In a very hands-on activity, students observe and feel the differences between two cleaning methods, with and without hand soap, using coffee grounds to represent "dirt."Most of the dirt and bacteria on our hands is encased in a thin layer of oil, so because of the properties of oil and water, cleaning your hands with water alone has little effect when trying to remove the dirt. This activity demonstrates the importance of using a surfactant, such as hand soap, when washing your hands.

This unit covers the processes of photosynthesis, extinction, biomimicry and bioremediation. In the first lesson on photosynthesis, students learn how engineers use the natural process of photosynthesis as an exemplary model of a complex yet efficient process for converting solar energy to chemical energy or distributing water throughout a system. In the next lesson on species extinction, students learn that it is happening at an alarming rate. Students discover that the destruction of habitat is the main reason many species are threatened and how engineers are trying to stop this habitat destruction. The third lesson introduces students to the idea of biomimicry or looking to nature for engineering ideas. And, in the fourth and final lesson, students learn about a specialty branch of engineering called bioremediation the use of living organisms to aid in the clean up of pollutant spills.

This article provides background information related to natural resources of the poles, and renewable and non-renewable energy.

This lesson will allow students to explore an important role of environmental engineers: cleaning the environment. Students will learn details about the Exxon Valdez oil spill, which was one of the most publicized and studied environmental tragedies in history. In the accompanying activity, they will try many "engineered" strategies to clean up their own manufactured oil spill and learn the difficulties of dealing with oil released into our waters.

This hands-on experiment will provide students with an understanding of the issues that surround environmental cleanup. Students will create their own oil spill, try different methods for cleaning it up, and then discuss the merits of each method in terms of effectiveness (cleanliness) and cost. They will be asked to put themselves in the place of both an environmental engineer and an oil company owner who are responsible for the clean-up.

This video segment adapted from NOVA follows the clean-up effort after the 1989 Exxon Valdez oil spill off the coast of Alaska. Also featured is a marsh where an oil spill occurred 20 years earlier; analysis suggests that environmental damage may last for decades.

This pathway explores the properties of water that make it essential for life. Key properties of water discussed in this pathway include water as a solvent, hydrogen bonding, specific heat and cohesion.

This story highlights that Mexico's largest oil producer, Pemex, will have their 11 offshore platforms in the Gulf of Mexico connected with new information and communication technology.

Scroll down on this site to read about the relationship between the Saudi and American governments. This site also has information on Saudi Arabia's history, government, politics, and economy.

You may have heard the expression, "You can't get blood from a stone." But what about oil? Can you get petroleum oil from a stone? In this geology science fair project, you'll find out what kinds of stones make the best storage rocks for oil. You'll see which ones soak up oil the fastest, and which ones can hold the most oil. Can a hard rock really act like a soft sponge -- maybe SpongeBob SquarePants could change his name to RockBob SquarePants? Try this science fair project and find out.

In this activity, students act as environmental engineers involved with the clean up of a toxic spill. Using bioremediation as the process, students select which bacteria they will use to eat up the pollutant spilled. Students learn how engineers use bioremediation to make organism degrade harmful chemicals. Engineers must make sure bacteria have everything they need to live and degrade contaminants for bioremediation to happen. Students learn about the needs of living things by setting up an experiment with yeast. The scientific method is reinforced as students must design the experiment themselves making sure they include a control and complete parts of a formal lab report.

This resource provides information about nonrenewable energy sources. There is specific information about each of these energy sources, and lots of maps, charts, tables, and graphs to further the understanding.

The U.S. Geological Survey reports on the latest news affecting the earth today, as well as providing a wealth of data, reports, and information.

During this activity, students learn how oil is formed and where in the Earth we find it. Students take a core sample to look for oil in a model of the Earth. They analyze their sample and make an informed decision as to whether or not they should "drill for oil" in a specific location.