M1 - Water Resources (ER)

Project management encompasses all the methods, tools, and techniques used to organize the execution of a project and achieve its objectives, from the initial concept through to completion.

Practical, real-world scenarios will be incorporated through exercises or case studies to help students develop the right habits and learn how to use project management tools.

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The EU Bibliographic Project consists of training in literature review, including the use of search engines, databases, and bibliographic reference management tools. Students work in pairs on a topic they have chosen themselves, related to their field of study. This literature review culminates in the preparation of a summary and a poster.

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The EU draws on fundamental principles of physics (conservation of mass, energy, and momentum) to address issues related to river hydraulics (flood management, habitats, ecological continuity) and water transport networks (irrigation, drainage, and wastewater treatment).
The coursework relies heavily on experiments conducted at Supagro’s hydraulic testing facility, where students study uniform flow, flow through control structures, and transitional flow regimes. The analysis of these processes requires students to apply the theoretical knowledge acquired during the module, as well as problem-solving tools, to diagnose real-world situations. 

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This course unit is designed to enable students to gain in-depth knowledge of how aquatic ecosystems function and to identify threats and vulnerabilities in the face of local pressures and climate change.

It will also enable students to 1) understand the specific characteristics of how benthic ecosystems function and the ecological roles of their components, 2) acquire in-depth knowledge of how aquatic ecosystems function, 3) gain knowledge about the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change, and human activities on aquatic ecosystems, their functioning, and their components, including the associated socioeconomic repercussions. This course unit will develop monitoring networks for the marine environment and the health of harvested marine animals by addressing mortality issues.

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Water lies at the heart of multiple and conflicting issues, visions, and interests. The interplay of these various elements raises questions about integrated water resources management (IWRM) and regulation (particularly through public policy), the balance between collective and private values, and decision-making processes concerning collective issues—in short, governance. Decentralization, water and sanitation services, basin-level management, the European Water Framework Directive, and financial flows, in particular, illustrate various facets of governance.

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The issue of contaminants in the aquatic environment is addressed from a multidisciplinary scientific perspective (chemistry, geochemistry, microbiology, etc.), while also addressing the regulatory aspects:

• Overview of the main contaminants in the aquatic environment: chemical contaminants such as major elements, trace metals, organic micropollutants (pesticides, hydrocarbons, endocrine disruptors, microbiological contaminants, etc.), radioactive elements, and biological contaminants such as microorganisms, pathogenic bacteria, viruses, etc.

• Focus on certain contaminants based on aquatic environments, taking into account, in particular, the hydrochemical characteristics of the water in relation to the geological and environmental contexts of hydrologic and hydrogeologic basins.

• An overview of interactions between microorganisms and organic and inorganic contaminants, and their impact on the fate of contaminants in the aquatic environment; applications in bioremediation.

These lessons are illustrated using examples from current events, such as antibiotic resistance, and/or the speakers’ research topics.

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The EU curriculum is organized into three parts:

1) The Water Cycle and Water Balance
• The Main Water Reservoirs
• The Mechanisms of the Water Cycle
• Water Circulation: From the Global Scale to the Watershed Scale
• Humans: Their Impact on the Water Cycle

2) The Atmospheric Phase of the Water Cycle – Hydrology
• The watershed
• Atmospheric circulation and precipitation
• Evapotranspiration
• Infiltration
• Runoff

3) The underground phase of the water cycle – Hydrogeology
• Porous media and their hydrodynamic properties
• Different types of aquifers
• Piezometric levels and maps

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The “Ocean, Atmosphere, Climate” module aims to present the fundamental principles of atmospheric dynamics and ocean dynamics and offers a critical and well-documented perspective on climate change. The course is based on the analysis of official documents describing global change, well-documented discussions of key issues, and case studies applied to various global contexts.

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The module’s content is organized as follows: - a series of lectures: 1. Water Resources and Food Security; 2. The Environmental Impact of Agriculture on Water Resources and Aquatic Environments; 3. Current Advances and Challenges in Agricultural Research for Optimizing Water Consumption by Plants; and 4. Water Demand Management in Agriculture. -Tutorials: Food Security and Future Scenarios. -A future-oriented exercise in small groups will be conducted to develop scenarios regarding the state of water resources and food production based on a case study of a country in the Global South.

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To present the main processes associated with liquid effluent treatment, as well as the treatment and management of the byproducts generated. This course is based on learning to conduct a comprehensive ecological assessment focused on the challenges of water resource management, wastewater, and wastewater treatment byproducts. The design and implementation of treatment processes are addressed through the context of the urban and industrial water cycle.

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This module aims to provide the fundamentals of near-surface and borehole geophysical investigation methods used in the field of hydrogeophysics. These approaches are designed not only to characterize reservoir structure (geometry, lithologies) but also to detect, locate, and quantify fluid flow. We will also cover the processing and analysis of this data using various specialized software programs.

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English tutorial course for students in the Water Sciences program who are working toward professional proficiency in English.

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A better understanding of water transfer processes in the unsaturated zone (UZ) of the soil is essential, whether for estimating the runoff/infiltration split in hydrological models or for quantifying groundwater recharge in the hydrodynamic models used in hydrogeology.
This course unit will focus primarily on laboratory practicals involving soil columns. Following a review of the equations governing mass transfer in the unsaturated zone, an introduction to modeling mass transfer in the unsaturated zone will be provided using the HYDRUS 1D software.
The lab sessions for this course unit involve conducting experiments under controlled conditions (known rainfall intensity and duration, known drought period, imposed surface load, sand or disturbed soil column with known grain size distribution) to study water transfer in unsaturated media and to continuously monitor the temporal evolution of water content and water potential at various depths.

This course unit will focus primarily on laboratory practicals involving soil columns. After a review of the equations governing water and solute
in the unsaturated zone, students will be introduced to modeling transport processes in the unsaturated zone using the HYDRUS 1D software.

The lab exercises for this course consist of conducting experiments under controlled conditions (known rainfall intensity and duration, known drought period, surface load, sand column, or a remolded soil
e with known particle size distribution) to study water transfer in an unsaturated medium and to continuously monitor the temporal evolution of water content and water potential at various depths.

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This learning unit focuses on mastering communication tools for the professional world, specifically learning: -(i) how to write a resume, a cover letter, and an email for an unsolicited application; -(ii) how to introduce oneself briefly, either verbally or in writing; -(iii) how to answer interview questions and avoid common pitfalls.

Learning these tools involves a theoretical introduction to them, but also—very quickly—putting them into practice. To this end, students will work in small groups, simulating realistic situations such as job interviews and presentations. The goal is to help them master these various tools as effectively as possible.

All courses are taught in the form of lab sessions, with a particular emphasis on:

• during “reality show”-style sessions, where each participant will have to introduce themselves to the others in less than 3 minutes, will be placed in job-interview scenarios, or will have to submit unsolicited applications or give impromptu presentations.
• On workshops for writing emails, cover letters, and resumes.

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This course is divided into two parts: one focusing on surface water and atmospheric water, and the other on groundwater. This course builds on the “Water Cycle” course from the first semester and lays the essential foundation for the specialized courses in hydrodynamics and physical hydrology that will be offered in the second semester. It therefore serves as a transitional course between fundamental knowledge of the water cycle and specialized knowledge related to the study and characterization of surface and groundwater resources.

Lectures combined with integrated tutorials are supplemented by practical exercises in the lab using computers and hydrogeological maps.

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The GIS Practice course consists of training in the use of Geographic Information Systems, covering basic concepts related to geographic information and proficiency in the open-source software QGIS. The majority of the course is devoted to an introduction through a combination of lectures and hands-on exercises. A personalized capstone mapping project allows students, at the end of the course, to apply the concepts they have learned. An introductory lecture by industry professionals provides context for the relevance of GIS approaches in general hydrology.

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Optimized management and protection of water resources (both surface and groundwater) require consideration of water quality. The assessment of the qualitative status of water bodies—particularly in light of current legislative frameworks—is based on specific chemical and microbiological quality criteria, as well as standards tailored to the intended uses of these resources.

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This course unit will take place throughout the first year of the master’s program, in several phases:

• Phase¹: Prior to the hydrogeology fieldwork course (M1 Fieldwork Course), tools and methods focused on creating cross-sections and hydrogeological logs will be presented, in order to analyze the in situ geological measurements collected during the fieldwork course.
• Phase²: Field and laboratory exercises involving the mapping of geological sections and logs will be conducted during the^first and^second semesters on an ad hoc basis, with increasing difficulty. Students will therefore be required to complete a certain number of sections throughout the year.
• Step³: Presentation and drawing tools will be used to present the latest cross-sections and logs completed at the end of the year.

The work will initially be done in groups of four, then in pairs. By the end of the year, the work will be done individually.

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English tutorial course for students in the Water Sciences program who are working toward professional proficiency in English.

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As part of this course unit, students will be expected to: - (1) combine the analysis of hydrodynamic measurements with hydrochemical or geophysical data collected in situ; - (2) process and analyze this data using appropriate software; - (3) to interpret this data by integrating the knowledge acquired in the courses “Fieldwork,” “Hydrogeophysics,” “Water Quality and Microbiology,” and “Subsurface Hydrodynamics.”

This course unit will include a brief theoretical introduction, followed by hands-on instruction in a dedicated classroom (Hydraulics Hall) and a field trip designed to help students connect the various concepts of hydrodynamics and hydraulics in the context of setting up a water collection and treatment system for drinking water supply.

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This course unit is organized into the following activities: Getting Started—The R Environment; Structures in R; Input and Output in R; Manipulating Structures in R; Fundamentals of Algorithms; Programming Structures in R; Group Mini-Project: Creating an R function to address a real-world “water” problem

Objectives*:

The course aims to 1) introduce the basics of the interpreted language used in engineering tools (environment, structures, input/output, structure manipulation, graphics, programming), 2) to provide the fundamental theoretical knowledge needed to create their own functions and programs using practical examples in water sciences so that 3) students can independently continue their self-directed learning and develop expertise in R.

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Historically, the issue of managing access to water resources first arose in relation to river water—which is closely tied to prevailing climatic conditions—and water supplied by man-made distribution systems. It is only more recently that the management of groundwater—which is less prone to short-term shortages (except for aquifers associated with surface watercourses)—has been considered. In most cases, access to these groundwater resources is on an individual basis, with each user (particularly agricultural users) accessing them through drilling at the exact location where they are needed. However, these groundwater resources also require management, as they are increasingly being exploited and, in some cases, even overexploited.

This module addresses the issue of groundwater resource management by first presenting the contributions of each physical science discipline (geology, hydrogeology, geochemistry, isotope analysis) and their tools for understanding aquifers (in terms of geology: outcrops, boreholes, well logging, seismic profiles, etc.; in hydrogeology: piezometry, pumping tests, intake/discharge points, withdrawal volumes, etc.): geometry, structure, and hydrological functioning.

He then discusses the importance of groundwater for the various uses for which it is drawn. The economic value of groundwater is thus examined in this section (Qureshi et al., 2012). The challenges involved in determining the volume of groundwater abstractions and the methods used to identify them are also outlined.

He then describes the various problems posed by aquifers: current or future overexploitation of groundwater, deterioration in groundwater quality, the threat of saltwater intrusion, soil salinization, etc.

Finally, it lists the various methods for rebalancing groundwater supply and demand. First, it outlines ways to increase water supply (active groundwater management, substitution between resources) or to prevent the contamination of high-quality water by lower-quality water. Examples: active management of karst aquifers (the Lez system), artificial recharge (e.g., the Seine catchment fields in Paris), inter-seasonal/inter-annual recharge (Llobregat, Catalonia), recharge using wastewater (California), and dams designed to prevent the contamination of freshwater by saltwater.

Second, it outlines solutions that address water demand. These solutions are rooted in two drivers of individual decision-making that can sometimes be combined: the maximization of individual utility and participation in a society that fosters “prosocial” behaviors. The study will explore solutions that directly affect groundwater demand (pricing, quotas, market-based trading of water rights) as well as indirect solutions (purchasing land to create a sanctuary for a resource in need of protection; agricultural or energy policies that can positively or negatively influence the growth of individual withdrawals, etc.).

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The EU curriculum is organized into five units: 

1. An introduction to the techniques and principles of optical, thermal, and radar remote sensing,
2. An overview of the main data sources (images, altimetry products) and a hands-on exercise in data retrieval,
3. Learning through practice the methods of preprocessing (geometric and radiometric corrections) for optical and radar images, which are frequently used in Geographic Information Systems
4. A series of lectures and hands-on exercises illustrating the value of various types of remote sensing data for hydrology and 
5. The Role of Remote Sensing in Addressing Environmental Issues

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This lesson unit is organized into the following activities:

Analytical Solutions to the Diffusivity Equation

Conducting and Interpreting Well Tests

Introduction to Digital and Analog Modeling

Properties and Characteristics of Fractured and Karst Aquifers

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This module aims to provide students with a practical understanding of the implementation of IWRM and public participation in water management through an active learning approach.

It is centered on “Cooplage,” a support system for implementing participatory approaches to water management developed by researchers at the UMR GEAU, and the associated Agreenium MOOC, Terr’eau & co.

Students will work in small groups—comprising students from different tracks within the Master’s in Water program—on case studies drawn from the instructors’ ongoing research projects. Learning will take place through the application of certain tools from the “Cooplage” program to their case studies, particularly modeling and participatory simulation in the form of role-playing. To ground their work in real-world context, students will be connected with the stakeholders involved in these case studies. 

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In Water Sciences, the use of probability and statistics for analyzing hydroclimatic and water quality data is essential. Lectures and application-based tutorials will help students brush up on their skills (covering high school and undergraduate-level problems), after which several new concepts will be introduced (including the test of conformity to a distribution).

The course is organized around the following chapters:

1. Elementary Probability Theory, Combinatorial Analysis. (Lecture 1, Tutorial 1)
2. Discrete and continuous random variables. Probability distribution and probability density function. Expectation, variance, covariance. (Lecture 2, Lab 2)
3. Simple Linear Regression (covered in Tutorial 3)
4. Multiple Linear Regression (covered in Tutorial 3)
5. Some Common Probability Distributions (Binomial, Poisson, Normal, Gamma, Gumbel) and Their Applications (Lecture 3, Lab 4)
6. Tests for Membership in a Law (covered in TD5)

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