Biology ............................................................................................................... 8
BIOL1040 – Cells to Organisms ............................................................................................................................. 11
CHEM1100 – Chemistry I ...................................................................................................................................... 14
CHEM1200 – Chemistry II ..................................................................................................................................... 16
MATH1051 – Calculus & Linear Algebra I ............................................................................................................. 18
MATH1061 – Discrete Mathematics ..................................................................................................................... 20
PHYS1171 – Physical Basis of Biological Systems ................................................................................................. 22
PSYC1030 – Introduction to Psychology: Developmental, Social & Clinical Psychology ...................................... 24
SCIE1000 – Theory & Practice in Science .............................................................................................................. 26
STAT1201 – Analysis of Scientific Data ................................................................................................................. 29
SECOND YEAR COURSES
BIOC2000 – Biochemistry & Molecular Biology .................................................................................................... 33
BIOL2200 – Cell Structure and Function ............................................................................................................... 35
BIOL2202 – Genetics ............................................................................................................................................. 37
BIOM2011 – Integrative Cell & Tissue Biology ..................................................................................................... 39
BIOM2012 – Systems Physiology .......................................................................................................................... 41
BIOM2208 – Differentiation & Development ....................................................................................................... 43
BIOM2402 – Principles of Pharmacology ............................................................................................................. 46
CHEM2050 – Organic & Inorganic Chemistry ....................................................................................................... 48
CHEM2052 – Chemical Biology ............................................................................................................................. 50
MATH2001 – Advanced Calculus and Linear Algebra ........................................................................................... 52
MICR2000 – Microbiology & Immunology ........................................................................................................... 54
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PSYC2010 – Psychological Research Methodology II ............................................................................................ 56
PSYC2040 – Social & Organisational Psychology .................................................................................................. 58
PSYC2050 – Learning & Cognition ........................................................................................................................ 60
SCIE2011 – Perspectives in Science ...................................................................................................................... 62
THIRD YEAR COURSES
ANAT3022 – Functional Neuroanatomy ............................................................................................................... 64
BIOM3002 – Human Biomedical Anatomy ........................................................................................................... 66
BIOM3200 – Biomedical Science .......................................................................................................................... 68
NEUR3001 – Molecular & Cellular Neuroscience ................................................................................................. 70
NEUR3002 – The Integrated Brain ........................................................................................................................ 72
SCIE3221 – Biomedical Research Project.............................................................................................................. 74
SCIE3011 – Perspectives in Science Research ...................................................................................................... 74
Image Attributions ................................................................................................................................................ 77
UQPMS University of Queensland Premedical Society
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COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia
Course Coordinators: Dr Milos Tanurdzic
(semester 1) & Dr Karyn Johnson (semester 2)
Lab Coordinator: Ms Lois Eden
Contact hours per week: 2 Lectures, 3 Practicals &
1 PASS class
Prerequisites: None
Recommended Prerequisites: High school level
biology will be helpful but not required.
Restrictions: Students who have studied
AGRC1020, AGRC1021, ANIM1060, or AGRC1041
must contact the Faculty of Science for permission
to enrol into BIOL1020.
COURSE DESCRIPTION
This course covers the fundamentals of modern
cellular biology, from basic cell structure and
biologically important molecules to the central
tenets of genetic inheritance and evolution.
Examples include: the mechanics of DNA
replication, RNA transcription and translation in
prokaryotes, eukaryotes and viruses, how
molecular and cellular processes give rise to
whole organism phenotypes, how to infer such
processes given the phenotype, how cellular,
genetic and evolutionary processes affect
everyday life, metabolic energy flows,
mechanics of cellular division and
reproduction. There will also be a brief
genomics and biotechnology component that
examines the multiple avenues through which
we have used organisms to develop molecular
tools. Examples of contemporary issues in the assigned textbook readings and online activities will
be highlighted in lectures, PASS classes and practicals. Practical sessions involve the handling of
model organisms and use of computational research tools. BIOL1020 in 2015 Semester 1 will be
delivered in three separate sections:
MOLECULAR & CELLULAR BIOLOGY
Covers various molecular and cellular structures from the three domains of life
Looks at examples of fundamental similarities thought to arise from the common origin of life
Basic cellular mechanisms are taught to explain how cells divide, replicate, and survive.
GENES TO TRAITS
Focuses on genes as the biological unit of inheritance
BIOL1020 - GENES, CELLS & EVOLUTION
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Builds on the previous module's understanding of DNA organisation and replication, and RNA
transcription and translation
Compares gene regulatory mechanisms between bacteria and eukaryotes
INHERITANCE AND EVOLUTION
Teaches how the physical organisation of DNA (into linear or circular chromosomes or plasmids)
and the DNA replication mechanisms create observable patterns of phenotypic trait inheritance –
Mendelian genetics, the Hardy Weinberg equilibrium etc.
Examines mechanisms underlying genetic variation on the population level including but not
limited to: mutation, recombination, transformation, gene flow, horizontal gene transfer, gene
and genome duplication, genetic drift, and natural selection
Most likely out of scope of high school biology
ASSESSMENT
For comprehensive details on BIOL1020 assessment, check out the Electronic Course Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=71953
STUDENT REVIEW
ADVANTAGES
This course is a great introduction to cellular
biology for those who have not studied it
previously because it covers high school
content.
Lectures are logically sequenced and easy to
follow. They are well staged and built on so
students should not get lost or confused.
Lecture slides have a history of being posted
on Blackboard early, which allows students to
pre-read and print off sheets to take notes on
during lectures.
BIOL1020 can be an interesting and engaging
course which is not difficult to do well in,
because of various assessment pieces
(opportunities to score marks) and practicals
with cutting-edge lab equipment made
available by the university.
Content from lectures is reinforced in pre-
practical work, practicals, PASS classes and
online Blackboard assessment so students can
gain a solid foundation before reaching exam
time.
Lecturers briefly introduce their area of
research expertise and invite keen students to
talk and ask for research experience at their
DISADVANTAGES
Being an introductory course to biology, those
who have studied high school biology may
find this course repetitive and unchallenging,
with few novel nuggets of knowledge.
However, the average workload from this
course makes it good for breaking into
university life. Extension topics can be
pursued in your own time, as well as research
experience with the lecturers.
Trying to do well in all assessment pieces or
learning activities will, at times, seem difficult,
tedious and time consuming. However this is
easily achieved by good time management
and a good understanding of what is required.
Do not forget the dates of practical mini-
exams.
Practicals may seem simple and tedious at the
time but these help with understanding
certain concepts. Most lab tutors will allow
their students to leave early if all the
necessary work is complete.
Practical mini-exams are held during your
practical sessions. Possible questions are
released via Blackboard the Friday before the
assessment week, which may be unfair as it
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respective labs.
The content covered in this course provides a
crucial foundation for future studies into
molecular or cellular biology and biological
research. It also underpins the knowledge
covered in BIOL1040, which is an important
prerequisite for major second year courses.
Success in this course will definitely help you
in the long run!
Assessment in this course also touches on
generic skills such as communication and
presentation, and is not solely content based.
gives those who have their mini-exams later in
the week a slight advantage in preparation
time.
You must attend the PASS class you signed on
weekly, so if you want to try out any other
PASS classes and their worksheets, you must
do so during your own time as additional
classes. The worksheets may differ so it is
good practice to get at least the worksheets to
work on.
The instructions given for the oral
presentation may be confusing; it is important
ask the practical tutors what they expect.
TIPS
Go to extra PASS classes if you need more help; don’t feel limited to just one class. However, be sure to attend the class you signed up on SI net! Note that not all the worksheets you receive at one class will be the same at another.
When comparing all the resources available, going to PASS and actively participating is the best preparation for the final exam. It allows you to clear up any misconceptions you may have, and the worksheets you are given are invaluable. In previous years, PASS questions and interactive exercises have been known to be comparable or very similar to final exam questions.
If you are stuck, make sure to talk to your tutors and lecturers. They are approachable and will be of assistance where possible.
Make sure to keep an eye open on my.uq or the library website for past exams closer to your final exam date. Those PASS worksheets are still one of your best bets for consolidating course content.
This course can involve a lot of rote learning for a first year course, particularly if you have not taken high school biology. Mnemonics/acronyms have worked well for people in the past, but many find the repetitive class structure helpful – the same content is covered in many different classes throughout the week.
Do your pre-readings, and do not skip the lectures. It may be repetitive but it will save you from the last minute cramming during SWOTVAC which typically shortens your telomeres dramatically.
SECAT RESULTS
3.8
3.7
4.0
3.6
4.0
4.2
3.7
4.3
1 2 3 4 5
Overall, how would you rate this course?
Assessment requirements were made clear to me
I had a clear undertanding of the aims and goals of the course
I received helpful feedback on how I was going in the course
The learning materials assisted me in this course
The course was intellectually stimulating
The course was well structured
I learned a lot in this course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
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COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia
Course Coordinators: Dr Louise Kuchel
Lab Coordinator: Ms Lyn Beard
Contact hours per week: 3 Lectures, 3 Practical or
Lab hours
Prerequisites: None
Recommended Prerequisites: None
Restrictions: Any student who has completed
AGRC1020, AGRC1021, ANIM1060, or AGRC1041
will need permission from the Faculty of Science to
enrol into BIOL1030.
COURSE DESCRIPTION
This course helps students understand how our
health, quality of life and future is intricately
linked to the well-being of other organisms and
the environment we share. Disease, famine,
drought, flood, species extinction - in depth
examples of major environmental and human
health challenges are examined and their origin
and complexities explained ecologically.
Proposed solutions are covered and
controversial debates dissected in lectures.
Practicals are focused around species
identification, biological drawings, data
collection, experimental design and scientific
lab report writing at a university level. There
are interesting course activities and
assessment, including documentary filming to increase public awareness of biological issues, and a
naturalistic field trip.
ASSESSMENT
For comprehensive detail on BIOL1030 Semester 1 assessment, check out the Electronic Course
Profile at: http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76924
STUDENT REVIEW
ADVANTAGES
Interesting, well-designed course. As
mentioned in the Course Description, there
are unique learning activities and assessment
pieces, such as filming a documentary in a
group on a biological issue of your choice.
DISADVANTAGES
Terminology may be confusing, especially on
'ecological services' and 'ecological functions'.
These concepts cannot be explained simply by
a quick Google search, so it's best to ask your
friendly lecturer.
BIOL1030 – GLOBAL CHALLENGES IN BIOLOGY
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There is a naturalist field trip in which you
have to identify plants using a key of your
design, take photos to collect evidence of
observations etc.
Does not require high school biology.
Great for students interested in general
biology, not just cellular, clinical detail. There
is a genetic component in lectures which
complements Biol1020's course content.
Despite an overlap on DNA structure and
mutations at a basic, high school level, the
course quickly moves on to university level
population genetics. The concepts covered
here provide a different view of Biol1020
population genetics. Good for consolidation
and expanding horizons of knowledge.
Lecturers are open to questions and
comments at the end of lectures.
Lecture slides have a history of being posted
on Blackboard early, which allows students to
pre-read and print off sheets to take notes on
during lectures.
Relatively low reading load. It is possible to do
well with just reading the lecture content and
slides and understanding the reasoning
behind the examples given. The course isn't
heavy on textbook reading and information is
centralised, making lectures your no. 1 source
of information.
Most students taking the course have a desire
to learn more about or protect the
environment, more so than in a course that
studies cellular biology. Great place to meet
up with biologists who aren't in biomed
majors.
There are recognised volunteering
opportunities offered midway during the
term - data collection in creek catchments.
Lecturers are clear about what is expected to
be learnt and assessed - see relevance.
Assessment in this course also touches on
generic skills such as communication and
presentation and is not solely content based.
It may be tempting to procrastinate and cram
later, since there is not assessment pressure
early on. Do not deliberately procrastinate
and cram. If you have no choice, choose one
or two examples or statistics per point. You do
not have time to write more than two per
point in your exam anyway. Choose short or
memorable ones if you can.
Blackboard forum may not be a hotspot for
conversations. Face to face conversations
after lectures and PASS tutorials may be your
best bet if you have a question.
The written exams are not difficult to do well
in, but need some exam technique as most
marks are given in the Short Answer section.
These techniques are explicitly taught and
practised in PASS classes following the
midsemester exam. See 'Tips'.
This course is not directly relevant to the
biomedical field - except for the emergence of
superbugs and such which may not be of
interest to some students.
Don't forget to bring your prac book and
prepare for prac quizzes or complete pre-prac
worksheets. Quizzes are pass/fail but pre-prac
worksheets are marked and graded. This was
not made clear last year.
Film making isn't everyone's cup of tea.
The field trip assessment was largely luck.
Besides plant identification, there was a
scavenger hunt to identify certain organisms,
which may be difficult to do depending on the
weather.
UQPMS University of Queensland Premedical Society
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TIPS
Overlaps between practicals and lectures in broad topics eg) plants will have a high probability of being assessed. Focus your efforts on the overlaps.
Do not read ahead in the textbook if not solely out of interest. The textbook covers unnecessary details and should serve as further reading when encountering a new or difficult concept. This advice is given by the lecturers.
Make sure you understand why the example or statistic was in the slide. What was the point? If you do not explain clearly and succinctly, you will lose points. Following the midsemester exam, students will have the opportunity to view their paper and ask how they were graded. In addition, PASS classes will hold exam technique sessions with practice questions, self-evaluation and model answers.
Exams have a multiple choice component (which requires brute memorisation but they tend to be of memorable facts) and a short answer component. Answers can be presented in a table format or bullet points, as long as it's clear.
Sometimes it helps to do the extra readings in the Nature publications, detailed on the bottom of slides. The key is to read more on whatever is unclear or new to you.
Always read the criteria for prac reports. Formatting is important, so turn your prac report into a pdf or risk Turnitin messing it up.
If you have a question, always ask the lecturer. PASS tutors may not know the answer because course content changes quite often.
Try and do as well as you can in each assessment. Each piece may not stand a large percentage of your final mark but it all adds up eg) The midsemester exam, worth a relatively low 10% of your final grade, is good practice for the final exam but doing well in it sets you up for a 7. In the past the 85% threshold for a 7 has been lowered due to harsh marking, so you may get lucky.
Do not think about cramming for the video. Nothing beats writing the script and rushing to find footage in two days. Pushing the rules can have strict penalties on your marks eg) a long video carries a mark penalty per second overtime so please follow the submission and filming assessment rules.
SECAT RESULTS
4.0
4.1
3.5
3.8
3.8
3.9
4.1
3.9
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
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COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia
Course Coordinators: Associate Prof. Lesley Lluka
& Dr Prasad Chunduri
Lab Coordinator: Dr Kirsten Zimbardi
Contact hours per week: 3 Lectures, 3 Practical
hours, and one optional but highly recommended
1 hour PASS session starting from week 3
Prerequisites: None
Recommended Prerequisites: If you do not
achieve at least 80% in the Chemistry Quiz
available on Blackboard 1 week before the
beginning of semester it is highly recommended
that you attend workshop sessions in Week 1 and
2 of the semester.
Restrictions: BIOL1040 can only be taken in first
semester when completing BPharm,
BPharm(Hons), BDSc(Hons), BExSS, BExSS(Hons),
BExSS/BBusMan, BHSPE, BHSPE(Hons),
BOccHlth&SafSc, BOHSSc(Hons), BENS or BHlthSc.
Students requesting permission to enrol must
email [email protected]
COURSE DESCRIPTION
This course is compulsory for premed students.
It covers the fundamental biological concepts
that allow complex organisms to function. Key
modules are basic cellular transport & signalling
mechanisms, neuronal structure & function,
motor mechanisms & locomotion, circulation &
gas exchange, & the endocrine system. Of huge
importance is the integration of different
concepts as they apply to the structure and
function of different regions of the entire
organism.
ASSESSMENT
For comprehensive detail on BIOL1040 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76720
BIOL1040 – CELLS TO ORGANISMS
UQPMS University of Queensland Premedical Society
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COURSE COORDINATOR’S COMMENT
BIOL1040 is a foundation biology course required for subsequent studies in Physiology and
Anatomy. It is offered in Semester 2 for Science (including Premed) students and Semester
1 for other specific programs. The major learning activities are based around three major
themes – scientific inquiry (practical classes), communication skills (scientific writing in
practical reports, eConference etc) and knowledge (quizzes and end of semester exam).
The course is busy and therefore the secret to success is ‘organisational skills’ and
attending all classes. Finally, take all assessments seriously, as they are all important in the
grading matrix approach to calculating the final grade.
Doctor Prasad Chunduri
STUDENT REVIEW
ADVANTAGES
A commonly taken, well-established course -
lecturers are very experienced with the
problems and questions students typically
have, and notes are readily available from
past students.
Not hard to do well in, if you do not skip
classes. With the grading matrix, as long as
you make the threshold to an A in each
category, the little errors you make do not
count towards your final grade, making it
easier to get a 7. In other words, it tests your
ability to complete a wide variety of
assessment pieces to a satisfactory standard.
For the specialists among us there is a 5%
exchange which lecturers will explain in more
detail, allowing for your strengths to
compensate for your weaknesses.
Lecture notes are thorough enough so that
though there are references to the textbook,
if you pay attention to what is being said and
remember what is presented on the slides,
there is no need for you to buy the textbook
and read it. Tables of hormones etc are not
required to be memorised unless it is
presented in the slide.
PASS worksheets are helpful and tutors
usually remember what has been taught,
DISADVANTAGES
The Electronic Course Profile (ECP) states that
students are expected to study in groups as
well as individually so that approximately 10-
12 hours a week are spent on Biol1040 related
activities. This requires some personal
responsibility and a good study group which
may be hard to find as a first year.
As the ECP says, if you are not present for all
your classes, you will find the material very
challenging. Past students will add that the
prep material should be completed diligently
before each module begins too. Lecturers
suggest reviewing lectures once more via
Lectopia recordings. Add in the pre-readings
and this means there is quite a heavy
workload. Students taking Biol1020 and
Biol1040 at the same time often feel stressed
and regret their course choice. It is
recommended to take Biol1040 after
Biol1020.
The cost for the Campbell Biology textbook
and online Mastering Biology access may be a
bit high for one course. Mastering Biology
access is compulsory so that's $50 spent.
Campbell's Biology tends to be cheap; seniors
are generally happy to give you a free, unused
copy. There are no significant differences
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because future biomed courses build on
Biol1040 content.
Textbook reading is fairly light. Most of the
work is understanding lecture content.
between the 8th and 9th editions, except in
one module which you will be warned about.
The correct information will be presented in
lectures anyway.
Many assessment pieces - written practical
reports, personal response and biohorizons
econference.
TIPS
The first lecture of the week (on Monday for both streams) is not recorded, and held as a
collaborative workshop in the UQ centre. These compulsory workshops are highly recommended
as they discuss application questions in worksheets that are pertinent to your exam. Very
pertinent.
Electronic textbooks are circulating and it may be a good idea to get one from a friend and split
the cost, just in case.
Try and get your Keepad Clicker before your first or second lecture. Clicker questions do not
count towards your final grade but the questions, which are posted as a separate document on
Blackboard help greatly with your three Mastering Biology quizzes and final exam multiple choice.
Mastering Biology quizzes (multiple choice) are time pressured. It is considered cheating to
Google or have the textbook and other materials in front of you. The time pressure makes it
difficult to consult these materials anyway and it is highly recommended for your own benefit
that you go through the Mastering Biology study questions, workshop worksheets, PASS
worksheets and lecture content first.
SECAT RESULTS
3.6
4.2
3.1
3.7
3.4
3.4
4.2
3.3
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
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COURSE INFORMATION
Offered: Semesters 1 & 2 at St Lucia, Semester 1 at
Gatton
Course Coordinators: Dr. Gwen Lawrie & Associate
Prof Mark Riley (semester 2)
Contact hours per week: 3 lectures, 3 practical
hours
Prerequisites: Senior Chemistry or CHEM1090
Restrictions: Incompatible with CHEM1020,
CHEM1010, CHEM1021 and CHEM1022.
COURSE DESCRIPTION
This course outlines concepts underpinning
inorganic, physical and organic chemistry
necessary for higher levels of study in
chemistry and engineering. Core topics include:
atomic structure, bonding and hybridisation,
molecular shape, an introduction to organic
chemistry, states of matter and intermolecular
forces, chemical equilibrium, aqueous solution
equilibria, thermodynamics, and redox
chemistry. This course is a recommended
prerequisite to CHEM1200 for students in BSc,
B Biomedical Science, B Biotechnology, B
Engineering and B Occupational Health & Safety Science, and CHEM1022 for B Pharmacy students.
ASSESSMENT
For comprehensive details on CHEM1100 assessment, check out the Electronic Course Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76195
STUDENT REVIEW
ADVANTAGES
CHEM1100 is one of the required courses in
the biomedical major, and is one of the
largest first year courses. It is a great course
to meet people in, as everyone who is
interested in medicine will have to take the
subject unless they have had it credited.
The course covers many aspects of chemistry,
which have often been done in high school
DISADVANTAGES
The practical component of the course is quite
difficult. This is mainly due to the length of
experiments that must be completed in the 3
hour prac class. However, following feedback
from last year, the post-lab questions have
been adapted to be completed online after
the practical session, relieving some of the
time pressure.
CHEM1100 – CHEMISTRY I
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before, in more detail. This makes the subject
a lot more accessible to people who took
chemistry in high school, as they will already
have background knowledge on the concepts.
For people who have completed high school
chemistry, some of the modules feel like they
move slowly, as not everyone taking the
course has had the same background.
The module on molecular thermodynamics is
conceptually difficult to students who have
not been exposed to the topic before.
TIPS
Stay on top of the weekly online quizzes. There are a certain number of these which must be
completed to get the marks, so make sure you complete them before the deadline!
Read the practical manual before attending the lab, and have some idea of how to answer the
analysis question. The question makes up a large part of the mark for each practical, so having an
answer in mind before beginning the practical will help a lot.
SECAT RESULTS
4.0
4.2
3.7
4.2
4.1
4.1
4.1
4.2
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 16
COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia
Course Coordinators: Prof Paul Bernhardt
Contact hours per week: 3 lectures, 3 practical
hours
Prerequisites: CHEM1100
Restrictions: Incompatible with CHEM1221,
CHEM1222, CHEM1010, CHEM1020, CHEM1021
and CHEM1022.
COURSE DESCRIPTION
This course builds on concepts introduced in
CHEM1100, namely quantitative reaction
profiles and kinetics, chemical structure,
reactivity and mechanisms, organic functional
group chemistry, acids, bases and buffers, and
transition metal chemistry. There is also a brief
section on spectroscopic tools such as Mass
Spectroscopy (MS) and Nuclear Magnetic
Resonance (NMR). This course is recommended
for all students in the following programs: BSc,
B Biomedical Science, B Biotechnology B
Engineering and B Occupational Health and Safety Science. In 2014, students had the option of
taking a Chemistry Undergraduate Research Experience (CURE) practical stream.
ASSESSMENT
For comprehensive detail on CHEM1200 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=72090
STUDENT REVIEW
ADVANTAGES
Most of the content was new, unlike
CHEM1100, which was mostly a repeat of
high school chemistry. Thus, the chemistry
taught was rather interesting and challenging.
The lecturers are also very good at explaining
and they hold revision lectures where they go
through typical exam questions and questions
DISADVANTAGES
The PASS classes did not seem very useful. It is
not necessary to attend them as completing
the questions in your own time will suffice
especially since all the resources used in PASS
are on Blackboard.
The practicals were quite stressful because
there are a lot of tasks to do within a limited
CHEM1200 – CHEMISTRY II
UQPMS University of Queensland Premedical Society
Page | 17
students have asked.
You only need to do four practicals and write
one lab report, which is one less practical
than CHEM1100.
Prelabs for practicals are worth 10 out of the
25 marks for your practicals. The prelab
questions are usually easy and this will help
boost your practical marks. Some of the
practicals are quite interesting eg) when you
make your own paracetamol.
It is relatively easy to score high marks in the
SAPLING homework questions. Getting a
question wrong means you only lose 1%. You
also get multiple attempts at a question. They
give you hints and tell you why you might
have gotten the question wrong.
The mid-sem and EOS exam are both easy
because they are very similar to the PASS
questions and some SAPLING questions.
amount of time.
The SAPLING questions were very difficult. It is
easy to make a silly mistake such as drawing
hydrogen atoms on a molecule when they tell
you not to. Also it is difficult at first to figure
out how to draw the molecules on SAPLING.
CURE practicals required more work -
students learnt a lot but can obtain the same
number of maximum marks as those in the
main practical stream.
TIPS
For SAPLING questions it is important to read the question very carefully and double-check your
answers. Misreading or misunderstanding the question will cause you to get the question wrong.
An example is if it asks you to draw the organic product. Some people draw all the products but
you will get the question wrong for doing this.
For practicals, read the instructions before your practical. Read carefully so you understand what
you need to do. This will save you time in the practical. Also complete your analysis question
before class because these take a lot of thinking. Working on the analysis question at home also
means you have more resources (textbook, internet) to answer it.
If you have Lawrence Gahan as your lecturer, do not ever use your phone because he will
embarrass you and will threaten to take it from you!
SECAT RESULTS
4.4
4.5
3.9
4.5
4.4
4.5
4.4
4.5
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 18
COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia, Semester 1
externally
Course Coordinators: Dr Victor Scharaschkin
Contact hours per week: 3 Lecture hours, 1
Tutorial hour & 1 Practical or Laboratory hour
Prerequisites: MATH1050 or SA in Year 12 Maths
C. More details on assumed background can be
found on the ECP.
Restrictions: Semester 1 external offering
restricted to students enrolled in Enhanced Studies
program (program code 1014).
COURSE DESCRIPTION
MATH1051 provides an important foundation
in calculus and linear algebra that will prove
useful for further studies in pure and applied
sciences, engineering, finance or further
mathematics pursuits. Calculus is an extension
of concepts encountered in high school, such as
general linear systems, optimisation using the
extreme value theorem to find maxima and
minima, limits, L'Hopital's rules, integration,
volumes of revolution. The study of sequences
and series (infinite sums) is extended to the
Taylor series. Matrices, simultaneous
equations, determinants, eigenvalues,
eigenvectors and applications in resonance
frequency modelling in dynamic systems are other topics covered. Matlab instruction will be
included. MATH1051 can be studied concurrently with MATH1052.
ASSESSMENT
For comprehensive detail on MATH1051 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76423
STUDENT REVIEW
ADVANTAGES
This is a great course to lead on from
MATH1050 and Year 12 Mathematics C and
re-covers many of the topics learnt in these
said courses (however quite quickly). It is an
DISADVANTAGES
There is no mid-semester exam so all course
content is assessed in the end-of-semester
exam.
Some of the complex content in the later part
MATH1051 – CALCULUS & LINEAR ALGEBRA I
UQPMS University of Queensland Premedical Society
Page | 19
excellent introduction to university level
calculus and linear algebra.
The workshops provides a strong base
understanding of mathematical computer
programming skills using ‘Matlab’ software;
this is also assessed in the MATH1052
workshops (in a similar fashion, but basic
skills of computer programming using Matlab
are essentially assumed).
of the course (e.g. Maclaurin and Taylor
series) is taught quite quickly due to time
constraints.
The workshops which consist of using the
computer program ‘Matlab’ only run for an
hour and can be very rushed to complete all
of the questions.
TIPS
The final exam is usually formatted similar to past exams (in terms of mark allocations and types
of questions set), so if you can, familiarise yourself with the past exams which can be found on
the UQ Library website.
Pay close attention to the content (i.e. Matlab coding) being taught in the workshops in the first
few weeks of semester as it is critical to understand and be capable of utilising these concepts in
the later workshops of the course.
If the workshop sheets are posted on Blackboard prior to your workshop, read through to make
sure you know what you are doing and what questions to ask. In most cases you will have little
time to spare and the tutors will most likely have many questions to answer during the workshop.
The end-of-semester exam does not allow the use of calculators, so re-familiarise basic
arithmetic.
SECAT RESULTS
4.0
4.0
3.7
4.3
4.2
4.1
4.0
4.1
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 20
COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia, Semester 1
externally
Course Coordinators: Associate Professor
Benjamin Burton (semester 1) & Doctor Barbara
Maenhaut (semester 2)
Contact hours per week: 3 Lecture hours, 1
Tutorial hour & 1 Contact hour
Recommended Prerequisites: MATH1050 or Year
12 Maths B.
Restrictions: Incompatible with MATH7861.
Semester 1 external offering restricted to students
enrolled in Enhanced Studies program (program
code 1014).
COURSE DESCRIPTION
This course provides an introduction to
mathematics likely to be useful for students
intending to study higher mathematics or
lecture, and students enrolled in computer
science, engineering, science and information
technology. Topics include formal reasoning,
elementary set theory, group theory, number
theory, graph theory, induction and recursive
definitions, and counting methods.
ASSESSMENT
For comprehensive detail on MATH1061 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76723
STUDENT REVIEW
ADVANTAGES
MATH1061 does not cover calculus - instead,
the subject covers other, lesser known,
branches of math such as logic, graph theory
and set theory. This keeps the subject
interesting, as many unique forms of math
DISADVANTAGES
At times, when the lecturer is going through
some of the more basic topics, it can feel that
the lecture drags quite slowly for those who
have had previous experience
The subject is mostly valuable for people
MATH1061 – DISCRETE MATHEMATICS
UQPMS University of Queensland Premedical Society
Page | 21
are explored throughout the semester.
The forms of math which are covered in the
course provide an alternate way of
approaching and viewing problems. This is
not only in a mathematical sense, but in a
more general sense.
The course does not have much assumed
knowledge on its topics. This makes it a great
course for people who are not strong in
"traditional" maths, as the concepts are often
far removed from the typical calculus style
maths.
Like many maths courses, there is a workbook
available. The course follows the workbook
closely, which eases notetaking.
doing computer science, and it is a very
different learning style when compared to
other courses in the biomedical degree
There is only 1 lecture stream, which might
make timetabling difficult
TIPS
Like most maths subjects, the workbook for MATH1061 is very useful. The lectures will cover the
workbook almost exactly, so it makes it worthwhile to have the workbook.
The UQ library website (library.uq.edu.au) has many past exams for the subject. The questions
from these are very useful for study, especially the proof questions.
SECAT RESULTS
4.3
4.2
4.0
4.2
4.3
4.1
4.3
4.3
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 22
COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia
Course Coordinators: Associate Professor Tim
McIntyre
Contact hours per week: 3 lectures, 1 tutorial,
3L1T<3P
Prerequisites: Students are assumed to have high-
school knowledge of algebra and trigonometry. A
background in Year 11/12 physics is not assumed.
Restrictions: Incompatible with PHYS1170,
PHYS1001 or PHYS1002. Students enrolled in BE or
Duals need to seek permission from the EAIT
Faculty to enrol. Permission will not be given if you
have successfully completed High School Physics
(or equivalent).
COURSE DESCRIPTION
Introductory mechanics, Newtonian dynamics,
projectile motion, work & energy, elastic
properties of solids, fluids, heat,
electromagnetic radiation, radiation physics,
dc. electricity, bioelectric effects. Special
lectures on biophysical applications including
biomedical instrumentation, lasers in dentistry
and medicine. Laboratory experiments. May be
used as GAMSAT preparation.
ASSESSMENT
For comprehensive detail on PHYS1171 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76150
STUDENT REVIEW
ADVANTAGES
If you've done physics before it's really easy.
If you haven't it's a good overview of basic
physics concepts. The tutorials are really
good, and you can go to more than one or
swap and change between tutors if you need
DISADVANTAGES
Lectures didn't really explain concepts as well
as they could have, instead a significant
portion of lecture time is spent answering
clicker questions. The expectation is that
you've already studied the content via
PHYS1171 – PHYSICAL BASIS OF BIOLOGICAL SYSTEMS
UQPMS University of Queensland Premedical Society
Page | 23
to. It's pretty well structured and there is a lot
of course material available, so you get plenty
of practice before exams. The midsem is a
pretty chilled affair and pretty
straightforward (all MCQ) so it's a good way
to boost your mark for the course.
prereadings. Clicker questions are also
compulsory and you need a 50% pass rate to
get 5% of your grade (read: you have to attend
lectures).
TIPS
Ask your tutor to explain any concepts you don't understand until you get it and don't leave it
until the last week before exams. Do all the tutorial questions (not just the compulsory one) as
you get them, and then a second time before the exam. If you're just doing this course to boost
your GPA, just be aware there's a lot of compulsory attendance, weekly tute sheets etc. so it may
be more hassle than its worth.
SECAT RESULTS
4.0
4.0
3.6
4.0
4.2
4.1
4.0
4.2
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 24
COURSE INFORMATION
Offered: Semesters 1, 2 & Summer at St. Lucia
Course Coordinators: Associate Professor Blake
McKimmie (semesters 1 & 2) & Dr Nicole Roe
(Summer)
Contact hours per week: 2 lectures, 1 tutorial hour
Prerequisites: None
Restrictions: Incompatible with PY101, PY102 or
PY130.
COURSE DESCRIPTION
Every week, this course features two different
topics. Topics include the development of
thought, language, learning and personality, as
well as issues in clinical psychology. Social
issues including communication, aggression,
and altruism, are also discussed. Students have
the opportunity to participate in both classic
and state-of-the-art psychological research and
to demonstrate their understanding of the
research process.
ASSESSMENT
For comprehensive detail on PSYC1030 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76082
PSYC1030 – INTRODUCTION TO PSYCHOLOGY:
DEVELOPMENTAL, SOCIAL & CLINICAL PSYCHOLOGY
COURSE COORDINATOR’S COMMENT
PSYC1030, Introduction to Psychology, is designed to give students a broad overview of
developmental, social, and clinical psychology. While it is a first year course, it can be
challenging for some students who have never studied psychology before. The assessment
includes a laboratory report where students learn how and why we write lab reports. We
also spend some time talking about how to conduct research in psychology, and evaluating
what that research means. There are also regular tests to reinforce learning throughout the
course. One of the pitfalls would be leaving the assignment until the last minute and skipping
lectures and relying on the lecture recordings only (recordings are a great study aid, but no
substitute for attending class!). The report is something that needs some time to complete
properly as it involves not only understanding the topic area, but also the logic of a research
report. Our overall aim with this course is to introduce students to some of the amazing and
fun things that we study in psychology.
Associate Professor Blake McKimmie
UQPMS University of Queensland Premedical Society
Page | 25
STUDENT REVIEW
ADVANTAGES
Not too many assessments - only mid
semester exam, final exam and an essay
The course has a multiple choice exam
Overall it is very interesting; you’ll learn about
behaviour and drift into social dynamics
DISADVANTAGES
Lectures at times can be quite dry
Lack of practicals mean not as much
consolidation of theory, hence you’ll need to
study in your own time
Essay is very very VERY subjective to your
tutor’s criteria - Although there is a set criteria
you follow, how a tutor interprets your essay
to following that criteria varies widely from
tutor to tutor - it’s quite a gamble
TIPS
The School of Psychology recommends only two of the three first year courses is undertaken in
the first semester of study.
GO TO YOUR TUTORIALS. They usually cover a lot of material covered in the lecture and can help
you with any questions you may have, like many tutorials do
You can only submit your draft introduction for your essay once. USE THAT INFORMATION - you
will need it to help you do better as they do not accept any other drafts for any other component
This topic has a lot of information, so be sure to study hard for it whether it’s for the mid
semester exam or the end of semester exam
Get your research participation done as soon as you can, so that later down the track you won’t
suddenly remember when it’s too late
SECAT RESULTS
4.4
4.4
4.0
4.2
4.2
4.3
4.4
4.3
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 26
COURSE INFORMATION
Offered: Semester 1 at St. Lucia
Course Coordinators: Professor Peter Adams &
Professor Peter O'Donoghue
Contact hours per week: 3 Lectures, 2 Tutorial
hours and 1 optional contact class on computer
programming
Prerequisites: None
Recommended Prerequisites: Any student
accepted into any science-based course at UQ will
have the necessary background to take SCIE1000:
highschool English, Maths B and a science subject.
Restrictions: None
COURSE DESCRIPTION
This foundation course introduces students to
basic tools used to develop, analyse and
interpret models. Modern scientific issues like
climate change, population dynamics, drugs
and pharmacokinetics and epidemics will serve
as backdrops for exercises in modelling.
SCIE1000 also has basic Python programming
and scientific philosophy where students are
expected to critically and creatively think about
the scientific method as a method of
justification, albeit with some underlying
assumptions. This is a general science course
that is similar to SCIE1100, 'Advanced Theory
and Practice in Science'. Students are given the
same notes, sit the same exams and classes
with the exception of assignments and an additional two hour contact for SCIE1100.
In response to student feedback the 2015 course will have minor modifications to tutorial sheets, an
expanded teaching team and reorganised and clarified sections of the lecture notes. Differential
equations and some other content will be reworked.
ASSESSMENT
For comprehensive detail on SCIE1000 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=71873
SCIE1000 – THEORY & PRACTICE IN SCIENCE
UQPMS University of Queensland Premedical Society
Page | 27
STUDENT REVIEW
ADVANTAGES
Printed notes for the whole semester can be
bought at the start of the semester. Minimal
note taking means more time to focus and
interact during lectures. Peter Adams prefers
this, Peter O'Donoghue prefers it if students
paid attention AND took notes.
Usually, at least two lecturers are present per
lecture. One of the screens on the overhead
projector show the blank spaces in your notes
being filled in with model answers by one of
the non-speaking lecturers. This is available
on recordings too. When it comes to the final
exam, everyone who has attended or listened
to the recordings should have the notes the
examiners think you need for the exam.
Final exam is an open book exam. You can
bring your notes but this does mean you need
to have good notes, and can work fast under
time pressure (open book exams tend to have
time pressure).
Course is easy and has a low workload if you
have a good grasp of basic maths like
exponentials and logarithms. The extent to
which you are expected to know them will be
outlined in lectures, and you will get an
opportunity to practice in tutorials. It is not as
hard as Year 12 Maths B. You get more time
to settle in or study other subjects, so it's a
nice Semester 1 subject.
Tutorial worksheet answers come out the
week after so you can check your answers if
you are disciplined enough.
Few assessment pieces and 'free' marks from
attending tutorials and completing tutorial
worksheets.
Interesting and funny lecturers. They take
students seriously (questions, reviews and
all), but each other with a healthy pinch of
salt. They care about stragglers and make
course changes in response to feedback.
DISADVANTAGES
Mathematical/conceptual modelling may
seem like a chore you've done ever since you
were born. There is much less new material
than in a chem or bio course.
Pre-prac tutorial worksheets are due at the
start of the tutorial. But relax, it's simply a tick
if you've done it. Quality of answers are not
important at that stage. Do not spend 10
hours on that one sheet.
Tutorial worksheets may be started before the
tutorial, but are due at the end of the 2 hours.
Computer programming is included and may
give beginners some time pressure. Asking a
tutor may be difficult because there are two
tutors to a class of up to 50, so try a less
popular class or ask a nerdy friend if you're
feeling the stress.
The programming project can be challenging
for beginners. Efficiency of script is marked.
Programming is also on the final exam. Make
sure to memorise the rules and basic
punctuation. Models of challenging scripts eg)
Euler's are given in your notes but shouldn't be
necessary.
Final exam is mostly interpretation-based. It
may be hard to know what is expected unless
you have been paying attention to the style of
the model answers in lectures and tutorials.
UQPMS University of Queensland Premedical Society
Page | 28
In summary, this course generally receives
positive reviews from Secat student
evaluations every semester (the highest of
any large-class introductory science course
2011 onwards; it has been taught 2008-2014
so far).
Optional computer programming extends
bored students. None of it is tested, but may
be relevant to programming competitions.
TIPS
Buy your notes before the first class.
The content is basic, but tutorial worksheet questions tend to be interesting. It is recommended
that you finish all the extra questions on the weekly worksheet. These are not marked so you
have to seek out a tutor if you have questions about the answer sheets.
Attend the unrecorded revision lectures in person. These contain accurate exam hints so if you
take note of these and prepare accordingly, there should be no tricky material in the final exam.
Try and challenge your understanding of a problem and the creativity of your solutions for the
sake of learning. Understand why you would want to make simplifications - not because you are
lazy or because it's easier to deal with, but because those details are unnecessary or insignificant.
As with PASS classes in other courses, shop around for tutes which are compatible with your
learning style.
Take the optional midsemester exam for 3% bonus marks. Ask about it; students last year were
not thoroughly informed about it.
SECAT RESULTS
4.3
4.4
3.7
4.4
4.4
4.6
4.5
4.4
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 29
COURSE INFORMATION
Offered: Semesters 1, 2 & Summer at St. Lucia,
Semesters 1 & 2 at Gatton
Course Coordinators: Doctor Alan Huang
(semester 1, St. Lucia), Doctor Thomas Taimre
(semester 2, St. Lucia) & Doctor Miranda Mortlock
(semester 1 & 2, Gatton)
Contact hours per week: 3 lectures and 2
workshop hours. Summer: 6 lectures and 2
workshop hours
Prerequisites: Queensland Year 12 Maths B or
MATH1040 or equivalent
Restrictions: Incompatible with ECON1310,
ENVM2000, STAT1301, STAT2201 and STAT2701.
Not available to BE, BE/Biotech, BE/BSc students.
COURSE DESCRIPTION
This course is compulsory for a Bachelor of
Science degree. It explores the nature of
scientific data, data modelling and
management methods. It covers the basic
statistical tools and concepts that are required
for to make conclusions and predictions in
science, including linear regression, analysis of
variance, logistic regression, categorical data
analysis, and non-parametric methods.
Workshops will involve R programming but this
will not be assessed in any way. There is an
ethical research and experimental design
evaluation component meant to hone students'
critical judgement and ethical awareness.
STAT1301, Advanced Analysis of Scientific Data,
has the same classes with the exception of an
extra lecture per week. Exams contain an additional question for STAT1301 students, but content
learnt is largely the same.
ASSESSMENT
2015 Semester 1 assessment details unavailable at the moment. 2014 Semester 2 assessment details can be found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=66876
STAT1201 – ANALYSIS OF SCIENTIFIC DATA
UQPMS University of Queensland Premedical Society
Page | 30
COURSE COORDINATOR’S COMMENT
I teach the Gatton based STAT1201, it is a very introductory course, and is also a core
course. Some students do not see the relevance of studying statistics in their degrees.
However my experience in working as a scientist, in four countries and also working in the
public sector is that it is a vital and very valuable skill. The appreciation of how to design,
critique , analyse and report on scientific experiments is what I focus on. We use statistical
software- and even the programming skills help us appreciate the value of coding for
reproducible research and quantitative analysis. In science we need to understand what
we read and in some circumstances we need to be able to design an experiment or study
and not fall into the pitfalls of bias or poor design. Research money is very hard to come
by and we need to use it wisely and be able to design an efficient and defensible study.
Doctor Miranda Mortlock
STUDENT REVIEW
ADVANTAGES
A good introduction to statistics; difficulty is
rated easy by many members. It is not hard to
get a 7 if you attend workshops and read the
textbook. Lectures are recommended but the
general consensus is that recordings suffice.
Almost all of the content from the lectures (a
good 90%+) comes directly from the textbook
for at least the first half of the semester, with
little or no unnecessary details. Good
reinforcement of material and allows
accurate pre-reading.
There is only one resource you are required
to purchase, the textbook, which contains
almost everything you need to know for your
exams.
Lectures seem to start off at a fast pace, but
slows down later in the semester as the
topics get harder. Workload is average; most
of the work is understanding and applying
those concepts.
Workshops are very helpful in letting you
know the extent of application expected in
this course. You are allowed to leave early if
you have completed the allocated questions,
but staying also has its benefits because the
DISADVANTAGES
The stats resource page allows you to submit
your work online and view your marks for
assessment pieces, a Turnitin substitute. You
need to constantly visit it.
Final exam tests everything after the
midsemester break; there are no assessments
on content during this time. If you are prone
to slacking off after the midsemester break,
you will find yourself cramming for the final
exam. Do not cram statistics! You require
practice more than anything, and
understanding the conditions for applying
certain concepts takes time too.
There are no lecture slides published on
Blackboard. You have to check if what is said is
already in the textbook, and if it is not, you
have to make your own notes from the
lectures. Leeching off a friend is not
recommended in your first year.
This may or may not be a disadvantage,
depending on student level of understanding.
The exam papers often give students a choice
of which questions they would like to
complete, and a choice of methods they would
like to use. For example, there would be 6
UQPMS University of Queensland Premedical Society
Page | 31
tutors tend to be well versed with content.
Those who ditch lectures and just read the
textbook should attend the workshop not
only for its marks, but also to catch-up on the
content. It is possible to not attend lectures,
not read the textbook, turn up to the
workshop, find out by listening to the chatter
and quickly skimming the textbook what has
been taught in lectures so far, and finish the
questions in 30 minutes on average. But this
is not recommended because lecturers may
give out exam hints during lectures.
Many online resources are available for
students. The stats resource page every
student can log into has practice questions
which are very helpful in providing quick
feedback and practice for basic
understanding (enough for the midsemester
exam). They may get addictive. The only
downside to these questions is that they do
not give feedback if you guess the answers
correctly.
Lecturers are very thorough at explaining.
They generally care a lot about students;
some of them fret over their own lectures,
wondering if students are actually learning,
and make many efforts to be engaging. Such
lecturers gain high student respect because
STAT1201 is a course where stragglers and
procrastinators/crammers are real.
questions in the paper that STAT1301 students
have to complete and STAT1201 students can
choose any 5 they would like to complete.
While STAT1301 may have learnt more
content, the examined content may or may
not reflect that additional content. In the 2014
Semester 2 final exam, there was one question
that gave STAT1301 students an advantage
and that question was considered a 'STAT1301
question'. Given the time constraints,
STAT1201 students also have to know which
questions would take the most time to
complete with full working, and avoid those or
use another method eg) Odd ratios would take
more time than the Chi -squared test in a 2 x 2
table, and both should give the same p-value.
TIPS
Attend revision lectures. They are very helpful in narrowing down what might be on the exam.
Do the practice questions online, and the ones in the textbook if you have time. The textbook questions at the start of the semester do not reflect what will appear on the final exam
Do the past exam papers and practice exam paper. These are very important for the STAT1201 final exam.
The stats resource page online has a table of pre-readings for the textbook. Depending on your learning style, it may or may not help to pre-read before lectures. If you prefer to learn in lectures, the lecturers will help you understand and complete your after-reading. If you prefer to learn individually, the lecturers will reinforce what you have learnt and narrow down what is necessary for this course.
You are allowed to take in your textbook for the midsemester exam. Taking notes in your textbook during lectures is an efficient method of preparing for your midsemester.
UQPMS University of Queensland Premedical Society
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You are allowed to take in one double-sided A4 handwritten sheet of formulas, practice questions and answers for the final exam. It is wise to make a summary of your lectures notes and textbook as you progress through the semester (especially after the midsemester break), making note of harder examples or applications, then to make your 'cheat sheet' from your summaries during revision week, after the revision lectures. It is a challenge to fit everything you have heard. You will have a better idea then of what you can remember under pressure, and what you can't.
Do the Clicker questions during lectures. Some questions are easy but others are deceptively so. Nothing helps you remember better than a shock.
SECAT RESULTS
3.8
3.9
3.9
4.3
3.9
3.9
3.7
4.0
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
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COURSE INFORMATION
Offered: Semester 1 at St. Lucia
Course Coordinators: Doctor Susan Rowland
Contact hours per week: 3 lectures, 3 practical or
lab hours
Prerequisites: BIOL1020 + (CHEM1100,
CHEM1221, CHEM1222, CHEM1021, or
CHEM1022)
Recommended Prerequisites: CHEM1200,
CHEM1010 or CHEM1030
Restrictions: Incompatible with AGRC2001,
BIOC2012 and BIOC2014.
COURSE DESCRIPTION
This course will provide students with key
principles of biochemistry & molecular biology.
It focuses on the molecular components of
cells: protein structure and function, enzymatic
properties, key metabolic pathways and their
regulation, DNA structure, function and
biochemistry, and the links between diet,
disease, and cellular metabolism. Practicals
provide a hands-on introduction to basic
bioinformatics and essential molecular biology
techniques. In conjunction with BIOL2202 and
MICR2000, BIOC2000 is a commonly
recommended course in various fields of study
in The University of Queensland Bachelor of
Science program. BIOC2000 is essential for Biochemistry and Molecular Biology Major students and
will be of importance across biochemical, biomedical, pharmaceutical, molecular biology, food
technology, dietetics, and cell biology sciences.
ASSESSMENT
For comprehensive detail on BIOC2000 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=69024
STUDENT REVIEW
ADVANTAGES
The two prac streams, LEAPS and ALLURE,
give you the chance to have a "real research
experience" without the commitment of a
DISADVANTAGES
Some of the content can get a bit boring; once
you get to the subunits of the ribosome and
wobble theory you just want to go home.
BIOC2000 – BIOCHEMISTRY & MOLECULAR BIOLOGY
UQPMS University of Queensland Premedical Society
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summer project. According to this reviewer
LEAPS is fairly underrated because it taught
quite a few good lab skills and was pretty
simple.
The content of the course provided a pretty
good foundation of biochemistry concepts.
This foundation is definitely useful for later
pharmacology and metabolism studies.
Susan has a personal library of textbooks to
loan out to students.
BIOC2000 is rather problem solving based.
Unlike other biology courses, the EOS for
BIOC2000 did not heavily rely upon content
regurgitation and instead, focussed on the
student’s ability to find solutions. This is true
for Susan’s content and enzymology but
other modules which delves into metabolism
and macromolecules will require more rote
learning on your part.
Glenn King's section is actually just Susan
Rowland's section in disguise, which is kind of
disappointing after 9 lectures of the same
thing.
There are a multitude of small assessment
pieces which may mean you will have
something due in most weeks.
TIPS
A lot of people say this course is very hard, but really it's not any harder than the other second level courses and you'll probably be completely fine handling the study load. Don't think that because this course is biochemistry you won't be expected to know all the maths behind the chemistry; you will.
Try to do as well as possible in the assignments because the final exam, although not overly difficult, is very long and time consuming (especially since filling out your personal details on all the response sheets takes you at least 10 minutes).
A fair portion of the content in Susan’s module delves into entropy and enthalpy. While superficially it seems to make sense, take the time to ensure you can fully explain various phenomena.
SECAT RESULTS
4.0
4.1
3.6
4.1
4.1
4.1
4.0
4.2
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
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COURSE INFORMATION
Offered: Semester 1 at St. Lucia
Course Coordinators: Associate Professor Stuart
Kellie
Contact hours per week: 3 lectures and 3 contact
hours
Prerequisites: BIOL1020
Restrictions: Incompatible with BIOL2008.
COURSE DESCRIPTION
This course is intended to be a comprehensive
introduction to Cell Biology. You discuss the
vast diversity of cells and how their structures
subserve their functions. Specifically, you will
cover cell division, the composition and
function of membranes and organelles, the
cytoskeleton and trafficking of cargo around
the cell, and the way that signals are carried
both within and beyond cells. The pracs focus
on microscopy, bench techniques, and
computer techniques while the journal analysis task exposes students to real world applications of
cellular research.
ASSESSMENT
2015 Semester 1 assessment details can be found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76442
STUDENT REVIEW
ADVANTAGES
This course is one of the best you will do in a
biomedical science major – it may not seem
like it at the time but in hindsight it is. It steps
you through things slowly, and the lab reports
are relatively simple. For many students, this
is the last cell biology course taken for a
biomedical associated degree.
Students will be taught the underlying
principles of signal transduction, which will
DISADVANTAGES
This course is filled to the brim with new
content and unsurprisingly, it is very easy to
fall behind.
The journal analysis is often the most poorly
completed assessment piece among students
as it can be quite subjective, depending on the
lecturer.
BIOL2200 – CELL STRUCTURE AND FUNCTION
UQPMS University of Queensland Premedical Society
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become the cornerstone for many studies
later on. Concepts such as different types of
receptors and pathways are recurrent themes
in other biomedical courses so thorough
understanding of BIOL2200 content will
benefit you greatly later on.
The course links the taught concepts to
clinical implications at most opportunities -
this is especially pertinent to those interested
in inheritable diseases.
TIPS
BIOL2200 has quite a large amount of content that is very much process and sequence based. It is
highly recommended that you take the time to write out and understand each step of the
sequence as it will make sense in the overall scheme of things. Flow diagrams are always an
excellent idea!
For the journal analysis, choose a journal that you find genuinely interesting (if possible). Often,
students fall into the trap of choosing an ‘easy’ article and find it difficult to provide the more in-
depth responses needed to attain high marks.
As the entire course is examining the cell and its activities, a good grasp on earlier concepts will
help you tremendously later in the semester. Thus, cramming the last few modules before the
first few may be disadvantageous as you may not appreciate the interconnectedness of the
modules.
There are a LOT of terms and names. Your life will be made so much easier if you spend some
time going through the differences and function of each name - it is too easy to mix up Cdc2, 13,
20 and 25.
SECAT RESULTS
3.8
4.1
3.4
3.8
3.8
4.0
3.8
4.0
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
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COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Associate Professor James
Fraser
Contact hours per week: 3 lectures, 3 practical or
lab hours
Prerequisites: BIOL1020 or CHEE1001
Restrictions: Incompatible with BIOL2007 and
BIOL2009.
COURSE DESCRIPTION
Employing a strong experimental component,
BIOL2202 addresses genetics from a modern
molecular perspective by integrating discussion
of key advances in the field (classical concepts
of inheritance, development and variation)
with the application of essential molecular
genetic techniques. The study of genetics has
pioneered core concepts underlying medicine,
biochemistry, microbiology, ecology, evolution
and environmental sciences, making it a nexus
course. BIOL2202 is also recommended for all
BSc students pursuing a biology-focused major. BIOL2202 is a required or contributing subject for
more BSc. majors than any other Level 2 course. It also appears popular among B. Biotechnology, B.
Arts, and B. Environmental Science students.
ASSESSMENT
For comprehensive detail on BIOL2202 Semester 2 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=67303
STUDENT REVIEW
ADVANTAGES
Really well-organised, fascinating topics covered.
Pracs had relevance to the course content - learned a lot but pretty chilled environment.
Amazing and dedicated lecturers - incredibly generous with their time - James Fraser deserves a shrine.
DISADVANTAGES
The modules were a bit disjointed, as they were given by different lecturers.
Each module focuses on a different aspect of
genetics, so it is unlikely that you will find all of
the modules interesting.
BIOL2202 – GENETICS
UQPMS University of Queensland Premedical Society
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Lots of support for assessment.
The course is a prerequisite for third year genetics courses.
The material covered aids in other subjects.
TIPS
Stay on top of things - lots of content. Felt like quite a step up compared to 1st year courses, but
definitely worth it.
Take up the lecturers' offers for help.
Be prepared for the quizzes. Since the questions are released early, it is a good idea to go through
the questions with your friends and figure out the correct answers.
SECAT RESULTS
4.6
4.6
4.5
4.6
4.6
4.6
4.5
4.5
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 39
COURSE INFORMATION
Offered: Semester 1 at St. Lucia
Course Coordinators: Doctor Bradley Launikonis
Contact hours per week: 3 lectures, 3 practical or
lab hours
Prerequisites: BIOL1020 and BIOL1040
Restrictions: Incompatible with BIOM2007 and
BIOM2008
COURSE DESCRIPTION
BIOM2011 explores the physiology of the
human body in an introductory manner.
Students are taught a wide range of topics,
including epithelial cells, absorption, secretion,
muscle action, excitation-contraction coupling,
neurons, synaptic responses, the neuromotor
system, endocrinology and immunity. This
course establishes the foundations for a
substantial number of second and third year
biomedical courses and consequently, is crucial
for gaining a solid understanding of biomedicine.
ASSESSMENT
For comprehensive detail on 2015 Semester 1 assessment, check out the Electronic Course Profile
at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=69245
STUDENT REVIEW
ADVANTAGES
The course covers a lot of ground to engage
students with different topics. You won’t find
many courses which go over such an
interesting variety.
BIOM2011 continues where BIOL1040
stopped for some of the modules.
Fortunately for the visual learners, this course
has quite a number of diagrams to learn.
Lecturers will often indicate which ones are
DISADVANTAGES
Given that students study this course straight
after BIOL1040, BIOM2011 will be one of the
few courses where you will write a more
detailed and full prac report for the first time.
Consequently, students may encounter lower
than usual marks as the prac marking is
harsher than in first year courses.
The 2014 practicals centered on yeast cells,
which is quite unfortunate for those who
BIOM2011 – INTEGRATIVE CELL & TISSUE BIOLOGY
UQPMS University of Queensland Premedical Society
Page | 40
pertinent for the EOS exam. dislike cellular biology.
The neurophysiology module can be
bewildering and in my opinion, by far the
most difficult topic to learn/visualise in
BIOM2011.
TIPS
Peter Thorn in his epithelial cell module will focus on specific diagrams - this will be covered in the
exam and you'd be best to know them well.
Stephen Anderson previously provided a list of questions, of which he'd pick one to put on the
EOS. Do those questions as practice.
A fair portion of the content builds upon BIOL1040. Topics including neurons and muscles will
become more complex so don't be complacent in the early lectures. Refresh your memory and
prepare for the content to become harder.
For the 2014 EOS exam, very few diagrams, if at all, of the neuromotor module were examined.
This was unexpected as Peter Noakes spent quite some time explaining them. Regardless of
whether it would be examined or not, be sure to understand the processes and circuits as this will
help in later studies for third year neuro courses, especially ANAT3022.
Don't be too disappointed when you do pretty badly in your first prac report. Take careful note of
your mistakes and seek clarification if needed. This is important for not just BIOM2011 but for
every other second or third year science course you do as chances are, you'll be writing a prac
report then as well.
Though past students always say this, you probably won't heed it. But do not cram this course.
Your life will be better off not listening to recorded lectures at 3x speed during SWOTVAC. Once
again, this course relies a lot on diagrams and if the lectures did not record the drawings, you've
disadvantaged yourself heavily. You'd also end up laughing at the irony of cramming long term
synaptic plasticity and not being able to remember it afterwards.
SECAT RESULTS
4.0
4.4
3.6
3.6
3.9
4.1
4.4
4.1
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 41
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Doctor Stephen Anderson
Contact hours per week: 3 lectures and 3 contact
hours
Prerequisites: BIOM2011 and BIOL2200
Restrictions: Incompatible with BIOM2007 and
BIOM2008.
COURSE DESCRIPTION
This course explores a variety of physiological
systems in depth and builds on knowledge
gained in BIOL1040 and BIOM2011. It takes a
systemic approach to understanding human
physiology and bodily functions. BIOM2012 is
composed of several topics; endocrinology and
metabolism, neurophysiology, cardiovascular
system, autonomic, enteric nervous system, GI
and renal physiology, respiration and muscle.
These are organised in a manner which focuses
on response to change, homeostasis and altered function in various pathological conditions.
Practicals involves body physiological stresses such as exercise and are unlike past biological
experiments seen in BIOL courses.
ASSESSMENT
2015 Semester 2 assessment details are unavailable. 2014 Semester 2 assessment details can be
found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=66885
STUDENT REVIEW
ADVANTAGES
BIOM2012 offers a new perspective on
biomedical studies thus far as it is one of the
few second year courses to examine the
entire body and its functions. This course
complements anatomy studies as students
can relate to the actual process by which the
DISADVANTAGES
The course begins by warning students who
have not met the prerequisites. In the first
place, this course will be challenging to
students who have done the prerequisites so
do not neglect BIOM2011 and BIOL2200.
The practicals can also become a nightmare if
BIOM2012 – SYSTEMS PHYSIOLOGY
UQPMS University of Queensland Premedical Society
Page | 42
body functions, through the studied organs
and systems. Exercise and rest are key
themes in this course and hence, it is more
relatable than cell biology courses.
As mentioned before, the course content ties
in nicely with past studies including
BIOL2200, BIOM2020 and BIOM2011. It
would be a very valuable course to
consolidate knowledge taught prior, which is
an asset for future studies related to
biomedicine.
The practicals are an excellent opportunity to
do something tailored to your liking as
students are able to design their own
experiment.
an undesirable experiment is chosen - as
students vote on their preferred experiments,
this should hopefully not happen.
TIPS
Tutors are very helpful with pointing you to the right direction in regards to the practical report.
Be sure to ask plenty of questions, especially the statistical ones.
While there is a lot of content, the modules are more or less evenly divided for convenience. It
should be noted that each module should connect to one another as they are all looking at
aspects of the human body. Hence, be sure to understand the implications of a stressor upon not
just your lungs but also your sensory systems or your GI tract.
For your experimental design, don’t aim for complexity. While it should be something novel
(relatively speaking), don’t get caught up with too much detail. Upon students of the class voting
on an experimental design, the tutors will do their best to streamline, improve and optimise the
chosen design anyway.
Dr Anderson provides a collection of questions, from which he will select to put on the final
exam. Thank him to the bottom of your heart and be sure to do every question for preparation.
SECAT RESULTS
3.9
4.2
3.3
4.1
3.8
4.0
4.3
4.1
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 43
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Doctor David Simmons
Contact hours per week: 3 lectures, 3 contact
hours
Prerequisites: BIOL2200
Recommended Prerequisites: BIOM2011 or
BIOC2000 or BIOL2202
COURSE DESCRIPTION
Modern medicine is increasingly relying on a
thorough understanding of developmental
biology as it searches for new therapeutic
strategies. Tissue regeneration, stem cell
therapy, artificial organs, replacement joints,
dental implants, and in vitro fertilisation are
just a few examples. In this course, the basic
principles of how embryos develop the
complex arrays of cells, tissues and organs that
contribute to a healthy functioning human is
explored. Students will be introduced to an array of technology and model animal systems that
drive modern biomedicine. This course offers an opportunity to stay abreast of this flourishing field
and better grasp new therapies and research directions.
ASSESSMENT
For comprehensive detail on BIOM2208 Semester 2 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=67306
STUDENT REVIEW
ADVANTAGES
Out of all of the second level science courses this one was probably the least demanding.
The lecturers are excellent and engaging and they definitely know their stuff, so the course is very well structured.
Course co-ordinator David Simmons is very approachable and prompt with email responses.
There was only 1 prac report, and the pracs
DISADVANTAGES
In saying it's mostly about concepts, there is
some rote learning (especially in the modules
by David Simmons). Remembering this content
takes some practice, repetition, and maybe a
check of the textbook to make sure you're
100% sure on how it works. There are also a
lot of protein names to remember! Not only
BIOM2208 – DIFFERENTIATION & DEVELOPMENT
UQPMS University of Queensland Premedical Society
Page | 44
were fun and very hands on. There were no lectures in the last week of semester before swotvac (self-study week) which was a plus.
For the major group assignment you get a lot of feedback (a whole pdf page of feedback) which is great.
A big advantage of this course was its small size. This meant the lecturers sometimes went a little off-topic, but it made the content more interesting and allowed them to talk about things they're passionate about. It also allowed them to walk around the lecture room and ask questions or initiate discussions.
There are some almost abstract ideas in this course (especially in the evolutionary development module at the end); for some this made things interesting and really thought-provoking, but for others this may not be the case.
Overall, this course provides a very good
introduction to development. It makes you
think less about memorising pathways and
more about broad concepts and how you can
extrapolate an idea from the lectures to
answer a question you might not have seen
before. In this way, you're encouraged to
think logically but openly about what makes
sense and why.
will you learn the names, but also where the
proteins are localised in the embryo, and
whether they are from the mother or
synthesised by the embryo. These specific
proteins can be assessed in the exam so if you
want to do really well you just have to go hard
and study them.
The wiki assignment can be a pain if you have
a bad group so don't let anyone slack off and
make sure things are done as early as possible.
Developmental biology is often described as a
dynamic process that is represented
diagrammatically on lecture slides. This means
if you aren't physically at the lecture it can
sometimes be hard to follow along what the
lecturer is talking about in the recordings
because you can't see what they're pointing
to.
Also the course content is quite specific, so
this course is only a prerequisite for about 2
third level courses. This means that if it turns
out you don't like developmental biology, it's
pretty much useless at fulfilling its role as a
prerequisite.
TIPS
With regards to the group assessment wiki page - you will start off with grand plans of having the
greatest page in the world, but you might realise that you have to be real with your expectations.
Especially if you've got loads of other assessment in your other courses! Distribute the work
evenly among your team and if you have a freeloader - speak up. The co-ordinator is very
understanding and will help you deal with it.
Also make sure you really understand what they want from the page. It's a bit of a strange
assignment and a lot of people don't get it first up. You really don't want to waste time and effort
when you're going in the wrong direction.
For the group assignment, the groups are assigned (good if you don't have any friends to partner
with, bad if you do).
For the course in general: find a way that you can take notes and fast! Whether that be typing or
writing. These lecturers are seriously knowledgeable but they talk mercilessly fast and most do
not provide detailed notes. So keep your own organised!
As with any other course, speak up if you don't understand. Half of the dozen other people in the
room probably didn't get it either.
UQPMS University of Queensland Premedical Society
Page | 45
Make sure you have time to properly process what happened in the lectures; some of the
concepts are challenging but there's nothing you won't be able to understand if you take good
notes and allow time to revise properly.
Brian Key's lecture slides are pretty much just blank pages with a picture of an embryo (if you're
lucky) so you absolutely have to watch the lecture (which isn't actually that bad because he's an
amazing lecturer).
If you end up doing the chick embryo prac, try not to get egg yolk on your lab coat because the
smell literally never comes out.
SECAT RESULTS
4.2
4.5
3.9
4.1
4.1
4.2
4.5
4.1
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 46
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Dr Mary-Louise Manchadi
Contact hours per week: 3 lectures and 3 contact
hours
Prerequisites: BIOL2200 and (CHEM1100,
CHEM1222, CHEM1022 or CHEM1020)
Recommended Prerequisites: BIOC2000
Restrictions: Incompatible with BIOM2041.
COURSE DESCRIPTION
BIOM2402 introduces students to fundamental
concepts in drug action and drug disposition at
the molecular and cellular level. The binding of
drugs to receptors, receptor activation and
inhibition, effect of drugs on cell signalling,
drug absorption and metabolism, genetic
determinants of drug action and drug toxicity
are topics covered within the modules of this
course. A major proportion of this course
examines the clinical and molecular effects of a
wide array of substances, including
neurotransmitters, illicit drugs and
anaesthetics. Students are also introduced to experimental approaches to study drug effects.
ASSESSMENT
2015 Semester 2 assessment details are unavailable. 2014 Semester 2 assessment details can be
found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=67027
STUDENT REVIEW
ADVANTAGES
This course provides a very deep insight into
drug mechanisms and interactions with the
body. For the vast majority of second year
biomedical students, this is the first course to
delve into such topics and consequently, is
bound to interest many. Many of the drug
examples would be very familiar to students,
DISADVANTAGES
Unsurprisingly, this course is content heavy.
While the initial few lectures may be easy to
keep up with, later modules will catch unwary
students off guard. Be careful!
The prac reports are actually quite challenging
to write up. It may be difficult to many to
gauge just how much detail is required, given
BIOM2402 – PRINCIPLES OF PHARMACOLOGY
UQPMS University of Queensland Premedical Society
Page | 47
which serves to engage more students.
The practicals build upon the lecture content
quite well and includes organ baths, which is
again, new for many students.
Those who did BIOC2000 are advantaged as
they have had previous exposure with
pharmacological graphs. Despite that, it is not
too difficult for those who did not complete
BIOC2000 to keep up with the course
content.
The content ties in well with past courses,
such as BIOL2200 and BIOM2011. For
instance, receptor activity and the nervous
system are examined in BIOM2402.
the strict word count.
TIPS
Do not underestimate the importance of the practical sessions in regards to reports and the EOS exam. Be sure to understand what exactly you are doing and become familiar with the various graphs.
It is quite easy to become distracted in the later experiments due to the moderate amount of replicates that is required. In 2014, the final practical session was a chance for repeating unsuccessful experiments. Don’t skip the session and take the chance to ask tutors questions if you have any.
Familiarity with the drug names (at least the ones you’re meant to know) is highly recommended. A later module looking at drug effects and treatment will demand that students know their names.
SECAT RESULTS
4.5
4.7
4.1
4.3
4.3
4.4
4.6
4.4
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 48
COURSE INFORMATION
Offered: Semester 1 at St. Lucia
Course Coordinators: Professor James De Voss
Contact hours per week: 3 lectures and 3
contact/workshops
Prerequisites: (CHEM1100 or CHEM1020) and
(CHEM1200, CHEM1030 or CHEM1010)
Restrictions: Incompatible with CHEM2041 and
CHEM2001.
COURSE DESCRIPTION
CHEM2050 provides a comprehensive coverage
of inorganic and organic chemistry with the aim
of sufficiently preparing students for third level
chemistry courses. Unlike other courses,
CHEM2050 will feature no wet lab sessions but
rather, introduce problem based learning
sessions to improve students’ theoretical
understanding. All in all, this course lays the
crucial foundation for further studies in
chemistry at the undergraduate and post-
graduate levels.
ASSESSMENT
2015 Semester 1 assessment details can be found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76406
STUDENT REVIEW
ADVANTAGES
If you enjoyed CHEM1200 and want to know
more about organic and inorganic bonding
and reactions, then this is the course for you.
Small class size so the lectures tend to be
tailored towards the questions you ask and
you have many opportunities for one-on-one
time with lecturers.
Assessment is quite heavily weighted towards
in-class quizzes. This can be annoying during
DISADVANTAGES
Memorising all the organic reactions can be a
bit tedious.
If you get behind during the semester it can
be hard to catch up on material before the in-
class quizzes.
CHEM2050 – ORGANIC & INORGANIC CHEMISTRY
UQPMS University of Queensland Premedical Society
Page | 49
the semester but there is a lot less pressure
for the final exam.
The course can be helpful for GAMSAT
preparation.
TIPS
Because of the in-class quizzes it’s very helpful to keep on top of the content throughout the semester.
Go to workshops! They will set you up for the final and there is plenty of opportunity to ask questions.
SECAT RESULTS
4.1
4.3
3.7
4.3
4.0
3.7
4.3
4.2
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 50
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Doctor Joanne Blanchfield
Contact hours per week: 3 Lecture hours and 3
Contact hours
Prerequisites: CHEM1200, CHEM1010 or
CHEM1030
Recommended Prerequisites: BIOL1020
Restrictions: Incompatible with CHEM2041 and
CHEM2001.
COURSE DESCRIPTION
In CHEM2052, much emphasis has been placed
upon connecting chemical principles to
biological systems. Consequently, the course
presents the opportunity for students to apply
concepts from inorganic and organic chemistry
to various biological contexts. Topics to be
investigated include vitamins, enzymology,
biosynthetic pathways and the multifaceted
role of metal ions. CHEM2052 aims to provide a
sound grasp of the underlying molecular
mechanisms for many biological processes in
light of the increasingly multidisciplinary nature
of chemistry.
ASSESSMENT
2015 Semester 2 assessment details are unavailable. 2014 Semester 2 assessment details can be
found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=67307
STUDENT REVIEW
ADVANTAGES
A fun course that examines the role of
chemistry in biology. You will learn a lot more
about the details of biological reactions that
you may have covered in previous courses.
Targeted at extending the chemistry
knowledge of people who are studying a
DISADVANTAGES
The video assignment is very time consuming.
A lot of the content overlaps with other
courses (e.g. CHEM2050 and BIOC2000) and
can feel a bit basic especially if you have done
a fair bit of chemistry before taking this
course.
CHEM2052 – CHEMICAL BIOLOGY
UQPMS University of Queensland Premedical Society
Page | 51
major in the biological/biomedical field, and
may be useful for GAMSAT preparation.
Quite a small class size so there is time to
engage with lecturers directly.
The midsem is quite heavily weighted (equal
to the final), which can be stressful. However,
the final is a lot smaller than for other
courses.
TIPS
Don’t leave the assignments too late- they will take more time than you think.
This course assumes quite a bit of first-year chemistry knowledge. It would be helpful to revise this early in the semester.
The bioinorganics module at the end is very interesting but quite challenging. Don’t wait until SWOTVAC to learn it.
SECAT RESULTS
4.0
4.1
3.6
4.0
4.1
4.1
4.0
4.0
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 52
COURSE INFORMATION
Offered: Semester 1, 2 & Summer at St. Lucia
Course Coordinators: Associate Professor Tony
Roberts (semester 1) & Doctor Christophe Haynes
(semester 2)
Contact hours per week: 3 lectures, 1 tutorial & 1
contact class
Prerequisites: MATH1051 and MATH1052. One
must be able to solve linear and separable first
order and second order linear differential
equations, evaluate integrals and line integrals,
solve equation system and find the eigenvalues
and eigenvectors of a 2x2 matrix. These concepts
may appear in assignments or projects.
Restrictions: Incompatible with MATH2000 and
MATH7000.
COURSE DESCRIPTION
MATH2001, an extended version of MATH2000,
is a relatively new course offered for the first
time in 2014. It has an additional contact
session which covers extension topics, and
different tutorials and a different exam to the
mainstream course. Topics include:
Second order differential equations, undetermined coefficients, variation of parameters.
Multi-dimensional calculus, surface & volume integrals, cylindrical, spherical and general coordinate transformations.
Stoke's & Green's theorems and applications (flux, heat equations).
Linear algebra, diagonalization, quadratic forms, positive definiteness, elementary numerical linear algebra.
Multi-dimensional Taylor series, second partial derivative test, maxima, minima and saddle points
in N-dimensions. Method of least squares for functions.
Vector spaces, norms and inner products (for square-integrable functions).
Gram-Schmidt orthogonalisation and orthogonal matrices.
ASSESSMENT
For comprehensive detail on MATH2001 Semester 2 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=67643
MATH2001 – ADVANCED CALCULUS
AND LINEAR ALGEBRA
UQPMS University of Queensland Premedical Society
Page | 53
STUDENT REVIEW
ADVANTAGES
For students who wish to major in
mathematics, MATH2001 is one of the
compulsory courses to pass. The difference
between MATH2001 and MATH2000 is in the
extra hour of contact lecture per week, where
students are given the chance to learn and
understand the proofs given in the regular
lectures. This course is definitely more
challenging than MATH2000; I would
recommend this course to students who have
achieved highly in first year maths courses
and have a great interest in understanding
the applications of the principles of calculus,
vectors and matrices.
DISADVANTAGES
Personally I think the difficulty of this course is
much greater than expected perhaps because
it was a new course. As it was the first
semester to have contact lectures, they
weren't well-planned and some students
found the contact lectures and lecture notes
confusing. On top of that, there were no past
exams on this component of the course. I
would assume this problem would now be
fixed.
TIPS
As I only did this course out of pure interest and this is the only second year maths course I've
done at UQ, I would recommend students in the same position as I am to spend more time doing
the tutorial questions and pay special attention on really understanding the questions types in
the assignment questions given. The lecturers and tutors are quite friendly so don't hesitate to
ask them any questions about the course that you may have. It is also important to know which
proofs you need to memorise before the exams as there will be a question or two testing your
understanding of the proofs.
SECAT RESULTS
3.9
4.1
3.8
4.1
3.9
3.7
4.1
3.9
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 54
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Doctor Jack Wang
Contact hours per week: 3 lectures, 3 practical or
lab hours
Prerequisites: BIOL1020
Recommended Prerequisites: BIOC2000
Recommended Companion Course: BIOL2202
Restrictions: Incompatible with BIOL2012 and
MICR2008.
COURSE DESCRIPTION
This introductory course explores microbe
diversity, their cellular biology, growth and
nutrition, metabolism, and basic genetics.
Besides learning about microorganisms
involved with disease, their ecology and
applications in biotechnology, students will
study the innate, humoral and cellular immune
systems and the immune response to infection.
Practicals include experiments that
demonstrate principles learnt in lectures. A
greater emphasis has been placed on practical
techniques and safety, due to industrial alumni
recommendations. The course provides the
fundamental knowledge and skills needed for further studies in microbiology, molecular biology and
biotechnology.
ASSESSMENT
For comprehensive detail on MICR2000 Semester 2 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=67389
STUDENT REVIEW
ADVANTAGES
Lecturers gave lots of feedback on everything
More exam focused than assignment heavy
Very clear focus on what was expected for
exam content
Lecturers were all very good, engaging,
DISADVANTAGES
Assignment is quite difficult to get your head
around
Prac sessions were mostly concerned about
lab skills, not much content learning from
pracs
MICR2000 – MICROBIOLOGY & IMMUNOLOGY
UQPMS University of Queensland Premedical Society
Page | 55
humorous and stated clearly what needed to
be learnt
Lecturer is very engaged with students,
actively encourages student discussion, opens
review lectures to student questions and
actually provides answers to ONLY THEIR
OWN practice papers (not the ones on the UQ
library)
Not many learning support systems in place
for the course, other than emailing. It's one
way communication stream of teacher
feedback to student.
TIPS
A lot of content, more of an exam based subject than assignments so study regularly.
Each of the quizzes matter. Even if it's just a 10% quiz, don't take it lightly as that could be the
difference between a 6 and a 7.
Course is broken up into lots of little assessment. It's important to do well in all of them; don't get
complacent.
SECAT RESULTS
4.4
4.4
4.5
4.3
4.3
4.1
4.5
4.4
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 56
COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia
Course Coordinators: Doctor Stephanie Tobin
(semester 1), Doctor Courtney von Hippel
(semester 2)
Contact hours per week: 2 Lecture hours, 2
Tutorial hours
Prerequisites: None
Recommended Prerequisites: (PSYC1020 or
PSYC1030) and PSYC1040
Restrictions: Incompatible with PY261 or 270 or
271 or 272.
COURSE DESCRIPTION
This research-oriented course builds on the
theory and practice of psychological research
covered in PSYC1040, laying the foundation for
PSYC3010. Topics covered include research
design and measurement issues, data analysis
methods, reporting writing procedures,
interpretation of research and related issues.
theory and practice of research methodology,
data analysis and report writing in psychology.
Students should be able to critically appraise
their own research methodologies, as well as
others'.
ASSESSMENT
For comprehensive detail on PSYC2010 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76194
STUDENT REVIEW
ADVANTAGES
A great follow up to the first year psychology
statistics course (PSYC1040). Together, these
2 courses exempt you from doing the
compulsory STAT1201 course for all science
students.
DISADVANTAGES
People who are not doing a psychology major
may consider this course a waste of time as
most of the course is covered in STAT1201.
The course is relatively light in terms of
content, and with relatively few hours each
PSYC2010 – PSYCHOLOGICAL RESEARCH
METHODOLOGY II
UQPMS University of Queensland Premedical Society
Page | 57
The course was relatively straightforward
revising 1st year statistics, before moving
onto ANOVA, a priori and post hoc follow-up
tests to ANOVA, non-parametric tests,
correlation and regression calculations. The
course steps relatively slowly through each of
these with specific examples of common
tests, and provides ample opportunity to
revise under exam conditions and with a well-
designed assignment.
Tutorials were also fun and interesting, and
the lecturer was very approachable and
friendly.
week so it's quite tempting to skip out on
lectures and tutorials.
TIPS
Keep up with the coursework, and make sure to continue practising questions. While the content
is quite light, it is quite hard to cram how to do calculations.
SECAT RESULTS
4.1
4.2
3.9
4.2
4.3
4.4
3.9
4.4
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 58
COURSE INFORMATION
Offered: Semesters 1 & 2 at St. Lucia
Course Coordinators: Professor Matthew Hornsey
(semester 1), Doctor Courtney von Hippel
(semester 2)
Contact hours per week: 2 Lecture hours, 2
Tutorial hours
Prerequisites: None
Recommended Prerequisites: PSYC1020 or
PSYC1030
Companion course: PSYC1040, if not taken in first
year.
Restrictions: Incompatible with PY263 and PY292.
COURSE DESCRIPTION
This course explores the theories and empirical
research methods behind how one's feelings,
actions, behaviour, thinking and attitudes are
influenced by the social environment as an
individual or as a group. Topics can be found
under “Advantages”. Tutorials will also go
through the research process of study design,
data collection and analysis, as well as report
writing.
ASSESSMENT
For comprehensive detail on PSYC2040 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76235
STUDENT REVIEW
ADVANTAGES
The lecturer was very friendly and
approachable. Strongly encouraged audience
participation with lollies during lectures
throughout the semester. The course
provided an expansion of the first year social
DISADVANTAGES
For premedical students, this course has little
relevance with biomedical science nor with
medicine in general.
Unlike many of the other psychology courses,
PSYC2040 – SOCIAL & ORGANISATIONAL PSYCHOLOGY
UQPMS University of Queensland Premedical Society
Page | 59
psychology course PSYC1030, and also
covered quite a bit of material on
organisational psychology, something which
most people don't realise is vital to many
aspects of society. The course covers topics
such as self-concept and promotion, social
perception and judgement, happiness,
attitudes and behaviour, love and attraction,
group dynamics and group identity in the
workplace, stereotyping and prejudice in the
workplace and job satisfaction.
The course is very interesting and provides a
welcome change from the 'hard science' that
biomedical sciences is mostly comprised of.
There are many real world applications.
The assignment, where you design, collect
and report your own social experiment, is also
very interesting. This provides an opportunity
to develop scientific skills and experience
real-world research.
attending these tutorials is more or less
compulsory due to the group orientated
nature of the assignment. Failure to attend
severely hampers your ability to complete the
assignment to the strict timeline, and also lets
your assigned group down.
The assignment also requires quite a bit of
your own time in gathering data (usually from
the general UQ community).
TIPS
If you are interested in social and organisational psychology and want to do something different
to biomedical science, and want to get out of the heavily lab-based environment, I would
recommend doing this course.
Pay attention and write notes during the lectures or recordings, as often times, the lecturer will
have a single point on the slides, but only elaborate on it verbally. Everything she says is
examinable so notes are very important.
SECAT RESULTS
4.2
4.4
4.0
4.4
3.9
4.2
4.4
4.2
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 60
COURSE INFORMATION
Offered: Semester 1 & 2 at St. Lucia
Course Coordinators: Professor Thomas
Suddendorf (semester 1), TBA (semester 2)
Contact hours per week: 2 Lecture hours, 2
Tutorial hours
Prerequisites: None
Recommended Prerequisites: PSYC1020
Companion course: PSYC1040, if not taken in first
year.
Restrictions: Incompatible with (PY260 and 269) or
PY293.
COURSE DESCRIPTION
This course explores learning and cognition,
two distinct fields in psychology, each with a
different approach to understanding the mind.
One third of the course will be on the
experimental analysis of behaviour as derived
from principles of associative learning. The rest
will be on cognitive topics such as memory,
imagery, language, intelligence and
comparative psychology. Laboratory sessions
will focus on training of skills including
gathering, analysing and presenting
information, and in providing feedback.
ASSESSMENT
For comprehensive detail on PSYC2040 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76235
STUDENT REVIEW
ADVANTAGES
This course is a more in-depth look into
behavioural and cognitive psychology
introduced in the first year course PSYC1020.
The course is structured very well, split into
three main sections. "Learning and it's
DISADVANTAGES
The lectures are not the most interesting of in
terms of content, especially the section on
lower level cognition.
Most lectures are spent on historical research
PSYC2050 – LEARNING & COGNITION
UQPMS University of Queensland Premedical Society
Page | 61
applications" covers the different types of
conditioning, "Higher level cognition" covers
topics such as imagery, language and
evolutionary psychology, while "Lower level
cognition" covers topics like attention and
memory.
The assignment is a report on a self-designed,
self-participant experiment. It is flexible in
what topic you can choose to research, and
provides valuable experience and practice in
writing scientific articles.
The tutorials guide you through each section
of your assignment and are designed to
ensure you don't miss your deadlines. The
tutorials also incorporate small, very
interesting experiments commonly used in
real psychological research to measure
attention and memory.
and results, often not examined. While the
course coordinator, Professor Suddendorf, is
extremely interesting for his module on higher
level cognition, the same cannot be said for
the other two lecturers.
TIPS
Start thinking of an experiment to do as soon as the assignment is introduced in the tutorials. It is
extremely difficult to find something relevant to yourself as well as the lecture topic, while also
having enough journal articles to provide background information. Start looking early.
Do not miss tutorials, the experiments are interesting, and provide excellent practice for writing
your assignment as you write an easy example section based on each weeks experiment, also
worth easy marks.
SECAT RESULTS
3.8
3.9
3.8
3.8
3.7
3.8
3.8
4.0
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 62
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Doctor David Simmons and
Doctor Michael Bulmer
Contact hours per week: 6 contact hours in a
variety of styles
Prerequisites: None
Restrictions: This course is only available to
Advanced Study Program in Science (ASPinS)
students who are successful interviewees.
Scie2111 is its twin course for students studying
Advanced Science.
COURSE DESCRIPTION
SCIE2011 is a course for first year ASPinS
students keen for research. It does not involve
practical lab work, but aims to teach the skills
necessary for success in research (eg
communication, group work and presentation
skills). It also introduces students to the life of
the researcher by providing networking
opportunities, career talks, scientific discussion,
undergraduate research conferences and visits
to labs at UQ. There are four multidisciplinary
research modules, which are hot areas of
research in science. Students will work in
assigned groups to integrate expert knowledge,
build on their own university knowledge and
present their findings to the class.
ASSESSMENT
2015 assessment details unavailable at the moment. 2014 assessment details can be found at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=66960
STUDENT REVIEW
ADVANTAGES
Has many exploratory course activities such
as a weekend camp, lab visits and field trips.
There is also an invitation to attend the
undergraduate research conference and
present a conference poster in the foyer,
which is good experience.
DISADVANTAGES
Each module spans two weeks, which is a
relatively short turnover time and doesn't
allow 'revamps' or progress to be made on
previous findings. Real research often takes
months, so it is difficult to get an idea of how
much tedium there is involved in real
SCIE2011 – PERSPECTIVES IN SCIENCE
UQPMS University of Queensland Premedical Society
Page | 63
Small cohort of less than 40 students means a
tightknit community. Although the majority
are usually biomedical students, there are
students from other scientific disciplines so it
is a good chance to mix and mingle.
As the course content is made of what you
are willing to search and learn, the workload
is usually not significantly harder than other
courses, except in one week last year where
three assessments were due. This might
change as a result of student feedback.
Students are divided into groups of four
based on their application interview. These
groups stay unchanged throughout the
semester, although there is opportunity to
change around if group conflict is
unmanageable. This allows one to get used to
the working styles of others, and mimics a
work situation.
This course is focused on skill building and
improvement.
Class presentations alternate between a
written task and an oral presentation.
research.
Vague criteria for assessment tasks, except
the symposium proposal. It is claimed to be
deliberately vague, but one knows that there
are already set criteria and expectations in the
markers' minds. These are guarded carefully
and there are no past examples to view.
Plans change more often than in other
courses. This may be due to speakers not
being available.
Ethics is covered in Stat1201 and that may be
why it is not mentioned in this course at all,
but it would have been closer to the real thing
to have ethical debates or at least an
understanding of ethical dilemmas
researchers face and how they get around
them.
TIPS
Delegate the work. Group work tends to be dominated by a leader, which may lead to conflicts. It
might be a good idea to rotate leadership each module, unless procedures are already very
efficient.
Reflection helps in skill focused courses like these. You learn what you are willing to be taught
and willing to find.
SECAT RESULTS
4.8
4.8
4.4
4.3
3.9
4.5
4.9
4.5
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 64
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Doctor Marc Ruitenberg
Contact hours per week: 4 contact hours.
Prerequisites: None
Recommended Prerequisites: BIOL1015, BL206,
PY255 or BIOL1040.
COURSE DESCRIPTION
ANAT3022 serves as a comprehensive
introduction to the anatomy of the brain. While
not a physiology course, emphasis upon
function is placed throughout. Students will
undertake studies involving sensory, motor and
emotional functions as well as neurological
diseases. Practical sessions with cadaver
samples will provide further opportunities to
consolidate the course content. Group
dissection of a brain specimen will also be held in the later part of practicals for hands-on
experience.
ASSESSMENT
2015 Semester 2 assessment details are unavailable. 2014 Semester 2 assessment details can be
found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=66778
STUDENT REVIEW
ADVANTAGES
ANAT3022 is a fantastic course for students
interested in practical and theoretical
experience with the human brain. The
content is diverse and aims to outline the
function of various anatomical landmarks of
the brain. Students can learn to effectively
appreciate the sheer complexity of the brain
like never before. This is a must for those
neurologically inclined.
DISADVANTAGES
The group dissection may be slightly
disappointing with large numbers of students
dissecting the one brain.
Some of the content, especially the
neurological diseases, may overlap with past
studies and you may not see anything new.
ANAT3022 – FUNCTIONAL NEUROANATOMY
UQPMS University of Queensland Premedical Society
Page | 65
Students can dissect a brain - this course is
one of the few biomedical courses which
permits dissections of human specimens.
TIPS
Always complete the prac manual prior to your session so you don’t waste valuable time that
could otherwise be spent productively handling specimens.
The GAF has multiple textbooks and binder folders filled with reference material. This is especially
useful in case you ever want to test your knowledge.
Diagrams are important and you should take the time to draw them out. Notable diagrams in the
past included the Circle of Willis, the DCML and AL pathway, cerebellar pathways and basal
ganglia.
Do not underestimate the final few lectures on imaging and language. Though they are worth a
few MCQs, the MCQs in the EOS is actually worth a fair amount.
The literature analysis task may be something students are not accustomed to - older students
may have completed a similar task in BIOL1040. Read up on journals and popular writing to gain a
better insight in how you’d write a media article.
SECAT RESULTS
4.6
4.7
4.0
4.4
4.6
4.5
4.8
4.6
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 66
COURSE INFORMATION
Offered: Semester 1 at St. Lucia
Course Coordinators: Professor Mike Bennett &
Professor Brian Key
Contact hours per week: 3 Lecture hours, 3
Practical or Lab hours
Prerequisites: BIOM2020
Recommended Prerequisites: BIOM2012
COURSE DESCRIPTION
This course gives students valuable hands-on
dissection experience of the viscera, walls of
the thorax, abdomen and pelvis. Gross
morphology, structural inter-relationships and
functional anatomy are complemented by a
microscopic study of normal and pathological
tissues. Students will learn about the
integration of organ systems and structures in
key regional areas and anatomical variations,
pathology and histology of given organ
systems.
ASSESSMENT
For comprehensive detail on BIOM3002 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76863
STUDENT REVIEW
ADVANTAGES
BIOM3002, in my opinion, is a must for all
students intending to go on to medicine.
The human dissection is a really good way to
get past any squeamishness you have, and
rapidly improves your grasp of visceral
anatomy.
While some of the bone content is a bit dry
(at least it was in my personal opinion) the
DISADVANTAGES
The spotter exam was a lot more difficult than
the BIOM2020 one, in my opinion. This is
mainly because the questions tend to be more
obscure and the massive amount of content
to cover.
The developmental questions are pretty
straightforward, which helps.
BIOM3002 – HUMAN BIOMEDICAL ANATOMY
UQPMS University of Queensland Premedical Society
Page | 67
visceral and developmental stuff was really
interesting, and continually related to clinical
conditions which not only made it more
interesting, but made the content easier to
learn.
This course is the best way to learn histology,
in my opinion, with relatively small class sizes,
a very useful course handout and plenty of
tutors to assist.
Overall, I thought the course was really
enjoyable and has made a number of other
subjects easier.
The dissection report (which may have since
been removed) was extremely vague, which
meant that it takes a lot of time for a
relatively short assignment.
Time with tutors in practicals is less than that
in BIOM2020 as they are spread between a
number of groups so independence is
important in this subject.
TIPS
I would pay attention to the details in this subject. If a disorder is mentioned once in a lecture but
never again, or on a lecture slide/diagram but never discussed explicitly: its fair game to be
assessed and probably will be.
The histology portion of the midsemester exam has no surprises and should essentially be free
marks, so make sure you actually attend the contact and look at all the images to take advantage
of this.
The pathology questions in the final exam by Glenda Gobe tend to be the most difficult and
require you to think about the questions rather than just regurgitating content so make sure you
understand that section particularly well.
SECAT RESULTS
4.6
4.8
4.3
4.3
4.6
4.4
4.8
4.5
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 68
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Doctor Stuart Mazzone
Contact hours per week: 6 contact hours
Prerequisites: BIOL2200, STAT1201 and
(BIOM2012 or BIOM2020 or BIOL2202 or
BIOM2402 or BIOM2208 or MICR2000)
Restrictions: Course not available to BBiomedSc
and MBBS/BSc students.
COURSE DESCRIPTION
In this capstone course, students majoring in
biomedical sciences will engage in
multidisciplinary problem-solving project work
to gain an appreciation of the contribution of
their specialisation to contemporary
biomedical science, potential benefits to the
community, scientific ethics and statistical
and/or computational skills in analysis &
interpretation of data. Included in this course
are 7 areas of specialisation: anatomy,
developmental biology, human genetics,
immunology and infectious diseases, neuroscience, pharmacology, and physiology.
ASSESSMENT
2015 Semester 2 assessment details are unavailable. 2014 Semester 2 assessment details can be
found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=67685
STUDENT REVIEW
ADVANTAGES
The course is composed of only assessment
tasks, meaning no end of semester exam. The
main assessment task of writing a research
proposal is given very early on and due at the
end of the semester. This allows you to work
on the proposal at your own pace.
Your research proposal involves investigating
a given biological pathway in a disease, as a
DISADVANTAGES
Course is compulsory. Your major assessment
task is worth 60%. Coupled with the fact that
there is no end of semester exam means that
if you do not do well in your assessments and
fail the course, there is no supplementary
exam.
The course very much relies on your own
drive/work ethic to complete your major
BIOM3200 – BIOMEDICAL SCIENCE
UQPMS University of Queensland Premedical Society
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result, most your lectures will be about the
disease and its pathways. The other lectures
are dedicated to teaching you on how to
approach your other assessment tasks such as
the statistics or ethics assignments.
assignment. The assignment requires large
amounts of research and writing, meaning
that procrastination tends to be a bad idea.
You have a Stats assignment.
TIPS
If you are confident during the semester that your research proposal is well underway, feel free
to stop going to the lectures. The lectures are mainly there to provide background info on your
particular disease and help you get ideas for your proposal. Similarly, it may be beneficial to go to
the lectures in the beginning to get a general idea on what you want to do.
In pracs, you are allocated groups to work with. Make sure you turn up to every prac session and
help each other. You'll tend to rely on each other for most of the assessment tasks.
You can take the subject so long as you have completed a 3rd year course. Thus it is possible to
take it in the last sem of your 2nd year. However, you may find that the course will be much
harder for you than a 3rd year who has more basic science knowledge (eg. procedural techniques
or background info for research proposal). The course is supposed to be taken at the end of your
degree.
Pester your lecturers and prac tutors to read your research proposal drafts and get them to point
out where you can improve.
SECAT RESULTS
3.3
3.3
2.8
3.5
3.2
3.2
3.5
3.7
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 70
COURSE INFORMATION
Offered: Semester 1 at St. Lucia
Course Coordinators: Doctor Peter Noakes
Contact hours per week: 3 lectures, 1 contact hour
Prerequisites: BIOM2011 and BIOL2200
COURSE DESCRIPTION
This course covers the mechanisms that
operate to regulate neuronal identity, synaptic
function, synaptic plasticity and neural circuits.
This course will also go on to examine the cell
and molecular basis of neural pathology, which
can be understood from our knowledge of the
molecular mechanisms that operate to control
normal neural function. The second part of the course will focus on information pertinent to current
developments in molecular neuroscience and neurochemistry. All lecturers are researchers with
international reputations in their fields of cell and molecular neuroscience.
ASSESSMENT
For comprehensive detail on NEUR3001 Semester 1 assessment, check out the Electronic Course
Profile at:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76015
STUDENT REVIEW
ADVANTAGES
The subject matter in this course was
particularly interesting and built well on
BIOL2200 and BIOM2011. Learning about the
synapse on the molecular level and neuronal
organisation fed well into the more applied
part of the course investigating particular
diseases of the nervous system.
The journal club was arguably the best part of
the course, enabling you to research and
DISADVANTAGES
The course was probably balanced in its
advantages and disadvantages. The main
problem was the lack of integration of some
of the modules, especially given the course
coordinator didn't even know how it linked
together holistically.
Assessment-wise, there were some vague
questions in the final exam where the model
answers didn't really relate to what was asked
NEUR3001 – MOLECULAR & CELLULAR NEUROSCIENCE
UQPMS University of Queensland Premedical Society
Page | 71
present the findings of a paper and interact
with the presentations of others on similar
topics. It also allowed you to get to know one
of the lecturers on a more personal basis
which was primarily helpful in getting advice
on their module.
The exam format with predominantly short
answer questions was beneficial for ensuring
all the content was learnt.
so in that sense it is easy to do poorly even
with sufficient study.
Having the guest lecturers for each
disease/topic present only 3 lectures each
also made it slightly disjointed. However,
some of these lecturers were not as good as
our lecturers so only having 3 lectures was a
bonus!
TIPS
If you're going to do this course you need to stay on top of the work as a lot of detail is
assessable.
The textbook is not really necessary so unless you desperately want it, save your money.
Try and get yourself a good journal club partner/set aside quite a bit of time as it can be quite
stressful to prepare a presentation in a week.
Use the practice exam as it is quite a good idea of what some of the lecturers will ask in the
midsem/final.
Watch timing in the exams as they are a bit tight in that department.
SECAT RESULTS
4.3
4.4
3.9
4.1
4.0
4.3
4.4
4.2
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 72
COURSE INFORMATION
Offered: Semester 2 at St. Lucia
Course Coordinators: Doctor Mark Bellingham
Contact hours per week: 3 Lecture hours, 1
Tutorial hour
Prerequisites: BIOM2011 and BIOL2200
Recommended Prerequisites: BIOM2012
Companion Course: PSYC1040, if not taken in first
year.
Restrictions: Incompatible with (PY260 and 269) or
PY293.
COURSE DESCRIPTION
This course focuses on how brain systems work
in an integrated fashion to extract high level
sensory information, plan and control
movement, form memories, cope with
emotional and physical stress, trauma, disease
and addiction. In addition to lectures on these
themes, students will learn the details of a
particular brain system by critical analysis and
presentation of primary scientific literature in a
group seminar setting, and by completing an
individual critical analysis assignment using a
Wiki page.
ASSESSMENT
2015 Semester 2 assessment details are unavailable. 2014 Semester 2 assessment details can be
found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=67015
STUDENT REVIEW
ADVANTAGES
NEUR3002 is very different to other courses
I've done so far. Firstly, the course is more
'concept' based, rather than being focused on
the details which is a nice change from many
of the biomedical subjects. It also contained a
number of self-contained, independent topics
DISADVANTAGES
Each lecturer is free to lecture on whatever
they want, with little cohesion between
sections. This means that some lecturers tend
to spend a lot of time on highly specific topics
that are unrelated to most of your other
studies. For example, the lectures on vision
NEUR3002 – THE INTEGRATED BRAIN
UQPMS University of Queensland Premedical Society
Page | 73
(including navigation, the brain's immune
system and some clinical topics such as
epilepsy) which kept it interesting and meant
that you were likely to find something that
captured your interest. While this meant that
the midsemester and final exam covered a lot
of content, the exams were straightforward
and it was clear the key ideas that were most
likely to be examined. Overall, this meant that
the course assessment wasn't too difficult.
Finally, this subject crosses over nicely with
BIOM2402 (both look at addictive drugs) and
BIOM2012 (Nick Lavidis lectures in both with
very similar content). While the topic is
unlikely to be particularly relevant for all
fields, it's perfect for people with an interest
in neuroscience and for people who would
like a less intense option for third year.
Overall, this was one of my favourite subjects
I've done simply because it was really
interesting and not too strenuous (Wiki Page
Assignment excluded).
included an entire lecture on the eyeball
structures of different species. While I found
this interesting, it can be a little frustrating to
learn towards exam time. Additional, the 'Wiki
Page' assignment is a bit vague which makes it
hard to know what to prioritise.
TIPS
I would highly recommend starting on the Wiki Page assessment as soon as you get it, because it
requires a lot of background reading. Another tip would be to focus on key concepts and not try
and memorise little details, because they rarely assess details in this subject (each lecture gets 3
MCQs and 1 SAQ so they need to cover big concepts and don't have time to ask you anything
more specific). Finally, the practice exam is a really good indicator of what the final exam will be (I
believe almost half the questions were identical in my year).
SECAT RESULTS
4.0
4.2
3.0
3.6
3.7
3.8
4.5
4.0
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 74
COURSE INFORMATION – SCIE3011
COURSE INFORMATION – SCIE3211
Offered: Summer Semester
Course Coordinators: Doctor Nickolas Lavidis
Contact hours per week: 180h over 6 Weeks
Prerequisites: Completion of #24 units
Recommended Prerequisites: BIOL1040,
BIOL2200, BIOM2011 and BIOM2012
Restrictions: Incompatible with BIOL3044,
BIOL3017, BIOL3043, SCIE3017, SCIE3043 and
SCIE3044.
Offered: Semester 1 & 2 at St. Lucia
Course Coordinators: Associate Professor Sandie
Degnan (semester 1) and Associate Professor
Sassan Asgari (semester 2)
Contact hours per week: N/A
Prerequisites: N/A
Restrictions: This course is only available to
Advanced Study Program in Science (ASPinS)
students which are successful interviewees.
Previous students of the course SCIE2011 will not
need to have another interview for this subject.
This subject is also not available for BAdvSc
students.
COURSE DESCRIPTION
SCIE3221 offers students to participate in and conduct an undergraduate biomedical science
research project over the summer break. Students are required to gain approval from their
supervisors as well as the course coordinator before beginning this course. While every student will
encounter different experiences, this course aims to provide a general exposure to scientific
research at UQ.
SCIE3011 is a year-long course for students in the second year of the Advanced Study Program in
Science (ASPinS). Similar to SCIE3221, students undertake a research project for the purposes of
becoming accustomed to scientific research. Unlike SCIE3221, students can choose any project, not
necessarily biomedical in nature. All ASPinS students will present at the ASPinS Undergraduate
Research Conference, usually held in October.
SCIE3011 – PERSPECTIVES IN SCIENCE RESEARCH
SCIE3221 – BIOMEDICAL RESEARCH PROJECT
UQPMS University of Queensland Premedical Society
Page | 75
ASSESSMENT
SCIE3011 2015 semester one assessment details can be found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=76752
The SCIE3221 2015 summer semester assessment details are unavailable. 2014 summer semester
assessment details can be found here:
http://www.courses.uq.edu.au/student_section_loader.php?section=5&profileId=77032
STUDENT REVIEW
ADVANTAGES
SCIE3211 is perfect for students who want to
immerse themselves in a biomedical research
project. The summer break offers a rare
opportunity to complete a course without the
added workload of other courses.
Both SCIE3221 and SCIE3011 is also an
excellent way of knowing whether a research
career, or at least an honours year, is for you.
Depending on your project and supervisor,
this course is usually far more flexible than
your average third year science course.
SCIE3011 provides workshops and resources
for students to understand the expectations
for each assessment piece. This is very useful
for later research courses such as SCIE3221.
The students also have an ASPinS camp as
well!
DISADVANTAGES
There is very little structure to these courses –
every project will be different and every
student will encounter different issues.
For SCIE3221, there are no guidelines for
assessment pieces other than a criteria sheet
for each one. Students who have no
experiences with a research oral presentation
or keeping a lab notebook will be
disadvantaged.
TIPS
Always ask for help when you need it! Depending on your supervisor(s) or the size of your lab,
there are always more experienced lab members to answer your questions. In particular, it is
highly recommended that students who are not exactly familiar with some of the assessment
pieces ask others.
Communication is important. Attend lab meetings, update your supervisors on your progress and
receive feedback on your project. There’s nothing worse than not being sure of what you’re doing
until the very last week. Also, while supervisors are generally aware of assessment details, your
supervisor might not know about it. Make sure your supervisor knows exactly what he or she is
expected to do as a SCIE3221/SCIE3011 supervisor.
Be sure to consider the lab location, size and supervisors before choosing. At the same time, for
SCIE3221, be sure to apply ahead of time (there is an application form, available at SBMS).
Coupling SCIE3221 with a summer research scholarship could be a good idea.
UQPMS University of Queensland Premedical Society
Page | 76
SCIE3011 posters should be printed well ahead of time to avoid those late rushes and long
queues at printers.
SECAT RESULTS (SCIE3221)
3.8
4.4
3.1
3.1
2.6
3.1
4.3
3.6
1 2 3 4 5
Overall, how would you rate this course?
I learned a lot in this course
I received helpful feedback on how I was going in the course
Assessment requirements were made clear to me
The learning materials assisted me in this course
The course was well structured
The course was intellectually stimulating
I had a clear undertanding of the aims and goals of the course
Strongly Agree Disagree Neutral Agree
Strongly Disagree
UQPMS University of Queensland Premedical Society
Page | 77
IMAGE ATTRIBUTIONS
All images used in this course guide are creative commons. The attributions are as below.
COURSE ATTRIBUTION
CHEM1200 https://www.flickr.com/photos/53921113@N02/5645102295
CHEM1100 https://www.flickr.com/photos/canyon289/3701614577
MATH1051 https://www.flickr.com/photos/internetarchivebookimages/14596563437
MATH1061 https://www.flickr.com/photos/wcn247/10173414723
BIOC2000 https://www.flickr.com/photos/107963674@N07/11390714906
http://upload.wikimedia.org/wikipedia/commons/5/55/2RAM.png
BIOL2200 https://www.flickr.com/photos/pnnl/8146322408
BIOL2202 https://www.flickr.com/photos/micahb37/3080247531
BIOM2020 https://www.flickr.com/photos/42807077@N07/7251296386
BIOM2208 https://www.flickr.com/photos/ericatkins/7927573110
BIOM2402 https://www.flickr.com/photos/destinysagent/1778953537
CHEM2050 https://www.flickr.com/photos/uclmaps/8789302390
MATH2001 https://www.flickr.com/photos/internetarchivebookimages/14779932991
MICR2000 https://www.flickr.com/photos/adonofrio/5390287631
PSYC2010 https://www.flickr.com/photos/tim_uk/8135755109
PSYC2020 http://upload.wikimedia.org/wikipedia/commons/c/c9/Hippocampus-mri.jpg
PSYC2040 https://www.flickr.com/photos/petithiboux/5195323587
PSYC2050 https://www.flickr.com/photos/chrisyarzab/5659535221
ANAT3022 http://blog.eyewire.org/mit-neurotech/
http://upload.wikimedia.org/wikipedia/commons/a/a9/Connectome_extraction_procedure.jpg
BIOM3002 https://www.flickr.com/photos/dukeunivlibraries/5975622182
NEUR3001 https://www.flickr.com/photos/47814009@N00/2943548161
NEUR3002 http://www.pnas.org/content/106/49/20954/F1.expansion.html
BIOL1030 https://www.flickr.com/photos/kumaravel/5413516418
BIOL1040 https://www.flickr.com/photos/blmiers2/6122461840
PHYS1171 https://www.flickr.com/photos/birthintobeing/11841180046
PSYC1030 Portraits
SCIE1000 https://www.flickr.com/photos/internetarchivebookimages/14802933703
STAT1201 https://www.flickr.com/photos/8141155@N07/2583772698
https://upload.wikimedia.org/wikipedia/commons/8/8c/Standard_deviation_diagram.svg
BIOM2011 https://www.flickr.com/photos/euthman/3884912676
BIOM2012 https://www.flickr.com/photos/functionalneurogenesis/7223470974
CHEM2052 https://www.flickr.com/photos/29945479@N07/3017618545
BIOM3200 https://www.flickr.com/photos/ubclibrary/405901913
SCIE3011 https://www.flickr.com/photos/osmium/4345591347
SCIE3221 https://www.flickr.com/photos/rvc/6360419733