SVSE Profile: OuiSi

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 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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IT infrastructure:

1. Information and Data

Conduct research and monitor information (search engines, social media, etc.)

Manage data (file manager, databases, etc.)

Processing Data (Spreadsheet)

2. Communication and Collaboration

Interact (email, video conferencing, etc.)

Share and post (sharing platforms, forums, comment sections, etc.)

Collaborate in a group (collaborative work platform, document sharing, etc.)

Getting involved in the digital world (building a public presence on the web, etc.)

3- Content Creation

Create text-based documents (word processing, presentations, etc.)

Develop multimedia documents (capture and editing of images, audio, video, animations, etc.)

Adapt documents to their intended purpose (format conversion tools, etc.)

Programming (simple software development, solving logical problems, etc.)

4- Protection and Safety

Securing the digital environment (security software, encryption, etc.)

Protecting personal data and privacy (privacy settings, etc.)

Protecting Health, Well-Being, and the Environment

5- Environment and Digital Technology

Troubleshoot technical issues (software configuration and maintenance, etc.)

Setting up a digital environment (operating system, installing new software, etc.)

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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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