CHOICE 2

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…

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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.

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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. 

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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.

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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.

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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 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).

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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.

View the full page

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…

View the full page

View the full page

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. 

View the full page

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.

View the full page

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.

View the full page