I've never experienced such a poorly designed course. Even after recieving a decent score of 85 percent, I felt that this course was organized like a mess with people rioting over piazza due to marks being deducted from assignments because of grammar. I thought this was a math course? Additionally, classes are way too long for the material they teach. I remember for half the class, we were proving and learning slopes. This would be fine if what they taught us accurately reflected our homework, but our homework was way tougher than the actual class content. If you did not take calculus in highschool, then you would be a goner unless if you wanted to sacrifice all your other courses. An example of a well organized course would be cpsc 110. Despite the fast pace of cpsc 110, at least lecture ...read more

LEARN CALCULUS IN HIGHSCHOOL!!!

This is for "Flavour" 100C. I felt the design of this class was very bad, maybe because it was the first iteration of this course (before it was MATH104). The whole benchmark grading system was very confusing, as well as homework that was somehow in groups. Meaning that basically, one person who knew how to do it did everything. I wished that the assignments that were given out were simply individual. Another thing that was problematic was the spacing of the lectures and the "small classes". It was difficult to go through 2 hours of calculus lectures once per week, and it made the content very hard to retain. The small class was not bad though.

Content-wise - if you have never taken calculus before in high school, it would be very tough. In addition to normal differentiation, we also covered partial derivatives and 3D optimization (using partial derivatives). The part about Lagrange optimization was very very confusing, and I do not understand teaching that to first-year students without knowledge of Linear Algebra yet. Also very big problem - THERE IS NO ONE TEXTBOOK. The content spanned sections of THREE DIFFERENT TEXTBOOKS. It, therefore, feels very weirdly structured and jumps around a lot. Also, the exercises in the textbook were not representative of the final at all.

Lior is smart but he teaches too fast (maybe because of the structure of the content). He never does the arithmetic and laughs weirdly a lot. He will definitely answer your questions though, so ask away.

Do more questions I guess

This is a pretty difficult course for a lot of first year students. This is going to be the wake up call for a lot of people.

Differential calculus

One of the best math profs at UBC. Just look at rate my professor.

Do the CLP often. The CLP textbook contains past exam questions and detailed solutions with steps.

I took this class by accident. I am not in engineering, but I am in science. This class made me hate math. I cried a lot. I was failing by November but somehow pulled it all together to ace the exam and end the class with a B-. I promptly deleted the whole class from my memory after that.

PLEASE if you are in science take the science version of this class. Do not mess with the engineers. They are not your friends.

Well structured course, but the course coordinator seemed very keen to keep the average at the historical average of ~65% despite this being an online term, unlike MATH 104, where the course coordinator decided not to scale (the course average was ~77% for MATH 104). Overall, I feel like the professors could have been more considerate. Some quizzes and assignment marks were dropped and the course was laid out quite well with a clear grading scheme, but not being able to show working for partial marks and a difficult final clearly made so that the course coordinator could scale our grades to the historical average really didn't make me feel like it was completely fair.

Try to truly understand the concepts, because the conceptual questions are the questions that they get you with. If you're taking it online, REALLY explore the tools you have and see what kind of questions you can tackle with calculators (WolframAlpha can do more than you think!)

This course was very easy this year. This course is very good for learning methodical computer data entry with error-checking. I can safely say that it has prepared me for future data-entry assignments that may involve strange or inconsistent formatting.

The whole trick is to verify all of your answers on the test using Desmos graphing calculator, Wolfram Alpha, and Google. One of the potential pitfalls is making a small syntax error on an exam question and getting 0/10. Don't leave your mark to chance, run everything through the computer twice and focus on the data entry aspects of the course.

Don't listen to the haters of this course, they are all just salty. Overall this was probably the one of the best run courses in term 1. The teaching team was great, and the exam style was quite good as well. Since you get either 0 or 1 for each question it really tests how complete your knowledge is instead of letting people bs free marks. If you made a calculation error or syntax error thats completely on you, since we are even allowed online calculators, in fact you can even input your raw answer into webwork(no external calculation needed). Syntax you should be completely used to, if you did the assignments(very well designed btw). Overall, it is just your standard difficult first year math course. Completely fair by all means in my humble opinion.

If this course is still online: they will generally ask more conceptual questions in the exam. So when you are preparing by doing other questions, make sure you not only get the correct answer(if not re-attempt the entire question from scratch until you get it), but you need to TRULY UNDERSTAND the overlying concepts. Understand, not memorize.

I thought it was very well taught. It was essentially a review of high school Calculus but taught at a fast enough pace and with slightly harder questions so that it wasn't boring. Most of the course was very easy with a few hard problems every now and then. The final was made extremely difficult though.

Anyone who's taken basic high school calculus will do fine. That said, be sure to take the tests seriously as they can be challenging.

It's been a while since I've taken this course, so I'll answer to the best of my ability. I can't speak for other professors, but I found Ghioca to be a great professor! Does a great job in making a dry subject as calculus to be interesting! On the topic of final exams, this may just be a rumor but from what I understand - before Fall 2018 the MATH100 final exam was the same as the MATH184 exam, a course for students who HAD NOT taken high school calculus. This may explain why previous year exam's were significantly easier. In Fall 2018, the department decided to make separate final exams. Not sure if they've stuck with that decision. I found the final to definitely test harder on your understanding of theories and concepts than previous exams.

For people who have credits from AP Calculus - DON'T USE THEM! I had credits for it but I am so glad I didn't use them because the level of difficulty will definitely ramp up for the latter half of the course. This course will also set you up for future math courses since it's only going to get harder from here. Really try to nail your understanding of the theoretical side of this course for the final (since I found the final for my term focused on this). There are great online resources like patrickJMT on Youtube or even Khan Academy since it's a 100 level course. For incoming first years: if you don't get the grades you were hoping, you are definitely not alone. I know how it feels to get an exam back and seeing the grade be like 30-40% lower than expected. Do make an effort to make ...read more

Bachmann is terrible, by far the worst out of the three-headed monster teaching MATH 100 this term (Bennett who seemed alright, Ghioca who is a God apparently, and Bachmann who can't say a coherent sentence). Also, they screwed us over by pulling a 180 on the final (went from simple application questions on midterms, to theory/conceptual questions on the final which caused widespread panic).