S4L2SVBE

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

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

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

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In this course, students will learn about the links between an individual's genetic heritage and the development of their morphology, physiology, and lifestyle. We will focus on understanding the links between the information carried by the genome and the life cycle of the organism in question, including the cellular characteristics corresponding to the expression of genetic information. This data will be placed in an evolutionary context and will shed light on some major evolutionary transitions, particularly in metazoans.

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

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

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

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This course is a natural continuation of the course "Description of Variability" presented in S3. Its objective is to provide the concepts and methods on which modern biostatistics are based, namely the quantification of randomness, which is a ubiquitous issue in the life sciences. This course will serve as an introduction to inferential statistics: parametric and non-parametric tests, linear regression, and analysis of variance. Particular attention will be paid to the conditions for applying these methods, as well as to the concepts of type I and II errors, power, replication, and confidence intervals. Each concept will be illustrated with analyses of real and diverse biological data, contributing to the biostatistical culture that is useful for developing critical thinking with regard to scientific results. Practical work using R will provide training in this reference language and the statistical tools implemented in it, as well as an understanding of what has been seen in class through the application of the methods presented.

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The aim of this course is to introduce the concepts and tools used to observe and describe minerals and magmatic and metamorphic rocks and to understand their formation. The course will begin with an introduction to the concepts of mineralogy (crystallography, crystal chemistry) and the tools needed to identify the minerals that make up magmatic and metamorphic rocks. You will then study the structure and nature of the mantle and the processes involved from the formation of magmas to the eruption of magmatic rocks: partial melting, crystallization, crustal assimilation, and magmatic mixing. You will learn to distinguish between different magmatic series based on their chemical compositions and physical properties. The link between eruptive processes, hazards, and volcanic risks will also be discussed. In the third part, we will introduce the main variables (pressure, temperature, time) and the different geodynamic contexts of metamorphism. We will look at the different metamorphic facies, the structures and textures of metamorphic rocks, and you will learn to recognize mineral reactions and interpret them in terms of metamorphic evolution.

The combined study of magmatic and metamorphic rocks will provide the basis for understanding issues related to the geodynamics of the Earth's interior, geochemical cycles, mineral resources, etc.

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The EU approaches the history of plants, on the one hand diachronically, by studying each of the major geological periods (Paleozoic, Mesozoic, Cenozoic), and on the other hand, transversally, by delving into certain methods of studying paleoenvironments (macroflora, palynology, climate, geochemistry, biomechanics, etc.).

After an introductory CM, the CMs present, on the one hand, the history of plants by major geological period (CM2-3: Paleozoic; CM4-5: Mesozoic; CM6-8: Cenozoic) and, on the other hand, cross-disciplinary approaches (CM9-10: Isotopic geochemistry; CM11-12: Biomechanics).

The practical assignments illustrate examples of paleoenvironmental reconstruction based on the study of fossil records: PA1, Paleozoic macroflora (Graissessac); PA2-3, Early Pleistocene macroflora (Bernasso); TP4, Recent Pleistocene Pollen (La Gourre); TP5, Holocene Geochemistry.

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The objective of this EU is to understand the mechanisms used by organisms to cope with the constraints of the aquatic environment. Using animal models (mollusks, crustaceans, fish) and plants (macro- and microalgae, aquatic angiosperms), this course will address the various dimensions of the adaptive biology of organisms, ranging from their ability to acclimatize and adapt to change, to their physiological limits and the optimization of phenotypic traits in response to environmental constraints. This course aims to study: 

- major concepts and approaches in ecophysiology;

- ecophysiological responses (from gene expression to organism performance and behavior), using various aquatic ecosystems (intertidal, estuarine, polar, cave-dwelling, and abyssal) as examples;

- the integration of structure-function relationships in a given environmental context.

On a practical level, this course will enable students to study how organisms function using simple physiological measurements and learn how to set up experiments. Presentations of scientific articles selected by the instructors will supplement the knowledge acquired in class. 

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This course presents the biology of parasitic eukaryotic organisms, taking into account their diversity. We will therefore cover both single-celled organisms and vertebrates.

In addition to physiological, anatomical, and morphological aspects, considerable attention will be given to describing their life cycles, which necessarily involve a phase of transmission to an obligate host.

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The objective is to provide students with knowledge about the biology, ecology, and evolution of three taxonomic groups in question. Beyond species identification (which will be covered extensively), this course will address the evolution and systematics of the taxonomic group in question, fundamental ecology (evolutionary and functional ecology), applied ecology (conservation), physiology, legislation, and methods of study and identification.

After a general introductory course, two areas of study will be offered in parallel. One will focus on Mediterranean flora, the other on fauna (amphibians, reptiles, and birds).

Flora

The French Mediterranean coastline is home to more than two-thirds of the flora found in mainland France. This course provides an introduction to this exceptional diversity and the underlying mechanisms. It is designed to enable students to 1. describe a plant in order to identify the characteristics useful for identification, and 2. use different identification tools and understand their strengths and limitations. The course will incorporate innovative teaching approaches, combining the use of traditional tools (paper flora) and digital tools (FloreNum, PlantNet), in order to enable learning tailored to the student's knowledge (from beginner to knowledgeable amateur). Species identification will form the basis for studying their biology and ecology and for addressing the concepts of evolution and phylogeny. To this end, workshops will be held in parallel with practical sessions: 1. construction of a morphological classification to be compared with traditional classifications (morphological and phylogenetic), 2. introduction to the ecology of species through a habitat-based approach, and 3. diachronic study of developmental biology by monitoring the growth of wild species planted under controlled conditions.

Animals

The objective is for students to acquire/deepen their knowledge of the biology of birds, amphibians, and reptiles, which are models of choice in fundamental ecology (ethology, evolutionary ecology, functional ecology), applied ecology (conservation biology), and environmental education/teaching. Beyond species identification, this area of study will address the evolution and systematics of these taxa, their physiology, and their ecological and behavioral characteristics.

Each group (Fauna - Flora) will have 12 hours of fieldwork available (half of which will be shared by both groups) to be carried out according to terms to be defined (four half-day outings or two full-day outings). Practical work may be carried out on university sites (university campus - Labex CEMEB experimental field at CEFE - Botanical Garden) that are suitable for studying the various organisms.

Cross-cutting concept

The EU is organized around a concept common to both TP groups which, through a flipped classroom approach, will enable students to use the species observed to identify key concepts in conservation biology. In S4, the focus will be on distribution (chorology) and the concept of rarity at different spatial scales. These concepts will support methodological questions relating in particular to the estimation of organism abundance. To this end, at the end of the sequence, students will present a taxon of their choice, from among those proposed in the EU, which illustrates the concept of distribution.

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The EU's goal is to bridge the gap between knowledge of biology and physiology on the one hand, and demography and population trends on the other. This approach aims to lay the groundwork for conservation biology by providing information that can be used to predict how animal and plant organisms and populations respond to changes in ecosystems and sources of stress.

Teaching methods:

Tutorials in the form of presentations and discussions of scientific data or in a "flipped" format with small group discussions, independent group projects, and analyses of real-life restoration cases.

TD1: Introduction to the EU: concepts, activities, teaching methods. Setting up the flipped classroom program.

TD2: Ecophysiology and environmental physiology (definitions); case studies (invasive species, reintroductions, ecological developments)

TD3: Analysis of the consequences of major pollution (marine and terrestrial), ecological engineering, passive and active biomonitoring tools.

TD4 to 16: In "reverse" form (students in an "active" position, with additions from the teacher), a series of interventions aimed at implementing

- the links between biology and life strategy on the one hand, and life history traits on the other, using several characteristic examples (animal and plant species, generalist/specialist species, rare species—types of rarity—or widespread or even invasive species);

- the construction of a population's demographics

- changes in the demographics of a population as a result of various disturbances, particularly long-term disturbances affecting the population's ability to evolve.

Two tutorials (3 hours in total): analysis of different conservation and biomonitoring strategies, taking into account knowledge of organism physiology and ecological and behavioral characteristics. Research and analysis of documents, synthesis and oral presentation of studies/debate.

TP: plant ecophysiological analyses, animal ecophysiological analyses using non-invasive approaches (behavior, physiological and bioenergetic analyses).

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The EU approaches the history of plants, on the one hand diachronically, by studying each of the major geological periods (Paleozoic, Mesozoic, Cenozoic), and on the other hand, transversally, by delving into certain methods of studying paleoenvironments (macroflora, palynology, climate, geochemistry, biomechanics, etc.).

After an introductory CM, the CMs present, on the one hand, the history of plants by major geological period (CM2-3: Paleozoic; CM4-5: Mesozoic; CM6-8: Cenozoic) and, on the other hand, cross-disciplinary approaches (CM9-10: Isotopic geochemistry; CM11-12: Biomechanics).

The practical assignments illustrate examples of paleoenvironmental reconstruction based on the study of fossil records: PA1, Paleozoic macroflora (Graissessac); PA2-3, Early Pleistocene macroflora (Bernasso); TP4, Recent Pleistocene Pollen (La Gourre); TP5, Holocene Geochemistry.

See the full page

The aim of this course is to introduce the concepts and tools used to observe and describe minerals and magmatic and metamorphic rocks and to understand their formation. The course will begin with an introduction to the concepts of mineralogy (crystallography, crystal chemistry) and the tools needed to identify the minerals that make up magmatic and metamorphic rocks. You will then study the structure and nature of the mantle and the processes involved from the formation of magmas to the eruption of magmatic rocks: partial melting, crystallization, crustal assimilation, and magmatic mixing. You will learn to distinguish between different magmatic series based on their chemical compositions and physical properties. The link between eruptive processes, hazards, and volcanic risks will also be discussed. In the third part, we will introduce the main variables (pressure, temperature, time) and the different geodynamic contexts of metamorphism. We will look at the different metamorphic facies, the structures and textures of metamorphic rocks, and you will learn to recognize mineral reactions and interpret them in terms of metamorphic evolution.

The combined study of magmatic and metamorphic rocks will provide the basis for understanding issues related to the geodynamics of the Earth's interior, geochemical cycles, mineral resources, etc.

See the full page

See the full page

The objective of this EU is to understand the mechanisms used by organisms to cope with the constraints of the aquatic environment. Using animal models (mollusks, crustaceans, fish) and plants (macro- and microalgae, aquatic angiosperms), this course will address the various dimensions of the adaptive biology of organisms, ranging from their ability to acclimatize and adapt to change, to their physiological limits and the optimization of phenotypic traits in response to environmental constraints. This course aims to study: 

- major concepts and approaches in ecophysiology;

- ecophysiological responses (from gene expression to organism performance and behavior), using various aquatic ecosystems (intertidal, estuarine, polar, cave-dwelling, and abyssal) as examples;

- the integration of structure-function relationships in a given environmental context.

On a practical level, this course will enable students to study how organisms function using simple physiological measurements and learn how to set up experiments. Presentations of scientific articles selected by the instructors will supplement the knowledge acquired in class. 

See the full page

This course presents the biology of parasitic eukaryotic organisms, taking into account their diversity. We will therefore cover both single-celled organisms and vertebrates.

In addition to physiological, anatomical, and morphological aspects, considerable attention will be given to describing their life cycles, which necessarily involve a phase of transmission to an obligate host.

See the full page

The objective is to provide students with knowledge about the biology, ecology, and evolution of three taxonomic groups in question. Beyond species identification (which will be covered extensively), this course will address the evolution and systematics of the taxonomic group in question, fundamental ecology (evolutionary and functional ecology), applied ecology (conservation), physiology, legislation, and methods of study and identification.

After a general introductory course, two areas of study will be offered in parallel. One will focus on Mediterranean flora, the other on fauna (amphibians, reptiles, and birds).

Flora

The French Mediterranean coastline is home to more than two-thirds of the flora found in mainland France. This course provides an introduction to this exceptional diversity and the underlying mechanisms. It is designed to enable students to 1. describe a plant in order to identify the characteristics useful for identification, and 2. use different identification tools and understand their strengths and limitations. The course will incorporate innovative teaching approaches, combining the use of traditional tools (paper flora) and digital tools (FloreNum, PlantNet), in order to enable learning tailored to the student's knowledge (from beginner to knowledgeable amateur). Species identification will form the basis for studying their biology and ecology and for addressing the concepts of evolution and phylogeny. To this end, workshops will be held in parallel with practical sessions: 1. construction of a morphological classification to be compared with traditional classifications (morphological and phylogenetic), 2. introduction to the ecology of species through a habitat-based approach, and 3. diachronic study of developmental biology by monitoring the growth of wild species planted under controlled conditions.

Animals

The objective is for students to acquire/deepen their knowledge of the biology of birds, amphibians, and reptiles, which are models of choice in fundamental ecology (ethology, evolutionary ecology, functional ecology), applied ecology (conservation biology), and environmental education/teaching. Beyond species identification, this area of study will address the evolution and systematics of these taxa, their physiology, and their ecological and behavioral characteristics.

Each group (Fauna - Flora) will have 12 hours of fieldwork available (half of which will be shared by both groups) to be carried out according to terms to be defined (four half-day outings or two full-day outings). Practical work may be carried out on university sites (university campus - Labex CEMEB experimental field at CEFE - Botanical Garden) that are suitable for studying the various organisms.

Cross-cutting concept

The EU is organized around a concept common to both TP groups which, through a flipped classroom approach, will enable students to use the species observed to identify key concepts in conservation biology. In S4, the focus will be on distribution (chorology) and the concept of rarity at different spatial scales. These concepts will support methodological questions relating in particular to the estimation of organism abundance. To this end, at the end of the sequence, students will present a taxon of their choice, from among those proposed in the EU, which illustrates the concept of distribution.

See the full page

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

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

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

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

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