SVSE Math Remediation Profile

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Introductions to simple concepts in physics (optics, mechanics) applied to problems of biological interest.

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This is an initial approach to the integrative biology of organisms.

This EU, called "From Cells to Organisms," addresses structure-function relationships at different scales, from the cell (or even molecule) to the organism in its living environment.

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The primary objective of this teaching unit is to enable students to discover scientific ecology in all its diversity. Particular attention is paid to the definition of scientific ecology, as opposed to the meaning of the term "ecology" (political ecology or environmentalism) in the media and for the general public. The place of the environment in the scientific study of ecology is also clarified. Through tutorials and practical work, three major themes in ecology are addressed: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

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This teaching unit is designed to provide a general context for understanding Earth sciences and biology, while also taking into account the fields of humanities and social sciences. Today's Earth is not detached from its past. To understand the impacts of environmental and climatic transformations on planet Earth, a diachronic (long-term, change over time) and synchronic (spatial variations) approach is necessary.

Consequently, this EU presents the history of the Earth through geological time. It discusses the structure, composition, and processes of the Earth. Issues, concerns, and problems related to natural hazards are also included. It will also include lessons that provide students with the necessary foundations to understand the societal challenges surrounding climate and environmental issues. The benefits of this course unit are essential for the well-being of tomorrow's society, enabling the training of young citizens or future workers who are capable of analyzing, critiquing, and thinking about past, present, and future environmental and climate issues, and participating in decision-making in societal debates dealing with environmental risks. This course unit was therefore designed by teacher-researchers from different scientific fields (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from fundamental to operational are necessary.

Hourly volumes:

CM: 36 hours

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Introductions to simple concepts in physics (optics, mechanics) applied to problems of biological interest.

See the full page

This is an initial approach to the integrative biology of organisms.

This EU, called "From Cells to Organisms," addresses structure-function relationships at different scales, from the cell (or even molecule) to the organism in its living environment.

See the full page

The primary objective of this teaching unit is to enable students to discover scientific ecology in all its diversity. Particular attention is paid to the definition of scientific ecology, as opposed to the meaning of the term "ecology" (political ecology or environmentalism) in the media and for the general public. The place of the environment in the scientific study of ecology is also clarified. Through tutorials and practical work, three major themes in ecology are addressed: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

See the full page

This teaching unit is designed to provide a general context for understanding Earth sciences and biology, while also taking into account the fields of humanities and social sciences. Today's Earth is not detached from its past. To understand the impacts of environmental and climatic transformations on planet Earth, a diachronic (long-term, change over time) and synchronic (spatial variations) approach is necessary.

Consequently, this EU presents the history of the Earth through geological time. It discusses the structure, composition, and processes of the Earth. Issues, concerns, and problems related to natural hazards are also included. It will also include lessons that provide students with the necessary foundations to understand the societal challenges surrounding climate and environmental issues. The benefits of this course unit are essential for the well-being of tomorrow's society, enabling the training of young citizens or future workers who are capable of analyzing, critiquing, and thinking about past, present, and future environmental and climate issues, and participating in decision-making in societal debates dealing with environmental risks. This course unit was therefore designed by teacher-researchers from different scientific fields (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from fundamental to operational are necessary.

Hourly volumes:

CM: 36 hours

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This module focuses on experimental techniques in chemistry. The first part will be devoted to presenting health and safety rules in chemistry laboratories. Each practical session will be preceded by a preparatory tutorial session. At the end of each practical session, students will be required to write a laboratory notebook/report (analysis, interpretation of results, etc.).

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Introductions to simple concepts in physics (optics, mechanics) applied to problems of biological interest.

See the full page

This is an initial approach to the integrative biology of organisms.

This EU, called "From Cells to Organisms," addresses structure-function relationships at different scales, from the cell (or even molecule) to the organism in its living environment.

See the full page

The primary objective of this teaching unit is to enable students to discover scientific ecology in all its diversity. Particular attention is paid to the definition of scientific ecology, as opposed to the meaning of the term "ecology" (political ecology or environmentalism) in the media and for the general public. The place of the environment in the scientific study of ecology is also clarified. Through tutorials and practical work, three major themes in ecology are addressed: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

See the full page

This teaching unit is designed to provide a general context for understanding Earth sciences and biology, while also taking into account the fields of humanities and social sciences. Today's Earth is not detached from its past. To understand the impacts of environmental and climatic transformations on planet Earth, a diachronic (long-term, change over time) and synchronic (spatial variations) approach is necessary.

Consequently, this EU presents the history of the Earth through geological time. It discusses the structure, composition, and processes of the Earth. Issues, concerns, and problems related to natural hazards are also included. It will also include lessons that provide students with the necessary foundations to understand the societal challenges surrounding climate and environmental issues. The benefits of this course unit are essential for the well-being of tomorrow's society, enabling the training of young citizens or future workers who are capable of analyzing, critiquing, and thinking about past, present, and future environmental and climate issues, and participating in decision-making in societal debates dealing with environmental risks. This course unit was therefore designed by teacher-researchers from different scientific fields (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from fundamental to operational are necessary.

Hourly volumes:

CM: 36 hours

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Introductions to simple concepts in physics (optics, mechanics) applied to problems of biological interest.

See the full page

This is an initial approach to the integrative biology of organisms.

This EU, called "From Cells to Organisms," addresses structure-function relationships at different scales, from the cell (or even molecule) to the organism in its living environment.

See the full page

The primary objective of this teaching unit is to enable students to discover scientific ecology in all its diversity. Particular attention is paid to the definition of scientific ecology, as opposed to the meaning of the term "ecology" (political ecology or environmentalism) in the media and for the general public. The place of the environment in the scientific study of ecology is also clarified. Through tutorials and practical work, three major themes in ecology are addressed: paleoecology, functional ecology, and evolutionary ecology. It is important to note that these themes are supported by a particularly active scientific community in Montpellier.

See the full page

This teaching unit is designed to provide a general context for understanding Earth sciences and biology, while also taking into account the fields of humanities and social sciences. Today's Earth is not detached from its past. To understand the impacts of environmental and climatic transformations on planet Earth, a diachronic (long-term, change over time) and synchronic (spatial variations) approach is necessary.

Consequently, this EU presents the history of the Earth through geological time. It discusses the structure, composition, and processes of the Earth. Issues, concerns, and problems related to natural hazards are also included. It will also include lessons that provide students with the necessary foundations to understand the societal challenges surrounding climate and environmental issues. The benefits of this course unit are essential for the well-being of tomorrow's society, enabling the training of young citizens or future workers who are capable of analyzing, critiquing, and thinking about past, present, and future environmental and climate issues, and participating in decision-making in societal debates dealing with environmental risks. This course unit was therefore designed by teacher-researchers from different scientific fields (Earth and Water Sciences, Ecology, Philosophy, Political Science), demonstrating that approaches ranging from fundamental to operational are necessary.

Hourly volumes:

CM: 36 hours

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