syllabus - centrale marseille

SYLLABUS2019-2020

SEMESTERS 5 AND 6

4

Chemistry – Chemical engineering

Alexandre Martinez Head of theme at École centrale de Marseille Objectives In chemistry: – Discover the general principles of kinetics and chemical thermodynamics as well as the structure-property relationships of molecules – Recognise reactive molecular entities – Be familiar with and know how to use the general concepts of organic reactivity to investigate the kinetics and mechanisms of molecular transformations, predict selectivity and stereochemistry – Investigate the electronic structure of organometallic complexes, the metal-ligand bond, be aware of the basic steps leading to transformations in organometallic chemistry In chemical engineering: – Know how to apply mass and energy balances, with and without chemical reactions, for a system in the steady state regime – Be familiar with and know how to calculate the volume of ideal reactors (closed circuit, perfectly stirred, plug flow reactors) in simple cases. – In the case of perfectly stirred reactors, know how to calculate the adiabatic temperature – Learn about the transient regime – Apply this knowledge to the distillation of a binary mixture – Be aware of the thermodynamics of liquid/vapor equilibria – Know how to scale a plate column in continuous and batch modes Programme Molecular structure: 1. Chemical and atomic – Electronic configurations – Lewis theory – Molecular geometry – Quantum model of the atom – Molecular orbitals – Hückel method 2. Formal chemical kinetics – Rate and order of reaction and rate constant – Kinetics of complex reactions (parallel, consecutive reactions) – Mechanistic – Thermodynamics of activation – Kinetic/thermodynamic control 3. Chemical thermodynamics – Standard state – State functions – Partial molar magnitudes – Reaction magnitudes – First principles and applications – Chemical potential – Second principles and evolution of chemical systems Organic reactivity: 1. Steady-state stereochemistry (chirality) – Dynamic stereochemistry (conformational analysis) 2. Reactivity of alkanes and halogenoalkanes, reactive species – Nucleophilic substitution – Elimination Electrophilic addition on alkene. Organometallic chemistry: 1. Organometallic complexes – Electronic structure of complexes – Metal-ligand bond 2. Reaction mechanisms – Ligand substitution – Oxidative addition – Reductive elimination – Insertions and eliminations 1. Balance and reactors: – Discovery of chemical engineering and unit operations – Overall analysis of a manufacturing process – Applying overall and partial balances without chemical reactions – Applying overall and partial balances with chemical reactions – Energy balance, with and without chemical reactions – Introduction to reactors (process & technology) – Specific case of ideal reactors 2. Distillation of a binary mixture: – Introduction to separation methods – Thermodynamics of liquid/vapor equilibria – Flash distillation – Continuous distillation: scaling by the McCabe and Thiele method – Batch distillation: Rayleigh equation and scaling Assessments SE Chemistry (2/3) – Chemical Engineering (1/3): 50% CA (Tutorial + Practical + Independent work) Chemistry (2/3) – (Tutorial + Independent work) Chemical Engineering (1/3): 50% Bibliography Online resources on the Ecole Centrale’s teaching portal Books (documentation center)

ECTS credits Code for the TU 5 ING_1A_S5_CHIM

ING_1A_S6_CHIM Total volume of (student) hours for the TU

L T PW IW Projets Other Total

36 32 4 24 96

Language French Teaching team Chemistry : – Bastien Chatelet – Didier Nuel – Laurent Giordano – Alexandre Martinez – Alberto Insuasty – Cédric Colomban – Innocenzo De Riggi Chemical engineering: – Pierrette Guichardon – Pascal Denis – René Arnaud

5

Economics Management

Dominique Henriet Head of theme at École centrale de Marseille Objectives This two-part course aims to present the principles of the general economic mechanisms and the economic and financial workings of companies. To understand the economic mechanisms requires knowledge of general modern microeconomic theory and models representing the law of supply and demand, its limitations and extensions. Similarly, the principles of company accounting are presented to highlight and explain the challenges associated with funding and exploiting companies. Finally, the course will cover the main principles of internal corporate organisation. Programme Economics – Principles of microeconomics

– general model, law of supply and demand and simple applications – market efficacy and failures (strategic behaviour and imperfections)

– Introduction to standard macroeconomic models – economic fluctuations and policies

Management – Principles of company organisation and management – Company accounting

– review and accounting result, account balance and interpretation – Financial analysis

– funding sources and associated strategic challenges Serious Game – Role playing based on a market simulation Skills – Students will master complexity – And be able to conduct programmes Assessments CC1 : DS 3 h (2 X 1 h 30) 85 % CC2 Serious game 15 % Bibliography Principles of microeconomics, G. Mankiw, Worth Publishers www.dominique.henriet-mrs.fr Polycopié de comptabilité

ECTS credits Code for the TU 4 ING_1A_S5_ECOG

ING_1A_S6_ECOG Total volume of (student) hours for the TU


60

Language French Teaching team – Dominique Henriet (Economic lessons) – Renaud Bourlès (Economic) – Mohamed Belhaj (Economic Management) – Nicolas Clootens (Economic Management)

6

Computing

Thierry Artieres Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

ECTS credits Code for the TU 4 ING_1A_S5_INFO

ING_1A_S6_INFO Total volume of (student) hours for the TU


Language French Teaching team

7

Mathematics

Jacques Liandrat Head of theme at École centrale de Marseille Objectives Introduction to the mathematical, numerical and probabilistic approaches required in general engineering Programme The TU is divided into three distinct parts: – a theoretical analysis course addressing the bases of analysis: differential calculus, optimisation, Lebesgue integration, Fourier transforms, Hilbert spaces – a numerical analysis course introducing the bases of numerical approximation: polynomial approximation, ordinary differential equations and approximation of their solutions, approximation of solutions to partial differential equations by finite differences – a probability and statistics course as an introduction to the study of random situations: probabilistic tools, modelling, examples of applications in statistics. The following themes will be addressed: the basics of probability calculations, real random variables, transformations (characteristic function, generating function), series of random variables and convergence modes, pairs of random variables, point estimations and interval estimations, tests. Skills Skills targeted: – know how to mobilise and use basic mathematical approaches – know how to implement numerical methods to simulate a problem – recognise a situation presenting a discrepancy and be capable of modelling it – be capable of verifying the relevance of a model Target field-related skills and knowledge Bases of analysis and numerical analysis, probability theory, elements of parametric statistics Assessments Mini-tests at start of tutorials, multiple-choice questionnaires (30%), project (20%), supervised exercises (50%) Bibliography Course notes

ECTS credits Code for the TU 5 ING_1A_S5_MATH

ING_1A_S6_MATH Total volume of (student) hours for the TU


36 36 24 96

Language French Teaching team – G. Chiavassa – T. Le-Gouic – J. Liandrat – C. Pouet – F. Schwander – J.-M. Rossi – M. Tournus

8

Mechanics

Bruno Cochelin Head of theme at École centrale de Marseille Objectives To present the concepts and tools related to the mechanics of continuous media (MCM) This scientific discipline relates to the study of movement and the deformation of systems in response to the application of forces. These concepts can be used to model most mechanics problems encountered by engineers in applications. For example, we can cite the analysis of air flow around a windmill blade with a view to optimising its performance, the study of deformation and resistance of the same blades when exposed to extreme winds, and finally, the impact of acoustic disturbances generated by the windmill on the surrounding environment. This course on the mechanics of continuous media (MCM) was designed to be a coherent foundation for all the advanced mechanics courses in the second and third years of the engineering degree. The basic principles of the discipline are presented to the highest level of current knowledge using a unified presentation which is valid for all macroscopic liquid and solid continuous media. Because it limits the number of essential notions, this vision is an effective teaching approach and prepares students to model complex mechanical systems with multiple physical characteristics at various scales. Programme The first part of this course is devoted to the general concepts of the discipline. • Algebra and tensor analysis • Basic concepts in MCM • Deformation of continuous media: deformation tensors • Efforts in continuous media: strain tensors • General MCM equations: mass conservation, basic principles of dynamics, first and second thermodynamic principles The subsequent part of the course relates to three key applications for engineers: 1) Linear elasticity • From general MCM equations to elasticity equations • Behavioural relation for a linear elastic solid • Some analytical solutions to elasticity problems • Notions of numerical solutions based on finite element methods 2) Fluid mechanics • Adaptation of general MCM equations to the flow of incompressible fluids • Newtonian fluid behaviour • Solving classical fluid mechanics problems • Hydraulic circuits 3) Linear acoustics • From general MCM equations to acoustic equations • Sound wave propagation, notions of acoustic modes Skills – Students will become familiar with a scientific discipline to create value and innovation – Be able to understand, formulate and solve a multi-physical complex problem – Be able to extend the field of knowledge to other disciplines Assessments 1) Continuous assessment: tests completed during the 14 tutorial sessions, without documents: – either a short 3-minute test at the start of the tutorial (worth 2 points) – or a longer 30-minute test at the end of the tutorial (worth 20 points) 2) Classical written exam (three hours) “without documents” 3) TU grade = 60% written exam grade + 40% “long test” grade + average grade from short tests (maximum 2 points) Bibliography – Jean Coirier, Mécanique des milieux continus, 2nd edition, Dunod – Paul Germain, Patrick Muller, Introduction à la Mécanique des milieux continus, 2nd edition, Masson – Paul Germain, Mécanique, Volume I and II, École polytechnique, Ellipse – Jean Salençon, Mécanique des milieux continus, Volume I and II, École polytechnique

ECTS credits Code for the TU 4 ING_1A_S5_MECA

ING_1A_S6_MECA Total volume of (student) hours for the TU


26 28 18 72

Language French Teaching team – Michel Benoit – Stéphane Bourgeois – Bruno Cochelin – Thierry Désoyer – Christophe Eloy – Dominique Eyheramendy – Marc Jaeger – Olivier Kimmoun – Cédric Maury – Daniel Mazzoni – Emmanuelle Sarrouy

9

Waves and signals

Miguel Alonso Head of theme at École centrale de Marseille Objectives Waves: – Be able to model propagation in a real infinite homogeneous linear isotropic medium by implementing a Fourier transform – Understand and use the wave packet concept (frequency-based and spatial) – Apply these concepts to the study of interference, flat interfaces, and planar components – Know how to define a polarisation state and understand the notion of propagation eigenstates in an anisotropic medium – Understand the microscopic origins of the response of a physical medium under the influence of an excitation field – Know how to implement the Fresnel approximation to describe propagation of a wave packet in free space – Know how to describe crossing a lens in electromagnetic optics terms, and model an imaging system – Understand the standard aberration concept and its consequences – Know how to describe how an adaptive optical system functions Signals: – Become familiar with the physical nature of signals and the processes required for their digitalisation – Be aware of and able to implement basic signal treatment methods – Address the notion of optimal signal treatment and be familiar with a few optimal filtering techniques to deal with noise – Perform a project relating to signal treatment – Draw on the teaching provided to complete a signal-related multidisciplinary project or self-directed assignment Programme Waves: this course addresses basic concepts behind photonics (waves and wave packets, diffraction, image-formation). The proposed approach aims to achieve a smooth transition between the formalism of electromagnetic optics and that of image formation. Essential to this approach is the notion of a spatial wave packet, which can be used to treat propagation in free space as a filter applied to the space of spatial frequencies, and to reveal similarities in approaches relating to spatial and frequency-based components in an electromagnetic field. This methodology also specifically focuses on Fourier transforms, which is the mathematical tool upon which the approach was built. The concepts developed are illustrated through practical applications. The course is split into four sequences: – fields and matter; – interfaces, interference and planar components; – wave packets in infinite space; – images and imaging systems. Signals: this course allows the identification of issues related to signal treatment and provides the basic concepts in this field. Signal treatment is one of the cornerstones of digital technologies. The course starts with a presentation of the principles of the scientific approach and new and specific techniques, for which industrial and societal applications are currently expanding. The main notions that will be addressed are the following: – representation of linear systems; – temporal and spectral representation of deterministic and random signals; – linear filters; – signal digitalisation and digital signal treatment methods. Assessments Continuous assessment: CA1 waves: written + Practical (40%) CA2 signals: written + Practical (40%) Independent work (20%) Bibliography De l’Optique électromagnétique à l’Interférométrie – Concepts et illustrations, M. Lequime and C. Amra, EDP Sciences

ECTS credits Code for the TU 5 ING_1A_S5_ONSI

ING_1A_S6_ONSI Total volume of (student) hours for the TU


30 26 12 24 4 96

Language French Teaching team – Carole Deumie – Gaëlle Georges – Laurent Gallais – Miguel Alonso – Nicolas Sandeau – Frédéric Lemarquis – Salah Bourennane – Caroline Fossati – Thierry Gaidon – Antoine Roueff

10

Physics

Thomas Durt Head of theme at École centrale de Marseille Objectives - Allow students to assimilate the basic postulates of quantum physics and understand, in particular, microscopic physics in probabilistic terms - Provide students with notions of statistical physics and the basics of classical and quantum statistical distributions, as well as thermodynamic and chemical potentials - Explain the changes to scientific reflections based on a history of ideas, mid-way between empiricism and speculation - Provide students with the tools to identify implications for engineering Programme Quantum physics part: – Limitations of a classical approach - Wave particle duality - Probabilistic description, basic postulates and measurement - Description of angular, orbital and spin momentum - Fermion/boson distinction - Entanglement and non-locality These concepts will be used with real-world examples, such as the hydrogen atom, harmonic oscillator, tunnel effect and quantum boxes. Statistical physics part: – Revision of probability as applied in physics – Random steps and diffusion – Developing the foundational equations - Basic principles and microcanonical and canonical distributions - Sample applications - Elements on grand canonical and quantum distributions - Introduction to phase transitions Skills - Students will encounter an unusual conceptual framework, distinct from the intuitions formed at the macroscopic scale - They will learn to handle non-determinism in physics and engineering - And grasp the founding concepts in physics, which are useful in numerous scientific and technical fields This teaching also allows students to practise: -1 Identifying the determinant parameters necessary to solve a problem; -2 Developing novel solutions; -3 Demonstration of mathematical rigour when solving problems; -4 Integrating a relatively complex means of reasoning. Assessments - 2-h continuous assessment in statistical physics, which accounts for 50% of the final grade - 2-h continuous assessment in quantum physics, which accounts for 50% of the final grade Note that two self-monitored and self-assessed mock exams are scheduled as preparation for the CA. Bibliography Quantum physics part: course notes. Introduction to Quantum Mechanics????, Griffith. Tutorial solutions and other solutions available on Moodle Statistical physics part: books available from the school’s library. Some handouts for tutorials

ECTS credits Code for the TU 4 ING_1A_S5_PHY

ING_1A_S6_PHY Total volume of (student) hours for the TU


36 18 18 72

Language French Teaching team – Thomas Durt (quantum physics) – Jean Bittebiere – Marc Jaeger – Nicolas Sandeau – Philippe Réfrégier (statistical physics) – Muriel Roche (statistical physics) – George Bérardi (statistical physics) – Frédéric Galland (statistical physics) – Hassan Akhouayri (statistical physics)

11

Languages and international culture

Carole Enoch Head of theme at École centrale de Marseille Objectives Languages and culture (L&C) are essential elements in the training of internationally aware and responsible citizens and engineers. Engineers graduating from Ecole Centrale Marseille must be able to interact precisely and effectively with partners in a number of languages and/or from different cultures, in particular in an occupational environment. Graduates will be capable of mobilising linguistic, conceptual, cultural and communicational knowledge and skills. To do so, they will acquire information relating to practices, events and/or historical, cultural, social, economic and political phenomena. Their imagination will be stimulated through cultural exploration and by taking differences into account by varying their representations. They will develop their critical faculties. Programme L&C teaching includes two distinct branches of teaching: English (LL1) 20 h and another language 20 h (LL2). Please note: foreign students enrolled in a double diploma/degree will take two French as a foreign language courses (LL1 and LL2) in S5 and S6. These 40 hours’ on-site lessons are complemented each semester by 10 h of personal work (independent work, research, exercises, etc.) for each language. L&C are taught at a volume of 2 hours per week for each language. Students will be grouped by level following English, French as a foreign language, German and Spanish testing (if necessary). For beginner level LL2, students will have 10 hours (Italian, Spanish, Portuguese) or 15 hours (German, Chinese, Japanese, Russian) of complementary remedial lessons. N.B. Students will only be able to start a new language in semester 5. Levels and obligatory external certifications to validate the diploma/degree: - In English and French as a foreign language, the desirable level following the course is C1 on the CEFRL. In line with the Regulations of studies, all students must obtain an external certification in English (minimum level required B2+, or TOEIC 850). International students must also validate a minimum B2 level on CEFRL in French as a foreign language (Delf B2 or Dalf C1 C2). Note: other students must validate a level of French as their native language (FLM/Orthodidacte level 3). – For other languages, the target level is B2, or C1 depending on the student’s academic trajectory. It is recommended that an external certification be obtained to certify the highest level obtained at the end of the training. -> See the descriptions of the different levels in the Common European Framework of Reference for Languages (CEFRL): https://www.coe.int/en/web/portfolio/self-assessment-grid Skills – C1: Production + fluency – C2: Represent and model + resolve and arbitrate + think and act in an unpredictable and uncertain environment – C3: Design a project, a programme + manage, lead – C4: Generate individual and collective performance + lead transformation of an organisation (identify needs / hurdles when effecting changes, etc.) – C5: Anticipate and commit + construct and sustain (analyse an organisation’s strategy with respect to local, global or other challenges) Assessments TU divided into two parts (CA1 LL1 50% + CA2 LL2 50%). A pass grade of 10/20 is set, with a minimum of 7/20 required to validate the course Assessment of the five CEFRL skills: written comprehension and expression, continuous oral comprehension and expression in interaction + assessment of knowledge acquired (lexicon, conjugation, culture, etc.) Attendance mandatory (maximum of two absences) Bibliography Specific to each language

ECTS credits Code for the TU 2 ING_1A_S5_BETA_LANG

ING_1A_S5_ALPHA_LANG ING_1A_S6_BETA_LCI

ING_1A_S6_ALPHA_LCI Total volume of (student) hours for the TU


40 20 60

Language English Teaching team – German: Dominique Ortelli-Van-Sloun – English: John Airey, Patrick Atkinson, Valérie Durbec, Gerald Marquis – Spanish: Carole Enoch – French as a foreign language: Valérie Hamel (+ French as mother tongue)

12

Physical, sporting and artistic activities

Jean-Luc Blanchon Head of theme at École centrale de Marseille Objectives - Raise students’ level of competence in the selected physical, sporting and artistic activity (PSAA) - Demonstrate a strong commitment for oneself and for the “PSAA group” - Effectively contribute to how a group or team works together - Manage one’s physical condition and maintain one’s “health assets” Programme Each student selects an eligible PSAA for the semester. Students are expected to participate weekly with their PSAA group. The teaching will provide students with procedures allowing them to “increase their sporting or artistic skill level” and will encourage them to effectively and regularly implement these procedures. Skills During PSAA lessons, students develop resources contributing to the development of the five skills in the Ecole Centrale’s teaching programme: - development of strategies relying on a precise analysis (stakes, definition of objectives, context, risk management, assessment of their own strengths and weaknesses and those of their partners and opponents); - decision-making in real-time or at a time-remove based on a refined perception of how the context will evolve; - contribution to the development of a group or a team which functions effectively, taking into consideration and respecting the skills of each of the members; - capacity to act independently with a view to developing their own skill level. Assessments Continuous assessment Students are assessed on their assiduity, their level of commitment to progress, and their investment for optimal functioning of the group. Bibliography None indicated

ECTS credits Code for the TU 1 ING_1A_S5_BETA_APSA

ING_1A_S5_ALPHA_APSA ING_1A_S6_BETA_APSA

ING_1A_S6_ALPHA_APSA Total volume of (student) hours for the TU


15 15

Language French Teaching team J.-L. Blanchon assisted by 15 contract teaching staff

13

Skills through internships

Guillaume Graton Head of theme at École centrale de Marseille Objectives The “Skills through internships” module aims to train interns to complete a specific mission in a company, laboratory, start-up or non-profit context. Interns are supervised during their internship periods by a “career tutor” (company, laboratory, start-up, non-profit) and a “school tutor”. The objective is to become familiar with a specific setting, adopt the codes of conduct, understand how the structure functions, and develop innovative solutions to move the project forward. Programme After finding an internship in a company, laboratory, start-up or as part of a non-profit project, the intern must do their utmost to understand and become familiar with their workplace environment, delimit their mission and role, and clearly identify key contacts. They must also have regular contact with their “school tutor”, to keep them informed of the mission and its progression. The module ends with two assessments: a school assessment based on an oral presentation, and a “career tutor” assessment. The important points are the following: • training (basic knowledge, aptitude for learning, analytical capacity, capacity to summarise, creativity and level of innovation); • work and results (based on quality, quantity, efficacy, achievement of objectives, meeting deadlines, grasp of the subject, mastery of the subject); • personality (initiative, sociability, contacts established, interests, motivation, sense of responsibility, method and organisation, communication, open-mindedness, judgement calls and realism). Skills The oral presentation in semester 5 will provide: → An introduction to the company or laboratory; → Expectations related to the subject; → The student’s personal approach. Why an internship? Motivation? The oral presentation in semester 6 will involve: → A more detailed presentation of the mission: what is it? How is it integrated? → Understanding of the mission; → How the work has gone so far and how it will proceed (perspectives); → Analysis of the project: what is the context? What are the challenges, the objectives, the interested parties? → How far should the project be developed? Assessments The module includes an oral presentation by a group of five or six interns and an assessment by the “career tutor”. The two assessments are awarded a lettered grade (A: Excellent, B: Very good, C: Good, D: Quite good, E: Pass, F: Fail). The final grade is an average of the grades from the two assessments; when the mean is difficult to determine (e.g. A and B), the assessment by the “career tutor” takes precedence. Bibliography As this teaching unit is very specific to each intern, there is no and cannot be any general bibliography.

ECTS credits Code for the TU 5 5 2 2

ING_1A_S5_BETA_CEA ING_1A_S5_ALPHA_CEA

ING_1A_S6_BETA_CEA ING_1A_S5_ALPHA_CEA

Total volume of (student) hours for the TU


4 4

Language French Teaching team The teaching team is composed of ECM tutors. The latter attend the oral presentations and help the interns if any problems arise.

14

Projets

Guillaume Graton Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

ECTS credits Code for the TU 4 ou 5 ING_1A_S5_BETA_PA

ING_1A_S5_BETA_PT ING_1A_S6_BETA_PA ING_1A_S6_BETA_PT

ING_1A_S5_ALPHA_PA ING_1A_S5_ALPHA_PT ING_1A_S6_ALPHA_PA ING_1A_S6_ALPHA_PT




15

Internship S5/S6

Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

ECTS credits Code for the TU 3 ING_1A_S5_BETA_STAG

ING_1A_S6_BETA_STAG Total volume of (student) hours for the TU



16

Training

Guillaume Graton Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

ECTS credits Code for the TU 4 7 4 4 6 3 3 3

ING_1A_S5_BETA_TA ING_1A_S5_BETA_TING

ING_1A_S6_BETA_TA ING_1A_S6_BETA_TING

ING_1A_S5_ALPHA_TING ING_1A_S5_ALPHA_TA

ING_1A_S6_ALPHA_TING ING_1A_S6_ALPHA_TA




SEMESTER 7

20

Further chemistry-chemical engineering

Alexandre Martinez Head of theme at École centrale de Marseille Objectives In chemistry: - Know how to deal with a chemical reaction in terms of kinetic or thermodynamic parameters, charge or orbital aspects, to predict and control the regiochemistry and stereochemistry of products. - Learn the properties and reactivity of benzene and its derivatives. Understand the properties and reactivity of the carbonyl function, a very versatile chemical function in organic chemistry - Be able to predict the reactivity of an organometallic complex depending on the nature of the metal and its ligands, foresee the structural and electronic alterations occurring throughout the catalytic cycle in contact with the reaction medium (substrate, reagents, solvent) In chemical engineering: - Acquire knowledge on matter transfer for a continuous medium and near an interface - Apply this knowledge to liquid-liquid extraction without partial miscibility to scale a range of mixer-settlers, a plate column and a packed bed column Programme Organic and organometallic reactivity: – 1st part: kinetic control, thermodynamic control - orbital control, load control - 2nd part: benzene and its derivatives: aromatic nature, resonance - reactivity of benzene and its derivatives: electrophilic aromatic addition (halogenation, nitration, sulfonation - Friedel Crafts alkylation) - polysubstitution: regioselectivity - 3rd part: structure and properties of the carbonyl function - preparation of carbonylated derivatives: oxidation of alcohols, transposition - reactivity of carbonylated derivatives: nucleophilic water, alcohol, amine attacks, reduction by hydrides and organomagnesium or organolithium compounds, ylides (Wittig reaction) - ketone oxidation - enols and enolates: C-alkylation and O-alkylation, aldol reaction - 4th part: organometallic chemistry and catalysis, organometallic complexes: electronic structure of complexes - the metal-ligand bond - reaction mechanisms - ligand substitution - oxidative addition - reductive elimination - insertions and eliminations - reactions on coordinated ligands - general principles of catalysis: hydrogenation - hydroformylation Matter transfer - Matter transfer in continuous medium, mechanisms: diffusion and convection Local mass balance: continuity equation - Matter transfer at an interface: film model transfer coefficients dimensional analysis and main dimensionless numbers analogy Liquid-liquid extraction – Introduction to separation methods - Theoretical stage - Cross-current mixer-settler types - Plate columns - Packed bed column Skills Assessments - SE Chemistry (2/3) – Chemical Engineering (1/3): 50% - CA (Tutorial + Practical + Independent work) Chemistry (2/3) - (Tutorial + Independent work) Chemical Engineering (1/3): 50% Bibliography - Online resources on the Ecole Centrale’s teaching portal - Books (documentation center)

Crédits ECTS Code de l'UE 4 ING_2A_S7_CG Volume horaire (élève) total de l'UE

CM TD TP TA Projets Autres Total

24 22 8 18 72

Language French Team - Chemistry: Didier Nuel, Laurent Giordano, Alexandre Martinez, Innocenzo De Riggi - Chemical engineering: Pierrette Guichardon, Pascal Denis, René Arnaud

21

Further Mathematics, Informatique and Economics

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 4 ING_2A_S7_MIE Volume horaire (élève) total de l'UE


Language Team

22

Extended mechanics-physics

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives - Build on the 1st year programme to discover the founding principles -- in dynamics, for mechanics -- on image formation and light-based data transmission/collection, for optics -- on the concept of symmetry and calculus of variations using the Lagrange and Hamilton formalisms, for quantum physics -- on fluctuations and critical phenomena, for statistical physics - Students will learn how to use equations to describe a problem in various tools - Learn how to theoretically or numerically calculate solutions to the different problems formulated - Learn how to analyse the solutions obtained Programme

The programme is divided into three parts of equivalent volume: mechanics, optics and physics (quantum and statistical).

- Mechanics: -- Tools to express a problem as equations: --- Theorem of virtual powers and how it leads to the finite element method --- Hamilton principle and Lagrange equations -- Solving and analysis: --- Transitory and steady-state regimes --- Modes --- Stability and bifurcations - Optics: -- Frequency spectrum and Fresnel propagation -- Matrix-based methods for rays and waves, Collins formula and phase space -- Afocal and Fourier transform image-formation systems -- Wave-guides (metallic, dielectric and index gradient) -- Temporal aspects: phase and group speeds, dispersion, Gaussian pulse propagation -- Uncertainty relation -- Lasers: stimulated emission, coherence, cavities, modes, short pulses, chirp amplification - Quantum physics: -- Infinitesimal symmetries, Lie algebra of generators: Lorentz groups, spinorial

transformations of the SU2 viewed as a representation of the group of rotations in R3 -- Density matrix for qubits (Bloch vector), coherence and purity of a quantum state, links to

optics -- Principle of least action - Statistical physics: -- Theory of distributions and applications in physics -- Random fields applied to physics -- Equilibrium fluctuations and phase transitions

Skills - Students will get to know the links and similarities between different disciplines (C5) - Learn how to describe a large number of complex systems using equations (C2) - Learn how to analytically solve a system of equations (C2) - Learn the basic numerical methods that can be used to solve the systems encountered (C2) - Learn how to analyse the solutions obtained (C2) Assessments – CA1 = 2-h written exam (42%) – CA2 = 2-h written exam (42%) – CA3 = mini-tests at start of optics Tutorials (8%) – CA4 = mini-tests at start of mechanics Tutorials (8%) Bibliography

- PDF version of course notes - Physics: -- D. Griffith, Introduction to Quantum Mechanics, Wiley (available in electronic and paper

versions from the documentation centre) -- Ph. Réfrégier, Noise theory and application to physics, Springer, 2003 -- J.M. Yeomans, Statistical Mechanics of Phase Transitions, Oxford Science Publications, 1992

Crédits ECTS Code de l'UE 4 ING_2A_S7_MP Volume horaire (élève) total de l'UE


36 18 2 16 0 0 72

Language French Team Mechanics: – Lectures: Emmanuelle Sarrouy – Stéphane Bourgeois – Thierry Désoyer – Olivier Kimmoun – Cédric Maury – Emmanuelle Sarrouy Optics: – Lectures: Miguel Alonso – Miguel Alonso – Laurent Gallais – Gaëlle George – Nicolas Sandeau Quantum physics: – Thomas Durt Statistical physics: – Lectures: Philippe Réfrégier – Georges Berardi – Olivier Kimmoun – Philippe Réfrégier – Muriel Roche

23

Power electronics, electrical-drives, robotics

Hassan Akhouayri Head of theme at École centrale de Marseille Objectives Among engineering disciplines, modules on power electronics, electrical-drives and robotics allows ECM graduates to acquire and become familiar with analytical and synthetic methods related to complex electronic (or electric) systems and/or command systems. Students are thus capable of analysing and designing filtering systems and amplifiers for analogue signals from the physical world. Similarly, they must be able to analyse requirements for interfacing with the digital world (CAN, CAN). The latter transformation is part of a group of logical systems where the student must assimilate methods to synthesise automated logical systems (combinatory or sequential). The structure of microcontrollers is also presented briefly. The part of the course devoted to linear servo systems allows students to get to grips with the basic tools required to create a control system complying with specifications. The initial introduction to the various tools and methods will facilitate the implementation and assimilation of concepts in robotics. In complement to the teachings in electronics and robotics, there will be an introduction to specific electric circuits linked to electric power transport and its “steady state” conversion. Programme Analogue and digital electronics, microcontrollers • Analogue signal, DSP • Linear transformation • Theorems, interfaces (input and output impedance) • Transistors and linear amplifiers • Comparative characteristics of analogue and digital signals • Combinatory and sequential digital circuits • Design of a digital system using state machines • A/D and D/A converters • Introduction to microcontrollers, structure and programming “Linear” robotics • Introduction to robotics • Modelling systems: model of knowledge, identification • Analysis of the behaviour of loop systems, study of stability, precision • Creating a command based on specifications Electrical power supply • General presentation of the issues with electrical power supply, constraints when combining sources, different means of converting electrical power, components and converters Skills - Students will gain the capacity to identify the elements necessary to understand complex electronic systems (analogue and/or digital), and to deal with all the related scientific and technical aspects - Become familiar with analytical and synthesis methods for digital electronic systems - Become familiar with the basic methods and tools for analysis and synthesis of controllers for linear servo systems - Understand the elementary principles and uses of power electronics and AC/DC converters - Understand all the scientific and technical dimensions of all the elements in a chain to convert electrical energy defined in specifications Assessments Students enrolled in the E3A TU are continuously assessed. These assessments take the form of written and/or oral supervised exercises during self-directed independent work or Tutorials. A maximum of 10 continuous assessments will be assigned. Any Practicals are also assessed and contribute to the final grade. The final grade awarded corresponds to an average of the grades from the different assessments. Bibliography Course notes and/or handouts, and books recommended by the teachers

Crédits ECTS Code de l'UE 4 ING_2A_S7_3EA Volume horaire (élève) total de l'UE


32 22 0 18 0 27 99

Language French Team – Lætitia Abel-Tiberini – Hassan Akhouayri – Nicolas Bertaux – Mohamed Boussak – Thierry Gaidon – Guillaumme Graton – Alain Kilidjian – Fabien Lemarchand – Contract teaching staff

24

Human and social sciences

Laetitia Piet Head of theme at École centrale de Marseille Objectives - To initiate students to the reasoning and conceptualisation used in social and human sciences, mainly sociology and psychology - To develop students’ capacity to analyse complex social and organisational systems by drawing on concepts and theories from the social sciences, and developing macro and micro levels of reasoning (societies, organisations, groups, individuals) - Students will learn how to formulate and prioritise recommendations, define the modalities of their implementation, on subjects such as conflict management, supporting organisational transformations, intercultural cooperation, etc. Programme Two fields of study are retained in this TU for their links with the professional context in which general engineers may find themselves. Thus, a first module “Individual, culture and communication”, raises questions relating to issues with communication, in an intercultural context and in management situations. A second module “Individual, work and organisation”, considers the challenges associated with work and the current company evolution profile. A more detailed breakdown of the lectures, Tutorials and Practicals reads as follows: – theoretical models of communication; – issues related to intercultural management; – culture, identity, diversity: modern issues; – social influence phenomena; – psychological determinants of communication; – conflict management (systemic approach); – management models: theory and history; – modern organisational innovations (focus on the liberated company); – relational dynamics, leadership and management; – work and mental health (focus on psychosocial hazards); – quality of life in the workplace: international comparisons; – organisational models and dynamics of change. Skills – C2: Develop a systemic approach to human organisations, navigate micro and macro scales when analysing these systems – C4: Analyse a productive organisational system from all aspects: technical, human, economic - Design and propose means to manage human resources and organisations that consider health- and quality of life-related challenges. - Make recommendations on how to support organisational transformations promoting social dialogue, skills development, and quality of life in the workplace – C5: Understand the multiple facets of company culture. Analyse relations between company strategy and company culture and anticipate the resulting operational break-down Assessments 100% CA split as follows: – 40% for CA1 (written case study) – 30% for CA2 (oral presentation of case study) – 30% for CA3 (oral presentation of case study) Validation of the CA will depend on completion of work requested as self-directed independent work. For resits: oral (case study) Bibliography see course notes available on Moodle

Crédits ECTS Code de l'UE 3 ING_2A_S7_SHS Volume horaire (élève) total de l'UE


26 6 4 12 0 0 48

Language French Team – Laetitia Piet (head of TU) – Florian Magnani – Maxime Bellego – Yohann Desbois – Nicolas Beltou

25

Languages and international culture

Carole Enoch Head of theme at École centrale de Marseille Objectives Teaching of languages and culture is part of the training to produce internationally aware and responsible citizens and engineers. Engineers graduating from the Ecole Centrale de Marseille must be able to precisely and effectively interact with partners in various languages and/or from different cultures, in particular in an occupational environment. Graduates will be capable of mobilising linguistic, conceptual, cultural and communicational knowledge and skills. To do so, they will acquire information relating to practices, events and/or historical, cultural, social, economic and political phenomena. They will stimulate their imagination through cultural exploration and take differences into account by varying their representations. They will develop their critical faculties. Programme L&C teaching includes two distinct branches of teaching: English (LL1) 20 h and another language 20 h (LL2). These 40 hours’ on-site lessons are complemented each semester by 10 h of personal work (independent work, research, exercises, etc.) for each language. L&C are taught at a volume of 2 hours per week for each language. Students enrolled in English and Spanish can choose the theme of their lessons (current events, societal challenges, civilisation, culture, etc.). For beginner level LL2 students in first year, students will have 10 hours (Italian, Spanish, Portuguese) or 15 hours (German, Chinese, Japanese, Russian) of complementary remedial lessons. N.B. Students cannot start a new language in semester 7. Levels and obligatory external certifications to validate the diploma/degree: - In English and French as a foreign language, the desirable level following the course is C1 on the CEFRL. In line with the Regulations of studies, all students must obtain an external certification in English (minimum level required B2+, or TOEIC 850). International students must also validate a minimum B2 level on CEFRL in French as a foreign language (Delf B2 or Dalf C1 C2). Note: other students must validate a level of French as their native language (Orthodidacte level 3). – For other languages, the target level is B2, or C1 depending on the student’s academic trajectory. It is recommended that an external certification be obtained to certify the highest level obtained at the end of the training. -> See the descriptors of the different levels in the Common European Framework of Reference for Languages (CEFRL): https://www.coe.int/en/web/portfolio/self-assessment-grid Skills – C1: Production + fluency – C2: Represent and model + resolve and arbitrate + think and act in an unpredictable and uncertain environment – C3: Design a project, a programme + manage, lead – C4: Generate individual and collective performance + lead transformations of their organisation (identify needs / hurdles when effecting changes, etc.) – C5: Anticipate and commit + construct and sustain (analyse an organisation’s strategy with respect to local, global or other challenges) Assessments - The L&C TU is divided into two language courses (CA1 LL1 50% + CA2 LL2 50%). A pass grade of 10/20 is set, with a minimum of 7/20 required to validate the course Assessment of the five CEFRL skills + assessment of knowledge acquired (lexicon, conjugation, civilisation, etc.) Attendance is mandatory (maximum of two absences) Bibliography Specific for each language

Crédits ECTS Code de l'UE 2 ING_2A_S7_LANG Volume horaire (élève) total de l'UE


40 20 60

Language Anglais Team – German: D. Ortelli-Van-Sloun – English: J. Airey, P. Atkinson, A. Desbons, V. Durbec, G. Marquis, M. McKimmie – Chinese: J. Dong – Spanish: S. Duran, C. Enoch, E. Muñoz – French as a foreign language: V. Hamel (+ French as mother tongue) – Italian: S. Canzonieri, A. Doveri – Japanese: A. Futamata

26

Skills through internships

Guillaume Graton Head of theme at École centrale de Marseille Objectives The “Skills through internships” module aims to train interns to complete a specific mission in a company, laboratory, start-up or non-profit context. Interns are supervised during their internship periods by a “career tutor” (company, laboratory, start-up, non-profit) and a “school tutor”. The objective is to become familiar with a specific setting, adopt the codes of conduct, understand how the structure functions, and develop innovative solutions to move the project forward. Programme After finding an internship in a company, laboratory, start-up or as part of a non-profit project, the intern must do their utmost to understand and grasp the environment where they are placed, delimit their mission and role, and clearly identify their contacts. They must also have regular contact with their “school tutor”, to keep them informed of the mission and its progression. The module ends with two assessments: a school assessment in the form of an oral presentation, and a “career tutor” assessment. The important points are as follows: • training (basic knowledge, aptitude for learning, analytical capacity, capacity to summarise, creativity and level of innovation); • work and results (based on quality, quantity, efficacy, achievement of objectives, meeting deadlines, grasp of the subject, mastery of the subject); • personality (initiative, sociability, contacts established, interests, motivation, sense of responsibility, method and organisation, communication, open-mindedness, judgement calls and realism). Skills The oral presentation in semester 7 is a group presentation, it lasts 15 minutes and is held in January, it relates to: → (for new students) presentation of the context, challenges and objectives; → progression of the mission; → maximising the value of the work performed, added value for the company; → SWOT, risk analysis. Assessments The module includes an oral presentation by a group of five or six interns and an assessment by the “career tutor”. The two assessments are awarded a lettered grade (A: Excellent, B: Very good, C: Good, D: Quite good, E: Pass, F: Fail). The final grade is an average of the grades from the two assessments; when the mean is difficult to determine (e.g. A and B), the assessment by the “career tutor” takes precedence. Bibliography As this teaching unit is very specific to each intern, there is no and cannot be any general bibliography.

Crédits ECTS Code de l'UE 5 ING_2A_S7_CEA Volume horaire (élève) total de l'UE


4 4

Language French Team The teaching team is composed of ECM tutors who attend the oral presentations and help the interns if any problems arise.

27

Projets

Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 4 ING_2A_S7_PT Volume horaire (élève) total de l'UE


Language Team

28

Elective modules Menu 1 - Analysis and optical imaging of continuous media

Gaelle Georges Head of theme at École centrale de Marseille Objectives - Students will learn how to describe the various possible interactions between a wave and a real surface: o Defining a rough interface o Notions of reflection, diffusion, transmission o Angular distribution of diffusion and associated macroscopic resolution - Notions of colour effects - Become familiar with elements required to solve electromagnetic propagation equations in the case of rough interfaces and heterogeneous media (simple cases: approximated models, Mie): o Describing a complex heterogeneous medium o Describing the equations representing a wave encountering a complex medium: what becomes of continuity equations, the impact on the form solutions take (there is no need for a detailed analytical breakdown of the theory) o Qualitative solution forms for different heterogeneity types o Effects of the presence of these heterogeneities in various applications - Become familiar with the issues associated with imaging in diffusive media, in particular in the case of biological tissues - Learn how to describe a biological tissue and its specificities with regard to its interaction with light - Learn how to describe imaging-related issues in diffusive media - Get to know some optical imaging systems, their advantages and limitations Programme Light presents numerous advantages when seeking to image and analyse complex media and biological tissues: it is non-ionising and non-invasive, and the associated techniques do not require contact. This module will allow students to discover how light can be used to analyse or image complex media and biological tissues. The “analysis and imaging of complex media and biological tissues” module is divided into two parts. The first deals with the interaction between a light wave and a complex medium, and we show how this interaction can be used to analyse the complex medium. The second part deals with the specific case of interaction between light and biological tissues and its applications in biomedical imaging. The course content is presented through the study of two problems (one for each part). The content and knowledge will be developed based on these two problems, on which students will work in small groups. These work sessions are complemented by lectures to provide the necessary theoretical elements. The themes addressed relate to light propagation in complex media, light diffusion, the optical properties of biological tissues, and optical imaging issues to take into consideration in biomedical applications. Skills - C1 (Scientific and technical innovation): through the working method based on problem solving, students will propose an analysis of a given issue based on bibliographic research and information provided during lectures to develop a solution to the problem set. - C2 (Mastery of the complexity of systems): this course is an application and extension of the core course relating to complex media and biological tissues. Assessments Continuous assessment: each problem will be presented in a write-up or as a report on the group’s work. This document will be completed by an individual written exam testing the specific learning objectives for each problem. Bibliography – Patrick Callet, Couleur-lumière, couleur-matière: Interaction lumière-matière et synthèse d’images, 1998 – Mady Elias and Jacques Lafait, La couleur: Lumière, vision et materiaux, 2006 – H.C. van de Hulst, Light Scattering by Small Particles, 2012 – David A. Boas, Constantinos Pitris and Nimmi Ramanujam, Handbook of Biomedical Optics, 2016 – Course notes

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_ANA Volume horaire (élève) total de l'UE


14 16 0 0 0 0 30

Language French Team – Gaëlle Georges – Carole Deumié – Gaël Latour

29

Elective modules Menu 1 – Mathematical analysis

Magali Tournus Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_ACA Volume horaire (élève) total de l'UE


Language Team

30

Elective modules Menu 1 - Biochemistry

Alexandre Martinez Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_BIO Volume horaire (élève) total de l'UE


Language Team

31

Elective modules Menu 1 - State feedback and observer-based control

Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_STA Volume horaire (élève) total de l'UE


Language Team

32

Elective modules Menu 1 - Macroeconomics and Economic Policy

Dominique Henriet Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_MAC Volume horaire (élève) total de l'UE


Language Team

33

Elective modules Menu 1 – Materials

Damien Hérault Head of theme at École centrale de Marseille Objectives This module will allow students to extend their physical chemistry skills and knowledge in the field of materials science. The principles of synthesis (polymerization, sol gel, etc.) and characterization of the materials will also be dealt with. The module will be presented through: - Theoretical aspects of the chemical reactions involved. - Materials science and physical and chemical characterization: focusing on the structure-property relationship. - Review of the potential of materials: from domestic uses to high-tech applications. Programme Theoretical aspects: Structure of solids and defects The following main families of materials will be studied: organic polymers, inorganic and ceramic materials, hybrid organic-inorganic materials, and metals. Organic polymers: polycondensation, chain polymerization. Characterization. Mechanical properties. From oil to polymer Inorganic materials, ceramics, glass: Chemical synthesis, physico-chemical synthesis. The sol gel process. Hybrid inorganic-organic materials. Synthesis. Characterization. Structure-property relationships. Fuel cells. Metals in materials science Practical sessions: Synthesis of an adhesive Synthesis of an organic polymer Synthesis of a functionalized hybrid material Skills - Engineering graduates from Ecoles Centrales create value through scientific and technical innovation For a structured holistic approach, focusing on needs, Ecole Centrale engineers develop new products. To do so, they rely on a large base of scientific and technical knowledge, and on skills in terms of innovation and creation of activity. Graduates can also exploit the results of scientific research, which they may have produced themselves. - Ecole Centrale engineers are familiar with the complexity of the systems studied and the issues they may encounter. - Ecole Centrale engineers identify, analyse and solve complex problems through a holistic approach which allows them to deal with strong interactions between disciplines, professions and human factors. Assessments Final test, 1-h Written exam, 30% final grade Continuous assessment, Report and multiple choice questionnaire, 70% Bibliography Handout to be completed by the student

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_MAT Volume horaire (élève) total de l'UE


16 6 8 30

Language French Team – Damien Herault – Bastien Chatelet

34

Elective modules Menu 1 - Applied mechanics - Structures, aerodynamics and mechanics of flight

Stéphane Bourgeois Head of theme at École centrale de Marseille Objectives - Students will acquire the knowledge necessary to understand models of structures (hypotheses and application context), as well as the associated scaling methods. They will: -- Learn how to model beam-based structures -- Become familiar with scaling methods in linear elasticity -- Learn how to describe and analyse a beam-network scaling problem in finite-element software - Students will acquire basic notions in aerodynamics, they will: -- Learn the bases of aerodynamics around variously shaped obstacles -- Learn how to scale forces on load-bearing profiles -- Understand the concept of local models in fluid mechanics - Students will acquire basic notions in meteorology and flight mechanics, they will: -- Understand the structure of the atmosphere, and the origins of meteorological perturbations -- Know how to calculate winds from pressure maps -- Understand the aerodynamics of a plane in flight Programme – 1st part: Structures -- Review of three-dimensional elasto-dynamics (kinematics, sthenics, Hooke’s law, local equations, integral formulations) -- Beam models: --- Saint Venant principle --- Euler-Navier-Bernoulli kinematic hypotheses --- Establishing the thin beam model --- Energy theorems (Ménabréa and Castigliano) --- Scaling – 2nd part: Aerodynamics -- Review of mechanics for incompressible fluids -- Potential flows -- Aerodynamic coefficients -- Laminar / turbulent boundary layer – 3rd part: Flight mechanics -- Introduction to meteorology --- Structure of the atmosphere and atmospheric values --- Geostrophic and local winds --- Clouds --- Weather fronts and perturbations -- Flight mechanics --- Aerodynamics of a load-bearing profile --- Wingtip vortices --- High-lift devices --- Flaps and controls --- Straight horizontal flight --- Ascent and descent: slope and ascension speed --- Flight stability Skills – Become familiar with modelling tools to validate innovative technological solutions (C1) – Know how to model and analyse complex structures (C2) – Become familiar with scaling methods (C2) – Know how to calculate aerodynamic forces on structures (C2) – Understand the bases of meteorology (C2) – Grasp the complexity of airplane flight (C2) Assessments – SE = 2-h written exam (65%) – CA = three practical write-ups (35%)– P. Ballard and A. Millard, Poutres et arcs élastiques, École polytechnique, 2009 – I. Paraschivoiu, Subsonic aerodynamics, École polytechnique de Montréal, 2003 – P.K. Kundu and I.M. Cohen, Fluid mechanics, 4th ed., Elsevier, 2010 – S. Malardel, Fondamentaux de météorologie, 2nd ed., Cépaduès - Météo France, 2008 – S. Bonnet et J. Verrière, Mécanique du vol de l’avion léger, 2nd edition, Cépaduès, 2006

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_APP Volume horaire (élève) total de l'UE


14 8 8 0 0 0 30

Language French Team – Stéphane Bourgeois – Olivier Boiron – Olivier Kimmoun

35

Elective modules Menu 1 – Object-oriented programming

Catherine Jazzar Head of theme at École centrale de Marseille Objectives Know how to use object-oriented programming through C++. Students will first need to understand that a classical and object-oriented program are not approached in the same way. Then, they will acquire a holistic vision of the breakdown of the program into objects, and use the concepts behind this type of programming. A student who has completed this course will be capable of structuring and programming in C++, but also of learning any other object-oriented language. This type of language is now essential for graduates seeking to work in a software company: it is found at various levels and for very different programming projects, whether scientific, management, Web or other. Programme Bases: C programming language, from which C++ was developed. C++: the notion of reference; references in function parameters, references on constant data, default arguments for methods, overloading functions and methods, inline functions, dynamic memory allocation, tables, positions and declaration of variables, mandatory prototyping, inputs/outputs, classes and objects, object tables, attributes and methods and their accessibility, constructors and destructors, the this pseudo-variable, static members, inheritance, the super pseudo-variable, chained lists, operator overloading, templates, exceptions. Skills This teaching unit provides the essential programming bases for Ecole Centrale engineers, and thus the scientific and technical bases needed for scientific and technical innovation (theme 1). Our engineers will only be able to address complex systems through a structured breakdown of problems (theme 2): an object-oriented approach allows this. Assessments 20% of the grade is based on a small project (CA) following a Practical, and the remaining 80% are awarded for a final project performed by students working in pairs. Bibliography - Course notes – Henri Gareta, Le langage C++

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_PRO Volume horaire (élève) total de l'UE


4 8 18 30

Language French Team – Christian Ernst: external presenter – Catherine Jazzar: Centrale Marseille

36

Elective modules Menu 1 - Sociology of organisations

Laetitia Piet Head of theme at École centrale de Marseille Objectives An organisation can be defined as a more or less structured group of individuals working together towards a common goal (produce something, provide a service, work for a cause, etc.). In this elective module, we will study a few of the real-life issues emerging in organisations, understood as systems of interdependent stakeholders. Among the target skills, we include: - Understanding the reasons for motivations and extrapolating the implications for performance management - Getting to know strategic analysis concepts and methods and implementing them as part of diagnosis of an organisational situation or decision-making process - Being able to recommend managerial actions to promote cooperation and resolve conflicts - Getting to know or identify regulatory texts and how to apply them - Understanding the legal hurdles associated with the life of organisations, in particular in the context of companies and non-profits - Understanding the context and means of resolving legal questions Programme This option will involve two aspects: - Sociology This part of the module presents the theoretical framework of organisational analysis from three perspectives: institutional structures and rules; organisational culture, values and standards; strategic dimensions of behaviour. From these perspectives, the themes dealt with relate more specifically to motivation, authority and power, conflicts, cooperation, professional identity. Lectures alternate with case studies for various organisations (companies, non-profit structures, etc.). Students’ own experience is often called upon (acquired during internships or as part of non-profit activities) to enrich the discussion. – Law This part of the module introduces students to the vocabulary, to legal notions and reasoning and how they work around realistic potential or real situations. The material law linked to organisations mainly relates to labour and non-profit regulations, and public law in so far as it relates to private individuals in their everyday lives. From lectures and analyses of jurisprudence, students will come to understand how the law structures and frames human relations through regulations, contracts, judicial principles, and legal resolution of conflicts. Skills – C2: Understand organisations as systems of interdependent stakeholders; identify and explain the mechanisms regulating behaviour within an organisation – C4: Formulate recommendations on opportunities based on rigorous and structured diagnosis and the hindrances in the organisation; integrate the organisation, the working conditions, social dialogue and legal standards in recommendations made; develop cooperation and participation; design and develop a management approach supporting overall sustainable performance – C5: Explain the main elements of an organisation’s strategy Assessments 100% CA split as follows: – 60% for sociology (written: 0.5 case study; 0.5 course work) – 40% for law (exam) For resits: same conditions as for session 1 Bibliography F. Alexandre-Bailly (dir.), Comportements humains et management, Pearson, 4th édition. Introduction générale au droit, Dalloz

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_SOC Volume horaire (élève) total de l'UE


18 12 30

Language French Team – Laetitia Piet (head of TU) – Isabelle Vasserot

37

Elective modules Menu 1 - Telecommunications

Salah Bourennane Head of theme at École centrale de Marseille Objectives - Students will learn to select systems, methods and architecture - They will become familiar with the basic principles of treatment optimisation for telecommunications - They will understand notions of information and see how useful they are for coding and telecommunications - They will learn how to integrate treatment methods into reliable and economical architectural materials - They will develop a strategic vision and know how to implement it Programme Technological requirements and economic pressures have led telecommunications systems to develop and use the most advanced methods in terms of design, function and maintenance. The shared objective of these methods is to transmit and treat information: these systems can be classed in multiple categories, more or less close to the final user. The communication of information has taken precedence in this field - the visible aspect of which is the development of the Internet and very high throughput communication - but new generations of systems to back-up databases should not be neglected. This module mainly aims to extend and describe the progression of several aspects of telecommunications (information theory, estimation, detection, among others). It will allow students to understand basic mechanisms in telecommunications, they will become familiar with the best systems and devices available to emit, transmit and receive a signal or information, they will learn how to choose the techniques to treat this signal or information to optimise these operations and how to integrate these methods into reliable and inexpensive material architectures. Skills As part of the general engineering course, students will learn to identify issues which may be related to signal treatment and information theory for telecommunications, and will acquire the essential elements in this field, which is a cornerstone of digital technology. Students will also acquire the principles of a scientific approach as well as learning about new and specific techniques with expanding industrial and societal applications. Assessments Continuous assessment Bibliography – L.L. Scharf, Statistical Signal Processing - Detection, Estimation and Time Series Analysis, Addison-Wesley, 1991 – H. Van Trees, Detection, Estimation and Modulation Theory, John Wiley and Sons, 1968 (volumes 1, 2 and 3) – G. Battail, Théorie de l’information - Application aux techniques de communication, Masson, 1997

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_TEL Volume horaire (élève) total de l'UE


24 6 30

Language French Team Salah Bourennane

38

Elective modules Menu 1 - Heat transfer

René Arnaud Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_TRA Volume horaire (élève) total de l'UE


Language Team

39

Elective modules Menu 2 - Analysis and treatment of biomedical signals

Caroline Fossati Head of theme at École centrale de Marseille Objectives To allow the general engineer to identify issues which may relate to signal and image treatment in biomedicine, and provide essential elements for the extraction, treatment and representation of information. Students will acquire the principles of a scientific approach and learn about the new and specific techniques required to treat biomedical signals. Programme The study of signals and biomedical images is a specific field of signal treatment. Treatment of biomedical signals has developed significantly in recent years. The diagnostic assistance provided by signal treatment tools plays a key role in medical progress. This course will relate to the foundational aspects of extraction, treatment and representation of information contained in signals. Students will discover certain basic techniques to model and analyse biological signals and images by drawing on real-world examples of application of these techniques for medical applications (electro-encephalogram, electrocardiogram, magnetic resonance imaging, nuclear imaging, etc.). They will use and adapt various techniques, such as filtering, spectral analysis, time-frequency analysis, estimation, pattern recognition, etc., to exploit them to their full potential in the target applications. Tutorial sessions presenting simulation and analysis software will illustrate the theoretical content of the course through the use of real and/or simulated data. Skills - Students will learn to reflect on method selection - Master the basic principles of modelling and analysis - Understand the complexity of the systems studied and the difficulties that may be encountered - They will learn to develop a strategic vision and how to implement it Assessments Continuous assessment Bibliography Course notes

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_TASI Volume horaire (élève) total de l'UE


24 6 30

Language French Team – C. Fossati – S. Bourennane

40

Elective modules Menu 2 - Digital dependence

Alain Kilidjian Head of theme at École centrale de Marseille Objectives This elective is a complement to the teachings on electronics and linear automation, it allows students to address the study of systems and their digital control. Students will be capable of contributing to the development of specifications and the design of systems to control processes (mechanical, electronic, chemical, other) through the implementation of an algorithm in a calculator. The student will be able to: - use the z transform to study the stability of a stable system in a closed loop, or of an unstable system in an open loop, and interpret the specifications for the steady state and dynamic constraints; - write the command algorithm for the system to be controlled. Programme Objectives of the programme: Presentation of synthesis methods for digital control laws ensuring the dynamic and steady state behaviour of a system in line with constraints described in the specifications. Polynomial methods: methodology and its implementation on a calculator Description of the programme The three parts developed are the following: – general concepts and mathematical tools; – methods to study stability and precision; – methods to synthesise digital regulators. The theoretical concepts will be illustrated in laboratory studies by implementing and simulating multiphysical systems and their associated controls/commands. Skills This module reinforces the “systems” approach in the engineering training, which is essential to: - develop technical and scientific innovations; - solve complex, cross-disciplinary problems. It will be used to assess the student’s capacity to obtain the desired behaviour from a system. The practical implementation on a simple system makes it possible to achieve this objective by comparing several approaches in a time-frame compatible with the hours allocated. Assessments The assessment carried out during Practicals validates the skills detailed in the description of the programme for the system studied, modelled, simulated and experimentally tested in the context of digital control. Continuous assessment and Practical write-up: 100% Bibliography - Course notes – P. Borne, Analyse et régulation des processus industriels, volume 2 – Roland Longchamp, Commande numérique de systèmes dynamiques

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_ASS Volume horaire (élève) total de l'UE


12 6 12 30

Language French Team – Alain Kilidjian – Guillaume Graton

41

Elective modules Menu 2 - General culture

Laetitia Piet Head of theme at École centrale de Marseille Objectives This course covers major contemporary questions in the light of ground-breaking books and studies (philosophy, sociology, arts, literature). Its objective is to allow students to become aware of major current debates (on national identity, surrogate pregnancies, the place of art, antispeciesism, etc.) while also forging a solid background (knowledge of the main writings, key authors, etc.). It allows students to develop their capacities to define problems and argue a point. Programme The course will be structured around major themes, including the following: - the family: a social institution facing major changes; - the media: their place and role in democracy; - identity. This course is structured based on the programme proposed at Sciences Po Aix. Elements of methods relating to dissertation techniques and problem presentation will be provided to prepare students who would like to take a joint degree with Sciences Po Aix. Skills – C2: Complexity. The themes addressed during this elective module link social, political, economic, legal and cultural dimensions of contemporary phenomena. It contributes to the development of critical thinking and the capacity to present an argument. – C5: Vision and strategy. This elective module helps students to gain a better knowledge of the changes facing the modern world and the major current challenges. Assessments 100% written: verification of knowledge assimilated Bibliography See course notes on Moodle

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_CULT Volume horaire (élève) total de l'UE


20 10 30

Language French Team Lucie Luthereau (Sciences Po Aix-en-Provence)

42

Elective modules Menu 2 - Energy and environment

Pascal Denis Head of theme at École centrale de Marseille Objectives The main objective for students of this module is to get to know and understand how modern thermal power plants function. The course includes: - a general introduction to energy needs and in particular to electricity requirements; - information on the thermodynamic cycles of production and their optimisation; - information on the mechanisms of gas combustion; - an introduction to sustainable water management (resources, analysis, verification); - details on how to manage gases produced during combustion using absorption techniques. Programme Introduction to energy - changes to needs and resources - environmental impact - basic information on fuels - energy production issues Water management and treatment - water resources - prior treatments Combustion and pollutants - homogeneous combustion - combustion with/without premixing Absorption - pollutant types - main treatment procedures - isothermal absorption An excursion to visit the thermal power plant at Martigues will be organised. Skills - Students will learn to view the whole picture and understand a problem’s complexity - Students will learn to model and organise solutions - Students will learn to develop and understand a scientific and technical project Assessments Assessment 100% project-based Pairs of students will be asked to complete a project to scale a thermal power plant, they will need to implement all the knowledge and skills acquired during this module. N.B. For this first year, some tutorial sessions will be specifically adapted to allow for project follow-up. Bibliography – R.H. Perry et D.W. Green, Perry’s chemical engineer’s handbook, 8th ed., vol. 38, No. 2. New York, NY: McGraw-Hill, 2008 – D.E. Winterbone, Advanced thermodynamics for engineers. London: Arnold; New York: J. Wiley & Sons, 1997 – K. Dahm and D. Visco, Fundamentals of Chemical Engineering Thermodynamics, Cengage Learning, 2014

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_ENV Volume horaire (élève) total de l'UE


16 12 0 2 30

Language French Team – Pascal Denis (introduction and thermodynamics) - head of the TU – Pierre Boivin (combustion) – Pierrette Guichardon (absorption, gas treatment) – Audrey Soric (water management and sustainable development)

43

Elective modules Menu 2 - Electrical energy

Mohamed Boussak Head of theme at École centrale de Marseille Objectives - Students will learn to analyse balanced and unbalanced single-phase and three-phase electrical circuits - Understand the functioning and characteristic mechanisms of component commutation in power electronics - Acquire the bases necessary to understand systems converting electrical and electromechanical energy - Acquire general knowledge on the functioning and use of electromechanical converters (rotating structures) - Become familiar with the elementary properties of the three types of electric machines (AC, DC, and steppers) - Grasp the development, structure and different functions of sensors and actuators for electrical energy conversion systems, as well as their electronic supply - Grasp the development, structure and different functions making up systems for electrical and electromechanical energy conversion devices Programme Lectures (22 h): • Electric circuits (2 h) Electricity distribution networks, equivalent networks, power factor, raising the power factor, balanced and unbalanced systems, power definitions, calculation and measurement • Steady state conversion of electricity (10 h) - Single-phase transformer: equivalent electric diagram and determining elements, controlling transformer, energy balance, raising the power factor - Power electronics: principles of power electronics, different types of electricity conversion, power electronics components, basic AC-DC converters, DC-DC converters (Buck and Boost type), applications of power electronics in industrial and everyday activity sectors • Electromechanical conversion (10 h) - Electric, magnetic and mechanical energies, calculating power and coupling - Direct current machine (DCM): different types of excitation, equations governing the system, characteristics, energy balance, variable speed drive, universal motor - Asynchronous machine (ASM): creation of the rotating field, technological aspects, working principles, single-phase equivalent electric diagram, determining elements of the equivalent electric diagram, characteristics of the three-phase asynchronous motor, coupling, energy balance, variable frequency supply - Synchronous machine (SM): composition, technological aspects, working principles, description of synchronous machines, calculating power and coupling, variable frequency supply - Stepper motor: working principles, different types of stepper motors and how they are controlled, static and dynamic behaviour, fields of use Tutorial (4 h) Two 2-h sessions Practical (4 h): One 4-h practical session Simulation of a direct current machine connected to a Buck DC/DC converter (step-down chopper) using Matlab-Simuink Skills – Capacity to reflect on a “system” – Understand how the main elements of an electric network function – Be able to identify the elements necessary to understand electricity-converting systems – Capacity to understand the elementary principles and uses of power electronics, study and analysis of Buck and Boost DC/DC converters, and controlled and uncontrolled single-phase AC/DC converters – Understand how the main elements of electric motorisation function (e.g. electric traction) – From a list of specifications, understand all the scientific and technical dimensions of all the elements in a chain converting electrical and electromechanical energy Assessments 2-h exam Bibliography - Course notes from lectures and Practicals - Copies of lecture slides - Books available at the ECM library

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_ENEL Volume horaire (élève) total de l'UE


22 4 4 0 30 30

Language French Team Mohamed Boussak

44

Elective modules Menu 2 - Challenges for modern chemistry

Didier Nuel Head of theme at École centrale de Marseille Objectives The growing interest in a more responsible chemical industry has led to the development of a class of chemistry that is commonly known as “green chemistry”. One aspect of this change relates to catalysis, in particular homogeneous catalysis. This option presents a novel approach to catalytic synthesis. Programme The module starts with an introduction to organometallic chemistry (also known as the chemistry of transition elements). Catalytic oxidation reactions and their consequences, reduction reactions will then be developed. The Tutorial sessions will be devoted to the study of publications relating to very recent aspects of these two types of reactions. Finally, the Practicals will be used to implement catalytic reactions. Skills Assessments - A report on a novel recent synthesis - Reports from practical work Bibliography – Course notes – Didier Astruc, Chimie Organometallique, Dunod – R.H. Crabtree, The Organometallic Chemistry Of The Transition Metals

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_ENJ Volume horaire (élève) total de l'UE


10 4 16 30

Language French Team – Laurent Giordano – Didier Nuel

45

Elective modules Menu 2 - Artificial Intelligence and Games

Thierry Artieres Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_IAJ Volume horaire (élève) total de l'UE


Language Team

46

Elective modules Menu 2 - Interactions with ionising matter

Jean Bittebierre Head of theme at École centrale de Marseille Objectives Students will become familiar with the concepts and basic theory behind the main physical phenomena resulting from interactions between electrons and photonic radiation in matter. They will be able to illustrate in particular how lasers function and can be used to modify matter thanks to high-energy laser pulses. These phenomena will be observed in living matter, thanks to the transition from molecular imaging to medical diagnosis. The course will be extended to the case of radiation and various particles (neutrons, X-rays, etc.) Programme 1. Notions on lasers: understand lasers (photons and electrons; absorption, stimulated and spontaneous emissions; optical pumping; black body). Illustration based on laser materials linked to atomic physics, and uses of lasers in the remainder of the course 2. Laser-matter interactions: introduction to the various categories of physical phenomena involved (photo-thermia, photo-ionisation, photomechanical, etc.) Sample applications in industry (additive or subtractive fabrication, heat treatments), or medicine (skin treatments, eye surgery). Practical exercises using digital approaches, with Comsol multiphysics software (e.g. laser soldering) 3. Introduction to biophotonics: applications of light-matter interactions for the study of complex systems: from cells to tissues. Study of fluorescent imaging and coherent imaging techniques to understand living organisms or establish early diagnoses 4. Atomic physics: study of the interaction between electrons and photons in polyelectronic atoms thanks to much finer-grained physical phenomena than those observed in quantum physics. Probability of transitions between energy levels. Zeeman and Stark effects on external static fields. Illustration with rare earth ions used in laser amplifiers and optical-fibre-based telecommunication, atomic clocks, magnetic resonance, etc. 5. Notions on interactions between matter and various particles: X-ray and neutron diffraction based on the major installations in Grenoble (ESRF and ILL) • http://www.esrf.eu/ • http://www.giant-grenoble.org/fr/institut-laue-langevin-ill/ 6. Oral presentation of students’ work: applications approved by teachers which extend the information provided during the course Skills This TU provides the foundations to truly understand matter-radiation interactions (often used, but only skimmed over in other application TUs), allowing students to project and innovate rather than simply remaining users: – The course draws on multidisciplinary knowledge relating to matter and quantum, microscopic and macroscopic radiation – Students will gain a better understanding of the course material through practical applications and formulation of complex problems, analysing the different orders of magnitude of the phenomena described – Students have an opportunity to practise rapidly extending their knowledge of a field while also grasping all its scientific and technical aspects – This extension to knowledge, based on bibliographic research, will be presented to other students to stimulate the emergence of new ideas Assessments – Written exam (33%) and continuous assessment (17%) encouraging students to assimilate the course contents – Presentation on a selected topic (50%) showing students that they can extend the course to cover a subject of particular interest or that they need to understand better. These presentations also complete the course, as students listen to each other’s presentations and can ask questions. Bibliography Course notes; Comsol Multiphysics software

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_INMA Volume horaire (élève) total de l'UE


22 8 30

Language French Team – Jean Bittebierre – Laurent Gallais – Nicolas Sandeau

47

Elective modules Menu 2 - The structure of light: Basics and applications

Miguel Alonso Head of theme at École centrale de Marseille Objectives 1) To understand the different degrees of freedom of optical fields and their constraints based on the fundamental laws they satisfy. 2) To understand how these degrees of freedom can be adapted for various applications. 3) To obtain an overview of the physics of wave fields, emphasizing the many analogies between different physical phenomena. 4) To gain a better understanding of the principles underlying optical techniques including microscopy, optical tweezers, and metrology. Programme During this course, we will study the several degrees of freedom inherent to light: its spatial and temporal distributions of phase, intensity, polarization and coherence, as well as the corresponding spectra. We will explore several geometric descriptions for these degrees of freedom, and the physical rules governing them. We will also describe several applications such as: 1) microscopy, where adapting the light distribution can be useful both for illumination of the sample and to extract information from the image; 2) manipulation of cells and nanoparticles using optical tweezers; 3) metrology, where adjustments to the light used to probe a sample can maximize the data extracted from it; 4) data transmission, where light can be adapted to allow information multiplexing. The course will be taught through English and will involve several simulations. Skills – C1 Scientific and technical innovation: Extensive insight into physical phenomena is essential if we are to propose new applications. Similarly, understanding the analogies across different fields provides inspiration when exchanging ideas between contexts. This was the case, for example, in the work of Gerard Mourou and Donna Strickland - awarded the 2018 Nobel Prize in Physics - who adapted an idea from radar to optics, opening the door to ultrafast high power lasers. – C2 Mastery of complexity and systems: The course will stress how optics intersects with a range of other disciplines. Assessments – CA1 = written, 25% – CA2 = written, 25% – CA3 = oral, 25% Self-directed independent work = 25%. Bibliography A selection of research articles, tutorials and book chapters will be provided.

Crédits ECTS Code de l'UE 5 ING_2A_S7_E1_ACA Volume horaire (élève) total de l'UE


20 6 4 8 38

Language English Team Miguel A. Alonso

48

Elective modules Menu 2 - Thermomechanics of continuous media

Olivier Boiron Head of theme at École centrale de Marseille Objectives The course is divided into two distinct parts: – 1st part: Mechanics of compressible fluids -- Acquire the knowledge necessary to understand compressible flow -- Get to know the theoretical bases of compressible aerodynamics -- Understand the main mechanisms induced by the effects of compressibility -- Know how to calculate the characteristics of straight or oblique shock waves -- Know how to calculate flow in Laval nozzles – 2nd part: Thermomechanical behaviour of solid materials -- Define the main types of behaviour for solids -- Understand the underlying thermodynamic context of any behaviour model -- Know how to use the most common models Programme – 1st part: Mechanics of compressible fluids -- General introduction - examples of manifestations of compressibility in aeronautics/space travel -- Review of fluid mechanics -- Effects of compressibility - Mach waves -- Energy conservation - Saint-Venant equations -- Application to the study of a Laval nozzle - Straight shock -- Oblique and curved shocks -- Prandtl-Meyer expansion – 2nd part: Thermomechanical behaviour of solid materials -- Thermoelasticity -- Heat exchanger -- Thermoviscoelasticity -- Self-heating -- Elastoplasticity -- Shaping metals Skills - Students will understand the bases of the mechanics of compressible fluids (C2) - Grasp the effects of compressibility, in particular in aeronautics and thermopropulsion (C2) - Know how to calculate the characteristics of shock waves (C2) - Understand the bases of the thermomechanics of solids (C2) - Understand the main thermomechanical behaviour of solids (C2) Assessments – SE = two 1-h Written assessments (85%) – CA = practical write-up (15%) Bibliography – P.K. Kundu and I.M. Cohen, Fluid mechanics, 4th edition, Elsevier, 2010 – W.E. Carscallen and coll., Introduction to compressible fluid flow, CRC Press, 2014 – J. Lemaître and coll., Mécanique des materials solides, ed. Dunod, 2009

Crédits ECTS Code de l'UE 5 ING_2A_S7_E2_THER Volume horaire (élève) total de l'UE


16 12 2 30

Language French Team – Olivier Boiron – Thierry Désoyer – Dominique Eyheramendy – Yannick Knapp

49

Elective modules Menu 3 - Advanced signal processing

Antoine Roueff Head of theme at École centrale de Marseille Objectives The aim of this module is to illustrate the methods used in signal and image processing using several applications (in particular echolocation and high-resolution imaging), and provide an introduction to careers for engineers. A significant part of the teaching will take the form of practicals, so that students can tackle the difficulties and understand the methods used to process signals. Seminars will be organised with external presenters from major institutions and large companies working in the field to promote the further understanding of the applications and professions. Programme The application context of this course is perception of the environment. The programme aims to present this issue, then solve problems from the point of view of signal processing to illustrate the associated methods. For this course, the lectures and practicals are synchronised so that students can experience the specific difficulties and develop their analytical capacities. Seminars with external presenters from major institutions and large companies working in the field will be organised to help develop students’ understanding of applications and career options. Real-life applications with acoustic signals and a high-resolution imaging technique used in biology will be implemented. Skills The target skills are to develop critical thinking, a capacity to summarise the results of an experiment (in particular the capacity to take randomness into account), and the capacity to formalise a problem with a view to solving it. This module also aims to extend the students’ signal processing skills and knowledge. Assessments – Continuous assessment (CA): – One CA: a robust average grade from 15-min written tests taken during lecture sessions corresponds to 100% of the final grade Bibliography F. Le Chevalier, Principes et traitement des signaux radar et sonar, published by Masson



14 16 30

Language French Team A. Roueff

50

Elective modules Menu 3 - Further signal treatment

Antoine Roueff Head of theme at École centrale de Marseille Objectives The aim of this module is to illustrate the methods used in signal and image treatment through various applications (in particular echolocation and high-resolution imaging), as well as presenting a view of potential future engineering careers. A significant part of the teaching will be practical, so that students can tackle the difficulties and understand the methods used to treat signals. Seminars will be organised with external presenters from major institutions and large companies working in the field to enhance students’ understanding of the applications and professions. Programme The applicative context of this course is perception of the environment. The programme consists in presenting this issue, then solving the problems from the point of view of signal treatment, to illustrate the associated methods. For this module, lectures and practicals are synchronised so that students can deal with the difficulties presented by a system and develop their analytical capacities. Seminars will be organised with external presenters from major institutions and large companies working in the field to improve students’ understanding of the applications and professions. Real-life applications with acoustic signals and a high-resolution imaging technique used in biology will be implemented. Skills - The target skills are to develop critical thinking, be capable of summarising the results of an experiment (in particular being able to take randomness into account), and acquire the capacity to formalise a problem with a view to solving it. - This module also aims to extend students’ knowledge of and skills in signal processing. Assessments A written CA accounts for 100% of the final grade Bibliography F. Le Chevalier, Principes et Traitement des Signaux Radar et Sonar, published by Masson



14 16 30

Language French Team A. Roueff

51

Elective modules Menu 3 - Sensors in instrumentation

Alain Kilidjian Head of theme at École centrale de Marseille Objectives This elective is a complement to the teachings on electronics and linear automation, it allows students to explore the study of systems and their use This module aims to train engineers to extract relevant criteria to aid in the selection of a sensor and its electronic environment (conditioner) based on specifications; the environment and use of sensors will be developed and studied during practical sessions with systems of a different nature. Programme Objectives of the programme Multiple sensors are used in all fields of measurement and instrumentation. Their diversity often complicates selection of the most appropriate one. The aim of this elective module is to investigate how a physical phenomenon can be exploited to generate information that can be used to control a process. Description of the programme Notions addressed: - Metrological characteristics of sensors (influence quantities, measurement errors, sensor calibration, limits of applicability, sensitivity, speed, reaction time, etc.) - The various physical principles used to design sensors – Passive and active sensors – Conditioning the signal for passive and active sensors - Sensors dealt with for different applications (temperature, pressure, position, etc.) - Practical study of a system including sensors of various natures Skills This comprehensive module complements the application of the “systems” approach, which is essential to: - developing technical and scientific innovations; - solving complex, cross-disciplinary problems. It can be used to assess the student’s capacity to choose the appropriate indicators for a system, and to exploit them to monitor or control said system. Assessments – Individual work: presentation, 25%; written report, 25% – Project: write-up, 50% Bibliography – Manufacturer’s documents – G. Hasch, Les capteurs en instrumentation industrielle, Dunod

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_CAP Volume horaire (élève) total de l'UE


10 4 16 30

Language French Team Alain Kilidjian

52

Elective modules Menu 3 - Dynamics of continuous media

Fabien Anselmet Head of theme at École centrale de Marseille Objectives Pursue/extend training in mechanics of continuous media by focusing on dynamic movements and phenomena. In particular: - Become familiar with the basic notions used by engineers in the field of dynamics, vibrations and acoustics in liquids and solids. Based on a series of practical exercises and two foundational courses dealing only with the essentials, we will present and model several dynamic vibrational or acoustic phenomena occurring in these media. We will illustrate how engineers can use these phenomena to design, optimise, monitor or maintain industrial mechanical systems. - Become familiar with the basic notions and essential properties of turbulence, to be able to deal with and model the various practical situations that will be encountered in S9 or during international mobility. The theoretical foundations allowing analysis and modelling of the phenomena associated with turbulent flow will be presented. These foundations will allow students to grasp that, in nature and industry, flow is mainly turbulent. Treating these flows requires specific skills and tools (both analytical and modelling) which are very different to those used for laminar flows (dealt with during the 1st year). Programme For the part on the dynamics, vibrations and acoustics, a few examples of Practicals which complement the lectures are: – Experimental determination of a vibration mode – Reconstructing movement by modal superposition – Measuring the acoustic power of a source – Measuring the absorbent properties of materials – Audio analysis of acoustic signals, sound levels and indicators – Numerical calculation of the modes of structures using Abaqus and Matlab software (by the finite element method and the Ritz method) For the part of the module relating to how turbulence is initiated in fluid mechanics: Four lecture sessions are proposed on the following topics: – The appearance of turbulence, laminar/turbulence transition, the need for statistical treatment (Reynolds decomposition) – Balance equations for average values, Reynolds tensors, kinetic energy of turbulence – Basic modelling (length of mixture, turbulent viscosity), scale characteristics, Kolmogorov spectrum - Application to the case of a scalar mixture, turbulent diffusivity, analogy with random processes (but with characteristic length and speed scales for the flow rather than the fluid like in the laminar regime) These four lecture sessions are completed by Tutorial sessions (four 2-h Tutorials), during which the notions presented in lectures will be extended using a few real-world examples. Skills – C1: Scientific and technical innovation: for example, to prepare for an S8 internship in one of these fields or for an international academic exchange in a specialisation linked to mechanics where these notions will be covered in much more detail – C2: Mastering complexity and systems: -> Learn to model and analyse a problem, to select the most relevant method and/or level of modelling (C2) -> Become familiar with the bases of the digital modelling/simulation methods associated with this type of situation to, for example, complete their 2nd year internship in one of the associated fields (C2) -> Understand how to interpret experimental results (C2) Assessments - Five Practical exams will be graded (organisation in pairs or threesomes with a write-up to be handed in at the end of each session) (50%) - A 2-hour written exam on turbulence (50%) Bibliography M. Abid, F. Anselmet and C. Kharif, Instabilités hydrodynamiques et Turbulence, Cépaduès Éditions (2017)

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_DYN Volume horaire (élève) total de l'UE


12 8 10 30

Language French Team Mechanics teachers from ECM: – F. Anselmet – S. Bourgeois – M. Jaeger – C. Maury – D. Mazzoni – E. Sarrouy

53

Elective modules Menu 3 - Hyperfrequencies and radiofrequencies

Jean Bittebierre Head of theme at École centrale de Marseille Objectives After having assimilated a few theoretical bases upon which fast electronics is based, this module helps students to understand how the hardware in a large number of very topical applications functions, in the following fields: – signalling (ADSL, mobile telephones, WIFI, electronic labelling = RFID, remote tolling, radio and TV); – measurement (radar, magnetic resonance); – energy (microwave ovens, drying, safety standards). Programme During the limited duration of the course, after presenting the theoretical bases, we will focus on signalling applications, and heating through its links to safety standards. The other applications mentioned above will only be developed during students’ presentations as part of the assessment for this elective module. Whether wireless or not, hyperfrequencies (Gigahertz) and radiofrequencies (Megahertz) cover the electromagnetic field between optics and low-frequency electronics. For wireless setups, antennae are placed in the propagation medium to emit and receive. With wired setups, wires have been replaced by lines (e.g. coaxial cable) or waveguides (e.g. wave propagation in a metal tube), which, unlike LF wires, do not behave as a short-circuit! In particular, conductors only transmit a superficial current and electromagnetic waves into their environment. In both cases, very specific sources and receivers are used at these frequencies. The teaching will include digital simulations and practical sessions. – Sources and detectors – Modulation and demodulation – Propagation across free space: o Antennae o Wireless: mobile telephones, WIFI, RFID, remote tolling, radio and TV – Guided propagation (hyperfrequency circuits): o Waveguides and cavities (e.g. oven), transmission lines, impedance adaptation, introduction to a few components o Digital simulation (multi-station license for Fimmwave high-level software from Photon Design) – Heating – micro-wave drying and biological effects (safety standards for mobile telephones) - Experimental practical work Skills – The TU simultaneously addresses circuits and electromagnetic waves (at these frequencies, superficial current is present in conductors, and electromagnetic waves are emitted into the surrounding environment). The electromagnetic concepts introduced can be used in other options (e.g. optical fibres). – Hyperfrequency heating is a multidisciplinary application (EM, thermal, physical microscopic wave propagation). – Digital simulation and experimentation will be covered. – A discussion of the permissible frequencies and safety standards will allow students to exercise critical thinking on regulatory aspects and societal challenges. – The presentation is an opportunity to demonstrate initiative, extend a topic and draw on students’ own resources to learn more and share knowledge. Assessments – Presentation to other students (75%). Extension of an application selected by each student. A good assimilation of the basic knowledge will allow a more comprehensive presentation – Experimental Practicals and digital simulations (25% in CA) – Bonus-points: 0.25 points lost per absence, a maximum of 3 bonus points for active participation during the course Bibliography - Course slides on Moodle - Multi-station license for Fimmwave professional software from Photon Design

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_FRE Volume horaire (élève) total de l'UE


20 2 8 30

Language French Team – Jean Bittebierre – Fabien Lemarchand

54

Elective modules Menu 3 - Theoretical Computer Science

Pascal Prea Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_INF Volume horaire (élève) total de l'UE


Language Team

55

Elective modules Menu 3 - Semi-conductor materials, properties and applications

Laurent Gallais Head of theme at École centrale de Marseille Objectives - Get to know the basic physical processes involved in how semi-conductor components function (band structure, state densities, distribution of charge carriers, mobility, generation/recombination, etc.), and how elementary components function (various types of junction) - Implement this knowledge to understand and scale applications in the field of photonics taking scientific, technological and economic considerations into account Programme Semi-conductors are found in most electronic and optoelectronic devices. They have a complex dual mode of functioning, which, depending on the usage conditions, means they have both conductor and insulator properties. This elective module aims to teach the basic elements of the physics of semi-conductors, and in particular, the light-matter interactions occurring in these materials, to address their most frequent applications in the field of light production and detection (telecommunications, lighting, photovoltaics). The course is split into three parts: - Part 1: Introduction to semi-conductor materials and basic components - Part 2: Photon – semi-conductor interactions, electroluminescent diodes - Part 3: Photovoltaics, from resources to the latest developments Skills In the context of the Ecole Centrale framework, the skills and knowledge targeted correspond mainly to Theme 1 “Scientific and technical innovation”. The module aims to develop students’ grounding in scientific and technical knowledge, in particular in fields related to high-tech with a strong potential for innovation. Assessments 2-h exam Bibliography B.E.A. Saleh and M.C. Teich, Fundamentals of Photonics, 3rd edition, John Wiley & Sons, Inc. (2019)

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_MAT Volume horaire (élève) total de l'UE


30

Language French Team – Laetitia Abel-Tiberi – Caroline Fossati – Laurent Gallais-During (responsable)

56

Elective modules Menu 3 - Microcontrollers and their environment

Thierry Gaidon Head of theme at École centrale de Marseille Objectives The aim of this course is to present the basic notions needed to understand microprocessors, and their integration into working systems. Students will be capable of working on and selecting basic microcontroller systems. Design methods will be implemented to describe the requirements and translate them into a real physical model. Students will design and produce real models. Programme Progress in microelectronics - thanks in particular to the “VLSI (Large Scale Integration)” concept which integrates several thousand connections on the same substrate and the maturity of MOS technology, which is characterised by its low energy consumption - has made it possible to produce a central computing unit in a single electronic circuit known as a “microprocessor”. Thanks to progress in integration, performance increases are related to the speed of functioning, the length of the words treated (8, 16, 32, 64 bits), the number and complexity of operations that can be performed. This integration also made it possible to combine the microprocessor with associated elements (memory, input-output devices, etc.) within a single circuit known as a “microcontroller”. This type of component has become much more common and specialised in a very large number of fields (telecommunication, multimedia, electronics for the general public, etc.). The aim of this module is to introduce students to how microcontrollers function and their applications. Microcontrollers are key electronic components that have become essential today. After describing the components and the basic logic functions for the internal working of a microprocessor, we will focus on real-world examples of electronic systems implementing microcontrollers. Peripheral circuits will be studied alongside alternative solutions (DSP, FPGA, microcontrollers); practical aspects will be addressed. The practical sessions aim to familiarise students with the structure of microcontrollers and their programming thanks to an adapted and easy-to-use professional development environment. It will be possible to produce systems such as motor commands, network control, data communication, control of robots, etc. Skills Assessments Course notes, manufacturer’s documentation for the components used. Bibliography Notes de cours, formulaires constructeurs des composants utilisés

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_MIC Volume horaire (élève) total de l'UE


14 8 8 30

Language French Team – Thierry Gaidon – Carole Fossati

57

Elective modules Menu 3 - Economic philosophy

Laetitia Piet Head of theme at École centrale de Marseille Objectives The objectives of this elective module are to sensitise students to reading responses to social questions based on the concepts of liberty and equality, and to encourage them to think about the links between economic and social policies and the potential representations linking humans and society. - Students will learn how to analyse the construction of various social justice criteria and understand the associated models - Become aware of and understand the links between legal criteria and human and social design - Learn how to analyse the links between social justice models and economic and social policies. Programme Chapter 1: The philosophical-economic approach Chapter 2: Free will and determinism Chapter 3: Contingency, need for and economic theory behind rational decisions Chapter 4: Welfarist ideas of justice Chapter 5: Post-welfarist ideas of justice Chapter 6: Critical ideas of justice Skills – C2: Complexity. The themes addressed in this elective module allow students to link social, political, economic, and normative dimensions of contemporary phenomena. It contributes to the development of critical thinking and the capacity to present an argument. – C5: Vision and strategy. This elective module helps students to gain a better knowledge of the changes facing the modern world and the major current challenges. Assessments Five-page (maximum) written report on a theme selected by the student after discussion with the teacher. Bibliography – M. Fleurbaey, Théories économiques de la justice, Economica, 1996 – P. Grill, Enquête sur les libertés et l’égalité, Matériologiques editions, 2016-2018

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_PHI Volume horaire (élève) total de l'UE


20 10 30

Language French Team Philippe Grill (AMSE)

58

Elective modules Menu 3 - RID (research, identify, distinguish)

Didier Nuel Head of theme at École centrale de Marseille Objectives Distinguishing the components in a mixture, identifying them and quantifying them are daily issues for synthetic chemists, both in the laboratory and in industry. This module aims to address the various aspects of this problem in the form of mini-projects, during which small teams of students will have to determine a method to separate the components in a mixture to allow their subsequent characterisation, and quantification. Programme Most of the sessions will involve the use of a chemistry platform to determine and apply the best method to separate the components in a (known) mixture. Then, it will be necessary to quantify and propose methods to identify the components of the mixture. The mixtures proposed in previous years included pigments, active ingredients in drugs or components of food products (e.g. chocolate or tea). There will also be a few presentations of modern identification and quantification techniques that can be applied to compounds: For example: - Vibrational circular dichroism - NMR and advanced methods Skills Assessments A written report and an oral presentation of the project. Bibliography – F. and A. Rouessac, Analyse chimique, Collection Sciences Sup, Dunod – Skoog, West and Holler, Fundamentals of Analytical Chemistry, De Boeck University – Skoog, Holler and Nieman, Principles of instrumental analysis, De Boeck University – Multiple sources detailing the various techniques in “Engineering techniques”

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_RIS Volume horaire (élève) total de l'UE


6 24 30

Language French Team – Innocenzo De Riggi – Didier Nuel

59

Elective modules Menu 3 - Strategy and Industrial Organization

Dominique Henriet Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_STR Volume horaire (élève) total de l'UE


Language Team

60

Elective modules Menu 3 - Biosystems and Engineering

Audrey Soric Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_SYS Volume horaire (élève) total de l'UE


Language Team

61

Elective modules Menu 3 - Hyperbolic systems, theory and applications

Guillaume Chiavassa Head of theme at École centrale de Marseille Objectives Programme Skills Assessments Bibliography

Crédits ECTS Code de l'UE 5 ING_2A_S7_E3_SHT Volume horaire (élève) total de l'UE


Language Team

SEMESTER 8

64

Building blocks for life Bio-engineering

Marc Jaeger Head of theme at École centrale de Marseille Objectives The complexity of living matter is linked to its multiscale organisation; the object of this teaching unit is to present an overview of this topic through a multidisciplinary approach. By approaching the study of an object, a material, a system, with the vision of several disciplines, the advantages of multidisciplinary training for new scientific, technological and societal challenges are revealed. Programme The subject of this teaching unit is biological material from a multiscale perspective, from the nano-molecular and cellular scale right up to the human scale, passing through the mesoscopic scale of biofluid circulation and the macroscopic scale of tissues. It can be broken down into four parts: - “basic building blocks”, which describes living matter at the molecular and cellular scales; - “soft matter and microfluidics”, which, by integrating molecular organisation into a statistical thermodynamic approach, allows the mean-field, and finally, the continuous material medium to be described; - “modelling tissues”, which integrates structural tissue-related data at a microscopic scale up to the human scale, in a description of the biomechanics of continuous media; - “anatomy and pathology”, which describes the biomechanical functions and disfunctions of the human body. The detailed teaching content is available in the online documentation on the school’s Web site (in French and English) Skills The disciplines involved are chemistry, physics, and mechanics, as well as mathematical and numerical modelling. This course completes the other modules related to the structure of matter and its behaviour. Living matter is largely recognised today to be a promising source of inspiration for the fields generally referred to as “biomimetics” or “bio-inspired” materials. Assessments Continuous assessment Bibliography – B. Alberts, A.D. Johnson, J. Lewis, D. Morgan, M. Raff, K. Roberts and P. Walter, Molecular Biology of the Cell, Garland Science, 2015 – J.N. Israelachvili, Intermolecular and interface forces, Academic press, 2011 – S.C. Cowin, Tissue mechanics, Springer, 2007 – A.I. Kapandji, Anatomie fonctionnelle, Maloine, 2018

Crédits ECTS Code de l'UE 6 ING_S8_BIO_BRI Volume horaire (élève) total de l'UE


74 0 4 0 0 0 78

Language French Team – Karine Alvarez – Anaïs Baudot – Stéphane Betzi – Stéphane Canaan – Alexandre Martinez – Marc Jaeger – Jean-Marie Rossi – Stéphane Bourgeois – Serge Mesure

65

Imaging and wave-based therapies Bio-engineering

Gaëlle Georges Head of theme at École centrale de Marseille Objectives Following this teaching unit, students will have a good knowledge of the bases and possibilities proposed by medical imaging (wave-matter interaction for data treatment). They will also gain a deeper understanding of the physiological properties and metabolic processes targeted by the various methods, and of the numerical techniques implemented, which are specific to each technique. This skill base will then allow them to meet diagnostic and therapeutic needs, while appreciating the medical constraints. Programme Medical imaging has raised multiple challenges. In the field of health, non-invasive observation of the body provides morphological, metabolic and functional information, leading to significant progress in terms of care and public health (screening). From an industrial point of view, the development of new techniques has led to the manufacture of increasingly sophisticated machinery providing greater specificity. Covering a broad dynamic range (from the cellular scale to the macroscopic scale), we will describe wave-tissue interactions and how they can be exploited for imaging and therapy. The various imaging methods, from the most conventional to the most advanced, and the associated therapies will be put into perspective. Treatment of digital images is a key step to help with diagnosis and therapeutic follow-up. In particular, the following will be addressed: the notion of image quality, data analysis, pursuing objects in sequences and with the help of decision-making approaches. The aim is to provide training on the most advanced imaging methods, taking the physical foundations into account so as to be able to propose the best potential innovation for medical applications. This teaching unit can be broken down into three parts: - “cellular and subcellular microscopy”; - “medical imaging and therapy”; - “image treatment”. The detailed teaching content is available in the online documentation on the school’s Web site (in French and English) Skills This course extends the basic concepts in physics, mechanics or image treatment to imaging and wave-based therapies (applied to living organisms). These techniques involve analysis of the information provided by interactions between waves and matter, so as to obtain an image and/or potentially therapeutically useful effect on the matter. Data treatment for diagnostic, reconstructive or follow-up needs will also be covered. Students will analyse the socio-economic context of medical imaging and therapy thanks to a presentation of the challenges associated with each technique. This facet of the course will allow them to measure the potential for innovation. Practical work will consolidate these different notions. Assessments Continuous assessment Bibliography – M. Locquin and M. Langeron, Handbook of Microscopy, Butterworth-Heinemann, 1983. – V. Tuchin, Tissue optics: Light scattering methods and instruments for medical diagnosis, SPIE Press, 2015 – J. Beutel, R. Van Metter and H. Kundel, Handbook of Medical Imaging: Physics and Psychophysics, SPIE Press, 2000 – I.N. Bankman, Handbook of Medical Image Processing and Analysis, Academic Press, 2009

Crédits ECTS Code de l'UE 5 ING_S8_BIO_IMA Volume horaire (élève) total de l'UE


51 0 17 0 0 0 68

Language French Team – Gaëlle Georges – Hervé Rigneault – Carine Guivier-Curien – Philippe Lasaygues – Serge Mensah – Salah Bourennane – Caroline Fossati – Thierry Gaidon

66

Biotechnologies and chemical therapies Bio-engineering

Marc Jaeger Head of theme at École centrale de Marseille Objectives Drug development is a multi-parameter process which includes regulatory, temporal and societal constraints alongside an element of innovation. In addition, complex specifications must be integrated (efficacy, availability, safety, etc.). It is thus the epitome of a field in which solutions emerge thanks to a capacity to exercise complementary skills and address multiparametric problems. Study of the development and life cycle of a pharmaceutical compound illustrates the multidisciplinary aspects of this field, and demonstrates the advantages of general training to deal with new scientific, technological and societal challenges. Programme The core of this teaching unit relates to the creation and market release of new active ingredients and biotechnological devices. The aim is to stimulate students’ capacity to invent creative, ingenious, novel solutions inspired by previous solutions and current developments. In addition, a large part of the course is devoted to bio-informatics and biotechnology, aiming to use genomes, biomolecules, cells and tissues to create innovative devices to meet future human challenges. This teaching unit can thus be broken down into four parts: – “molecular therapy strategy”; – “pharmaceutical procedures”; - “bioinformatics”; – “inorganic biochemistry and bio-inspired chemistry”. The detailed teaching content is available in the online documentation on the school’s Web site (in French and English) Skills This teaching unit calls on knowledge in chemical engineering and chemistry for pharmaceutical aspects and for the bio-inorganic study of living systems as part of a biomimetic chemistry approach. Students will also use discreet mathematics and basic computing skills for bioinformatics aspects. The knowledge provided completes that already acquired in these disciplines, and is useful in itself. The field will stimulate students’ imaginations, thanks to its direct links to the life sciences, which – thanks to its multi-million-year evolutionary creativity – is the richest source of inspiration for humans. Assessments Continuous assessment Bibliography – Ng. Rick, Drugs: from discovery to approval, Wiley-Liss, 2004 – J.W. Mullin, Crystallization, Butterworth Heineman, 2001 – O. Papini and H. Prade, L’intelligence artificielle: frontières et applications, Cépaduès, 2014 – J.E. Huhey, E.A. Keiter and R.L. Keiter, Inorganic Chemistry, De Boeck, 2004

Crédits ECTS Code de l'UE 5 ING_S8_BIO_PHA Volume horaire (élève) total de l'UE


59 0 9 0 0 0 68

Language French Team – Karine Alvarez – Stéphane Betzi – Stéphane Canaan – Philippe Roche – Nelson Ibaseta – Anaïs Baudot – Léo Lopez – Élisabeth Remy – Alexandre Martinez

67

Planet BIO Bio-engineering

Marc Jaeger Head of theme at École centrale de Marseille Objectives The objective of this teaching unit is to present the socio-economic sector, by offering students the possibility to interact with their future professional environment. It is thus placed outside the limits of normal academic training. The aim is to allow students to emerge from the framework of the School and to familiarise themselves with the sector. S8 Bio-engineering provides a very broad perspective, ranging from meeting the biological and health community from Aix-Marseille to, potentially, completing a project. Programme Bio-engineering is the ideal example of a rapidly expanding emerging activity sector; its growth is continuously fed by scientific and technological discoveries produced by public and private research laboratories. With an exceptional group of researchers and clinical practitioners, and a range of laboratories allowing us to cover a very large research spectrum in bio-engineering, the Aix-Marseille site provides a great opportunity to understand the challenges in this sector, for those who are willing to leave the school’s bounds. The detailed teaching content is available in the online documentation on the school’s Web site (in French and English) Skills The mode of assessment is also novel. It relates, in particular, to the student’s behaviour, assessed based on their commitment to the proposed activities and the attitude adopted during meetings in the professional environment. It also involves production of an audio-visual report lasting a few minutes (clip), a skill which is increasingly in demand today. Specific training will be provided for this aspect at the start of the semester. Assessments Continuous assessment, video clip Bibliography N.A.

Crédits ECTS Code de l'UE 5 ING_S8_BIO_BIO Volume horaire (élève) total de l'UE


26 0 0 0 20 0 46

Language French Team – Gaëlle Georges – Marc Jaeger – Jean-Marie Rossi

68

Beyond the model Dynamics - Mutations - Crises

Alain Kilidjian Head of theme at École centrale de Marseille Objectives - Students will come to understand and analyse the inherent limitations of each model - Be capable of identifying situations where a model no longer seems appropriate - Know how to analyse and control a complex system without recourse to a model At a more general level, this TU aims to provide students with the skills and knowledge necessary to be aware of the limitations of models of complex systems. Programme Modelling a trend and detection of a break-point (10 h: 5-3-2-0) This short course provides some tools to model trends in numerous data series available in the fields of application of S8. The engineering student will discover that a model may need to evolve (or be revised). The earlier this regime change is detected, the better the adaptation. To achieve this, a few tools will be presented to assess changes to the model (multiple regression, break-point detection, hidden Markov chain). In this module, we will study various applications in climatology/meteorology, economics/finance and biology. Fuzzy command (16 h: 6-2-8-0) The approach to modelling and its use to control a system can be difficult to implement if the system is overly complex: it is thus necessary to present an alternative approach, and, possibly, to compare the two. Based on the sample applications planned for S8, we propose an approach based on fuzzy logic (absence of a model of the complex system) to control the behaviour of a complex system. Limitations of modelling. Scientific and technical, philosophical, cultural and political aspects (4 h: 4-0-0-0) This module aims to demonstrate - from several multidisciplinary standpoints - the limitations of modelling and the necessarily partial nature of any model. This module is designed in the form of conferences given by speakers from outside the School. Its precise content will thus depend on the speakers invited. Skills - Students will acquire the capacity to develop creative, ingenious, novel solutions - The capacity to draw on general scientific/technical knowledge (transdisciplinary and/or specialisation) - The capacity to understand and formalise a problem (hypotheses, orders of magnitude, etc.) - The capacity to propose one or more potential solutions Assessments – CA1: Modelling trends (assignment) 40% – CA2: Fuzzy commands (write-up) 30% – CA3: Fuzzy commands (programme) 30% Bibliography Course notes - documents depending on the lecturer

Crédits ECTS Code de l'UE 3 ING_S8_DMC_DELA Volume horaire (élève) total de l'UE


15 5 10 30

Language French Team – Alain Kilidjian – Mathematics lecturer

69

Crisis management: physical and chemical applications Dynamics - Mutations - Crises

Frédéric Schwander Head of theme at École centrale de Marseille Objectives - Students will learn when and how to use the techniques and science of randomness, statistics and complexity. They will illustrate these ideas using applications of various natures - Expand their thinking, obtain a certain level of knowledge of information, physical and chemical sciences which will allow them to tackle the problems encountered - Establish links with the associated mathematical tools - Develop their desire to play an active role in the field - Develop a holistic view Programme Section 1: Information, complexity and statistical risk (10-8-0-6) - Review of probability and classical statistical theory - Theory of statistical risk for decision-making or estimation - Elements of information theory - Elements of Kolmogorov complexity - Inferring probability laws and principle of maximum entropy - Stochastic complexity and application to the estimation of order in a model - Sample applications in physics Section 2: Non-linear chemical phenomena (3-10-0-3) A large number of chemical reactions are governed by non-linear kinetics. This can result in unexpected phenomena, such as oscillating reactions, and sometimes dangerous phenomena, such as runaway chemical reactions, which could lead to reactor explosions. These phenomena will be addressed in this course through examples. Their type and the challenges they present will first be introduced, then we will characterise them based on a few carefully selected cases. Skills Ecole Centrale engineers can control the complexity of the systems and issues they encounter. Assessments – CA1: Write-up on section 1, 70% – CA2: Write-up on section 2, 30% Bibliography - Course notes - depending on the lecturer

Crédits ECTS Code de l'UE 3 ING_S8_DMC_CRIS Volume horaire (élève) total de l'UE


13 18 9 40

Language French Team – Nelson Ibaseta (section 2) – Philippe Réfrégier (section 1)

70

Dynamic instability and chaotic transport Dynamics - Mutations - Crises

Frédéric Schwander Head of theme at École centrale de Marseille Objectives - Students will learn how to apply the notions addressed in the “Mathematical modelling of complex systems” course to examples of dynamic systems involving fluid and solid mechanics - Become familiar with the concept of instability, and be able to identify its emergence based on several applications - Become familiar with the properties of a Hamiltonian system, identify critical points in the phase space, identify deterministic chaos in a Hamiltonian system, learn about transport in a chaotic system Programme Starting from the general equations describing the mechanics of continuous media (MCM, 1st year), we will establish the equations of motion for the system considered, and discretised in spaces to return to a dynamic system, generally of small size. The instabilities and their consequences will be described using the basic notions covered by the “Mathematical modelling” of complex systems course. A few examples of the mechanics of solids (15 h) - Collapse of a structure by buckling - Screeching of a brake or clutch pad - Self-oscillation in musical instruments (bowed string instruments, woodwinds, brass instruments) - Aeroelastic instability of an airplane wing or bridge; instability of a grounded helicopter We will study the behaviour of and transport phenomena in a chaotic Hamiltonian system. The notion of transport will be illustrated through digital applications exploiting the analogy between Hamiltonian systems and incompressible fluids. A few examples from fluid mechanics (22 h) - Fusion plasmas (dynamics and chaos in magnetic lines, particle diffusion by ExB drift) - Neutral liquids: dynamics and mixing in liquids Skills Mastery of complexity and systems The TU allows students to develop the theoretical tools necessary to understand instability in chaotic systems. It contributes to students’ capacity to address the diversity of behaviour in a dynamic system, providing them with the tools to describe this behaviour through mechanics-derived applications. Assessments – CA1: Dynamic instabilities in continuous media (Practical), 40% – CA2: Chaotic transport and control strategies: applications to fluids (Practical), 30% – SE1: Chaotic transport, 30% Bibliography Course notes.

Crédits ECTS Code de l'UE 3 ING_S8_DMC_INST Volume horaire (élève) total de l'UE


9 6 22 0 0 0 37

Language French Team – Guido Ciraolo – Bruno Cochelin – Emmanuelle Sarrouy – Frédéric Schwander

71

Mathematical and statistical modelling of complex systems Dynamics - Mutations - Crises

Christophe Pouet Head of theme at École centrale de Marseille Objectives - Students will become familiar with the theory of dynamic systems in discrete and continuous time - Become familiar with the theory of stability - Become familiar with the theory of differential equations - Become familiar with the theory of estimation and detection for extreme phenomena - Learn how to choose the appropriate tools to model a phenomenon - Learn how to implement a model with parameter evaluation and to illustrate various behaviours using simulations - Learn how to use or develop appropriate numerical methods to solve a problem efficiently - Master the computing tools necessary for the implementation of numerical models Programme Mathematical modelling of complex systems I and II (30 h: 9-7-14-0) Discrete models, continuous dynamic systems, associated numerical methods; equations with partial derivatives, numerical methods and examples of applications in biology The Lorenz system: a simple meteorology model (15 h: 10-5-0-0) General introduction (meteorology, Lorenz’s discovery, Rayleigh-Bénard convection and the Lorenz system); Rayleigh-Bénard instability (theory of linear stability; fundamental equations and Boussinesq approximation; basic flow and linearisation of equations; dimensionless equations: Rayleigh and Prandtl numbers; transition between conduction and convection); chaos (notion of attractors and sensitivity to initial conditions; study of the Lorenz system. Numerical simulations of the Lorenz system) Extreme values (15 h: 6-6-3-0) Extreme values, order statistics, fields of attraction in a distribution of extreme values, Hill estimator, Pickands estimator, distribution tails, behaviour of excess elements, Pareto’s law, Gumbel’s law, Weibull’s law. Use of R and Matlab software Detection of anomalies (15 h: 5-2-8-0) Skills Ecole Centrale engineers can control the complexity of the systems and issues they encounter. Assessments SE1: Dynamic systems 20% CA1: Dynamic systems (assignments) 12% CA2: Dynamic systems (Practical) 8% SE2: Lorenz model 14% CA3: Lorenz model (Practical) 6% CA4: Extreme values (questions) 20% CA5: Detection of anomalies (Practical) 20% Bibliography Course notes in English

Crédits ECTS Code de l'UE 6 ING_S8_DMC_MOMS Volume horaire (élève) total de l'UE


30 20 25 75

Language French Team – Guillaume Chiavassa – Jacques Liandrat – Malek Abid

72

Economic and financial models: the need for regulation Dynamics - Mutations - Crises

Frédéric Schwander Head of theme at École centrale de Marseille Objectives Part I: Economy of the environment and environmental resources This course proposes an introduction to the issues related to environmental economics and natural resources. By exploiting the dynamic optimisation tools studied in other courses covered during the academic trajectory, we will cover a set of common issues in the field: mine management issues, predator-prey models, fisheries models. In addition, a more “static” part of the course will investigate the need for regulation (and the available tools) to correct external factors. Part II: Economic growth and crises This course aims to present students with the main factors explaining a country’s long-term economic growth. These factors will be presented through empirical evidence and stylised facts, which establish the elements of reflection used during theoretical modelling of economic growth. Programme Part I: The resource economy I. Introduction II. Optimal management of a non-renewable supply of resources III. Population models IV. Dynamics of fisheries V. Needs and instruments for environmental policies VI. Management of a stock pollutant, theoretical and numerical analysis Part II: Economic growth and crises I. Introduction: empirical regularity and stylistic facets of economic growth II. Exogenous growth models III. Introduction to models Skills The main generic skills of Ecole Central engineers developed during this teaching are C2, C3 and C5. The course topic, and more generally the academic trajectory, relates to skill C2. Reflection on economic theory contributes to skill C5. Finally, skill C3 is developed by the method used to assess the TU. Assessments CA: homework 100% Assessment of the TU is based on a group project. Part of the project is an assignment summarising the two courses on which the TU is based. The second part of the project asks students to pursue their assignment by developing a mini-research project.

Crédits ECTS Code de l'UE 3 ING_S8_DMC_MODF Volume horaire (élève) total de l'UE


36 4 40

Language French Team – Nicolas Clootens – Nicolas Abad

73

Mathematical optimisation and application to control Dynamics - Mutations - Crises

Guillaume Graton Head of theme at École centrale de Marseille Objectives Mathematical optimisation methods are applied in a large number of fields linked to engineering, whether simply as numerical analysis tools or dynamically, such as to deal with optimal command problems. The objective of this course is to present the theoretical aspects of unconstrained static optimisation, then those of constrained optimisation (Lagrangian, KKT, saddle points and duality), as well as the main optimisation algorithms (gradient, conjugated gradient, Newton’s method, quasi-Newton method, etc.). The stochastic aspects of optimisation will be addressed using simulated annealing and cross entropy. This first part aims to introduce the notions of static optimisation, with a view to extending them to dynamic optimisation and to optimal control problems in the second part. The latter will be dedicated to Hamilton’s equation, Pontryagin’s minimum principle, and Bellman’s optimality principle. This will lead to Riccati’s equation and to solving differential algebraic equations. Various examples will be used as illustrations. Programme The course can be broken down into two parts: Part I relates to static optimisation, during which students will acquire the following notions: - mathematical foundations, definition and selection of criteria, unconstrained optimisation, definitions of constraints and constrained optimisation, algorithms / numerical methods, stochastic aspects, towards identification. Part II relates to dynamic optimisation and optimal control; students will acquire the following notions: - choosing the criterion, dynamic constraints, Hamilton’s equations, Pontryagin’s principle of optimality, dynamic programming and Bellman’s optimality, Riccati’s equation, towards optimal control. Skills The continuous assessment will assess the following skills: – C1 Theme 1: intermediate level – C1 Theme 2: beginner/intermediate level The exam and continuous assessment will assess the following skills: – C2 Theme 1: competent level – C2 Theme 2: intermediate level Assessments The knowledge acquired will be assessed in two different ways: – 66% 2-h written exam without access to documents, calculator allowed – 34% write-up of the two Practical sessions (static optimisation and dynamic optimisation) Bibliography – G. Allaire and S.M. Kaber, Alge ̀bre line ́aire nume ́rique, Ellipses, 2002 – P.G. Ciarlet, Introduction a ̀ l’analyse nume ́rique matricielle et a ̀ l’optimisation, Dunod, 1998 – M. Bergounioux, Optimisation et contrôle des syste ̀mes line ́aires, Dunod, 2001 – B. d’Andre ́a-Novel and M. Cohen de Lara, Cours d’automatique, commande line ́aire des syste ̀mes dynamiques, École des Mines de Paris, 2000

Crédits ECTS Code de l'UE 3 ING_S8_DMC_OPTI Volume horaire (élève) total de l'UE


14 10 14 38

Language French Team – Guillaume Graton – Samia Mellah – Taki-Eddine Korabi – Youssef Trardi

74

Sustainable chemistry Environment: management and technology

Damien Herault Head of theme at École centrale de Marseille Objectives Sustainable chemistry relates to the industry of matter-transforming procedures. This module provides the essential bases of green chemistry and processes, and allows students to understand the potential for recycling and industrial symbioses, which are presented in the “Circular economy” TU. It is thus a question of discovering and appropriating methods based on the development of the associated innovative and clean chemical technologies, focusing on the use of biosourced materials and on the desire to implement clean processes (less polluting and/or requiring fewer raw materials or less energy). The sustainable chemistry course is inspired by the European chemical regulations, REACH, and the notions of eco-design-based principles and the circular economy, which are directly linked to sustainable chemistry. Programme The programme of the TU addresses the aspects of sustainability, the 12 principles of green chemistry, catalysis in homogeneous and heterogeneous phases, biocatalysis, new reaction media, renewable raw materials, and novel concepts guiding research and development in the field (such as biomimetism). More precisely, the TU is centred around the following themes: – introduction to green chemistry, towards a biosourced economy? – health and environmental safety: REACH, new European chemical regulations – agroresources – reducing quantities of materials. Alternative solvents – catalysis (organocatalysis / biocatalysis / homogeneous catalysis) – practical work – green processes: cells considered as living factories, energy concentration and saving Skills – C1: Scientific and technical innovation – Development of new, more economical and/or more effective processes, based on extensive knowledge of basic principles – C2: Mastery of complexity and systems – Better management of the production pipeline, use of resources, waste treatment, the circular economy Assessments – Green chemistry: assessment, 25% – Green chemistry: continuous assessment, 25% – Green chemistry: practicals, 30% – Green processes: continuous assessment, 20% Bibliography – S. Antoniotti, Chimie vert Chimie durable, Ellipses Marketing (2013) – J. Augé and M.-C. Scherrmann, Chimie verte: Concepts et applications, EDP Sciences/CNRS (2016)

Crédits ECTS Code de l'UE 3 ING_S8_EDD_CHDU Volume horaire (élève) total de l'UE


28 6 8 42

Language French Team – D. Hérault (ECM) – External presenters

75

Circular economy Environment: management and technology

Christian Jalain Head of theme at École centrale de Marseille Objectives The TU relies on sustainable chemistry (technological tools) and environmental management (managerial tools), it provides ecodesign tools, which taken together can be used to transform waste into new resources, and beyond, to develop industrial ecology, a veritable emerging trend in economics circles. This TU trains ECM engineers in transversal skills. The various disciplines involved are chemical engineering, industrial engineering and chemistry; methods for life cycle analysis (LCA), which have been considerably developed in the last few years, are also included. The main objective of the TU is to help students to understand the environmental, societal and economic stakes for industries transforming resources into products. Programme - Discover the ADEME’s “carbon footprint” tool, to assess a company’s or site’s greenhouse gas emissions (GGE), and the tool to help define a strategy in terms of energy management with a view to reducing energy costs - Get to know the multicriterion, multi-stage structure of an ecodesign approach (in line with the eponymous French standard) and the stringent constraints added when the environment is considered in standard technico-economic design - Discover the ASIT method, which is an applied and easily understood adaptation of the TRIZ principles recently developed by Roni Horowitz - Become familiar with the standardised “life cycle analysis” assessment method to measure the impact of an industrial system on its environment - One of the major challenges for the transformation of industry for the 21st century is to shift from a resource-product-waste transformation pipeline to processes where waste is considered a new resource - In the “reclamation” part, an overall approach to processes for matter transformation will help students to understand how different pipelines interact, and provides elements for selection of the recycling or reclamation processes to be applied to effluents or waste. Industrial examples of waste reclamation provide opportunities for sustainable chemistry and industrial ecology. Skills – C1: Scientific and technical innovation In combination with the teaching in the other TU for this S8 trajectory, students will learn how to establish a diagnosis which they will then use to suggest manufacturing or waste reclamation/treatment processes to develop a more virtuous product cycle as part of the advance towards a circular economy (C1) – C2: Mastery of complexity and systems: - Students will master the methods to assess the environmental impact of a process or manufacturing or design pipeline (C2) - Learn how to interpret the results of such analyses and identify the steps or procedures where significant improvements can be made (C2) - Learn how to model and analyse a process or manufacturing or design pipeline (C2) Assessments – Ecodesign: continuous assessment, 30% – Life-cycle analysis: continuous assessment, 30% – Industrial symbioses: project performed in pairs, 40% Bibliography Several articles in the Revue des Techniques de l’Ingénieur

Crédits ECTS Code de l'UE 4 ING_S8_EDD_ECCI Volume horaire (élève) total de l'UE


25 12 12 4 53

Language French Team C. Jalain (ECM) External presenters

76

Effluents and pollution Environment: management and technology

Audrey Soric Head of theme at École centrale de Marseille Objectives The TU relates to treatment of effluent and modelling its dissemination in the environment. It is strongly linked to the TU on monitoring (detecting and measuring pollution) and the TU on the circular economy (waste reclamation). The objective of this TU is to give students a broad view of the techniques available to treat effluents - in particular waste water, with a view to reusing a proportion of it if possible - and methods to monitor river pollution. monitorin In detail, the TU is organised around the following themes: - Effluent treatment: (33 h) Water treatment Membranes Phytotechnology: soils and water Excursion to visit a site (STEP Marseille) – Dissemination in the environment: (13 h) Modelling the dispersion of pollutants in rivers Transfer of radionuclides to river waters Programme Following an introduction on water (resources, requirements, quality and main pollutants), the classical pipeline for waste-water treatment will be presented. We will then particularly focus on the following single operations: decantation, coagulation - floculation, filtration, and barometric membrane separation. The second part of the course starts with lectures and exercises presenting the main characteristics of river or canal flow, as well as the various issues linked to the erodable or stable properties of solid grains (in particular sediments) which constitute the depths and banks. These elements of theoretical modelling are based on methods used in numerical models of transfer/dispersion of radionuclides in rivers, which will be presented in the form of a case study, the proportion linked to the sedimentary dynamics plays a major role for this type of pollutant, which largely bind to sediments measuring less than 50 microns. Skills – C1: Scientific and technical innovation - Development of new, more economical and/or more effective processes, based on extensive knowledge of the basic principles – C2: Mastery of complexity and systems - Better management of the waste production/treatment chain, to get as close as possible to sustainable development objectives and, if possible, reclamation of waste water (process linked to the circular economy). Assessments – Treating waste water: 2-h assessment (50%) – Chemical engineering practicals: practicals (20%) – Modelling (rivers): 90-min assessment (30%) Bibliography Several articles in the Revue des Techniques de l’Ingénieur

Crédits ECTS Code de l'UE 4 ING_S8_ENV_EFPO Volume horaire (élève) total de l'UE


26 14 4 2 46

Language French Team – A. Soric – P. Guichardon – N. Ibaseta – F. Anselmet (ECM) – External presenters from private companies

77

Environmental management Environment: management and technology

Fabien Anselmet Head of theme at École centrale de Marseille Objectives Environmental management is part of a sustainable development perspective. The TU integrates the technical, regulatory, behavioural and economic components at company level and establishes the role and missions of an engineer. It is strongly linked to the TU on the circular economy. For the regulatory aspects, we are particularly interested in corporate social (or societal) responsibility (CSR) and the ISO 14000 standard, which are the cornerstones of environmental management. Economic challenges are addressed from the point of view of economic science applied to the environmental economy and sustainable development (e.g. to analyse economic mechanisms, understand how a company can adapt when faced with a scarcity of resources, predict outcomes, etc.). Programme The part of the course dealing with management and the regulations aims to help students understand and include environmental considerations in their daily practice. This attitude is essential for any company leader, who must consider technical, regulatory, behavioural and economic aspects. The objective is for students to be able to rank the main environmental challenges for a company, to establish environmental strategies and perform environmental audits. This goal will help to develop, implement and improve environmental management systems. The part of the TU relating to environmental economics focuses on five main points: introduction to environmental economics; integration of environmental challenges in decision-making; assessing public policies, setting up indicators and sensitising consumers to environmental issues; study of sustainable development reports; and presentation of this work. This group work allows students to study the sustainable development policy of a few large French companies, with a 15-min oral summary presentation during lectures and a written report to be handed in at the last lecture. Skills – C1: Scientific and technical innovation – C2: Mastery of complexity and systems – C3: Programme direction – C5: Strategic vision – Students will learn how to perform an analysis or diagnosis of a company with regard to environmental management problems (C1 + C2 + C3 + C5) – Become aware of and familiar with the main regulatory constraints linked to environmental management (C1 + C2 + C3 + C5) Assessments Written assessment (2 h) 100% Bibliography – M.-P. Grevêche and L. Vaute, Au cœur de l’ISO 14001:2015: Le système de management environnemental au centre de la stratégie, AFNOR (2015) – L. Abdelmalki and P. Mundler, Économie de l’environnement et du développement durable, De Boeck (2015) – T. Tietenberg et coll., Économie de l’environnement et du développement durable, PEARSON (2013) – Articles in the Revue des Techniques de l’Ingénieur

Crédits ECTS Code de l'UE 4 ING_S8_EDD_MENV Volume horaire (élève) total de l'UE


32 6 8 46

Language French Team – J. Gazérian (ECM) – External presenters

78

Project Environment: management and technology

Fabien Anselmet Head of theme at École centrale de Marseille Objectives – Students will learn to exploit the various sources of knowledge and skills learned during their training, whether technical or organisational – To address a real problem and its various constraints – To obtain the necessary additional knowledge and skills for a project – To find this information beyond the circle usually implemented in the School – To work as a team in interaction with a project initiator – To structure their work over time Programme – Various topics are proposed at the start of the semester (early or mid-March) and each one is dealt with by a group of two or three students. These topics are points of interest for academic (and/or industrial) research and industry. – Projects are supervised by one or two teachers or external collaborators. – One half-day per fortnight is dedicated to this project (30 h in all). – At the end of the project, students make an oral presentation and produce a written report. A few examples of topics from previous years are: – Fumes from ships in Marseille port (ECM teacher) – Green solvent (ECM teacher) – Propose a subject for a 1st year open day linked to sustainable development (ECM teacher) – Mosquitos: study of the toxicity of antimosquito devices (Techno-Beam) – Remediating polluted soils (Novachim) – Study of sources of industrial plastic and metallic packaging (Novachim) – Environmental optimisation of HAU filtering (Oleo-déclic) – Harvesting atmospheric humidity using “mist-capturing” nets (UTEC, Lima) – Storage and reprocessing of earth produced during major excavation work (Geosafe) Skills – Students will learn how to address and break down a complex problem (C2) – How to propose innovative, but realistic solutions (C1) – How to distribute tasks to be performed in line with the desires or skills of each member of the group (C3) – How to structure their work over time (C3) – How to report on their work (C3) – How to organise a group and interact with external collaborators (C4) Assessments - Final report: 0.4 – Oral presentation: 0.4 – Work performed: 0.2 (supervisor’s opinion) Bibliography - Subject-related S8 courses and any other document available at the documentation centre or online (in particular, engineering techniques) - Courses from other semesters on project management and general management (as necessary, to review the important points)

Crédits ECTS Code de l'UE 3 ING_S8_EDD_PROJ Volume horaire (élève) total de l'UE


30 30

Language French Team - ECM teachers - External supervisors (from private industry or other)

79

Monitoring environmental quality Environment: management and technology

Mireille Guillaume Head of theme at École centrale de Marseille Objectives The TU groups together tools to measure the quality of water, the atmosphere and the sound environment. Based on environmental management (standards, territorial monitoring), effluents and specific pollution (treatment of effluents and pollution, and modelling the diffusion of pollution), the objective is to provide future engineers with the methods and tools for geomonitoring (in a natural and urban setting) and detection of pollutants, whatever the scale of the analysis. These tools will allow them to understand / develop the whole environmental monitoring chain, which extends from data acquisition using dedicated sensors to data treatment, and includes modelling of physical phenomena. The monitoring fields dealt with range from chemical atmospheric pollution to the prediction and reduction of noise levels in urban settings, while also covering the state of continental surfaces (vegetation) by imaging. Programme This TU presents the tools used to detect pollution indicators, at a local and global scale, based on environmental sensors and measurements, and geomonitoring. It also covers issues related to environmental noise pollution, so as to improve the sound environment (linked to the notion of the sustainable silent town). 1. Environmental sensors and measurements (J. Bittebierre and D. Nuel) Localised measurements using independent or networked sensors to allow precise follow-up, in real-time, of closed sites or wider areas. Emphasis is placed on the sensors most commonly used for localised precision measurements, and on the components used to collect imaging data (optical sensors, including LIDAR [optical monitoring radars based on laser] and hyperspectral cameras [camera providing the spectral composition of each point on an image], chemical sensors and gas sensors). 2. Remote sensing (R. Marion and A. Roueff) Remote sensing methods for geomonitoring and characterisation of pollution. Relevant information can be extracted relating to the state of vegetation, soils and seas from embedded imaging sensors (multi-spectral or radar). We will see how remote sensing works and how to implement algorithms for mapping through several sample applications. 3. Noise pollution (C. Maury and D. Mazzoni) We will investigate outdoor or indoor noise pollution, relying in particular on characterisation of an acoustic field and sources, and applying data treatment with the help of acoustic screens. A conference will present the acoustic technique and its application in the prevention of risks associated with CO2 storage. Skills

– C1: Scientific and technical innovation -> Students will be capable of following the development (in particular at the level of

automated data treatment) of new or more powerful methods (C1) -> They will be capable of supervising the implementation of a monitoring technique in a new

context (C1) – C2: Mastery of complexity and systems: -> Students will learn how to analyse a pollution-related problem (C2) -> They will master experimental methods for use in these types of situation to propose an

appropriate monitoring method implementing the most relevant detection and monitoring techniques (C2)

-> They will learn how to interpret experimental results, and identify problematic situations (failures, abnormal background noise, various disfunctions) (C2) Assessments – CA1 (“Teledetection” part): average grade for write-ups - Proportion of final grade = 40% – CA1 (“Sensors” part): presentation + bonus for Tutorial - Proportion of final grade = 30% – CA1 (“Acoustics” part): written project report - Proportion of final grade = 30% Bibliography – Georges Asch et coll., Les capteurs en instrumentation industrielle, 5th édition, Dunod, 1999 – Frédéric P. Miller, Acoustique environnementale, Alphascript Publishing, 2010 – Several articles in the Revue des Techniques de l’Ingénieur

Crédits ECTS Code de l'UE 3 ING_S8_ENV_SQEN Volume horaire (élève) total de l'UE


20 12 12 2 46

Language French Team – Jean Bittebierre and D. Nuel: 6 h Lectures, 4 h Tutorial, 2 h Practical – F. Anselmet: 2 h visit – C. Maury and D. Mazzoni: 2 h Lectures, 4 h Tutorial, 2 h Practical – A. Roueff: 4 h Lectures, 4 h Practical – R. Marion (CEA): 2 h Lectures, 4 h Practical – External presenters (CEA, LMA/CNRS, Atmo Sud): 6 h Lectures, 4 h Tutorial

80

Which alternative energies for tomorrow? Examples of biomass and hydrogen Sustainable energy

Fabien Anselmet Head of theme at École centrale de Marseille Objectives This course will allow students to clearly identify, understand and master the stakes and challenges to be considered if technologies involving biomass and hydrogen are to be used by the general public. Programme The course deals with bioenergy, hydrogen and fuel cells in equal proportions. In addition, four hours are reserved to the study of geothermal energy. For bioenergy sources, an introductory session sets out the problem and stakes. Other sessions are focused on case studies and supervised personal work on specific points is linked, in particular, to ethanol (overall analysis of the process, pre-treatment, distillation processes, associated energy mix, etc.). For the part related to hydrogen and fuel cells, course sessions combine lectures and exercise/tutorial sessions. In particular, we will present the underlying thermodynamic aspects of redox reactions to allow students to fully understand how batteries function and the technological challenges involved in their optimisation. Aspects related to safety and emerging standardisation for these systems will also be presented, as well as examples of existing installations and systems in the fields of transport and stationary applications. Skills C1: Ecole Centrale engineers create value through scientific and technical innovation C2: Ecole Centrale engineers master the complexity of the systems and issues they encounter. C3: Ecole Centrale engineers conduct programmes. C4: Ecole Centrale engineers apply ethical and responsible management techniques. Assessments SE + CA Bibliography A.V. da Rosa, Fundamentals of Renewable Energy Processes, Academic Press, 2012

Crédits ECTS Code de l'UE 2 ING_S8_ENE_BIHY Volume horaire (élève) total de l'UE


18 12 30

Language French Team – Fabien Anselmet – Pascal Denis

81

Nuclear power Sustainable energy

Frédéric Schwander Head of theme at École centrale de Marseille Objectives This course provides elements to allow students to fully understand the nuclear industry, its role in current and future energy production, its strengths and weaknesses, considering the various associated scientific, technological, environmental and societal aspects. Programme – Introduction: nuclear physics, fission reactions, fusion reactions Fission module: – Architecture and functioning of PWR and FNR nuclear reactors (J.C. Klein) – Basic principles of nuclear systems (J.C. Klein) – Fuel for nuclear reactors (Y. Pontillon) – Review of the three major nuclear accidents: TMI, Chernobyl and Fukushima – what can be learned for nuclear safety? (Y. Pontillon) – Nuclear safety (J.C. Klein) Fusion module: – Introduction to controlled fusion (C. Grisolia) – Physics of nuclear fusion and quantifying reactor yield (C. Grisolia) – Physics of plasma and magnetic confinement (F. Schwander) – Scaling rules for the design of a fusion reactor (F. Schwander) – Physics of the plasma/wall interaction (G. Ciraolo) – Current status of fusion research - objectives and challenges for ITER (G. Ciraolo) Skills C1: Ecole Centrale engineers create value through scientific and technical innovation C2: Ecole Centrale engineers master the complexity of the systems and issues they encounter. C3: Ecole Centrale engineers conduct programmes. C4: Ecole Centrale engineers apply ethical and responsible management techniques. Assessments Supervised exercises Bibliography

Crédits ECTS Code de l'UE 4 ING_S8_ENE_ENUC Volume horaire (élève) total de l'UE


30 10 20 60

Language French Team Y. Pontillon J.C. Klein C. Grisolia F. Schwander G. Ciraolo

82

Solar power Sustainable energy

Laetitia Abel-Tiberini Head of theme at École centrale de Marseille Objectives Among available sustainable energy solutions, solar energy is very abundant and perfectly renewable. This resource can be directly used in the form of heat (solar heating) or transformed into electricity (thermal power stations or direct transformation by photovoltaics). Due to its abundance, the proportion of solar energy is increasing in worldwide resources. During this TU we will study the characteristics of solar energy and the associated technologies to provide students with all the necessary tools to scale installations and understand current socio-economic and scientific challenges. This TU is at the interface between several disciplines: electronics, optics, optronics, physics, thermic. Programme General introduction: Societal challenges Economic and technical problems, challenges Solar potential: physical aspects Principle of function of solar power, atmospheric absorption and local, temporal and spectral dependency of illumination. Qualitative study, followed by quantitative study using photometry. Optimising illumination: solar concentrators. Energy balance (received solar energy, heat radiation, greenhouse effect) *Science and technology of solar energy sensors: **Photovoltaic sensors: - Working principle: scaling a photovoltaic installation, semi-conductor, diode and photovoltaic effect; cells, cell matrices, impedance adaptation, challenges to be tackled (costs, yield, storage) - Technological branches: silicon cells: mono and polycrystalline, amorphous; thin mineral layer cells: silicon, Cd In Si, Cd In Ge Si, CZTS - Organic and hybrid thin layer cells - Advanced concepts: surface structures, photonic crystals, plasmonics, quantum structures, concentration, etc. - Conclusion and perspectives on photovoltaics: what is the potential, what will future uses be? **Thermal solar sensors: - Sensor design: structure, function, performance, test standards - Sensors in a vacuum - Other sensors (windowless sensors, concentration sensors, etc.) **Scaling thermal installations: - Applications of solar energy for domestic use - Positioning (needs/provisions) - Main components (sensors, storage, emitters, regulation) - Calculating the rate of coverage (case of ECS and heating) - Technico-economic optimisation elements **Critical socio-economic analysis and conclusion: - Solar potential, lifetime and yield of installations (needs, economics) - Uses (local, diffuse, in a network) - Energy independence - Environment Skills C1: Ecole Centrale engineers create value through scientific and technical innovation C2: Ecole Centrale engineers master the complexity of the systems and issues they encounter. C3: Ecole Centrale engineers conduct programmes. C4: Ecole Centrale engineers apply ethical and responsible management techniques. Assessments SE Bibliography A.V. da Rosa, Fundamentals of Renewable Energy Processes, Academic Press, 2012

Crédits ECTS Code de l'UE 3 ING_S8_ENE_ESOL Volume horaire (élève) total de l'UE


36 36

Language French Team – Laetitia Abel-Tiberini – Jean Bittebière – Daniel Roux

83

Marine, wind and hydraulic energies Sustainable energy

Fabien Anselmet Head of theme at École centrale de Marseille Objectives This course will allow students to clearly identify, understand and control the challenges and criteria to scale and optimise technologies and devices involving marine, wind and hydraulic energy. Programme The course is broadly split into three parts: marine energy (wave, tidal stream generators, etc.), hydraulic/hydroelectric energy, and wind energy. For each of these three parts, sessions combine lectures (which set the theoretical framework and physical laws underlying the functioning of the various devices) and exercises/tutorials (which allow students to design and scale installations). Among the concepts to be considered, specific criteria for scaling are presented, they are linked to coupling between mechanical devices and electrical systems. In addition, the target or required power range (which can range from a few Watts to several Giga Watts) will influence the technology selected. Skills C1: Ecole Centrale engineers create value through scientific and technical innovation C2: Ecole Centrale engineers master the complexity of the systems and issues they encounter. C3: Ecole Centrale engineers conduct programmes. C4: Ecole Centrale engineers apply ethical and responsible management techniques. Assessments Supervised exercise Bibliography Les petites centrales hydroélectriques: Conception et calcul, by D. Le Gouriérès, published by Éditions du Moulin Cadiou in 2009. Available at the school’s documentation centre

Crédits ECTS Code de l'UE 4 ING_S8_ENE_EMEH Volume horaire (élève) total de l'UE


50 50

Language French Team – Fabien Anselmet – Michel Benoit – Mohamed Boussak

84

Introduction to energy challenges and transversal and societal aspects Sustainable energy

Thierry Gaidon Head of theme at École centrale de Marseille Objectives – Students will be introduced to the importance for society of the sustainable energy challenge – They will develop general knowledge around the topic of energy – They will become familiar with the economic mechanisms associated with energy – Through site visits, they will discover the reality of power plant installations Programme – Introduction to the notion of energy – Classifying energy sources – Energy sources and resources – Geopolitical significance of different energy resources – Economic mechanisms and model specific to the energy setting – Visits to industrial sites: CEA Cadarache, hydro-electric factory Skills C1: Ecole Centrale engineers create value through scientific and technical innovation C2: Ecole Centrale engineers master the complexity of the systems and issues they encounter. C3: Ecole Centrale engineers conduct programmes. C4: Ecole Centrale engineers apply ethical and responsible management techniques. C5: Ecole Centrale engineers develop a strategic vision and know how to implement it. Assessments CA and SE Bibliography A.V. da Rosa, Fundamentals of Renewable Energy Processes, Academic Press, 2012

Crédits ECTS Code de l'UE 3 ING_S8_ENE_INEE Volume horaire (élève) total de l'UE


34 34

Language French Team – Thierry Gaidon – Pascal Denis – Nicolas Clootens

85

Transversal energy notions: transport, conversion, storage and electrical power Sustainable energy

Mohamed Boussak Head of theme at École centrale de Marseille Objectives – The course presents the various transversal aspects relating to energy, such as the different energy conversion forms, energy transport, energy consumption and smart grids – Students will master basic elements of conversion of primary energy sources into electricity, including energy transport, storage, consumption and smart grids – They will understand the principles of functioning of electric machines working as motors or generators. The main topologies of electronic power converters linking electrical equipment (motor, alternator, electronic card, etc.) to a given source of energy (alternating network, battery, etc.) will be presented – The various means of storing electricity and future technical and economic challenges will be discussed. Programme – Conversion of electrical energy into mechanical energy (electric motors): synchronous motors, asynchronous motors, principle of functioning, modelling, equivalent energy diagram, calculating coupling – Conversion of mechanical energy into electrical energy (electricity generators, windmills): asynchronous and synchronous generation (alternator) – Conversion of electrical energy into electrical energy: sources, switches, connection rules, switching cell, family of static converters (alternating-direct [AC/DC], direct-direct [DC/DC], direct-alternating [DC/AC] converters, principles, advantages and disadvantages of structures, three-phase transformer) – Electricity transport – Using electricity (rail traction, transport [terrestrial, aeronautical, maritime], industrial processes, pumping, domestic appliances, lighting, buildings, etc.) – Storing electricity (chemical accumulators, fuel cells, super capacitor, flywheel, etc.) – Presenting smart grids, which link different localised (power plant) or distributed (solar panels or other) energy forms in a distribution network; and provide for a complex consumption pattern (domestic, industrial, public works, etc.) Skills C1: Ecole Centrale engineers create value through scientific and technical innovation C2: Ecole Centrale engineers master the complexity of the systems and issues they encounter. C3: Ecole Centrale engineers conduct programmes. C4: Ecole Centrale engineers apply ethical and responsible management techniques. Assessments Supervised exercise Bibliography Course notes

Crédits ECTS Code de l'UE 2 ING_S8_ENE_NOET Volume horaire (élève) total de l'UE


20 20

Language French Team – Mohamed Boussak – Thierry Gaidon

86

Project Sustainable energy

Fabien Anselmet Head of theme at École centrale de Marseille Objectives – Students will grasp the complexity of implementing a sustainable energy project in a town in Southern France – They will grasp the mechanisms behind local, departmental, regional, national, or European decisions – They will learn to consider the energetic, socio-economic and financial challenges associated with this type of project – They will implement the knowledge acquired during the different courses in their academic trajectory Programme Groups of students will be attributed a town in Southern France and asked to propose a sustainable energy project for it. They will have to perform a local analysis of energy usage and production, review the available resources, consider the town’s current and future financial situation. The towns will differ on several aspects (tourism, industry, specific geographical location, size, financial resources, etc.). Several timepoints are proposed as steps in the implementation of students’ projects. In some cases, contacts may be established with departments in the towns studied. Communication skills will be implemented when producing the project report, as will a capacity for critical analysis as students are included in the examination committee. Skills C1: Ecole Centrale engineers create value through scientific and technical innovation C2: Ecole Centrale engineers master the complexity of the systems and issues they encounter. C3: Ecole Centrale engineers conduct programmes. C4: Ecole Centrale engineers apply ethical and responsible management techniques. C5: Ecole Centrale engineers develop a strategic vision and know how to implement it. Assessments Group report and presentation Bibliography Regional energy atlas

Crédits ECTS Code de l'UE 3 ING_S8_ENE_PROJ Volume horaire (élève) total de l'UE


30 30

Language French Team – Thierry Gaidon – Pascal Denis

87

Coding and seeking information Information science and a digital society

Pascal Prea Head of theme at École centrale de Marseille Objectives The search for and extraction of information involve the implementation of a system that is capable of finding an element (structure, text, visual, sound, etc.) in response to a user request. This TU aims to present the main tools to search, recognise, extract, shape, and communicate information to students, who will be able to model, select and implement the whole system and thus obtain relevant information. Programme Text mining (8 h Lectures, 12 h Practical: E. Daucé) This module relates to the analysis of text-based data using algorithms. Images (4 h Lectures + 8 h Practical: M. Roche). Human visual perception and Practical on image transfer and image quality using aspects of human vision Quantum information (6 h Lectures: T. Durt) Quantum information theory is the result of mixing between two major 20th century theories, quantum theory and information theory. The aim of this module is to provide an overview of this new discipline and distinguish between the theoretical utopia and practical implementations. Cryptography (5 h Lectures: P. Préa, 2 h Lectures: T. Durt) Since its invention in antiquity, cryptography has continuously evolved. It has recently undergone a significant paradigm shift thanks to the introduction of public key methods. This module is the follow-up to the ESN TU on cryptography, during which we reviewed the various techniques. Skills - Students will develop technical and scientific innovations (capacity to stimulate the imagination, capacity to analyse a context, capacity to draw on general scientific/technical knowledge, capacity to invent creative, ingenious, novel solutions) - Solve complex and cross-disciplinary problems (capacity to understand and formulate a problem, capacity to take the uncertainty generated by complexity into account, capacity to converge towards an acceptable solution) - Develop and conduct international scientific and technical projects (capacity to rapidly expand on a field) Assessments CA (written exam + write-up) 100% of the final grade Bibliography None

Crédits ECTS Code de l'UE 4 ING_S8_SIS_CRI Volume horaire (élève) total de l'UE


25 20 45

Language French Team – E. Daucé – T. Durt – P. Préa – M. Roche

88

Strategic challenges for digital systems Information science and a digital society

Muriel Roche Head of theme at École centrale de Marseille Objectives This module draws on various disciplines to present the strategic potential of digital systems. The aim of this teaching is to provide students with a good knowledge of the challenges, orders of magnitude, evolution and performance of digital systems and industrial computing. The representation and modelling of knowledge and reasoning will also be studied, as they are widely used, in particular in AI. Programme Randomness and determinism in science and technology (4 h Lectures, 2 h Tutorial: Ph. Réfrégier) Review of the introduction of randomness to 20th century physics, its consequences, and discussion of its role in data-treatment technologies. Economy (2 h Lectures, 3 h Practical [oral presentation], 3-h project: D. Henriet) – growth and dissemination of information technology and digital technology Machine learning and Deep Learning (4 h Lecture: Th. Artières) The strategic opportunities presented by Deep Learning and machine learning are presented. Computational neurosciences (6 h Lectures: E. Daucé) Introductory module presenting the main issues associated with modelling how the brain treats data. Human visual perception (4 h Lectures: M. Roche) Which factors can explain how we perceive the world around us? Various aspects will be studied: anatomical, psychological, cognitive. Cryptography (3 h Lectures: P. Préa): cryptography Problems with representations of knowledge (10 h Lectures: C. Jazzar) Working from symbolic representations of knowledge and using the notion of heuristics, artificial intelligence (AI) systems allow parallels to be drawn with the real world. Material treatment of information (6 h Lectures: F. Fossati) Faced with the extremely rapid evolution of electronic components and their technology, engineers must have general knowledge in this field to allow them to anticipate and adapt to technological changes. Seminars (4 h Lectures): external speakers Skills This module aims to provide students with a broad view of the economic, scientific and technological challenges associated with digital applications. It thus aims to develop students’ capacity to define a long-term strategy and identify interactions between elements. Assessments – CA1: “Randomness and determinism in science and technology” and “Human visual perception” 40-min written exam = 23% – CA2: “Economy” oral = 18%. – CA3: “Computational neuroscience” write-up = 14% – CA4: “Cryptography” write-up = 8% – CA5: “Representation of knowledge” mean of three 20-min written exams set during lecture slots = 23% – CA6: “Material treatment of information” write-up = 14% Bibliography None

Crédits ECTS Code de l'UE 4 ING_S8_SIS_ESN Volume horaire (élève) total de l'UE


43 2 3 3 51

Language French Team – T. Artières – E. Daucé – C. Fossati – D. Henriet – C. Jazzar – P. Préa – Ph. Réfrégier – M. Roche

89

Information and classification Information science and a digital society

Antoine Roueff Head of theme at École centrale de Marseille Objectives The objective of this course is to provide students with foundations in information theory and its applications in diverse fields, such as digital applications, physics and pattern recognition. During practical sessions, students will have an opportunity to become familiar with data-classification techniques and machine learning, in particular by tackling techniques based on neural networks. Programme Foundations of information theory and classification (12 h Lectures, 4 h Tutorial: Ph. Réfrégier) Information theory provides a qualitative measure of the notion of information provided by a message or observation. The founding elements of information theory will be presented, not only for its applications in the field of data treatment, but also through its links with other scientific fields, particularly physics and statistics. Notions relating to entropy, information and complexity will thus be addressed from a broad perspective. The basics of the issue of statistical classification will also be presented. Statistical pattern recognition (6 h Lectures, 16 h Practical: A. Roueff) The aim of this module is to present the issue of statistical decisions as part of detection, and classification with or without an a priori probabilistic model. This module is structured around practical sessions using examples to demonstrate to students how performance analysis can be used to choose between various techniques. Machine learning and neural networks (2 h Lectures, 6 h Practical: Th. Artières) This module introduces the general principles of statistical machine learning and neural networks (multilayer perception and convolutional models) for supervised classification and data production. Skills - Students will develop technical and scientific innovations (capacity to stimulate the imagination, capacity to analyse a context, capacity to extend a tool or concept for other uses, capacity to logically and methodically collect and analyse information, capacity to draw on general scientific/technical knowledge) - Solve complex and cross-disciplinary problems (capacity to understand and formulate a problem, capacity to recognise the specific elements of a problem, capacity to identify interactions between elements, capacity to account for the uncertainty generated by complexity) - Develop and conduct international scientific and technical projects (capacity to rapidly expand on a field) Assessments – CA1 (“Foundations of information theory and classification” part): 1-h written exam - Proportion of grade = 35% – CA2 (“Recognition of statistical shapes” part): robust average for write-ups - Proportion of grade = 45% – CA3 (“Machine learning and neuronal networks” part): project - Proportion of grade = 20% Bibliography – Ph. Réfrégier, Noise theory and application to physics - Springer, 2003 – T.M. Cover and J.A. Thomas, Elements of information theory - Wiley, 2006 – R.O. Duda, P.E. Hart and D.G. Stork, Pattern Classification - Wiley, 2001

Crédits ECTS Code de l'UE 4 ING_S8_SIS_ICL Volume horaire (élève) total de l'UE


20 4 22 46

Language French Team – Th. Artières – Ph. Réfrégier – A. Roueff

90

Project Information science and a digital society

Antoine Roueff Head of theme at École centrale de Marseille Objectives The objective of this TU is to provide S8-SISN students with an opportunity to perform a technical study or analyse the challenges raised by a given issue. This teaching promotes team work, as students will work in groups, potentially mixing with students from IEP Aix-en-Provence. Students will thus learn to mobilise their knowledge to solve a technical problem or consider the challenges linked to an issue which may be societal, or linked to data regulations. Programme The study topics are explained to students during a presentation session. These topics may be proposed by a teacher from ECM, by an external partner (non-profit, company, lab, etc.), or by the students themselves. Each project is tackled by a team, with a minimum of two members, and a maximum of four. For each project, a tutor is appointed from among the teaching staff to help guide students in their options. Students’ work is assessed during a final oral presentation. Before this final oral presentation, students have the option to test their capacity to present their work during an intermediate oral presentation. Skills - Students will acquire the capacity to analyse a context and present results - The capacity to draw on general scientific/technical knowledge to identify challenges - The capacity to invent creative, ingenious, novel solutions - The capacity to propose one or more potential solutions - The capacity to identify interactions between elements Assessments – CA1 = oral - Proportion of final grade = 50% – CA2 = write-up - Proportion of final grade = 50% Bibliography None

Crédits ECTS Code de l'UE 2 ING_S8_SIS_PROJ Volume horaire (élève) total de l'UE


19 13 30

Language French Team A. Roueff and all ECM teaching staff

91

A digital society: challenges and regulation Information science and a digital society

Laetitia Piet Head of theme at École centrale de Marseille Objectives General engineering students will gain a general knowledge of social sciences and law to allow them to assess the societal issues linked to information technology and digital science. This TU contributes to developing students’ capacity to analyse the complex challenges presented by digital technology from ethical, social, political and legal standpoints, at national and international levels. It draws on their capacity to gather and analyse information in a logical and methodical manner to decipher situations presenting ethical and legal conflicts. Programme Ethics (16 h Practical [= 10 h Practical: L. Piet and B. Prince + 6 h Practical: B. Prince] + 8 h projects) • General context of the ethical issues raised by digital systems • Extension to an ethical topic selected and treated by a group Sociology (4 h Lectures, 5 h Tutorial: L. Piet) • Sociohistory: origins of the Internet and the World-Wide Web • Political regulation of digital systems: challenges for democracy • Digital habits: sociability and identity Law (6 h Lectures, 4 h Tutorial: D. Roynard) • Supervising active parties in digital technology: intellectual property, privacy protection, contract regulation • Legal regulations for questions relating to content and digital flow Skills - Students will learn to present economic, standardisation, ethical, conciliatory, and conflict resolution scenarios - Learn to assess the societal impact of the regulatory forms predominating in various ICT fields (e.g. relations between users and access providers, regulations relating to intellectual property laws and dissemination of knowledge and culture, etc.) - Learn to adopt the stance of an active party (designer and/or user) with respect to the technical potential of ICT Assessments – Law exam based on a 1-h written test: 33% – CA in ethics, written part (portfolio): 33% – CA in ethics, oral (oral presentation): 33% Bibliography None

Crédits ECTS Code de l'UE 3 ING_S8_SIS_SNER Volume horaire (élève) total de l'UE


10 9 16 8 43

Language French Team – L. Piet – D. Roynard – B. Prince

92

Telecommunications and information technology Information science and a digital society

Salah Bourennane Head of theme at École centrale de Marseille Objectives The objective of this module is to present applications, and advanced technology for the treatment, analysis, communication and display of digital data in a broad sense. The presentation will adopt a transversal vision to discuss system components and real-world applications of information theory in the digital and telecommunications field. The practical and conceptual consequences in other scientific fields, particularly in physics, will also be addressed (propagation, transmission, etc.). Programme Digital micro-electronics (6 h Lectures, 4 h Tutorial: C. Fossati) In the constantly evolving context of micro-electronic technology, the study of the architecture of information treatment, whatever its source, is an important aspect in training engineers. Information theory - Applications (12 h Lectures: S. Bourennane) The aim of this module is to implement the practical concepts of information theory by considering a few applications such as data compression, transmission, storage and treatment. The various advanced applications of information theory in telecommunication will also be reviewed. Telecommunications - Optic-fibre-based telecommunications (4 h Lectures - J.-C. Antonna); network capacity and physical effects during propagation (distortion, noise) – Network protocols (2 h Lectures - P. Préa); the OSI model will be presented along with the IP protocol (v4 and v6) – Telecommunications networks (8 h Lectures: A. Khalighi); wireless networks (mobile telephones; local, personal and extended networks; wireless optics) and wired networks (ADSL, PLC); Smart grids; Internet of things for the Smart City and Smart Homes Display system (6 h Lectures: L. Gallais) Presentation of the essential screen-related scientific and technological considerations C programming language (6 h Lectures, 8 h Practical: F. Galland) This module aims to provide students with an experimental methodology in computer science: - quality, validity and efficacy in programming (application in C); - introduction to, and awareness of, problems in numerical calculations. Skills - Students will develop technical and scientific innovations (capacity to stimulate the imagination, capacity to analyse a context, capacity to draw on general scientific/technical knowledge, capacity to invent creative, ingenious, novel solutions) - Solve complex and cross-disciplinary problems (capacity to identify the specific aspects of a problem, capacity to propose one or more solution scenarios, capacity to identify interactions between elements, capacity to account for the uncertainty generated by complexity) Assessments – CA1: “Digital microelectronics”: average of grades for two written exams taken during course time = 25% – CA2: “Information theory - applications”: average of grades for write-ups and written exam taken during course time = 25% – CA3: “Telecommunications” and “Display system”: average of grades for write-ups and written exams taken during course time = 25% – CA4: “C programming language”: average of grades for several assignments = 25% Bibliography Prerequisites: elementary computing, basic notions in signal treatment and photonics

Crédits ECTS Code de l'UE 4 ING_S8_SIS_TTI Volume horaire (élève) total de l'UE


44 4 8 56

Language French Team – S. Bourennane – L. Gallais – F. Galland – A. Khalighi – C. Fossati – P. Préa – J.-C. Antonna

93

Company - CEA 4 oral presentation Semester 8 - Internship

Guillaume Graton Head of theme at École centrale de Marseille Objectives The “Skills through internships” module aims to train interns to complete a specific mission in a company. Interns are supervised during internship periods by a “career tutor” and a “school tutor”. The objective is to become familiar with a specific setting, adopt the codes of conduct, understand how the structure functions, develop innovative solutions to move the project forward. For semester 8, the aim is to integrate the skills and knowledge accrued during the first three semesters. Semester 8 can be an opportunity for the intern to experience new structures, new ways of working, and new work organisations through international mobility. Programme During this period, the intern must maintain regular contact with their “school tutor”, to keep them informed of the mission and its progression. The module ends with two assessments: a school assessment based on an oral presentation, and a career tutor assessment. The important points are as follows: • training (basic knowledge, aptitude for learning, analytical capacity, capacity to summarise, creativity and level of innovation); • work and results (based on quality, quantity, efficacy, achievement of objectives, meeting deadlines, grasp of the subject, mastery of the subject) • personality (initiative, sociability, contacts established, interests, motivation, sense of responsibility, method and organisation, communication, open-mindedness, judgement and realism) Skills The oral presentation in semester 8 is individual. It lasts 20 minutes and is held in September (start of the 3rd year) and serves to present the work performed; it is linked to the written report, and describes the challenges, context, solutions imagined, solution retained, implementation and results. Assessments The module includes an oral presentation by a group of five or six interns and an assessment by the career tutor. The two assessments are awarded a lettered grade (A: Excellent, B: Very good, C: Good, D: Quite good, E: Pass, F: Fail). The final grade is the average of the grades from the two assessments; when the average is difficult to determine (e.g. A and B), the assessment by the “career tutor” takes precedence. Bibliography As this teaching unit is very specific to each internship, there is no and cannot be any general bibliography.

Crédits ECTS Code de l'UE 24 N/A Volume horaire (élève) total de l'UE


4 4

Language French Team The teaching team is composed of ECM tutors who attend the oral presentations and help the interns if any problems arise.

94

Internship Core course

Guillaume Chiavassa Head of theme at École centrale de Marseille Objectives The 2nd year internship corresponds to a placement as an assistant engineer during which students will discover the engineering profession. Students will be expected to perform a typical engineering or research project by taking an active role within a team. Students will be expected to contribute to analysis and proposals. Programme The 2nd year internship can take place either within a company or in a laboratory, in France or abroad. It lasts between two and three months (minimum of eight weeks) between June and August. Skills C1: Scientific and technical innovation C2: Mastery of the complexity of systems Assessments In addition to the report and assessment of the company, students will present orally to an examination panel consisting of their school tutor and another teacher. Modalities of the oral presentation: 20-minute presentation, followed by questions/discussion with the examining panel. Bibliography https://stages-emplois.centrale-marseille.fr/content/informations-importantes-et-foire-aux-questions#FAQ-stage2A

Crédits ECTS Code de l'UE 6 ING_S8_TC_STG Volume horaire (élève) total de l'UE


99

Language French Team – G. Chiavassa, head of internships – All the teaching staff at Centrale Marseille may be tutors for this internship.

95

Languages - International culture Core course

Carole Enoch Head of theme at École centrale de Marseille Objectives Languages and culture are essential elements in the training of internationally aware and responsible citizens and engineers. Engineers graduating from Ecole Centrale Marseille must be able to interact precisely and effectively with partners in a number of languages and/or from different cultures, in particular in an occupational environment. Graduates will be capable of mobilising linguistic, conceptual, cultural and communicational knowledge and skills. To do so, they will acquire information relating to practices, events and/or historical, cultural, social, economic and political phenomena. They will stimulate their imagination through cultural exploration and taking differences into account by varying their representations. They will develop their critical faculties. Programme L&C teaching includes two distinct branches of teaching: English (LL1) 20 h and another language 20 h (LL2). These 40 hours of on-site lessons are complemented each semester by 10 h of personal work (independent work, research, exercises, etc.) for each language. L&C are taught at a volume of two hours per week for each language. Students enrolled in English choose the theme of their lessons (society, current events, civilisation, etc.). For beginner level LL2 students in first year, students will have 10 hours (Italian, Spanish, Portuguese) or 15 hours (German, Chinese, Japanese, Russian) of complementary remedial lessons. N.B. Students will not be able to start a language in semester 8. -> See the factsheets for each language to discover the detailed teaching programme Levels and obligatory external certifications to validate the diploma/degree - In English and French as a foreign language, the target level following the course is level C1 on the CEFRL. In line with the Regulations of studies, all students must obtain an external certification in English (minimum level required B2+, or TOEIC 850). International students must also validate a minimum B2 level on CEFRL in French as a foreign language (Delf B2 or Dalf C1 C2). Note: other students must validate a level of French as their native language (Orthodidacte level 3). – For other languages, the target level is B2, or C1 depending on the student’s academic trajectory. It is recommended that an external certification be obtained to certify the highest level obtained at the end of the training. -> See the descriptors of the different levels in the Common European Framework of Reference for Languages (CEFRL): https://www.coe.int/en/web/portfolio/self-assessment-grid Skills – C1: Production + fluency – C2: Represent and model + resolve and arbitrate + think and act in an unpredictable and uncertain environment – C3: Design a project, a programme + manage, lead – C4: Generate individual and collective performance + lead transformations of their organisation (identify needs / hurdles when effecting changes, etc.) – C5: Anticipate and commit + construct and sustain (analyse an organisation’s strategy with respect to local, global or other challenges) Assessments - The L&C TU is divided into two language courses (CA1 LL1 50% + CA2 LL2 50%). A pass grade of 10/20 is set, with a minimum of 7/20 required to validate the course - Assessment of the five CEFRL skills + assessment of knowledge acquired (lexicon, conjugation, civilisation, etc.) Attendance is mandatory (maximum of two absences) Bibliography Specific for each language

Crédits ECTS Code de l'UE 3 ING_S8_TC_LCI Volume horaire (élève) total de l'UE


40 20 60

Language Anglais Team – German: D. Ortelli-Van-Sloun – English: J. Airey, Pk. Atkinson, V. Durbec, G. Marquis – Chinese: J. Dong – Spanish: S. Duran, C. Enoch, E. Muñoz – French as a foreign language: V. Hamel (+ French as mother tongue) – Italian: S. Canzonieri – Japanese: A. Futamata

SEMESTER 9

98

Prospection and innovation Common core

Pierre Casanova Head of theme at École centrale de Marseille Objectives Understand and apply business management methods and concepts to specific, real-life cases. This teaching unit gives students the opportunity to analyse industrial sectors where innovation is essential to the development of new markets. At the end of these two courses, students will be able to: – analyse a market and understand the KSFs required to be competitive; – understand the strategies used by groups and start-ups to deploy innovations in their sectors; – carry out a financial analysis of the solidity of the selected business models and their performance; – understand ethical issues related to the sectors analysed; – understand the importance of company law; – understand and apply innovation analysis methods used in different industries (business models, the innovation canvas, the hype cycle, etc.); – at the international level, talk to start-ups in other countries that are seeking ways to deploy their innovations; – summarize and prepare recommendations in a final report containing all of the analyses carried out. Programme In parallel with the business and management teaching unit, students will work in groups to analyse an activity sector related to their option. The program will be broken down into phases, and will conclude with a final report and an examination to assess the knowledge acquired throughout the program. Students will apply analytical approaches related to corporate strategy, markets, innovation, ethics, international management, law, and finance in order to better understand the issues faced by companies (groups or start-ups) in the industrial domains they have chosen to analyse. Each subject addressed will be validated by participants during tutorials, where students will present their work and be advised on how to improve their reports. This program requires teams to be able to organise themselves, and provide the deliverables that will help them to understand the notions and knowledge taught during the various sessions. Skills – Graduates of Ecoles Centrales create value through scientific and technical innovation: the analysis of innovations in the sector as well as exchanges with start-ups will allow students to tackle complex issues related to innovation approaches and the need to define good business models. – Graduates of Ecoles Centrales understand the complexity of the systems and the problems they encounter. Students will learn the basics of strategic and market analysis to better understand the complex environments of the industries they have chosen. – Graduates of Ecoles Centrales adopt an ethical and responsible approach to management. Ethics will be analysed in each of the domains chosen by the teams. – Graduates of Ecoles Centrales have a strategic vision and know how to implement it. Assessment – Continuous assessment 1 oral: finance and values 20%, ethics 20%, international management 20% – Continuous assessment 2 written: final report 40%. Bibliography Provided by lecturers during the course

ECTS credits Code for the TU 2 ING_S9_TC_PRIN Total volume of (student) hours for the TU


15 16 31

Language French Teaching team – Pierre Casanova – Annouk Azourmanian – Esther Loubradou

99

Business and management Common core

Pierre Casanova Head of theme at École centrale de Marseille Objectives Understand and apply business management methods and concepts to specific, real-life cases. This teaching unit gives students the opportunity to analyse industrial sectors where innovation is essential to the development of new markets. At the end of these two courses, students will be able to: – analyse a market and understand the KSFs needed to be competitive; – understand the strategies used by groups and start-ups to deploy innovations in their sectors; – perform a financial analysis of the solidity of the selected business models and their performance; – understand ethical issues related to the sectors analysed; – understand the importance of company law; – understand and apply innovation analysis methods used in different industries (business models, the innovation canvas, the hype cycle, etc.); – at the international level, talk to start-ups in other countries that are seeking ways to deploy their innovations; – summarize and prepare recommendations in a final report containing all of the analyses performed. Programme In parallel with the business and management teaching unit, groups of students will analyse an activity sector related to their option. The program will be broken down into phases, and will conclude with a final report and an examination to assess the knowledge acquired during the program. Students will apply analytical approaches related to corporate strategy, markets, innovation, ethics, international management, law, and finance in order to better understand the issues faced by companies (groups or start-ups) in the industrial domains they have chosen to analyse. Each subject addressed will be validated by participants during tutorials, where students will present their work and be advised on how to improve their reports. This program requires teams to be able to organise themselves, and be able to supply the deliverables that will help them to understand the notions and knowledge taught during the various sessions. Skills – Graduates of Ecoles Centrales create value through scientific and technical innovation: the analysis of innovations in the sector as well as exchanges with start-ups will allow students to tackle complex issues related to innovation approaches and the need to define good business models. – Graduates of Ecoles Centrales understand the complexity of the systems and the problems they encounter. Students will learn the basics of strategic and market analysis to better understand the complex environments of the industries they have chosen. – Graduates of Ecoles Centrales adopt an ethical and responsible approach to management. Ethics will be analysed in each of the domains chosen by the teams. – Graduates of Ecoles Centrales have a strategic vision and know how to implement it. Assessment − Continuous assessment 1: strategic market validation 20% (10% per report) − Continuous assessment 2: innovation validation 30% (10% per report) − Continuous assessment 3: final exam multiple choice questionnaire (50%) Bibliography Provided by lecturers during the course

ECTS credits Code for the TU 2 ING_S9_TC_MAEN Total volume of (student) hours for the TU


15 10 25

Language French Teaching team – Pierre Casanova – Patrick Hinault – Jean-Marc Rocchi – Marc Gemeto – Cabinet d’avocat Akheos

100

Languages - International culture Common core

Carole Enoch Head of theme at École centrale de Marseille Objectives The teaching of languages and cultures is part of the training of informed and responsible international citizens and engineers. Graduates of Centrale Marseille must be able to interact clearly and effectively with partners who speak different languages and/ or come from different cultures, particularly in a professional environment. The student will be able to draw upon linguistic, conceptual, cultural and communicative knowledge and skills. To this end, he or she will learn about historical, cultural, social, economic and political practices, events and/ or phenomena. The student’s imagination will be stimulated through cultural discovery and an awareness of differences by changing their ideas. They will develop critical thinking skills. Programme The course is divided into two parts: English (LL1) 30 hours and another language (LL2) 30 hours. These 60 hours of on-site work are supplemented by 10 hours of individual work (independent work, research, exercises, etc.) per language and per semester. Sessions run for 1.5 or 2 hours per language per week. For English and Spanish, students can choose a theme (professional, societal, cultural, etc). N.B. Students will not be able to start a new language in semester 9. Mandatory external levels and certifications for graduation: – In English, students should reach C1 (CEFRL). In accordance with the Regulations, external certification in English is mandatory for all students (minimum level B2+, i.e. Toeic 850). – For other languages, students should reach B2 or C1, depending on their background. Students are advised to obtain external certification, in order to certify the highest level they have obtained at the end of the training. -> Consult descriptions of the different levels of the Common European Framework of Reference for Languages (CEFRL): https://www.coe.int/fr/web/portfolio/self-assessment-grid Skills – C1: Production + fluency – C2: Represent and model + resolve and arbitrate + think and act in an unpredictable and uncertain environment – C3: Design a project, a programme + steer, lead – C4: Generate individual and collective performance + lead transformations of their organisation (identify needs / hurdles when effecting changes, etc.) – C5: Anticipate and commit + construct and sustain (analyse an organisation’s strategy with respect to local, global or other challenges) Assessment − The teaching unit is divided into two courses (CC1 50% + CC2 50%). A pass grade of 10/20 is set, with a minimum of 7/20 required to validate the course − Assessment of the five CEFRL skills + assessment of knowledge acquired (lexicon, conjugation, civilization, etc.) Attendance is mandatory (maximum of two absences) Bibliography Specific to each language

ECTS credits Code for the TU 3 ING_S9_TC_LANGUES Total volume of (student) hours for the TU


60 20 80

Language English Teaching team – German: D. Ortelli-Van-Sloun. TBeck – English: J. Airey, P. Atkinson, Alex, V. Durbec, G. Marquis, M. McKimmie – Chinese: J. Dong. – Spanish: S. Duran, C. Enoch, S. Hiernau – FLE: V. Hamel – Italian: S. Canzonieri – Japanese: K. Yoschida

101

From the resource to the product: principles Trajectory GREEN

Didier Nuel Head of theme at École centrale de Marseille Objectives This module is divided into two parts. The first deals with analytical chemistry and is designed to give students some basic information about analytical techniques and a chance to practice some of them. Students work on mini-projects. This will require bibliographic research, and the definition and application of an analytical method. Students will also provide written and oral reports. The second part of the module is devoted to industrial chemistry. Here, the aim is to discover the most important concerns in the modern chemical industry based on a bibliographic study of the subject. Students will present their findings orally. Summary of learning outcomes: – Analytical chemistry: • Basic knowledge of the different techniques used in analytical chemistry. • Ability to tackle and solve a problem in analytical chemistry. – Industrial chemistry: • Be able to approach and understand the major issues in industrial chemistry. • Ability to analyse a problem. – Both parts: • Ability to present findings orally (choosing from among all of the information available). • Ability to prepare a report. Programme – Analytical chemistry: A short presentation (4h) of the different techniques used in the domain, followed by a practical session. Practical work is performed in small groups and students have to solve a given problem. The latter may be technical (for example: HETP curves, determination of the dead volume of a column, etc.), theoretical (determination of vaporisation enthalpy using GC, or Hammet constants using UV spectroscopy, etc.) or practical (theobromine content in chocolate, secondary metabolites in citrus fruit, etc.). – Industrial chemistry: Industrial thermodynamics (8h): • Basic knowledge of liquid/vapour equilibria. • Use of a thermodynamics database in Matlab/Excel. The aim of this course is to allow students to determine the thermo-physical properties of the fluids that will be used in practical work. – Individual exploration of a subject in industrial chemistry: Study and analysis of a key issue in the chemical industry. Potential topics are rather broad. Some recent examples: production of paper, bio-sourced polymers, antibiotics, etc. Assessment Oral presentation on an industrial chemistry topic (25%) A quiz on the material described in oral presentations (25%) A written report on the analytical chemistry project (50%) Bibliography – D. A. Skoog, D. M. West, F. J. Holler, Analytical chemistry, De Boeck University ed. – D.A. Skoog, F.J. Holler, T.A. Nieman, Instrumental Analysis Principles, De Boeck University ed. – F. Rouessac, A. Rouessac, Analyse chimique, Dunod.

ECTS credits Code for the TU 2 ING_S9_GREEN_PRCP Total volume of (student) hours for the TU


10 50

Language French Teaching team – Françoise Duprat – Pascal Denis – Didier Nuel

102

From resource to product: current practice Trajectory GREEN

Pascal Denis Head of theme at École centrale de Marseille Objectives – Know and apply good laboratory practices – Be familiar with the basic experimental equipment used in process engineering (PE) and chemistry – Use basic PE/chemistry analytical equipment – Be able to implement an experimental protocol and/or operating mode – Analyse and use experimental results – Prepare a scientific and technical report Programme – Present the main unit operations (three 7-hour sessions) – Synthesise and analyse specific compounds (three 8-hour sessions) N.B. The list of practical sessions may vary from year to year and may be adapted to the size of the class and the availability of equipment. A practical session on the calculation of thermophysical properties used in PE based on the Simulis Thermodynamics® library will be included in the course/ tutorials. Mode of operation Students are generally divided into pairs. The practical session lasts 7 h (PE) or 8 h (chemistry), including a break that is scheduled in line with the progress of each experiment. – Before the session Instructions in how to prepare for each practical session will be given a few days before the session. These preparations will be assessed and will allow students to set up and run the experiment themselves. – During the experiment Students will be required to maintain an individual lab notebook to record their experiments. This notebook will be provided to them, and they are expected to record all of the information necessary to understand the reasons for the experiment, its setup and execution. Particular attention will be paid to analyses and analysis methods, compliance with safety rules, and the management of available equipment and materials. – After the experiment A written scientific and technical report (PE), or a report (chemistry), will be sent to teaching staff in electronic format. The deadline for submission will be indicated in the practical session handout. Skills – Graduates of Ecoles Centrales will be able to create value through scientific and technological innovation. – Graduates of Ecoles Centrales will be able to understand the complexity of the systems and the problems they encounter. – Graduates of Ecoles Centrales will be able to manage projects. Assessment Each practical session is subject to three separate assessments: – preparatory work (PE: 20% / chemistry: 20%); – work in practical sessions and behaviour (PE: 20% / chemistry: 50%); – report on the experiment (PE: 60% / chemistry: 30%). Late submission of reports and other work will be sanctioned by a grade of 0. Failure to submit reports or write-ups will invalidate the module. Bibliography – Perry's Chemical Engineering Handbook – CRC Handbook of Chemistry and Physics A specific bibliography is provided in the handout for each practical session.

ECTS credits Code for the TU 2 ING_S9_GREEN_PRAT Total volume of (student) hours for the TU


2 3 45 50

Language French Teaching team – Damien Hérault – Pascal Denis

103

From the resource to the product: immersion Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives Through conferences run by professionals and visits to companies, this teaching unit allows students to come face-to-face with the various industrial realities that they may encounter following their training. Programme The program of conferences and visits changes from year to year. As an indication, the following activities took place in 2013–2014: • Visit to a refinery (Inéos) • Visit to an industrial effluent treatment plant (OTV) • Visit to an active ingredient production plant (Sanofi Chimie) • Introduction to process design conference (Pascal Denis – ECM) • Conference on REACH (Pierre Michiel – ADER Méditerranée) • Conference on the economic assessment of processes (Jean-Richard Llinas – Consultant) • Conference on environmental risk management in an ICPE (Jean-Frédéric Beuvin –ARKEMA) • Conference on formulation (Renaud Canaguier – NIXE) • Conference on case studies in the pharmaceutical industry (Édith Norrant – UCB Pharma) • Conference on life cycle analysis (Nicolas Minard – Carma) Skills – Capacity to analyse the context (organisational, institutional, societal, market) – Ability to draw upon scientific/technical ideas (cross-disciplinarity and/or specialisation) – Capacity to identify the specific elements of a problem – Ability to identify interactions between elements – Ability to rapidly understand a domain in depth – Capacity to integrate quality/safety/environmental rules and standards – Ability to take into account societal, legal, financial, economic, regulatory issues – Ability to take into account the international dimension Case studies: the skills acquired during training can be used to address real-world issues. Assessment No modalities for verification of knowledge acquired Bibliography Provided during the course

ECTS credits Code for the TU 2 ING_S9_GREEN_IMER Total volume of (student) hours for the TU


34 16 50

Language French Teaching team – Pascal Denis – Intervenants extérieurs

104

Bioprocesses Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives This teaching unit draws upon the bases of process engineering (balances and kinetics) and microbiology (metabolism, growth kinetics) to develop models adapted to the characteristics of living microorganisms. It addresses the scaling of several unit operations typical of processes exploiting microorganisms. This module focuses on the implementation of processes that produce or use living microorganisms. It adapts classical process engineering tools to unit operations suited to the production of microorganisms, or molecules synthesised by these microorganisms. This makes it possible to define operating conditions that can be used in industry. The modelling approach, which is developed in the first part, is then implemented during a practical session. Programme The content of the module has been modified to include a practical session. Skills and knowledge concern, both knowledge of the main characteristics of a process involving microorganisms and learning how to scale the key elements of the process: the bioreactor, its stirring and aeration, food sterilization. Lesson plan: • Biotechnology applications (general presentation, documentary research and conference on microalgae) • Biological material: metabolism, modelling cell behaviour: -> stoichiometry and growth kinetics • Unit operations typical of bioprocesses: -> bioreactors (characteristics, culture in an ideal continuous stirred reactor, aeration, agitation) • Upstream and downstream operations: sterilization, purification, protein extraction and extrapolation • Eight-hour practical session (IUT Saint-Jérôme), with data shared between pairs of students Skills – Identify the specific elements of a problem and extend a tool or concept to other uses – Solve complex and cross-disciplinary problems, i.e. understand a problem, know how to formulate it, model it using concepts, and arrive at an acceptable solution – Be able to collect and analyse information in a domain that is not well understood Assessment – 2-hour exam 50%: calculator and documents allowed – Practical work report, continuous assessment 30% – Documentary research continuous assessment abstract + 5-minute presentation 20% Bibliography Results of exercises, PPT presentations, bibliography

ECTS credits Code for the TU 1 ING_S9_GREEN_BIOP Total volume of (student) hours for the TU


9 8 8 25

Language French Teaching team – Audrey Soric – Cristian Barca – Florian Delrue – Stéphane Canaan

105

Biotechnology Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives Teaching in biotechnology must develop students’ knowledge in the field of biochemical reactions in living organisms, to serve as a model for the implementation of innovative cell biology-inspired projects. Review of the foundations of molecular biology and their use in biotechnology Programme Course outline: 1) Molecular biology in the living world 2) The molecular biologist’s toolbox 3) Examples of biotechnology Skills 1) Ability to invent creative, ingenious, novel solutions 2) Ability to extend a tool or concept to other uses 3) Ability to use the imagination 4) Ability to draw upon scientific/technical ideas (cross-disciplinary and/or specialisation) 1) We study the living world in a search for inspiration and to reproduce certain processes. 2) We seek to overcome some of the limitations of chemistry using bioconversions or green chemistry 3) Inspired by the living world 4) We seek to understand how the living world works in order to find alternatives to chemistry through biotechnology. Assessment – 2-hour exam, 25%; documents and calculator allowed – Continuous assessment multiple choice questions 75%. Bibliography In progress: lesson plans corresponding to PowerPoint handouts. Also available online

ECTS credits Code for the TU 1 ING_S9_GREEN_BIOT Total volume of (student) hours for the TU


12 8 5 25

Language French Teaching team S. Canaan

106

Organic chemistry Trajectory GREEN

Bastien Chatelet Head of theme at École centrale de Marseille Objectives Chemistry plays a central role in the economic development of modern societies. There is a diverse range of chemicals that we use which make our lives better. However, there is a huge impact on the chemical industries on our ecosystem. In order to reduce demand on diminishing resources and to decrease waste, chemists have to design new processes. This module presents the development of new tools in order to make chemistry environment-friendly and safer. Green chemistry represents an important tool for the growth of sustainable development. – Presentation of metrics for green chemistry. – Methods developed to reduce waste, decrease energy consumption, replace hazardous chemicals… – Presentation of metrics for green chemistry. – Methods developed to reduce waste, decrease energy consumption, replace hazardous chemicals… Programme Theoretical aspects: – The problem of sustainable development and chemistry – Presentation of metrics for green chemistry (E Factor, atom economy...) – The twelve principles of green chemistry – Use of the biomass for the synthesis of chemicals, solvents, biofuels – Biocatalysis (enzymatic kinetics, different types of enzymes) – Biomimetic catalysis (catalysis in confined space, covalent systems, self-assembled systems, systems with a endohedral functionnalization) Practical teaching: Reaction in an alternative medium Assessment Final test Written 1h 50% Continuous examination Report and MCQ 50% Bibliography Jacques Auge et Marie-Christine Scherrmann, Chimie verte – Concepts et applications, Edp Sciences, Savoirs Actuels, paru le 20 avril 2017

ECTS credits Code for the TU 1 ING_S9_GREEN_CVER Total volume of (student) hours for the TU


13 4 8 0 0 25

Language French Teaching team – Bastien Châtelet – Didier Nuel – Damien Hérault

107

Supramolecular chemistry Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives The objective of this TU is that students see beyond molecules, i.e. how interactions between molecules govern many chemical, biological or physical processes and can be used to build objects with remarkable properties: nanocatalysts, materials with variable properties, molecular cages, etc. The links between supramolecular chemistry and biology or physics will be highlighted to show how this chemistry can provide elegant solutions to key problems: understanding the mechanisms of neurodegenerative diseases (Alzheimer’s), biosensors (cancer detection), new strategies to combat cancer, nonlinear optics, molecular electronics, etc. This teaching unit, which runs from the basics to the applied, will also allow students to connect the different aspects of chemistry (organic, spectroscopy, kinetic thermodynamics, etc.) and establish links with other disciplines (physics and biology). Programme • Concepts • Molecular topology • Identification of anions, cations and neutral molecules • Cooperation • Applications to identify molecules of biological interest (neurotransmitters – sugars) and their advantages in biology • Stereochemistry and supramolecular chemistry • Bio-inspired chemistry • Supramolecular chemistry in water • Supramolecular catalysis: obtaining nanoreactors • Molecular nodes, rotaxanes, catenanes • Molecular electronics • Molecular machines • Bioprobes • Supramolecular materials • Responsive materials Skills 1b. Ability to extend a tool or concept to other uses 1e. Ability to logically and methodically collect and analyse information 2a. Ability to understand and formulate a problem (hypotheses, orders of magnitude, etc.) 2c. Ability to identify the specific elements of a problem 2e. Ability to propose one or more solutions Assessment 2-hour written assessment, 100% Bibliography Books from the documentation centre. Handouts

ECTS credits Code for the TU 1 ING_S9_GREEN_CSUP Total volume of (student) hours for the TU


13 12 25

Language French Teaching team – Alexandre Martinez – Bastien Chatelet

108

Expert experimental chemistry Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives – Understand the working practices used in the chemistry laboratory – Improve understanding of laboratory techniques in addition to those used in practical sessions – Use typical research or analytical laboratory equipment – Become familiar with various purification methods based on the physico–chemical properties of molecules – Manage the risks related to the products used – Work alone or in a team – Prepare technical reports Programme – Use of Schlenk techniques to work in a controlled atmosphere without air or humidity – Handling air- and water-sensitive organometallic species – Compare experimental parameters to optimise reactions – Reagent-addition methods to control exothermia – Using temperature to improve control of the selectivity of a reaction – Use of vacuum distillation – Use of sublimation – Use of chromatography – Nuclear magnetic resonance spectroscopy analysis – Thin layer chromatography analysis – Gas chromatography analysis Skills These techniques are essential for further studies in a research laboratory. In particular, a Master’s degree in chemistry, then in the context of a PhD in organic chemistry. Students will have a complete understanding of advanced techniques used in organic synthesis Assessment Continuous assessment, report, 100%. Bibliography Booklet

ECTS credits Code for the TU 1 ING_S9_GREEN_EXEX Total volume of (student) hours for the TU


25 25

Language French Teaching team – Damien Hérault – Didier Nuel

109

Reactions in a polyphasic environment Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives Given the current move to more ‘sustainable’ chemistry, we discuss some of the principles and applications of recent, industrialized molecular transformation methods. These techniques are very often based on processes that require sophisticated materials or media. We also study how to prepare these polyphasic media and their properties. – To supplement knowledge on how to carry out organic synthesis reactions in the context of the shift to more ‘sustainable’ chemistry – To become familiar with current, industrialized methods that allow molecules to be produced in compliance with environmental regulations – To understand the physico–chemical nature of the alternative media used, and their contribution to organic synthesis Programme – Principles and functioning of reactions and catalysis in polyphasic media and the properties of the materials used (heterogeneous catalysis, supported catalysis, biphasic catalysis). Solid-phase synthesis. Supported chemistry – Solid acid or base catalysts – Properties and use of alternative solvents (supercritical CO2, fluorinated solvents, ionic liquids, water, biosolvents) – The concept of supramolecular chemistry – Transfer of classical phases or macromolecular receptor-based phases – Case study: preparation of polyethylene and polypropylene by an INEOS representative Assessment Continuous assessment Written, 75%. Report of practical work, 25%. Bibliography Handouts to be completed by the student

ECTS credits Code for the TU 1 ING_S9_GREEN_POLY Total volume of (student) hours for the TU


13 4 8 25

Language French Teaching team – Damien Hérault – Didier Nuel – Participant from INEOS

110

Organic chemistry Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives – To develop the skillset general Centrale graduates need if they intend to start an industrial or academic career in chemistry – Consolidate and extend the foundations of chemistry taught in high school Programme Part 1: Structure and reactivity, hydrocarbons, C– X-bonded compounds, aromatics, carbonyl functional groups Part 2: Asymmetric synthesis, pericyclic reactions, Woodward–Hoffman rules Assessment 2-hour exam 100% Bibliography Handouts are provided for some sections of the course. Books in the documentation centre and online resources

ECTS credits Code for the TU 1 ING_S9_GREEN_ORGA Total volume of (student) hours for the TU


13 12 25

Language French Teaching team Laurent Giordano

111

Process Design Trajectory GREEN

Pascal Denis Head of theme at École centrale de Marseille Objectives Be able to design a process – Understand/choose/define unit operations – Determine operating conditions – Establish matter and energy balances – Adapt the process to safety requirements and environmental risk Be able to read/prepare a process diagram – Know the standards applicable to process engineering – Know the basics of CAD-CAM Be able to transpose an industrial process to a simulator – Know the main characteristics of unit operations – Know how to choose models (thermodynamics, kinetics) Programme The aim is to enable students, by working on a real-life case study, to understand the various issues related to the design of a process in the chemical, petrochemical or biochemical industries. This involves the step-by-step development and validation of the design of a process. Program description Process design – Design the process based on research – Simulate all or part of the process – Perform a safety analysis – Prepare a full assessment of the process Software used – Introduction to process engineering simulation software (PROSIM) – Familiarisation with simple CAD/CAM software applications Scientific aspects – Review of energy and machine thermodynamics – Basics of phase equilibria (mainly liquid/vapour) – Chemical thermodynamics Skills Historical reference frame – Ability to methodically and logically collect and analyse information – Ability to understand and formulate the problem (hypotheses, orders of magnitude, etc.) – Ability to understand all of the scientific and technical dimensions of a project – Ability to take into account societal, legal, financial, economic and regulatory issues (see full list of skills) New reference frame – Graduates of Ecoles Centrales create value through scientific and technological innovation. – They understand the complexity of the systems and problems they encounter. – Graduates of Ecoles Centrales adopt an ethical and responsible approach to management. – They have a strategic vision and know how to implement it. Assessment The assessment is based on five group reports/individual work (50% of the overall grade) and an individual analysis during a 4-hour session (50%). For example, these can be broken down as follows: Roadmap 2.5% Process presentation 5% Dual assessment of PFD schemas 10% Process Flow Diagram - schemas prepared 10% Process simulation 22.5% Expert reports 50% Bibliography – Perry’s Chemical Engineering Handbook – Kirk et Othmer, Encyclopaedia of Chemical Technology – J. Bevan, Ott et Juliana Boerio-Goates, Chemical thermodynamics, vol. 1 et 2 – Harry Silla, Chemical process engineering – R.K. Sinnott, Chemical Engineering Design

ECTS credits Code for the TU 1 ING_S9_GREEN_PROC Total volume of (student) hours for the TU


4 21 25

Language French Teaching team – Pascal Denis – Jean-Frederic Beuvin (Arkema)

112

Mixing, rheology and cosmetics Trajectory GREEN

Pierrette Guichardon Head of theme at École centrale de Marseille Objectives The aim of this teaching unit is to familiarise students with the diversity of fluid behaviours and their role in processes and formulation in cosmetics. A second objective is to enable students to understand and determine the key elements of agitation and mixing for Newtonian and complex fluids. Programme 1. Development and physico-chemistry of cosmetic product formulation 1.1 Formulation strategies: basic cosmetic forms (classification of emulsions, gel forms, microencapsulation) 1.2 The concept of a complex fluid: examples (liquid crystals, molten polymers or polymers in solution, etc.), the multi-scale problem of the description of complex fluids as a continuous medium 1.3 Viscous behaviour: observation/manifestations -> steady state regime classification, structural interpretation (colloidal suspensions), the Deborah number -> transient regime classification, modelling (dimensional analysis, empirical and structural modelling) 1.4. Viscoelastic behaviour: observation/manifestation, structural interpretation (polymers), linear/nonlinear viscoelasticity 1.5. Use of rheology in the analysis and development of cosmetic products 2. Process implementation 2.1. Agitation techniques. Choosing a mixing device 2.2. Dimensional analysis. Hydrodynamics of a stirred reactor 2.3 Macro and micromixing. Chemical characterization method. Mixing time 2.4 Intensification in micromixers 2.5. Process and rheology relationships Assessment 2-hour supervised written exercise Bibliography – E. Guyon, J.-P. Hulin and L. Petit, Hydrodynamique physique, EDP Science (2001) – N. Midoux, Mécanique et rhéologie en génie chimique, TEC&DOC – Lavoisier (1993) – P. Coussot and J.-L. Grossiord, Comprendre la rhéologie : De la circulation du sang à la prise du béton, EDP Sciences (2001) – S. Nagata, Mixing: Principles and Applications, Wiley, New York (1975)

ECTS credits Code for the TU 1 ING_S9_GREEN_MRCO Total volume of (student) hours for the TU


14 13 25

Language French Teaching team – Philippe Piccerelle of the Faculty of Pharmacy (Aix-Marseille University) – Marc Jaeger – Pierrette Guichardon

113

Reactor engineering Trajectory GREEN

Nelson Ibaseta Head of theme at École centrale de Marseille Objectives Most processes involve at least one reaction. A general engineer wishing to pursue a career in the chemical, pharmaceutical or environmental industries must therefore be able to: – establish specifications (type and volume of reactor, heat to be exchanged, flow rates, etc.) depending on the desired product and the system properties – assess process performance (selectivity, conversion rate) as a function of operating parameters – identify the key parameters of an operation and assess their influence Programme 1. Ideal isothermal reactors 2. Ideal non-isothermal reactors 3. Real reactors 4. Catalytic reactors This programme will take the form of lectures, tutorials and/or mini-projects. Students may need digital tools (tablet, laptop) for some sessions. Skills – Ability to solve complex problems – Ability to collect and sort information – Ability to draw upon scientific and technological ideas – Ability to communicate in French and English on subjects related to the discipline Assessment – Supervised exercise 1: supervised written work: 50%. – Continuous assessment 1: report: 50%. Bibliography Course slides are available on Moodle. The following bibliographical references are available from the documentation centre: • H.S. Fogler, Elements of chemical reaction engineering; • J. Villermaux, Génie de la réaction chimique: conception et fonctionnement des réacteurs.

ECTS credits Code for the TU 1 ING_S9_GREEN_GENR Total volume of (student) hours for the TU


13 12 25

Language French Teaching team Nelson IBASEIW

114

Solid chain operations Trajectory GREEN

Nelson Ibaseta Head of theme at École centrale de Marseille Objectives 60% of chemicals are sold in solid form. Similarly, the formulation of 90% of drugs contains an active ingredient in solid form. In addition, there is growing interest in the applications of crystallization for waste water processing. Consequently, the objective of this teaching unit is to enable general engineers to: * Establish specifications (type and volume of crystallizer, heat to be exchanged, flow rates, etc.) depending on the desired product and the system properties * Assess process performance (crystal size, crystal shape, etc.) as a function of operating parameters * Identify the key parameters of an operation and assess their influence Programme

1. Introduction a. The solid chain b. Characterization

i. Crystalline structures ii. Crystal form; form factors iii. Size: size distribution

2. Crystallization a. Thermodynamics

i. Solubility ii. Phase diagrams

b. Kinetics i. Nucleation ii. Growth

c. Scaling crystallizers i. Choice of crystallizer ii. Types of crystallizers iii. Population review; the MSMPR model

3. Filtration a. Introduction to solid–liquid separation b. Principles of media filtration c. Types of filters

4. Drying a. Drying principles b. Types of dryers

Skills – Ability to solve complex problems – Ability to collect and sort information – Ability to communicate in French and English on subjects related to the discipline Assessment Supervised exercise 1 = 100% of final exam Bibliography – D.W. Green, R.H. Perry (Eds), Perry's chemical engineers' handbook – S. Myerson, Handbook of Industrial Cristallization – W.L. McCabe, J. Smith and P. Harriot, Unit Operations of Chemical Engineering – J.W. Mullin, Crystallization – J.D. Seader, Separation Process Principles – H.-H. Tung, E.L. Paul, M. Midler, J.A. McCauley, Crystallization of Organic Compounds. An Industrial Perspective

ECTS credits Code for the TU 1 ING_S9_GREEN_SOLD Total volume of (student) hours for the TU


13 12 25

Language French Teaching team – Nelson Ibaseta (Centrale Marseille) – David Baltes (Sanofi)

115

Gas treatment and process intensification Trajectory GREEN

Pierrette Guichardon Head of theme at École centrale de Marseille Objectives At the end of this module, students will be familiar with the major families of gaseous pollutants that are most commonly encountered, and their harmful effects on health and the environment. They will have acquired an overview of the main, current processing methods and the criteria for choosing them. Dust removal, adsorption and gas permeation will be explored in greater detail. The concepts that are acquired will range from the presentation of the principle to the description of scaling elements. Finally, students will undertake a project allowing them to familiarise themselves with an urgent theme in process intensification. Programme The course is structured as follows: – it begins with a presentation of the main families of gaseous pollutants, and their effects on health and the environment – we will comprehensively describe the main treatment processes and specify the criteria that help to select the most appropriate process – a session will be devoted to a detailed study of dust removal: principles, main equipment, scaling elements – a session will be devoted to a detailed study of adsorption: principles, isotherms – a session will be devoted to a detailed study of gas permeation: general information on membrane processes, specific elements of gas permeation, scaling – students will become familiar with a very topical theme, notably process intensification, through the execution of a project Assessment – 2-hour written examination (70% of the final grade) – Oral presentation of the process intensification project (30% of the final grade) Bibliography – S. Bicocchi, M. Boulinguez, K. Diard, Les polluants et les techniques d’épuration des fumées. Cas des unités de traitement et de valorisation des déchets. État de l’art, 2nd edition, TEC&DOC, 2009 – W.L. Mc Cabe, J.C. Smith, P. Harriott, Unit operations in chemical engineering, 4th edition, Mc Graw Hill, New York, 1984

ECTS credits Code for the TU 1 ING_S9_GREEN_TGAZ Total volume of (student) hours for the TU


12 4 9 25

Language French Teaching team – Nelson Ibaseta – Pierrette Guichardon

116

Water and industry Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives – Analyse effluent data and propose appropriate processes – Scale simple water pollution verification processes – Understand the environmental impact of industrial effluents Programme – Introduction to the environmental problems associated with industrial discharge – Study of conventional water treatment systems – Study of processes specific to industrial effluents and influents – Scaling treatment processes depending on the pollutant load and the desired water quality Feedback and assessment will take the form of presentation of a case study carried out as a supervised group project. Assessment Exam 100% Bibliography Course slides, bibliography

ECTS credits Code for the TU 1 ING_S9_GREEN_EAUX Total volume of (student) hours for the TU


10 15 25

Language French Teaching team Audrey Soric

117

Energy and industry Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives This teaching unit expands on the themes addressed in the 1st year MGP2 general course. It focuses on practical methods used to solve real-world problems in industry and, in particular, in process engineering. The aim is to address a practical thermal transfer problem, and develop exchanges with specialists or design offices working in this field (process engineering operations, exchangers, furnaces, thermal aspects of buildings, cooling electronic components, etc.). Programme SESSION 1: CONDUCTION (1) • General concepts of heat transfer - Usual units • FOURIER's law - General heat equation - Boundary conditions • Conductivity: orders of magnitude, measurements • Application to flat and cylindrical geometries • Conduction with source • 2D steady state transfers: shape coefficients SESSION 2 (a): CONDUCTION (2) • Dynamic regime transfers (Biot and Fourier numbers) • Thin thermal bodies in a dynamic regime • Dynamic regime transfers (semi-infinite wall, flat wall, cylinder) SESSION 2 (b): CONVECTION (1) • Definitions of convective phenomena, orders of magnitude • Dimensional analysis and dimensionless numbers • Relationships applicable in forced and natural convection SESSION 3 (a): CONVECTION (2) • Definitions of convective phenomena, orders of magnitude • Dimensional analysis and dimensionless numbers • Relationships applicable in forced and natural convection SESSION 3 (b): FINS • Types of fins and definitions • Fin efficiency • Practical calculation methods SESSION 4: EXCHANGERS • Main exchanger types – Definitions • Logarithmic deviation of counter-current and co-current flow exchangers • Other types of exchangers. The Ft correction factor • Number of transfer units and efficiency functions • Exchanger networks SESSION 5: RADIATION (1) • Definitions, blackbody laws, emittance • Kirchoff’s law, emissivity, absorptivity • Radiation between parallel grey planes SESSION 6: RADIATION (2) • Radiation between finite black surfaces (form factors) • Grey bodies, real bodies • Radiosity, calculation of spaces with grey walls Skills As the MGP1 and 2 mechanics modules are general and theoretical, this module aims to put this basic knowledge into practice based on an engineering approach, where the objective is to take new constraints into account. Here, the goal is to manage various parameters in the search for a viable optimal solution. This course draws upon a diverse body of knowledge (heat transfers, mathematics, physics) in the context of a discipline with many possible fields of application. These newly-acquired skills are transversal and provide Centrale engineers with a versatile set of tools to scale and manage thermal systems. Assessment 3-hour exam, 100%. Bibliography – Course handout presenting thermophysical property tables Bibliography: – Fundamental of Heat and Mass transfer – Franck P. Incopera – MacGraw-Hill Transferts thermiques, Bruno Chéron – Ellipses – Atlas Thermique – VDI

ECTS credits Code for the TU 1 ING_S9_GREEN_ENER Total volume of (student) hours for the TU


12 13 25

Language French Teaching team Daniel ROUX

118

Process control Trajectory GREEN

Damien Hérault Head of theme at École centrale de Marseille Objectives This course does not seek to describe in detail or reiterate the basic principles of the various disciplines involved. Instead, it establishes analogies and proposes approaches through which a mathematical model can be obtained for use to control process behaviour. One part of the module is dedicated to the control itself, and we propose solutions adapted to different types of process. Programme Theoretical aspects: Dynamics of systems – Modelling • The concept of a dynamic system • Mathematical description • Operating procedure • Differential Equations – the transfer function. An example • Non-linearity • State equation Process control • Aims • PID controllers - setting methods • Limitations of PID • Improved PID - Cascade Control – Split range – Over-ride control – Feed-forward control – Internal Model Control • Time delay systems – PIR • Discrete time Control Systems. Stability – Steady state errors. Control design • Predictive approach Practical work: − Use cases Assessment Continuous assessment 100% Bibliography Books available in the library (J.-P. Couriou, R. Lonchamp)

ECTS credits Code for the TU 1 ING_S9_GREEN_COPR Total volume of (student) hours for the TU


13 12 25

Language French Teaching team Alain Kilidjian

119

Foundational scientific knowledge Trajectory PICSEL

Laurent Gallais Head of theme at École centrale de Marseille Objectives Programme Skills Assessment Bibliography

ECTS credits Code for the TU 2 ING_3A_S9_OAP-

PICSEL_TC Total volume of (student) hours for the TU



120

Managing complex systems Trajectory PICSEL






121

Conferences by representatives from Industry Trajectory PICSEL






122

Basics of Photonics Trajectory PICSEL

Nicolas Sandeau Head of theme at École centrale de Marseille Objectives Programme Skills Assessment Bibliography


PICSEL_FOPH Total volume of (student) hours for the TU



123

Smart Systems Trajectory PICSEL

Salah Bourennane Head of theme at École centrale de Marseille Objectives – Be familiar with the fundamentals of intelligent systems – Be familiar with - and know how to implement - detection, communication and analysis methods – Explore technologies and understand some data processing techniques – Carry out work related to intelligent systems – Apply the material learned to develop a pluridisciplinary project Programme Intelligent systems are now part of our daily lives, as evidenced by the existence of many applications based on artificial intelligence (AI) paradigms. Intelligent systems are systems that include processes, based on several theories to reproduce certain human behaviours, in order to perform a task or set of tasks. This teaching unit aims to provide an overview of and introduction to the growing and increasingly strategic field of integration of intelligent systems. These systems are becoming omnipresent and are found in all domains. This course will teach the foundations and present the main technologies used in intelligent systems and their integration. Intelligent systems combine the processing of often massive and/or heterogeneous data (Big Data) with detection, actioning and communication, and can analyse complex situations, make autonomous decisions and be predictive and secure. The course will also describe progress in industry and academia using examples from various industrial sectors. The underlying techniques for such systems will be described, in parallel with the processes used to create these technologies. Skills – Understand the complexity of systems and associated problems – Adopt a strategic vision and know how to implement it – Be able to run projects – Create value through scientific and technological innovation Assessment Continuous assessment Bibliography Course notes


PICSEL_SMSY Total volume of (student) hours for the TU


60 10 10 80

Language French Teaching team – Salah Bourennane – Caroline Fossati – Thierry Gaidon

124

Telecoms and the IoT Trajectory PICSEL

Ali Khalighi Head of theme at École centrale de Marseille Objectives Understanding wireless telecommunications systems and the IoT is a skill that will enable future graduates to enter this booming economic sector, notably following the emergence of massively-connected objects and the imminent deployment of 5G networks. Students will be equipped with the know-how to implement next-generation network technologies with high energy and spectral efficiency. They will be able to apply their knowledge in a multitude of emerging applications, notably those related to future smart cities and smart homes. Furthermore, they will be able to advise on the implementation of new networks and appropriate technologies to interconnect customer devices through the Internet of Things (IoT). Programme • Basics of digital transmission: o Information processing for telecom systems o Transmission (compression, coding, multiplexing, modulation, etc.) and reception (detection, demodulation, decoding, etc.) techniques o The transmission environment (channel) and associated disturbances o Transmission protocols o Multi-user systems o Ultra-wideband transmissions, software radio and intelligent radio o Energy consumption of systems/networks and eco-radio techniques o Quantum information transmission protocols (quantum cryptography, quantum teleportation, entanglement swapping) • Applications: o Wireless transmission: mobile telephony (including future 5G networks), broadcasting, local broadband networks (Wi-Fi), extended (WiMAX, LPWAN: LoRa – Sigfox, etc.) and personal (Bluetooth, Zigbee, etc.) o Sensor networks, smart grid networks, etc. o Wired transmissions: ADSL, power line carrier, etc. o Satellite communication o Fibre optic communication, wireless optics (laser or Free-Space Optics, FSO, Li-Fi, intelligent lighting, etc.) o The industrial IoT and the IoT for intelligent environments (smart cities and smart homes, e-health, factories of the future); WebServices interfaced with the Cloud; Fog networking, etc. • Practical sessions: o Labview, Matlab and Simulink-Matlab: study of a wireless transmission chain. o Wireless optical transmission (transmission model) o The industrial IoT: a smart building use case o Multi-user systems based on CDMA and OFDM (transmission models). • External/ conference speakers: o Nokia Bell-labs, ERCOM, SNEF-Connect, GreenCityZen, Netatmo, etc. Skills This module provides students with the basics of telecommunications and a good understanding of communication systems, allowing them to acquire a solid skillset regarding digital transmission systems, notably wireless. In addition to classical systems that have been deployed on a massive scale, we will address advanced communication systems, currently considered as niche technologies, particularly in relation to IoT applications, and the main challenges for the deployment of these systems. Assessment Continuous assessment = 80%, Autonomous work = 20%. Bibliography – Fundamentals of digital communication, Cambridge University Press, 2008 – Visible light communications: theory and applications, CRC Press, 2017 – LTE and the evolution to 4G Wireless: design and measurement challenges, Agilent Technologies, 2009 – Cellular internet of things: technologies, standards, and performance, Elsevier Academic Press, 2018


PICSEL_TIOT Total volume of (student) hours for the TU


40 10 20 10 80

Language French Teaching team – Ali Khalighi – Hassan Akhouayri – Nicolas Bertaux – Thomas Durt

125

Advanced imaging for biomedical applications Trajectory PICSEL

Gaelle Georges Head of theme at École centrale de Marseille Objectives Be familiar with the fundamentals of imaging for biomedical and biological applications, from interactions between waves and matter to the processing of the images obtained. Be familiar with different imaging techniques including both image acquisition and restitution at all scales of the living organism, in vivo or in vitro, for applications in biology or medicine. Have an overview of current and future challenges and needs in the sector. Programme The programme is organised as follows. 1. Medical imaging problems Practising doctors will present the medical context, current issues and the needs of doctors with respect to imaging or diagnosis. 2. Advanced imaging for biomedical applications Imaging for biomedical applications refers to techniques used to probe and observe organs. In this context, we discuss physical concepts and modelling related to the interaction between light and tissues (diffusing and/or absorbing). The objective is to show how, starting from a measurement of the interaction between a wave and a tissue, we can construct an image (modelling, reconstruction, etc.). 3. Advanced imaging for biological applications In this part, we discuss high-resolution imaging techniques used to probe and observe at the cellular scale or greater. Optical microscopy is widely used to observe cellular mechanisms. Many other techniques have been developed to increase, on the one hand, sensitivity or contrast and, on the other, resolution. The objective of this teaching unit is to present some of the advanced techniques used in biophotonics (fluorescence microscopy, which is a standard technique for marking precise cellular structures and thus studying particular biological functions; nonlinear microscopy, which makes it possible to generate new contrasts, etc.). We will also look at new sensors used in biology, particularly for in vitro diagnostics (biochips, lab-on-chip systems, etc.). 4. Image processing • Tomography: reconstruction of 3D images from 2D projections • Reconstruction by compressive sensing: improving the spatial and temporal resolution of 3D acquisitions (situation) • Recalibration and fusion of information for multimodal imaging • Classification: Deep learning Skills – C1 (scientific and technical innovation): a solid introduction to the fundamentals of imaging for biomedical and biological applications, combined with an overview of applications and challenges that concern doctors and/or biologists, will highlight the potential of these techniques. – C2 (understanding system complexity): this course supplements and makes it possible to apply the concepts of physics and image processing to living matter, which, by its nature, is a complex system. Assessment Continuous assessment (written exercises, reports on practical work) Bibliography – Course materials – I.N. Bankman, Handbook of Medical Image Processing and Analysis (2009) – Valery Tuchin, Tissue optics: Light scattering methods and instruments for medical diagnosis, 3rd edition (2015) – Marcel Locquin and Maurice Langeron, Handbook of Microscopy, 1st edition (1983)


PICSEL_IMAB Total volume of (student) hours for the TU


80

Language French Teaching team – Laetitia Abel Tibérini – Salah Bourennane – Caroline Fossati – Gaëlle Georges – Frédéric Lemarquis – Muriel Roche – Nicolas Sandeau – Invited speakers

126

Images: formation, perception and representation Trajectory PICSEL

Laurent Gallais Head of theme at École centrale de Marseille Objectives The objective of this module is to present the key links in an imaging chain: from the basis of image formation to the physical technologies used to acquire and communicate the image to the human being, including automated image processing and analysis to extract information. It will provide the basic knowledge related to each of the technological building blocks in this chain and the foundations of human and machine vision. These skills can be used to understand, estimate, develop and integrate applications in the field of imaging. Programme Whether it concerns industrial, medical, scientific or everyday domains, images are central to many systems and applications: • Medical imaging, which plays a key role in the diagnosis, monitoring and treatment of human diseases; • Augmented reality and 3D display technologies, which transform the interaction between humans and their environment; • Autonomous systems based on the integration of artificial intelligence and data processing algorithms in vision systems; • Sources of observation, risk prevention, environmental monitoring using on-board (drones) or satellite imaging systems; • Industrial vision for quality control, observation in hostile environments, robotics, etc. The course is structured in several sections: • Physical bases of image formation • Image sensors • Visual perception • Display systems • Image processing The courses will be complemented by practical, experimental work on the photonics platform and digital work on PCs. Skills Engineers capable of working on complex image-based systems, whether to set up an imaging chain for an application, digital image processing, business follow-up or projects that implement complex acquisition and processing systems in images and multimedia. Assessment Continuous assessment


PICSEL_IFPR Total volume of (student) hours for the TU


50 30 80

Language French Teaching team – Caroline Fossati – Laurent Gallais-During (team leader) – Frédéric Lemarquis – Muriel Roche

127

Statistical engineering Trajectory PICSEL

Antoine Roueff Head of theme at École centrale de Marseille Objectives The engineer will be provided with the methodological bases of statistical engineering; the aim is to teach students to formulate and solve engineering problems using statistical techniques. Future engineers will understand the statistical tools used to describe and analyse data in a wide variety of applications, including autonomous systems, physical systems or industrial processes. These very general concepts may also be highly useful in other domains such as quality, consulting or logistics. Programme – In-depth study of the notion of randomness in statistics and information processing – Standard and Bayesian statistical methods for tasks such as: parameter estimation, event detection or data classification – Data classification methods and learning techniques – Data modelling (time series, multivariate data, etc.) – Data representation and correlations – Presentation of the key concepts of information theory and applications – In-depth study of performance limits (for estimation, detection) and their practical use – Introduction to the concepts of complexity in applied statistics – Illustration and application to a wide variety of examples Skills – Define and characterize different data processing systems in a wide variety of domains (C1) – Understand the statistical tools used to analyse data from industrial, physical or management systems (C5) – Understand the key factors in complex systems (C2) Assessment – Continuous assessment 1 = two 1-hour written exercises = 55%. – Continuous assessment 2 = practical session reports = 35%. – Continuous assessment 3 = presentation (during a practical session) = 10%. Bibliography – Ph. Réfrégier, Noise theory and application to physics, Springer, 2003 – P.H. Garthwaite, I.T. Jolliffe and B. Jones Statistical Inference, Prentice Hall, 1995 – T.M. Cover et J.A. Thomas, Elements of information theory, Wiley, 2006 – A. Ruegg, Processus stochastiques - Avec applications aux phénomènes d’attente et de fiabilité - Presses polytechniques et universitaires romandes 1989


PICSEL_INST Total volume of (student) hours for the TU


38 6 36 80

Language French Teaching team – F. Galland – Ph. Réfrégier – A. Roueff

128

Mathematical and Computational Modelling Trajectory PICSEL

Miguel Alonso Head of theme at École centrale de Marseille Objectives To provide an introduction to the theoretical and computational modelling of light-based devices within a wide range of applications. Students will familiarise themselves with modelling tools that are widely used in optics and photonics; they will understand the underlying physics of the system modelled, as well as the working principles and inherent approximations found in these common simulation tools. Students will also explore the application of several of these techniques in other physical contexts such as acoustics or quantum mechanics. Programme The course is composed of four modules: Module 1: Theoretical and computational models for light-based devices This module will provide an overview of the mathematical and physical principles behind several wave field modelling techniques, including the elaboration of simple computational implementations. The goal is that these implementations will clarify the working principles of the programs used in the following modules. Module 2: Guided electromagnetic wave modelling using Fimmwave Modelling of guided modes in fibres and integrated optics, with some applications in hyperfrequency. Module 3: Photonic device modelling using COMSOL Multiphysics Solving complex problems and interpreting phenomena in photonics using COMSOL Multiphysics, which is based on solving partial differential physical equations using the finite element method. Module 4: Modelling quantum systems using MATLAB Use of variational and modal methods to simulate quantum phenomena using MATLAB. Skills – C1 Scientific and technological innovation: Obtaining a deep insight into physical phenomena is essential for proposing new applications. Similarly, understanding analogies across different fields provides inspiration for importing ideas between contexts. – C2 Understanding system complexity: The course will stress the intersection between optics and a range of other disciplines such as telecommunications and metrology. Assessment 5 continuous assessments, two for module 1, one for each other module, 20% each Bibliography Notes provided by instructors, as well as documentation related to the different software packages used.


PICSEL_MAL Total volume of (student) hours for the TU


20 60 80

Language English Teaching team – Miguel A. Alonso – Rodrigo Gutierrez-Cuevas – Laurent Gallais-During – Jean Bitterbiere – Thomas Durt

129

Embedded systems Trajectory PICSEL

Ali Khalighi Head of theme at École centrale de Marseille Objectives A new generation of sensor-rich and massively distributed systems is emerging, which will have a very significant economic and environmental impact. A multitude of applications are involved, notably autonomous cars, aerial and underwater drones, automated systems in factories, intelligent environments, sensor networks, space probes, etc. Most of these applications requires reconfigurable integrated systems. These systems are expected to operate autonomously for many years in difficult and uncertain environments, requiring unprecedented levels of reliability and robustness. The design and implementation of these intelligent embedded systems requires a software revolution that brings together a diverse set of computing methods ranging from artificial intelligence, software engineering, operations research, and control. Programme – Principles of intelligent embedded systems: o CPU, power, memory, I/O and cost constraints o Sensors and data acquisition o Security of embedded systems, attack strategies targeting software and hardware – Design and production: o Modular design and abstraction o The C computing language o Parallel computing systems (CPU, GPU) o Programming in VHDL, and FPGA prototyping o Prototyping with a microcontroller, RaspberryPi, Arduino, etc. o Electronic interfacing and buses, transmission standards o Data acquisition and design with Labview / Matlab – Practical session: o Programming in C o Programming in VHDL with the associated CAD tools (ModelSim, Quartus, etc.) configuration of FPGAs with Altera/Xilinx design kits o Labview – Mini-projects: o Concrete examples of the application and configuration of Arduino, RaspberryPi, or other cards. – Conference/ external speakers: o IFREMER, YELLOWSCAN, OSEAN, OLEDCOMM, etc. Skills This module covers the principles of embedded systems and their design, prototyping and implementation methods. In addition to hardware, the module provides students with a set of design tools, the understanding of which is essential for prototyping and building embedded systems in a wide range of applications. Assessment Continuous assessment = 60%, Autonomous work and project = 40%. Bibliography – Introduction aux systèmes embarqués temps réel: Conception et mise en œuvre, Dunod, 2018 – Systèmes temps réel embarqués: Spécification, conception, implémentation et validation temporelle, Dunod, 2014


PICSEL_SYEM Total volume of (student) hours for the TU


30 10 20 10 10 80

Language French Teaching team – Ali Khalighi – Hassan Akhouayri – Nicolas Bertaux

130

Space technologies Trajectory PICSEL

Laurent Gallais Head of theme at École centrale de Marseille Objectives The design, production, validation and operation of space instruments, whether for terrestrial observation or science of the Universe, require the application of very specific technologies and techniques at all stages of a space project. These technologies make it possible to produce instruments that are not only adapted to harsh environments, but also meet the corresponding requirements for reliability. The objective is to present techniques specific to this domain, along with associated advanced technologies, which will be presented by taking the example of the design and production of an astrophysics observation instrument. The application of the latter to terrestrial observation missions or other industrial fields will also be discussed. Programme We begin with a presentation of the context and the basics of preparations for a space mission, notably in terms of phasing, maturity level (TRL) and quality, along with the effects of specific space-related constraints for the associated techniques and technologies. The programme is structured as follows: • Systems engineering: presentation of the key aspects of the analysis and design of a spatial optomechanical system, from preparing specifications to establishing an error budget and estimating performance • Spectral analysis techniques: this module introduces the different spectral analysis techniques used in astrophysics that are also used in other fields, including industry. • Wavefront control: presentation of the different techniques to control and maintain the wavefront quality of a telescope or space instrument (active optics/ spatial adaptive optics) • Spatial optomechanics: design of a spatial optomechanical system, from its definition, through thermomechanical modelling and the insertion of actuation and measurement systems, to the preparation of functional tests • Assembly, integration, testing/validation: this module will cover the qualification phase of a space instrument or system, notably the various environmental tests (vacuum, thermal, vibration) performed during system integration and validation Skills Theme 2: Complex systems and complexity Space instruments are extremely complex due to their technical nature and their design, integration and validation. These courses will allow students to address this complexity. Theme 3: Programs Space missions are designed in the context of national or international programs. This course will make it possible to address scientific and technical aspects of these programs. Assessment Continuous assessment Bibliography Course notes and working documents provided by the teaching team


PICSEL_TESP Total volume of (student) hours for the TU


6 8 66

Language French Teaching team Taught by astronomers and engineers from the Marseille Astrophysics Laboratory, with speakers from Airbus, the CNES, the ESA, ONERA and Thales. Leaders: Marc Ferrari, Éric Prieto

131

Projects Trajectory PICSEL



PICSEL_PROJ Total volume of (student) hours for the TU



132

Numerical methods in mechanics Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – To raise awareness of the challenges of contemporary digital simulation both in terms of computational resources and the specificities of equation models found in fluids, solids or acoustics. – Establish the link to general and basic concepts seen in mathematics from a theoretical point of view, and apply them in a professional context. – Provide an overview of the numerical methods used in mechanics (solids, fluids): -- be able to configure a basic solver based on classical discretization methods (finite element, finite volume) -- understand the specific methods used in solvers to configure fluids and solids. Programme The specific problems encountered in solid and fluid mechanics, and acoustics will be highlighted and the reasons for the different approaches used will be explained. Particular issues related to numerical simulations of nonlinear problems will be discussed. We highlight difficulties related to the configuration of industrial calculation tools. An 8-hour introduction to a multiphysics software package will be provided. – General considerations – Current trends in computing resources, massively parallel computing – General principles of time and space discretization methods, convergence–stability–consistency, implicit and explicit methods – General background to finite difference, finite element and spectral methods, finite volume and edge elements – Numerical methods in mechanics: an introduction to computational fluid dynamics (CFD) -- Finite volume techniques and fluid finite element techniques -- The problem of fluid incompressibility -- Application to solving the Navier–Stokes equations for an incompressible fluid – Stabilized methods -- Simulation of fluid turbulence -- The appropriate application of commercial software to fluids: Ansys Fluent – Numerical methods in mechanics: an introduction to the calculation of solids and structures – Finite element coding, finite element techniques, algorithmic framework – Beyond elasticity: time methods, nonlinear problems (time increments, iterations) total Lagrangian approach – Numerical methods in mechanics: an introduction to acoustics -- Finite elements in acoustics -- Edge integral methods – From CAD to calculation: towards an integrated approach between design and simulation; application of the isogeometric method to fluids and solids – Practical applications using COMSOL Multiphysics: practical work on workstations (8 h) Skills – Ability to account for basic physical problems when using industrial solvers (C2) – Ability to build new software solutions to simulate complex phenomena not included in standard industrial solvers (C1) – Ability to understand a complex, multiphysical situation in order to develop high-performance software solutions (C1 and C2) – Ability to critically evaluate the use of tools (C3) Assessment – continuous assessment = report of practical work (50%) – supervised exercise = 2-hour written assessment (50%) Bibliography – Course materials in PDF format – T.J.R. Hughes, The finite element method, ed. Prentice Hall, 1987 – A. Ibrahimbegovic, Nonlinear solid mechanics, Hermes, 2009 – J. Wendt, Computational Fluid Dynamics, Springer, 2009

ECTS credits Code for the TU 1 ING_S9_MECA_MENU Total volume of (student) hours for the TU


10 6 8 0 0 0 24

Language French Teaching team – Dominique Eyheramendy – Contract teaching staff for practical work

133

Linear waves in mechanics Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Discover the wide range of common phenomena related to waves and vibrations – Understand dynamic phenomena in mechanics (solids, fluids and acoustics) – Distinguish between waves and vibrations and understand related formalisms – Understand the basic theoretical tools related to these concepts – Know how to use digital tools to solve different types of problems Programme – A review of earlier courses and an introduction to wave and vibration phenomena in different media – Introduction to the time dimension in continuum mechanics and its consequences

-- Notion of the wave -- Formalism

– Different types of equations and solutions – Introduction to boundary conditions – Stationary waves and vibrations

-- Eigenmodes – Tools and methods

-- Buckingham Pi theorem and applications -- Fourier transforms, discrete Fourier transforms, Shannon’s theorem -- CFL Condition

– Introduction to nonlinear acoustics -- Constituent equations in the nonlinear nonviscous case

– Constituent equations in the nonlinear viscous case -- Applications of nonlinear acoustics

Skills – Know how to model dynamic problems (C2) – Know how to identify the characteristic parameters of a problem (C2) – Know how to define the methodology to solve a dynamic problem (C2) – Know how to identify complex dynamic phenomena such as instability or chaos (C2) Assessment – Continuous assessment 1 = report of practical work (50%) – Continuous assessment 2 = Scientific dossier (50%) Bibliography – J. Billingham and A.C. King, Wave Motion, Cambridge University Press, 2001 – G. B. Whitham, Linear and nonlinear waves, Wiley, 1999 – J. Sirven, Les ondes: du linéaire au non linéaire, Dunod, 1999

ECTS credits Code for the TU 1 ING_S9_MECA_ONLI Total volume of (student) hours for the TU


8 8 8 0 0 0 24

Language French Teaching team – Daniel Mazzoni – Christophe Eloy – Emmanuelle Sarrouy – Bruno Cochelin

134

Turbulence Trajectory MECA

Olivier Boiron Head of theme at École centrale de Marseille Objectives The turbulence TU is composed of two complementary modules. In the first, we present mechanisms for the development of hydrodynamic instabilities and the occurrence of turbulence, from the point of view of: i) a phenomenological description and ii) developing equations describing associated phenomena within the framework of a linearized approach. Then we look at turbulence modelling by presenting the main methods of turbulent flow modelling, highlighting their strengths and weaknesses. The second module focuses on turbulent heat and mass transfer; it expands on the knowledge acquired in the first module by focusing on practical applications and theoretical analyses that complement and deepen the concepts already introduced (Reynolds tensor invariants and the ‘feasibility’ of models, in particular). Programme – The first module begins by presenting the classical elements of the linear theory of instability development (threshold, eigenmodes, etc.) and then applies them to different situations (Kelvin–Helmoltz or Rayleigh–Bénard instabilities, capillarity–gravity waves). Then we discuss the occurrence of turbulence and the need to use the Reynolds decomposition. The remainder of this module then presents the most common 1st order turbulence models, highlighting the specific characteristics of each. – The second module extends these analyses by focusing, on the one hand, on second order turbulence models and the complexities (pressure–speed coupling in particular) that these models can take into account and, on the other hand, on flows with heat and/or mass transfer that were not covered in the first module. The material presented is illustrated through the analysis of numerous case studies of flows encountered in both industrial and environmental applications. Skills – Know how to model and analyse turbulent flows, by choosing the most relevant model (C2) – Understand the methods used in modelling/numerical simulation of turbulent flows (C2) – Know how to calculate the main characteristics (turbulent intensities, characteristic scales) of turbulent flows (C2) – Know how to interpret experimental results (C2) Assessment – Supervised exercise = a 3–hour written assessment with a topic for each of the two main parts of the course for the 1st module (50%) – continuous assessment = analysis and oral presentation of a publication for the 2nd module (50%) Bibliography – M. Abid, F. Anselmet, C. Kharif, Instabilités hydrodynamiques et Turbulence, Cépaduès Éditions (2017) – F. Charru, Instabilités hydrodynamiques, EDP Sciences (2007) – P. Chassaing, Turbulence en mécanique des fluides, Cépaduès Éditions (2000)

ECTS credits Code for the TU 2 ING_S9_MECA_TURB Total volume of (student) hours for the TU


36 12 48

Language French Teaching team – F. Anselmet (ECM) – M. Abid (AMU)

135

Advanced fluid mechanics Trajectory MECA

Olivier Boiron Head of theme at École centrale de Marseille Objectives This teaching unit includes two modules, each of which is specific to a very current field of fluid mechanics applications, namely aerodynamics and multiphase flows. The target skills and knowledge correspond to the minimum level students will need to interact with specialists in these fields, address typical problems on their own, or extend their knowledge through specialised books or participation in additional, specialised training. Programme – The 1st module focuses on aerodynamics. It includes a presentation of so-called ‘thin wing’ theory, which makes it possible, thanks to simple tools derived from the theory of potential flows, to evaluate the lift of aircraft wings. In addition, presentations by two representatives from the transport sector (automobiles and helicopters) of the most recent methods used in the industry help to highlight current challenges hindering further performance improvements. The enormous difference in complexity between these two types of approaches is the reason why only simplified tools can be presented in the course. Nevertheless, these tools are used in aeronautics for feasibility and pre-scaling studies. – The 2nd module concerns multiphase flows. It introduces students to theoretical developments specific to these flows, starting with the most general equations, then focusing specifically on two particular situations, the liquid/steam equilibrium flows encountered, in particular, in the nuclear industry, together with aerosol-related problems that are encountered both in industry and in the environment (pollution and associated health risks). Skills – Students will learn how to model and analyse an aerodynamic or multiphase flow problem, selecting the most relevant modelling level (C2) – Understand modelling/numerical simulation methods associated with these types of situations (C2) – Know how to interpret experimental results (C2) Assessment – For the 1st module, assessment takes the form of a mini-project using the simple tools presented (50%). – For the 2nd module, assessment takes the form of a three-hour written exam (50%). Bibliography – R. Borghi, F. Anselmet, Modélisation des écoulements multiphasiques turbulents hors d’équilibre, Hermes-Lavoisier (2014) – A. Mailliat, Les milieux aérosols et leurs représentations, EDP Sciences (2010) – I. Paraschivoiu, Aérodynamique subsonique, Presses polytechniques de Montréal (1999)

ECTS credits Code for the TU 2 ING_S9_MECA_MEFA Total volume of (student) hours for the TU


36 12 48 48

Language French Teaching team – F. Anselmet (ECM) – M. Abid (AMU) – Managers from industry (CEA/IRSN)

136

Geophysical flows Trajectory MECA

Olivier Boiron Head of theme at École centrale de Marseille Objectives –– Acquire the knowledge and skills used in fluid mechanics applied to atmospheric and oceanic flows, waves, tsunamis and other marine hazards – Understand the mechanisms and physical processes governing these phenomena, in order to be able to use modelling tools (numerical or experimental) to analyse effects observed in the natural environment (e.g. shoreline erosion) or anthropological structures (e.g. dykes, offshore wind turbines) – Acquire the scientific toolbox needed to integrate a project team working in the domains of oceanics, atmospherics or water flows – Develop a critical understanding of the broader tools used to study, model or predict these flows and waves in oceanic, coastal or river environments. Know how to make the most of these tools and methodologies, putting them to best use and critically assessing the results obtained Programme – Wave dynamics and extreme waves:

-- Main physical processes involved in wave generation and propagation from the ocean to the coast

-- Theories of wave kinematics (velocities, pressure, etc.) -- Wave transformation and break-up in coastal areas -- Wave interactions with structures and port agitation -- Extreme waves (rogues): how they form and characterization -- Different types of mathematical models for sea states and waves (principles, hypotheses, limitations, examples of results, etc.)

– Geophysical and hydraulic flows: -- Physics of large-scale flows in the atmosphere and ocean (Earth rotation effects) -- Notion of atmospheric dynamics and meteorology -- Instabilities in geophysical flows -- Astronomical tides and extreme high/low tides -- River and stream flows (river waves, threshold and river structure effects, etc.)

Skills – Develop expertise in the physics and modelling of waves, tsunamis, waves in the marine environment, and atmospheric and hydraulic free surface flows (C2) – Provide the keys to understanding the physical mechanisms governing these flows and waves, their dynamics, and their interactions with the natural terrain and structures (civil engineering structures such as ports or coasts, environmental issues, etc.) (C2) – Develop an understanding of concepts that will help to make the best choices in terms of the tools to be used for projects or studies, to prepare specifications, and to correctly interpret results (C3) – Have a sufficient level of understanding to be able to propose, stimulate or discuss innovations in relation to these fields (C1) Assessment – Continuous assessment 1 = written evaluation (documents allowed) for the ‘Wave dynamics’ section 50% – Continuous assessment 2 = written evaluation (documents allowed) for the ‘Geophysical and hydraulic flows’ section 50% Bibliography Dynamique de l'océan et de l'atmosphère, P. Bougeault and R. Sadourny, Éditions de l'École polytechnique, 2001

ECTS credits Code for the TU 2 ING_S9_MECA_EGEO Total volume of (student) hours for the TU


36 12 48

Language French Teaching team − Michel Benoit, Professor of Fluid Mechanics and Hydrodynamics (44 h) − Hubert Branger, CR CNRS, Physical Oceanography (4 h)

137

Marine Hydrodynamics Trajectory MECA

Bernard Molin Head of theme at École centrale de Marseille Objectives Programme Skills Assessment Bibliography

ECTS credits Code for the TU 3 ING_S9_MECA_HYMA Total volume of (student) hours for the TU


32 16 48


138

Maritime and Offshore engineering Trajectory MECA

Olivier Kimmoun Head of theme at École centrale de Marseille Objectives Programme Skills Assessment Bibliography

ECTS credits Code for the TU 3 ING_S9_MECA_GEMA Total volume of (student) hours for the TU


32 16 48


139

Applied hydrodynamics Trajectory MECA


ECTS credits Code for the TU 3 ING_S9_MECA_HYAP Total volume of (student) hours for the TU


32 16 48


140

Thin, dynamic and unstable structures Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Acquire the knowledge needed to understand structural models (assumptions and application framework), together with related sizing methods:

-- Know how to model and analyse beam and plate structures -- Understand linear elasticity and buckling sizing methods

– Acquire basic concepts related to oscillation in continuous media (solid and liquid) and use them to solve industrial problems:

-- Know how to determine and use linear eigenmodes in a continuous medium -- Know how to calculate vibration levels for large structures -- Know the main modes of dynamic instability

Programme – Part 1: Thin structures, buckling

-- Review of three-dimensional elastodynamics (kinematics, sthenics, Hooke’s law, local equations, integrals) -- Beam models:

--- Euler–Navier–Bernoulli and Timoshenko hypotheses --- Establishing models --- Energy theorems (Ménabréa and Castigliano) --- Size-dependent elasticity

-- Plate theory (Kirchoff–Love and Reissner–Mindlin) -- Instabilities of thin structures compressed under moderate rotation (Euler buckling, von Karmann model)

– Part 2: Dynamics, vibrations, instabilities -- Eigenmodes: definition and application to linear elastic solids, acoustic modes, fluid slosh

modes -- Forced response: introduction of damping, calculation of the forced response, model

reduction by truncation and substructuring -- Some practical problems: rotor vibration, dynamic absorbers. -- Dynamic instability induced by flow or friction: divergence, flutter and galloping mechanisms, -- Nonlinear vibrations: linearization limits, frequency-amplitude dependence, stability

Skills – Ability to model and analyse complex structures (C2) – Understand scaling methods used in elasticity and linear dynamics (C2) – Anticipate complex instability phenomena (C2) – Propose reduced approaches to minimize calculation costs (C5) Assessment – Supervised exercise 1 = 2-hour written assessment for Part 1 (50%) – Continuous assessment = report on practical work for Part 2 (10%) – Supervised exercise 2 = 2-hour written assessment for Part 2 (40%) Bibliography – Course handouts in PDF format – P. Ballard and A. Millard, Poutres et arcs élastiques, École polytechnique, 2009 – C.R. Calladine, Theory of shell structures, Cambridge University Press, 1983 – M. Géradin and D. Rixen, Théorie des Vibrations, Application à la dynamique des structures, Masson, 1993 – M. Lalanne and G. Ferraris, Rotordynamics Prediction in Engineering, 2nd edition, Wiley, 1998

ECTS credits Code for the TU 3 ING_S9_MECA_SMIN Total volume of (student) hours for the TU


32 10 6 0 0 0 48

Language French Teaching team – Stéphane Bourgeois – Bruno Cochelin – Emmanuelle Sarrouy

141

Materials behaviour Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Go beyond the linear elasticity framework using the assumption of small perturbations – Discover the main types of nonlinear materials behaviours – Become familiar with the thermodynamic framework to which general models must conform – Understand multiple behavioural models – Know how to deal with large deformation problems – Understand the concepts of configuration, stress and deformation measurement covered in the first year, but adapted to the context of large deformations – Know how to formulate behaviour laws accounting for large deformations – Know how to apply these concepts in the context of a calculation software package Programme – Part 1: Viscoplasticity and damage – Using simple tensile tests – Thermodynamics of irreversible processes as a framework for behavioural models – Two examples of elastic (visco)plasticity models – An example of an elastic damage model – Transition from diffuse to localized deformation: existence conditions – Part 2: Large deformations –– Definition of kinematics and sthenics in large deformations –– Equilibrium equations –– Reevaluation of the thermodynamic framework in different configurations –– Nonlinear elasticity –– Hyperelastic models, special cases of isotropy and incompressibility –– Some examples of dissipative models, the basics of intermediate states and their application to elastomers Skills – Know how to identify the appropriate behavioural model for the problem addressed (C2) – Model complex problems using advanced behavioural models (C2) – Perform and analyse calculations involving large deformations (C2) – Propose behaviour models suitable for new materials (C1) Assessment – Supervised exercise 1 = 2-hour written assessment for Part 1 (50%) – Supervised exercise 2 = 2-hour written assessment for Part 2 (50%) Bibliography – Handout and course material in PDF format for Part 2 – J. Garrigues, Cinématique des milieux continus (online) – J. Lemaître and J.-L. Chaboche, Mécanique des matériaux solides, 2004 – D. François, A. Pineau and A. Zaoui, Élasticité et plasticité, 2009 – G. Holzapffel, Nonlinear solid mechanics, 2000 – C. Felippa, Nonlinear Finite Elements (online)

ECTS credits Code for the TU 2 ING_S9_MECA_COMA Total volume of (student) hours for the TU


28 16 4 0 0 0 48

Language French Teaching team – Thierry Désoyer – Stéphane Lejeunes

142

Software tools in mechanics Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Have a broad overview of software tools that implement the finite element method in solid mechanics – Be familiar with, and know how to use the finite element method in a software framework -- Know the theoretical foundations of the method -- Know how to define a problem in a software framework -- Know how to implement the solution to a problem in a software framework -- Understand the methods used to solve a nonlinear problem in this context – Know how to analyse and evaluate the results of a calculation Programme – Part 1: Finite element method (32 h):

-- Introduction and theoretical background -- Presentation of and familiarisation with Abaqus software -- Processing various problems derived from other teaching units in the form of practical work (elasticity/plasticity, beam grids, plates and shells, vibrations, large deformations)

– Part 2: Simulation in process engineering (16 h): -- Use of numerical simulation in the nuclear sector. Simulation tools and methods for process simulation -- Industrial applications -- Behaviour of metallic materials, the case of steel: microstructure, thermal properties and metallurgy, mechanical consequences -- Implementation in Sysweld software of a simulated constrained dilatometric test: understanding and analysing the results

Skills – Ability to formulate complex problems in a software framework (C2) – Analyse and evaluate the results of a calculation (C2) – Know how to formulate specific feature requests in software (C1) – Know how to choose the best software for the problem (C5) Assessment – continuous assessment 1 = Mini-project report for Part 1 (50%) – continuous assessment 2 = Report on practical work for Part 1 (15%) – continuous assessment 3 = Mini-project report for Part 2 (35%) Bibliography – Course notes (introduction to the finite element method and theoretical background) – Course material (part 1) – Course material (part 2) – M. Bonnet and A. Frangi, Analyse des solides déformables par la méthode des éléments finis, Les éditions de l’École polytechnique, 2006 – T.J. Hughes, The finite element method: linear static and dynamic finite element analysis, Dover, 2012

ECTS credits Code for the TU 2 ING_S9_MECA_OUTL Total volume of (student) hours for the TU


8 8 32 0 0 0 48

Language French Teaching team – Iulian Rosu (CNRS research engineer, Mechanics and Acoustics Laboratory) – Stéphane Bourgeois – Stéphane Lejeunes – Emmanuelle Sarrouy – Florence Gommez (mechanical engineer, Framatome, Lyon)

143

Composites and laminates Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Discover the different types of composite materials and their uses – Understand and be able to use methods to calculate composite material structures – Understand the notion of anisotropy in linear elasticity – Know how to replace a heterogeneous medium by a homogeneous equivalent (micro–macro approaches) in a modelling process – Understand the concepts of laminate modelling (plate models) – Analyse failure criteria specific to heterogeneous materials Programme – General introduction to composite materials:

– composition: inclusions, fibres, resins, fabrics – processing: moulding, pultrusion, centrifugation, filament winding – finished products: laminates, sandwich plates and beams

– Elastic behaviour of heterogeneous media: – the notion of representative elementary volume (REV) and equivalent homogeneous behaviour – characterizing REV (random, periodic media) and anisotropic elasticity – homogenization methods (Voigt, Reuss, effective modules, periodic homogenization, Hashin–Shtrickman estimates and bounds) and implementation in a finite element algorithm (Abaqus)

– Modes and criteria for laminate failure (maximum stresses and deformations, Tsaï–Hill, Hoffman, Tsaï–Wu) – Models of laminate sheets and sandwiches – Application to the scaling of composite structures Skills – Be familiar with a range of materials and their potential uses in different applications (C5) – Use models of heterogeneous materials (C2) – Define simplified models of heterogeneous materials for efficient calculations (C2) – Be able to propose models of innovative materials (C1) Assessment – Supervised exercise = 2-hour written assessment (75%) – Continuous assessment = Report on practical work (25%) Bibliography – Course materials PDF – M. Bornert, T. Bretheau and P. Gilormini, Homogénéisation en mécanique des matériaux, volumes 1 and 2, Hermes, 2001 – J.-M. Berthelot, Matériaux composites: comportement mécanique et analyse des structures, Tec&Doc, 1999 – D. Gay, Matériaux composites, Hermes, 1991

ECTS credits Code for the TU 1 ING_S9_MECA_COST Total volume of (student) hours for the TU


16 4 4 0 0 0 24

Language French Teaching team Stéphane Bourgeois

144

Rapid collision dynamics Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Discover specific issues related to the modelling of materials and structures in rapid collision dynamics:

– explicit time integration methods – geometric nonlinearities (large rotations, large displacements) – nonlinear behaviour of materials – contact–friction – specific finite elements

– Know how to set up and use a specific solver (Radioss) Programme – Introduction to the analysis of dynamic mechanical systems – Presentation of the HyperWorks software suite – Time discretization (implicit/explicit, stability conditions) – Space discretization (finite elements and hourglass control) – Behavioural relationships between different materials – Contact modelling – Adding kinematic constraints and loads – Practical example of a rapid dynamics solver (HyperWorks/Radioss) – Modelling data for the problem – Selection and configuration of algorithms – Critical analysis of calculation results Skills – Know the theoretical specificities of rapid dynamics (C2) – Know how to choose the appropriate model for the problem (C2) – Know how to choose the right algorithm for the problem (C2) – Know how to analyse and evaluate calculation results (C2) Assessment Continuous assessment = mini-project report (100%) Bibliography Course material

ECTS credits Code for the TU 1 ING_S9_MECA_DYCR Total volume of (student) hours for the TU


8 8 8 0 0 0 24

Language French Teaching team – Pierre-Christophe Masson (engineer, Altair, Lyon) – Mathis Loverini (engineer, Altair, Lyon)

145

Fluid/structure interactions Trajectory MECA

Olivier Boiron Head of theme at École centrale de Marseille Objectives – Acquire the necessary knowledge to identify situations that could potentially lead to fluid/structure coupling and be able to propose remedial solutions when possible – Know the main coupling modes – Know how to model, analyse and estimate a simple FS coupling problem – Be able to interpret experiments that implement FS coupling Programme – Examples of FS coupling in the fields of civil engineering, aeronautics/space, energy – Review of fluid mechanics and elastodynamics – Dimensional analysis of FS coupling – Classification of fluid/structure interaction problems – Structure immersed in a fluid at rest – added mass – Aeroelasticity (aeroelastic coefficients and applications in aeronautics and civil engineering) – Movement of fluids in tanks (Tuned Liquid Dampers, the POGO effect) – Deformable pipes (biomechanical and hydraulic applications) – Introduction to the numerical study of FS coupling Skills – Know how to model and analyse fluid/structure coupling (C2) – Understand the associated estimation methods (C2) – Know how to calculate aerodynamic forces on structures (C2) – Know how to interpret experimental results (C2) Assessment – 2-hour continuous assessment (70%) – 4-hour practical (30%) Bibliography – E.H. Dowell, A modern course in aeroelasticity, Kluwer acad. publisher, 2004 – C. Carmona and J.-C. Foucriat, Comportement au vent des ponts, Presses des ponts et chaussées, 2002 – E. de Langre, Fluides et solides, Éditions de l’École polytechnique, 2001 – M. Païdoussis, Fluid-structure interactions, T1&2, Elsevier, 2004

ECTS credits Code for the TU 1 ING_S9_MECA_INFS Total volume of (student) hours for the TU


16 8 24

Language French Teaching team O. Boiron

146

Porous media Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Understand the behaviour of a porous medium – Know how to model the behaviour of a porous, two-phase medium – Be aware of the main thermo-hydro-mechanical couplings – Be able to evaluate more complex porous situations or media:

-- three-phase media -- pollutant transfer -- large deformations -- erosion, etc.

– Know how to implement calculations relating to porous media in software Programme – The history of poromechanics, problems and analysis of selected case studies – Physical description at the microscopic scale; changing scales – Two-phase conservation equations, dissipation, strain partitioning, effective stress and the Terzaghi principle, the importance of the compressibility of solid or liquid components – Diffusion laws (heat diffusion with advection, diffusion of fluid mass, Darcy’s law) – Elastoplasticity of porous media (role of the three stress tensor invariants, the Mohr–Coulomb failure criterion, Cam-Clay behaviour models), laboratory tests (drained and undrained triaxial tests) – The different thermo-hydro-mechanical couplings: conservation, constituent couplings, insights from the three-phase air/water/solid case (unsaturated soils) – Practical work using Abaqus software Skills – Understand the behaviour of porous media (C2) – Know how to develop a model appropriate to the problem (C2) – Analyse and evaluate calculation results (C2) – Develop new complex models of multiphase media to solve new problems (C1) Assessment - DS = évaluation écrite de 2h (100%) Bibliography Course handout

ECTS credits Code for the TU 1 ING_S9_MECA_MIPO Total volume of (student) hours for the TU


12 8 4 0 0 0 24

Language French Teaching team Stéphane Bonelli (Research Director, Irstea, Aix en Provence)

147

Aeroacoustics Trajectory MECA

Olivier Boiron Head of theme at École centrale de Marseille Objectives This course introduces the concepts and phenomena specific to sound generation and its propagation in fluid environments at rest or in motion, as well as the basics of aeroacoustics. The objective of the course is to enable a student, upon graduation, to have a comprehensive understanding of the basic mathematical and physical concepts necessary to solve problems related to acoustics, aeroacoustics and vibrations, in particular using commercial digital tools: to be able to evaluate reasonable orders of magnitude, to understand the different levels of approximation involved in these digital modelling tools, to be able to interpret and critically analyse the results obtained, etc. Programme The course is divided into two parts. – In the first part, we revise the basics of acoustics (waves and their propagation, sources, etc.), then we examine different applications (propagation in a stratified atmosphere or a confined environment, etc.). – In the second part, we focus specifically on aeroacoustics, its experimental characterization and modelling in preparation for the implementation of numerical simulations. We present classical models of increasing complexity, such as the Lighthill, Ribner or Corcos approaches. Finally, we take a few examples from recent numerical simulations to illustrate the limitations of these models. Skills – Be able to model and analyse acoustic or aeroacoustic phenomena (C2) – Understand acoustic or aeroacoustic modelling/digital simulation methods (C2) – Know how to calculate the main characteristics (levels, frequency peaks) of acoustic or aeroacoustic phenomena (C2) – Be able to interpret experimental results (C2) Assessment 3–hour supervised exercise with a topic for each of the two main parts of the course. Bibliography – F. Anselmet, P.O. Mattei, Acoustique, aéroacoustique et vibrations, ISTE Éditions (2015) – S. Léwy, Acoustique industrielle et aéroacoustique, Hermes (2002)

ECTS credits Code for the TU 1 ING_S9_MECA_AEAC Total volume of (student) hours for the TU


18 6 24

Language French Teaching team – F. Anselmet (ECM) – Y. Knapp (University of Avignon and Pays du Vaucluse)

148

Experimental methods Trajectory MECA

Olivier Boiron Head of theme at École centrale de Marseille Objectives – The objective of this module on Experimental Methods is twofold:

-- to present an overview of problems related to metrology in the context of mechanics (i.e. specific measurements of stress, speed, temperature, etc.). This aspect is covered in two 4-hour lectures, one focusing on measurement techniques, the other on data and signal processing;

-- three practical sessions are designed to allow students to discover and study, theoretically and experimentally, novel physical phenomena: jet instabilities, surface wave propagation, the turbulent boundary layer. – Students will become familiar with the main measurement techniques in mechanics – Be aware of the main sources of metrological errors – Learn how to interpret experimental results Programme – Courses 1 and 2 – Introduction to experimental techniques

-- Normative aspects of a measurement -- Characteristics and performance of a measuring system -- Acquisition and processing of digital data -- Deformation measurements in solids (strain gauges, stereocorrelation) -- Stress measurements in fluids (pressure, friction measurements) -- Speed measurement in fluids (pressure sensors, hot wire/ film anemometry, laser doppler velocimetry, particle image velocimetry) -- Temperature measurement (for liquids and solids), physical probes (thermocouple, Pt100, etc.), thermography, laser-induced fluorescence

– Processing techniques applied to surface wave measurements in a basin: -- Filtering -- Modal decomposition -- Time/frequency analysis

– Practical work -- Study of the Plateau–Rayleigh instability (formation of drops in a stream of liquid) -- In a hydraulic channel, study of runup of a soliton on a vertical wall -- Study of a turbulent boundary layer by hot wire anemometry

Skills – Students will learn to analyse an experimental measurement problem (C2) – Know how to determine the ad hoc characteristics of the measuring system used (C2) – Be familiar with the main measurement techniques used in mechanics and understand their advantages/disadvantages (C2) – Be familiar with the main data processing techniques (C2) Assessment Three practical sessions = 100% (three practical sessions per student) Bibliography – E. Rathakrishnan, Instrumentation, measurements and experiments in Fluids, CRC Press, 2007 – A.S. Moris et R. Langari, Measurement and Instrumentation, second Édition : Theory and Application, Elsevier, 2015 – M. Kutz, Mechanical engineer's handbook, vol. 2, Wiley, 2015

ECTS credits Code for the TU 1 ING_S9_MECA_METX Total volume of (student) hours for the TU


8 12 20

Language French Teaching team – Olivier Boiron (ECM) – Olivier Kimmoun (ECM) – Cédric Maury (ECM) – Daniel Mazzoni (ECM)

149

Alternative and renewable energies Trajectory MECA

Olivier Boiron Head of theme at École centrale de Marseille Objectives The objective of this module on alternative and renewable energies is to provide an overview of the main processes that are expected to produce energy in the future. The module is limited to processes in which fluid mechanics plays a major role, such as wind or hydro turbines. This part of the course, which is less detailed than corresponding parts of the S8 Sustainable Energy course at École Centrale Marseille, is aimed at students who do not intend to specialise in this field and, in particular, the large number of students who have completed their S8 in international mobility. It is supplemented by two sessions on the modelling of energy systems (the bond graph method). Assessment consists of a 4-hour practical session, either on the Bahia fuel cell bench or on a laboratory wind turbine installed in a wind tunnel. Each year, our students are offered a wide range of opportunities for end-of-study internships or recruitment. Programme This module is divided into four 4-hour sessions, each focusing on socioeconomic aspects and issues related to global warming, wind turbines, renewable marine energy, fuel cells and hydrogen. Another two 4-hour sessions are devoted to system modelling and, more particularly, the bond graph method, which is very commonly used to analyse and optimise the operation of complex systems, such as those encountered in the field of renewable energies. We also examine some specific case studies. Skills – C1: Scientific and technological innovation – C2: Management of complexity and systems:

-- Students will learn how to analyse an energy problem and be able to propose appropriate solutions in terms of renewable energies (C2)

-- How to interpret experimental results to optimise selection or operation (C2) – C3: Programme management:

-- Students will learn how to manage the implementation of a renewable energy programme (selection of the optimal technical/ financial solution), as well as how to manage its implementation (construction, technical follow-up, team management, etc.) Assessment – Practical = 100% (only one practical session per student) Bibliography – G. Dauphin-Tanguy, Les bond graphs, Hermes (2000) – D. Le Gouriérès, Les éoliennes, Éditions du Moulin Cadiou (2008) – G. Sarlos, P.A. Haldi, P. Verstraete, Systèmes énergétiques, Presses polytechniques et universitaires romandes (2003)

ECTS credits Code for the TU 1 ING_S9_MECA_ENOR Total volume of (student) hours for the TU


22 2 4 28

Language French Teaching team – M. Benoit (ECM) – AMU teaching staff, a representative from the Ministry of the Environment

150

Biomechanics and micro–hydrodynamics Trajectory MECA

Olivier Boiron Head of theme at École centrale de Marseille Objectives – Understand the complex characteristics and functioning of living environments – Predict and analyse mechanical phenomena in the natural world to provide new mechanics-derived insights for health applications – Know how to identify key mechanisms and choose the most appropriate models for a particular living environment problem – Develop a comprehensive understanding of the tools used to model and characterise living environments Programme The objectives of the programme will be presented in an introduction outlining the teaching objectives for the course. Some examples of the links between the biological system - how it functions, pathology, modelling, diagnosis and therapy - will help to link medical and mechanical contexts. The medical context will be addressed by a clinician with extensive clinical research experience. Courses on the characterization and modelling of tissues and biological fluids and fluid/ structure interactions will be given by lecturers specialised in the field. These courses will be presented in terms of their contribution to the examples given. Within the framework of a project, various scientific articles directly related to the course content will be shared with students to allow them to understand the scientific research. Finally, students will be expected to apply what they have learned in a practical project. Skills – Know how to understand and simplify a complex biomechanics-related problem (C2) – Know how to identify suitable solutions (C2) – Know how to plan a long-term project (C3) – Be able to report on work both orally and in writing (C3) Assessment – Continuous assessment 1 = multiple choice questions: 10% at the beginning of each course – Continuous assessment 2 = report on practical work: 25% – Independent work = literature review: 25% – Supervised exercise = 40%. Bibliography – Y.C. Fung, Mechanical Properties of Living Tissues, Édition Springer – Y.C. Fung, Circulation, Édition Springer – Y.C. Fung, Motion, Flow, Stress, and Growth Édition Springer – Jay D. Humphrey, Cardiovascular Solid Mechanics: Cells, Tissues, and Organs, Édition Springer

ECTS credits Code for the TU 1 ING_S9_MECA_BIOM Total volume of (student) hours for the TU


14 4 6 24

Language French Teaching team – Cécile Baron – Olivier Boiron – Carine Guivier Curien – Valérie Deplano – Un(e) clinicien(ne)

151

Advanced coastal engineering Trajectory MECA


ECTS credits Code for the TU 1 ING_S9_MECA_GECO Total volume of (student) hours for the TU



152

Maintenance of materials and structures Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Discover the classical approaches to linear fracture mechanics – Discover the main characteristics of fatigue phenomena in materials and structures, based on simple examples – Become familiar with classical (uniaxial) approaches to fatigue and discover current (multiaxial) approaches – Become familiar with the concepts and calculation methods used to scale structures with respect to ultimate strength design and limit analysis calculations Programme – Part 1: Phenomena and models

-- Linear mechanics of ultimate strength: field of validity and types of problems -- Local approaches to ultimate strength: stress intensity factors and the K1c test -- Global approaches to ultimate strength: energy restitution rate and Griffith criterion -- Comparison of the two classical approaches used to measure linear mechanics of ultimate strength -- Influence of the loading path (monotonic or cyclic) on the ultimate strength behaviour of solid structures: phenomenology and classification -- ‘Uniaxial’ fatigue with a high number of cycles: the Wöhler curve and Haigh diagram; the Paris law

– ‘Uniaxial’ (oligocyclic) fatigue with a low number of cycles: Coffin-Manson law – Multiaxial fatigue with a high number of cycles: Sines macroscopic criteria and Dang Van’s macro–micro approach – Part 2: Scaling structures

-- Concepts of limit loads and irreversible plastic deformation mechanisms: examples of a bar lattice and a torsional cylindrical shaft -- Theory of ultimate strength computations: the local resistance domain and a static approach to the computation of loads that a structure may support -- Dual kinematic approach -- Concept of the safety coefficient -- Application to beam structures, bending moments and plastic hinges

Skills – Become familiar with fracture mechanisms (C2) – Become familiar with the main facture criteria (C2) – Know how to determine the mechanisms that can lead to rupture of a given system (C2) – Know how to scale a structure based on its ultimate strength resistance (C2) Assessment – Supervised exercise 1 = 1-hour written assessment for Part 1 (50%) – Supervised exercise 2 = 1-hour written assessment for Part 2 (50%) Bibliography – Supports de cours en PDF – J. Garrigues, Cinématique des milieux continus (en ligne) – J. Lemaître et J.-L. Chaboche, Mécanique des matériaux solides, éd. Dunod, 2004 – D. François, A. Pineau et A. Zaoui, Viscoplasticité, endommagement, mécanique de la rupture, mécanique du contact, éd. Lavoisier, 2009 – J. Salençon, Calcul à la rupture et analyse limite, Presses de l’ENPC, 1983

ECTS credits Code for the TU 1 ING_S9_MECA_TEMS Total volume of (student) hours for the TU


18 6 0 0 0 0 24

Language French Teaching team – Thierry Désoyer – Stéphane Bourgeois

153

Naval architecture Trajectory MECA


ECTS credits Code for the TU 1 ING_S9_MECA_ARNA Total volume of (student) hours for the TU



154

Civil engineering Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Provide an overview of the different types of projects and professions in the field of civil engineering – Know the main phases of a construction project – Obtain a general overview of:

– regulations – construction technologies and, in particular, reinforced concrete – scaling principles

– Raise awareness of sustainable development issues in the design and construction of a structure Programme – General introduction – The stakeholders in a project – The engineer–architect interaction – Project schedule (the different stages) – Regulations (mainly building regulations): – Urban planning – Fire safety – Persons with reduced mobility – Seismic resistance – Building codes – Manuals, etc. – Construction technologies: earthworks, foundations, different structures, other trades and professions – Load lowering and bracing – Current sizing of structures (typical buildings and structures, such as bridges) – Environmental quality and sustainable development in construction Skills – Understand the overall schedule and stakeholders involved in a project (C3) – Be aware of regulatory constraints governing a project (C3) – Know how to scale the main elements of typical structures (C2) – Know how to include sustainable development concerns in a project (C5) Assessment – Continuous assessment= Mini-project report (100%) Bibliography – Course handout – Other course materials

ECTS credits Code for the TU 1 ING_S9_MECA_GECI Total volume of (student) hours for the TU


12 12 0 0 0 0 24

Language French Teaching team Didier Bruneel (ingénieur, département des Bouches-du-Rhône, Marseille)

155

Optimisation of structures Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Acquire the theoretical bases needed to formulate an optimisation problem in structural mechanics – Be familiar with, and know how to implement, the main classes of design problems

-- through simple, theoretical examples -- through a number of industrial applications by becoming familiar with optimisation software used in industry (OptiStruct)

– Discover emerging methods that are under development in the field of optimisation Programme – Challenges of structural optimisation – The main problem classes – Introduction to the basic theoretical concepts of finite dimension differentiable optimisation and the algorithmic principles of numerical optimisation – Introduction to optimal control – Parametric optimisation – Geometric optimisation – Topological optimisation (the SIMP method, homogenization, penalization) – Getting started with and configuring an industrial solver (OptiStruct) – Other methods (optimisation levels, genetic algorithms, etc.) and new trends Skills – Know how to formulate an optimisation problem (C2) – Know how to select and implement the appropriate algorithm (C2) – Know how to use and configure calculation software for optimisation (C2) – Analyse and evaluate the results of a calculation (C2) Assessment – continuous assessment 1 = report on practical work (40%) – supervised exercise 1 = 2-hour written assessment (30%) – supervised exercise 2 = 2-hour workstation assessment (30%) Bibliography Course materials in PDF format

ECTS credits Code for the TU 1 ING_S9_MECA_OPST Total volume of (student) hours for the TU


16 0 8 0 0 0 24

Language French Teaching team Jean-Marie Rossi

156

Project Trajectory MECA

Emmanuelle Sarrouy Head of theme at École centrale de Marseille Objectives – Apply the technical and organisational knowledge and skills learned during the course – Know how to approach a real-life problem and its various constraints – Know how to supplement your knowledge and skills to meet the needs of the project – Work in a team and interface with a representative of another organisation – Structure your work over time – Be able to report on your work Programme – Different topics are offered at the beginning of the year (mid-September), and each is covered by a group of two or three students. These topics are of interest to academics and/ or industrial researchers. – Students are supervised by one or two members of the teaching staff or external collaborators. – About half a day a week is dedicated to the project. – Most work is carried out independently, and students are responsible for contacting the appropriate person/people for help if they encounter difficulties. – The project ends with a presentation and submission of a report (last fortnight in March). Skills – Know how to approach and break down a complex problem (C2) – Know how to propose innovative solutions (C1) – Know how to structure your work over time (C3) – Know how to report on your work (C3) – Know how to organise a group and interact with external collaborators (C4) Assessment – Continuous assessment 1 = Defence (50%) – Continuous assessment 2 = Report (50%) Bibliography Depending on the subject

ECTS credits Code for the TU 5 ING_S9_MECA_PROJ Total volume of (student) hours for the TU


0 0 0 0 100 0 100

Language French Teaching team – Mechanics lecturers – External supervisors from industry or university research

157

Theory of financial markets Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives The objective of this teaching unit is to provide students with the general concepts governing the main financial models. The aim is to better understand the multitude of financial products available, their valuation and the functioning of markets. The practical application of these models will also be studied through portfolio optimisation exercises. Programme The teaching unit is divided into two complementary parts. First, as part of the course on financial models, general concepts governing the main financial models will be studied to allow students to better understand the multitude of financial products available and how markets function. More specifically, the course will be organised as follows: Chapter 1 – Introduction Chapter 2 –The static model: the absence of arbitrage opportunities Chapter 3 –The introduction of dynamics (discrete finite model) Chapter 4 –Behavioural models and microstructure Chapter 5 –Continuous models The portfolio management course will then familiarise students with financial management theories and explore how they are applied in practice. The classical asset valuation models: the CAPM and arbitrage pricing theory (APT) will be reviewed and compared based on market data. Students will also conduct portfolio optimisation exercises, using stratified sampling techniques or those developed by Markowitz or the Black–Litterman model. They will create and manage a fictional investment portfolio including bonds, equities and currency. Case studies will also be presented and discussed. More specifically, the course will be organised as follows: Chapter 1 – Introduction Chapter 2 – Foreign currency investment Chapter 3 –Government bonds Chapter 4 –Corporate bonds Chapter 5 –Portfolio and index construction Chapter 6 –Green and socially responsible investment Assessment – Individual work - Portfolio management: 50%. – Supervised exercise - Financial models: 50%. Bibliography – Dynkin et al., Quantitative Management of Bond Portfolios, Princeton – University Press (2007) – Elton et al., Modern Portfolio Theory and Investment Analysis, Wiley (2014) – Grinold and Kahn, Active portfolio management: a quantitative approach for providing superior returns and controlling risk, Mc Graw Hill (1999)

ECTS credits Code for the TU 2 ING_S9_MMEFI_TEOF Total volume of (student) hours for the TU


50 50

Language French Teaching team – Dominique Henriet – Marielle De Jong

158

Economic and financial analysis Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives – Present the analytical foundations of corporate finance and insurance as a formalization of market mechanisms – Present the basics of corporate finance to allow students to compare various investment strategies and conduct a financial assessment of a company – Present an overview of decision theory (and contract theory) in a risky context and its applications to the insurance market Programme The teaching unit is divided into two complementary parts: The first part is devoted to corporate finance (investment strategy and financial evaluation), organised as follows: 1. Financial diagnosis 2. Investment options 3. Financial structure 4. Dividend policy 5. Mergers and acquisitions 5. Information asymmetry and corporate financing 6. Moral hazard in corporate financing The second part addresses risk economics and insurance. It is organised as follows. Chapter 1 – Decisions in a risky universe

1. Introduction: Risk aversion and risk measurement 2. Demand for risky assets and demand for insurance

Chapter 2 – Insurance economics 1. The single risk model 2. Product differentiation 3. Unobservable criteria 4. Moral hazard 5. Extensions and exercises

Assessment – Supervised exercise - Risk and insurance economics (50%) – Continuous assessment - Corporate finance (50%) Bibliography – J. Berk et P. DeMarzo, « Corporate finance », Prentice Hall, 2e édition, 2010 – L. Eeckhoudt, C. Gollier et H. Schlesinger, « Economic and Financial. Decisions under Risk », Princeton University Press, 2005 – D. Henriet et J.-C. Rochet, « Microéconomie de l’assurance », Economica, 1990 – P. Picard, « Economic Analysis of Insurance Fraud », Handbook of Insurance, 2e édition, G.

ECTS credits Code for the TU 2 ING_S9_MMEFI_ANAF Total volume of (student) hours for the TU


48 48

Language French Teaching team – Renaud Bourles – Domonique Henriet – Clément Depoutre – Mohamed Belhaj

159

Mathematics and statistics for finance Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives – Be familiar with stochastic calculation and know how to apply the main results (Itô’s lemma, Girsanov’s formula, the Feynman–Kac formula) – Understand the value of derivatives – In simple cases (the Black–Scholes model), be able to use the equation describing the model to develop the closed formula for valuing European options. – Be able to implement numerical methods (Monte-Carlo) to determine the price of an option based on the equation describing the model – Be familiar with the main time series models, know when a process is stationary – Be able to model data in time series Programme This course introduces the mathematical concepts that are needed to address financial mathematics. In the first part, stochastic calculation is introduced and applied to the calculation of derivatives. In the second part, we will study time series that are often used for discrete time modelling. Part 1: Stochastic calculus and introduction to mathematics for finance – Brownian motion: definition and properties, review of the martingale concept – the stochastic integral: the Itô integral, the Itô formula (uni- and multi-dimensional), the Girsanov theorem – stochastic differential equations: existence and uniqueness of a solution – link with parabolic PDEs: the Feynman–Kac formula – the Black–Scholes model and formula: valuing European options Part 2: Time series Assessment Continuous assessment: stochastic calculation and introduction to financial mathematics (50%) Continuous assessment: stochastic calculation and introduction to financial mathematics (50%)

ECTS credits Code for the TU 2 ING_S9_MMEFI_MSFI Total volume of (student) hours for the TU


18 3 4 50

Language French Teaching team – Christophe Pouet – Adil Ahidar Coutrix

160

Actuarial science Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives – Prerequisites: Core curriculum common to economics-management and mathematics. – This course will present the main insurance pricing issues as well as recent developments related to prudential regulation or the concepts of insurance and dependency. Programme General description of the course: Chapter 1 - Introduction to actuarial science

1. The life insurance actuarial model 2. The specific characteristics of P&C insurance

Chapter 2 - Life insurance products: technical and financial margins Chapter 3 - Fair Value and guaranteed coverage in life insurance Chapter 4 - Non-life pricing, provisioning, credibility model and bonus-malus Chapter 5 - Regulations

1. Evaluate an insurance portfolio and its profitability 2. Solvency II: internal model, SCR, BEL, and other calculations

Chapter 5 - Asset–liability management in insurance Chapter 6 - Duration models and life tables Chapter 7 - The risk of dependency Chapter 8 - Reinsurance Section 9 - Accounting standards Assessment – Supervised exercise: 2 hours (50%) – Continuous assessment (50%)

ECTS credits Code for the TU 2 ING_S9_MMEFI_ACTU Total volume of (student) hours for the TU


48 48

Language French Teaching team Bourlès Renaud

161

Financial Mathematics Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives Prerequisites: probability theory. Stochastic calculation. Portfolio management theory. – Students will become familiar with complex financial mathematical models (local volatility, stochastic volatility) and be able to judge their usefulness and limitations – Become familiar with standard interest rate models – Be able to implement numerical methods to assess financial instruments Programme This course presents a wide range of issues in financial mathematics. Part: Advanced financial mathematics – Local volatility models (Dupire, CEV) – Stochastic volatility models (Heston, SABR) – Interest rate models (Vasicek, Hull–White, Cox–Ingersoll–Ross) – Numerical methods applied to pricing (use of Matlab) Part: Advanced portfolio management – The principles of portfolio insurance – Three basic methods (Stop-loss, CPPI, OBPI) – Dynamic management and simulations Assessment Continuous assessment: 100%.

ECTS credits Code for the TU 2 ING_S9_MMEFI_MAFI Total volume of (student) hours for the TU


35 15 50

Language French Teaching team – Christophe Pouet – Antoine Godin – Philippe Bertrand – Mohamed Belhaj

162

Corporate finance Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives The objective of this teaching unit is: – to extend students’ knowledge of business financing and strategy. In particular, issues related to project financing and dynamic pricing will be discussed; – to present the methods and models based on which the most appropriate strategy can be selected when financing an industrial project or company expansion; – to be able to take into account the stochastic nature of demand. Programme The teaching unit is divided into three complementary parts. In the first part, based on case studies, the in-depth course in applied corporate finance will provide an understanding of the financial implications of using various financial vehicles (such as convertible bonds) or setting up a merger and acquisition procedure. Subsequently, the project financing course will study the models and methods to obtain the cash-flow necessary to set up and carry out a large-scale industrial project. The outline of this course is as follows: 1. The different stages of project financing (call for tenders, structuring, optimisation); 2. Financial models and case studies; 3. The role of specialised investment funds. Finally, the aim of the Yield (or Revenue) Management course is to analyse both the mathematical (optimisation) and economic (forecast) aspects of dynamic pricing. This will involve taking into account dynamic aspects of demand to better-manage product availability and pricing. An application to the case of air transport will be discussed. Assessment – Supervised exercise - Project financing: 2 hours (34%) – Continuous assessment - Yield management presentation and modelling project (33%) – Continuous assessment - Corporate finance presentations (33%)

ECTS credits Code for the TU 2 ING_S9_MMEFI_FIEN Total volume of (student) hours for the TU


50 50

Language French Teaching team – El Mehdi El Alaoui Moulay – Benoit Forgues – Cécile Cossic – Régis Chenavaz – Michaël Chalamel – Mohamed Belhaj

163

Quantitative marketing Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives Programme Skills Assessment Bibliography

ECTS credits Code for the TU 1 ING_S9_MMEFI_MARQ Total volume of (student) hours for the TU


25 25


164

Applied finance Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives Understand the links between financial models and financial operations Programme Applied corporate finance Prerequisites: probability courses from the first two years Course on financial models (teaching unit on the Theory of Financial Markets) 1. An overview of corporate finance operations 2. A practical example of a leveraged buy-out (LBO) 3. Valuation methods and processes 4. Case study Applied market finance 1. What is a trader? A trading room? 2. Delta One products 3. The Greeks 4. Barrier options Assessment – Continuous assessment: 50%. – Continuous assessment: 50%.

ECTS credits Code for the TU 1 ING_S9_MMEFI_FIAP Total volume of (student) hours for the TU


25 25

Language French Teaching team – Julien Belon – Nicolas Reynard

165

VBA Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives Enable students to use Excel and VBA to create science-based applications. The course is divided into themes, which cover the main characteristics of the two applications and their complementarities through the development of simulation models. Programme – Excel: basics (graphs, formulae, table formulae, target value tool, analysis tools, solver) – VBA: VB editor and programming basics. Manipulating tables and cell ranges. Creating mathematical functions – Add-Ins: use of complementary external scientific macros – Modelling: structure of a model. Explicit, implicit and stochastic models – Interfacing: event programming. Creation of userforms and customized menus Assessment Supervised exercise (100%) Bibliography Excel for scientists and engineers: Numerical Methods, E. J. BILLO / Ed. John Wiley & Sons (2007)

ECTS credits Code for the TU 1 ING_S9_MMEFI_VBA Total volume of (student) hours for the TU


24 24

Language French Teaching team Daniel Roux

166

Credit risk Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives – Outline how banking regulations related to credit risk have changed since the financial crisis (Basel II, Basel III and future regulations still under discussion) – Train students to understand credit risk (theoretical models, measurement, pricing, management, etc.) Programme This teaching unit allows students to understand the various ways in which the notion of credit risk, which is central to most financial professions, can be approached, from both a theoretical and a practical point of view. 1. Introduction: bonds and over-the-counter trading 2. Defect modelling: structural models and ratings 3. Structured products: vanilla, asset finance, securitisation, etc. 4. Banking regulations related to credit risk Assessment Supervised exercise: 100%. Bibliography – C. Gourieroux et A. Tiomo, Risque de crédit : une approche avancée, Economica (2007) – R. Merton, Continuous time finance, Blackwell Publishers (1998) – R. Bruyère, R. Cont, L. Fery, C. Jaeck et T. Spitz, Credit derivatives, Wiley (2005) – P. Schonbucher, Credit derivatives pricing models, Wiley (2002) – Xavier Freixas et Jean-Charles Rochet, Microeconomics of Banking, MIT Press (2008)

ECTS credits Code for the TU 1 ING_S9_MMEFI_RICR Total volume of (student) hours for the TU


25 25

Language French Teaching team Bolanjiva Randrianarizafy

167

Optimisation and control Trajectory MMEFI

Magali Tournus Head of theme at École centrale de Marseille Objectives This course is an introduction to optimisation, which is a key ingredient in the qualitative and quantitative analysis of all models or systems found in science, technology or industry and services. It is divided into two parts. The first presents a series of real-world examples of optimisation problems and provides a characterization of optimisations. The second is dedicated to gradient type algorithms. Beyond these technical aspects, it is an introduction to the mathematical modelling that must be understood in any innovative process. The mathematical tools needed to understand this course are deliberately limited to allow all students to follow it, whatever their background. Programme This course is an introduction to optimisation, which is a key ingredient in the qualitative and quantitative analysis of all models or systems found in science, technology or industry and services. It is divided into two parts. − The first presents a series of real-world examples of optimisation problems and provides a characterization of optimisations. − The second is dedicated to gradient type algorithms. Beyond these technical aspects, it is an introduction to the mathematical modelling that must be understood in any innovative process. The mathematical tools needed to understand this course are deliberately limited to allow all students to follow it, whatever their background. Skills Critical thinking, analysis, modelling Assessment Examination Bibliography Grégoire Allaire, Analyse numérique et optimisation, Éditions de l’École polytechnique, 2005, 2nd edition 2012

ECTS credits Code for the TU 1 ING_S9_MMEFI_OPTI Total volume of (student) hours for the TU


24 24

Language English Teaching team – Emmanuel Audusse – Magali Tournus

168

Statistics and learning Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives – Understand the notion of statistical learning – Discover some of its applications Programme This optional course presents the main statistical tools useful for machine learning. It is organised as follows: 1. Introduction: linear regression; 2. Nonlinear regressions and theoretical guarantees; 3. Unsupervised classification methods. Skills − Scientific and technical innovation − Understanding the complexity of systems Assessment Continuous assessment 100% Bibliography Trevor Hastie, Robert Tibshirani, Jerome Friedman, The Elements of Statistical Learning: Data Mining, Inference, and Prediction, 2nd edition, February 2009

ECTS credits Code for the TU 1 ING_S9_MMEFI_SIWT Total volume of (student) hours for the TU


25 25

Language French Teaching team Christophe Pouet

169

Python for data science Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives Know how to implement the main data analysis methods under Python Programme Traditional data analysis methods using Python will be demonstrated. A large part of the teaching will be devoted to practical work and case studies. The course will be divided into several areas: – data mining and description; – factorial methods (principal component analysis, correspondence factor analysis) for data interpretation; – linear and logistic regressions for prediction; – data partitioning and hierarchical methods; – recommendation methods, A/B testing. Skills – Scientific and technical innovation – Understanding the complexity of systems Assessment Continuous assessment 100%

ECTS credits Code for the TU 1 ING_S9_MMEFI_PYTH Total volume of (student) hours for the TU


25 25

Language French Teaching team François Brucker

170

Project Trajectory MMEFI

Renaud Bourlès Head of theme at École centrale de Marseille Objectives In groups of two to four, students will work on a project proposed by a partner company or a lecturer. This project will provide an opportunity to extend knowledge and skills in a particular field on a practical problem. Topics will be proposed either by financial companies (a bank, insurance company or audit/ consultancy firm) or by incubator companies. Programme Provide students with a framework for conducting a study of a real-world situation that will enable them to evaluate: – their understanding of a methodology when approaching a problem – their ability to use the tools presented in the teaching modules Assessment Continuous assessment - Defence and report (100%)

ECTS credits Code for the TU 5 ING_S9_MMEFI_PROJ Total volume of (student) hours for the TU


100 100

Language French Teaching team – Mohamed Belhaj – Dominique Henriet – Christophe Pouet – Renaud Bourles – Françoise Perrin

171

Core course Trajectory DIGITAL·e

Catherine Jazzar Head of theme at École centrale de Marseille Objectives This teaching unit is divided into three parts. – The CODE part provides the necessary foundations for students to develop the programming skills they need to follow other DIGITAL•e teaching units and to acquire the programming skills they will need for their future career in business or research. – The agile development part provides students with methods and practices that apply to project management and implementation. They are client-facing, and respond to requests by applying an iterative development cycle. These methods replace more classical ones and, thus, allow our students to undertake projects (within the school and then in their professional life) following methodological principles that have demonstrated their efficacy. – The third part consists of a series of professional conferences run by practitioners. Programme Part 1: CODE You can choose from three programming languages: CODE. Students must choose a language with their future careers in mind. The basic concepts and advanced use of each of these languages are studied. Visual Basic; C/C++, Java: the basics of addressing, objects and classes, inheritance AGILITY: A full day is dedicated to an introduction to agile development. Programme: introduction to agile methods focusing on Scrum - Business Value Game Workshop - the Planning Poker tool And nine hours of lessons; programme: services and their modelling, from V-cycle to agile methods, from project management to PMO functions, digital transformation and organisational agility, innovation and lean start-up, continuous improvement and lean principles. CONFERENCES: Many topics may be covered: ‘A digital transformation consultant’, ‘Raising awareness of cybersecurity’, etc. These themes may change over the years. Skills Students will acquire scientific and technological skills that they can rely on to create value through scientific and technological innovation (theme 1). This is even more the case as (agile) methods are themselves innovative methods. Topics (languages and methods) are taught with an emphasis on principles and are based on a structured approach that allows students to address complex systems (theme 2). Conferences provide an opportunity to understand the work of the engineer as a whole (theme 3), to conduct all aspects of his or her work in an ethical and responsible manner (theme 4) and to adopt a strategic approach and know how to implement it (theme 5). Assessment CODE: Visual Basic: final test; C/C+++: final test; Java: project Conferences: attendance Agile development Bibliography Henri Garetta, Le langage Java, available on his website

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_TC Total volume of (student) hours for the TU


28 3 9 20 60

Language French Teaching team − Code: Visual Basic: Daniel Roux, Centrale Marseille − C/C++: Frédéric Galland, CNRS; Nicolas Berthaux, Centrale Marseille − Java: Catherine Jazzar, Centrale Marseille; Christian Ernst, external speaker − Agile methods: Florian Magnani, Centrale Marseille; Serena Hind Woodward, Excilys − Conferences: private sector professionals

172

Full-stack mobile development Trajectory DIGITAL·e

Pascal Prea Head of theme at École centrale de Marseille Objectives Summary: Coding option. This aim is to learn how to define, create and maintain a web application, service or API. Upon completion, the student will be able to choose methods and frameworks appropriate to the creation, maintenance and evolution of the application. Target audience: you do not need to be a computer nerd, but you should not be afraid to read some documentation and be comfortable with the idea of coding. The course is designed to allow you to progress at your own pace, whether you are already comfortable with the concepts that are presented or if you need more help. Programme The course is divided into in four parts: – Development methods: -> test-driven development (applications in Js, Python and Java) -> source control (applications with Git and Github) -> devops (application with a dedicated OVH server and Ansible) – Web servers: -> Web server 101 (applications in Node.js and JavaScript) -> The rest API and micro-services (applications with Flask and Python) -> Robust services and ongoing development (application with Springboot and Java) – Mobile applications (applications with Android and Java) – Networks: principles and administration of a local network (applications with Packettracer) Skills – Scientific and technological innovation: use of current and emerging methods and practices – Understanding complexity and systems: IT is the science of complexity. This teaching unit is therefore particularly focused on this skill. – Project management: the creation, maintenance and ongoing development of computer programs – People management: N/A – Strategic vision: N/A Assessment Continuous assessment: including a number (x) of tests (short questions, practical work, mini-projects, etc.). The final grade will be a weighted average based on these tests. Bibliography Kent Beck, Test Driven Development: By Example, 2002

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_FULL Total volume of (student) hours for the TU


76 4 80

Language French Teaching team – F. Brucker – G. Desvernay – P. Raby – P. Girard – D. Bourdette – A. Beguet – F. Louesdon

173

Machine learning Trajectory DIGITAL·e

Thierry Artieres Head of theme at École centrale de Marseille Objectives This module is an introduction to the domain of machine learning. The objective is to train future data scientists by providing the necessary foundations to participate in a Kaggle-type competition (www.kaggle.com), whatever form it may take. – Know the challenges associated with machine learning – Know what machine learning can and cannot do – Understand standard machine learning software packages – Know how to develop standard machine learning systems, evaluate them and interpret the results Programme The option is divided into several modules that cover the different facets of this profession: – Data Analysis; – Numerical optimisation; – Data science and an overview of machine learning tools (shared with the IAAA Master’s programme); – Advanced machine learning for structured data (sequences, trees, graphs); – Group participation in a competition. This option requires good Python programming skills. A significant part of the course is conducted on a Python workstation and focuses on the implementation and experimentation of machine learning algorithms using dedicated packages (scikit-learn, pandas). Skills – Scientific and technical innovation—because machine learning is central to innovation in AI. – Understanding of complexity and systems – Project management: not particularly necessary – People management: group work – Strategic vision: understanding the challenges associated with machine learning Assessment Continuous assessment: at least three extended practical sessions = assignments started during practical sessions and to be handed in after additional individual work Final exam: provide a computer-based solution to a specific problem in three hours The final grade is the weighted average of the final exam (60%) and reports on practical work (40%). Bibliography 1. C. Bishop, Pattern Recognition and Machine Learning 2. Tibshirani and Hastie, The Elements of Statistical Learning Available online

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_APMA Total volume of (student) hours for the TU


50 30 80

Language French Teaching team – Thierry Artières (LIS/ECM) – Hachem Kadri (LIS/AMU) – Thomas Peel (Euranova) – Muriel Roche (Fresnel/ECM) – Ronan Sicre (LIS/ECM)

174

Mathematical modelling Trajectory DIGITAL·e

Magali Tournus Head of theme at École centrale de Marseille Objectives To be able to think critically, model, analyse, implement, critically assess Programme – Presentation of the main models used in ecology and biology (examples: propagation and survival of a population in the presence of predators, propagation and survival of a population in a changing environment [climate change], propagation of a disease in a population on a national or global scale, propagation of a genetic mutation, evolution/ propagation of crime in a given area) – Presentation of mathematical concepts used to study and control the systems being investigated: optimisation, asymptotic behaviour – Numerical simulation of classical models (with Python) Skills – Reflection on a system – Modelling – Analysis – Use of digital tools – Critical thinking – Informed decision-making Assessment Continuous assessment, exams, projects Bibliography – G. Allaire, Analyse numérique et optimisation, Éditions de l’École polytechnique 2005, ISBN: 2-7302-1255-8 – Lionel Roques, Modèles de réaction-diffusion pour l’écologie spatiale, 2013

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_MOMA Total volume of (student) hours for the TU


40 20 20 80

Language French Teaching team – Magali Tournus (ECM) – Olivier Lafitte (Paris 13) – Julien Olivier (AMU) – Jacques Liandrat (ECM) – Emmanuel Audusse (Paris 13) – Guillaume Chiavassa (ECM)

175

Customer experience Trajectory DIGITAL·e

Florian Magnani Head of theme at École centrale de Marseille Objectives The aim of this course is to teach students how to create an offer or a product in the service sector. We will illustrate how to involve the client in the different phases of the project: needs analysis, co-design, V1 implementation and further development. The various concepts and methods will be addressed through workshops, and associated techniques such as Lean service, agility, or Obeya, will studied. This teaching unit will also focus on the different types of data used (KPI, usage data, CA, etc.), why and how to use them, while respecting data protection laws. Programme This teaching unit includes: – a module on the customer’s need, the expression of this need (theory followed by an example) – a module on Lean principles applied to engineering, upstream of production, and the links between Lean methods and agility (theory, application in practice, then construction of an Obeya) – a module on Lean principles applied to services (a Serious Game based on the concepts of total quality, flow, customer voice, etc.) – a module on agile project management (theory, then practice) – a module on data protection law (theory, then illustration through examples) – a module on user experience (Ux) and user interfaces (Ui) – several sessions on topics to be decided depending on current issues related to the teaching unit. Skills – C1: identification of innovations with respect to capturing and analysing customer needs, their usefulness, points to be aware of and the identification of actions to optimise customer satisfaction – C3: implementation of mini-projects with technical aspects (needs analysis, design, planning, and project monitoring) and organisational aspects (stakeholders, organisation, communication), understanding new agile project management methods – C4: all aspects of team management (the role of production stakeholders, conflict management and team coordination) – C5: definition of a local strategy and management of its operational implementation to foster an efficient customer experience Assessment – Needs analysis: report and continuous assessment, 25%. – Lean engineering: report and continuous assessment, 25%. – Lean Service: examination and attendance, 20%. – Agile project management: continuous assessment, 15%. – Data protection law, Ui/Ux, conferences: attendance, 15%. Bibliography – L. Body and C. Tallec, L’expérience client, Eyrolles (2015) – C. Barbaray, Satisfaction, fidélité et expérience client, Dunod (2016)

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_EXP Total volume of (student) hours for the TU


80 80

Language French Teaching team – F. Magnani (ECM) – F. Brucker (ECM) – Cécile Loubet (ECM) – J. de Maury (consultant) – S. Olivencia (Excilys) – M. Lesbros (lawyer)

176

Artificial intelligence Trajectory DIGITAL·e

Thierry Artieres Head of theme at École centrale de Marseille Objectives This option introduces the field of artificial intelligence by focusing on some of its most promising recent advances, which have been widely adopted by industry. It is linked to the Machine Learning course, but can be taken independently. The course addresses some aspects of automatic learning that are distinct from those addressed in the Machine Learning option: reinforcement learning and deep learning, which have led to spectacular advances in AI in recent years. The option is supplemented by examples of high-level computer vision applications (classification, retrieval and object detection in images). Programme The option is divided into three components. The first two cover the basics of the technologies that have underpinned almost all of the dramatic advances in AI over the past 15 years. The third component – Learning by reinforcement. Typically used for automated applications, strategy games, planning, etc. – Deep learning. Neural networks are a family of models inspired by how the brain functions, and are baseline technology for all image, sound and other data classification problems. – Computer vision. One of the emblematic applications of AI. This option requires good Python programming skills. A significant part of the course is conducted on a Python workstation and focuses on the implementation of algorithms using dedicated packages (keras, etc.). Skills – Scientific and technical innovation—because the three components studied are central to current AI. – Understand complexity and systems – Project management: not particularly necessary – People management: group work – Strategic vision: understanding the challenges associated with AI Assessment For each of the three modules Continuous assessment: at least three extended practical sessions = assignment started during practical sessions and to be handed in after additional individual work Final exam: provide a computer-based solution to a specific problem in three hours The grade is the weighted average of the final exam and reports on practical work. Bibliography See speakers’ websites

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_IA Total volume of (student) hours for the TU


50 30 80

Language French Teaching team – T. Artières (LIS/ECM) – E. Daucé (INS/ECM) – R. Sicre (LIS/ECM)

177

Data analysis Trajectory DIGITAL·e

François Brucker Head of theme at École centrale de Marseille Objectives * Details: this teaching unit is divided into two 40-hour parts. For each of these parts, it is necessary to choose one of two specialities. Therefore, if you choose to follow this teaching unit, you will have to choose a speciality for each part. * Summary: understand and experiment with different data analysis methods and practices. This teaching unit will allow you to use appropriate methods to solve conventional problems and present the results clearly and accurately. This teaching unit is composed of two parts: methods and applications. Each of these two parts can be seen from one of two angles. * Target audience: students interested in data processing, analysis and understanding. You should be comfortable with theoretical concepts and writing code to solve a problem. Programme Outline: divided into two, 40-hour parts. For each part, the student must choose a speciality. – Part 1: Methods. Presentation of different data analysis methods. Two possible specialities, depending on the type of data: * Chronological series. Shared with the MMEFI option The course covers modelling of discrete time univariate time series. The theory developed is based on SARIMA models. First the theoretical framework is presented, followed by an introduction to the statistical tools necessary for the identification * Dataframes. Classical dataframe analysis methods will be presented. Teaching will focus on practical work and case studies. – Part 2: Applications. Two specialisations are proposed: * Financial and economic data. Shared with the MMEFI option. * Visualization and data communication on the web. This very general course will examine the basics of communication on the web, in particular how to present different types of data at the same time: text, images, graphics, voice or video, as a coherent whole. Skills – Scientific and technological innovation: data and analysis. Current data management, analysis and representation methods – Understand complexity and systems: all of the complexities of data, multiple interpretations and open-ended targets – Project management: N/A – People management: N/A – Strategic vision: N/A Assessment Continuous assessment

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_ANAD Total volume of (student) hours for the TU


80 80

Language French

178

Statistical engineering and applications Trajectory DIGITAL·e

Philippe Refregier Head of theme at École centrale de Marseille Objectives The engineer will be provided with the methodological bases of statistical engineering; the aim is to teach students to formulate and solve engineering problems using statistical techniques. Future engineers will understand the statistical tools used to describe and analyse data in a wide variety of applications, including autonomous systems, physical systems or industrial processes. These very general concepts may also be highly useful in other domains such as quality, consulting or logistics. Programme – In-depth study of the notion of randomness in statistics and information processing – Standard and Bayesian statistical methods for tasks such as: parameter estimation, event detection or data classification – Data classification methods and learning techniques – Data modelling (time series, multivariate data, etc.) – Data representation and correlations – Presentation of the key concepts of information theory and applications – In-depth study of performance limits (for estimation, detection) and their practical use – Introduction to the concepts of complexity in applied statistics – Illustration and application to a wide variety of examples Skills – Define and characterize different data processing systems in a wide variety of domains (C1) – Understand the statistical tools used to analyse data from industrial, physical or management systems (C5) – Understand the key factors in complex systems (C2) Assessment – Continuous assessment 1 = two 1-hour written exercises = 55%. – Continuous assessment 2 = practical session reports = 35%. – Continuous assessment 3 = presentation (during a practical session) = 10%. Bibliography – Ph. Réfrégier, Noise theory and application to physics, Springer, 2003 – P.H. Garthwaite, I.T. Jolliffe and B. Jones, Statistical Inference, Prentice Hall, 1995 – T.M. Cover and J.A. Thomas, Elements of information theory, Wiley, 2006 – A. Ruegg Processus stochastiques - Avec applications aux phénomènes d’attente et de fiabilité- Presses polytechniques et universitaires romandes, 1989

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_INSIWT Total volume of (student) hours for the TU


38 6 36 0 0 0 80

Language French Teaching team – F. Galland – Ph. Réfrégier – A. Roueff

179

Algorithms Trajectory DIGITAL·e

Pascal Prea Head of theme at École centrale de Marseille Objectives The aim of this option is to provide some of the methodological tools that will allow students to participate fully in the development of scripts and programs that are both secure and efficient. Issues of efficiency and security are studied from the point of view of various programming paradigms, in particular sequential and parallel paradigms. Programme The option is organised into four parts: – Algorithms: algorithm design methods (divide-and-conquer, dynamic programming, greedy algorithms, branch-and-bound, backtracking), advanced data structures (AVL trees, red-black trees, B-trees, stacks, binomial stacks, graphs, etc.) – Operational research: exact and approximate methods, mathematical programming – Introduction to real-time: processes and communications between processes, use of semaphores – High-performance computing (this part is also part of the ‘Theoretical foundations of statistical learning’ option) Skills – Scientific and technological innovation: N/A – Understanding complexity and systems: N/A – Project management: N/A – People management: N/A – Strategic vision: N/A Assessment Continuous assessment: including a number (x) of tests (short questions, practical work, mini-projects, etc.). The final grade will be a weighted average of results from these tests. Bibliography R. Descartes, Le Discours de la Méthode, Elsevier, 1637

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_ALGO Total volume of (student) hours for the TU


60 20 80

Language French Teaching team – F. Brucker (ECM) – J.-R. Herrero (UPC Barcelona) – E. Daucé (ECM) – P. Préa (ECM) – G. Perrot (NVidia)

180

Theoretical foundations of statistical learning Trajectory DIGITAL·e

Pascal Prea Head of theme at École centrale de Marseille Objectives Introduction to the theoretical frameworks and tools needed to understand and study supervised and unsupervised statistical learning methods. Study of some of these methods including k-means, SVM, k-closest neighbours, nucleus methods, parsimonious regression, kriging. Applications to image processing and geosciences. Programme Introduction to the theoretical frameworks and tools needed to understand and study supervised and unsupervised statistical learning methods. Study of some of these methods including k-means, SVM, k-closest neighbours, nucleus methods, parsimonious regression, kriging. Applications to image processing and geosciences. Skills Introduction to the theoretical frameworks and tools needed to understand and study supervised and unsupervised statistical learning methods. Study of some of these methods including k-means, SVM, k-closest neighbours, nucleus methods, parsimonious regression, kriging. Applications to image processing and geosciences. Assessment Continuous assessment

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_FIWP Total volume of (student) hours for the TU


80 80

Language French Teaching team – J. Baccou (IRSN) – J.-R. Herrero (UPC Barcelone) – A. Ahidar-Coutrix (ECC) – J. Liandrat (ECM) – G. Perrot (NVidia)

181

The Internet of Things Trajectory DIGITAL·e

Alain Kilidjian Head of theme at École centrale de Marseille Objectives The Internet of Things (IoT) refers to the rapidly-expanding network of devices that, when connected to the Internet, enable the collection, processing and exchange of data for the optimised use of our physical environment. This ‘web’ transforms the conventional approach to automation, which links parameters in our environment to actions that can be performed in it with the aim of achieving better resilience, performance and reliability. The objective of this option is to introduce students who are following the DIGITAL•e ecosystem trajectory to the development of IoT solutions by highlighting a specific barrier to their deployment: security. We adopt a project-based approach through which we obtain an optimal overview of the skills required to develop and implement IoT solutions. Programme This option is composed of several modules. – Introduction to the IoT: definition, history, challenges, ecosystem, architecture, WIFI protocols and application interfaces, use cases, implementation – Introduction to real time: processes, and communications between processes, semaphores – Embedded code: microarchitecture, impact of the microarchitecture on software performance and security, embedded software architecture – Attacks/auxiliary channels and fault injection: attacks by auxiliary channels, fault injection – Networks and network protocols for the IoT: data transmission, OSI and TCP/IP models, IPv4 addressing, ARP, IP, ICMP, TCP, UDP, DHCP, DHCP, DNS, HTTP, SSL/TLS, POP/IMAP/SMTP, SNMP, socket programming in C, web application attacks and defences, network architectures and components. – Security: methodologies used to model system security, the GDPR, use of cryptography to design secure protocols, security of popular IoT protocols (TLS, BLE, LoRa), security compromises/performance/features: with reference to two STM32/STSAFE product families Skills This module supplements the application of the systems approach, which is essential for: – the development of technical and scientific innovations; – the resolution of complex and cross-disciplinary problems. The student should be able to propose connected solutions for a system, and to use them to supervise or control that system. Assessment Continuous assessment: including a number (x) of tests (short questions, practical work, mini-projects, etc.). The final grade will be a weighted average of scores on these tests. Bibliography The Technical Foundations of IoT, Raspberry Pi IoT Projects, IoT, Technical Challenges and Solutions

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_IOBJ Total volume of (student) hours for the TU


44 36 80

Language French Teaching team – M. Agoyan (ST) – F. Brucker (ECM) – S. Courcambeck (ST) – A Kilidjian (ECM) – P. Préa (ECM) – J. Valiente (Cyberwings)

182

Management by information systems Trajectory DIGITAL·e

Laetitia Piet Head of theme at École centrale de Marseille Objectives – Students will become familiar with the main characteristics of digitalization (uses, data centrality) and understand its potential in terms of value creation, the reconfiguration of working practices, the transformation of organisational models, and the emergence of new skills and professions – Design an information system based on an organisational diagnostic approach (needs analysis, mapping stakeholders, modelling organisational processes according to the BPMN standard, SWOT analysis, preparation of specifications) – Integrate an information system into the operational implementation of an organisation’s strategy using balanced scorecards and by developing relevant strategic and operational indicators – Map impacts, identify targets, support desired and required changes to ensure the appropriation of digital transformation projects and the capitalisation of knowledge and skills des projets de transformation digitale et la capitalisation des savoirs et des compétences Programme This option has three components: The ‘Digital transformation of organisations’ (DTO) module is a participatory workshop designed to clarify what digitalization means and to develop a more in-depth collective knowledge of the organisational transformations, changes in working practices and employment issues associated with this process. The ‘Information and management systems’ (IMS) module uses case studies to understand the role, impact and challenges of information systems in the management of a company and to optimise operations, in line with company strategy. The ‘Change management’ (CM) module combines theoretical and practical approaches to shed light on strategic challenges and operational modalities for change management. A specific section is devoted to knowledge management. Skills – C2: Model the operational processes of a company. Develop an organisational diagnosis that takes into account all dimensions and their articulation – C3: Design and implement digital transformation projects. Adapt management methods to the nature of these projects and the teams that implement them (agile methods, waterfall, etc.). – C4: Lead, bring actors together, and support digital transformation by being clear-sighted about the opportunities and obstacles for the organisation and individuals – C5: Anchor transformation processes in the organisation’s strategy, culture and values Assessment Continuous assessment 100%, broken down as follows: – 40% for DTO (leading a workshop, supported by a field investigation) – 40% for IMS (case studies) – 20% for CM (participation and examination) Resits: oral (case study) Bibliography Aurélie Dudézert, La transformation digitale des entreprises, La Découverte, Collection Repères, 2018

ECTS credits Code for the TU 3 ING_S9_DIGIIWLE_MGSI Total volume of (student) hours for the TU


55 25 80

Language French Teaching team – Laetitia Piet (teaching unit) – Isabelle Vasserot – Rémi Denoix (HR consultant) – Catherine Boissonnet (Kedge Business School, KM consultant) – Marie Ristorcelli (Oresys) – Jean-Paul Mendella (Sopra-Steria) – Nicolas Ciron (Schneider Electric)

183

Consulting Activity sectors : Audit and Consulting

Dominique Henriet Head of theme at École centrale de Marseille Objectives Programme Skills Assessment Bibliography

ECTS credits Code for the TU 2 ING_S9_AUC_AUDT Total volume of (student) hours for the TU


42 42


184

Audit Activity sectors : Audit and Consulting


ECTS credits Code for the TU 2 ING_S9_AUC_CNSL Total volume of (student) hours for the TU


40 40


185

Project Activity sectors : Audit and Consulting


ECTS credits Code for the TU 2 ING_S9_AUC_PROJ Total volume of (student) hours for the TU


28 28


186

Scaling Activity sectors : design and engineering consultancies

Christian Jalain Head of theme at École centrale de Marseille Objectives – Se familiariser à l’introduction des concepts d’optimisation dans les processus de conception mécanique en ingénierie – Appréhender un code d’optimisation de topologie utilisé par les ingénieurs de bureaux d’études, designers ou architectes, et mener à bien des projets de conception dans leur globalité – Apprentissage de la technique de modélisation par Matlab-Simulink – Réalisation d’un modèle de simulation à partir de Matlab-Simulink – Utilisation de Matlab-Simulink dans la démarche d’ingénierie système Programme – Optimisation de topologie – Les grandes classes de problèmes d’optimisation de structures – Focus sur l’optimisation topologique ; description des principaux concepts théoriques – Application de ces concepts sur un logiciel industriel d’optimisation de topologie – Pratique sur plusieurs études de cas – Évaluation par mini-projets – Dimensionnement énergétique d’un système – Introduction de Matlab – Principales fonctions et opérations élémentaires sous Matlab – Utilisation des fonctions – Graphique sous Matlab en 2D et 3D – Création et utilisation s-function – Introduction des boîtes à outils (Toobox) de Matlab – Simulation de systèmes dynamiques avec la boîte à outils Simulink T : dimensionnement d’une chaîne de production d’énergie éolienne à partir d’un cahier des charges Skills Innovation scientifique et technique L’ingénieur centralien crée de la valeur par l’innovation scientifique et technique – Capacité à mobiliser une culture scientifique/technique (transdisciplinarité et/ou spécialisation) – Capacité à reconnaître les éléments spécifiques d’un problème – Capacité à converger vers une solution acceptable (suivi hypothèses, ordres de grandeur…) – Capacité à approfondir rapidement un domaine Maîtrise de la complexité et des systèmes L’ingénieur centralien maîtrise la complexité des systèmes et de problématiques qu’il rencontre. – Capacité à identifier les interactions entre éléments Assessment – Oral (+ compte rendu de mini-projets) : CC1 50 % – Écrit (Matlab + Simulink) : évaluation 50 % Bibliography – Transparents du cours ; polycopié : initiation à Matlab – Introduction au calcul scientifique par la pratique : 12 projets résolus avec Matlab (ouvrage), Dunod, 2005, ISBN : 978-2-10-048709-7 – Introduction to MATLAB 6 for engineers (ouvrage), William J. Palm, McGraw-Hill, 2001, ISBN : 978-0-07-234983-2

ECTS credits Code for the TU 2 ING_S9_CBE_DIMN Total volume of (student) hours for the TU


18 22 12 40

Language French Teaching team – Mohamed Boussak – Jean-Marie Rossi

187

Product Design Activity sectors : design and engineering consultancies

Christian Jalain Head of theme at École centrale de Marseille Objectives – Basic design concepts To familiarise students with the idea of the design sketch – Digital modelling Students will become familiar with the basic functions of a mechanical design software package The characteristics of some common manufacturing processes Learn the vocabulary used in the manufacturing and processing processes covered during the course Familiarise themselves with the most common industrial manufacturing methods and resources – Characteristics of the additive manufacturing process Train students in additive manufacturing methods and resources, case study and manufacturing Programme – Design sketch (four 2-hour sessions) • Learning method • Represent volumes using perspective tools • Further work on the perspective of curved volumes • Define the scales of objects, materials and colours • Design several products – Digital modelling (eight 2-hour sessions) • Create mechanical parts: prismatic and surface • Check parts using plotting constraints, configuration and analyses • Create mechanical parts for manufacturing processes: smelting, plastics, sheet metal • Create and build an assembly: static and dynamic • Produce a simple detailed drawing -> Characteristics of some manufacturing processes (three 2-hour sessions) Session 1: Smelting Session 2: Plastics: injection, extrusion, blowing, roto-moulding Session 3: Sheet metal working, machining -> Additive manufacturing process (six 2-hour sessions) Session 1: General aspects of additive manufacturing Session 2: Polymer technology Session 3: Metal technology Session 4: Hybrid technology: link with classical technologies (machining, smelting, etc.) Sessions 5 and 6: Case study and printing Skills – Understand the complexity and systems Graduates of Ecoles Centrales understand the complexity of systems and the problems they encounter. – Ability to use the imagination, invent solutions based on design studies – Ability to use a 3D representation to bring the design to life, bearing in mind feasibility constraints – Ability to identify interactions between elements (collisions, motion envelope, geometric interferences) Assessment Classroom examination using CAD software: examination 100% Bibliography Online documentation for CATIA software

ECTS credits Code for the TU 2 ING_S9_CBE_CPRO Total volume of (student) hours for the TU


18 22 12 52

Language French Teaching team – Christian Jalain – Gaël Volpi

188

Project Activity sectors : design and engineering consultancies

Christian Jalain Head of theme at École centrale de Marseille Objectives – Deployment of a multidisciplinary project team, with the submission of supporting documents – Execution of a design project that includes disciplines found in the sector – The project may end with a search for subcontractors (construction estimate) or even the execution of part of the proposed solution. – Breakdown of the sectors for groups of three or four students – Understand the request, translate the need, propose suitable solutions, technically justify and scale selected solutions, provide digital models and simulations where possible Programme – Eight to ten sessions supervised by teaching staff in rooms equipped with the software taught in the curriculum – Computer-aided design - CATIA – Multiphysical modelling of systems with command-control systems - MATLAB SIMULINK – Topology optimisation - Inspire Key points:

-> bibliographic research -> meetings with the customer to agree on requirements -> justification and understanding of results, and physical scale (simulation results) -> feasibility (choice of processes, integration of existing components) -> a digital model that is as complete as possible

Skills – Create value through scientific and technological innovation

-> Understand all of the scientific and technical dimensions of a project – Understand system complexity

-> Rapidly and extensively explore a domain -> Develop working methods, be able to organise

Assessment An intermediate and a final oral presentation. Documents are submitted at the end of the project. Continuous assessment 1 oral 10%, Continuous assessment 2 oral 30%, Continuous assessment written 60%.

ECTS credits Code for the TU 2 ING_S9_CBE_PROJ Total volume of (student) hours for the TU


30 30

Language French Teaching team – Mohamed Boussak – Jean-Marie Rossi – Christian Jalain

189

Basics of management Entrepreneurship track

Françoise Perrin Head of theme at École centrale de Marseille Objectives Programme Skills Assessment Bibliography

ECTS credits Code for the TU 2 ING_S9_ENT_FOMA Total volume of (student) hours for the TU


37 37


190

Entrepreneurship Entrepreneurship track


ECTS credits Code for the TU 2 ING_S9_ENT_ENTR Total volume of (student) hours for the TU


35 8 43


191

Project Entrepreneurship track


ECTS credits Code for the TU 2 ING_S9_ENT_PROJ Total volume of (student) hours for the TU


30 30


192

Operations’ management Activity sectors : production and logistics

Cécile Loubet Head of theme at École centrale de Marseille Objectives – Understand the challenges, rationale and basic concepts of managing operations, production and flow – Understand the methods and tools needed for the analysis, management and continuous improvement of any logistics or production system – Become familiar with key production issues: quality management, workstation safety and risk prevention Programme This teaching unit includes: – a module on industrial organisation –> The different functions within the company and the technical data associated with them –> The implementation of the operations–production system (location, layout, capacity determination, facility management) –> Inventory and supply management (basics of costing and economic quantity) –> Management resource planning (MRP) (overall production program, requirements analysis, milestones, scheduling) –> Holistic approaches (Just in Time, lean management, OPT, Kanban, 6σ, 5 S, etc.) –> Raising awareness of the impact of organisation on occupational health and safety – a module on quality control –> Statistical data processing, statistical process control, efficiency curves and sampling plan – a module on operational excellence –> Introduction to lean management (variability, waste, auto-quality, standards, etc.) –> Optimisation of technical resources (TRS, flow, batch size, SMED, etc.) These notions are addressed during excursions to the Dynéo factory school Skills – C1 Scientific and technical innovation: identification of production innovations, their usefulness, points to be aware of, and choice of innovations for optimisation – C2 Understanding complexity and systems: complexity resulting from multi–stakeholder industrial systems, identification of problems and attempts to solve them – C4 People management: all aspects of team management (role of production stakeholders, conflict management and coordination of partners) – C5 Strategic vision: definition of a local strategy and control of its operational implementation Assessment – Operational management: 2-h written examination, 50% of the final grade + 30-min oral presentation of project, 20% of the final grade – Quality control: 2-h written examination, 30% of the final grade – Operational excellence: continuous assessment* (*) Continuous assessment is validated based on the student’s active attendance. If the student is absent, the entire teaching unit will not be graded. Bibliography • N. Slack, A. Brandon-Jones and R. Johnston, Operations Management, Pearson, 8th edition (2016) • V. Giard, Gestion de la production et des flux, Economica, 3rd edition (2003)

ECTS credits Code for the TU 2 ING_S9_PRL_GEOP Total volume of (student) hours for the TU


15 14 8 33 70

Language French Teaching team – Jean Bernard Maria – Cécile Loubet

193

Industrial logistics Activity sectors : production and logistics

Cécile Loubet Head of theme at École centrale de Marseille Objectives – Understand the current activities and challenges faced by those involved in logistics and production, the difficulties they may encounter and the keys to managing them – Understand, through a practical exercise, the mechanisms and constraints of Enterprise Resource Planning (ERP) – Understand real-world commercial applications of the strategic use and implementation of Supply Chain Management – Prepare a managerial analysis of a Supply Chain problem Programme This teaching unit includes: – a module on ERP Use of software (Prelude ERP) to address the following elements: - Articles - nomenclature management - charging points and production ranges - stock and stock movements - customer orders - calculation of net requirements - purchase processing - scheduling - launch and follow-up of manufacturing - costing – a module on supply chain management - Courses and sharing of experiences relating to strategies and management of logistics and the Supply Chain, analysis of a real-world PSA case study and other case studies - Optimisation of upstream and downstream flows (lead time management and reduction, planning, push/pull flows, Kaizen, methodologies, the human dimension) at the factory school, and based on a serious game Skills – C1 Scientific and technical innovation: identification of Supply Chain innovations, their usefulness, points to be aware of, and choice of innovations for optimisation – C2 Understanding complexity and systems: complexity arising from multi-stakeholder industrial systems, identification of problems and attempts to solve them – C4 People management: all aspects of team management (role of logistics stakeholders, conflict management and coordination of partners) – C5 Strategic vision: definition of a transversal strategy and control of its operational implementation Assessment – ERP: continuous assessment*, written report, 30% of the final grade – Supply Chain Management: 2-h written assessment, 40% of the final grade – Serious game: continuous assessment*, written multiple choice questions, 30% of the final grade (*) Continuous assessment is validated based on the student’s active attendance. If the student is absent, the entire teaching unit will not be graded. Bibliography – M. Christopher, Logistics and supply chain management: creating value-adding networks, FT Publishing International Prentice Hall, 5th edition (2016) – S.N. Chapman, J.R. Tony Arnold, A.K. Gatewood and L.M. Clive, Introduction to Materials Management, Pearson, 8th edition (2016)

ECTS credits Code for the TU 2 ING_S9_PRL_LOIN Total volume of (student) hours for the TU


12 6 25 27 70

Language French Teaching team – Joseph Costa – Cécile Loubet – Florian Magnani – Frédéric Rosin

194

Project Activity sectors : production and logistics

Cécile Loubet Head of theme at École centrale de Marseille Objectives – To make students active participants in their training (self-learning and team organisation) by focusing on a given or chosen subject – To provide students with a specific framework to carry out a project that will allow them to better understand how industry and logistics operate in the real world – To encourage students to refine their career plans by combining their interests, their skills and the job market Programme This teaching unit includes a major project. The topics vary from one year to another, for example: Project 1: Organise a visit to a production or logistics centre - Identify a company and contact person - Define the specifications for the visit and monitor the budget - Prepare and moderate questions - Prepare a report on the visit and a thematic dossier Project 2: Organise a round table discussion on a theme related to production - Define the theme - Find speakers - Define the specifications for the event and monitor the budget - Prepare and moderate the debates - Prepare a report and a thematic dossier Project 3: Interview engineers about a production theme and prepare a summary of your findings for other students Project 4: Process and analyse a case study (on paper or electronically) Project 5: Design a serious game or a teaching exercise based on production and logistics careers Etc. Example of topics covered: - Psychosocial risks related to new ways of organising production - Workstation ergonomics - A happy workplace (or freedom-form companies) - Etc. Skills – C3 Programme management: technical aspects (needs analysis, design, planning, and project monitoring) and organisational aspects (stakeholders, organisation, communication) – C4 People management: all aspects of team management (role of the project manager, members, and coordination of partners) Assessment Project: written report + defence + continuous assessment*, 100% of the final grade (*) Continuous assessment is validated based on the student’s active attendance. If the student is absent, the entire teaching unit will not be graded. Bibliography Depends on the project selected (available on request from the teaching team): • Project Management Institute, A Guide to the Project Management Body of Knowledge: PMBOK Guide, Project Management Institute, 4th edition (2009) • J.-P. Brun, Management d’équipe: 7 leviers pour améliorer bien-être et efficacité au travail, Eyrolles, 2nd edition (2013)

ECTS credits Code for the TU 2 ING_S9_PRL_PROJ Total volume of (student) hours for the TU


30 30

Language French Teaching team – Cécile Loubet – Florian Magnani

195

R&D and innovation tools and methods Activity sectors : research and development

Caroline Fossati Head of theme at École centrale de Marseille Objectives – Drawing mainly upon examples, illustrate the different research structures (private/public, companies, large groups, large organisations, etc.) – Present the basics of research methodology, understand the differences between academic and industrial research – Help students to become familiar with the field of research with which they may interact during their career as an engineer Programme This course aims to illustrate, based on presentations from professionals and real-world examples, how research is carried out and in which structures (where? how?) General presentation of the research community. Where can we do research? Some real example of opportunities for young graduates in this sector Why and how to undertake a PhD? * Commercial research via interventions from R&D managers working in different types of companies (industry, large groups, SMEs, etc.); R&D organisation; its role in relation to other services, etc. What leads to the emergence of a research and innovation project? How are they managed? * Academic research: highlight how a research theme develops in a laboratory, through ongoing exchanges between basic research and the needs of industry; highlight complementarities. Illustration through an example. First-hand experience from university and CNRS researchers, etc. Research methodology In a research and development situation, engineers must implement experimental protocols. At the same time, they must understand the use of technico–economic data processing methodologies together with technical and analytical data, or even methods resulting from a need for process optimisation or maintainability. The objective is to enable the engineer, in any situation, to understand the underlying computing methods and tools and be able to apply them. Skills – Running a research programme – Adopting a strategic vision – Creating value through innovation Assessment Continuous assessment

ECTS credits Code for the TU 2 ING_S9_RED_OMRD Total volume of (student) hours for the TU


22 22

Language French Teaching team – C. Fossati – S. Bourennane – Invited speakers from the private sector

196

Organisation, contracts and exploiting research Activity sectors : research and development

Caroline Fossati Head of theme at École centrale de Marseille Objectives Drawing principally upon examples, we illustrate how Research and Industry interact; we present the different types of contracts that future engineers may have to establish and manage; we present some examples of exploitation of research results. The aim is to allow students to become familiar with the domain of research with which they may interact during their career as an engineer. Programme – Research in partnership: present the advantages, disadvantages, constraints and contributions of research in partnership; the different types of contracts – Contracts in the European arena: the aim is to understand how Euro-zone research contracts work, based on a practical case study – Innovation / exploitation / knowledge transfer: understand research evaluation mechanisms in order to become familiar with how laboratories operate and, for example, be able to evaluate a research team that you might collaborate with. Understand how research can be a source of innovation and result-exploitation mechanisms (from publication to commercialization, start-ups, etc.) and/or technology transfer from a laboratory to a company, together with the related notions of protection of intellectual property Skills – Running a research programme – Adopting a strategic vision – Creating value through innovation Assessment Continuous assessment

ECTS credits Code for the TU 2 ING_S9_RED_OCVR Total volume of (student) hours for the TU


22 22

Language French Teaching team – C. Fossati – S. Burranian – C. Damont (AMU) – Invited speakers from the private sector

197

Prospection and innovation Common core

Pierre Casanova Head of theme at École centrale de Marseille Objectives Understand and apply business management methods and concepts to specific, real-life cases. This teaching unit gives students the opportunity to analyse industrial sectors where innovation is essential to the development of new markets. At the end of these two courses, students will be able to: – analyse a market and understand the KSFs required to be competitive; – understand the strategies used by groups and start-ups to deploy innovations in their sectors; – carry out a financial analysis of the solidity of the selected business models and their performance; – understand ethical issues related to the sectors analysed; – understand the importance of company law; – understand and apply innovation analysis methods used in different industries (business models, the innovation canvas, the hype cycle, etc.); – at the international level, talk to start-ups in other countries that are seeking ways to deploy their innovations; – summarize and prepare recommendations in a final report containing all of the analyses carried out. Programme In parallel with the business and management teaching unit, students will work in groups to analyse an activity sector related to their option. The program will be broken down into phases, and will conclude with a final report and an examination to assess the knowledge acquired throughout the program. Students will apply analytical approaches related to corporate strategy, markets, innovation, ethics, international management, law, and finance in order to better understand the issues faced by companies (groups or start-ups) in the industrial domains they have chosen to analyse. Each subject addressed will be validated by participants during tutorials, where students will present their work and be advised on how to improve their reports. This program requires teams to be able to organise themselves, and provide the deliverables that will help them to understand the notions and knowledge taught during the various sessions. Skills – Graduates of Ecoles Centrales create value through scientific and technical innovation: the analysis of innovations in the sector as well as exchanges with start-ups will allow students to tackle complex issues related to innovation approaches and the need to define good business models. – Graduates of Ecoles Centrales understand the complexity of the systems and the problems they encounter. Students will learn the basics of strategic and market analysis to better understand the complex environments of the industries they have chosen. – Graduates of Ecoles Centrales adopt an ethical and responsible approach to management. Ethics will be analysed in each of the domains chosen by the teams. – Graduates of Ecoles Centrales have a strategic vision and know how to implement it. Assessment – Continuous assessment 1 oral: finance and values 20%, ethics 20%, international management 20% – Continuous assessment 2 written: final report 40%. Bibliography Provided by lecturers during the course

ECTS credits Code for the TU 2 ING_S9_TC_PRIN Total volume of (student) hours for the TU


15 16 31

Language French Teaching team – Pierre Casanova – Annouk Azourmanian – Esther Loubradou