L1 PORTAL: LIFE SCIENCES, HEALTH, AND THE ENVIRONMENT (SVSE)

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Introductions to basic concepts in physics (optics, mechanics), as applied to problems of biological interest.

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This is an introductory look at the integrative biology of organisms.

This unit, titled “From Cells to Organisms,” explores the structure-function relationships at various scales, from the cell (or even the molecule) to the organism in its natural environment.

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The primary objective of this course is to introduce students to scientific ecology in all its diversity. Particular attention is given to defining scientific ecology, as distinct from the meaning of the term “ecology” (political ecology or environmentalism) as used in the media and by the general public. The role of the environment in the scientific study of ecology is also clarified. Through tutorials and lab sessions, three major themes in ecology are covered: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

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This course is designed to provide a general context for understanding Earth sciences and biology while taking into account the fields of the humanities and social sciences. The Earth of today is not disconnected from its past. To understand the impacts of environmental and climate changes on planet Earth, a diachronic approach (long-term, change over time) and a synchronic approach (spatial variations) are necessary.

Consequently, this course presents the history of the Earth through geological time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems related to natural hazards are also included. The course will also provide students with the foundational knowledge necessary to understand the societal challenges surrounding climate and environmental issues. The impact of this course unit is essential for the well-being of tomorrow’s society, as it helps train young citizens and future professionals to analyze, critique, and reflect on past, present, and future environmental and climate issues, and to participate in decision-making within societal debates addressing environmental risks. This course unit was therefore designed by faculty members from various scientific disciplines (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from the fundamental to the operational are necessary.

Hourly volumes:

CM: 36 hours

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This learning unit consists of two parts. 

The first aims to reinforce the high school skills that are essential for pursuing higher education in the sciences: understanding proportionality and linearity, performing calculations involving powers, working with fractions, and solving simple equations. 

The second part will be devoted to the study of real-valued functions: the focus will be on common functions, the graphical representation of functions, and the mathematical concept of the derivative (or instantaneous rate of change). 

Most of the concepts covered will be illustrated with concrete examples from biology. 

View the full page

View the full page

View the full page

Introductions to basic concepts in physics (optics, mechanics), as applied to problems of biological interest.

View the full page

This is an introductory look at the integrative biology of organisms.

This unit, titled “From Cells to Organisms,” explores the structure-function relationships at various scales, from the cell (or even the molecule) to the organism in its natural environment.

View the full page

The primary objective of this course is to introduce students to scientific ecology in all its diversity. Particular attention is given to defining scientific ecology, as distinct from the meaning of the term “ecology” (political ecology or environmentalism) as used in the media and by the general public. The role of the environment in the scientific study of ecology is also clarified. Through tutorials and lab sessions, three major themes in ecology are covered: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

View the full page

This course is designed to provide a general context for understanding Earth sciences and biology while taking into account the fields of the humanities and social sciences. The Earth of today is not disconnected from its past. To understand the impacts of environmental and climate changes on planet Earth, a diachronic approach (long-term, change over time) and a synchronic approach (spatial variations) are necessary.

Consequently, this course presents the history of the Earth through geological time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems related to natural hazards are also included. The course will also provide students with the foundational knowledge necessary to understand the societal challenges surrounding climate and environmental issues. The impact of this course unit is essential for the well-being of tomorrow’s society, as it helps train young citizens and future professionals to analyze, critique, and reflect on past, present, and future environmental and climate issues, and to participate in decision-making within societal debates addressing environmental risks. This course unit was therefore designed by faculty members from various scientific disciplines (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from the fundamental to the operational are necessary.

Hourly volumes:

CM: 36 hours

View the full page

View the full page

This learning unit consists of two parts. 

The first aims to reinforce the high school skills that are essential for pursuing higher education in the sciences: understanding proportionality and linearity, performing calculations involving powers, working with fractions, and solving simple equations. 

The second part will be devoted to the study of real-valued functions: the focus will be on common functions, the graphical representation of functions, and the mathematical concept of the derivative (or instantaneous rate of change). 

Most of the concepts covered will be illustrated with concrete examples from biology. 

View the full page

View the full page

View the full page

View the full page

Introductions to basic concepts in physics (optics, mechanics), as applied to problems of biological interest.

View the full page

This is an introductory look at the integrative biology of organisms.

This unit, titled “From Cells to Organisms,” explores the structure-function relationships at various scales, from the cell (or even the molecule) to the organism in its natural environment.

View the full page

The primary objective of this course is to introduce students to scientific ecology in all its diversity. Particular attention is given to defining scientific ecology, as distinct from the meaning of the term “ecology” (political ecology or environmentalism) as used in the media and by the general public. The role of the environment in the scientific study of ecology is also clarified. Through tutorials and lab sessions, three major themes in ecology are covered: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

View the full page

This course is designed to provide a general context for understanding Earth sciences and biology while taking into account the fields of the humanities and social sciences. The Earth of today is not disconnected from its past. To understand the impacts of environmental and climate changes on planet Earth, a diachronic approach (long-term, change over time) and a synchronic approach (spatial variations) are necessary.

Consequently, this course presents the history of the Earth through geological time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems related to natural hazards are also included. The course will also provide students with the foundational knowledge necessary to understand the societal challenges surrounding climate and environmental issues. The impact of this course unit is essential for the well-being of tomorrow’s society, as it helps train young citizens and future professionals to analyze, critique, and reflect on past, present, and future environmental and climate issues, and to participate in decision-making within societal debates addressing environmental risks. This course unit was therefore designed by faculty members from various scientific disciplines (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from the fundamental to the operational are necessary.

Hourly volumes:

CM: 36 hours

View the full page

View the full page

This learning unit consists of two parts. 

The first aims to reinforce the high school skills that are essential for pursuing higher education in the sciences: understanding proportionality and linearity, performing calculations involving powers, working with fractions, and solving simple equations. 

The second part will be devoted to the study of real-valued functions: the focus will be on common functions, the graphical representation of functions, and the mathematical concept of the derivative (or instantaneous rate of change). 

Most of the concepts covered will be illustrated with concrete examples from biology. 

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This module focuses on experimental techniques in chemistry. The first part will be devoted to an overview of health and safety rules in the chemistry laboratory. Each lab session will be preceded by a preparatory tutorial session. At the end of each lab session, students will be required to complete a lab notebook or report (including analysis and interpretation of results, etc.).

View the full page

View the full page

Introductions to basic concepts in physics (optics, mechanics), as applied to problems of biological interest.

View the full page

This is an introductory look at the integrative biology of organisms.

This unit, titled “From Cells to Organisms,” explores the structure-function relationships at various scales, from the cell (or even the molecule) to the organism in its natural environment.

View the full page

The primary objective of this course is to introduce students to scientific ecology in all its diversity. Particular attention is given to defining scientific ecology, as distinct from the meaning of the term “ecology” (political ecology or environmentalism) as used in the media and by the general public. The role of the environment in the scientific study of ecology is also clarified. Through tutorials and lab sessions, three major themes in ecology are covered: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

View the full page

This course is designed to provide a general context for understanding Earth sciences and biology while taking into account the fields of the humanities and social sciences. The Earth of today is not disconnected from its past. To understand the impacts of environmental and climate changes on planet Earth, a diachronic approach (long-term, change over time) and a synchronic approach (spatial variations) are necessary.

Consequently, this course presents the history of the Earth through geological time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems related to natural hazards are also included. The course will also provide students with the foundational knowledge necessary to understand the societal challenges surrounding climate and environmental issues. The impact of this course unit is essential for the well-being of tomorrow’s society, as it helps train young citizens and future professionals to analyze, critique, and reflect on past, present, and future environmental and climate issues, and to participate in decision-making within societal debates addressing environmental risks. This course unit was therefore designed by faculty members from various scientific disciplines (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from the fundamental to the operational are necessary.

Hourly volumes:

CM: 36 hours

View the full page

View the full page

This learning unit consists of two parts. 

The first aims to reinforce the high school skills that are essential for pursuing higher education in the sciences: understanding proportionality and linearity, performing calculations involving powers, working with fractions, and solving simple equations. 

The second part will be devoted to the study of real-valued functions: the focus will be on common functions, the graphical representation of functions, and the mathematical concept of the derivative (or instantaneous rate of change). 

Most of the concepts covered will be illustrated with concrete examples from biology. 

View the full page

View the full page

View the full page

View the full page

View the full page

View the full page

Introductions to basic concepts in physics (optics, mechanics), as applied to problems of biological interest.

View the full page

This is an introductory look at the integrative biology of organisms.

This unit, titled “From Cells to Organisms,” explores the structure-function relationships at various scales, from the cell (or even the molecule) to the organism in its natural environment.

View the full page

The primary objective of this course is to introduce students to scientific ecology in all its diversity. Particular attention is given to defining scientific ecology, as distinct from the meaning of the term “ecology” (political ecology or environmentalism) as used in the media and by the general public. The role of the environment in the scientific study of ecology is also clarified. Through tutorials and lab sessions, three major themes in ecology are covered: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

View the full page

This course is designed to provide a general context for understanding Earth sciences and biology while taking into account the fields of the humanities and social sciences. The Earth of today is not disconnected from its past. To understand the impacts of environmental and climate changes on planet Earth, a diachronic approach (long-term, change over time) and a synchronic approach (spatial variations) are necessary.

Consequently, this course presents the history of the Earth through geological time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems related to natural hazards are also included. The course will also provide students with the foundational knowledge necessary to understand the societal challenges surrounding climate and environmental issues. The impact of this course unit is essential for the well-being of tomorrow’s society, as it helps train young citizens and future professionals to analyze, critique, and reflect on past, present, and future environmental and climate issues, and to participate in decision-making within societal debates addressing environmental risks. This course unit was therefore designed by faculty members from various scientific disciplines (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from the fundamental to the operational are necessary.

Hourly volumes:

CM: 36 hours

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Introductions to basic concepts in physics (optics, mechanics), as applied to problems of biological interest.

View the full page

This is an introductory look at the integrative biology of organisms.

This unit, titled “From Cells to Organisms,” explores the structure-function relationships at various scales, from the cell (or even the molecule) to the organism in its natural environment.

View the full page

The primary objective of this course is to introduce students to scientific ecology in all its diversity. Particular attention is given to defining scientific ecology, as distinct from the meaning of the term “ecology” (political ecology or environmentalism) as used in the media and by the general public. The role of the environment in the scientific study of ecology is also clarified. Through tutorials and lab sessions, three major themes in ecology are covered: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

View the full page

This course is designed to provide a general context for understanding Earth sciences and biology while taking into account the fields of the humanities and social sciences. The Earth of today is not disconnected from its past. To understand the impacts of environmental and climate changes on planet Earth, a diachronic approach (long-term, change over time) and a synchronic approach (spatial variations) are necessary.

Consequently, this course presents the history of the Earth through geological time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems related to natural hazards are also included. The course will also provide students with the foundational knowledge necessary to understand the societal challenges surrounding climate and environmental issues. The impact of this course unit is essential for the well-being of tomorrow’s society, as it helps train young citizens and future professionals to analyze, critique, and reflect on past, present, and future environmental and climate issues, and to participate in decision-making within societal debates addressing environmental risks. This course unit was therefore designed by faculty members from various scientific disciplines (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from the fundamental to the operational are necessary.

Hourly volumes:

CM: 36 hours

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This module focuses on experimental techniques in chemistry. The first part will be devoted to an overview of health and safety rules in the chemistry laboratory. Each lab session will be preceded by a preparatory tutorial session. At the end of each lab session, students will be required to complete a lab notebook or report (including analysis and interpretation of results, etc.).

View the full page

View the full page

View the full page

Introductions to basic concepts in physics (optics, mechanics), as applied to problems of biological interest.

View the full page

This is an introductory look at the integrative biology of organisms.

This unit, titled “From Cells to Organisms,” explores the structure-function relationships at various scales, from the cell (or even the molecule) to the organism in its natural environment.

View the full page

The primary objective of this course is to introduce students to scientific ecology in all its diversity. Particular attention is given to defining scientific ecology, as distinct from the meaning of the term “ecology” (political ecology or environmentalism) as used in the media and by the general public. The role of the environment in the scientific study of ecology is also clarified. Through tutorials and lab sessions, three major themes in ecology are covered: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

View the full page

This course is designed to provide a general context for understanding Earth sciences and biology while taking into account the fields of the humanities and social sciences. The Earth of today is not disconnected from its past. To understand the impacts of environmental and climate changes on planet Earth, a diachronic approach (long-term, change over time) and a synchronic approach (spatial variations) are necessary.

Consequently, this course presents the history of the Earth through geological time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems related to natural hazards are also included. The course will also provide students with the foundational knowledge necessary to understand the societal challenges surrounding climate and environmental issues. The impact of this course unit is essential for the well-being of tomorrow’s society, as it helps train young citizens and future professionals to analyze, critique, and reflect on past, present, and future environmental and climate issues, and to participate in decision-making within societal debates addressing environmental risks. This course unit was therefore designed by faculty members from various scientific disciplines (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from the fundamental to the operational are necessary.

Hourly volumes:

CM: 36 hours

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Introductions to basic concepts in physics (optics, mechanics), as applied to problems of biological interest.

View the full page

This is an introductory look at the integrative biology of organisms.

This unit, titled “From Cells to Organisms,” explores the structure-function relationships at various scales, from the cell (or even the molecule) to the organism in its natural environment.

View the full page

The primary objective of this course is to introduce students to scientific ecology in all its diversity. Particular attention is given to defining scientific ecology, as distinct from the meaning of the term “ecology” (political ecology or environmentalism) as used in the media and by the general public. The role of the environment in the scientific study of ecology is also clarified. Through tutorials and lab sessions, three major themes in ecology are covered: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

View the full page

This course is designed to provide a general context for understanding Earth sciences and biology while taking into account the fields of the humanities and social sciences. The Earth of today is not disconnected from its past. To understand the impacts of environmental and climate changes on planet Earth, a diachronic approach (long-term, change over time) and a synchronic approach (spatial variations) are necessary.

Consequently, this course presents the history of the Earth through geological time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems related to natural hazards are also included. The course will also provide students with the foundational knowledge necessary to understand the societal challenges surrounding climate and environmental issues. The impact of this course unit is essential for the well-being of tomorrow’s society, as it helps train young citizens and future professionals to analyze, critique, and reflect on past, present, and future environmental and climate issues, and to participate in decision-making within societal debates addressing environmental risks. This course unit was therefore designed by faculty members from various scientific disciplines (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from the fundamental to the operational are necessary.

Hourly volumes:

CM: 36 hours

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The course “Biochemistry and Molecular Biology of the Cell 1” is a continuation of the first-semester course “From Molecules to Cells,” which laid the structural foundations of living organisms. In this course, students will learn the fundamentals of biochemistry, replication, transcription, translation, intracellular movements, and bioenergetics.

This course unit will be supplemented by course unit HAV204V for L1 SVSE students.

It will be followed by the L1 TEE and L1 Chemistry programs.

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This required course is intended for all students in the SV Bachelor’s program. It introduces the main tools of discrete probability that are useful to biologists for understanding random phenomena, particularly those involving counting variables. The course is designed at a level accessible to students whose only prerequisite is a basic understanding of probability theory covered in the 10th grade of high school. The course uses concrete examples as a starting point to move toward modeling. 

• An introductory section covers the concept of sets, operations on sets, and the simple formalization of propositions.
• Part Two introduces probability terminology and reviews basic probability calculations (tables, trees) and conditional probabilities. The examples focus on real-world situations: calculating probabilities in a population stratified by age and gender, and diagnostic tests (sensitivity/specificity).
• Part 3 is devoted to a presentation of the main discrete probability models—the binomial, geometric, and Poisson models—and their applications. The concept of independent variables is introduced in a heuristic manner, with the goal of providing tools for calculating the expected value and variance of the sum of random variables.
• A few numerical simulations may be presented to illustrate the concept of fluctuation in a random variable or the convergence of the binomial distribution to the normal or Poisson distribution.

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In the lectures for this course unit, we describe each stage of the life cycle, beginning with embryonic development (including organ formation, cell differentiation, and growth processes), moving on to the acquisition of reproductive capacity (including the stages associated with meiosis and gametogenesis), and concluding with fertilization. This life cycle is discussed in detail in metazoans and angiosperms, and helps you consolidate your knowledge of the transmission of genetic information. This will enable us to solve problems in Mendelian genetics—including those involving sex-linked effects or epistasis—during the tutorials for this course unit.

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Organic chemistry is a branch of chemistry that deals with the study of the structure, properties, composition, reactions, and synthesis of natural or synthetic organic compounds, which, by definition, contain carbon. This course unit serves as an introduction to organic chemistry and lays the foundation for the basic concepts needed by students pursuing studies in the sciences, particularly in chemistry, biology, biochemistry, and health sciences.

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Origin and Evolution of the Planet;

Geological Time Scale and Geochronology;

Past geographies, topographies, and environments;

Interactions Between the Biosphere, Hydrosphere, Atmosphere, and Geosphere,

Human Evolution and Anthropization;

Natural Resources (Water, Energy, Mineral Resources) and Human Impact 

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This course unit is based on topics involving biological problems that require students to perform calculations and to understand or draw graphical representations (primarily curves). Motivated by these biological aspects, students must acquire a basic foundation that will enable them to continue their studies in biology.

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This course, which is required for all first-year students, will introduce the fundamentals of epistemology and the scientific method, as well as the tools needed to analyze controversies surrounding science and approaches presented as alternatives. The course will address the scientific investigation of phenomena considered paranormal, pseudosciences, pseudo-medicines, psychological abuses, cult-related alienation, and so on, in order to make students aware of our cognitive biases and the rhetorical manipulations that can exploit them to convince or deceive. The ultimate goal of this course is to ensure that everyone can make informed choices, knows how to research and evaluate information, and can protect themselves from techniques of influence and manipulation.

This course will be based on lectures and viewing various resources available online. Students will be required to complete the entire course on Moodle, which will then be assessed through a multiple-choice quiz.

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The course unit “Biochemistry and Molecular Biology of the Cell 2” complements the course unit “Biochemistry and Molecular Biology of the Cell 1,” which will be held concurrently. In this course unit, students will apply and expand upon the theoretical knowledge acquired in “Biochemistry and Molecular Biology of the Cell 1.”

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The course “Biochemistry and Molecular Biology of the Cell 1” is a continuation of the first-semester course “From Molecules to Cells,” which laid the structural foundations of living organisms. In this course, students will learn the fundamentals of biochemistry, replication, transcription, translation, intracellular movements, and bioenergetics.

This course unit will be supplemented by course unit HAV204V for L1 SVSE students.

It will be followed by the L1 TEE and L1 Chemistry programs.

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 The brain is at the center of human behavior. It serves as the body’s control center. It continuously receives a stream of information from both the external environment and the body. This information must be processed and analyzed quickly in order to generate an appropriate response. All of these mechanisms, which at first glance appear complex, are based on simple biological processes.

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This required course is intended for all students in the SV Bachelor’s program. It introduces the main tools of discrete probability that are useful to biologists for understanding random phenomena, particularly those involving counting variables. The course is designed at a level accessible to students whose only prerequisite is a basic understanding of probability theory covered in the 10th grade of high school. The course uses concrete examples as a starting point to move toward modeling. 

• An introductory section covers the concept of sets, operations on sets, and the simple formalization of propositions.
• Part Two introduces probability terminology and reviews basic probability calculations (tables, trees) and conditional probabilities. The examples focus on real-world situations: calculating probabilities in a population stratified by age and gender, and diagnostic tests (sensitivity/specificity).
• Part 3 is devoted to a presentation of the main discrete probability models—the binomial, geometric, and Poisson models—and their applications. The concept of independent variables is introduced in a heuristic manner, with the goal of providing tools for calculating the expected value and variance of the sum of random variables.
• A few numerical simulations may be presented to illustrate the concept of fluctuation in a random variable or the convergence of the binomial distribution to the normal or Poisson distribution.

View the full page

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In the lectures for this course unit, we describe each stage of the life cycle, beginning with embryonic development (including organ formation, cell differentiation, and growth processes), moving on to the acquisition of reproductive capacity (including the stages associated with meiosis and gametogenesis), and concluding with fertilization. This life cycle is discussed in detail in metazoans and angiosperms, and helps you consolidate your knowledge of the transmission of genetic information. This will enable us to solve problems in Mendelian genetics—including those involving sex-linked effects or epistasis—during the tutorials for this course unit.

View the full page

Organic chemistry is a branch of chemistry that deals with the study of the structure, properties, composition, reactions, and synthesis of natural or synthetic organic compounds, which, by definition, contain carbon. This course unit serves as an introduction to organic chemistry and lays the foundation for the basic concepts needed by students pursuing studies in the sciences, particularly in chemistry, biology, biochemistry, and health sciences.

View the full page

This course unit is based on topics involving biological problems that require students to perform calculations and to understand or draw graphical representations (primarily curves). Motivated by these biological aspects, students must acquire a basic foundation that will enable them to continue their studies in biology.

View the full page

This course, which is required for all first-year students, will introduce the fundamentals of epistemology and the scientific method, as well as the tools needed to analyze controversies surrounding science and approaches presented as alternatives. The course will address the scientific investigation of phenomena considered paranormal, pseudosciences, pseudo-medicines, psychological abuses, cult-related alienation, and so on, in order to make students aware of our cognitive biases and the rhetorical manipulations that can exploit them to convince or deceive. The ultimate goal of this course is to ensure that everyone can make informed choices, knows how to research and evaluate information, and can protect themselves from techniques of influence and manipulation.

This course will be based on lectures and viewing various resources available online. Students will be required to complete the entire course on Moodle, which will then be assessed through a multiple-choice quiz.

View the full page

The course unit “Biochemistry and Molecular Biology of the Cell 2” complements the course unit “Biochemistry and Molecular Biology of the Cell 1,” which will be held concurrently. In this course unit, students will apply and expand upon the theoretical knowledge acquired in “Biochemistry and Molecular Biology of the Cell 1.”

View the full page

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The course “Biochemistry and Molecular Biology of the Cell 1” is a continuation of the first-semester course “From Molecules to Cells,” which laid the structural foundations of living organisms. In this course, students will learn the fundamentals of biochemistry, replication, transcription, translation, intracellular movements, and bioenergetics.

This course unit will be supplemented by course unit HAV204V for L1 SVSE students.

It will be followed by the L1 TEE and L1 Chemistry programs.

View the full page

This required course is intended for all students in the SV Bachelor’s program. It introduces the main tools of discrete probability that are useful to biologists for understanding random phenomena, particularly those involving counting variables. The course is designed at a level accessible to students whose only prerequisite is a basic understanding of probability theory covered in the 10th grade of high school. The course uses concrete examples as a starting point to move toward modeling. 

• An introductory section covers the concept of sets, operations on sets, and the simple formalization of propositions.
• Part Two introduces probability terminology and reviews basic probability calculations (tables, trees) and conditional probabilities. The examples focus on real-world situations: calculating probabilities in a population stratified by age and gender, and diagnostic tests (sensitivity/specificity).
• Part 3 is devoted to a presentation of the main discrete probability models—the binomial, geometric, and Poisson models—and their applications. The concept of independent variables is introduced in a heuristic manner, with the goal of providing tools for calculating the expected value and variance of the sum of random variables.
• A few numerical simulations may be presented to illustrate the concept of fluctuation in a random variable or the convergence of the binomial distribution to the normal or Poisson distribution.

View the full page

View the full page

In the lectures for this course unit, we describe each stage of the life cycle, beginning with embryonic development (including organ formation, cell differentiation, and growth processes), moving on to the acquisition of reproductive capacity (including the stages associated with meiosis and gametogenesis), and concluding with fertilization. This life cycle is discussed in detail in metazoans and angiosperms, and helps you consolidate your knowledge of the transmission of genetic information. This will enable us to solve problems in Mendelian genetics—including those involving sex-linked effects or epistasis—during the tutorials for this course unit.

View the full page

Organic chemistry is a branch of chemistry that deals with the study of the structure, properties, composition, reactions, and synthesis of natural or synthetic organic compounds, which, by definition, contain carbon. This course unit serves as an introduction to organic chemistry and lays the foundation for the basic concepts needed by students pursuing studies in the sciences, particularly in chemistry, biology, biochemistry, and health sciences.

View the full page

This course unit is based on topics involving biological problems that require students to perform calculations and to understand or draw graphical representations (primarily curves). Motivated by these biological aspects, students must acquire a basic foundation that will enable them to continue their studies in biology.

View the full page

This course, which is required for all first-year students, will introduce the fundamentals of epistemology and the scientific method, as well as the tools needed to analyze controversies surrounding science and approaches presented as alternatives. The course will address the scientific investigation of phenomena considered paranormal, pseudosciences, pseudo-medicines, psychological abuses, cult-related alienation, and so on, in order to make students aware of our cognitive biases and the rhetorical manipulations that can exploit them to convince or deceive. The ultimate goal of this course is to ensure that everyone can make informed choices, knows how to research and evaluate information, and can protect themselves from techniques of influence and manipulation.

This course will be based on lectures and viewing various resources available online. Students will be required to complete the entire course on Moodle, which will then be assessed through a multiple-choice quiz.

View the full page

The course unit “Biochemistry and Molecular Biology of the Cell 2” complements the course unit “Biochemistry and Molecular Biology of the Cell 1,” which will be held concurrently. In this course unit, students will apply and expand upon the theoretical knowledge acquired in “Biochemistry and Molecular Biology of the Cell 1.”

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The purpose of this course is to provide students with up-to-date knowledge in cognitive neuroscience so they can better utilize their brain’s resources to learn more effectively, think more deeply, approach information and themselves with a critical eye, and solve problems more efficiently. The goal is to shed light on certain brain mechanisms involved in learning, enabling students to reflect on their own work habits and helping them select the most effective cognitive strategies from among those presented. The course unit also offers students guidance on how to become better scientists by avoiding cognitive biases in favor of a rigorous, innovative, and creative scientific approach. Workshops and presentations will be offered in this vein during tutorial sessions. Profiles of great and inspiring scientists will also help illustrate how science advances.

 Finally, recognizing that engaging multiple sensory channels helps solidify memory, we offer part of the course in the form of forum theater for those who are interested. This dynamic approach allows students who wish to engage in role-playing to take a proactive role in transforming their learning style and become actors both on stage and in life. For those who are not inclined to perform, there is no obligation; simply observing others perform is a powerful way to become aware of the unconscious mechanisms that hinder their learning and allows them to actively integrate the resources offered to them.

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The course “Biochemistry and Molecular Biology of the Cell 1” is a continuation of the first-semester course “From Molecules to Cells,” which laid the structural foundations of living organisms. In this course, students will learn the fundamentals of biochemistry, replication, transcription, translation, intracellular movements, and bioenergetics.

This course unit will be supplemented by course unit HAV204V for L1 SVSE students.

It will be followed by the L1 TEE and L1 Chemistry programs.

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This required course is intended for all students in the SV Bachelor’s program. It introduces the main tools of discrete probability that are useful to biologists for understanding random phenomena, particularly those involving counting variables. The course is designed at a level accessible to students whose only prerequisite is a basic understanding of probability theory covered in the 10th grade of high school. The course uses concrete examples as a starting point to move toward modeling. 

• An introductory section covers the concept of sets, operations on sets, and the simple formalization of propositions.
• Part Two introduces probability terminology and reviews basic probability calculations (tables, trees) and conditional probabilities. The examples focus on real-world situations: calculating probabilities in a population stratified by age and gender, and diagnostic tests (sensitivity/specificity).
• Part 3 is devoted to a presentation of the main discrete probability models—the binomial, geometric, and Poisson models—and their applications. The concept of independent variables is introduced in a heuristic manner, with the goal of providing tools for calculating the expected value and variance of the sum of random variables.
• A few numerical simulations may be presented to illustrate the concept of fluctuation in a random variable or the convergence of the binomial distribution to the normal or Poisson distribution.

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In the lectures for this course unit, we describe each stage of the life cycle, beginning with embryonic development (including organ formation, cell differentiation, and growth processes), moving on to the acquisition of reproductive capacity (including the stages associated with meiosis and gametogenesis), and concluding with fertilization. This life cycle is discussed in detail in metazoans and angiosperms, and helps you consolidate your knowledge of the transmission of genetic information. This will enable us to solve problems in Mendelian genetics—including those involving sex-linked effects or epistasis—during the tutorials for this course unit.

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Organic chemistry is a branch of chemistry that deals with the study of the structure, properties, composition, reactions, and synthesis of natural or synthetic organic compounds, which, by definition, contain carbon. This course unit serves as an introduction to organic chemistry and lays the foundation for the basic concepts needed by students pursuing studies in the sciences, particularly in chemistry, biology, biochemistry, and health sciences.

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Origin and Evolution of the Planet;

Geological Time Scale and Geochronology;

Past geographies, topographies, and environments;

Interactions Between the Biosphere, Hydrosphere, Atmosphere, and Geosphere,

Human Evolution and Anthropization;

Natural Resources (Water, Energy, Mineral Resources) and Human Impact 

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This course unit is based on topics involving biological problems that require students to perform calculations and to understand or draw graphical representations (primarily curves). Motivated by these biological aspects, students must acquire a basic foundation that will enable them to continue their studies in biology.

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This course, which is required for all first-year students, will introduce the fundamentals of epistemology and the scientific method, as well as the tools needed to analyze controversies surrounding science and approaches presented as alternatives. The course will address the scientific investigation of phenomena considered paranormal, pseudosciences, pseudo-medicines, psychological abuses, cult-related alienation, and so on, in order to make students aware of our cognitive biases and the rhetorical manipulations that can exploit them to convince or deceive. The ultimate goal of this course is to ensure that everyone can make informed choices, knows how to research and evaluate information, and can protect themselves from techniques of influence and manipulation.

This course will be based on lectures and viewing various resources available online. Students will be required to complete the entire course on Moodle, which will then be assessed through a multiple-choice quiz.

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The course unit “Biochemistry and Molecular Biology of the Cell 2” complements the course unit “Biochemistry and Molecular Biology of the Cell 1,” which will be held concurrently. In this course unit, students will apply and expand upon the theoretical knowledge acquired in “Biochemistry and Molecular Biology of the Cell 1.”

View the full page

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The course “Biochemistry and Molecular Biology of the Cell 1” is a continuation of the first-semester course “From Molecules to Cells,” which laid the structural foundations of living organisms. In this course, students will learn the fundamentals of biochemistry, replication, transcription, translation, intracellular movements, and bioenergetics.

This course unit will be supplemented by course unit HAV204V for L1 SVSE students.

It will be followed by the L1 TEE and L1 Chemistry programs.

View the full page

In this course unit, we will explore each stage of the life cycle of organisms (primarily metazoans and angiosperms) through a series of laboratory exercises covering: embryonic development (including organ formation, cell differentiation, and growth processes), the acquisition of reproductive capacity (including the stages associated with meiosis and gametogenesis), and fertilization. This series of lab sessions is accompanied by a series of tutorials designed to address issues related to the transmission of genetic information. 

View the full page

This required course is intended for all students in the SV Bachelor’s program. It introduces the main tools of discrete probability that are useful to biologists for understanding random phenomena, particularly those involving counting variables. The course is designed at a level accessible to students whose only prerequisite is a basic understanding of probability theory covered in the 10th grade of high school. The course uses concrete examples as a starting point to move toward modeling. 

• An introductory section covers the concept of sets, operations on sets, and the simple formalization of propositions.
• Part Two introduces probability terminology and reviews basic probability calculations (tables, trees) and conditional probabilities. The examples focus on real-world situations: calculating probabilities in a population stratified by age and gender, and diagnostic tests (sensitivity/specificity).
• Part 3 is devoted to a presentation of the main discrete probability models—the binomial, geometric, and Poisson models—and their applications. The concept of independent variables is introduced in a heuristic manner, with the goal of providing tools for calculating the expected value and variance of the sum of random variables.
• A few numerical simulations may be presented to illustrate the concept of fluctuation in a random variable or the convergence of the binomial distribution to the normal or Poisson distribution.

View the full page

View the full page

In the lectures for this course unit, we describe each stage of the life cycle, beginning with embryonic development (including organ formation, cell differentiation, and growth processes), moving on to the acquisition of reproductive capacity (including the stages associated with meiosis and gametogenesis), and concluding with fertilization. This life cycle is discussed in detail in metazoans and angiosperms, and helps you consolidate your knowledge of the transmission of genetic information. This will enable us to solve problems in Mendelian genetics—including those involving sex-linked effects or epistasis—during the tutorials for this course unit.

View the full page

Organic chemistry is a branch of chemistry that deals with the study of the structure, properties, composition, reactions, and synthesis of natural or synthetic organic compounds, which, by definition, contain carbon. This course unit serves as an introduction to organic chemistry and lays the foundation for the basic concepts needed by students pursuing studies in the sciences, particularly in chemistry, biology, biochemistry, and health sciences.

View the full page

This course unit is based on topics involving biological problems that require students to perform calculations and to understand or draw graphical representations (primarily curves). Motivated by these biological aspects, students must acquire a basic foundation that will enable them to continue their studies in biology.

View the full page

This course, which is required for all first-year students, will introduce the fundamentals of epistemology and the scientific method, as well as the tools needed to analyze controversies surrounding science and approaches presented as alternatives. The course will address the scientific investigation of phenomena considered paranormal, pseudosciences, pseudo-medicines, psychological abuses, cult-related alienation, and so on, in order to make students aware of our cognitive biases and the rhetorical manipulations that can exploit them to convince or deceive. The ultimate goal of this course is to ensure that everyone can make informed choices, knows how to research and evaluate information, and can protect themselves from techniques of influence and manipulation.

This course will be based on lectures and viewing various resources available online. Students will be required to complete the entire course on Moodle, which will then be assessed through a multiple-choice quiz.

View the full page

The course unit “Biochemistry and Molecular Biology of the Cell 2” complements the course unit “Biochemistry and Molecular Biology of the Cell 1,” which will be held concurrently. In this course unit, students will apply and expand upon the theoretical knowledge acquired in “Biochemistry and Molecular Biology of the Cell 1.”

View the full page

View the full page

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