BE Profile

Second-year mathematics program, taught at Lycée Joffre:

# Linear algebra refresher and Euclidean geometry supplements

# Advanced Probabilities

# Additional analysis of functions of a variable

# Functions of several variables

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General knowledge (epistemology and philosophy):

# history of ideas

# epistemology of science and digital technology

#argumentation and communication

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Introduction to the use of data mining methods:

# Motivations, areas of application

# Data mining tasks (classification, estimation, prediction, etc.)

# Data processing (pre/post-processing)

# Supervised learning (Bayesian method, k-nearest neighbors, neural networks, etc.)

# Unsupervised learning (k-means)

# Evaluation of methods

# Data mining software (R, Scikit, Weka, etc.)

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The EU extends an EU from L2 S3 focusing on describing the morpho-anatomical characteristics of the major organizational plans of metazoans found in current and past faunas, as well as explaining their origin and dynamics of appearance through the acquisition of skills in paleontology and zoology. In S4, it will mainly explore the major subdivisions within protostome organisms, namely lophotrochozoans (annelids, mollusks, brachiopods, etc.) and ecdysozoans (arthropods, nematodes, etc.), while highlighting their phylogenetic relationships and their socio-economic importance or impact. The course is traditionally divided into lectures and tutorials, which will mainly aim to illustrate and support aspects related to the biodiversity of taxa, and practical work in sessions aimed at acquiring skills, in particular and necessarily through the performance of certain dissections.

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This course continues the training of students in applied mathematics, particularly the use of statistical tools:

# Concepts of populations and random samples.

# Estimators.

Mean square error and bias-variance decomposition.

# Hypothesis testing: null hypothesis, alternative hypothesis. Type I and Type II errors. Power of a test. Test statistic, rejection region. Examples of classical tests.

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The objective of this EU is to understand evolutionary processes at both the micro- and macro-evolutionary scales.

Using examples, manipulations, and accessible modeling, the lessons will aim to present in a concrete and quantitative manner the effects of the four evolutionary forces operating at the individual and population levels (mutation, migration, selection, and drift). The integration of these microevolutionary processes on larger time scales (e.g., differentiation between lineages, speciation) will then be addressed. Finally, the course will include an introduction to phylogenetics tools (reading and constructing trees) for studying macroevolutionary events (diversification, extinction) and tracing changes in character states, in particular by integrating fossil data.

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- Physiology of major functions: anatomy and functions of the cardiovascular, respiratory, renal, and digestive systems.

- Cellular and molecular biology 3: cytoskeletal function, cell adhesion, protein trafficking and study methods, cell cycle regulation, immunoprecipitation, fluorescence videomicroscopy, RNA interference, overexpression, gene expression regulation: transcriptional regulation (repressor, activator) and attenuation in prokaryotes, mechanisms of expression regulation in eukaryotes.

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The 10th grade computer science course taught at the high school focuses on advanced concepts in algorithms and programming:

# Tree data structures: binary trees, heaps, ABRs, priority queues

# Sort by pile, lower bound on sort

# Graph structure: representations (adjacency matrices, edge lists, neighbor lists)

# Basic algorithms (connectivity, depth-first and breadth-first search, topological sorting)

# Distance calculation (Dijkstra, implementation with heap)

# Introduction to object-oriented programming (encapsulation, late binding, classes, methods, etc.)

# Programming in Python

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The EU addresses the different groups of plants ("algae," "cryptogams," spermatophytes), specifying for each of them their phylogenetic position and nature (monophyletic or paraphyletic group), their origin, and their specific characteristics in terms of morphology, anatomy, reproduction, and ecology.

Four grades present the different groups of plants: Grade 4, diversity of "algae"; Grade 5, biological cycles of "algae"; Grade 6, "cryptogams"; Grade 7, spermatophytes.

Six tutorials cover cross-disciplinary concepts based on oral and written exercises: Tutorial 1, Biological Cycles; Tutorial 2, Endosymbiosis; Tutorial 3, Interactions; Tutorial 4, Adaptation; Tutorial 5, Polyploidy; Tutorial 6, Phylogeny.

Six practical sessions illustrate the concepts covered in lectures and tutorials using living material: PS1, "algae"1; PS2, "algae"2; PS3, "bryophytes"; PS4, "pteridophytes"; PS5, Gymnosperms, vegetative system; PS6, Gymnosperms, reproduction.

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Functional ecology aims to provide a solid foundation for understanding how terrestrial ecosystems function, particularly the role played by living organisms in material flows within these ecosystems. The main processes addressed are primary production, consumption relationships (particularly herbivory), and the decomposition and transformation of soil organic matter. For each of these processes, particular attention is paid to (1) the link between the strategies of organisms and their function in the ecosystem, and (2) basing the presentation of concepts on field observations, highlighting characteristics of organisms or the ecosystem that students may encounter during field trips.

This course thus fits between a broader introduction to ecology in S1 (HLBE304) and provides the necessary concepts for the L3 course in community ecology.

The emphasis is on practical aspects, particularly through a series of group practical assignments, in which a simple but scientifically relevant hypothesis will be tested experimentally using an appropriate protocol.

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This modern language course focuses on written and oral English, with particular emphasis on oral expression.

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This course, similar in spirit to the first-year project, is an introduction to the research process, more advanced than in the first year: it includes immersion in a research laboratory, a bibliographic study, and the completion of a project involving the study of a biological context, the acquisition of experimental or observational data, and the implementation of a modeling and/or numerical simulation approach.

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