Students use graph theory to create social graphs for their own social networks and apply what learn to create a graph representing the social dynamics found in a dramatic text. Students then derive meaning based on what they know about the text from the graphs they created. Students learn graph theory vocabulary, as well as engineering applications of graph theory.

Students learn about an important characteristic of lines: their slopes. Slope can be determined either in graphical or algebraic form. Slope can also be described as positive, negative, zero or undefined. Students get an explanation of when and how these different types of slope occur. Finally, they learn how slope relates to parallel and perpendicular lines. When two lines are parallel, they have the same slope and when they are perpendicular their slopes are negative reciprocals of one another.

Students analyze their social networks using graph theory. They gather data on their own social relationships, either from Facebook interactions or the interactions they have throughout the course of a day, recording it in Microsoft Excel and using Cytoscape (a free, downloadable application) to generate social network graphs that visually illustrate the key persons (nodes) and connections between them (edges). The nodes in the Cytoscape graphs are color-coded and sized according to the importance of the node (in this activity, nodes are people in students' social networks). After the analysis, the graphs are further examined to see what can be learned from the visual representation. Students gain practice with graph theory vocabulary, including node, edge, betweeness centrality and degree on interaction, and learn about a range of engineering applications of graph theory.

Students are introduced to different ways of displaying visual spectra, including colored "barcode" spectra, like those produced by a diffraction grating, and line plots displaying intensity versus color, or wavelength. Students learn that a diffraction grating acts like a prism, bending light into its component colors.

Students simulate disease transmission by collecting data based on their proximity to other students. One option for measuring proximity is by having Bluetooth devices "discover" each other. After data is collected, students apply graph theory to analyze it, and summarize their data and findings in lab report format. Students learn real-world engineering applications of graph theory and see how numerous instances of real-world relationships can be more thoroughly understood by applying graph theory. Also, by applying graph theory the students are able to come up with possible solutions to limit the spread of disease. The activity is intended to be part of a computer science curriculum and knowledge of the Java programming language is required. To complete the activity, a computer with Java installed and appropriate editing software is needed.

Students learn about water poverty and how water engineers can develop appropriate solutions to a problem that is plaguing nearly a sixth of the world's population. Students follow the engineering design process to design a gravity-fed water system. They choose between different system parameters such as pipe sizes, elevation differentials between entry and exit pipes, pipe lengths and tube locations to find a design that provides the maximum flow and minimum water turbidity (cloudiness) at the point of use. In this activity, students play the role of water engineers by designing and building model gravity-fed water systems, learning the key elements necessary for viable projects that help improve the lives people in developing communities.

In a multi-week experiment, student groups gather data from the photobioreactors that they build to investigate growth conditions that make algae thrive best. Using plastic soda bottles, pond water and fish tank aerators, they vary the amount of carbon dioxide (or nutrients or sunlight, as an extension) available to the microalgae. They compare growth in aerated vs. non-aerated conditions. They measure growth by comparing the color of their algae cultures in the bottles to a color indicator scale. Then they graph and analyze the collected data to see which had the fastest growth. Students learn how plants biorecycle carbon dioxide into organic carbon (part of the carbon cycle) and how engineers apply their understanding of this process to maximize biofuel production.

In this activity, students will use cookies to simulate the distribution of our nonrenewable resources (energy). Then, they will discuss how the world's growing population affects the fairness and effectiveness of this distribution of these resources and how engineers work to develop technologies to support the population.

Students use water balloons and a length of string to understand how the force of gravity between two objects and the velocity of a spacecraft can balance to form an orbit. They see that when the velocity becomes too great for gravity to hold the spacecraft in orbit, the object escapes the orbit and travels further away from the planet.

The Great Pacific Garbage Patch (GPGP) is an intriguing and publicized environmental problem. This swirling soup of trash up to 10 meters deep and just below the water surface is composed mainly of non-degradable plastics. These plastic materials trap aquatic life and poison them by physical blockage or as carriers of toxic pollutants. The problem relates to materials science and the advent of plastics in modern life, an example of the unintended consequences of technology. Through exploring this complex issue, students gain insight into aspects of chemistry, oceanography, fluids, environmental science, life science and even international policy. As part of the GIS unit, the topic is a source of content for students to create interesting maps communicating something that they will likely begin to care about as they learn more.

Students are introduced to innovative stormwater management strategies that are being used to restore the hydrology and water quality of urbanized areas to pre-development conditions. Collectively called green infrastructure (GI) and low-impact development (LID) technologies, they include green roofs and vegetative walls, bioretention or rain gardens, bioswales, planter boxes, permeable pavement, urban tree canopy, rainwater harvesting, downspout disconnection, green streets and alleys, and green parking. These approaches differ from the traditional centralized stormwater collection system with the idea of handling stormwater at its sources, resulting in many environmental, economic and societal benefits. A PowerPoint® presentation provides photographic examples, and a companion file gives students the opportunity to sketch in their ideas for using the technologies to make improvements to 10 real-world design scenarios.

Students learn basic marketing concepts and use professional marketing techniques to compose an advertisement for a hybrid vehicle. In the process, they learn the principles of comparative analysis.

Students form expert engineering teams working for the (fictional) alternative energy consulting firm, Greenewables, Inc. Each team specializes in a form of renewable energy used to generate electrical power: passive solar, solar photovoltaic, wind power, low-impact hydropower, biomass, geothermal and (for more advanced students) hydrogen fuel cells. Teams produce poster presentations making a case for their technology and produce an accompanying PDF document using Adobe Acrobat that summarizes the presentation. This activity is geared towards fifth-grade and older students, and Internet research capabilities are required. Some portions of this activity may be appropriate with younger students.

The class forms a "Presidential Task Force" for a week, empowered by the president to find answers and make recommendations concerning the future of the national power grid. Task force members conduct daily debriefings with their research team and prepare a report and presentation of their findings for the president, using an actual policy document as a guide. Although this activity is geared towards fifth-grade and older students and Internet research capabilities are required, some portions may be appropriate for younger students.

Student teams locate a contaminant spill in a hypothetical site by measuring the pH of soil samples. Then they predict the direction of groundwater flow using mathematical modeling. They also use the engineering design process to come up with alternative treatments for the contaminated water.

Students discover how tiny microscopic plants can remove nutrients from polluted water. They also learn how to engineer a system to remove pollutants faster and faster by changing the environment for the algae.

Students visit second- and fourth-grade classes to measure the heights of older students using large building blocks as a non-standard unit of measure. They also measure adults in the school community. Results are displayed in age-appropriate bar graphs (paper cut-outs of miniature building blocks glued on paper to form bar graphs) enabling a comparison of the heights of different age groups. The activities that comprise this activity help students develop the concepts and vocabulary to describe, in a non-ambiguous way, how heights change as children age. This introduction to graphing provides an important foundation for creating and interpreting graphs in future years.

In this lesson, the students will investigate what types of plants and insects they could eat to survive in the Amazon. They will research various plants and/or insects and identify characteristics that make them edible or useful for the trip. The students will create posters and present their findings to the class.

Students are presented with a guide to rain garden construction in an activity that culminates the unit and pulls together what they have learned and prepared in materials during the three previous associated activities. They learn about the four vertical zones that make up a typical rain garden with the purpose to cultivate natural infiltration of stormwater. Student groups create personal rain gardens planted with native species that can be installed on the school campus, within the surrounding community, or at students' homes to provide a green infrastructure and low-impact development technology solution for areas with poor drainage that often flood during storm events.

Students use gumdrops and toothpicks to make lithium atom models. Using these models, they investigate the makeup of atoms, including their relative size. Students are then asked to form molecules out of atoms, much in the same way they constructed atoms out of the particles that atoms are made of. Students also practice adding and subtracting electrons from an atom and determining the overall charges on atoms.