CHOICE3

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- difference between weather and climate

- structure of the atmosphere, radiation balance, greenhouse effect, wind circulation, low-pressure systems/high-pressure systems, tropical cyclones, tornadoes

- general ocean circulation (Munk, major currents, Conveyor Belt)

- geographic distribution and definition of climates

- current climate change

- global water cycle, hydrological balance, water balance, energy balance above a cultivated plot to estimate evapotranspiration

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Understanding the weather and knowing how to use climate data for an ecologist/naturalist.

- climate measurement methods, bioclimate indices;

- Computer lab: climate data, modern archives (century), oscillations, and trends;

- weather reminders, dominant parameters: from large biomes to topoclimate;

- average climate vs. extreme events, their roles and impacts on biodiversity;

- Group work (presentation): regional topics, shared oral presentation;

- Past and future climate change and its impact on biodiversity.

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At the end of this course, students will have acquired the basic knowledge necessary to prepare and carry out scientific communication activities tailored to a target audience, both orally and in writing. They will also be able to design educational materials and awareness-raising workshops for the general public.

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Universities are often perceived as inaccessible places for a large part of society. As part of the UniverlaCité program, which aims to bring the university to priority neighborhoods, students will develop science workshops for schoolchildren in priority education areas. 

The EU will offer students the opportunity to:

1- share their own experiences and leverage the knowledge they have acquired at university in order to best meet the needs of society.

2- Reveal and develop scientific communication skills through the development and implementation of educational materials tailored to the target audience.

The EU will take the form of tutorials and project monitoring (SPS) on predefined topics. The socio-cultural situation of sensitive urban areas will be addressed during the first tutorial. This first tutorial will also serve to lay the foundations for the EU, present the UniverlaCité program in detail, and give a broad overview of scientific mediation.

The following tutorials will serve as sessions during which students, divided into groups, will be asked to propose activities to be implemented. The constraints imposed on them by the teaching team will be: the target audience, the theme (which will be defined by the teaching team and renewed each year), and the need to propose activities outside the school grounds.

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The major human and animal health challenges linked to global changes, namely:

• the degradation of natural environments, leading to a decline in the quality of natural resources (various forms of pollution) and a loss of biodiversity
• climate change
• the artificialization of living environments
• new therapeutic approaches
• globalization of trade
• the standardization of lifestyles

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Science in today's societies is at the heart of many ethical, economic, and societal issues. The aim of this course is to encourage students to reflect on their knowledge and practices through a historical approach to the construction of knowledge and through reflections on the bioethical aspects of science, the place of researchers in society, and the relationship between science and society. The aim is to raise students' awareness of the use of scientific arguments in society and to encourage them to debate and confront contradictory points of view, thereby developing their critical thinking skills. This is therefore an open-minded course unit that allows students to take a broader view while maintaining a scientific approach, in other words, to "look up from the handlebars."

- 7CM = 10.5 hours for History of Science, panhistorical and pangeographical approach

- 4 CM = 6 hours to present the concepts of bioethics and critical thinking that will be necessary for the debates (methodology of controversy, complexity, issues, arguments from authority)

- 2CM= 3 hours on the role of scientists in society (historical approach and discussion of potential pitfalls)

- 2TD = 3 hours on cognitive biases, concepts of epistemology, language traps, and the concept of proof, major types of flawed reasoning

- 4 sessions of 2TD = 4x3 hours = 12 hours of debates on topics at the heart of scientific and societal controversies: GMOs, vaccination, pharmacogenetics and genetic testing, endocrine disruptors, feeding the planet, demographic challenges, climate change, transhumanism, cloning and assisted reproduction, animal experimentation, neuroscience and marketing, biological control, nanotechnologies, etc. Starting with a press article, students work in groups to produce a presentation (which counts towards their assessment) with the aim of providing historical context, presenting opposing viewpoints (ethical and scientific arguments), and then leading a debate. Each debate session (3 hours) will have a theme, and researchers or ECs will be invited to participate in the jury and provide a summary at the end.

In groups and over the course of the EU, students will produce a bibliographic summary on a topic of their choice, with a structured argument, illustrated with carefully chosen examples, placing the subject in the context of the history of science with bioethical considerations. The idea is not simply to recount the history of a subject, but rather to emphasize the links with the advancement of scientific knowledge and the ethical questions raised.

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At the end of this course, students will have acquired the basic knowledge necessary to prepare and carry out scientific communication activities tailored to a target audience, both orally and in writing. They will also be able to design educational materials and awareness-raising workshops for the general public.

See the full page

See the full page

Universities are often perceived as inaccessible places for a large part of society. As part of the UniverlaCité program, which aims to bring the university to priority neighborhoods, students will develop science workshops for schoolchildren in priority education areas. 

The EU will offer students the opportunity to:

1- share their own experiences and leverage the knowledge they have acquired at university in order to best meet the needs of society.

2- Reveal and develop scientific communication skills through the development and implementation of educational materials tailored to the target audience.

The EU will take the form of tutorials and project monitoring (SPS) on predefined topics. The socio-cultural situation of sensitive urban areas will be addressed during the first tutorial. This first tutorial will also serve to lay the foundations for the EU, present the UniverlaCité program in detail, and give a broad overview of scientific mediation.

The following tutorials will serve as sessions during which students, divided into groups, will be asked to propose activities to be implemented. The constraints imposed on them by the teaching team will be: the target audience, the theme (which will be defined by the teaching team and renewed each year), and the need to propose activities outside the school grounds.

See the full page

The major human and animal health challenges linked to global changes, namely:

• the degradation of natural environments, leading to a decline in the quality of natural resources (various forms of pollution) and a loss of biodiversity
• climate change
• the artificialization of living environments
• new therapeutic approaches
• globalization of trade
• the standardization of lifestyles

See the full page