Resource guide

SOCIETY OF
FIRE PROTECTION
ENGINEERSMultimedia Chemistry Resources • Grades 9–12
Teacher’sResourceGuide
the
chemistryof

Introduction
Discovery Education and the
Society of Fire Protection Engineers
(SFPE) are proud to present “The
Chemistry of Fire,” a multimedia
resource kit that introduces your
students to the chemistry of fire
and fire prevention. This resource
kit will help you and your students
become more aware of what it
takes to prevent and battle fires,
and to relate this to the chemistry
you are already teaching them.
This teacher’s guide offers your students an opportunity
to see real-world applications of their classroom material.
There are five engaging lesson plans related to the
chemistry of fire. Some of these lessons have the students
complete activities related to fire while other lessons have
the teacher completing demonstrations for the class. You
can efficiently implement the lessons as part of your
existing chemistry curriculum. The lessons in this resource
kit do not have to be performed over seven consecutive
periods, but should be placed in context within the
curriculum. Each standards-based lesson includes lab
preparation instructions, a list of materials, student
directions, a vocabulary list, debriefing questions,
and extension activities.
Throughout the guide you’ll also find brief biographical
sketches of fire protection engineers and links to the
Discovery and SFPE Web sites for additional information.
Finally, to complement the lessons, there is a three-part
DVD presenting 1) Fire Safety in Buildings 2) Demonstrations
from the resources kit, and 3) Careers in Fire Protection
Engineering. Look inside the back cover for specific
suggestions on how to most effectively integrate
the lessons and DVD.
Table of Contents
Lesson 1 page 1
Chemistry of Fire
Length – One 45-minute period
Lesson 2 page 4
Combustion Reactions
Length – One to two 45-minute periods
Lesson 3 page 7
How Does Fire Burn?
Length – Two 45-minute periods
Lesson 4 page 11
Spread of Fires
Lesson 5 page 13
Prevention and Protection
Standards Alignment page 16
DVD Overview page 17
As you go through these lessons with your classes, please
follow correct safety procedures as you would with any
chemistry demonstration or lab. A few reminders: always
wear goggles and aprons, try demonstrations and labs
before doing them with the class, have proper fire safety
equipment nearby, and dispose of waste in a manner that
is consistent with MSDS sheets.
discoveryeducation.com/firechemistry
1 Teacher’s Guide
Funded by a Grant from the U.S. Department of
Homeland Security.
Special thanks to:
The University of Maryland for use of the Jeong H. Kim
Engineering Building, the site of the DVD production and
photos used throughout this guide.
Dr. Herbert Rabin
Interim Dean
A. James Clark School of Engineering
University of Maryland
Dr. André W. Marshall
Associate Professor
Department of Fire Protection Engineering
University of Maryland

SOCIETY OF
FIRE PROTECTION
ENGINEERS
Teacher Preparation
1) Place a can of soda in the refrigerator overnight or long
enough for it to get cold.
2) Make a saturated solution of Ca(OH)2
– enough to fill a
glass jar ¼ of the way. Make sure there is no solid
Ca(OH)2
in the solution. This can be made by adding about
10g (one teaspoon) of calcium hydroxide to a half liter of
water and stirring vigorously. This makes a saturated
solution that should be allowed to stand until all of the
excess lime sinks to the bottom. Carefully pour off the
clear liquid through filter paper into a storage bottle.
Keep tightly closed.
3) Prepare a candle that is short enough to stand inside the
glass jar with the lid closed – melt a little wax and then
place the end of the candle in that wax. Hold the candle
until the candle wax has had a chance to set so that the
candle will not fall over.
This lesson will start with a general discussion of what fire is.
Fire is an exothermic chemical reaction that involves fuel and
oxygen. Other oxidation reactions can be discussed,
such as the rusting of iron or the yellowing of
paper. While these reactions also liberate
energy, they do so at a much slower
rate than fire.
Typical fuel compositions can be
discussed. Ask students to name
some fuels that they may be
familiar with – a few examples
are in the table below. Most fuels
found in homes, schools, and
businesses are of the form Cx
Hy
or
Cx
Hy
Oz
, including cellulosic-wood-based
materials and plastics, although some fuels
do contain other elements, such as nitrogen
or chlorine. For this exercise, we’ll stick with fuels of
the form Cx
Hy
or Cx
Hy
Oz
, because most things that are found in
homes fall into this category.
Lesson 1
Chemistry of Fire
Overview
• What is fire?
• Fuel compositions
• Test for water vapor in smoke
• Test for carbon dioxide in smoke
• Products of combustion
(overview of the products of combustion)
Student Learning Objectives
Students will understand the following:
1) The products of complete combustion reactions are
carbon dioxide and water.
2) Incomplete combustion reactions can produce carbon
monoxide and partially combusted fuels in addition to
water and carbon dioxide.
Standards Alignment
See page 16
Suggested Materials
Candle, matches or lighter, beaker, glass jar with metal lid,
water, ice, calcium hydroxide, 2 cans of soda (one cold and one
at room temperature)
2-part experiment
• Part I: Investigation
• Part II: Questions/Applications/Simulations/Debriefing/Testing
Many oxidation/
reduction reactions
can be broken into
subcategories (combustion,
single replacement, and
synthesis). Depending on the
level of your students, you may
simply want to refer to these
reactions as combustion
and not get into the details
of oxidation/reduction
reactions.
the
chemistryof
continued
Chemical Name Chemical Formula Use
Methane CH4
Bunsen burners
Propane C3
H8
Gas grills
Butane C4
H10
Lighters
Octane C8
H18
Major gasoline component
Ethanol C2
H5
OH (or C2
H6
O) Alcohol in beer and wine
Isopropyl alcohol C3
H7
OH (or C3
H8
O) Rubbing alcohol

2 3
Ask the students what products will be produced when a
fuel is lit on fire. Write the student answers on the board and
then conduct the following demonstrations to prove what the
products of the reaction are. Tell student volunteers to wear
safety goggles when performing these experiments.
Teacher Demonstration – Water Vapor Test
Tell the students you have two cans of soda and that it is
their job to note any observations. Take out a can of cold
soda and a can of room temperature soda. Ask the students
what is happening to the cold can of soda and the room
temperature can of soda. Discuss the condensation formed
on the sides of the can. What would happen if the can were
set on the table on a dry day? Little or no condensation
would form. Ask students why these two cases are different.
The answer is that there are different concentrations of
water vapor in the air on humid days and dry days. The
dew point of the air is related to the concentration of the
water vapor in the air. The dew point is a measure of the
temperature at which the air becomes saturated with water
vapor and cannot hold any more. At the dew point, water
vapor will begin to condense (or precipitate) out of the air.
On the humid day, the can will be at a temperature below
the dew point, so water vapor will condense on the can. The
water that condenses on the can was originally
“in solution” with the air. On the dry day, the can might not
be below the dew point.
Fill a beaker about half full with water and add some ice.
Light a candle and place the water-filled beaker above
the flame. Water vapor created in the candle flame should
condense on the beaker or flask.
Student Activities – Carbon Dioxide Test
To begin the next exercise, ask students to write and
balance the following equation:
Ca(OH)2
+ CO2
-------------- ?
ANSWER:
Ca(OH)2
+ CO2
-------------- CaCO3
+ H2
O
CaCO3
is less soluble in water than Ca(OH)2
, so it will
precipitate out of solution. The CaCO3
is white in color, so
the solution will appear cloudy when the CaCO3
precipitates
out of solution.
Calcium hydroxide [Ca(OH)2
] can be used to test for carbon
dioxide, since calcium carbonate will form and precipitate
out of solution in the presence of carbon dioxide. To test
for carbon dioxide in the products of combustion from
a candle, place a candle in a jar that is about ¼ full of a
saturated calcium hydroxide solution (the candle should be
shorter than the jar). Ignite the candle and close the jar.
Allow the candle to go out from depleting the oxygen from
the air in the jar. Once the candle is extinguished, quickly
and carefully remove the candle and re-close the jar. Agitate
the beaker, and calcium carbonate should form.
With these two experiments, the presence of water and
carbon dioxide in candle smoke has been shown. However,
fires generally do not burn perfectly, and compounds other
than water vapor and carbon dioxide can generally be found
in combustion products. These compounds include carbon
monoxide and hydrocarbons that are formed by incomplete
combustion. If there is not sufficient oxygen available
(such as a big fire in a small room), then significant
quantities of carbon monoxide can be created. It is these
products, particularly carbon monoxide, that injure or kill
people in fires.
The amount of carbon monoxide that is formed is a function
of the amount of air that is present in the area of the fire.
If there is sufficient air available, a negligible amount of
carbon monoxide will be formed. However, in situations
where there is little air available, such as when a fire fills
a room, significant quantities of carbon monoxide can be
formed. This carbon monoxide can be carried with the
smoke to areas that are remote from the fire. This is the
reason that people are taught to stay low in smoke. Because
the smoke is less dense than normal air, it will tend to rise,
and the freshest air will be near the floor.
Extensions
More and more people are placing carbon monoxide detectors
in their homes.
Students may research the following:
1) Why are people placing carbon monoxide detectors in
their homes?
2) Should carbon monoxide detectors be placed near the
ceiling or near the floor? Why?
3) In which rooms should homeowners usually place
the detectors?
4) How do the detectors work to determine that carbon
monoxide is present in the home?
5) What does carbon monoxide do to the human body?
Teacher’s Guide

SOCIETY OF
FIRE PROTECTION
ENGINEERS
the
chemistryof
Endothermic – Absorbs heat
Femto – 10–15
Fuel – Something consumed to produce energy
Organic chemistry – The chemistry of compounds
containing carbon
Solution – The process by which a gas, liquid, or solid is
dispersed homogeneously in a gas, liquid, or solid without
chemical change
Precipitate – To cause (a substance) to be separated from
a solution
Evaluation
Oral or Written: Students will explain what fire is and what
occurs when a fire is burning by demonstrating clear
understanding of the two objectives and relevant vocabulary.
Vocabulary
(some definitions taken from dictionary.com)
Combustion – A process in which a substance reacts with
oxygen to yield heat and light
Concentration – The amount of a specified substance in a unit
amount of another substance
Condensation – The act or process of reducing a gas or vapor
to a liquid or solid form
Dew Point – A measure of the temperature at which the
air becomes saturated with water vapor and cannot hold
any more
Exothermic – Releases heat
C A R E E R C O N N E C T I O N
Stacy N. Welch, PE
Senior Fire Protection Engineer
Marriott International
When I was accepted into the College of Engineering at the University of Maryland, I went to an open house
where each area of engineering was introduced. I was drawn to the human component of Fire Protection
Engineering. I was excited about the possibility of saving a life or preventing a disaster through something I
designed or was involved in. I graduated with a Bachelor of Science degree in Fire Protection Engineering and
have been in the fire protection field for ten years.
Today, I work in the hospitality industry. I review construction plans, communicate with architects and
contractors, and survey buildings to ensure that our hotels will be safe and that the fire protection systems are
designed and installed in accordance with codes and our own standards. I take pride in having the opportunity
to increase awareness in regard to fire protection and life safety. Because of my involvement, buildings are safer
– it doesn’t get better than that.
Fire Protection Engineering is a great field. It involves all kinds of science – from how fires burn to how water
moves to how steel responds to heat to how smoke travels. Fire protection engineers are in demand, so you get
a choice of jobs. In addition, you learn that fire protection is all around you – from the exits in public buildings, to
the fire sprinklers in your school, to the smoke detectors in your home.

4 5
Lesson 2
Combustion Reactions
(laboratory demonstration)
Length – One to two 45-minute periods
Overview
• Balance equations for the burning of different fuels
• Discuss the fire tetrahedron
1) How to write and balance combustion reactions.
2) Fuel, oxygen, heat and a chemical chain reaction are all
necessary for fire to occur.
Standards Alignment
See page 16
Suggested Materials
Propane supply, plastic hose, dish washing soap, beaker, water,
matches, safety goggles
2-part experiment
In lesson 1, students proved that water and carbon dioxide
are products of combustion reactions. The purpose of this
lesson is to write combustion reactions and balance the
reactions for typical fuels. Before starting to write and balance
combustion reactions, complete the following demonstration
with your students.
Teacher Preparation
1) Please try the demonstration on your own before doing
it in class. The amount of propane gas released should
be small the first time so you are not startled by the
combustion reaction.
Teacher Demonstration – Combustion Reaction
Fill a beaker full of water and add some dish soap. Hook
a plastic hose up to the propane supply. Place the end of
the hose into the beaker of soapy water. Slowly turn on the
propane gas. Turn off the gas supply and take the hose from
the beaker. Away from the beaker, strike a match and then
carefully place it into the beaker – the bubbles that were
produced with propane will combust dramatically. This can
be repeated numerous times with the same water/soap
mixture. Now have a discussion with your students, asking
the following questions:
1) What did they observe? Could regular dish soap bubbles
be lit on fire? What type of reaction did they observe?
2) Write a chemical equation for what just occurred. How
did they know what the products were? Remind them of
the demonstrations from the previous lesson.
3) Is the reaction balanced?
C3
H8
+ 5 O2
------- 3 CO2
+ 4 H2
O balanced reaction
A prototypical fuel can be provided, such as C20
H42
(an
approximation for candle wax). Students should be asked to
balance an equation for the burning of this wax.
2 C20
H42
+ 61 O2
------- 40 CO2
+ 42 H2
O
Here are some other reactions the students can complete
and balance. Share the following hint with your students
– balance oxygen last in combustion reactions. Ask students
if they can remember the names and uses of some of these
fuels from the previous lesson.
a) CH4
+ O2
---------------
b) C3
H8
+ O2
--------------
c) C2
H5
OH + O2
-----------
d) C4
H10
+ O2
-------------
e) C8
H18
+ O2
-------------
ANSWERS:
a) CH4
+ 2 O2
------------- CO2
+ 2 H2
O
b) C3
H8
+ 5 O2
------------ 3 CO2
+ 4 H2
O
c) C2
H5
OH + 3 O2
--------- 2 CO2
+ 3 H2
O
d) 2 C4
H10
+ 13 O2
-------- 8 CO2
+ 10 H2
O
e) 2 C8
H18
+ 25 O2
-------- 16 CO2
+ 18 H2
O
Referring back to the demonstration, ask the students why the
bubbles did not start on fire immediately. This would be a great
opportunity to start a discussion on the “fire tetrahedron.” The
“fire tetrahedron” is used to represent the things that must be
present for fire to occur. Each side of the tetrahedron is labeled
with one of these essentials needed for fire to occur: fuel,
oxygen, heat, and the chemical chain reaction. Remove any
one of these and fire will not be possible (or will go out).
Teacher’s Guide
Lesson
on
DVD
View a demonstration
of this experiment
on the DVD.

SOCIETY OF
FIRE PROTECTION
ENGINEERS
Fire protection engineers use strategies that involve removing
one or more sides of the fire tetrahedron to protect people and
property from fire.
Application
In pairs, pass out a fire scenario; have the students discuss
the following items and then share their scenarios and ideas
with the class:
1) Based on the fire tetrahedron, will the fire occur?
2) If the fire will not occur, what is missing from the fire
tetrahedron that prevents the fire from occurring?
Case Study Fire #1 – It is a nice cool sunny day, and Abby
decides to get her bike in the garage, when she notices the
gasoline can next to her bike. Abby opens the airtight container
and then leaves on her bike. Will a fire start?
Case Study Fire #2 – Working in his oxygen-free fume hood,
Clark has obtained some alcohol and matches to conduct an
experiment. He must return to the stockroom to obtain a few
more items. Will a fire start while Clark is away?
Case Study Fire #3 – The lights have gone out in Vineeta’s
house and it is very dark. Vineeta has gone to get a candle and
some matches. She strikes the match near the wick of the
candle. Will the candle light?
Case Study Fire #4 – Cole is camping for the weekend and
has brought along his propane gas stove. He did not notice
that the tank was empty when he left home. Cole turns on
the gas supply and strikes a match. Will the propane gas
stove ignite?
Case Study Fire #5 – Yena and Sarah are going to bake a
birthday cake for Yena’s mother. As they put the cake in the
gas oven, they notice that the oven is not warm. Looking under
the gas oven, they notice that the pilot light is out. Yena makes
sure the gas is on and strikes a match near the pilot light. Will
the pilot light catch on fire?
Case Study Fire #6 – Juan put an inverted glass jar on top of a
candle that was burning. The jar will not allow any air in or out
of the candle container. Will the candle continue to burn?
the
chemistryof
Teacher Answers:
Case Study #1 – No, there is no heat to start the fire.
Case Study #2 – No, neither heat nor oxygen is present.
Case Study #3 – Yes
Case Study #4 – No, there is no fuel.
Case Study #5 – Yes
Case Study #6 – No, the jar will run out of oxygen.
Extensions
1) Students may research the properties of the fuels
discussed in lessons 1 and 2. Are some of these
fuels more dangerous than others? What is the cost of
these fuels? At what temperature would these fuels
catch on fire?
2) Students may research the following terms: flash point
and autoignition temperature. Students can look at MSDS
sheets for the fuels discussed in lessons 1 and 2.
3) Students may research the history of the fire tetrahedron.
Evaluation
Oral or Written: Students will use the fire tetrahedron to come
up with fire scenarios in which fire may or may not occur
and tell why it may or may not occur, by demonstrating clear
Burning propane-filled bubbles
Lesson
on
DVD
Chain
Reaction
OxygenHeat
Fuel

6 7 Teacher’s Guide
Rima Adawi
Project Coordinator
Region South Fire and Rescue Service
Sweden
For a long time, I wanted to become a physician, but just before my last year of
high school, I changed my mind. I sat down with a catalogue of all the education
programs in Sweden, and when I came to the Fire Protection Engineering
program I suddenly stopped. I read about the program and found it very
interesting. I decided to apply.
I work at a Fire and Rescue Service, where I am positioned at the fire prevention unit. My current work is mainly related
to a project called “Dwelling Fires.” The purpose of the project is to reduce both the frequency and consequences of
dwelling fires. In addition, I work following up various activities of the prevention unit at the Fire and Rescue Service,
which means that I try to measure whether we are doing what we should be doing and what effect the activities have.
What has surprised me the most is how many different opportunities you have as an FPE. Being an FPE is much more
than just working with fire protection. For example, many of my former classmates work for insurance companies, as
safety managers for different industries, or as emergency and crisis managers for municipalities. Furthermore, as an
FPE you have the opportunity to work in many different countries.
Propane supply immersed in bubble liquid
Lesson
on
DVD

SOCIETY OF
FIRE PROTECTION
ENGINEERS
Lesson 3
How Does Fire Burn?
(classroom exercises and laboratory experiments)
Overview
• Ignition
• Premixed and diffusion flames
• Solid, liquid, and gaseous fuels
• Structure of a diffusion flame
1) The difference between a diffusion flame and a
premixed flame.
2) How to use a Bunsen burner and what the correct flame
looks like.
3) How a candle burns.
Standards Alignment
See page 16
Suggested Materials
Student Activity – each group needs:
Bunsen burner, match, glass rod, striker, paper clip
Teacher Demonstration
Candle, Bunsen burner, filter paper, glass bulb dropper, wire
mesh, Petri dish, acetone (fingernail polish remover), striker
Optional mini demonstration materials
Straw, food coloring, beaker, celery, graduated
cylinder, water
2-part experiment
Teacher Preparation
1) Please try all activities and demonstrations on your own
before doing them in the classroom.
2) When the students place the match into the paper clip,
make sure it is straight and placed in the center of the
Bunsen burner barrel or the match will light immediately.
3) If you are going to do the celery demonstration, you will
need to place the celery in colored water overnight before
showing it to the students in class.
Teacher Demonstration – Ignition
At the beginning of this lesson, students should be asked
why a gas stove requires a pilot light or electric spark igniter
to light when the gas is turned on. Although the gas and air
may be mixed in sufficient proportion to react (burn), the
burner will only ignite when a spark or flame is present.
Once the stove is ignited, the spark or pilot light is not
needed anymore.
The answer is that the fire, like all reactions, requires
activation energy to start. Because fire is an exothermic
reaction, the activation energy is provided from the fire itself
once ignited.
Next, note that the striker could not ignite a candle. In fact,
if a lit match is quickly touched against the wick, the candle
will not ignite. Ask the students why this is. The answer
is that the wax fuel is not in a form that would support
combustion. The fuel must first be melted and vaporized
before it will ignite. If the match is held near the wick long
enough, a flame will appear.
Following this discussion, show students how to start the flow
of gas to a Bunsen burner and strike a striker above it. Note
that the flame appears almost instantaneously. The striker
simply provides the activation energy to the gas/air mixture.
Student Activities – Shapes of Diffusion Flames
With a partner, allow the students to learn how a Bunsen
burner works and how fire burns.
1) Close the air supply of the Bunsen burner so that
no air is entering into the Bunsen burner. Turn on the
gas supply and ignite the Bunsen burner. Hold a clean
glass rod in the tip of the flame of the Bunsen burner.
What do you observe about the glass rod? What color
is the flame?
2) Turn off the gas supply and open the air supply so
that air is entering the Bunsen burner. Turn on the
gas supply and once again ignite the Bunsen burner.
Clean off the glass rod. Hold the clean glass rod in the
tip of the flame of the Bunsen burner. What do you
observe about the glass rod? What color is the flame?
What is the difference between the two flames? Which
flame is better when using a Bunsen burner?
3) Turn off the gas*. Close the air supply to the Bunsen
burner again. Take an UNLIT match and a paper clip.
Slide the match into the paper clip so just the head of
the match is on one side and the rest of the match is
on the other side of the paper clip. Place the paper clip
with match inside the Bunsen burner barrel – make
sure the match is as low as it will go and that it is
exactly in the middle of the Bunsen burner barrel. See
picture on the next page. Turn on the gas and ignite the
the
chemistryof
continued
Lesson
on
DVD
of this experiment
on the DVD.

Answers to Questions from Student Activities
1) Black soot should form on the glass rod. The flame will
burn with a yellow color.
2) No soot should form on the glass rod – soot is not
produced in the flame. The flame will burn with a blue
color. The difference is in how the fuel and air are mixed
prior to burning. The first flame had the fuel and air mix in
the flame. In the second flame, oxygen was mixed with the
fuel prior to burning, before the fuel-air mixture reached
the flame. When the air supply is closed, the fuel and air do
not mix until they reach the flame. Inside the flame, only
fuel exists, and outside the flame only air exists. This type
of flame is called a “diffusion flame.”
The yellow color is caused by the formation of soot, which
is black and glows yellow at the flame temperature. The
soot itself is burned before it exits the flame. If the air
supply is opened, the fuel and air mix before they reach
the flame. This is called a “premixed flame.” The blue color
is caused by chemiluminescence, which is caused by the
vibration of the fuel molecules before they are burned.
3) If the students were careful, the match should not have
lit. This shows that the inside of the flame is cooler. If the
students put the match in the correct place, the match
may not light at all, while some matches may light after a
few seconds due to air moving in the classroom.
Bunsen burner with the striker. What do you observe?
Wait 10 – 20 seconds, and turn off the gas. Did the
match light? Why not?

The flame is a diffusion flame (see illustrations below).
The purpose of this activity is to show the inner part of
the flame is cool and does not have enough energy to
light the match.
Setup of match and paper clip Proper placement of the paper clip and match in the
Bunsen burner
Usually, a
premixed flame is
desired when using a
Bunsen burner in
chemistry class. This
activity uses a diffusion
flame. Because most
accidental fires involve
diffusion flames, fire
protection engineers
study diffusion
flames.
Match inserted in Bunsen burner

SOCIETY OF
FIRE PROTECTION
ENGINEERS
about the substance that is in the dropper and what it
might be. It can be observed that the vapors that fill the
dropper are white, and that these vapors are wax in its
gaseous form. The vapors can be expelled onto a lit match,
and they will reignite.
Ask the students to look at the candle flame and observe
the wick. While the wick is blackened, it does not burn;
also, the wick does not extend outside of the flame. Ask
students why this might be. The answer is that the wick
is never heated above the boiling temperature of the wax.
Through capillary action, the wick draws liquid wax from
the wax cup that forms at the top of a lit candle. The flame
then heats the liquid wax on the wick and vaporizes it. The
vaporized fuel travels to the flame zone where it is burned.
The heat of the flame itself burns the wick at the point
where the wick touches the flame.
The “smoke” from a freshly extinguished candle can
easily be ignited.
Teacher Demonstration – Shapes of
Diffusion Flames
Another way to show a premixed flame is to once again
light a match and blow out an ignited candle (note that
the candle must have been burning for a few minutes
before it is blown out for this to work). Place the lit match
near the candle in the “smoke.” A flame can be observed
to travel down the path of the “smoke” and relight the
candle. This occurs because the “smoke,” which is
really wax vapors, is premixed with air, and the flame
can travel down the path of the wax vapor-air mixture
back to the candle.
Next, lower a piece of filter paper so that it is in the flame.
Holding the filter paper steady, allow it to begin to char,
but remove it before it ignites. The char should have
formed a ring pattern, which shows that the outside of
the flame is the hottest part.
With the candle ignited, slowly lower the wire mesh until
it bisects the flame vertically. The wire mesh absorbs heat
from the flame so that the activation energy is lost from
the flame zone above the wire mesh. Note that the color
of the “smoke” changes as the wire mesh begins to bisect
the flame. Ask students to explain the differences in the
color of the “smoke.” The smoke is initially black, which
is soot that is created in the candle. Usually, this soot is
burned before it exits the flame, but the screen interrupts
the burning as it approaches the tip of the flame. As the
screen is lowered more, the color of the “smoke” changes
to white, which is wax vapor.
With the screen bisecting the flame, one can look down
into the flame and see its structure. The flame can be
seen to be hollow, with wax vapors inside it and a very
thin flame sheet, which is where the reaction occurs.
With the wire mesh held carefully in place, it is
sometimes possible to reignite the unburned wax
above the wire mesh.
The soot in the flame can be observed by dimming the
lights in the room and placing the candle between a light
source, such as a flashlight or projector, and a screen or
piece of white paper (make sure that the candle is not
close enough to the screen or paper to ignite it). Adjust
the light source so that it is possible to see the shadow
of the flame. The shadow shows that some of the light
is blocked by the flame itself. This is because while the
soot in the flame glows, it still is able to block light.
Last, expel the air from a glass dropper bulb (squeeze
the bulb). Place the tip of the dropper inside the flame
and allow the dropper bulb to fill with the matter that is
inside the flame. Ask the students for their observations
the
chemistryof
continued

The DVD states that fuels must be in a gaseous state for
combustion to occur. This is true for the vast majority of
fires. However, there are cases where combustion can occur
in the solid or liquid phase. Examples include mists, dusts,
burning metals, and smoldering combustion.
Extensions
1) Students may research the four or five leading causes of
fire in the home. These can then later be used in lesson 5.
Evaluation
Oral or Written: Students will explain the processes that occur
in a candle as solid wax is burned.
Vocabulary
Activation energy – The energy necessary to start a reaction
Boiling point – The temperature at which a substance boils
Capillary action – The movement of a liquid along the surface
of a solid caused by the attraction of molecules of the liquid to
the molecules of the solid
Chemiluminescence – The emission of light by an atom or
molecule that is in an excited state
Ignition – The process of initiating combustion or starting a fire
Temperature – A measure of the average kinetic energy of the
molecules that comprise the object
To help with capillary action here are few mini
demonstrations you could do for your students
1) Take out a graduated cylinder and add some water – the
water forming a meniscus is a result of capillary action.
The smaller the diameter of the graduated cylinder the
more pronounced the capillary action will be.
2) Take a piece of freshly cut celery and place it in a
container of colored water. Allow to sit overnight. The
next day, cut the celery in half and you will see that the
food coloring traveled up the celery stalk. You could also
do this with white carnations, but this may take longer
than one night.
Teacher Demonstration – States of Matter
for Combustion
It can also be demonstrated that the liquid fuel does not heat
the wick above the liquid’s boiling point by trimming a piece
of filter paper so that it completely fits inside a Petri dish,
pouring a few milliliters of acetone inside the Petri dish,
and igniting the acetone. While the fuel burns, the paper
does not. In fact, if the paper is sufficiently flat, the acetone
will completely burn without igniting the paper. This is
because the temperature of the wick or filter paper is
below the boiling temperature of the wax or the acetone,
which is below the temperature at which the wick or filter
paper will ignite.
Bernie Till
Defense Programs Fire Protection Engineering
Lead/Principal Fire Protection Engineer
I’m always proud of being a fire protection engineer. It is a job where you won’t
always know how many lives you saved or how much destruction you prevented,
but you always know you are making a difference. You can know that people are
safe from fire because of what you do – even if sometimes they never even know
you did it. Some opportunities that I found particularly rewarding were testifying
to legislators regarding fire sprinkler effectiveness and providing fire sprinklers in
Habitat for Humanity houses. I’ve been a fire protection engineer for 13 years and
a volunteer firefighter for 20 years.
The fire protection profession is so broad. You can do almost anything in which you have a personal interest, including
computers, design, consulting, litigation, or forensic fire protection. And careers are not just limited to big cities in the
U.S. The opportunities are worldwide.
If I was looking for a candidate for a fire protection job, I would want someone who is technically competent, yet able
to understand the needs of and communicate with those seeking technical assistance. Key to me is someone who is
honest and demonstrates integrity by doing the right things for the right reasons. Fire protection engineering is one of
those jobs where cutting a corner can result in disastrous consequences.

SOCIETY OF
FIRE PROTECTION
ENGINEERS
Lesson 4
Spread of Fires
(laboratory experiments)
Overview
• Discussion of modes of heat transfer
• Conduction experiment
• Convection experiment
1) There are three ways heat can be transferred
– conduction, convection, and radiation.
2) Different materials conduct heat at different rates due to
their specific heats, densities, and thermal conductivities.
Standards Alignment
See page 16
Suggested Materials
Glass rod, metal rods – various metals, beakers, water (ice and
hot), thermometer, graduated cylinder, Bunsen burner or hot
plate, shortening (such as Crisco, preferably in bar form), ice
cubes (approximately the same size), ring stand, fan
2-part experiment
Teacher Preparation
1) Cut up shortening into small cubes. You might want to
place them in the refrigerator to firm them up even more.
2) You may want to label the metal rods with random letters
so you know what metals each pair of students is using.
Fires grow and spread through the transfer of heat from areas
or items that are burning to areas or items that are not burning.
Since it involves the ignition of items or portions of items
that are not burning, the science behind fire spread is very
similar to the science behind ignition. Recall that ignition was
discussed in lesson 2.
There are three ways in which heat can be transferred:
conduction, convection, and radiation. Before discussing heat
transfer, it is useful to review temperature. The temperature
of an object is a measure of the average kinetic energy of the
molecules that comprise the object. All molecules move, and
the higher the temperature, the more rapidly the molecules
move. At absolute zero (0 K or –273 ºC), movement of
molecules would stop.
Conduction
In solids, conduction heat transfer involves the transfer of
energy through the solid from molecules with greater energy
to those with less energy. This transfer could occur through
molecular collisions or by vibration or transport by free
electrons in solids.
Energy always flows from hotter objects to cooler objects, just
as gravity always pulls in the downward direction.
Convection
Convection heat transfer involves the transfer of energy
associated with the interaction of molecules at the interface
(solid-liquid, solid-gas, or liquid-gas) between two materials.
An example to help students distinguish between conduction
and convection is cooking a turkey in a fryer. When the inside
of the bird is cooked, that is conduction. When the outside skin
of the bird is browned and cooked, that is convection.
Radiation
Radiation heat transfer is entirely different from conduction
or convection: it involves the transfer of energy via electro-
magnetic waves. The transfer of heat from the sun to the earth
occurs via radiation. Indeed, there is very little
matter between the earth and the sun that
would allow for the transfer of energy at
a molecular level. All materials give off
thermal radiation at an intensity that
is proportional to the temperature (in
Kelvin) raised to the fourth power.
Student Activity –
Conduction Experiment
the
chemistryof
continued
A conductometer
can be purchased at
your chemical supply
company. The spokes are
made of different metals.
The manufacturer suggests
using beeswax, but household
crayons can also be used. If you
do not have a conductometer,
this experiment can be
performed using a metal
rod and a glass rod.
Lesson
on
DVD
of this experiment
on the DVD.

Extensions
1) More homes are now installing convection ovens. Students
may research why so many people are purchasing ovens
that have the convection feature.
2) When cooking in the home, many pots and pans are
made out of metal. Students may research why most
pots and pans are made out of metals and what metals
are they are made of.
3) In this lesson, conductors were the major focus.
Something else that is just as important are insulators.
Students may research the following things
about insulators:
a) What are insulators?
b) What makes a good insulator? Why?
c) How do insulators relate to the discussion of
good conductors?
Evaluation
Oral or Written: Students will explain how the various
modes of heat transfer can affect the spread of fire by
demonstrating clear understanding of the two objectives
and relevant vocabulary.
Vocabulary
Absolute zero – (0 K or –273 ºC) – movement of molecules
would stop
Conduction – Involves the transfer of energy through a material
from molecules with greater energy to those with less energy
Convection – Involves the transfer of energy associated with the
interaction of molecules at the interface between two materials
of dissimilar states of matter
Kinetic energy – Energy of motion
Radiation – Involves the transfer of energy via electro-
magnetic waves
Set up a ring stand to hold the glass rod horizontally. Cut
small pieces of shortening or beeswax, and carefully place
them on both ends of a glass rod and a metal rod. Balance
the metal rod on the ring stand and heat the middle of
the rod with the Bunsen burner. Repeat with the glass rod.
Observe which cube melts off of the rods first. Explain
the observation.
Heat is conducted along the rods to the shortening or
beeswax. As the rods heat up, the shortening or beeswax
will begin to melt. The shortening or beeswax will fall off of
the metal rod with the highest conductivity first. The metal
with the highest conductivity is the better conductor. This
would be a great opportunity to discuss the conductivity of
various objects.
Convection Experiment
Equipment needed: ice cubes (approximately the
same size), fan
Turn on the fan and place one ice cube so that the fan
blows directly onto it. Place the other ice cube in another
location in the same room where the fan does not blow on it.
Observe the melting of the ice cubes.
The ice cube that has the fan blowing on it will melt first.
Although the temperature surrounding both ice cubes is
approximately the same, the ice cube that has the fan
blowing on it will melt first because heat from the air is
transferred to it more quickly. Heat from the blowing air
is transferred to the ice cube more quickly because of the
increased motion of the air, which is at a temperature above
the freezing point of water.
Ana Ortiz, Fire Protection Engineer, NASA Johnson Space Center
I knew I wanted to be an engineer when I was in high school and throughout junior college, but I did not
know what kind. I started off as an architecture major, but it wasn’t too interesting. I then switched to civil
engineering, which was not exciting either. I told myself that there had to be an engineering field that I
would have a passion for. For about two to three months, I researched online and at libraries.
One day I approached a firefighter who was working on a fire truck. I asked if he knew any fire protection
engineers. A few minutes later, he introduced me to a gentleman who explained about all the different
areas and responsibilities of fire protection engineering. I was hooked.
As a fire protection engineer, I routinely inspect buildings for life safety and fire protection issues, conduct plan reviews for fire alarm
and sprinkler systems; oversee fixed fire suppression systems; coordinate with occupational health, environmental, and other safety
professionals and organizations; and I am available 24/7 for any mishaps. Fire protection engineering deals with a little bit of everything,
from chemicals to industrial places to fire studies to the life safety of people and property.

SOCIETY OF
FIRE PROTECTION
ENGINEERS
Lesson 5
Prevention and Protection
(classroom discussion with demonstrations)
Overview
• How fires are extinguished
• Ignition sources and fire-safe cigarettes
• Smoke alarms
• Fire prevention in the home
1) How water extinguishes fires.
2) How the two most common types of smoke alarms
(ionization and photoelectric) work.
Standards Alignment
See page 16
Suggested Materials
Bunsen burner, ring stand, ring, wire gauze, tongs, bathroom
paper cups, lighter, water, thermometer, large beaker to
extinguish burning cup, shallow dish, vegetable oil
2-part experiment
Teacher Preparation
1) Please try the demonstrations on your own before doing
them in class.
Teacher Demonstration – How Fires Are
Extinguished
Start off with a mini demonstration – boiling water in a
paper cup. Set up a ring stand, ring, wire gauze, and Bunsen
burner. Obtain some small paper bathroom cups from your
grocery store.
Have the students take a cup out of the box – with a lighter,
show the students that the cup will burn. Take another cup
from the box, fill it with water, and place it on the wire gauze
on the ring stand. Start the Bunsen burner and place it under
the paper cup – the cup will not burn. Have tongs nearby in
case you have to remove the cup with water – sometimes
before the water boils the glue on the cup may start to give
way, which will cause the water to stop boiling.
The water will start to heat up – you could monitor this with
a thermometer. Ask the students why this cup didn’t light on
fire. You can lead this discussion back to boiling temperature,
ignition temperature, and the “fire tetrahedron” discussed in
lesson 2. This will lead to a discussion on how and why water
is the most commonly used fire extinguishing agent.
Water is effective in extinguishing fires because it cools
(removes heat), displaces oxygen by expanding to steam
(removes oxygen), and dilutes the fuel source (removes fuel).
Some of the chemical properties of water that make it an
excellent extinguishing agent can be discussed.
According to the United States Fire Administration, each year
in the United States more than 3,500 people die as a result of
fire. Over 85% of these deaths occur in the home. One way to
effectively extinguish fires and protect people from fire in the
home is through the use of a home fire sprinkler system.
Home fire sprinklers are heat-activated devices designed to
activate at a specific temperature. Each sprinkler is installed
on or near the ceiling and is connected to a series of water-
filled pipes. During a fire, heat from a fire is transferred to
the sprinkler’s sensing element. Once an automatic sprinkler
reaches a predetermined temperature, the automatic sprinkler
activates. As a result of this activation, water is released from
the sprinkler in a distinctive pattern so that a typical residential
fire is controlled and eventually suppressed.
Cooking is the most common cause of fire in the home. There
are cases when water does not effectively a extinguish fire.
For example, if a person attempts to use water to extinguish
a grease pan fire, the water will boil and splatter the boiling
grease. This process can be discussed along with the best
means to extinguish a grease pan fire.
CO2
is often used to extinguish fires in industrial applications
in areas where water is not an effective extinguishing agent.
It is used to extinguish flammable liquid fires, gas fires, and
fires involving electrically energized equipment. Primarily, CO2
extinguishes fires by displacing oxygen.
the
chemistryof
continued
A fire sprinkler
Lesson
on
DVD
of this experiment
on the DVD.

Ignition Sources and Fire-Safe Cigarettes
As discussed in lesson 3, normally an ignition source is needed
to start a fire. Ask the students to list what they think are
some of the most common sources of ignition for fires in the
home. These ignition sources should include cooking, playing
with matches, unattended candles, electrical equipment
malfunctions, and smoking materials.
Although cooking is the leading cause of fires in the home,
smoking materials are the leading cause of fire deaths
in the home. As a transition, the students should be asked
to do an Internet search on the topic of fire-safe cigarettes
(see www.firesafecigarettes.org). The students can be asked
to describe the differences between regular cigarettes and
fire-safe cigarettes and why fire-safe cigarettes reduce the
risk of cigarette-ignited fires.
Smoke Alarms
This discussion can start with a review of the information
from lessons 1 and 2 about the deadly products of combustion.
Next, the discussion will describe how properly installed smoke
alarms in the home can provide an early warning of fire and
how this early warning can prevent deaths and injuries from
fire. According to the National Fire Protection Association, the
fire death rate in homes with working smoke alarms is 51%
less than the rate for homes without this protection.
There are two types of smoke alarms – ionization and
photoelectric. Ionization smoke alarms have a small amount of
radioactive material between two electrically charged plates.
The radioactive material ionizes the air and causes a current to
flow between the plates. When smoke enters the smoke alarm,
it disrupts the flow of ions, thus reducing the flow of current
and activating the alarm.
Photoelectric smoke alarms aim a light source into a sensing
chamber at an angle away from the sensor. When smoke
enters the smoke alarm, it reflects light onto the light sensor
and activates the alarm.
Ionization alarms are usually more responsive to flaming
fires and photoelectric alarms are generally more responsive
to smoldering fires. Both types of alarms are effective in
detecting fires.
Teacher Demonstration – CO2
Melt a little candle wax to secure a candle to the inside of
a beaker. Be sure the beaker is taller than the candle (this
works best if the candle is much shorter than the beaker).
Light the candle. In a separate beaker add some vinegar
to some baking soda. This reaction will produce CO2
,
which is denser than air so it will settle to the bottom of
the reaction beaker.
Carefully pour the CO2
from the reaction beaker onto the
burning candle – do not let any liquid leave the beaker. The
“ghostly” CO2
will extinguish the burning candle. There may
be enough CO2
to extinguish the candle one more time.
Leading Causes of Fire
in the Home
Cooking – 32%
Heating Equipment – 16%
Intentionally Set Fires – 5%
Candles – 4%
Smoking Materials – 4%
(from National Fire Protection Association
“Leading causes of structure fires in
homes, 2000–2004 annual
averages”)
Carbon dioxide is used to extinguish a candle flame.
Lesson
on
DVD
A home smoke alarm

SOCIETY OF
FIRE PROTECTION
ENGINEERS
Based on what the students learned about smoke alarms and
the information from previous sessions, the students should be
able to answer the following discussion questions:
• Why is it important to install a smoke alarm on every level
of the home?
• Why should smoke alarms be installed on or near
the ceiling?
• Why is it important to keep smoke alarms clean?
Preventing Fires in the Home
Students can refer back to their research on the leading causes
of household fires from the list on page 14.
For each cause listed, the students should place the ignition
scenarios in context with what they learned in lessons 1
through 4. Based on this discussion, the students can then
discuss the best means to prevent these types of fires.
Extensions
1) Students may research one of the following topics and
then make a poster for the classroom. If time permits,
have students share their posters with the class.
A) How do home fire sprinklers work?
B) Where should home smoke alarms be located?
C) Famous fires and how they started
Evaluation
Oral or Written: Students will relate the fire tetrahedron to
the best practices in putting out a fire by demonstrating clear
the
chemistryof
Erica Kuligowski
Fire Protection Engineer
National Institute of Standards and Technology
I became interested in fire protection engineering during a six-week Women
In Engineering program the summer before my senior year of high school. I
participated in two college-level courses that introduced me to the different
opportunities in engineering. During the fire protection engineering seminar, we
watched fire experiments and ran fire simulation computer models. I was so
surprised that people actually got paid to do something that was so fascinating. In the computer lab, I was able to
simulate a house fire that began in the living room to learn where it would spread and what levels of smoke and toxic
gases would develop. From then on, I realized that fire protection engineering was the career for me.
I now have bachelor’s and master’s degrees in fire protection engineering, and I am working on my PhD in sociology
at the University of Colorado. I currently perform research on what people do during disasters and terrorist events.
Ensuring safer buildings and procedures during a fire is a necessary and rewarding job. Now that we are making
buildings larger and taller, fire protection engineers are tasked with equipment designs and procedures that will bring
people to safety in the event of a fire. Fire protection engineering is an ever-growing field that is continually using
cutting-edge technology to ensure safer conditions for building occupants.
Water is not effective at extinguishing grease fires.
Lesson
on
DVD

16 Teacher’s Guide
Covered by lessons 1, 2, 3, 5
Covered by lessons 1, 2, 3, 5
Covered by lessons 1, 5
Covered by lessons 1, 2, 3
Covered by lessons 1, 2, 5
Covered by lesson 4
Covered by lessons 4, 5
Covered by lesson 4
Standards Alignment
for This Unit*
1) Chemical reactions occur all around us; for example, in
health care, cooking, cosmetics, and automobiles.
2) Chemical reactions may release or consume energy.
Some reactions such as the burning of fossil fuels
release large amounts of energy by losing heat and by
emitting light.
3) Chemical reactions can take place in time periods ranging
from the few femtoseconds required for an atom to move
a fraction of a chemical bond distance to geological time
scales of billions of years.
4) A large number of important reactions involve the transfer
of electrons (oxidation/reduction reactions) or hydrogen
ions (acid/ base reactions) between reacting ions,
molecules, or atoms.
5) Carbon atoms can bond to one another in chains, rings,
and branching networks to form a variety of structures,
including synthetic polymers, oils, and the large molecules
essential to life.
6) In some materials, such as metals, electrons flow easily,
whereas in insulating materials, such as glass, they can
hardly flow at all.
7) Everything tends to become less organized and less
orderly over time. Thus, in all energy transfers, the overall
effect is that energy is spread out uniformly. Examples
are the transfer of energy from hotter to cooler objects by
conduction, radiation, or convection, and the warming of
the surroundings when we burn fuels.
8) Waves, including sound and seismic waves, waves on
water, and light waves, have energy and can transfer
energy when they interact with matter.
*SOURCES:
National Science Education Standards, National Research Council (1996).
Pathways to the Science Standards: guidelines for moving the vision
into practice, middle school edition, National Science Teachers
Association (1998).
17

Chemistry of Fire
DVD Overview
Fire Safety in Buildings TRT: 19:33
This video overviews the origins of fire safety from the
burning of London to the terrorist attacks on September 11th.
Understanding the chemistry of fire is the key to preventing
fire disasters.
Suggested Integration:
〈 • Use this as an introduction to the topic preceding the
experiments. It will draw students into the importance
of fire safety and the science behind it.
〈 • If you choose to cover the five lessons throughout the
year, consider sharing this segment before each lesson
if a length of time has passed.
Demonstrations TRT: 11:39
This video features a fire protection engineer, Morgan Hurley,
and high school students participating in chemistry
experiments that he leads. It can be played in its entirety or
in chapters for use with the individual lessons in this guide.
〈 • This segment demonstrates many of the experiments
presented in the five lessons.
〈 • Use this segment to become familiar with the
demonstrations before you try them on your own.
〈 • Show the segment if the materials are not available
at your school.
The following demonstrations have been included:
Lesson 2 – Combustion reactions
Lesson 3 – Ignition, shapes of diffusion flames, and states of
matter for combustion
Lesson 4 – Conduction experiment
Lesson 5 – CO2
demonstration, and how fires are extinguished
For your convenience, this segment is broken down into
chapters on the DVD so you can find the demonstration
of interest quickly.
Careers in Fire Protection Engineering TRT: 3:17
This video highlights for students the exciting career of fire
protection engineering. If world travel and saving the world
from disaster sound like the stuff of action movies, explore
the realities faced by three fire protection engineers who
may inspire your young scientists.
Lesson
on
DVD
Look for this icon to view a
demonstration of an experiment
on the DVD.

SOCIETY OF
FIRE PROTECTION
ENGINEERS
About The Society of Fire Protection Engineers
Organized in 1950, the Society of Fire Protection Engineers
is the professional society for engineers involved in the
field of fire protection engineering. The purposes of SFPE
are to advance the science and practice of fire protection
engineering, maintain a high ethical standing among its
members, and foster fire protection engineering education.
SFPE’s worldwide members include engineers in private
practice, in industry, and in local, regional, and national
government. Chapters are located in Canada, China, France,
Italy, Japan, Korea, New Zealand, Saudi Arabia, Singapore,
Spain, Sweden, and the United States.
For more information, visit www.sfpe.org
What is a fire protection engineer?
According to the Society of Fire Protection Engineers, a fire
protection engineer applies science and engineering
principles to protect people, homes, workplaces, the economy
and the environment from the devastating effects of fires.
Fire protection engineers analyze how buildings are used,
how fires start and grow, and how fires affect people and
property. They use the latest technologies to design systems
to control fires, alert people to danger, and provide means
for escape. Fire protection engineers also work closely with
other professionals, including engineers of other disciplines,
architects, state and local building officials, and local fire
departments to build fire safe communities. Fire protection
engineers are in high demand. The number of available jobs
far exceeds the supply.
For more information, visit:
www.careersinfireprotectionengineering.com
© 2007 Discovery Communications Made in the U.S.A. All rights reserved.
About Discovery Education
Discovery Education is a division of Discovery
Communications, the leading global real-world and
knowledge-based media company. The leader in digital
video-based learning, Discovery Education produces
and distributes high-quality digital video content in
easy-to-use formats, in all core-curricular subject
areas. Discovery Education is committed to creating
scientifically proven, standards-based digital resources
for teachers, students, and parents that make a
positive impact on student learning. Through strategic
partnerships with public television stations across the
country, its public service initiatives, products, and joint
business ventures, Discovery Education helps educators
around the world harness the power of broadband and
media to connect their students to a world of learning.
For more information, visit www.discoveryeducation.com

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