ECTS
30 credits
Training Structure
College of Sciences
List of Courses
Diversity and Evolution of Present-Day and Past Metazoans N2
Introduction to Evolution
2 creditsFrom Genotype to Phenotype
4 creditsFunctional Ecology
4 creditsQuantification of Risk
4 creditsPersonal and Professional Project
2 creditsCHOICE 2
4 creditsChoose 1 out of 7
Earth Materials
4 creditsHistory of Plants and Natural Environments
4 creditsEcophysiology of Aquatic Organisms
4 creditsParasitic Eukaryotes
4 creditsNaturalist Specialization 1
4 creditsFundamentals of Conservation Biology and Physiology
4 creditsModeling Living Systems: Theory
4 credits
Choose 1 out of 6
History of Plants and Natural Environments
4 creditsEarth Materials
4 creditsFundamentals of Conservation Biology and Physiology
4 creditsEcophysiology of Aquatic Organisms
4 creditsParasitic Eukaryotes
4 creditsNaturalist Specialization 1
4 credits
English S4
2 creditsPlant Diversity
Diversity and Evolution of Present-Day and Past Metazoans N2
Training Structure
College of Sciences
The course builds on the L2 S3 course, focusing on describing the morpho-anatomical characteristics of the major organizational levels of metazoans found in present-day and past faunas, as well as explaining their origin and the dynamics of their emergence through the acquisition of skills in paleontology and zoology. In S4, the course will primarily explore the major subdivisions within protostome organisms—namely the Lophotrochozoa (annelids, mollusks, brachiopods, etc.) and the Ecdysozoa (arthropods, nematodes, etc.)—while emphasizing their phylogenetic relationships as well as their socio-economic significance and impacts. The course unit is traditionally divided into lectures, tutorials—which will primarily aim to illustrate and support aspects related to the biodiversity of taxons—and laboratory sessions designed to develop skills, notably and mandatorily through the performance of certain dissections.
Introduction to Evolution
ECTS
2 credits
Training Structure
College of Sciences
The objective of this course unit is to understand evolutionary processes at both the micro- and macro-evolutionary scales.
Using examples, hands-on activities, and accessible modeling, the course will aim to present, in a concrete and quantitative way, the effects of the four evolutionary forces operating at the individual and population levels (mutation, migration, selection, and genetic drift). The integration of these microevolutionary processes into larger timescales (e.g., lineage differentiation, speciation) will then be addressed. Finally, the course unit will include an introduction to phylogenetic tools (interpreting and constructing phylogenetic trees) that enable the study of macroevolutionary events (diversification, extinction) and the tracing of changes in character states, particularly by incorporating fossil data.
From Genotype to Phenotype
ECTS
4 credits
Training Structure
College of Sciences
In this course, students will learn about the connections between an individual’s genetic makeup and the development of their morphology, physiology, and lifestyle. The course will focus on understanding the connections between the information contained in the genome and the life cycle of the organism in question, including the cellular characteristics resulting from the expression of genetic information. This information will be placed within an evolutionary context and will help shed light on several major evolutionary transitions, particularly among metazoans.
Functional Ecology
ECTS
4 credits
Training Structure
College of Sciences
The Functional Ecology course aims to provide a solid foundation in the functioning of terrestrial ecosystems, with a particular focus on the role played by living organisms in material flows within these ecosystems. The main processes covered are primary production, consumer relationships—particularly herbivory—and the decomposition and transformation of soil organic matter. For each of these processes, special attention is given to (1) the link between organisms’ strategies and their function within the ecosystem, and (2) basing the presentation of concepts on field observations, highlighting characteristics of organisms or the ecosystem that students might encounter during field trips.
This course thus bridges a broader introduction to ecology in the first semester (HLBE304) and introduces concepts necessary for the third-year course on community ecology.
The focus is on practical aspects, particularly through a series of group-based hands-on activities, in which a simple but scientifically relevant hypothesis will be tested experimentally using an appropriate protocol.
Quantification of Risk
ECTS
4 credits
Training Structure
College of Sciences
This course unit is a natural continuation of the course unit “Description of Variability” presented in S3. Its objective is to provide the concepts and methods underlying modern biostatistics—namely, the quantification of randomness—which is a pervasive issue in the life sciences. This course will serve as an introduction to inferential statistics: parametric and nonparametric tests, linear regression, and analysis of variance. Particular attention will be given to the conditions under which these methods are applicable, as well as to the concepts of Type I and Type II errors, power, replication, and confidence intervals. Each concept will be illustrated using analyses of real and diverse biological data, contributing to the biostatistical literacy necessary to develop critical thinking regarding scientific results. Practical exercises using R will provide training in this standard programming language and the statistical tools implemented within it, while also helping students understand the material covered in class through the application of the methods presented.
Personal and Professional Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Spring
CHOICE 2
ECTS
4 credits
Training Structure
College of Sciences
Earth Materials
ECTS
4 credits
Training Structure
College of Sciences
The objective of this course is to introduce the concepts and tools needed to observe and describe magmatic and metamorphic minerals and rocks and to understand their origin. The course will begin with an introduction to the concepts of mineralogy (crystallography, crystallochemistry) and the tools required to identify the minerals that make up magmatic and metamorphic rocks. You will then study the structure and nature of the mantle, as well as the processes involved from magma formation through to the eruption of igneous 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, volcanic hazards, and risks will also be addressed. In the third part, we will introduce the main variables (pressure, temperature, time) and the various geodynamic contexts of metamorphism. We will examine the various metamorphic facies, as well as the structures and textures of metamorphic rocks, and you will learn to recognize mineral reactions and interpret them in terms of metamorphic evolution.
A combined study of igneous and metamorphic rocks will provide the foundation for understanding issues related to the geodynamics of the Earth’s interior, geochemical cycles, mineral resources, and more…
History of Plants and Natural Environments
ECTS
4 credits
Training Structure
College of Sciences
The course approaches the history of plants, on the one hand, diachronically, by studying each of the major geological periods (Paleozoic, Mesozoic, Cenozoic), and second, in a cross-disciplinary manner, by delving into certain methods for studying paleoenvironments (macroflora, palynology, climate, geochemistry, biomechanics, etc.).
Following an introductory lecture, the lectures cover, on the one hand, the history of plants by major geological period (Lectures 2–3: Paleozoic; Lectures 4–5: Mesozoic; Lectures 6–8: Cenozoic) and, on the other hand, interdisciplinary approaches (Lectures 9–10: Isotopic geochemistry; CM11–12: Biomechanics).
The lab sessions illustrate examples of paleoenvironmental reconstruction based on the study of fossil records: Lab 1, Paleozoic Macroflora (Graissessac); Labs 2–3, Early Pleistocene Macroflora (Bernasso); Lab 4, Recent Pleistocene Pollen (La Gourre); Lab 5, Holocene Geochemistry.
Ecophysiology of Aquatic Organisms
ECTS
4 credits
Training Structure
College of Sciences
The objective of this course unit is to understand the mechanisms organisms use to cope with the constraints of the aquatic environment. Using animal models (mollusks, crustaceans, fish) and plants (macro- and microalgae, aquatic angiosperms), this course unit will address the various aspects of the adaptive biology of organisms, ranging from their ability to acclimate and adapt to changes to their physiological limits and the optimization of phenotypic traits in response to environmental constraints. This course unit aims to examine:
- key concepts and approaches in ecophysiology;
- ecophysiological responses (ranging from gene expression to an organism’s performance and behavior), using various aquatic ecosystems (intertidal, estuarine, polar, cave, and abyssal) as examples;
- the integration of structure-function relationships within a given environmental context.
From a practical standpoint, this course unit will allow students to study how organisms function through simple physiological measurements and to learn how to set up experiments. Presentations of scientific articles selected by the instructors will supplement the knowledge acquired in class.
Parasitic Eukaryotes
ECTS
4 credits
Training Structure
College of Sciences
This unit presents the biology of parasitic eukaryotic organisms, taking their diversity into account. We will therefore cover both unicellular organisms and vertebrates.
In addition to the physiological, anatomical, and morphological aspects, significant attention will be given to describing their life cycles, which necessarily involve a phase of transmission to an obligate host.
Naturalist Specialization 1
ECTS
4 credits
Training Structure
College of Sciences
The objective is to provide students with knowledge about the biology, ecology, and evolution of the three taxonomic groups in question. Beyond species identification (which will be covered extensively), this course unit will address the evolution and systematics of the taxonomic group in question, fundamental ecology (evolutionary and functional ecology), applied ecology (conservation), physiology, legislation, as well as methods of study and identification.
After a general introductory session, two parallel tracks will be offered. One will focus on Mediterranean flora, and the other on fauna (amphibians, reptiles, and birds).
Flora
The French Mediterranean region is home to more than two-thirds of the floral diversity found in metropolitan France. This course unit serves as an introduction to this exceptional diversity and the underlying mechanisms. It is designed to enable students to 1. describe a plant in a way that highlights the characteristics useful for identification and 2. use various identification tools and understand their strengths and limitations. The course will incorporate innovative teaching approaches, combining the use of traditional tools (printed flora guides) and digital tools (FloreNum, PlantNet), to facilitate learning tailored to the student’s level of knowledge (from beginner to knowledgeable enthusiast). Species identification will serve as a foundation for studying their biology and ecology and for exploring the concepts of evolution and phylogeny. To this end, workshops will be conducted in parallel with lab sessions: 1. developing a morphological classification to be compared with traditional classifications (morphological and phylogenetic), 2. an introduction to species ecology through a habitat-based approach, and 3. a diachronic study of developmental biology by monitoring the growth of wild species planted under controlled conditions.
Animals
The goal for students is to acquire or deepen their knowledge of the biology of birds, amphibians, and reptiles, which serve as ideal models in fundamental ecology (ethology, evolutionary ecology, functional ecology), applied ecology (conservation biology), and environmental education/instruction. Beyond species identification, this area of study will address the evolution and systematics of these taxa, as well as their physiology and their ecological and behavioral characteristics.
Each group (Fauna - Flora) will have 12 hours of fieldwork time available (half of which will be shared by both groups), to be carried out according to terms to be determined (4 half-day field trips, or 2 full-day field trips). The practical exercises may be conducted at university sites (university campus—the Labex CEMEB experimental plot at the CEFE—Botanical Garden) suitable for studying various organisms.
Cross-Curricular Concept
The EU is organized around a concept common to both TP groups, which—through a flipped classroom approach—will allow students to use the observed species as a starting point 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, particularly those concerning the estimation of organism abundance. To this end, at the end of the module, students will present a taxon of their choice—from among those proposed in the course—that illustrates the concept of distribution.
Fundamentals of Conservation Biology and Physiology
ECTS
4 credits
Training Structure
College of Sciences
The EU’s goal is to bridge the gap between knowledge of biology and physiology on the one hand, and demography and population dynamics on the other. This approach aims to lay the groundwork for conservation biology by providing insights into 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 featuring small-group presentations, independent group projects, and analyses of real-world restoration cases;
Tutorial 1: Introduction to the course: concepts, activities, and teaching methods. Development of the flipped tutorial schedule
TD2: Ecophysiology and Environmental Physiology (definitions); case studies (invasive species, reintroductions, ecological management)
TD3: Analysis of the consequences of major pollution events (marine and terrestrial), ecological engineering, and passive and active biomonitoring tools.
TD4–16: In a “reverse” format (students take an “active” role, with the instructor providing supplementary information), a series of sessions aimed at establishing
- the links between biology and life strategies on the one hand, and life history traits on the other, using several representative examples (animal and plant species; generalist and specialized species; rare species—including different types of rarity—or widespread, even invasive, species);
- the development of a population's demographics
- changes in a population's demographics resulting from various disturbances, particularly long-term disturbances that affect the population's ability to evolve.
Two tutorial sessions (3 hours total): analysis of various conservation and biomonitoring strategies, taking into account knowledge of organism physiology as well as ecological and behavioral characteristics. Research and analysis of documents, synthesis, and oral presentation of studies / discussion
Practical Training: plant ecophysiological analyses; animal ecophysiological analyses using noninvasive methods (behavioral, physiological, and bioenergetic analyses).
Modeling Living Systems: Theory
ECTS
4 credits
Training Structure
College of Sciences
History of Plants and Natural Environments
ECTS
4 credits
Training Structure
College of Sciences
The course approaches the history of plants, on the one hand, diachronically, by studying each of the major geological periods (Paleozoic, Mesozoic, Cenozoic), and second, in a cross-disciplinary manner, by delving into certain methods for studying paleoenvironments (macroflora, palynology, climate, geochemistry, biomechanics, etc.).
Following an introductory lecture, the lectures cover, on the one hand, the history of plants by major geological period (Lectures 2–3: Paleozoic; Lectures 4–5: Mesozoic; Lectures 6–8: Cenozoic) and, on the other hand, interdisciplinary approaches (Lectures 9–10: Isotopic geochemistry; CM11–12: Biomechanics).
The lab sessions illustrate examples of paleoenvironmental reconstruction based on the study of fossil records: Lab 1, Paleozoic Macroflora (Graissessac); Labs 2–3, Early Pleistocene Macroflora (Bernasso); Lab 4, Recent Pleistocene Pollen (La Gourre); Lab 5, Holocene Geochemistry.
Earth Materials
ECTS
4 credits
Training Structure
College of Sciences
The objective of this course is to introduce the concepts and tools needed to observe and describe magmatic and metamorphic minerals and rocks and to understand their origin. The course will begin with an introduction to the concepts of mineralogy (crystallography, crystallochemistry) and the tools required to identify the minerals that make up magmatic and metamorphic rocks. You will then study the structure and nature of the mantle, as well as the processes involved from magma formation through to the eruption of igneous 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, volcanic hazards, and risks will also be addressed. In the third part, we will introduce the main variables (pressure, temperature, time) and the various geodynamic contexts of metamorphism. We will examine the various metamorphic facies, as well as the structures and textures of metamorphic rocks, and you will learn to recognize mineral reactions and interpret them in terms of metamorphic evolution.
A combined study of igneous and metamorphic rocks will provide the foundation for understanding issues related to the geodynamics of the Earth’s interior, geochemical cycles, mineral resources, and more…
Fundamentals of Conservation Biology and Physiology
ECTS
4 credits
Training Structure
College of Sciences
Ecophysiology of Aquatic Organisms
ECTS
4 credits
Training Structure
College of Sciences
The objective of this course unit is to understand the mechanisms organisms use to cope with the constraints of the aquatic environment. Using animal models (mollusks, crustaceans, fish) and plants (macro- and microalgae, aquatic angiosperms), this course unit will address the various aspects of the adaptive biology of organisms, ranging from their ability to acclimate and adapt to changes to their physiological limits and the optimization of phenotypic traits in response to environmental constraints. This course unit aims to examine:
- key concepts and approaches in ecophysiology;
- ecophysiological responses (ranging from gene expression to an organism’s performance and behavior), using various aquatic ecosystems (intertidal, estuarine, polar, cave, and abyssal) as examples;
- the integration of structure-function relationships within a given environmental context.
From a practical standpoint, this course unit will allow students to study how organisms function through simple physiological measurements and to learn how to set up experiments. Presentations of scientific articles selected by the instructors will supplement the knowledge acquired in class.
Parasitic Eukaryotes
ECTS
4 credits
Training Structure
College of Sciences
This unit presents the biology of parasitic eukaryotic organisms, taking their diversity into account. We will therefore cover both unicellular organisms and vertebrates.
In addition to the physiological, anatomical, and morphological aspects, significant attention will be given to describing their life cycles, which necessarily involve a phase of transmission to an obligate host.
Naturalist Specialization 1
ECTS
4 credits
Training Structure
College of Sciences
The objective is to provide students with knowledge about the biology, ecology, and evolution of the three taxonomic groups in question. Beyond species identification (which will be covered extensively), this course unit will address the evolution and systematics of the taxonomic group in question, fundamental ecology (evolutionary and functional ecology), applied ecology (conservation), physiology, legislation, as well as methods of study and identification.
After a general introductory session, two parallel tracks will be offered. One will focus on Mediterranean flora, and the other on fauna (amphibians, reptiles, and birds).
Flora
The French Mediterranean region is home to more than two-thirds of the floral diversity found in metropolitan France. This course unit serves as an introduction to this exceptional diversity and the underlying mechanisms. It is designed to enable students to 1. describe a plant in a way that highlights the characteristics useful for identification and 2. use various identification tools and understand their strengths and limitations. The course will incorporate innovative teaching approaches, combining the use of traditional tools (printed flora guides) and digital tools (FloreNum, PlantNet), to facilitate learning tailored to the student’s level of knowledge (from beginner to knowledgeable enthusiast). Species identification will serve as a foundation for studying their biology and ecology and for exploring the concepts of evolution and phylogeny. To this end, workshops will be conducted in parallel with lab sessions: 1. developing a morphological classification to be compared with traditional classifications (morphological and phylogenetic), 2. an introduction to species ecology through a habitat-based approach, and 3. a diachronic study of developmental biology by monitoring the growth of wild species planted under controlled conditions.
Animals
The goal for students is to acquire or deepen their knowledge of the biology of birds, amphibians, and reptiles, which serve as ideal models in fundamental ecology (ethology, evolutionary ecology, functional ecology), applied ecology (conservation biology), and environmental education/instruction. Beyond species identification, this area of study will address the evolution and systematics of these taxa, as well as their physiology and their ecological and behavioral characteristics.
Each group (Fauna - Flora) will have 12 hours of fieldwork time available (half of which will be shared by both groups), to be carried out according to terms to be determined (4 half-day field trips, or 2 full-day field trips). The practical exercises may be conducted at university sites (university campus—the Labex CEMEB experimental plot at the CEFE—Botanical Garden) suitable for studying various organisms.
Cross-Curricular Concept
The EU is organized around a concept common to both TP groups, which—through a flipped classroom approach—will allow students to use the observed species as a starting point 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, particularly those concerning the estimation of organism abundance. To this end, at the end of the module, students will present a taxon of their choice—from among those proposed in the course—that illustrates the concept of distribution.
English S4
ECTS
2 credits
Training Structure
College of Sciences
Plant Diversity
Training Structure
College of Sciences
The EU addresses the various groups of plants (“algae,” “cryptogams,” and spermatophytes”), specifying for each group its phylogenetic position and nature (monophyletic or paraphyletic), its origin, and its distinctive features in terms of morphology, anatomy, reproduction, and ecology.
The 4th-grade classes cover the different groups of plants: 4th grade, diversity of “algae”; 5th grade, life cycles of “algae”; 6th grade, “cryptogams”; 7th grade, spermatophytes.
Six tutorials cover cross-cutting concepts through oral and written exercises: Tutorial 1, Biological Cycles; Tutorial 2, Endosymbiosis; Tutorial 3, Interactions; Tutorial 4, Adaptation; Tutorial 5, Polyploidy; Tutorial 6, Phylogeny.
Six lab sessions illustrate the concepts covered in lectures and tutorials using living specimens: Lab 1, “Algae” 1; Lab 2, “Algae” 2; Lab 3, “Bryophytes”; Lab 4, “Pteridophytes”; Lab 5, Gymnosperms, vegetative system; Lab 6, Gymnosperms, reproduction.