Interviewer: I absolutely think that there is not anything out there that’s too hard. You just have to break it down, and know what to focus on and what not to. Anything that can be broken down to the basics can be taught.
Do plants absorb heat? What on earth does that have to do with the greenhouse? What is your hypothesis?
The students will always rise to the occasion.
Yeah, what does the greenhouse effect have to do with global warming?
Interviewee: Well, the main question is—well temperature change, if carbon dioxide is added to the atmosphere.
Interviewer: They’re hard concepts. For example, with climate change and with the greenhouse effect. What I do at the beginning I say, “You know what, college students are learning about this. High school students, and scientists who are a lot older than you. This is what they’re doing, but I’m gonna challenge you to do it.” They all want to, they’re like, “Bring it on.”
Ready, set, go.
Interviewee: Does more CO2 than regular atmosphere affect temperature.
Interviewer: I know it’s complicated. We’re not hitting everything, but by breaking it down to their very basics, I’m sure that there is portions that they can understand. I do feel like we’re making mini-scientists, and active—proactive students.
The eleventh graders who do the same thing as you, and you guys are younger than them, but you did it. Tell someone next to you, “We did it.”