SVSE Profile OuiSi

The "Biochemistry and Molecular Biology of the Cell 1" course follows on from the S1 "From Molecules to Cells" course, which laid the structural foundations of living organisms. In this course, students will be introduced to the basics of biochemistry, replication, transcription, translation, intracellular movements and bioenergetics.

This UE will be supplemented by UE HAV204V for L1 SVSE students.

It will be followed by L1 TEE and L1 Chemistry.

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This course, compulsory for all L1 students, will introduce the basics of epistemology and the scientific approach, as well as the tools needed to analyze controversies surrounding the sciences and alternative modalities. The scientific investigation of so-called paranormal phenomena, pseudoscience, pseudo-medicine, psychological aberrations, sectarian alienation, etc. will be covered, to make students aware of our cognitive biases and the rhetorical manipulations that can use them to convince or deceive. The ultimate aim of this course is to enable everyone to make informed choices, to research and sort information, and to protect themselves against techniques of influence and manipulation.

This course will be based on lectures and the viewing of various resources available on the Internet. You will be required to complete an entire course on Moodle and in class, which will then be assessed by MCQs.

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The "Biochemistry and Molecular Biology of the Cell 2" course complements the "Biochemistry and Molecular Biology of the Cell 1" course, which takes place in parallel. In this course, students will put into practice and deepen the theoretical knowledge acquired in "Biochemistry and Molecular Biology of the Cell 1".

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Data base :

1- Information and data

Research and monitor information (search engines, social networks, etc.)

Data management (file manager, databases, etc.)

Data processing (spreadsheet)

2- Communication and collaboration

Interact (e-mail, videoconferencing, etc.)

Share and publish (sharing platforms, forum and comment space...)

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

Enter the digital world (develop a public presence on the web...)

3- Content creation

Developing text documents (word processing, presentation, etc.)

Develop multimedia documents (image/sound/video/animation capture and editing, etc.)

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

Programming (simple computer development, solving a logical problem...)

4- Protection and safety

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

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

Protecting health, well-being and the environment

5- Environment and digital

Solve technical problems (software configuration and maintenance, etc.)

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

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The aim of this teaching unit is to provide students with the latest knowledge in cognitive neuroscience, so that they can make better use of their brain resources to learn, reflect, be critical of information and themselves, and solve problems more efficiently. The aim is to explain certain brain mechanisms involved in learning, so that students can take a closer look at the way they work, and help them choose more effective cognitive strategies from among those on offer. The UE also offers students ways to become better scientists, by avoiding cognitive biases in favor of a rigorous, innovative and creative scientific approach. Workshops and lectures will be offered in this respect in the TD. Portraits of great and inspiring scientists will also illustrate how science moves forward.

 Finally, as we are aware that multiplying sensory input channels stabilizes the memory trace, we offer part of our teaching in the form of forum theater for those who wish to do so. This lively formula enables students who wish to get involved in the game to be proactive in changing their learner profile, transforming them into actors both on stage and in life. For those who are not inclined to put themselves on stage, there is no obligation. Simply observing the play of others is a powerful awareness of unconscious mechanisms that are not at the service of their learning, and enables them to actively integrate the resources proposed to them.

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