M1 - Water Resources (WR) - LEARNING

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

A practical scenario is planned using exercises or case studies so that students acquire the right reflexes and learn how to use project management tools.

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The EU Bibliographic Project consists of training in documentary research, 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 course of study. This documentary research is enhanced by the writing of a summary and a poster.

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The EU draws on the principles of physics (conservation of mass, energy, and momentum) to address issues relating to river hydraulics (flooding, habitats, ecological continuity) and water transport networks (irrigation, drainage, sanitation).
The lessons are largely based on experiments at the Supagro hydraulic laboratory, where uniform flows, flows at control structures, and transition regimes are studied. The analysis of these processes draws on the theoretical knowledge acquired during the module and problem-solving tools that can be used to diagnose real-life situations. 

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This course unit should enable students to acquire 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) learn about the specific characteristics of benthic ecosystems and the ecological roles of their components, 2) acquire in-depth knowledge of how aquatic ecosystems function, 3) acquire knowledge about the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change, and anthropization on aquatic ecosystems and their functioning, including socio-economic repercussions. This EU will develop marine environment and marine animal health monitoring networks by addressing mortality issues.

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Water is at the heart of multiple and conflicting issues, visions, and interests. The articulation of these different elements raises the question of 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 management, the European Framework Directive, and financial circuits illustrate, in particular, different 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 regulatory aspects:

• Presentation 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.), radioelements, and biological contaminants such as microorganisms, pathogenic bacteria, viruses, etc.

• Focus on certain contaminants depending on aquatic environments, taking into account the hydrochemical characteristics of the water in relation to the geological and environmental contexts of hydrological and hydrogeological basins.

• Presentation of interactions between microorganisms and organic and inorganic contaminants and their consequences on the fate of contaminants in the aquatic environment; application in bioremediation.

These lessons are illustrated through examples from current events, such as antibiotic resistance, and/or topics researched by the speakers.

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The content of the EU is organized into three parts:

1) Water cycle and water balance
• Main reservoirs
• Mechanisms of the water cycle
• Water circulation: from the global scale to the watershed scale
• Humans: their influence 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 presents the fundamental principles of atmospheric dynamics and ocean dynamics, and provides a critical and well-documented perspective on climate change. The course is based on the analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

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The module content is structured 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-Managing water demand in agriculture. -Tutorials: Food security and prospective scenarios. -A prospective study will be carried out in small groups to produce scenarios relating to the state of water resources and food production based on a case study of a southern country.

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Present the main processes involved in treating liquid effluents and treating and managing the by-products generated. This course is based on learning about the overall environmental impact of water resource management, wastewater, and treatment by-products. The design and implementation of treatment processes are addressed through the urban and industrial water cycle.

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This module aims to provide the basics of near-surface and borehole geophysical investigation methods used in the field of hydrogeophysics. These approaches aim to characterize the structure of the reservoir (geometry, lithologies) but also to detect, locate, and quantify fluid transfers. We will also address the processing and analysis of this data using various dedicated software programs.

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English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

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A better understanding of water transfer processes in the unsaturated zone (UZ) of the soil is essential both for estimating the runoff/infiltration partition in hydrological models and for quantifying groundwater recharge in hydrodynamic models used in hydrogeology.
This course unit will mainly focus on practical work on soil columns in the laboratory. After a review of the equations governing material transfer in the ZNS, an introduction to modeling transfers in the ZNS will be covered using HYDRUS 1D software.
The practical work for this course unit consists of experimenting under controlled conditions (known rainfall intensity and duration, known drought period, surface load, sand or reworked soil column of known grain size) with water transfer in unsaturated environments and continuously monitoring the temporal evolution of water content and water potential at several depths.

This course will focus primarily on practical work on soil columns in the laboratory. After a review of the equations governing water transfer and solute
s in the ZNS, an introduction to modeling transfers in the ZNS will be covered using HYDRUS 1D software.

The practical work for this course unit consists of experimenting under controlled conditions (known rainfall intensity and duration, known dry period, surface load, sand column or reworked soil with known grain size) with water transfer in unsaturated environments and continuously monitoring changes over time in water content and water potential at several depths.

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This course focuses on mastering communication tools for the workplace, i.e. learning: -(i) how to write a resume, cover letter, and email for an unsolicited application; -(ii) how to introduce yourself in a very short time, either orally or in writing; -(iii) how to answer interview questions and avoid pitfalls.

Learning these tools involves a theoretical presentation of the tools, but also very quickly putting them into practice. To do this, students will work in small groups, simulating realistic situations such as job interviews and presentations. The aim is to learn how to master these different tools as effectively as possible.

All teaching is carried out in the form of practical work, with particular emphasis on:

• in "reality show" sessions, where each person will have to introduce themselves to the other in less than 3 minutes, be put in job interview situations, or make spontaneous applications/presentations.
• On workshops for writing emails, cover letters, and resumes.

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This course is divided into two parts, one covering surface water and atmospheric water, and the other covering groundwater. This course builds on the Water Cycle course from Semester 1 and lays the essential foundations for the specific courses on hydrodynamics and physical hydrology that will be taught in Semester 2. It is therefore a transitional course between fundamental knowledge of the water cycle and specific knowledge of the study and characterization of surface and groundwater resources.

Theoretical courses combined with integrated tutorials are supplemented by practical work in the classroom on computers and hydrogeological maps.

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The GIS Practice course consists of training in the use of Geographic Information Systems, incorporating basic concepts relating to geographic information and proficiency in the free software QGIS. Most of the course is devoted to an introduction through a combination of lectures and practical exercises. A personalized summary mapping project allows students at the end of the course to review the concepts they have learned. An introductory lecture with professionals provides perspective on the value of GIS approaches in general hydrology.

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Optimized management and protection of water resources (surface or groundwater) requires consideration of water quality. The assessment of the qualitative status of water bodies, particularly with regard to the legislative frameworks in force, is based on specific chemical and microbiological quality criteria, as well as standards adapted to the types of uses envisaged for these resources.

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English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

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As part of this course unit, students will be required to: - (1) combine the analysis of hydrodynamic measurements with hydrochemical or geophysical information acquired in situ; - (2) process and analyze them using the appropriate software; - (3) interpret them by integrating the knowledge acquired in the "Field Internship," "Hydrogeophysics," "Water Quality and Microbiology," and "Underground Hydrodynamics" courses.

This course will include a short theoretical introduction, followed by practical lessons given in a dedicated room (Hydraulic Hall) and a field trip to connect the various concepts of hydrodynamics and hydraulics in the context of setting up a water collection and treatment system for drinking water supply (AEP).

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This EU is sequenced according to the following activities:

Analytical solutions to the diffusion equation

Well testing and interpretation

Introduction to digital and analog modeling

Properties and characteristics of fractured and karst aquifers

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In water sciences, the use of probability and statistics for processing hydroclimatic or water quality data is essential. Lectures and practical tutorials will help students refresh their knowledge (high school and bachelor's degree exam questions), and then some new concepts will be introduced (in particular, tests of compliance with a law).

The course is structured around the following chapters:

1. Elementary probability theory, combinatorial analysis. (lecture session no. 1, tutorial 1)
2. Discrete and continuous random variables. Probability distribution and probability density function. Expectation, variance, covariance. (lecture session no. 2, TD2)
3. Simple linear regression (covered in TD3)
4. Multiple linear regression (covered in TD3)
5. Some common probability distributions (binomial distribution, Poisson distribution, normal distribution, Gamma distribution, Gumbel distribution) and their applications (lecture 3, tutorial 4)
6. Tests of belonging to a law (covered in TD5)

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This EU is sequenced according to the following activities: First steps - R environment; R structures; Inputs and outputs in R; Manipulating R structures; The basics of algorithms; Programming structures in R; Mini-project in groups on an R function to be created for an applied "Water" problem.

Objectives:

The EU's objectives are 1) to present the basics of the interpreted language of an engineering tool (environment, structures, inputs/outputs, structure manipulation, graphics, programming), 2) to provide the fundamental theoretical knowledge needed to create one's own functions and programs using practical examples in water science so that 3) students can independently continue their self-training and expertise in R.

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

It is based on the "Cooplage" support system for the implementation of participatory approaches to water management, developed by researchers at the UMR GEAU, and the Agreenium MOOC associated with Terr'eau & co.

Students will work in small groups, bringing together students from different tracks of the Master's in Water program, on case studies drawn from the lecturers' current research projects. Learning will take place through the implementation of certain tools from the "Cooplage" system on their case studies, in particular modeling and participatory simulation in the form of role-playing. In order to anchor their work, students will be put in contact with the leaders of these case studies. 

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This course will take place throughout the M1 year, in several stages:

• ^First stage: before the Hydrogeology field course (M1 Field Course), tools and methods focused on creating hydrogeological cross-sections and logs will be presented in order to exploit the in situ geological measurements acquired during the course.
• ^2nd stage: Geological cross-sections and logs will be produced in the field and in the classroom during the^first and^second semesters, on an ad hoc basis, with increasing difficulty. Students will therefore be required to produce a certain number of cross-sections during the year.
• Step³: Presentation and drawing tools should be used to present the latest cuts and logs made at the end of the year.

The work will initially be carried out in groups of four, then in pairs. At the end of the year, the work will be individual.

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