License 3

This course offers an in-depth study of the structural biochemistry of biomolecules, particularly proteins and nucleic acids.

The basic notions and nomenclature used for the analysis of 3D structures of proteins are briefly reviewed (Ramachandran diagram, structural motif and domain, folding, family, superfamily, etc......). These notions are completed by the study of the stability and dynamics of biomolecules.

The structural classification of proteins is detailed according to the 4 main folding types. Structure-function relationships are illustrated with examples of proteins. The specificities of membrane protein structures (integral proteins, membrane-bound proteins) are discussed.

The main tools for modeling and predicting secondary and tertiary structures are presented.

The different structures and functions of nucleic acids are studied. Protein-nucleic acid complexes are described from a structural point of view (main recognition motifs, ...) and the notions of recognition specificity are detailed.

This teaching is illustrated by tutorials. These works consist in getting familiar with the main databases used in structural biology as well as with the PyMol software for the analysis of 3D structures.

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The objective of the UE is to bring the students to understand the tripartite between security - legislation - detection tools. Human activity to meet the needs of growth, welfare and health of populations requires the monitoring of industrial practices. Rules of limit levels of pollutants and others imply acceptable limits that must be able to quantify.

The EU deals with the European laws on food safety which imply pragmatic approaches to compliance with the laws of the industries: the normative system. The student of biology who will be led to the different sectors of activity, from agronomy to health, must know the fundamental bases of quality management.

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This course is the logical continuation of the S4 course (Basics of physiology and immunology) and aims to deepen the knowledge of fundamental, applied and clinical immunology. We will also approach the notions of "unconventional" immunology and we will develop the strategies of innovative immunotherapies. This course will cover all the topics related to modern immunology and will be strongly oriented towards the clinical aspects of this discipline.

 Key words

Fundamental immunology, Anti-infectious immunity, Immunotherapy, Vaccination, Autoimmunity, Immune deficiencies, Anti-cancer immunity, Non-conventional immunity

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In this course, students will conduct bibliographic research on a selection of medicinal plants during tutorials in order to identify the biomolecules of the plant that may have biological or pharmacological properties. Each group will use documents provided to them to identify, propose and implement an extraction protocol and a simple biological activity test protocol to test the biostatic, antibiotic or antioxidant activity of the targeted molecules. The bibliographic monitoring approach and the results obtained during the practical work, as well as their analysis and interpretation, will be discussed during a poster presentation session, which will result in an evaluation.

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Molecular biology is both a fascinating subject of study in its own right, but it also provides other disciplines in biology (cell biology, genetics, physiology...) with fantastic tools for modifying and quantifying genes and their products.

The EU provides a deeper understanding of the mechanisms of organization, maintenance, replication and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, the properties of information-carrying macromolecules (DNA, RNA, proteins) will be explored, and how the transactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and to the development of organisms.

In parallel, the main techniques for monitoring or modifying gene expression, or for studying the mechanisms of this expression, will be explained in class and further developed in class by analyzing results.

Thus, the tutorials approach these subjects in the form of (1) exercises leading the students to verify their understanding of the knowledge described above, and (2) experiments extracted from scientific articles to be analyzed. Thus, the basics of scientific reasoning and critical analysis of results will be acquired and/or deepened.

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This course introduces the basic concepts of nanobiotechnologies dedicated to diagnosis and detection.

1- Introduction to biosensors and embedded systems

The different types of electrochemical sensors (conductimetry, potentiometry and amperometry): - Biosensors from the Clark electrode to the amperometric glucose meter. - The potentiostat: simple system of standardized measurement

- Transistors: semiconductors

- carbon nanotubes or wires, silicon, graphene, ...

- Impedance measurement

2- Introduction to biomimicry

- Self-assembly of spherical structure; viruses, ferritin, dendrimers

- Self-assembly of monolayers

3- Functional organic chemistry

            - L1 organic chemistry reminder

            - Biomolecules (involved functions, carbonyl, amines, alcohols, thiols)

            - Structures

            - Basic concept of functionalization

            - Oxidation-reduction reaction

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This teaching unit covers the different categories of biotechnologies according to their field of application:

• Plant biotechnologies concern the agri-food industry and include a series of technologies using the organism of plants and their cells to produce and transform food products, biomaterials and energy, but also recombinant proteins for therapeutic purposes

• Animal biotechnologies concern the fields of health, medicine, diagnosis, tissue engineering as well as the development of genetic or molecular processes with a therapeutic purpose.
• Microbial biotechnologies concern the use of micro-organisms (viruses or bacteria) and their cultivation within the agro-food/pharmaceutical industry or their interest in environmental protection.

The teaching offered to students in the Bachelor 3 Life Sciences is to enable them to discover or deepen their theoretical knowledge of the various biotechnologies as well as to master the associated tools/applications.

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The main goal of this module will be to provide a better understanding of the major concepts of modern biology, through the history of their development. In other words, to analyze the intellectual path as well as the experimental and theoretical approaches that led to their construction. For example, we will analyze how the search for a "natural" classification led Jean-Baptiste Monet de Lamarck and Charles Darwin to lay the foundations of evolutionary biology or how the concept of "unity of organization plan" by Etienne Geoffroy Saint Hilaire is at the origin of evolutionary paleontology, developmental biology and evolution/development (Evo/Devo).

Within the framework of bioethical aspects, the problems of the drift of a concept (from craniology to eugenics) or the cases of "Georges Cuvier" and "Trophim Lyssenko" when religious or political ideology interferes with science will be addressed.

Finally, biological philosophy will lead us to discuss the interest of models in biology and the "end of the genetic whole" (from Lamarck to epigenetics through epigenesis).

The whole module will be done through lectures during which some founding texts of modern biology will also be analyzed and discussed.

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The molecular biology laboratory course aims to make students autonomous in the face of a molecular biology protocol and to introduce them to hypothesis-driven research. The students will have 6 days to answer a biological problem which will be proposed to them. They will thus be able to put into practice, under laboratory conditions, some of the techniques they have learned in their theoretical courses to better understand them.

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In this course, students will learn experimental principles based on nucleic acid manipulation. The lectures will be articulated around two major axes:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (expression of recombinant proteins, genomic banking, transgenesis, CRISPR/CAS9 system etc...) and reflection on the notion of ethics in biology.

TDs will consist of:

- Analysis of articles presenting problems to be solved with the knowledge acquired in the course. The chosen themes will, as much as possible, refer to the parallel UE of the L3. These articles will be presented by the students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer room.

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The objective of the course is to review the molecular techniques of identification with emphasis on biomarkers, advances in the latest generations of biomarkers and selective membranes as well as new instrumentations.

Molecular diagnostic techniques / massive approaches.

Biosynthesis of B cell and T cell Ag receptors 

Antigen-antibody reactions 

Immunological techniques 

Principle of FACS

Proteomics, 2D, LC-MS, MS-MS. Degradome...

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The course provides a deeper understanding of the design of biosensors. It begins to give the general notions of grafting chemistry for the functionalization of supports. Finally, an introduction to microfluidics will lead the students to design the instrumentation. This teaching will be essentially a practical application with a real bibliographic research that will allow the student to work on his own project of instrumental development.

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The modalities of this UE are specifically adapted to the different courses of the L3. Nevertheless, the objectives are common: to give students an overview of the professional world related to research in life sciences.

The student will be offered a short internship in a laboratory/company or a tutored project with a tutor working in a laboratory or company associated with biology.

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The objective of this course is to acquire knowledge of fundamental and applied virology, with an emphasis on an integrative vision of the discipline. It will present the specificities of host-virus interactions and the pathophysiology of viral infections in different types of hosts (vertebrates/insects/plants). It will address aspects of viral ecology, emergence and associated risks for human and animal health. Finally, the course will present the study methods used in research, virological detection and diagnosis tools, and the applications of viruses in biotechnologies.

The course will consist of lectures, tutorials (analysis of current scientific articles and oral presentations) and practical work illustrating the lectures and tutorials (virus amplification and purification and quantification using reference techniques).

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This course offers an in-depth study of the structural biochemistry of biomolecules, particularly proteins and nucleic acids.

The basic notions and nomenclature used for the analysis of 3D structures of proteins are briefly reviewed (Ramachandran diagram, structural motif and domain, folding, family, superfamily, etc......). These notions are completed by the study of the stability and dynamics of biomolecules.

The structural classification of proteins is detailed according to the 4 main folding types. Structure-function relationships are illustrated with examples of proteins. The specificities of membrane protein structures (integral proteins, membrane-bound proteins) are discussed.

The main tools for modeling and predicting secondary and tertiary structures are presented.

The different structures and functions of nucleic acids are studied. Protein-nucleic acid complexes are described from a structural point of view (main recognition motifs, ...) and the notions of recognition specificity are detailed.

This teaching is illustrated by tutorials. These works consist in getting familiar with the main databases used in structural biology as well as with the PyMol software for the analysis of 3D structures.

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This course provides the fundamental knowledge in formal and structural enzymology.

- The first part of this course deals with formal kinetics (study of reaction rates, determination of the order of a reaction, equilibrium and kinetics, reversible and balanced reaction). Experimental aspects are presented in parallel (determination of kinetic constants by spectrophotometry, fluorescence, radioactivity, immunoassays,...).

- The second part of the course concerns the study of single-substrate enzymatic kinetics.

Definition of an enzyme, catalyst. Nomenclature of enzymes (E.C)

Michaelian kinetics. Michaelis-Menten equation. Definition of the enzymatic parameters,_KM, maximum speed, catalytic constant, turn-over. Different graphical representations (Lineweaer-Burk, Eadie-Hofstee). 

The different types of inhibition are also studied (competitive, incompetent, non-competitive, mixed) as well as their graphic representation.

Determination of the inhibition constancy. Irreversible inhibitors.

Speed of the reaction. Arrhenius law.

- The third part focuses on describing multi-substrate enzymatic kinetics from a formal point of view. With ternary complex. Random or ordered mechanism.

Without ternary complex. Ping-Pong mechanism, Theorell-Chance. Cleland's representation.

Graphical determination.

- The fourth part concerns equilibrium bonds and allostery.

Receptor-Ligand / Enzyme-Substrate binding. Determination of the dissociation (or association) constant. Specific and non-specific binding.

Demonstration and graphical representation of Scatchard. Allosteric receptors (or enzymes). Non-Michaelian enzyme. Notion of cooperativity. Positive and negative cooperativity. Hill number, Hill graph.

Models of allosteric regulation are presented. Allostery. Cooperativity models, concerted (Monod-Wyman-Changeux), sequential (Koshland-Nemethy-Filmer). Role of effectors, activator or inhibitor. Example of hemoglobin and oxygen fixation.

- The fifth part of the course relates enzyme structures to their function using several examples. Description of the 3D structures and catalytic mechanisms of acetylcholine esterase, proteases and nucleoside diphosphate kinase. Notion of catalytic triad, binding pocket, etc... 

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This course describes the methodology used by researchers in the life sciences to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in this language.

Written communication is addressed through the study of the structuring (macro) of a research article as well as through a study of the publication process in scientific journals. Several elements of written structuring (micro) are examined in order to understand the differences between scientific and literary English: clarity, cohesion, coherence.

These studies are complemented by a tutored project during the semester during which students are required to analyze a recently published research article in the scientific literature and to transcribe it into an oral presentation (conference) in English.

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Molecular biology is both a fascinating subject of study in its own right, but it also provides other disciplines in biology (cell biology, genetics, physiology...) with fantastic tools for modifying and quantifying genes and their products.

The EU provides a deeper understanding of the mechanisms of organization, maintenance, replication and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, the properties of information-carrying macromolecules (DNA, RNA, proteins) will be explored, and how the transactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and to the development of organisms.

In parallel, the main techniques for monitoring or modifying gene expression, or for studying the mechanisms of this expression, will be explained in class and further developed in class by analyzing results.

Thus, the tutorials approach these subjects in the form of (1) exercises leading the students to verify their understanding of the knowledge described above, and (2) experiments extracted from scientific articles to be analyzed. Thus, the basics of scientific reasoning and critical analysis of results will be acquired and/or deepened.

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Functional genetics aims to better understand the relationships between genotype and phenotype. This course integrates the different aspects of the analysis of gene and genome function at the whole genome level by in vivo approaches, as well as transcriptional regulation and expression regulation of eukaryotic genomes. The course is illustrated by concrete examples in developmental genetics in physiological and pathological contexts.

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This course allows students to deepen their knowledge of metabolism. This UE allows to apprehend a global vision of the human metabolism. It will insist on the links between the different metabolic pathways. It will also show how the different tissues communicate to maintain a global energy homeostasis. Deregulations of this metabolism at the origin of certain pathologies will be presented.

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This course is a continuation of the Structural Biochemistry course in S5. Students will learn the basic concepts of the different approaches used for multiscale structural characterization and macromolecular interaction analysis. The advantages and limitations of all the tools will be highlighted so that students can understand the complementarity of these tools and know how to use them in an integrative way to answer a given biological question. 

The tutorials will be a mix of structural analysis applications using visualization tools (Pymol type) as well as article analysis using a combination of the approaches studied in class. The students will then have to conceptualize their own experimental project to answer a given problem.

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The course provides a synthetic approach to the notions necessary for mathematical modeling in biology. The focus is on linear and non-linear dynamical systems, in dimension one and two. The course begins with essential notions of linear algebra: matrices, systems of linear equations, geometric interpretation of the solutions of these systems as vectors and subspaces (line, plane, etc.). The theory of vectors and eigenvalues of matrices is introduced in relation to linear dynamical systems. For nonlinear dynamical systems, the qualitative theory of differential equations (attractors, phase portrait, zero-level isoclines) is presented, as an alternative to the often complicated calculation of solutions. The course covers a large number of biological models used in ecology, epidemiology, oncology, and systems biology.

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This course allows students to consolidate and deepen the practical management of numerous experimental data obtained during a week of practical work in a blocked period (5 consecutive days). These data are obtained following the elaboration of many different protocols, keeping in mind to ensure the best reproducibility of the preparations carried out and to have the best speed of execution in the preparation, the realization and the analysis of the various experiments. A large autonomy in the setting up of protocols will be encouraged, allowing in the long run experimental control and autonomy. This practical work also allows the management of group work (in pairs or in triads according to the capacity of reception and the number of students) and the writing of a report recording the protocols carried out, all the experimental data obtained and their analysis in order to determine a large set of biochemical parameters. A significant part of the evaluation will be based on the students' ability to generate, manage, exploit and analyze raw experimental data with the greatest rigor.

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In this course, students will learn experimental principles based on nucleic acid manipulation. The lectures will be articulated around two major axes:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (expression of recombinant proteins, genomic banking, transgenesis, CRISPR/CAS9 system etc...) and reflection on the notion of ethics in biology.

TDs will consist of:

- Analysis of articles presenting problems to be solved with the knowledge acquired in the course. The chosen themes will, as much as possible, refer to the parallel UE of the L3. These articles will be presented by the students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer room.

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This course is designed to complete the notions of cell biology seen in L2 in BCM2 and BCM3 through the study of physiological and pathological situations such as cancers.

These courses will introduce students to the importance of finding a study model (cell lines or organisms for in vivo study (Drosophila, C. elegans, Zebrafish) adapted to answer a question and highlight a molecular mechanism.

The lectures will allow the manipulation of advanced concepts of cell biology in connection with the knowledge of the most commonly used methodologies in cell biology such as flow cytometry, advanced techniques of fluorescence and electron microscopy, proteomics as well as the knowledge of experimental models such as cells in culture, genetically modified or not animal models (C. elegans, zebrafish, transgenic mice, KO, KI...)

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Systems biology offers the possibility of understanding the functioning of living organisms at different scales of their organization. This course will focus on the subcellular scale. At this scale, systems biology models integrate several levels of interaction from the transcriptome, proteome, metabolome. The predictions of in silico models can be used in biomedical research to understand multi-factorial diseases and optimize drug treatments, in bioengineering to synthesize genomes with optimized properties and functions (synthetic biology), as well as to guide fundamental research on the principles of the functioning of living organisms. The course consists of a theoretical part (lectures and tutorials on the modeling of gene, signaling and metabolic networks) and a practical part (computer exercises using Matlab software).

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The modalities of this UE are specifically adapted to the different courses of the L3. Nevertheless, the objectives are common: to give students an overview of the professional world related to research in life sciences.

The student will be offered a short internship in a laboratory/company or a tutored project with a tutor working in a laboratory or company associated with biology.

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Bioinformatics is a discipline at the crossroads of computer science, mathematics and life sciences. It is based in particular on the use and development of computer tools for the analysis of massive biological data. Eventually, these megadata can be organized into searchable online databases so that a user can extract data relevant to a biological problem.

The aim of the "Bioinformatics applied to plant biology" teaching unit is to make students aware of the use of databases and to offer a first approach to data mining through the R software.

Almost all the teaching will be done in the form of practical cases in the computer room in sub-groups of students.

In the first part, students will learn the basics of the R language to organize and clean their raw data in order to make them fully exploitable for further analysis. Then, they will learn how to propose explicit graphical representations from biological data. Particular attention will be given to the writing of reusable scripts and the choice of graphs associated with the calculations according to the biological question.

In a second part, students will exploit generalist databases such as NCBI or exclusively dedicated to the model plant Arabidopsis (TAIR) to perform data mining.

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In this course, students will conduct bibliographic research on a selection of medicinal plants during tutorials in order to identify the biomolecules of the plant that may have biological or pharmacological properties. Each group will use documents provided to them to identify, propose and implement an extraction protocol and a simple biological activity test protocol to test the biostatic, antibiotic or antioxidant activity of the targeted molecules. The bibliographic monitoring approach and the results obtained during the practical work, as well as their analysis and interpretation, will be discussed during a poster presentation session, which will result in an evaluation.

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This course is a specialization module in Functional Plant Biology that deals with the mechanisms underlying the major stages of plant development.

It is based on knowledge mainly from the model plant Arabidopsis thaliana and addresses from a molecular, cellular and physiological point of view, the following concepts:

• Roles and function of the main phytohormones.
• Development of male and female gametes, fertilization.
• Development of the embryo, the seed and the fruit.
• Functioning of root and stem meristems (vegetative and floral).
• Architecture of the flower.
• Mechanisms of adaptive development in response to abiotic factors: light, gravity, cold.

Some aspects of development will also be analyzed from an evolutionary perspective by studying the role of developmental genes in the diversification and evolution of developmental processes in land plants (evolution of the root system, floral architecture, ...).

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This course describes the methodology used by researchers in the life sciences to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in this language.

Written communication is addressed through the study of the structuring (macro) of a research article as well as through a study of the publication process in scientific journals. Several elements of written structuring (micro) are examined in order to understand the differences between scientific and literary English: clarity, cohesion, coherence.

These studies are complemented by a tutored project during the semester during which students are required to analyze a recently published research article in the scientific literature and to transcribe it into an oral presentation (conference) in English.

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Molecular biology is both a fascinating subject of study in its own right, but it also provides other disciplines in biology (cell biology, genetics, physiology...) with fantastic tools for modifying and quantifying genes and their products.

The EU provides a deeper understanding of the mechanisms of organization, maintenance, replication and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, the properties of information-carrying macromolecules (DNA, RNA, proteins) will be explored, and how the transactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and to the development of organisms.

In parallel, the main techniques for monitoring or modifying gene expression, or for studying the mechanisms of this expression, will be explained in class and further developed in class by analyzing results.

Thus, the tutorials approach these subjects in the form of (1) exercises leading the students to verify their understanding of the knowledge described above, and (2) experiments extracted from scientific articles to be analyzed. Thus, the basics of scientific reasoning and critical analysis of results will be acquired and/or deepened.

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This teaching unit covers the different categories of biotechnologies according to their field of application:

• Plant biotechnologies concern the agri-food industry and include a series of technologies using the organism of plants and their cells to produce and transform food products, biomaterials and energy, but also recombinant proteins for therapeutic purposes

• Animal biotechnologies concern the fields of health, medicine, diagnosis, tissue engineering as well as the development of genetic or molecular processes with a therapeutic purpose.
• Microbial biotechnologies concern the use of micro-organisms (viruses or bacteria) and their cultivation within the agro-food/pharmaceutical industry or their interest in environmental protection.

The teaching offered to students in the Bachelor 3 Life Sciences is to enable them to discover or deepen their theoretical knowledge of the various biotechnologies as well as to master the associated tools/applications.

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Functional genetics aims to better understand the relationships between genotype and phenotype. This course integrates the different aspects of the analysis of gene and genome function at the whole genome level by in vivo approaches, as well as transcriptional regulation and expression regulation of eukaryotic genomes. The course is illustrated by concrete examples in developmental genetics in physiological and pathological contexts.

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After defining intensive agriculture and analyzing its risks/benefits, this module will allow students to reflect on the different possible ways to make agriculture evolve in an agroecological approach. Examples such as biopesticides, ecological intensification and soil management will be developed. A visit of a company working for a sustainable agriculture is also organized. The site visited varies from year to year depending on the students' wishes and the availability of the companies. Example of visits made within the framework of this module: Bayer, Vilmorin, Geves, CTIFL, sudExpé...

Licenciales.

The students will be asked to present a project or a business creation developing innovative proposals to change cultivation practices, or any other use of plant products in order to reduce the environmental impact.

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This course presents the main functions of carbon, mineral and water nutrition of the plant that ensure its autotrophy (the production of its biomass). It will give the necessary basis for the understanding of the fundamental mechanisms of absorption, distribution and assimilation of nutrients. The course will be divided into two main parts, one dedicated to mineral nutrition and the other to carbon nutrition.

After a review of the properties of plant membranes and walls and the concepts of transmembrane transport, the part of the course dedicated to mineral nutrition will teach the mechanisms of water uptake and circulation, root uptake, subcellular compartmentalization and mineral distribution, as well as nitrogen assimilative metabolism.

The chapter dedicated to carbon nutrition will present the functioning of the chloroplast in the plant cell, photosynthesis (capture of light energy and synthesis of the first carbon compounds), the production of organic compounds and their allocation in the plant.

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This UE is a module of discovery of scientific research in fundamental or applied plant agrosciences. The student must do an internship of 10 weeks or more (which can continue over the summer) in a research laboratory (CNRS, INRAE, IRD, CIRAD), in an applied research organization such as GEVES, CTIFL, SudExpe, Serfel, IFV or in a private company such as Staphyt, AgroXp, Vilmorin. There are many internship sites in Montpellier in this field.

It is a module of insertion in the professional world allowing to enter in relation with the actors of the world of the plant Agro-Sciences giving to the student the opportunity

• to apply the techniques learned in the different courses of the Bachelor's degree course BiPAgro.
• to be confronted with the professional environment
• to develop one's own professional project and enrich one's CV

The student writes a dissertation and defends it in front of a jury composed of teacher-researchers, researchers and/or field technicians/engineers. 

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 In this course, students learn about the different methods of plant transgenesis using biological, chemical or physical vectors, their acceptability and their applications in fields as varied as plant improvement, the production of biomolecules or therapeutic recombinant proteins. In tutorials, students are asked to document, reflect, argue and debate on transgenesis and its alternatives through a scenario related to plant improvement. In practical work, students are involved in the improvement of a protocol aimed at obtaining root hairs using the knowledge they have acquired in class.

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The modalities of this UE are specifically adapted to the different courses of the L3. Nevertheless, the objectives are common: to give students an overview of the professional world related to research in life sciences.

The student will be offered a short internship in a laboratory/company or a tutored project with a tutor working in a laboratory or company associated with biology.

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The students will have to carry out a bibliographical analysis on a theme of their choice, validated by the persons in charge of the UE. Under the tutelage of a teacher-researcher, students will have to answer the problematic they are working on through an analysis of the available bibliography. They will have to assess the state of the art in the field they are working on, identify areas of uncertainty and controversy, and the open questions that remain to be resolved. They will have to carry out a true critical scientific analysis of the available bibliography, and not be satisfied with a report of the bibliography. They will have to follow the conventions of writing a scientific article, involving the citation of sources, the synthesis of information through illustration, the problematization and the synthesis of scientific results.

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This course is an extension of the Basic Evolution course and introduces the main concepts of evolutionary ecology in order to understand and formalize in a simple way the evolutionary and ecological mechanisms that shape biodiversity at different scales of integration.

This course is designed as a coherent whole where lectures, tutorials and practical work are complementary. The notions are approached by example and then formalized with mathematical models, which are confronted with experience and real data.

It will deal with population dynamics (intra- and interspecific competition), ecological niche and will detail the mechanisms of evolution and their genetic consequences at the population level: natural selection (including sexual selection), influence of reproduction regimes, genetic drift. The practical sessions will allow students to learn the mathematical formalization of notions seen in class and their simple computer modeling as well as the analysis of data sets. The practical exercises will allow the realization and the analysis in small groups of 2 experiments of 1 month each (with writing of a report and oral presentation) in order to develop the methodology and the scientific reasoning.

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The EU is organized into five major themes:

Theme 1: Gene mapping and recombination. Concepts of molecular biology related to gene expression, DNA repair and epigenetic processes.

Theme 2: Introduction to molecular evolution: Measuring the intensity of selection in genetic divergence. Molecular clock and variation in evolutionary rates created by the action of natural selection. Neutralist theory of evolution.

Theme 3: Introduction to genomics: composition and size of genomes. Importance of repeated elements. Notion of genetic linkage and local effect of selection. Influence of demography.

Theme 4: Molecular tools for biodiversity: Barcoding, eDNA, metabarcoding. Molecular taxonomy. Limitations of hybridization. Applications in conservation.

Theme 5: Extranuclear heredity. Symbiosis, parasitism and co-evolution (intra-cellular: e.g. Wolbachia). Notion of extended phenotype.

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Genesis, nature and fate of deposits in sedimentary basins.

Cycle of 15 courses / lectures / debate and TP/TD

Content of the integrated courses (sedimentary basins, alteration of continents),

(e.g. sediment transport, detrital and carbonate environments, factors affecting sedimentation: sequence stratigraphy, diagenesis)

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This course aims to provide students with an integrative approach to the morphology, anatomy and development of the vegetative and reproductive systems of spermatophytes, from an ecological, functional and evolutionary perspective. This approach is implemented by the students through a supervised project, centered on the study of a model plant, taking into account the inter-individual variability, the different stages of development, the stationary conditions and the biological type.

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The structure of this course is similar to that developed in S4. The objective is to provide students with knowledge on the biology, ecology and evolution of three taxonomic groups in question. Beyond the identification of species (which will be largely addressed), this course will deal with the evolution and systematics of the taxonomic group in question, fundamental ecology (evolutionary and functional ecology), applied ecology (conservation), physiology, legislation, as well as study and identification methods.

After a general introduction course, 2 axes of work will be proposed in parallel. One will focus on cryptogams (algae, lichens, mosses and fungi), the other on fauna (Chiroptera & Arthropoda).

Cryptogams

The objective of this component is to familiarize students with the extremely diverse organisms that are bryophytes, phaeophytes and fungi. The principle is 1) to approach these little known diversities through a naturalistic approach, 2) to place these observations in an evolutionary perspective (phylogenetic aspects), and 3) to link the observations to the role of these organisms in terrestrial and marine ecosystems.

Finally, the module will address aspects of daily life, economics or citizenship related to species (toxicology, food, medicine).

Wildlife

The objective is for the student to acquire/improve a body of knowledge on the biology of arthropods and chiropterans, which are taxonomic groups with a great deal of interest, both from the point of view of studies in fundamental ecology (ethology, evolutionary ecology, functional ecology), in applied ecology (conservation biology) and in environmental education / teaching. Beyond the identification of species, this line of work will deal with the evolution and systematics of these taxa, their physiology, their ecological and behavioral particularities, their roles in ecosystems. The teaching will integrate innovative pedagogical approaches, combining the use of traditional (visual recognition) and modern (acoustic identification by software) tools. Among the Arthropods, the groups particularly approached will be the Coleoptera, Lepidoptera, Odonata and Orthoptera which represent very diversified orders that will allow us to approach the notion of species which is central in biology. The identification of species will constitute a basis to study their biology, their ecology and to approach the notions of evolution and phylogeny.

Each group (Fauna - Cryptogams) will have at its disposal 12 hours of field trips (half of which will be common to both groups) to be carried out according to modalities to be defined (4 half-day trips, or 2 long one-day trips). The practical work could be set up on university sites (university campus - Labex CEMEB experimental field at the CEFE - Botanical Garden) suitable for the study of the various organisms.

Cross-cutting concept

The course is organized around a notion common to both groups of practical work which, through a reversed class, will allow to start from the observed species in order to identify central concepts in conservation biology. In S5, the notion of species (and associated entities such as subspecies, hybrids, etc.) will be widely approached, from a theoretical and practical point of view. This notion will allow to address 1. the foundations and limits of the different perspectives of the species (morphological, genetic, ecological), 2. the methodological problems related to the identification of taxa in the field and in the laboratory and 3. the problems that this generates from the point of view of species conservation. For this purpose, the students present at the end of the sequence a taxon, among those proposed in the EU, whose identification is complex.

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The aim of this course is to understand animal behavior in an integrative way, in the light of Tinbergen's four 'whys', from its ontogeny to its evolution: from its ontogeny, its neurobiological causes to its evolution and its biological functions. In addition to historical, conceptual and methodological contributions, the students will be accompanied in order to apprehend the diversity of the features involved as well as the diversity of the approaches and the associated scientific questionings.

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Ecotoxicology concerns the study of the effects of pollutants on living species and on the structure and functioning of ecosystems. This course aims to provide a better understanding of :

- the main types of organic and inorganic pollutants (historical or emerging), as well as their sources and the factors influencing their fate in the natural environment and in organisms

- the effects of pollutants on micro- and macro-organisms at different levels of biological integration (molecule, individual, communities),

- methods for assessing biological effects, environmental quality and ecotoxicological risk in the current European regulatory framework,

- bioremediation processes through several case studies.

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The objective of this course proposed in L3S5 is the acquisition of knowledge on the organization, development and functioning of different physiological systems in animals. More specifically, the functions of circulation, thermoregulation, hormonal regulation and nervous integration will be approached according to a comparative approach (examples drawn from different taxonomic groups) and in an evolutionary context. Questions related to the bioethical aspects of animal physiology experimentation will also be addressed.

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This teaching unit will aim to address the elements necessary to understand the way of life of the major groups of unicellular organisms at the basis of the functioning of ecosystems (viruses, bacteria, archaea, and unicellular eukaryotes ....). The courses allow us to approach the biological organization of each type of organism, the modalities of reproduction, the diversity, to lead to notions of ecology. We will approach the role of these microorganisms in the functioning and dynamics of ecosystems, by considering the interactions that these organisms maintain with other living beings (notion of "symbiosis" in all its variations).

The practical work will:

 - the implementation of techniques allowing bacterial enumeration (CFU), the identification of a particular strain from an environmental sample

 - highlighting the diversity of phytoplankton (unicellular algae) in aquatic environments (fresh water)

 - the identification of the specificity of interactions between bacteria and bacteriophages

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The major objective is to learn the basics of comparative anatomy of chordates, so as to be able to compare and classify them, before tracing the key stages of their evolutionary history. The teaching is integrative in the sense that it uses both present-day organisms and the fossil record, in order to document the evolutionary history of the clade in its entirety and in all its aspects. Anatomical, biomechanical, phylogenetic, and ecomorphological approaches will be addressed in lectures in order to illustrate the diversity and major characteristics of chordates. The practical sessions (and the practical sessions) will illustrate the evolution of the diversity of the integuments, the skeleton, the musculature, the digestive and respiratory systems over long time scales.

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This course is a natural continuation of the course " Quantification of Hazard " (HAV424B) presented in S4. It should provide the concepts for the construction of experimental protocols that answer biological questions and to associate appropriate models for the analysis of variability. A first part will be devoted to the construction of experimental protocols that answer a multitude of questions in the life sciences, i.e. by taking into account the inevitable dependence of statistical individuals, such as pairing, spatial or temporal structure of populations. This part will thus be the occasion to approach the notion of fluctuation, replication and pseudo-replication, which will be taken into account in the models built in the second part of the course. This second part will show the link between the experimental protocol and the modeling of the variability of a quantitative response variable, through the construction of models including several qualitative or quantitative variables. Particular attention will be paid to the conditions of application of these methods, to type I and type II errors, to the methods of estimating the parameters of the models constructed (including the likelihood) and to the interpretation of the estimated parameters. Each notion will be illustrated by the analysis of real biological data from several themes, thus helping students to discover not only modern and common biological questions but also the tools developed to answer them. Practical work in R will allow students to independently perform analyses on published biological cases.

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Through 5 main themes, we will link the principles of evolution and evolutionary ecology seen in the previous E.U. in a fundamental way and current societal applications.

These 5 main themes are: human evolution, biodiversity conservation, domestication of animal and plant species, evolutionary medicine, major crises and global disturbances

Two sessions on the comprehension and oral restitution of scientific articles are carried out in connection with the UE "Evolutionary ecology and its applications".

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For semester 6, students will have the choice between 2 types of student projects: (1) the implementation of a "Science Partners for the Classroom" (ASTEP) or (2) the setting up of a Data Acquisition and Processing (DAP) protocol. For the ASTEP project, the students will carry out a scientific dissemination project with kindergarten or primary school classes in the Hérault region (scientific themes defined by the partner schools). The students will then have to develop one or more experiments to be conducted with the classes, acquire data with the pupils and disseminate the scientific notions to the pupils concerned. For the ATD project, students will have to propose a data acquisition protocol to answer a scientific question of their choice. This protocol could be conducted in the field, in the classroom, or consist of a meta-analysis.

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The objective of the course is to provide an overview of the diversity of Angiosperms, approached through the prism of the most recent phylogenies proposed by theAngiosperm Phylogeny Group (APG). This phylogenetic framework will be supported throughout the course by the concrete observation of vegetative and floral characters of a selection of taxa spread over the whole phylogeny, in order to identify the synapomorphies of the main clades, the possible homoplasies, as well as the adaptations (floral biology, pollination, trophic interactions, etc.)

The students also learn about the diversity of Angiosperms from a floristic point of view, by creating a herbarium of species that are generally Mediterranean. They become familiar with the use of a flora and digital tools for identification (Pl@ntNet e-Flore of Tela Botanica, etc.).

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Through 5 main themes, we will link the principles of evolution and evolutionary ecology seen in the previous E.U. in a fundamental way and current societal applications.

These 5 main themes are: human evolution, biodiversity conservation, domestication of animal and plant species, evolutionary medicine, and major crises and global disturbances.

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The students of the general license of the University follow various introductory courses in ecology during their first two years of study. At the end of their third year, they are introduced to several fundamental concepts of adaptation of individuals to the environment and interactions between species (Concepts in Evolutionary Ecology HLBE503). In particular, they explore r/K evolutionary strategies, linking the adaptation of life cycles to disturbance regimes in natural environments. I propose to place the study of communities in continuity with these foundations, in order to illustrate the role of species' evolutionary strategies in community formation. This teaching will be based on a pedagogical sequence composed of lectures, tutorials and practical work carried out in the form of field projects.

The lectures will present the basics of community ecology in three blocks. The first will concern the definition of a community, and will approach the historical development of the discipline, through the perspectives of Gleason (1926) and Clements (1916). The second block will introduce the elements of description of communities, with the notions of diversities (alpha, beta, gamma) and their different indices. Finally, a third block will lead the students to think about the rules of assemblages in communities, through the role of evolutionary strategies r/K in successions, the notions of environmental filter and functional similarity limitation.

These courses will be held in parallel with a sequence of tutorials that will be organized according to a "data production-analysis-interpretation" scheme. First, the use of seriousgames will allow the production of data based on simplified ecological mechanisms. For this purpose, several serious games allowing to simulate communities are currently under development. These data will be collected by the students, to prepare their analysis. This analysis will take place in the form of a workshop to allow students to familiarize themselves with the calculation of diversity indices. Finally, time will be given to a return to the bibliography in order to investigate if the patterns produced through the sequence have a biological reality, and if they have been observed in nature (independent work and report).

Once the TD sequence is over, students will start setting up in situ community ecology experiments through an introduction to field ecology in the form of independent projects. Within this TP, a workshop will test Grime's (1988) competitive (C), stress tolerant (S) and ruderal (R) strategies through the analysis of plant functional traits. Simple methods have recently been published that allow individuals(let alone communities) to be placed on Grime's triangle (Pierce et al., 2017). The sequence will begin with a field trip on campus: students will choose two contrasting environments (lawns, ruderal area, woods, old wall) on which they will conduct a floristic inventory. Following this, they will take several individuals of each species to the laboratory to measure different functional traits. Once the measurements have been made, they will be able to calculate the various indices related to the CSR strategy. The sequence will conclude with a report and an oral presentation. Other workshops are currently being developed.

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The UE will correspond to a situation to which the students will have to respond. The teaching team of the UE will represent the directions of engineering offices which are in charge of carrying out impact studies following a development project.

The students will play the role of experts from the study offices and will have to carry out analyses on the project area. They will have to provide a report of their impact study in which they will have identified the ecological stakes which they will have classified according to their importance. They will also have to present their studies orally.

The UE will be articulated around 6 sessions of TD of 2h at the beginning of the semester during which the following points will be approached:

TD1: Presentation of the EU, presentation of what an impact study is and what is expected from such a study (this part will be carried out by a professional whose job is to verify impact studies), presentation of the status of the studied areas: ZNIEFF, Natura 2000.

TD2 to 6: Presentation of analysis methods for different groups of organisms (plants, arthropods, herpetofauna, avifauna and chiroptera, soil fauna...).

For the remainder of the EU, students will be required to propose study protocols to estimate the potential impacts of the proposed project. The protocols set up will have to allow for the closest possible assessment of the impacts and the studies will have to budget their interventions. They will then have field sessions to set up their protocol, collect data and then analyze them. The pedagogical team will tutor the groups in order to guide them in their work. They will write a thesis based on a set of specifications provided by the educational team. This deliverable must be supported by field data and data from the bibliography. They will defend their file in front of the pedagogical team during an oral presentation.

Several study areas to carry out the work have been targeted in Montpellier: Triolet Campus, Mosson River, Parc de la Vallet, Montpellier Center, Parc Méric, Rives du Lez, Garrigues de la Lauze...

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This UE is a first approach of Conservation Sciences according to the points of view of the various actors:

- scientific approach: basic and practical approach to conservation and restoration of populations and communities

- societal approach: role of the scientist in the management of species and ecological environments, and interactions with other conservation actors (managers, local actors)

- ethical approach: reflection on the values of biodiversity (quantifiable, preferential, normative) and their applications according to different models, placed in a historical context (mainly ecosystem services and sustainable development)

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This introductory course will capitalize on the mathematical tools encountered throughout the bachelor's degree and particularly in the course of the Modeling of living organisms: theory (option of S4), in order to provide an overview of the different approaches and techniques for modeling living organisms. All the major families of mathematical models will be addressed: static (optimization problems, game theory) as well as dynamic (extensions of the systems seen in S4, introduction to stochastic processes). Examples of applications of these models will be diversified, covering many biological systems as well as different levels of organization (metabolic, epidemiological, meta-community models...). Particular attention will be paid to epistemological aspects (contributions of modeling to the construction of theories in life sciences) and practical aspects (identifiability, calibration, and parametric sensitivity on the one hand, numerical implementation/simulations on the other). Finally, it will be an opportunity for students to become familiar with the research themes involving modeling, developed in the Montpellier basin.

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This UE is structured according to a professional inventory approach during which students will be put in real situation to emphasize their naturalist skills. This one will consist of a field study, with mainly volume of field supervision through SPS for the project follow-up. In this, it is in line with the logic of the ex-CMI (Opus 4).

Eight groups of 5 students will work on the inventory of a specific taxon within the framework of a clearly identified scientific problem. The study area will be different from one year to the next, and will be chosen by the teaching team according to opportunities for collaboration with organizations interested in the proposed approach. The organizations approached are :

- the Conservatoire des Espaces Naturels de Languedoc Roussillon

- the Zoo du Lunaret, manager of the Lez reserve

- the metropolis of Montpellier

The feedback will consist of a common deliverable for the whole class, including a hierarchy of conservation issues. The management organizations of the studied areas will be invited to the presentations.

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The aim of this course is to acquire, reinforce and synthesize notions and knowledge in evolutionary paleontology, sedimentology and paleoecology, and apply them to the fossil world. Together, these notions provide the keys to infer the stratigraphic context and the past environments in which extinct organisms lived.

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Introduce students to an integrated approach of the plant by studying the morpho-anatomical characteristics of stems and roots. To make them discover the spatio-temporal coordinated construction of root and stem architectures through adaptations of Mediterranean and tropical species. Reproductive structures as well as the diversity of biological types will also be taken into account. This course is positioned as a preparation for the continuation in Master BE BioGET course and relies on the natural environment and local and regional infrastructures (Amazonian Greenhouse, Villa Thuret, Jardin Château La Pérouse).

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This course represents an introduction to the ecology of continental freshwater and marine ecosystems, as well as to the interface environments between these two compartments, i.e. mangroves, estuaries and deltas. They will be approached both from the point of view of their structure and from the point of view of their functioning by insisting on both their common points and their differences, and on the abiotic and biotic factors which govern the organization of the communities of organisms which populate them.

They should provide an overview of these ecosystems or hydrosystems and their functioning at various scales.

The first part of the course is entirely dedicated to theoretical teachings, the second part includes introductory sessions to the field trips, the field trips themselves and the practical sessions in which the data collected in the field are analyzed and shared.

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Molecular tools are an integral part of studies to describe and characterize biodiversity. The course will present various molecular approaches (barcoding, metabarcoding and environmental DNA, etc.) to describe, characterize and quantify this diversity at intra- or interspecific, population or ecosystem levels, and (2) to present their fields of application at different scales of time and space. The course will include practical aspects aimed at learning about, implementing, analyzing and reporting on these techniques. Group work in interaction with researchers and teacher-researchers will be privileged.

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One of the goals of this course is to synthesize notions and knowledge acquired in animal biology (anatomy, systematics) and ecology to describe and understand the morphology and evolution of vertebrate morphologies. In addition to dealing with present-day groups, this course will focus on extinct fossil groups, especially their contribution to the understanding of the different eco-morphological adaptations (e.g. acquisition or return to aquatic life, acquisition of flight) that have marked the evolutionary history of clades.

This course also aims to provide theoretical and practical bases in phylogeny (cladistics) to trace the evolution of a clade (distance, parsimony and likelihood methods), both on molecular and phenotypic characters (present and fossil).

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Adaptations to the "parasitic" way of life are studied on all parasitic organisms (viruses, bacteria, eukaryotes) by including different scales of analysis "from molecules to populations".

Thus, the coevolution between hosts and parasites will be considered from the point of view of host-parasite molecular and cellular dialogues (immunity-escape - exploitation of host resources...) but also from the point of view of morpho-anatomical structures involved in adaptation to the infra-host site or in survival in the external environment, and finally from the point of view of behavioral adaptations for the encounter with the host (favoring).

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ORPAL is an ecology course in APP (1/3 field and 2/3 laboratory work). Based on concepts and methods of Ecology, this course aims at discovering historical ecology (study of the interactions between Man and his environment over variable chronological periods) and the main applications in paleoecology, from the definition of the problem, sampling in the field, data acquisition to the interpretation and writing of a scientific article (see https://biologie-e cologie.com/exemples-travaux/). This course is an interesting theoretical and experimental prerequisite for the ACCES, CEPAGE, PALEONTOLOGY, ECOSYSTEMS or BIOGET courses.

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- weather/climate difference

- structure of the atmosphere, radiation balance, greenhouse effect, wind circulation, depressions/anticyclones, tropical cyclones, tornadoes

- general ocean circulation (Munk, main currents, Conveyor Belt)

- geographical distribution and definition of climates

- current climate change

- global water cycle, hydrological balance, water balance, energy balance over a cultivated plot to estimate evapotranspiration

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Understand the weather and know how to use the climato for an ecologist / naturalist.

- climate measurement methods, bioclimate indices;

- Computer workstation: climatic data, modern archives (century), oscillations and trends;

- weather reminders, dominant parameters: from the major biomes to the topoclimate ;

- average climate vs. extreme events, their role and impacts on biodiversity ;

- Group work (restitution): regional themes, shared oral presentation;

- past and future climate changes, their impacts on biodiversity.

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At the end of this course, students will have acquired the basic knowledge required to prepare and correctly carry out a scientific communication operation adapted to a target audience, both orally and in writing. They will also be able to design educational material and awareness workshops for the general public.

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Universities are often perceived as inaccessible places for a large part of society. As part of the UniverlaCité program, which aims to bring the university to life in priority neighborhoods, the students will develop scientific workshops intended for a school audience in REP. 

The EU will offer students the opportunity to:

1- share their own experiences and enhance the value of their knowledge acquired at the University in order to respond as best as possible to the needs of the societal context.

2- to reveal and develop skills in terms of scientific communication through the elaboration and realization of pedagogical materials adapted to the concerned public.

The UE will take place in the form of TD and project follow-up (SPS) on previously defined themes. The socio-cultural situation of sensitive urban areas will be addressed during the first TD. This first TD will also serve to lay the foundations of the UE, to present in details the UniverlaCité device and to make a broad presentation of the scientific mediation.

The following tutorials will serve as sessions during which the students, divided into groups, will have to propose activities to be set up. The constraints that will be given to them by the teaching staff will be: the target public, the theme (which will be defined by the teaching staff and which will be renewed each year) and the need to propose activities 'outside the classroom'.

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The major human and animal health issues related to global change, i.e. :

• the degradation of natural environments, leading to the loss of quality of natural resources (various pollutions) and the loss of biodiversity
• climate change
• the artificialization of living environments
• new therapeutic methods
• the globalization of trade
• the standardization of lifestyles

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The sciences in today's society are at the heart of many ethical, economic and societal issues. The aim of this course is to make students reflect on their knowledge and practices through a historical approach to the construction of knowledge and through reflections on the bioethical aspects of science, the place of researchers in society and the relationship between science and society. The aim is to make students aware of the use of scientific arguments in society and to debate in order to confront supported points of view in a contradictory manner, and to develop their critical sense. It is therefore an opening course, allowing students to take a broader view while maintaining a scientific approach, in other words, to "lift their heads from the handlebars".

- 7CM = 10.5h for History of Science, pan-historical and pan-geographical approach

- 4 CM = 6h to present the concepts of bioethics and the critical approach that will be necessary for the debates (methodology of the controversy, complexity, issues, arguments of authority)

- 2CM= 3h on the role of scientists in society (historical approach and discussion on possible pitfalls)

- 2TD= 3h on cognitive biases, notions of epistemology, language traps, and notion of proof, major types of erroneous reasoning

- 4 sessions of 2TD= 4x3h= 12h of debates on themes at the heart of scientific and societal controversies: GMOs, Vaccination, Pharmacogenetics and genetic testing, Endocrine disruptors, Feeding the planet, Demographic challenge, Climate change, Transhumanism, Cloning and assisted reproduction, Animal experimentation, Neuroscience and marketing, Biological warfare, Nanotechnologies, ... We start with a press article and the students in groups produce a presentation (participate in the evaluation) whose goal is to propose a historical context, present the antagonistic points of view argued (ethical and scientific arguments), and then lead a debate. Each debate session (3h) will have a theme, researchers or EC will be invited to participate in the jury and propose a synthesis at the end.

In groups and for the duration of the course, students will produce a bibliographical synthesis on a theme of their choice, with a well-constructed argument, illustrated with carefully chosen examples, placing the subject in a history of science dimension with bioethical considerations. The idea is not to just make the history of a subject, but on the contrary to insist on the links with the progression of scientific knowledge and the ethical questions raised.

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This course is the logical continuation of the S4 course (Basics of physiology and immunology) and aims to deepen the knowledge of fundamental, applied and clinical immunology. We will also approach the notions of "unconventional" immunology and we will develop the strategies of innovative immunotherapies. This course will cover all the topics related to modern immunology and will be strongly oriented towards the clinical aspects of this discipline.

 Key words

Fundamental immunology, Anti-infectious immunity, Immunotherapy, Vaccination, Autoimmunity, Immune deficiencies, Anti-cancer immunity, Non-conventional immunity

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Molecular biology is both a fascinating subject of study in its own right, but it also provides other disciplines in biology (cell biology, genetics, physiology...) with fantastic tools for modifying and quantifying genes and their products.

The EU provides a deeper understanding of the mechanisms of organization, maintenance, replication and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, the properties of information-carrying macromolecules (DNA, RNA, proteins) will be explored, and how the transactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and to the development of organisms.

In parallel, the main techniques for monitoring or modifying gene expression, or for studying the mechanisms of this expression, will be explained in class and further developed in class by analyzing results.

Thus, the tutorials approach these subjects in the form of (1) exercises leading the students to verify their understanding of the knowledge described above, and (2) experiments extracted from scientific articles to be analyzed. Thus, the basics of scientific reasoning and critical analysis of results will be acquired and/or deepened.

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This teaching unit covers the different categories of biotechnologies according to their field of application:

• Plant biotechnologies concern the agri-food industry and include a series of technologies using the organism of plants and their cells to produce and transform food products, biomaterials and energy, but also recombinant proteins for therapeutic purposes

• Animal biotechnologies concern the fields of health, medicine, diagnosis, tissue engineering as well as the development of genetic or molecular processes with a therapeutic purpose.
• Microbial biotechnologies concern the use of micro-organisms (viruses or bacteria) and their cultivation within the agro-food/pharmaceutical industry or their interest in environmental protection.

The teaching offered to students in the Bachelor 3 Life Sciences is to enable them to discover or deepen their theoretical knowledge of the various biotechnologies as well as to master the associated tools/applications.

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This course aims to deepen the knowledge of microbiology for students who wish to continue their studies in this discipline.

It will address molecular genetics applied to prokaryotes (mobile genetic elements and resistance, CRISPR, 2-component system, quorum sensing, horizontal transfers...) and the specificities of bacterial metabolism.

Bacteria with particular morphology will be presented.  

In virology, the pathophysiology of viral infections and the prevention and control of viral diseases will be presented. The mechanisms of escape from the immune system will be detailed. The mechanisms of virus evolution will be described and related to viral emergence.

The parasitic mode of life of some eukaryotic microorganisms will be illustrated by describing their obligatory intracellular development and the modifications of the host cell induced by these parasites.

Finally, the EU will address the concept of microbiota and will present the latest data on the nature of the human microbiota and its role on health.

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This course allows students to deepen their knowledge of metabolism. This UE allows to apprehend a global vision of the human metabolism. It will insist on the links between the different metabolic pathways. It will also show how the different tissues communicate to maintain a global energy homeostasis. Deregulations of this metabolism at the origin of certain pathologies will be presented.

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This is an introductory course to the teaching profession in biotechnology, which prepares students for the observation period in a technological high school in semester 6. This UE allows to approach notions that will be developed for the students of Master MEEF (Métiers de l'Enseignement, de l'Education et de la Formation) Biotechnologies preparing the CAPET Biotechnologies option Biochemistry Biological Engineering. This course, coupled with the high school internship in semester 6, also helps students choose their career path.

During the course/DD sessions, several issues concerning the teaching and learning of science and biotechnology are addressed:

- What are the principles, tools and teaching methods used in the technological route?

- How to design an education in STL-Biotechnologies and STS?

- How are the programs and reference materials structured?

- What are the modalities of the certification evaluation in the final cycle and in STS?

- How does a general and technological high school work?

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Bacteriology:

Through various examples, students will be able to better understand the notion of pathogenicity in relation to the virulence of bacteria. The means and mechanisms used to manipulate the cells of the organism at the mucosal level in order to penetrate the interior environment, i.e. invasiveness, will be discussed as well as the perception of environmental signals and the integration of these signals in order to coordinate the response of prokaryotes so that they adopt a group behavior. The description of some examples of toxins and modulins in relation to colonization and/or invasion will allow a better understanding of the differences in strategies between prokaryotic pathogens. Finally, the notion of microbiota and its influence on the functioning of the organism as well as its implication on the development of certain pathologies will be discussed.

Immunology:

The Immunology part of the course deals with the broad outlines of the functioning of the immune system during infection. Thus, from the setting up and development of the inflammatory reaction during the recognition of non-self signals by natural immunity (PRR-PAMP) to the mechanisms of cell activation and the cellular responses generated, we will be able to appreciate the diversity of possibilities offered by the different actors of immunity. Moreover, the sequence of events leading to the orientation of the immune response and the acquisition of a durable protection during the adaptive phase will allow to better understand the vaccine strategy. Finally, the immunity of the intestinal mucosa will be discussed in the context of the relationship between the host and the microbiota

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The molecular biology laboratory course aims to make students autonomous in the face of a molecular biology protocol and to introduce them to hypothesis-driven research. The students will have 6 days to answer a biological problem which will be proposed to them. They will thus be able to put into practice, under laboratory conditions, some of the techniques they have learned in their theoretical courses to better understand them.

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In this course, students will learn experimental principles based on nucleic acid manipulation. The lectures will be articulated around two major axes:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (expression of recombinant proteins, genomic banking, transgenesis, CRISPR/CAS9 system etc...) and reflection on the notion of ethics in biology.

TDs will consist of:

- Analysis of articles presenting problems to be solved with the knowledge acquired in the course. The chosen themes will, as much as possible, refer to the parallel UE of the L3. These articles will be presented by the students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer room.

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The objective of the course is to review the molecular techniques of identification with emphasis on biomarkers, advances in the latest generations of biomarkers and selective membranes as well as new instrumentations.

Molecular diagnostic techniques / massive approaches.

Biosynthesis of B cell and T cell Ag receptors 

Antigen-antibody reactions 

Immunological techniques 

Principle of FACS

Proteomics, 2D, LC-MS, MS-MS. Degradome...

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From the same genome, the different cells constituting a multicellular organism will acquire diverse cell fates in order to acquire distinct cellular functions. In addition to the genome, epigenetic regulations governing the control of genome expression will be crucial in establishing phenotypes. The objective of this course is to convey the concepts and methodologies for studying the transmission of hereditary information via so-called epigenetic mechanisms.

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Observation internship in a high school in STL-Biotechnologies and/or STS in applied biology under the responsibility of a teacher tutor in Biochemistry and Biological Engineering. This course, which follows on from the Biotechnology Pedagogy and Didactics course, provides an initial contact with the realities of the teaching profession. This UE allows the students of the Master MEEF (Métiers de l'Enseignement, de l'Education et de la Formation) Biotechnologies preparing the CAPET Biotechnologies option Biochemistry and Biological Engineering to approach notions during the internship. This UE, coupled with the one in semester 5, also helps the student in his professional orientation.
The elements collected during the internship and their treatment give rise to a written report which is presented orally at the end of the semester.

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The objective of this course is to acquire knowledge of fundamental and applied virology, with an emphasis on an integrative vision of the discipline. It will present the specificities of host-virus interactions and the pathophysiology of viral infections in different types of hosts (vertebrates/insects/plants). It will address aspects of viral ecology, emergence and associated risks for human and animal health. Finally, the course will present the study methods used in research, virological detection and diagnosis tools, and the applications of viruses in biotechnologies.

The course will consist of lectures, tutorials (analysis of current scientific articles and oral presentations) and practical work illustrating the lectures and tutorials (virus amplification and purification and quantification using reference techniques).

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This course offers an in-depth study of the structural biochemistry of biomolecules, particularly proteins and nucleic acids.

The basic notions and nomenclature used for the analysis of 3D structures of proteins are briefly reviewed (Ramachandran diagram, structural motif and domain, folding, family, superfamily, etc......). These notions are completed by the study of the stability and dynamics of biomolecules.

The structural classification of proteins is detailed according to the 4 main folding types. Structure-function relationships are illustrated with examples of proteins. The specificities of membrane protein structures (integral proteins, membrane-bound proteins) are discussed.

The main tools for modeling and predicting secondary and tertiary structures are presented.

The different structures and functions of nucleic acids are studied. Protein-nucleic acid complexes are described from a structural point of view (main recognition motifs, ...) and the notions of recognition specificity are detailed.

This teaching is illustrated by tutorials. These works consist in getting familiar with the main databases used in structural biology as well as with the PyMol software for the analysis of 3D structures.

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This course describes the methodology used by researchers in the life sciences to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in this language.

Written communication is addressed through the study of the structuring (macro) of a research article as well as through a study of the publication process in scientific journals. Several elements of written structuring (micro) are examined in order to understand the differences between scientific and literary English: clarity, cohesion, coherence.

These studies are complemented by a tutored project during the semester during which students are required to analyze a recently published research article in the scientific literature and to transcribe it into an oral presentation (conference) in English.

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Molecular biology is both a fascinating subject of study in its own right, but it also provides other disciplines in biology (cell biology, genetics, physiology...) with fantastic tools for modifying and quantifying genes and their products.

The EU provides a deeper understanding of the mechanisms of organization, maintenance, replication and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, the properties of information-carrying macromolecules (DNA, RNA, proteins) will be explored, and how the transactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and to the development of organisms.

In parallel, the main techniques for monitoring or modifying gene expression, or for studying the mechanisms of this expression, will be explained in class and further developed in class by analyzing results.

Thus, the tutorials approach these subjects in the form of (1) exercises leading the students to verify their understanding of the knowledge described above, and (2) experiments extracted from scientific articles to be analyzed. Thus, the basics of scientific reasoning and critical analysis of results will be acquired and/or deepened.

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Functional genetics aims to better understand the relationships between genotype and phenotype. This course integrates the different aspects of the analysis of gene and genome function at the whole genome level by in vivo approaches, as well as transcriptional regulation and expression regulation of eukaryotic genomes. The course is illustrated by concrete examples in developmental genetics in physiological and pathological contexts.

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This course allows students to deepen their knowledge of metabolism. This UE allows to apprehend a global vision of the human metabolism. It will insist on the links between the different metabolic pathways. It will also show how the different tissues communicate to maintain a global energy homeostasis. Deregulations of this metabolism at the origin of certain pathologies will be presented.

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This compulsory course for the "Molecular and Cellular Biology" program is designed to deepen and complete the fundamental molecular and cellular processes seen in the BCM2, BCM3 and "Deepening in Cellular and Molecular Biology" courses, mainly in the form of practical work. These courses will focus on the themes of intracellular trafficking, cell cycle and apoptosis in the continuity of the BCM3 course.

A group work will be done in TD during which the students will have to analyze a scientific article to make a structured summary specifying the context of the study, the precise scientific question asked by the authors, the strategies implemented and the techniques used to answer it. This work is intended to help prepare students for the writing of their TER and internship reports in the Master's program.

The tutorials and practical exercises will be carried out in an integrated manner on the same themes as those dealt with in class. The practical sessions will be directly linked to the laboratory sessions. The students will have to ask a question related to a cellular mechanism and, in the respect of the scientific approach, will propose an experimental strategy allowing to answer it. The practical exercises will allow the application of this strategy by integrating biochemistry, molecular biology and cell biology techniques such as immunoblot, cell culture, immunolabeling and fluorescence microscopy. The results obtained will be analyzed using image analysis techniques and bioinformatics.

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This compulsory S6 course explores the fundamental processes of embryonic development.

All the major stages of embryogenesis will be covered, such as establishment of axes, gastrulation, neurulation, organogenesis, as well as the basic concepts: induction, determination, differentiation, morphogenesis, etc...

The course will emphasize a molecular and cellular interpretation of developmental processes and the importance of an evolutionary approach to embryogenesis. 

The course will therefore systematically make links between its different disciplines, as well as with the material taught in the genetics courses.

The lectures will present the main principles focusing on the two best understood models of development in vertebrates (amphibians) and invertebrates (flies), including a historical aspect, while the tutorials will be devoted to the evolutionary aspect (comparison of different developmental modes and understanding the logic of evolutionary constraints), as well as to the experimental approaches of modern molecular and cellular developmental biology.

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The molecular biology laboratory course aims to make students autonomous in the face of a molecular biology protocol and to introduce them to hypothesis-driven research. The students will have 6 days to answer a biological problem which will be proposed to them. They will thus be able to put into practice, under laboratory conditions, some of the techniques they have learned in their theoretical courses to better understand them.

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In this course, students will learn experimental principles based on nucleic acid manipulation. The lectures will be articulated around two major axes:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (expression of recombinant proteins, genomic banking, transgenesis, CRISPR/CAS9 system etc...) and reflection on the notion of ethics in biology.

TDs will consist of:

- Analysis of articles presenting problems to be solved with the knowledge acquired in the course. The chosen themes will, as much as possible, refer to the parallel UE of the L3. These articles will be presented by the students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer room.

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This course is designed to complete the notions of cell biology seen in L2 in BCM2 and BCM3 through the study of physiological and pathological situations such as cancers.

These courses will introduce students to the importance of finding a study model (cell lines or organisms for in vivo study (Drosophila, C. elegans, Zebrafish) adapted to answer a question and highlight a molecular mechanism.

The lectures will allow the manipulation of advanced concepts of cell biology in connection with the knowledge of the most commonly used methodologies in cell biology such as flow cytometry, advanced techniques of fluorescence and electron microscopy, proteomics as well as the knowledge of experimental models such as cells in culture, genetically modified or not animal models (C. elegans, zebrafish, transgenic mice, KO, KI...)

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From the same genome, the different cells constituting a multicellular organism will acquire diverse cell fates in order to acquire distinct cellular functions. In addition to the genome, epigenetic regulations governing the control of genome expression will be crucial in establishing phenotypes. The objective of this course is to convey the concepts and methodologies for studying the transmission of hereditary information via so-called epigenetic mechanisms.

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The modalities of this UE are specifically adapted to the different courses of the L3. Nevertheless, the objectives are common: to give students an overview of the professional world related to research in life sciences.

The student will be offered a short internship in a laboratory/company or a tutored project with a tutor working in a laboratory or company associated with biology.

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The objective of this course is to acquire knowledge of fundamental and applied virology, with an emphasis on an integrative vision of the discipline. It will present the specificities of host-virus interactions and the pathophysiology of viral infections in different types of hosts (vertebrates/insects/plants). It will address aspects of viral ecology, emergence and associated risks for human and animal health. Finally, the course will present the study methods used in research, virological detection and diagnosis tools, and the applications of viruses in biotechnologies.

The course will consist of lectures, tutorials (analysis of current scientific articles and oral presentations) and practical work illustrating the lectures and tutorials (virus amplification and purification and quantification using reference techniques).

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This practical course aims to apply the students' knowledge of microbiology and molecular biology to the identification of environmental bacteria.

The quantitative and qualitative analysis of the bacterial population present in a soil sample will be done classically by identifying the species by the means of classical bacteriology in successive steps: 1) isolation of the bacterial flora; 2) diagnosis of family and genus using conventional media and tests; 3) diagnosis of the species using API System galleries

Molecular biology techniques now allow the identification of bacteria present in a sample without the need to culture them. This approach requires access to a sequencing platform and will also be carried out during the course of the project, which will allow the two approaches to be compared. The sequencing results obtained will allow a bioinformatics analysis of the rrsA gene specifying the RNA16S of the isolated bacteria.

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This course describes the methodology used by researchers in the life sciences to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in this language.

Written communication is addressed through the study of the structuring (macro) of a research article as well as through a study of the publication process in scientific journals. Several elements of written structuring (micro) are examined in order to understand the differences between scientific and literary English: clarity, cohesion, coherence.

These studies are complemented by a tutored project during the semester during which students are required to analyze a recently published research article in the scientific literature and to transcribe it into an oral presentation (conference) in English.

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This course is the logical continuation of the S4 course (Basics of physiology and immunology) and aims to deepen the knowledge of fundamental, applied and clinical immunology. We will also approach the notions of "unconventional" immunology and we will develop the strategies of innovative immunotherapies. This course will cover all the topics related to modern immunology and will be strongly oriented towards the clinical aspects of this discipline.

 Key words

Fundamental immunology, Anti-infectious immunity, Immunotherapy, Vaccination, Autoimmunity, Immune deficiencies, Anti-cancer immunity, Non-conventional immunity

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Molecular biology is both a fascinating subject of study in its own right, but it also provides other disciplines in biology (cell biology, genetics, physiology...) with fantastic tools for modifying and quantifying genes and their products.

The EU provides a deeper understanding of the mechanisms of organization, maintenance, replication and expression (transcription, post-transcriptional modifications, translation) of eukaryotic genomes.

In particular, the properties of information-carrying macromolecules (DNA, RNA, proteins) will be explored, and how the transactions between them explain the functioning of eukaryotic cells and their adaptation to the environment and to the development of organisms.

In parallel, the main techniques for monitoring or modifying gene expression, or for studying the mechanisms of this expression, will be explained in class and further developed in class by analyzing results.

Thus, the tutorials approach these subjects in the form of (1) exercises leading the students to verify their understanding of the knowledge described above, and (2) experiments extracted from scientific articles to be analyzed. Thus, the basics of scientific reasoning and critical analysis of results will be acquired and/or deepened.

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This teaching unit covers the different categories of biotechnologies according to their field of application:

• Plant biotechnologies concern the agri-food industry and include a series of technologies using the organism of plants and their cells to produce and transform food products, biomaterials and energy, but also recombinant proteins for therapeutic purposes

• Animal biotechnologies concern the fields of health, medicine, diagnosis, tissue engineering as well as the development of genetic or molecular processes with a therapeutic purpose.
• Microbial biotechnologies concern the use of micro-organisms (viruses or bacteria) and their cultivation within the agro-food/pharmaceutical industry or their interest in environmental protection.

The teaching offered to students in the Bachelor 3 Life Sciences is to enable them to discover or deepen their theoretical knowledge of the various biotechnologies as well as to master the associated tools/applications.

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This course aims to deepen the knowledge of microbiology for students who wish to continue their studies in this discipline.

It will address molecular genetics applied to prokaryotes (mobile genetic elements and resistance, CRISPR, 2-component system, quorum sensing, horizontal transfers...) and the specificities of bacterial metabolism.

Bacteria with particular morphology will be presented.  

In virology, the pathophysiology of viral infections and the prevention and control of viral diseases will be presented. The mechanisms of escape from the immune system will be detailed. The mechanisms of virus evolution will be described and related to viral emergence.

The parasitic mode of life of some eukaryotic microorganisms will be illustrated by describing their obligatory intracellular development and the modifications of the host cell induced by these parasites.

Finally, the EU will address the concept of microbiota and will present the latest data on the nature of the human microbiota and its role on health.

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Bacteriology:

Through various examples, students will be able to better understand the notion of pathogenicity in relation to the virulence of bacteria. The means and mechanisms used to manipulate the cells of the organism at the mucosal level in order to penetrate the interior environment, i.e. invasiveness, will be discussed as well as the perception of environmental signals and the integration of these signals in order to coordinate the response of prokaryotes so that they adopt a group behavior. The description of some examples of toxins and modulins in relation to colonization and/or invasion will allow a better understanding of the differences in strategies between prokaryotic pathogens. Finally, the notion of microbiota and its influence on the functioning of the organism as well as its implication on the development of certain pathologies will be discussed.

Immunology:

The Immunology part of the course deals with the broad outlines of the functioning of the immune system during infection. Thus, from the setting up and development of the inflammatory reaction during the recognition of non-self signals by natural immunity (PRR-PAMP) to the mechanisms of cell activation and the cellular responses generated, we will be able to appreciate the diversity of possibilities offered by the different actors of immunity. Moreover, the sequence of events leading to the orientation of the immune response and the acquisition of a durable protection during the adaptive phase will allow to better understand the vaccine strategy. Finally, the immunity of the intestinal mucosa will be discussed in the context of the relationship between the host and the microbiota

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The main goal of this module will be to provide a better understanding of the major concepts of modern biology, through the history of their development. In other words, to analyze the intellectual path as well as the experimental and theoretical approaches that led to their construction. For example, we will analyze how the search for a "natural" classification led Jean-Baptiste Monet de Lamarck and Charles Darwin to lay the foundations of evolutionary biology or how the concept of "unity of organization plan" by Etienne Geoffroy Saint Hilaire is at the origin of evolutionary paleontology, developmental biology and evolution/development (Evo/Devo).

Within the framework of bioethical aspects, the problems of the drift of a concept (from craniology to eugenics) or the cases of "Georges Cuvier" and "Trophim Lyssenko" when religious or political ideology interferes with science will be addressed.

Finally, biological philosophy will lead us to discuss the interest of models in biology and the "end of the genetic whole" (from Lamarck to epigenetics through epigenesis).

The whole module will be done through lectures during which some founding texts of modern biology will also be analyzed and discussed.

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The molecular biology laboratory course aims to make students autonomous in the face of a molecular biology protocol and to introduce them to hypothesis-driven research. The students will have 6 days to answer a biological problem which will be proposed to them. They will thus be able to put into practice, under laboratory conditions, some of the techniques they have learned in their theoretical courses to better understand them.

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The courses will cover the basics and application principles of microbial ecology (microbial biodiversity; cultivable/non-cultivable microorganisms; major microbial groups, main microbial functions and biogeochemical cycles, microbial metabolisms in the environment and environmental applications, basics of ecology applicable to microorganisms (microbial interactions, free life, competition, collaboration, symbiosis, parasitism and their applications). In particular, the following topics will be covered by way of illustration

- viruses: notion of emergence and re-emergence

-vibrios, virulence factors, host adaptation and horizontal transfer

-streptococci, comparative genomics, genomic reduction, specialization

 The applications of microbial ecology to biotechnologies will concern: detection, production of inocula, bioproductions, bioremediation, water treatment on concrete examples (development of multipathogen detection tools taking into account the mutation, production of a taste enhancer by a soil corynebacteria, applications of the study of microbial interactions to the selection of cheese flavors, quality index of a vineyard soil ...)

Water analysis, principles, standards, applications: total 6h

TD/ personal work on the basis of the results of the TP: design of a water purification model in real situation (cadastral data, topological survey, load in total fecal coliforms streptococci resulting from the TP, presentation of the students on the various types of (micro)purification stations....) it is a question of proposing a conceptual solution adapted to the case of ground.

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In this course, students will learn experimental principles based on nucleic acid manipulation. The lectures will be articulated around two major axes:

1. Implementation of molecular tools (cloning, nucleic acid analysis, vectorology) ii. Their applications (expression of recombinant proteins, genomic banking, transgenesis, CRISPR/CAS9 system etc...) and reflection on the notion of ethics in biology.

TDs will consist of:

- Analysis of articles presenting problems to be solved with the knowledge acquired in the course. The chosen themes will, as much as possible, refer to the parallel UE of the L3. These articles will be presented by the students in the form of oral presentations by groups of 3 to 4 students to the whole class.

- Sessions reserved for the use of basic bioinformatics tools in the computer room.

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This course aims to deepen the knowledge of eukaryotic microorganisms and to explore in particular the diversity of unicellular eukaryotes with a free or parasitic life style. This diversity will be studied not only from a theoretical but also from a practical point of view. Indeed, the specificities of development and life style of four unicellular microorganisms (social amoeba Dictyostelium discoideum, ciliate Tetrahymena, apicomplexan parasites Toxoplasma gondii and Plasmodium falciparum) will be studied during practical works and will allow to illustrate the notions approached in course and in TD

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The modalities of this UE are specifically adapted to the different courses of the L3. Nevertheless, the objectives are common: to give students an overview of the professional world related to research in life sciences.

The student will be offered a short internship in a laboratory/company or a tutored project with a tutor working in a laboratory or company associated with biology.

See full page

The objective of this course is to acquire knowledge of fundamental and applied virology, with an emphasis on an integrative vision of the discipline. It will present the specificities of host-virus interactions and the pathophysiology of viral infections in different types of hosts (vertebrates/insects/plants). It will address aspects of viral ecology, emergence and associated risks for human and animal health. Finally, the course will present the study methods used in research, virological detection and diagnosis tools, and the applications of viruses in biotechnologies.

The course will consist of lectures, tutorials (analysis of current scientific articles and oral presentations) and practical work illustrating the lectures and tutorials (virus amplification and purification and quantification using reference techniques).

See full page

This course describes the methodology used by researchers in the life sciences to communicate the results of their experiments, both in writing and orally. As English is the common language of international researchers, a large part of this course is taught in this language.

Written communication is addressed through the study of the structuring (macro) of a research article as well as through a study of the publication process in scientific journals. Several elements of written structuring (micro) are examined in order to understand the differences between scientific and literary English: clarity, cohesion, coherence.

These studies are complemented by a tutored project during the semester during which students are required to analyze a recently published research article in the scientific literature and to transcribe it into an oral presentation (conference) in English.

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Through practical work sessions, study of different physiological regulations on the animal.

Acquisition of operating techniques in rats to determine blood volume, osmotic diuresis and renal permeability, the action of adrenaline and insulin on blood glucose, inulin clearance and glucose transport mechanisms through the intestinal wall.

Study of the mechanical and electrical functioning of the frog heart.

Learning of all the elements allowing to carry out the protocol of TP required in order to obtain results and to build a report.

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This course is the logical continuation of the S4 course (Basics of physiology and immunology) and aims to deepen the knowledge of fundamental, applied and clinical immunology. We will also approach the notions of "unconventional" immunology and we will develop the strategies of innovative immunotherapies. This course will cover all the topics related to modern immunology and will be strongly oriented towards the clinical aspects of this discipline.

 Key words

Fundamental immunology, Anti-infectious immunity, Immunotherapy, Vaccination, Autoimmunity, Immune deficiencies, Anti-cancer immunity, Non-conventional immunity

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Study of the primary and secondary olfactory systems:

The main olfactory system: stimuli, receptor structures, mechanism of transduction, coding of olfactory information and associated olfactory pathways.

The secondary olfactory system: stimuli, receptor structures, mechanism of transduction, coding of olfactory information and associated olfactory pathways.

Study of the taste system:

The taste system: stimuli, receptor structures, transduction mechanism and associated taste pathways.

Olfaction and cognition:

Study of odors on behavior; factors influencing the quality of the olfactory sensation; characteristic dimensions of odors; behavioral classification of odors. Olfaction and cognition: memory of odors, mother/child olfactory attachment.

Gustation and eating behavior :

Gusto-facial reflex; food preferences and aversions.

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The objective of this course is to provide an integrated approach to the functioning of the nervous system, drawing on several fields of neuroscience (neurodevelopment, functional neuroanatomy, neuroimaging, cognitive neuroscience) and focusing on complex brain functions

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The objective of this course is the morpho-functional study of the cells of the nervous system (neurons, glial cells), namely: the description of the mechanisms involved in neuronal excitability (generation and propagation of action potentials) and neurotransmission (mechanisms of release and synthesis of neurotransmitters and the structure and function of neurotransmitter receptors). The concepts of synaptic plasticity are also developed.

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The cardiovascular physiology course aims at describing and acquiring knowledge on the functioning of the cardiovascular system from the whole animal to the molecular and cellular levels. Among other things, cardiac contraction, regulation of cardiac electrical activity (electrocardiogram and ion channels), regulation of blood pressure and baroreflex, regulation of cardiovascular functions by the autonomic nervous system will be studied.

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The mechanism of action of drugs is based on an interaction with a target cell structure of the organism leading to the modulation of its function. Thus, this course has two main components. The^first part will aim to make students aware of the different modes of cellular communication, the different chemical messengers, their targets and their modes of action. The second part will aim to give students the basic knowledge of pharmacology, i.e. understanding the mode of action of drugs and their fate in the body. For this, the concepts of pharmacodynamics (ligand-receptor interaction, effect-dose relationship) and pharmacokinetics (ADME: absorption-distribution-metabolism-excretion) will be addressed. In addition, drug targets, intracellular signaling and therapeutic indications will be discussed.

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This course provides an introduction to the main diseases affecting the nervous system, both neurological and psychiatric. The pathologies are treated under a multidisciplinary angle going from the molecular to the symptoms. This basic knowledge in neuropathology will serve as a foundation for the research fields addressed later in the Master's program

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The muscular and cardiac pathologies UE aims, from the knowledge acquired in the previous semester on cardiovascular physiology, to understand the molecular and cellular mechanisms that lead to cardiac pathologies (various rhythm disorders including atrial fibrillation, heart failure, ...) and muscular (myopathies, ...).

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The aim of this course is to acquire scientific knowledge and skills in the field of nutrition and more specifically in relation to pathologies.

Nutrition is defined as the science that analyzes the relationship between food and health. The links between nutrition and health are becoming better known and the risk of developing many diseases - cancer, cardiovascular disease, obesity or type 2 diabetes - can be reduced by following national nutrition recommendations.

These recommendations are based on multiple scientific studies and are evolving as new knowledge becomes available. It is still difficult to describe the biological mechanisms that explain the complex effects of nutrition on health.

Numerous epidemiological studies have established that a sufficient, balanced and diversified diet is essential for growth, maintenance of immunity, fertility and successful aging (cognitive performance, maintenance of muscle mass, fight against infections).

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The teaching provided in the Sensory and Motor Neurophysiology course deals on the one hand with the anatomical and functional organization of the main sensory systems, vision, hearing and somesthesia. On the other hand, it deals with the motor system and its central control at the spinal and supra-spinal levels: brain stem, motor cortex, cerebellum and basal ganglia.

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The objective of this course is to provide the student with fundamental and in-depth knowledge and skills on the physiology of the endocrine system. By studying the morphological and functional organization of the endocrine system, the student will be able to understand the multitude of hormonal systems (endocrine glands, hypothalamo-hypophyseal axis, reproductive system) and their essential roles in the realization of the major physiological functions and homeostasis.

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The modalities of this UE are specifically adapted to the different courses of the L3. Nevertheless, the objectives are common: to give students an overview of the professional world related to research in life sciences.

The student will be offered a short internship in a laboratory/company or a tutored project with a tutor working in a laboratory or company associated with biology.

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