Climate PBL
- Code : N8EM05E
In brief
Objectives
At the end of the sixteen 1h45 sessions of the Climate PBL, engineering students will be able to:
- Describe the predominant phenomena of the water cycle and atmospheric circulation
- Explain the mechanisms responsible for climate change and its impacts
- Organize a sequence of processes using conceptual diagrams
- Integrate multiple pieces of information from scientific literature
- Select key facts to explain complex scientific concepts
- Generate educational resources that can be easily used by other scientists
Description
The Table below presents the program of the 16 sessions of the “Climate PBL”. The first two sessions are grouped into a half-day for an introduction to the course, followed by training in the animation of the Climate Fresk. The last two sessions, also grouped into half a day, are devoted to "reverse lectures", during which three groups of students present a summary of the "Active Multimedia Conference" (AMC) they have constructed. Between these two half-days, the sessions combine lectures by teachers and group work workshops under the supervision of these experts.
|
Slots |
Sequencing of sessions |
LC |
PD |
OL |
OP |
HR |
MB |
DA |
OT |
Total | |
|
TD |
1 |
Presentation of the Climate PBL and "Climate Fresk" facilitation training |
|
|
|
|
|
|
1 |
1 |
2 |
|
TD |
2 |
|
|
|
|
|
|
1 |
1 |
2 | |
|
CM |
3 |
Additional greenhouse effect |
|
|
|
|
|
|
1 |
1 |
2 |
|
CM |
4 |
Disruption of the water cycle |
|
|
|
|
1 |
|
|
1 |
2 |
|
CM |
5 |
Flooding |
|
|
1 |
|
|
|
|
|
1 |
|
CM |
6 |
Freshwater resources |
1 |
|
|
|
|
|
|
|
1 |
|
CM |
7 |
Cyclones |
|
|
|
1 |
|
|
|
|
1 |
|
CM |
8 |
Carbon Cycle (three cards in the Fresk) |
|
1 |
|
|
|
|
|
1 |
2 |
|
CM |
9 |
Aerosols |
|
1 |
|
|
|
|
1 |
|
2 |
|
CM |
10 |
Air Temperature Rise |
|
|
|
|
|
|
1 |
1 |
2 |
|
CM |
11 |
Ice melting (three cards in the Fresk) |
|
|
1 |
|
|
|
1 |
|
2 |
|
CM |
12 |
Rising water temperature |
|
|
1 |
|
|
|
1 |
|
2 |
|
CM |
13 |
Extreme climate events |
|
|
|
|
|
1 |
1 |
|
2 |
|
CM |
14 |
Floods |
1 |
|
|
|
1 |
|
1 |
|
3 |
|
TD |
15 |
Defences of the "Multimedia Pedagogical Conferences" projects and mini-fresks |
|
|
|
|
1 |
|
|
1 |
2 |
|
TD |
16 |
|
|
|
|
1 |
|
|
1 |
2 | |
|
|
|
TOTAL |
2 |
2 |
3 |
1 |
4 |
1 |
9 |
8 |
30 |
Bibliography
Climate-energy issues, murals and mini-fresks
[1] Former les ingénieurs du XXIème siècle, The Shift Project,
https://theshiftproject.org/former-les-ingenieurs-a-la-transition
[2] La Fresque du Climat, https://fresqueduclimat.org/
[3] Wiki de La Fresque du Climat, https://fresqueduclimat.org/wiki
[4] O. Thual, La construction de mini-fresques au service d'une pédagogie active, J. Pratiques Pédago. INP 0912 (2020) pp. 11. [format pdf] et [diaporama]
[5] E. Di Maria, O. Thual, l'équipe enseignante de l'APP Climat et la promo 2MFEE EE 2020, Mini-Fresques, l'APP Climat 2020, Éd. Ress. Pédago. Ouv. INP 0525 (2020) 20h
[6] V. Dryander, O. Thual, l'équipe enseignante de l'APP Climat et la promotion MFEE EE 2021, Mini-fresques et Conférences Actives Multimédias de l'APP Climat 2021, Éd. Ress. Pédago. Ouv. INP 0813 (2020) 12h
IPCC reports
[8] AR6 Climate Change 2021: The Physical Science Basis
Session 1 ou session unique - Contrôle des connaissances
| Modalité | Nature | Coefficient | Remarques |
|---|---|---|---|
| CT (contrôle terminal) | Rapport | 50% | Rapport APP Climat |
| CT (contrôle terminal) | Bureau d'Etudes | 50% | BE APP Climat |
