A few quick questions on how human activity creates an energy imbalance, the indicators that show warming, and mitigation versus adaptation. Taught in class; use this to check yourself.
The Sun hasn't changed, but Earth is warming. What has?
Your teacher covers the causes, the evidence and the responses in class. These questions check the basics using the energy balance model from the lessons on screen.
Make your prediction first. Help opens once you've locked it in.
Does it add greenhouse gases to the atmosphere?
Is it an indicator of climate change?
Is it mitigation or adaptation?
A self-test on human causes of the energy imbalance, indicators of warming, and mitigation and adaptation (AC9S10U04, nodes 4 to 6, taught in class; nodes 4 and 5 hinges). About 16 minutes.
Open the teacher guide: answers, solutions, slides and a worksheet.
A Quick check: a few questions on what students should know for AC9S10U04 nodes 4, 5 and 6, which you teach in class. It has no board, no clip and no new teaching, and it is optional, so it never holds up course completion. Set the width with ?width=minimum, typical (default) or wider.
Use it as a self-test after your teaching, a starter, or revision. Sunlight, energy balance and the greenhouse effect are on screen (nodes 1 to 3). Climate data graphs, local impacts and the evaluation of strategies are for class. Responses involve values as well as science; present the evidence and options, and let students argue their positions.
Linking each indicator back to energy. When a student just names an indicator, ask where the extra energy goes.
Stretch: Choose a strategy (carbon capture, electric vehicles, mangrove restoration) and evaluate it: what does it change in the energy balance, and what are its limits?
Support: Give the energy diagram with in and out arrows and ask where each strategy acts.
Back in class: analyse a real temperature or sea-ice graph; debate or evaluate a response strategy using the model.