To familiarize students with experimental approaches used in research laboratories in the fields of cell and molecular biology, imaging, and transgenesis. Particular emphasis will be placed on highlighting the advantages and limitations of the techniques presented, in order to stimulate the student’s critical thinking. The student should therefore be able, when faced with a given biological question, to design an experimental strategy to address it.
The student should be able to propose and critically evaluate technical and experimental approaches to investigate a given biological question.
The main objective of this course is to expose students to the wide range of modern techniques used in molecular and cellular biology laboratories (genetics, biochemistry, omics approaches, advanced bioimaging). More specifically, students will be encouraged to adopt a critical perspective on the advantages and limitations of these various techniques.
See table of content.
1) Fluorescence: theoretical overview
2) Epifluorescence microscopy (widefield)
3) Confocal microscopy:
4) TIRF microscopy (Total Internal Reflection Fluorescence), also known as evanescent field microscopy
5) How to increase resolution? → So-called “super-resolution” techniques:
6) How to increase acquisition speed without (too much) compromising resolution? (important for live-cell and 3D imaging):
The programme has been established in a consensual way between the 3 Professors in order to cover major and many experimental techniques, equipments and strategies used in modern biology. The course has been planned to give tools and keys to students in order to allow them to read and to understand scientific papers as well as to give them basic knowledge to plan a research project. Lectures supported by various pedagogical tools are accompanied by extra readings of scientific papers.
These papers are analyzed in a critical manner by the teachers.
The student draws three questions at random, each relating to the subject matter of the lecture course given by one of the three professors (Learning Activities: LA1, LA2, and LA3). Each professor marks the part that concerns them.
Preparation: The student prepares a framework of answers to the questions drawn. They have at least 60 minutes for this preparation. Four to five students enter the examination room at the start of each half-day examination session. Seven to eight students may be preparing their exam simultaneously in the same room. If necessary, the student is invited to report any difficulty in interpreting a question or to request specific information they have forgotten and need in order to answer.
Oral examination: The student presents each of their answers to the relevant professor. Additional questions may be asked during the exam. The oral examination usually lasts between 20 and 30 minutes. Even for follow-up questions asked orally during the exam, the student may request some time for reflection. Central importance is placed on the quality of reasoning (understanding of experimental facts, interpretation of results) rather than on factual details and rote recall. The student is expected to pass each part of the course in order to be awarded an overall pass. The three instructors will discuss the student’s performance together and jointly decide whether the objectives have been met.
In the event of a serious failure in the evaluation of one or more of the three LAs of this course (a mark below 7/20), the lowest mark will be determining and will appear on the deliberation sheet for the course unit. The student will then have to retake in the second session the part(s) of the AAs concerned by the failure, while retaining the marks already obtained in the first session for the other successfully completed parts. Important note: a successfully completed LA is definitively validated (carried forward from one session and one academic year to the next).
Slides and research articles derived from the literature (Webcampus).
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Master in Biochemistry and Molecular and Cell Biology, Research focus | Standard | 0 | 3 | |
| Master in Biology | Standard | 0 | 3 | |
| Master in Biochemistry and Molecular and Cell Biology, Teaching focus | Standard | 0 | 3 | |
| Master in Biochemistry and Molecular and Cell Biology, Professional focus | Standard | 0 | 3 | |
| Master in Biology | Standard | 1 | 3 | |
| Master in Biochemistry and Molecular and Cell Biology, Teaching focus | Standard | 1 | 3 | |
| Master in Biochemistry and Molecular and Cell Biology, Professional focus | Standard | 1 | 3 | |
| Master in Biochemistry and Molecular and Cell Biology, Research focus | Standard | 1 | 3 |