Fire Science 2 Workbook
Fire Science 2 Workbook
Fire Science 2 Workbook
workbook 2
FireScience
A Resource for Science Teachers
Heat
FIRE
Fuel Oxygen
Secondary students
A publication of NSW Rural Fire Service
INTRODUCTION
Every single person in our community is connected in one way or another with fire. Fire may
be disastrous in that it destroys our belongings and interrupts our way of life or fires may be
beneficial by providing us with an energy source which we can use to prepare meals, keep
us warm, transport us and our goods and maintain our standard of living. Developing a better
understanding of the nature and behaviour of fire will enable us to maximise the benefits and
minimise the disastrous effects of fire. ■ It is within this context that FireScience provides
learning experiences through which students can acquire scientific knowledge, skills and
to everyday life. FireScience aims towards developing a fire sensible population that will
be well informed about fire behaviour, management and safety. ■ This student based
activity book relates many of the scientific concepts of fire behaviour and management to the
Syllabus Core of the NSW Science Syllabus in order to promote fire consciousness into the
teaching of science. Science provides a medium in which many of the fire safety concepts
introduced in primary school can be continued into the later years at school.
The activities in this workbook can be photocopied without permission provided that the
WORKBOOK 1
2. MATTER
Carbon dioxide gas in extinguishers ................................................................................. 21
3. MATERIAL SCIENCE
What cars are made of ...................................................................................................... 37
Corrosion ........................................................................................................................... 41
Which building materials are the best to use in buildings in bush fire prone areas? ......... 47
Plastics .............................................................................................................................. 51
Acetylene . ......................................................................................................................... 60
WORKBOOK 2
7. MOTION
Inertia .................................................................................................................................. 6
Speed .................................................................................................................................. 9
Friction . ............................................................................................................................. 15
8. COMMUNICATION
Have you got any sense? .................................................................................................. 20
Radiation ........................................................................................................................... 40
10. ELECTRICITY
Fuses and circuits ............................................................................................................. 51
11. WEATHER
Weather ............................................................................................................................. 58
Temperature ...................................................................................................................... 60
Humidity ............................................................................................................................ 61
Wind .................................................................................................................................. 63
Rainfall .............................................................................................................................. 65
12. ENVIRONMENT
Ants and fire ...................................................................................................................... 70
4.20.1 (a) recognise friction as a contact force, which always acts to oppose motion
(b) identify everyday situations where friction acts in response to the applied force
INERTIA
Inertia is the property of a body to remain at rest or to continue in motion until an outside force acts upon it.
• Fall off the top of a fire truck if it changes its motion or direction of travel.
METHOD
you will need; • 2 dynamic trolleys • plasticine • a couple of old science text books
• Place the old science textbooks under the legs of the desk.
• Release one trolley and allow it to collide into the second trolley.
RESULTS
TROLLEY 1 ?
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TROLLEY 2 ?
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CONCLUSION
DUMMY 1
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DUMMY 2
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FURTHER INVESTIGATION
If the plasticine dummies were real, what sort of injuries might they have?
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Most cars nowadays have seat belts, head restraints and air bags fitted as safety features. These features are designed to
lessen the impact of inertia on the human body. Do all drivers use their seat belts? ..................................................................
Imagine that you are in charge of the Rural Fire Service and one of your tasks is to send out a directive to all Rural Fire
Service personnel about the use of seat belts and riding on vehicles.
Design a simple LOGO and /or newsletter to show that you “mean business” about the compliance to your directive and
STOPPING DISTANCES
The following diagram indicates stopping distances for cars and light vans under ideal conditions on level ground.
Heavy vehicles such as fire tankers may need two or three times this distance to stop. Suggest some reasons for this.
Re-draw the above diagram to show the stopping distances for heavy fire tankers and other heavy vehicles.
The stopping distances may be doubled again in wet weather. Use a different colour on both tables to show the stopping
SPEED
Average speed is the total distance travelled by an object divided by the time taken to travel that distance. It is measured in
S=D
D=SxT
or
T=D
Old Bonalbo Rural Fire Brigade is called to attend a fire, which is 24 kilometres away from the fire shed. If the brigade’s
tanker averages 60 km/h on the journey, how long will it take to get to the fire? (show all of your working)
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Wind speed is one of the most important factors in determining fire behaviour in dry fuels. Any fire burning in dry fuel will be
relatively easy to control providing winds remain calm. What other factor(s) might affect fire intensity?
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Once wind speed increases, the whole range of fire behaviour increases dramatically. As a group discuss and list at least
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• . ............................................................................................................................................................................................
The following table shows the relationship between wind speed and rate of forward spread in forest fires.
1 3
2 3
3 3
5 145
7 230
9 380
10
11 540
12
13 750
14
wind speed
km/hr
1. Above what speed will the rate of spread of the fire increase very rapidly with further increases in wind speed?
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2. Suggest some reasons for increased wind speed near the ground.
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3. On the 7th January 1994 in Sydney the wind speed was 40 km/hr with gusts up to 50 km/hr. Predict from the graph what
the rate of forward spread of the fires burning in that area would have been? ...........................................................................
4. Use the graph to calculate the missing figures in the table. Include your answers in the table.
Be able to run away from a fire coming in my direction on a critical fire day such as was experienced in Sydney on 7th
January 1994?
METHOD
Calculate the average speed at which you can walk, jog and sprint.
(record how long it takes you to cover a measured distance, then divide the distance covered by the time taken )
TIME TAKEN
jogging
1 1
2 2
3 3
average average
average
From your answer to question 3. in the previous set of exercises, the speed at which a fire will spread on a day such as 7th
CONCLUSION
1. Some factors which will affect 7th January 1994 rate of spread are: .....................................................................................
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2. Looking at your average speeds, would you be able to outrun a fire on a day such as this? .................................................
• up a steep hill
• carrying a load
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Thorough planning should result in you never being faced with a life-threatening situation, however fire behaviour is often
unpredictable.
If suddenly threatened by a fire when you are in the open, move onto bare or open ground if available. Do not run uphill or
away from the fire unless you know a safe refuge is handy. Preferably move around the slope of the hill out of the path of
the fire.
Scrape a shallow refuge (the deeper the better) or shelter in a natural hollow, behind a shield or in a river or a pond. Lay
face down on the ground and cover as much of your body as possible so as to protect yourself from radiated heat.
Radiated heat
Trench
Built up
earth
AIM
To compare the speed at which water comes out of a hose under various nozzle settings.
METHOD
• stop watch
Hose
Nozzle
Loop of wire
Wire tracks
(could be the wires in a fence) Target
4. Switch on the tap and direct the nozzle at the target. The target should slide along the wire over the distance “D”.
5. Record the time taken for the target to cover the distance.
6. Repeat this several times and find the average time taken.
8. If you know someone in your local Rural Fire Brigade you might be able to repeat the experiment using the fire tanker hose.
9. Calculate the speed of the water coming from each nozzle setting.
RESULTS
The distance “D” covered by the target each time was ........................................................................................
trial number time taken nozzle setting 1 nozzle setting 2 nozzle setting 3
average
Using nozzle setting 1 the average speed of the water was: ........................................... m/s
Using nozzle setting 2 the average speed of the water was: ........................................... m/s
Using nozzle setting 3 the average speed of the water was: ........................................... m/s
CONCLUSION
1. What happens to the opening of the nozzle when the speed of the water increases?
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2. Does increasing the speed also increase the volume of the water coming from the hose? (you may like to test this by
collecting the water in a bucket and comparing the volumes obtained with different nozzle settings )
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The following diagrams show two variable nozzles used by the Rural Fire Service. You should be able to recognise the
FRICTION
Friction is a force which tends to oppose motion. Friction tends to change moving or kinetic energy into heat energy.
where friction is needed place where we want to reduce friction
Teacher: Demonstrate to the rest of the class the correct method used to strike a match.
If a water pump is left running but no taps are switched on, the same water stays in the pump and may become very hot and
can in some cases boil. Suggest some reasons for this: ............................................................................................................
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A bearing in an electric motor overheats and starts a small fire in the motor. How can a bearing in a motor be prevented from
overheating? . ..............................................................................................................................................................................
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METHOD
• Place a blank piece of paper onto the tread pattern of several tyres.
• Record the vehicle type from which the tread pattern was obtained.
RESULTS
CONCLUSION
1. Does the tread pattern relate to the use to which the vehicle is put? Explain your answer: ...................................................
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3. Under what sort of conditions would the racing cars change their slick tyres to a tread pattern? . .........................................
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a fairly large truck designed to spend much of its working life in the bush
“Heavy lug type tyres typically fitted to bush fire vehicles affords considerably reduced traction on wet concrete and bitumen
surfaces.”
“After a long dry spell, initial falls of rain and the accumulation of dust and oil can make conditions particularly hazardous.”
a 4WD that spends part of its life on the road and part of its life in the bush
FRICTION IN HOSES
When water is propelled through a pipe or a hose, friction is caused by the particles of water rubbing against each other and
1. Length
Loss in water pressure is directly proportional to the length of the hose. This means that if the length of the hose is doubled,
Design an experiment to test this. Use a garden hose and devise a method to determine pressure. Communicate to your teacher how
you have designed this experiment.You may even like to test your design by undertaking the experiment.
2. Internal surface
Loss of water pressure is directly proportional to the roughness of the internal surface of the hose. A lined hose would have
3. Diameter
If the diameter of a hose is doubled the hose should deliver ............................................................................ as much water.
communication
communication
(i) identify particular organs and cells in the human body which detect stimuli including heat light and sound
4 ............................................. 5 .............................................
Under what conditions could you be deprived of some of your senses? ....................................................................................
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Look at the following illustrations showing some members of the NSW Rural Fire Service in action fighting a fire.
What senses may be increased in this situation and what senses would be decreased?
Under each of the following headings list the things which we can detect with each of our senses.
AIM
Are some parts of your body more sensitive to touch than others?
METHOD
• Equipment
- ruler
- two rubber bands or similar so that the nails or toothpicks can be attached to the ruler
- blindfold
• Attach the nails or toothpicks to the ruler so that they are about 1.5cm apart.
• Put the blindfold onto your partner and touch the back of their hand with the two points.
• Slowly move the two points together and ask your partner to tell you whether they can feel one or two points.
• Record the distance between the two points when your partner tells you that he or she cannot tell whether it is
RESULTS
CONCLUSION
3. If you wanted to find out if something was hot, describe how you would go about doing this?
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4. Why must some parts of the skin be more sensitive to touch than others?
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AIM
METHOD
• You will need a needle, some warm water, and some icy water.
• Dip the blunt end of the needle into the warm water and touch it onto your hand.
• If you can detect the warm needle, mark that position on the diagram of the hand.
RESULTS
CONCLUSION
1. Is there any difference between the location of hot and cold receptors on your hand?
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3. Why do you think that the hot and cold receptors are located in this way?
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MATERIALS:
METHOD
• Your partner will hold the ruler between your thumb and your first finger as shown in the diagram.
• Ensure that your fingers are the same distance apart each time that you do this experiment eg. 5 cm.
• When your partner drops the ruler you must grab it.
RESULTS
1 2 3 average
before exercise
after exercise
CONCLUSION
1. Is there any difference between your reaction times and the reaction times of others in your class?..................................
Why? ....................................................................................................................................................................................
2. Did participating in the exercise have any significant effect upon your reaction time?
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3. Why do you think that it is important for crew leaders to continually monitor the state of alertness of firefighters
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4. List some other factors, which could affect reaction times of different people, and the reaction times of the same people
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Muscles get tired after strenuous exercise. Undertake the following activity and repeat the reflex action experiment.
Place a rubber band over a clamp attached to a retort stand. Exercise your finger by pulling up and down on the
rubber band until the finger becomes fatigued. Immediately repeat the previous experiment and compare your results.
attention to rest and recovery will help to ensure they remain effective.
Along with all other animals we are capable of getting the message across by using non-verbal symbols. Look at the follow-
ing helmets used by Rural Fire Fighters. Each rank has a different type of helmet colour. This is very important in a fire situ-
ation so that people can distinguish rank or position is i.e. they serve as a means of identifying people with various levels of
responsibility. People can distinguish rank or position from the colour of the helmet.
In the following table describe the helmets worn by various members of the Rural Fire Service. In the second empty
column of the table list some other ways in which rank could be displayed. Most organisations (army, navy, air force, police,
ambulance, scouts, guides, fire brigades etc) have a system of stripes and symbols on their uniforms to signify rank. These
member
deputy captain
captain
group captain
Members of the Rural Fire Service have a system of signals to indicate to each other the following:
• WATER ON OR OFF
• MAKE UP EQUIPMENT
The following diagrams explain how these common hand signals are given.
In small groups devise a similar set of hand signals that you could use to water the garden.
Practise these signals using a garden hose. List the signals you are going to use in the following table.
Research some signs and symbols used by some different types of animals to communicate with each other
eg. how bees communicate to other bees about the location of a food source.
How baby birds indicate to their parents that they want them to regurgitate their food so that they can be fed.
of Australia. Many of these same hazardous substances are transported on every local road in Australia. A vast quantity of
Compile a list of various substances which are either transported, stored or used in your local area.
Observe containers of substances in the science laboratory which have placards attached to them.
Draw the placards for at least 5 substances and briefly describe the substances contained in them.
Design a placard for two substances, which you could find in your pantry or under the kitchen sink at home.
The following signs indicate something to be careful of. Beside each sign write down what you think each sign is saying.
What it means
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or ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
or ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
IF YOU HAVE A RURAL FIRE BRIGADE IN YOUR LOCAL AREA, WHO IS THE CAPTAIN OF THAT BRIGADE?
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IN THE CASE OF A FIRE CALL-OUT, HOW ARE MEMBERS OF THE LOCAL RURAL FIRE BRIGADE OR OTHER
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a complete message within themselves. The following table lists a selection of commonly used pro-words. Your task is to
Pro-word Meaning
sitrep
wilco
roger
over
clear
say again
affirmative
negative
go ahead
The PHONETIC ALPHABET is a set of internationally recognised words, each of which clearly identifies a specific letter of
the alphabet. To use the phonetic alphabet, first say the complete word and then spell it, for example—”HOSE”, I spell Hotel
Complete the following table, which lists the letter and word used in the phonetic alphabet
Letter Word Letter Word
A .............................................. N ..............................................
B Bravo O Oscar
C .............................................. P ..............................................
D Delta Q Quebec
E Echo R ..............................................
F Foxtrot S Sierra
G Golf T Tango
H Hotel U Uniform
I India V ..............................................
J Juliet W ..............................................
K .............................................. X X-ray
L Lima Y ..............................................
M .............................................. Z ..............................................
4.19.4 (a) describe processes of heat transfer by conduction, convection and radiation
WHAT IS FIRE?
Fire is a chemical reaction which reduces complex organic molecules into simpler inorganic compounds.
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Fire is essentially the opposite of the food-making process, which occurs during photosynthesis. Photosynthesis takes in the
energy of the sun to make food and fire releases this energy as heat.
For fire to occur the three elements of the fire triangle have to be present. They are:
• XGYNEO ...............................................................
• THAE ...............................................................
• UFLE ...............................................................
• ..............................................................................................................................
• ..............................................................................................................................
• ..............................................................................................................................
No amount of dry grass or tree litter or any other fuel will burn unless it can be heated to ignition point.
N
GE
HE
HE
Y
AT
AT
OX
FUEL FUEL
32 FireScience2 Produced by NSW RURAL FIRE SERVICE
Energy&Heat
Complete the following statements about the fire triangle by choosing the appropriate word from the word list.
• When fuel gets hot ............................................................................ it catches fire. (ie it reaches its ignition point)
• When fuel is heated, it breaks up and .............................................. with the oxygen in the ...................................................
AIM
To convert the solar energy of the sun into the heat energy associated with fire.
METHOD
• Use a magnifying glass to focus the rays of the sun onto a spot on a piece of paper
• Focus the rays onto a block of wood and burn your name into the wood.
• Pile some dry leaves onto a heatproof mat and focus the sun’s rays onto the leaves.
• Compare the time taken for whole leaves to catch fire and the time taken for broken up leaves to catch fire.
RESULTS
• To get things burning with the magnifying glass I had to focus the rays so that ......................................................................
• The time taken for the whole leaves to catch alight was ..........................................................................................................
• The time taken for the broken-up leaves to catch alight was ...................................................................................................
CONCLUSION
1. Is the heat supplied by the sun greater than the heat produced by the burning objects? ......................................................
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2. Why did breaking the leaves into smaller bits cause a difference to the burning rates? .........................................................
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AIM
METHOD
Look carefully at the bimetallic strip. Explain why it is called a bimetallic strip. ..........................................................................
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• Label this diagram, then set up the apparatus and perform the experiment.
• Heat from one side, turn the strip over and heat again.
RESULTS
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3. Describe what happened when the strip was heated from the opposite side.
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CONCLUSION
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2. Do you think that the two metals expanded at the same rate?
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Why? . ..................................................................................................................................................................................
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TRY THIS
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Bell
Battery
AIM
To demonstrate why it would not be wise to park under electrical wires during a bush fire.
METHOD
Copper wire
d=
• Measure the distance between the desk and the wires before and after heating.
RESULTS
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CONCLUSION
From the results obtained in your experiment you should be able to give reasons why fire trucks and other vehicles should
WIRES
SAGGING
EXPANSION OF SOLIDS
AIM
METHOD
• Heat the ring, and check again to see if the ball will fit through the ring.
RESULTS
Observations
CONCLUSION
1. The ball was only able to pass through the ring when
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2. Some places where we make allowances for EXPANSION and CONTRACTION are:
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3. Do you think that a pendulum clock would record different times during summer and winter? . .............................................
Why? . .................................................................................................................................................................................
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Chalk
You could make an “expansionometer” like this:
Clamp
Paper
• Radiation
• Convection
• Conduction
RADIATION
This is the process by which heat energy is transferred from its source to an object ie. it is the direct heat we feel from a fire.
Radiant heat is the heat which will directly act upon a fuel immediately before the fire front and bring it to the point where it
will burn.
Sun Earth
CONVECTION
Hot air rises and so carries heat with it. Replacement cooler air is drawn in at the base of the fire. Convection currents at a
• A fire supplying its own oxygen by continually drawing in a supply of fresh air.
Sun Earth
• Hot air rising from a fire carrying pieces of burning fuel, which can then be carried forward into unburnt material.
CONDUCTION
This form of heat transfer is not a major problem in bush fires. Conduction is the movement of heat along a solid object.
RADIATION
AIM
To measure the rate at which heat travel by radiation drops off as the distance between the source and an object increases.
METHOD
Bar heater
1 2 3 4
• Switch on the bar heater and measure the temperature change at different distances away from the heater.
CONCLUSION
1. On the following axes draw a graph to show the relationship between temperature and distance away from heat source.
distance
3. As the distance from the heat source is doubled the temperature drops by .............................................. times.
A forest fire on a high fire danger day, where there is a heavy fuel loading, gives the equivalent output of 5,200 single bar heaters for
every one metre of fire. The more intense the fire, the further away from it firefighters will have to work.
Every summer people try to protect their homes wearing only dresses, shorts and singlets or even swimmers. They could
die without the flames even touching their exposed skin. They don’t understand the risks of a bush fire - heat stroke, dehy-
Radiant heat can kill. You need to cover up - dress to protect yourself - take refuge from direct heat.
Distance and shielding protect you from dangerous exposure to radiant heat. The danger is real. Radiant heat from the
flame front of a bush fire scorches vegetation well in front of its path. It kills animals caught in the open. People can also die
if they do not seek protection. Death is caused by heat stroke, when the body’s cooling system fails, leading to heat exhaus-
To protect from radiant heat you need to shield yourself - cover up and take cover.
Firefighters wear protective clothing - so should you. Cover yourself as soon as you become aware of a fire in your area.
Radiant heat cannot penetrate through solid objects. This means that your best protection is a well prepared house. Re-
member that if you flee from your house, you lose the protection against radiant heat.
The high temperatures during a bush fire and the added stress of wearing extra clothing to shield against radiant heat will
combine to make you sweat heavily. The fluids you lose must be replaced continuously or you risk dehydration. Keep cool,
A late evacuation could be a deadly option. If you are caught on the road your car offers the best protection against radiant
heat as the fire front passes. DO NOT GET OUT AND RUN. Park the car in as safe a spot as possible, close all doors, vents
and windows, cover exposed skin as much as possible with NON SYNTHETIC clothing. To shelter in a car get down as low
as possible and cover up with a woollen blanket until the fire front passes. It is still extremely dangerous due to the large
amount of plastic used in the construction of newer vehicles. Plan your trip carefully.
Questions
1.What sort of clothes do people mostly wear during hot bush fire prone days? ........................................................................
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2. What are the three main risks to people during a bush fire? ...................................................................................................
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3. What does the radiant heat of a bush fire do to the vegetation and animals caught out in the open in the path of the fire?
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5. Compile a list of protective clothing that you should wear if you are likely to be involved in a bush fire situation in your area.
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6. Why does a house provide good protection against radiant heat? .........................................................................................
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8. Why should you drink regularly during bush fires? What are appropriate and inappropriate types of drinks? . .....................
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9. Why should you stay in your car and not run if caught in a bush fire? ....................................................................................
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10. Why should woollen blankets be used to offer protection instead of synthetic blankets? .....................................................
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Discussion
Look on the internet at the website AFAC.COM.AU at the article “Guidance for People in Vehicles During Bush Fires”
Discuss in a small group whether or not it is a good idea to shelter in a vehicle or a house and which offers better protection.
A CONVECTION INVESTIGATION
AIM
To ascertain if the air temperature in the science laboratory is uniform throughout the room?
METHOD
This is best performed on a cold winter day when the heaters in the room have been on continuously and the room is feeling
floor level
50 cm
100 cm
150 cm
200 cm
250cm
300 cm
RESULTS
CONCLUSION
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2. Do you think that air particles in the room are stationary or moving? .....................................................................................
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. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
3. When a window is left open in a room it should be opened so that there is a space above
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
Produced by NSW RURAL FIRE SERVICE FireScience2 43
Energy&Heat
4. Draw a diagram of one wall in the laboratory where a heater is situated. On the diagram use arrows to show how the air
might be circulating in the room and use colours and a key to show the different temperature layers in the room.
• the less dense air rises in the room and carries heat energy with it.
• at the top of the room the air begins to cool and is displaced by hotter rising air.
• the cooling air descends to the bottom of the room where it is warmed by the heater and so begins to rise again.
DURING A FIRE IN A HOUSE THE HOT, SMOKE LADEN AIR ACCUMULATES AT THE TOP OF THE ROOM AND THE COOLER, FRESHER AIR IS
CLOSE TO THE FLOOR. IF YOU ARE CAUGHT IN A SMOKE FILLED ROOM, WHAT SHOULD YOU DO?
The hottest part of a bush fire is above the flames, where the air gets very hot. Hot air tends to move upwards. This upward
When the hot air in a bush fire begins to move upwards, it lifts the smoke from the fire high into the air. Sometimes the
smoke lifts well up into the clouds. The rising air can also lift sparks and burning embers into the air.
The bark hanging from tree trunks, and the leaves in the crowns of the trees get heated by the hot rising air. In this way the
fire is carried into the tops of the trees and burns fiercely.
If the wind is blowing, burning embers lifted up by currents of hot rising air, can be blown a long way ahead of the fire. If they
1. What is convection?.................................................................................................................................................................
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. ............................................................................................................................................................................................
3. When convection and wind come together, they cause problems. Why?
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If you have stirred hot tea with a metal teaspoon, you will probably have noticed how the handle of the spoon is warmed by
the tea. Heat travels up the handle of the spoon and can be felt by the fingers holding it.
Metals are good conductors of heat. Silver is a better conductor than iron. A silver teaspoon will heat more quickly and
Bush fire fuels are not good conductors. But, when a bush fire is over, burning logs and stumps have to be put out properly.
A smouldering log can start another bush fire days, or even weeks, later.
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
4. The work that goes on after a bush fire is called “mopping up”. Explain why mopping up needs to be done properly. ..........
. ............................................................................................................................................................................................
5. What is the chemical symbol for silver ..............................., and iron ...............................?
6. Meals served on a tin plate go cold a lot quicker than meals served on a crockery plate. Why?
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
7. Why would aluminium cans cool quicker than glass bottles? . ................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
Conducting
AIM
METHOD
• Attach some pins or staples to rods of iron, copper and aluminium with paraffin wax.
• Make sure that the pins are the same distance apart (5 cm).
• Heat one end of the metal rod and time how long it takes for the pins to fall off.
Clamp
Wax
Rod Pins
RESULTS Time taken for pins to fall off metal rod (s)
1 pin
2 pins
3 pins
4 pins
5 pins
6 pins
CONCLUSION
1. Rank the three metals from the best conductor to the worst conductor.
2. Relate the findings of this experiment to the uses to which the metals are put.
metal uses
aluminium
iron
copper
Firefighters feel how hot a door is before they enter a room. Heat would be conducted through the door. Why would it be unwise to
. ............................................................................................................................................................................................
SPONTANEOUS COMBUSTION
AIM
METHOD
dispose of them.
RESULTS
CONCLUSION
1. What do you think might happen if the experiment was allowed to go on for a couple of hours?
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. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
4. This type of burning is called “spontaneous combustion”. Can you think of any other circumstances where spontaneous
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
5. Some people believe that humans can undergo spontaneous combustion. Do you think this is correct?
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
METHOD
• Measure the air temperature halfway down the inside of the can.
RESULTS
TEMPERATURE
1 min
2 min
3 min
CONCLUSION
2. What coloured cars would heat up the most on a hot day? ....................................................................................................
3. What coloured clothing would be the most suitable to wear on a hot day? . ...........................................................................
Dark coloured objects ABSORB heat, whereas light coloured objects tend to REFLECT heat. The Australian test cricket team often
wear white or light coloured clothing. These colours reflect radiant heat and so keep the players cooler.
electricity
The aim of this experiment is to construct an electrical circuit into which has been placed a “fuse” so that the importance of
METHOD
DC Fuse
A B
• Slowly increase the voltage to the maximum. Observe the effect on the brightness of the bulb and the fuse wire.
RESULTS
2 volts
4 volts
6 volts
8 volts
10 volts
12 volts
short circuit
CONCLUSION
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
2. What sort of electrical appliances take advantage of the findings you obtained in this experiment? . ....................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
4. What would be the effect of connecting more bulbs in the same way?....................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
5. When the fuse wire burns the circuit is broken. How can this be a useful thing in electrical appliances? ..............................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
7. If there was no fuse connected into an electrical circuit, what might happen? . ......................................................................
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. ............................................................................................................................................................................................
9. What might happen in your house if there was a short circuit in the fridge?............................................................................
. ............................................................................................................................................................................................
DC
. ............................................................................................................................................................................................
10. Some unwise people replace burnt out fuse wire with a thicker wire so that the circuit keeps going.
. ............................................................................................................................................................................................
A. B.
. ............................................................................................................................................................................................
A fuse protects a circuit from larger than normal flows of electricity. It is the weakest point in the circuit.
Most houses now have circuit breakers or earth leakage switches, which do the same job as the fuse but much more effectively.
Electrical Fault
1. Do you always have electrical repairs, ................................. or renovations done by a qualified .................................?
4. Are ................................., stereos, and other electrical equipment operated with enough ................................. around
5. Are all electrical appliances switched off and ................................. after use?
word bank
televisions alterations space heater unplugged doorways overloaded overheating electricians condition rugs
Smoke alarms save lives. Installing them at home is an easy and inexpensive precaution against tragedy.
Smoke alarms do not prevent or extinguish fires, but they do provide an early warning that a fire has started, giving you pre-
cious extra time to evacuate and call the fire brigade. This is especially important at night when occupants of the house are
While there are a wide range of smoke alarm units and systems available, a battery operated smoke alarm which you can
install yourself is the minimum safety precaution. The NSW Rural Fire Service recommends fitting a smoke alarm outside of
all sleeping areas and all exit ways outside of the house. New dwellings must have the smoke alarm connected directly to the
dwelling’s power supply as well as a battery backup. (It is compulsory to have at least one smoke alarm per home/building
There are two kinds of smoke alarms: ionisation or photoelectric. With either operating principle, an alarm is sounded at the
• They should use low cost, low voltage batteries that last at least a year.
• They should have a test button which is easy to locate and use.
Because smoke rises, to detect smoke as early as possible the smoke alarm should be installed on the ceiling or high on
the wall. The best placement of smoke alarms depends upon the situation in your individual home.
. ............................................................................................................................................................................................
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3. At what times of the day would a smoke alarm be most effective? .........................................................................................
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7. What are 4 things you should look for if buying a new smoke alarm? ....................................................................................
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9. If you had to place three smoke alarms in your home, in which parts of the house would you install them? .........................
. ............................................................................................................................................................................................
Friction between non-conducting objects not only makes them hot but it can also move electrons about to give the
objects a charge.
Place a charged balloon near a fine stream of water flowing out of a tap and observe the effect: ............................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
Charge a balloon or your plastic ruler or biro and try to pick up small pieces of paper.
When you become “charged” and you touch something else you see ...................................................... and you get zapped.
Attractions and repulsions due to electric charge occur because ELECTRONS want to restore their places so that the ob-
jects return to their normal state and have equal numbers of protons and electrons.
If the Van De Graffe generator is “charged” a spark can be seen to jump from an uncharged metal ball to the charged
During a thunderstorm air currents cause charges to separate. Positive charges accumulate towards the top of clouds and
negative charges accumulate towards the bottom of clouds. The negative charges at the bottom of clouds attract positive
charges on the ground. When the difference between the charges is large enough a giant spark forms. Within a fraction of a
second a tremendous amount of electricity jumps through the air as a lightning bolt. The bolt may jump from cloud to cloud
Lightning can be the cause of many bush fires especially during a “dry storm” when little or no rain accompanies the storm.
What other factors may be associated with dry storms and contribute to the spread of bush fires?
. ............................................................................................................................................................................................
During the bush fires of 1997 there was a succession of dry storms totalling thousands of lightning strikes.
The safest place to stay in a thunderstorm is not under a tall tree. Trees, because of their height, are apt to be struck by
lightning and are, therefore, actually dangerous during violent electric storms. The safest places for a person outdoors in a
thunderstorm are inside a metal-bodied car or lying flat on the ground in the open.
weather
4.27.1.2 (b) discuss ways in which technologies have been used to predict, monitor and/or counter the effects of
catastrophic events
4.29 (d) discuss technological developments that have extended the ability of scientists to collect information
about the physical world, living world, matter and earth and space
WEATHER
1. Some reasons that people want to find out about weather are?
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. ............................................................................................................................................................................................
3. List some things that animals do, or we complain about, that indicates that a change in the weather is imminent.
what animals do or what we complain about what it means as far as weather is concerned
4. List some places from where we can obtain weather information. (make sure you include phone, internet and FAX
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
etpetrmearu
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iar uspserer
Read the following passage and complete the information which follows.
Weather is a vital component of fire behaviour. A typically bad day for fires would be hot, with low humidity, high winds, and
a long dry period preceding it. Unstable atmospheric conditions would also increase the risk. The high winds will tilt the
flames forward over the unburnt fuel, drying it out and preheating it so that ignition occurs rapidly.
• terrain
Fuel
Terrain
In the following table explain how you think each of these weather elements affects fire intensity.
HEAT ...................................................................................................................................................................................
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. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
TEMPERATURE
All weather is driven by atmospheric energy, originally coming from the .......................... . Temperature is a measure of how
The hottest temperature, which has been recorded in my local area, is ...........................
The coldest temperature, which has been recorded in my local area, is ........................... The hottest time of the year is
......................................................
MEASURING TEMPERATURE
AIM
Does the place from which we obtain temperature measurements affect the readings we obtain?
METHOD
1. Practice making accurate temperature measurements using a laboratory thermometer and a maximum minimum
thermometer.
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RESULTS
CONCLUSION
1. If comparisons of temperatures between towns and area locations, are to be made, the measurements must be
. ............................................................................................................................................................................................
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2. Find out if your school has a weather station. If so, what features does your weather station have to ensure that accurate
. ............................................................................................................................................................................................
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. ............................................................................................................................................................................................
HUMIDITY
Humidity is a measure of the amount of water vapour present in the air. The humidity of the air depends upon the tempera-
Relative humidity is the amount of water vapour present in the air relative to what the air can hold at that temperature and is
expressed as a percentage.
The following information shows how bush fires will behave at different relative humidities.
The average relative humidity in Sydney between 4 January and 9 January 1994 was 18%. What was happening in and
around Sydney and in other parts of the state at that time? . ......................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
One word that would describe the fires, which were occurring at that time, would be ................................................................
. ............................................................................................................................................................................................
High relative humidity usually results in dew formation, clouds and maybe storms. We often describe the weather at these
times as being hot and ............................................................................ How would it feel if the relative humidity were low?
. ............................................................................................................................................................................................
Your laboratory should have a wet/dry bulb thermometer, which is used to measure relative humidity. Locate this thermometer,
MEASURING HUMIDITY
AIM
To make a simple device, which can measure the water vapour present in the air, and use a wet/dry bulb thermometer to
METHOD
• Dry the filter paper above a Bunsen flame (don’t let it burn).
RESULTS
CONCLUSION
1. In the presence of water vapour the cobalt chloride paper is ............................... and when it is dry it is ..............................
3. Where should you go to get accurate measurements on the wet/dry bulb thermometer?
. ............................................................................................................................................................................................
4. What physical process causes the difference between the wet temperature and the dry temperature?
. ............................................................................................................................................................................................
WIND
The unit for wind speed is kilometres per hour and is usually measured over a 5 minute period.
These two diagrams show a Cup Anemometer and a Dwyer Wind Meter which can be used to measure wind speed.
Cup Anemometer
Dwyer Wind Meter
List some things, which might influence wind speed at ground level.
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How would wind speed in a forest be different from wind speed measured in the open?............................................................
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Wind is the most important element affecting fire behaviour and is difficult to accurately predict. List some ways in which
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. ............................................................................................................................................................................................
The following table shows the Beaufort Scale for measuring wind speed.
On 8 January 1994, wind speed in Sydney was 39 km/h with gusts up to 70 km/h. How would you classify these winds on
the Beaufort Scale and what visual affects would they produce?
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. ............................................................................................................................................................................................
MEASURING WIND
AIM
To make a wind vane to measure wind direction and use the Beaufort Scale to estimate wind speed.
METHOD
• Rearrange your wind vane so that the north on the base of the “vane” points towards real north.
Cork
Bead
Cardboard
Cardboard
North bearing
Ruler
RESULTS
Does the arrow point towards the direction from which the wind is coming or the direction in which the wind is going?
. ............................................................................................................................................................................................
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CONCLUSION
1. The direction of the wind is the direction from which the wind is . ...........................................................................................
RAINFALL
1. Collect some rainfall figures for your local area over the last 20 or so years.
5. Make a prediction about the rainfall that could occur over the next 12 months.
6. If your predictions are correct tell everyone that you are a competent weather predictor. If your prediction is wrong don’t
tell anyone.
hazard. You then have a storm, which dumps 25 mm of rain in 2 hours, then the rain stops. The following graph shows the
relationship between fuel moisture content and time. Use the graph to determine how long it will take for the fuels to reach a
200
150
Fuel Moisture Content
(% Oven Dry Weight)
100
50
0
10 20 30 40
Time in Days
grass
pine bed
logs
Most serious fires are associated with prolonged dry periods. Under these conditions fuel availability increases markedly.
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Most grasslands will not burn until at least 50% of the grass has been cured.
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
AIM
To perform a single leaf test to assess the fuel moisture content (FMC) of the leaf.
METHOD
RESULTS
CONCLUSION
. ............................................................................................................................................................................................
2. Describe other fuels from the area from which you obtained the leaf......................................................................................
. ............................................................................................................................................................................................
3. List some factors which would have contributed to the FMC of the leaf..................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
5. Determine how long it may have been since the last rain........................................................................................................
WEATHER MAPS
• Lines which join places with equal air pressure on a weather map are called . .....................................................................
• High atmospheric pressure areas are called ....................................................... and low atmospheric pressure areas are
called ..........................................................
• Winds circle a LOW in a ................................... direction and winds circle a HIGH in an .......................................direction
• During January 1994, westerly winds moving across NSW were ..................................and .................................................
. ............................................................................................................................................................................................
• Place a symbol in the middle of this system and place arrows onto the map to indicate the wind direction.
• The other feature shown on these weather maps are .................................................. fronts.
• Describe conditions of temperature, humidity and winds which were being experienced at this time.
L
Weather Conditions - January 1994
For the period 5 January to 9 January, 1994, a deep, low pressure system was located to the south of Tasmania maintaining
hot, dry, westerly winds over New South Wales. Such conditions are more typical of late winter or spring. Weak sea
breezes near the coast gave way to dry and gusty westerly to north-westerly winds in the afternoons.
Maximum temperatures above 35ºC, relative humidity around 13% and winds gusting to 70 km/h promoted rapid fire spread.
Cold fronts passing through New South Wales produced some showers over the Southern Tablelands but brought no relief
further north. Gradually, after 9 January, the low moved away. The winds eased and became more humid, from the east to
environment
4.23 (a) recognise that living things are classified according to structural features and that they have patterns of
4.27.1.1 (a) describe some adaptations of living things to factors in their environment including friction, light, gravity,
4.27.1.2 (e) describe the impact of natural catastrophic events including bush fires, floods, cyclones and earthquakes on
ecosystems
(d) distinguish between biotic and abiotic features of the local environment
• Ants play an important role in transferring energy and recycling nutrients in forest ecosystems.
• They have many interactions with soil, vegetation and other arthropods.
• ANTS CAN BE USED TO MONITOR LAND REHABILITATION AND VEGETATION SUCCESSION FOLLOWING
HABITAT DISTURBANCE.
• species .............................................................................................................................................................................
• environment . ....................................................................................................................................................................
• nutrients . ..........................................................................................................................................................................
• recycling ...........................................................................................................................................................................
• interactions .......................................................................................................................................................................
• arthropods ........................................................................................................................................................................
• populations .......................................................................................................................................................................
• invertebrates . ...................................................................................................................................................................
• rehabilitation .....................................................................................................................................................................
• succession . ......................................................................................................................................................................
“Periodic fires used for fuel management purposes have few long term effects on most soil and litter invertebrates.” Discuss this
The following diagrams are some typical ants which may be found in the Australian environment. In the table under the
MY ANT PROFILE
Following a bush fire, ant communities decline in richness and composition. Use of widespread fires for fuel reduction
is likely to result in widespread habitat simplification. In the time following a bush fire the plant community begins to
In an area which is regularly burnt, do you think it would be characterised by ants with:
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
because ..............................................................................................................................................................................
. ............................................................................................................................................................................................
DEBATE/DISCUSSION
“Ants usually live in more or less permanent nests, excavated in the soil or in the wood or utilising pre-existing cavities in
plants or in rocks. The great majority of Australian ants inhabit the ground layers in chambers deep inside the soil or under
rocks or other objects. In forests, rotting logs and small fragments of rotting wood are the favoured nest sites. Tree dwelling
ants often build silken or plant fibre nests on lower twigs or bark.
Australian ants vary from highly specific predators living on spider eggs, slaters and termites to scavengers and near omni-
vores. Others depend on seed harvesting for much of their food.” (INSECTS OF AUSTRALIA CSIRO)
Decide which ant types would most likely to be found in a regularly burnt forest and say why.
The types which would most likely to be found in a regularly burnt forest would be: ..................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
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• ........................................................................................................................................................................................
• ..........................................................................................................................................................................................
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. ............................................................................................................................................................................................
To capture some different types of ants and can I recognise them from pictures and reference books?
METHOD
• Ant-catching gear.
4 jar
4 tweezers
4 methylated spirits
4 sardines
4 hand lens
4 “stingoes”
• Lay sardine baits where you think different ants might live.
• Wait, and collect ants from the places where you set the baits.
• Look for any evidence of fire in the places from where you are collecting the ants.
• Match your captured ants with the diagrams on the previous pages or from diagrams in other reference books.
Catch only different types of ants - not every single ant you see. 3-5 different species should be enough.
RESULTS
time................................................................................. time.................................................................................
weather........................................................................... weather...........................................................................
where.............................................................................. where..............................................................................
active/lazy....................................................................... active/lazy.......................................................................
colour.............................................................................. colour..............................................................................
size................................................................................. size.................................................................................
how many....................................................................... how many.......................................................................
name.............................................................................. name..............................................................................
time................................................................................. time.................................................................................
weather........................................................................... weather...........................................................................
where.............................................................................. where..............................................................................
active/lazy....................................................................... active/lazy.......................................................................
colour.............................................................................. colour..............................................................................
size................................................................................. size.................................................................................
how many....................................................................... how many.......................................................................
name.............................................................................. name..............................................................................
time................................................................................. time.................................................................................
weather........................................................................... weather...........................................................................
where.............................................................................. where..............................................................................
active/lazy....................................................................... active/lazy.......................................................................
colour.............................................................................. colour..............................................................................
size................................................................................. size.................................................................................
how many....................................................................... how many.......................................................................
name.............................................................................. name..............................................................................
CONCLUSION
2. Did any of your ant varieties seem more abundant than others? ............................................................................................
WHY? ..................................................................................................................................................................................
. ............................................................................................................................................................................................
4. What evidence, if any, did you find indicating that fires had once burnt in your test area?......................................................
. ............................................................................................................................................................................................
About how long ago might fires have been in this area? . ...........................................................................................................
5. How do you think ant abundance and species variety would differ if you examined another area, which had been exposed
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
Things, which affect the type and distribution of plants and animals in the Australian environment, are either BIOTIC
The abiotic factors which most affect our flora and fauna are:
LLRNIAAF . .........................................................................................................................................................................
RAEMTRUETPE . ................................................................................................................................................................
IATDLUTE . ..........................................................................................................................................................................
SSLIO ..................................................................................................................................................................................
IREF . ...................................................................................................................................................................................
Australian plants and animals have to be able to survive relatively long periods of dry weather and fire has been an integral
part of the Australian environment for millions of years. The harsh Australian environment selects out those organisms,
I AM WHAT I AM!
AIM
To design my own plant which would be capable of living in the tough Australian environment.
METHOD
• Discuss and list the rigours of the environment in which your plant will live.
• Compile a data table, which lists the individual plant parts, and the adaptive features your plant will possess.
RESULTS
• . ............................................................................................................................................................................................
• . ............................................................................................................................................................................................
• . ............................................................................................................................................................................................
• . ............................................................................................................................................................................................
• . ............................................................................................................................................................................................
• . ............................................................................................................................................................................................
• . ............................................................................................................................................................................................
• . ............................................................................................................................................................................................
roots
stems
bark
leaves
flowers
seeds
buds
CONCLUSION
The plant I have designed would be able to survive in the Australian environment because .....................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
. ............................................................................................................................................................................................
Australia’s vegetation is well adapted to stresses and extremes in the environment. Drought is the most common factor and
A wide range of our trees, shrubs and grasses are well adapted to survive fire (eucalypts, acacias and grass trees are good
examples). Fire has played an integral part in the development of Australia’s unique flora and fauna.
Survival traits possessed by different plants which survive and recolonise an area following a bush fire include:
• Hard seed cases protecting the seed which open up following a hot fire.
BARK
Eucalypts have a continuous thick bark in which the trunk and branches are encased. The thick bark insulates the inner lay-
ers of the trunk of the tree. The survival of the tree depends upon the depth to which the heat of the fire penetrates. Some
After a tree is burnt, a certain amount of bark is shed, and the tree begins to replace it.
DORMANT BUDS
Thick bark protects the buds buried under the surface in the trunk of the eucalypt tree. Once the canopy of the tree has
been killed by fire, shoots (in the form of juvenile leaves) sprout along the main stem and branches of the tree from under
the bark. Over a period of years, the tree will once again develop a canopy from this beginning.
LIGNOTUBERS
which has developed from the time the tree was a seedling. As the tree
grows the lignotuber develops and buries itself further into the soil, from
where it will sprout when the tree has been damaged. Lignotubers can
tree. This is extremely important when all of the leaves of the tree have
SEEDS
When the plant is destroyed in a hot fire, the seed cases are triggered to open up and release their seed. This as called
dehiscence eg. some banksias store their seed on the plant in hard woody follicles or seed cases. The seed case opens up
directly after a fire and drops its seed for up to a week on the new seed bed.
Eucalypts produce vast quantities of seed and nearly always have some seed on the tree. The heat from a fire will prompt
any seed stored in gumnuts to be released in massive proportions. Severe fires leave an excellent seed bed. Seeds which
are shed before the first rains are quickly buried and protected from scavenging ants and dehydration.
Some seeds are extremely hard and need the heat of the fire to crack their hard covering (some seeds survive decades
The foliage of grass trees may be burnt and removed but the plant is not usually killed in a fire because the trunk is protect-
ed by a sleeve of densely packed persistent leaf bases. The plant produces giant flower spikes 7-10 months after the fire.
1. Write the meanings of these words as they are used in the preceding passage
adapted, flora, fauna, traits, recolonise, dormant, encased, insulates, flammable, canopy, sprout, regenerate, scorched, follicles,
3. How does the thick bark of the eucalypts protect the plant during a fire?
5. Describe what happens to a tree once the canopy of the tree has been burnt?
AIM
INTRODUCTION
You are going to collect and examine the parts of several different types of gum tree and relate their features to the ability of
METHOD
• Identify the variety of different eucalypts which occur in the school grounds or in the local environment.
• Trace outlines of the leaves from the trees by placing the leaves under a sheet of paper and shading over the outline.
• Compare the structure of the leaves from the gum trees to the structure of leaves of shrubs from a garden.
• Determine the thickness of the bark by inserting a sharp object into the bark (do not damage the tree).
• Are there any juvenile leaves emerging from buds under the bark?
• Are there any suckers emerging from lignotubers near the base of the tree?
• Collect and draw flowers, buds and seeds from each tree.
RESULTS
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• Outline of leaves:
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• Bark impressions:
• Thickness of bark:....................................................................................................................................................................
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• Juvenile leaves:........................................................................................................................................................................
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• Suckers:...................................................................................................................................................................................
Drawing of
• Flowers:
• Buds:
• Seeds:
• Seeds /capsules:
CONCLUSION
1. The name eucalypt comes from the Greek words eu and kalyptos which mean “well-covered”.
How well do you think this name describes the eucalypts? ........................................................................................................
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4. Write a statement which links the characteristics of the eucalypts with their suitability to the Australian environment.
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summer or pre-summer burns because life cycles are nearer completion. Pre-summer fires will probably leave significant
Invertebrates living in forest litter and on the trunks of trees are able to survive low intensity fires as long as some litter is left
unburnt and the invertebrates have areas to seek refuge. Airborne invertebrates are more mobile and have a better chance
of surviving fires but many die in the heat and the confusion. Aerial invertebrates recolonise burnt areas more rapidly than
litter invertebrates, as they can more readily invade from the surrounding unburnt areas.
The effect of fire on birds is dependent upon their nesting time. Early spring fires may destroy the nests of low nesting spe-
cies. Late spring fires may not have any effect because the young have already hatched and fledged. Summer and autumn
fires have little or no effect because little nesting occurs then. Few deaths of birds, if any, are expected in a low intensity fire
but many are killed in high intensity fires. Some species of birds can tolerate frequent fires because the habitat elements
they require are not destroyed (eg. lyrebird and yellow robin). Other species cannot tolerate frequent fires and will not live
there (eg. brown thornbill). Ground parrots and other species require fires to maintain the habitat they require. The mallee
Many mammals die or become injured in high-intensity fires as they to try to outrun the fire front, become asphyxiated by
smoke or run back through low flames onto hot ground. Many survive by seeking refuge in burrows, tree hollows, gullies
or patches that have not burnt. Following the fire, mammals have little cover and are more exposed to predators such as
dingoes, foxes, domestic or feral cats and goannas. The populations of these predators may increase. Bats take advantage
of exposed insects. As the vegetation recovers, browsing or grazing species such as possums, kangaroos and wallabies
recolonise and thrive on the highly nutritious foliage. Some species of mammals are favoured by frequent fire (eg. bandi-
coot, grey kangaroo) and they rapidly repopulate a burnt site. Species such as ring-tailed possums and bush rats favour
less frequent fire because the area takes longer to provide a suitable habitat for them to flourish. Mammals such as the
swamp wallaby and some possums need lengthy periods between fires for them to be able to survive. The effect of season
on mammals is related to the independence of the young at the time of the fire. Early spring burns carry the greatest risk.
The loss of available food, especially during the non-growing season has a marked effect.
1. Find the meanings of these words as they are used in the passage
2. When are fires likely to have the least impact upon mammals, invertebrates and birds?
5. Name the recovery sites that invertebrates can utilise following a bushfire.
6. Why are airborne invertebrates able to quickly recolonise an area after it has been burnt?
7. Find out more information about one of the birds and one of the mammals mentioned in the passage.
10. List some mammals whose population numbers might increase following a bushfire.
To capture some invertebrates in some leaf litter and under the bark of some trees.
METHOD
• Obtain samples of moist leaf litter, place them in a plastic bag and return them to the laboratory.
• Set up the apparatus as shown in the following diagram and leave for 24 hours.
Light
Retort Stand
Litter
Funnel
Retort Ring
Beaker
Methylated Spirits
• Return to the “bush” with a small paintbrush and some specimen jars filled with methylated spirits.
• Carefully lift the dry bark from a number of trees and collect a sample of invertebrate animals which should be present there.
• Once you have a sample of invertebrates from both the leaf litter and from under the bark you should be able to start
identifying them.
RESULTS
Draw and name some of the invertebrate animals you have found:
CONCLUSION
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Produced by NSW RURAL FIRE SERVICE FireScience2 83
Environment
2. (A) Six or eight legs (See number 4) (B) More than eight legs (See number 5)
3. (A) Worm-like (See number 6) (B) Not worm like (See number 7)
4. (A) Six legs (insect) (See number 10) (B) eight legs SPIDER
5. (A) Ten to fourteen legs SLATER (B) More than fourteen legs (See number 8)
6. (A) Body segmented (See number 9) (B) Body not segmented ROUNDWORM
7. (A) Soft body usually with a shell SNAIL (B) No shell SLUG
8. (A) One pair of legs per segment CENTIPEDE (B) Two pair of legs per segment MILLIPEDE
9. (A) Large anterior sucker for attaching to host (B) Lives in the soil, no
10. (A) Wings (See number 11) (B) No wings (See number 12)
11. (A) Hard outer wings BEETLES (B) Outer wings not hard (See number 13)
12. (A) hard bodies with narrow waist ANTS (B) Soft bodies, whitish in colour TERMITES
13(A) Front wings leathery at base and (B) Front wings very small. Cerci on
fires by flying out of the area, evading the flames, or taking refuge in burrows and other safe sites.
Unburnt bushland adjoining burnt areas is essential for the re-establishment of populations in affected areas as they begin
Many animals do not suffer as the result of fire, but those that do suffer the most in the post-fire period are the daily feeders
(mammals and birds). Reptiles survive longer because they are not reliant upon daily feeding and can shelter underground.
Re-sprouting trees and grass rejuvenate quickly. Animals move back into the area to capitalise on the regrowth.
Any animal that survived the fire, and is mobile and can eat, has a reasonable chance of surviving.
Many animals, eg. invertebrates and insectivorous birds and mammals, actively feed in burnt areas.
1. Explain how a high proportion of individuals may survive a bush fire. ....................................................................................
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2. Why are unburnt areas adjoining burnt areas important for the survival of animals in a bush fire? . ......................................
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4. What sort of animals have the greatest chance of survival following a bush fire? ..................................................................
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5. At what stage do lots of animals move back into the burnt areas? .........................................................................................
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• Australian Fire Authorities Council (Fire Prevention 1 Advanced Bush Firefighter Training Manual-Part. 6)
• Microsoft Encarta
Bush Fire Protection for New and Existing Houses in Urban Areas
• Stannard and Williamson, Science Now Books 1-4 McMillan Ed Aust. 1991
• Vreeze et. al., Science and Technology Books 1 and 2 Lufts, Pruss and Gilbert 1992