En-en adult batch 3: Difference between revisions
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This batch is about the physics behind climate change. It's the most complicated batch and takes the most time. The recommended duration is '''20 minutes''' for the full version of the game. | This batch is about the physics behind climate change. It's the most complicated batch and takes the most time. The recommended duration is '''20 minutes''' for the full version of the game. | ||
== | ==Cards== | ||
*[[En-en adult card 10 aerosols|Aerosols]] | *[[En-en adult card 10 aerosols|Aerosols]] | ||
*[[En-en adult card 14 energy budget|Energy Budget]] | *[[En-en adult card 14 energy budget|Energy Budget]] | ||
*[[En-en adult card 15 radiative forcing|Radiative Forcing]] | *[[En-en adult card 15 radiative forcing|Radiative Forcing]] | ||
*[[En-en adult card 16 melting of glaciers|Melting | *[[En-en adult card 16 melting of glaciers|Melting Glaciers]] | ||
*[[En-en adult card 17 increase in water temperature| | *[[En-en adult card 17 increase in water temperature|Rising Water Temperatures]] | ||
*[[En-en adult card 19 melting of ice sheets|Melting | *[[En-en adult card 19 melting of ice sheets|Melting Ice Sheets]] | ||
*[[En-en adult card 20 disruption water cycle|Disruption Water Cycle]] | *[[En-en adult card 20 disruption water cycle|Disruption of the Water Cycle]] | ||
==Facilitation advice== | ==Facilitation advice== | ||
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==Correction advice== | ==Correction advice== | ||
Most of the time, batch 3 will be wrong. The connection between [[En-en adult card 21 temperature rise| | Most of the time, batch 3 will be wrong. The connection between [[En-en adult card 21 temperature rise|Rising Air Temperatures]] and [[En-en adult card 18 melting of sea ice|Melting Sea Ice]] established in batch 1 does not help to understand how the [[En-en adult card 14 energy budget|Energy Budget]] leads to the five other cards. Very often, the temperature rises of water and air are seen as consequences of the energy budget. To correct this, the following is a good method: | ||
*Ask the players to define radiative forcing with their own words. If the definition is correct, move on. Otherwise, suggest a metaphore to illustrate it. | *Ask the players to define radiative forcing with their own words. If the definition is correct, move on. Otherwise, suggest a metaphore to illustrate it. | ||
*Ask them what the consequence of radiative forcing is. The answer is the energy budget. | *Ask them what the consequence of radiative forcing is. The answer is the energy budget. | ||
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==Correction== | ==Correction== | ||
[[File:En_en_Adult_Batch_3.png|1000px]] | [[File:En_en_Adult_Batch_3 Oct 2021.png|1000px]] | ||
Once the batch is finished and any questions have been answered, move on to [[En-en adult batch 4|batch 4]]. | Once the batch is finished and any questions have been answered, move on to [[En-en adult batch 4|batch 4]]. | ||
[[fr:Fr-fr_adulte_lot_3]] | [[fr:Fr-fr_adulte_lot_3]] | ||
Latest revision as of 21:20, 31 October 2021
Adult batch #3
This batch is about the physics behind climate change. It's the most complicated batch and takes the most time. The recommended duration is 20 minutes for the full version of the game.
Cards
- Aerosols
- Energy Budget
- Radiative Forcing
- Melting Glaciers
- Rising Water Temperatures
- Melting Ice Sheets
- Disruption of the Water Cycle
Facilitation advice
- For the simplified version, don't forget to remove the Aerosols, Energy Budget and Radiative Forcing cards.
- The cards following the energy budget should be near the middle of the sheet. Don't hesitate to ask the players to move the cards around to make space.
- It is often useful to ask the players what the differences are between the three types of ice.
- Once this batch has been corrected, you can ask the players to draw in arrows in pencil.
Correction advice
Most of the time, batch 3 will be wrong. The connection between Rising Air Temperatures and Melting Sea Ice established in batch 1 does not help to understand how the Energy Budget leads to the five other cards. Very often, the temperature rises of water and air are seen as consequences of the energy budget. To correct this, the following is a good method:
- Ask the players to define radiative forcing with their own words. If the definition is correct, move on. Otherwise, suggest a metaphore to illustrate it.
- Ask them what the consequence of radiative forcing is. The answer is the energy budget.
- Ask them how the excess energy is distributed. The players will realise that the ice melting are on the same plane as the temperature rises and therefore will make the connections.
Correction
Once the batch is finished and any questions have been answered, move on to batch 4.