Advanced BioFuels USA

(U.S. Environmental Protection Agency)  Today, the White House Council on Environmental Quality, in conjunction with the U.S. Environmental Protection Agency, announced the winners of the annual Presidential Innovation Award for Environmental Educators (PIAEE) and President’s Environmental Youth Award, (PEYA) recognizing outstanding student leaders in environmental stewardship and K-12 teachers employing innovative approaches to environmental education in their schools. In a ceremony at the White House, 17 teachers and 60 students from across the nation are being honored for their contributions to environmental education and stewardship.
“These awards recognize the outstanding contributions of student leaders and exceptional teachers on some of the most pressing issues facing our nation, including combating climate change and instituting sustainability practices,” said EPA Administrator Gina McCarthy. “Environmental education encourages academic achievement, especially in the sciences, and develops the next generation of leaders in environmental stewardship.”‎
This year, students are receiving awards for projects including activities such as creating a novel water purification method, assessing apples as a sustainable fuel source, and reducing the carbon footprint of a school to help combat climate change.  Teachers being honored this year have employed interactive, hands-on learning projects such as opening a marine science station, designing a solar powered garden irrigation system, building a nature trail, and connecting students to their natural surroundings through field studies. These students and teachers creatively utilize their local ecosystems, environment, community and culture as a context for learning.
“To deal with immense challenges like climate change, we need a generation of leaders who don’t back away from complex environmental problems, and who have the skills to solve them,” said Mike Boots, Acting Chair of the White House Council on Environmental Quality. “Across the country, environmental education is helping develop that generation of leaders, and the students and teachers being recognized today are remarkable examples of this kind of education at its best.”
The PIAEE and PEYA awardees demonstrate the creativity, innovation, leadership and passion for community engagement needed to face difficult environmental challenges. Teachers and students attending the ceremony will also be participating in a workshop led by the White House Office of Science and Technology Policy to discuss climate and best practices in the field of climate education.
And today, NOAA, the US Global Change Research Program, and collaborators from both the National Climate Assessment network of stakeholders (NCAnet) and the CLEAN Network are releasing a series of guides for educators focused on each of the regions covered in the U.S. National Climate Assessment released by the Obama Administration in May 2014. The guides, which are being deployed on climate.gov, aim to help unpack regional findings and scientific messages, provide links to key resources, and connect educators with the climate-relevant information they need.
Additionally, the National Environmental Education Foundation and EPA announced the winner of the 2014 Bartlett Award. This additional recognition is given each year to an exceptionally outstanding PIAEE award winner, who can serve as an inspiration and model to others.
PEYA winners ‎include students from 9 states, including Washington, Iowa, Oklahoma, North Carolina and New Hampshire. PIAEE winners and honorable mentions include teachers from 23 states and territories, including Vermont, Texas, Colorado, Kansas, Guam and Puerto Rico.
For details on the new PIAEE winners, visit http://www2.epa.gov/education/presidential-innovation-award-environmental-educators-piaee-winners
For details on the Bartlett award winners, visit http://www.neefusa.org/bartlettaward.htm
For details on the new PEYA winners, visit: http://www2.epa.gov/education/presidents-environmental-youth-award-peya-winners.
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For example:
Darrin Peters, Rockwood Summit High School
Fenton, Missouri

Darrin Peters developed an innovative curriculum that provides students at Rockwood Summit High School the opportunity to learn about renewable fuel. The project challenges students to conduct web research, design experiments, and produce usable biodiesel that passes ASTM International standards. The students test the fuel in a chassis dynamometer and five-gas emission analyzer at a local technical college. Tests using petroleum diesel and the student-produced biodiesel are conducted using the school’s two diesel vehicles, and students collect data to evaluate horsepower, torque and emissions. Students learn firsthand that vehicles that use biodiesel do not produce hydrocarbons, unlike those that use petroleum diesel. Results of their experiments are recorded in their scientific journals and discussed in the class. Students also present their findings to other schools in the area, businesses, and science centers.  In addition, they serve their community by making the high school a waste vegetable oil collection point for residents and nearby businesses. Several businesses and organizations sponsor the program, and biodiesel that is produced by the students is used in two school biodiesel vehicles.
In addition to teaching students in his organic chemistry class to perform experiments to produce biodiesel, Darrin organized an after-school club for students who are not enrolled in the class. Participation in the after-school program has become popular and productive. As part of the program, students learn how to make hand soap from methanol that is recovered from waste glycerin that is produced from the biodiesel production process. The soap is bottled using containers and labels donated by a local sponsor and is sold to local businesses. Darrin’s approach to environmental education excites and involves students during and after school hours through innovative learning experiences.  READ MORE
 
Region 2
Using Apples as a Locally Sustainable Fuel Source in New York State
New York
Luke Colley, Sleepy Hollow High School

Luke Colley studied the economic and scientific feasibility of producing ethanol from apples to power cars in New York State.
Luke surveyed New York State apple orchards, and determined that apples, one of the most abundant crops in the state, would represent an economically viable raw material for developing ethanol.  He determined that production costs for apple based ethanol could be lower than the current cost of petroleum.  According to his assessment, apple based ethanol would also be more environmentally friendly as it would rely on local, renewable, sustainable foodstuffs, and production thereof would be beneficial to the environment.
Luke then collected waste apples from a New York State apple orchard, fermented and distilled the apples into ethanol, and successfully used this ethanol as an alternative to traditional petroleum.  READ MORE