When educators introduce and review energy transfer, we use visible examples like convection tubes or melting wax on the end of a metal wheel. When we apply energy transfer to weather and climate, the transfer is invisible and often intangible for students. Once we discovered how to make energy transfer visible and tangible, students quickly began making connections and considering applications of energy transfer.
This past summer, I attended a climate workshop hosted by UCAR/NCAR in nearby Boulder, Colorado. During a session on gamifying the classroom, I was introduced to a model of the atmosphere that finally made the transfer of energy visible and tangible. [Read more…]