Paleogeography and climate change, Theory

Duration

15h Th

Number of credits

Lecturer

Sébastien Doutreloup, Aurelia Hubert

Coordinator

Aurelia Hubert

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

The course is jointly taught by Prof. Aurélia Hubert-Ferrari and Prof. Sébastien Doutreloup. It provides an integrated overview of the climatic and paleogeographic history of the Earth, with a particular focus on the Quaternary and its imprints on Belgian and European environments.

The first part, taught by S. Doutreloup, places recent climate changes into a long-term perspective. It addresses:

• the major paleoclimatic stages since the Precambrian, highlighting the main forcing factors (tectonic, orbital, atmospheric) and the major transitions in Earth's history;
• the paleogeographic evolution of Belgium throughout geological time, in relation to major climatic and eustatic variations;
• the climatic and environmental fluctuations of the Quaternary and the Holocene (Bölling-Alleröd, Dryas, the 8.2 ka and 4.2 ka events, the Medieval Climate Optimum, the Little Ice Age), as well as their impacts on landscapes, ecosystems, and human societies;
• the historical context of current global warming, in comparison with past natural variations and in relation to the challenges of planetary boundaries.

• Introduction to the Quaternary: history of the concept, stratigraphic boundaries and divisions (Pleistocene, Holocene, Anthropocene), and the main geological features of this period;
• Quaternary glaciations and associated paleogeographies: the extent of ice sheets and glaciers, sea-level variations, isostatic rebound, and landscape transformations;
• Quaternary archives and stratigraphy: study of loess and aeolian deposits, palynology, and other biostratigraphic markers, along with records from marine sediments and ice cores.
• Special attention is devoted to Quaternary dating methods, explored through a flipped-classroom approach: students work in small groups on a dating technique (radiometric, isotopic, cosmogenic, etc.), which they study in depth and then present to their peers.

Learning outcomes of the learning unit

Theory

• Ability to trace the history of major climatic and environmental changes and the evolution of the Earth's surface from the Precambrian to the present day, with particular emphasis on Quaternary changes.
• Ability to situate present-day environments and climate within this long-term evolutionary context.
• Understanding of the main paleoclimatic archives (marine sediments, loess, pollen, ice cores) and their contribution to the reconstruction of past climates and paleogeographies.
• Ability to compare and integrate different sources of stratigraphic, geomorphological, and biological information to interpret past climatic variations.

• Ability to read and interpret sedimentary sections, analyze landforms, and develop a logical reasoning linking field observations, stratigraphy, and the regional morphological framework.
• Ability to relate traces of past climates and paleogeographies observed in Belgium to more general theoretical concepts.

• Ability to independently study a Quaternary dating method (radiometric, isotopic, cosmogenic, etc.), and understand its principles and limitations.
• Ability to communicate and transfer this knowledge to peers through an oral presentation and a concise written report.
• Development of transversal skills in collaborative work, bibliographic research, critical thinking, and scientific communication.

Prerequisite knowledge and skills

Basic knowledge in physics, isotope chemistry, geology and geomorphology

Planned learning activities and teaching methods

• Lectures (ex cathedra): presentation of theoretical concepts related to paleogeographic and climatic changes, with a particular focus on the Quaternary and its archives.
• Fieldwork days: direct observation of deposits and landforms in Belgium, allowing students to anchor theoretical knowledge in concrete and regional case studies.
• Flipped classroom approach: students work in pairs (or exceptionally in groups of three, depending on class size) on an in-depth study of a dating method. They prepare and present their findings through an oral presentation.
  
  

Mode of delivery (face to face, distance learning, hybrid learning)

if green light: on-site; if other light: remote (LifeSize)

Course materials and recommended or required readings

required: Lecture notes + PowerPoint files of the course available online in intranet (MyULg, students' portal).

Exam(s) in session

Any session

- In-person

written exam

Out-of-session test(s)

Other : Oral presentation


Further information:

Across all examination sessions:
The final assessment takes the form of a written exam covering both parts of the course.
Field activities are assessed through direct evaluation of each student's performance in the field, with the possibility of an additional question during the written and/or oral exam.

The overall grade is composed as follows, provided that both written exams are passed:

• 15%: group work and participation during field activities
• 40%: written exam grade for Prof. Hubert-Ferrari's part
• 45%: written exam grade for Prof. Doutreloup's part

Work placement(s)

Organisational remarks and main changes to the course

Contacts

A. Demoulin, Sart Tilman B11
Ph. 04.366.56.60 - Fax 04.366.57.22 - E-mail: ademoulin@ulg.ac.be

Association of one or more MOOCs

Items online