Death and Life in the Fire Triangle

It might seem hard to believe that young teens would not immediately understand how throwing firecrackers could alight a forest fire. After all, oxygen+heat+fuel equals the so-called “Fire Triangle.”

So, as many have asked about the Oregon Eagle Ridge Fire in the Columbia River Gorge last month, “How in the world could they not know what could happen?” Reporters interviewing the teens who may have been involved in starting the fire indicated the teens had little understanding of the consequences.

It is impossible to say exactly what was involved in this particular situation. But scientists do know that learning and recall are greatly enhanced when information, especially in the areas of science and mathematics, can be tied to relevance. In other words, when teachers present information in a way that has meaning to student lives, it sticks. Conversely when it does not, it is less used and less remembered. The learning becomes “inert” and of little use.

This finding in neuroscience and cognitive psychology is helping to shape school curriculum. In fact, in a surprising and rather eerie coincidence, just in August my colleagues from Oregon State University and I were in the process of discussing how wood science curriculum can help students and teachers. I am preparing materials for teachers to assess student learning on the topic. In this case, the assessment task is titled, “Death and Life in the Fire Triangle.”

Our state is in the process of aligning science curriculum with the Next Generation Science Standards (NGSS). These educational goals were developed over three years by a 26-state consortium to describe key scientific ideas and practices that all students should learn by the time they graduate from high school. In addition to Oregon, the standards were adopted by California, Washington, and other states.

My goal was to connect the curriculum with local relevant issues. In writing a book for teachers about how neuroscience matters in the classroom, the evidence is abundantly clear that learning often becomes inert and of little use when it is not connected to a student’s experiences. And, for Oregon, what better connection to make than with our amazing natural environment.

High school students are supposed to know the material the fire task covers. When they complete the 30-minute task, this provides information about what students actually know and can do.

I can already tell you most students in Oregon – and other states – won’t be able to complete the assessment successfully. Oxygen, heat, fuel. The fire triangle. The standards focus on a learning goal about matter and how reaction rates change when temperatures change. It is notable that the fire triangle has been updated in recent years to a fire “diamond.” In the diamond, a fourth aspect of the equation has been added: chain reaction.

Sadly the relevance now is all too clear. The teachable moment for the fire diamond: Changing the temperature with fireworks ignites a chain reaction. The forests burn. And, we damage a natural treasure beyond compare. This is an example of science education relevance that suits how students learn.

– Kathleen Scalise