THE EFFECTS OF ASH
ON THE PROPERTIES OF SOIL
Introduction
Fire is a factor that plays a natural role in several types of ecosystems.
Wildfires, as shown in Figure 1, often result from lightning strikes. Fires
have both immediate and long-term consequences in ecosystems.
After a fire, the burned organic material, the ash, becomes part of the
soil. The effects of ash on soil characteristics can be studied. In this
experiment, you will evaluate how ash changes the water- and heatholding abilities of soil.
Figure 1
Time Needed
50 minutes
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THE EFFECTS OF ASH ON THE PROPERTIES OF SOIL
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What You Need
F two 2-liter (L) clear plastic bottles
F scissors
F two 1-L beakers
F 4.2 cups (3 L) of forest soil
F 1.1 cups (250 milliliters [ml]) of ash
F hot plate
F hot mitts
F thermometer
F access to water
F marking tape and pen
F ruler
F 2 sheets of graph paper
F red and black pencils
F timer or clock with second hand
F paper towels
F science notebook
Safety Precautions
Please review and follow the safety guidelines. Take special
care when working with the scissors, hot plate, and hot water.
What You Do
1. Remove the lids from the two-liter plastic bottles and set the lids
aside. Remove the labels from the plastic bottles and discard. Stand
the bottles on your desktop or lab table.
2. Hold the ruler vertically along the side of one bottle. Measure and
mark a height of 4 inches (in.) (about 10 centimeters [cm]) on the side
of the bottle. Repeat this process for the second bottle.
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THE EFFECTS OF ASH ON THE PROPERTIES OF SOIL
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Use the scissors to carefully cut off each bottle at the marks.
Discard the bottom half of each bottle.
Rinse and dry the top half of each bottle. Screw the lids back onto
the top of each bottle.
Label one bottle as A and the other as B.
Place 4.2 cups (one liter) of soil in each bottle. Press the soil down
firmly. Remove the lids and stand the bottles in beakers as shown
in Figure 2.
A
B
ash
top of
soil
plastic bottle,
bottom removed
beaker
Figure 2
Figure 2
7. Place 1.1 cups (250 ml) of ash on top of the soil in bottle A.
8. Heat 4.2 cups (one
liter) of water to a boil on a hot plate.
Walker/Wood, (JNEOF), Vol. 3, Fig 2(5.5-2)
9. Using hot mitts, carefully pour 2.2 cups (about 500 ml) of hot water
over the soil in bottle A and 2.2 cups (about 500 ml) into bottle B.
Turn off the hot plate. Immediately set the timer for 5 minutes or
record the time (to the nearest second) in your science notebook.
The water will begin draining into the beaker.
10. Gently push a thermometer about 1 in. (2.5 centimeters) into the
soil in each bottle. After 1 minute remove each thermometer, read
the temperature, and record it in your science notebook. Return
the thermometers to the soil in each bottle.
11. After 5 minutes, record the amount of water that has drained into
each beaker. Set your timer for 5 minutes once again or record the
time (to the nearest second) in your science notebook.
12. Remove each thermometer, read the temperature, and record it in
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THE EFFECTS OF ASH ON THE PROPERTIES OF SOIL
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your science notebook. Return the thermometers to the soil in
each bottle.
After 10 minutes, record the amount of water that has drained into
each beaker.
Remove each thermometer, read the temperature, and record it in
your science notebook. Wipe the thermometers and set them
aside.
Create a data table of your experimental results for temperature.
Create a graph of your experimental results for the temperature
data. Place time (0 minutes, 5 minutes, 10 minutes) on the
horizontal axis. Place the temperature on the vertical axis. Use a
red pencil for bottle A and a black pencil for bottle B.
Create a data table of your experimental results for volume of
water collected.
Create a graph of your experimental results for volume of water
collected. Place time (0 minutes, 5 minutes, 10 minutes) on the
horizontal axis. Place the volume of water on the vertical axis. Use a
red pencil for bottle A and a black pencil for bottle B.
Observations
1. Why was the ash placed on top of the soil instead of
mixed into it?
2. What effect did the ash have on soil temperature?
3. Which soil sample allowed more water to drain? Explain.
4. How might an increase in soil temperature affect the
germination of seeds?
Want to Know More?
See Our Findings.
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SAFETY PRECAUTIONS
Review Before Starting Any Experiment
GENERAL
• Always obtain your teacher’s permission for experiments performed
at school, and your parent’s permission for experiments performed
at home, before attempting any experiment.
• Read all instructions for an experiment before starting the
experiment, and follow the directions exactly as they appear in
this volume.
• If an experiment requires adult supervision, do not perform the
experiment unless you have an adult supervising you the entire
time you are performing the experiment.
• Wash your hands before the start of and after each experiment
you perform.
• Keep your work area clean.
• Never eat or drink while performing an experiment. Never taste a
substance used in an experiment unless you are told that it is safe
to do so.
• Be aware of the location of safety equipment you may need in an
emergency, such as running water, an eyewash if you are at school,
and a fire extinguisher.
• If you are going outside, make sure you have permission to go
from your teacher and parent. Take a buddy with you, and dress
appropriately for the weather. Make sure you or someone who
accompanies you is familiar with the area, and bring along a firstaid kit in case of emergency.
• Never look directly into the Sun.
CHEMICAL SAFETY
• Always wear goggles when working with chemicals, such as acids
and bases, and near heat sources like flames. If at all possible,
avoid wearing contact lenses when working with chemicals.
• If any substance gets into your eyes, notify an adult (e.g., your
teacher or parent) immediately, and flush your eyes with running
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SAFETY PRECAUTIONS
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water for at least 15 minutes. Do not mix chemicals unless you are
told to do so by a teacher or parent.
• Never touch, taste, or smell chemicals unless instructed to do so.
• Keep chemicals in closed containers when they are not in use.
• Dispose of all chemicals properly. Do not pour any chemicals or
solids down the drain unless instructed to do so.
• Use safety gloves and a plastic apron when handling chemicals. If
any chemicals spill on your skin, rinse the affected area with
running water for at least 10 minutes, and notify your teacher or
parent immediately.
• Take precautions to avoid spilling chemicals. If a chemical spills on
any surface, notify your teacher or parent immediately to assist
with clean-up.
• Exercise caution when using sharp instruments such as knives or
scissors. Always cut away from yourself, not toward yourself. If you
cut yourself, notify your teacher or parent immediately.
GLASSWARE
• Clean glassware when you are finished with the experiment.
• Be careful when using glassware. If a piece of glassware breaks,
have an adult assist you in clean-up to avoid injuries from broken
glass. Never use broken or damaged glassware.
FIRE SAFETY
• Do not heat glassware that is not completely dry. Do not pick up
hot glassware without heat-resistant gloves or tongs.
• When heating glassware, keep it away from yourself and from
others.
• Do not heat anything unless instructed to do so by a teacher or
parent.
• Do not heat substances in a closed container.
• After an experiment, make sure that all heating sources are off
and that all flames have been put out.
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SAFETY PRECAUTIONS
• Do not reach across such heating sources as flames.
• If you have long hair, tie it back, out of the way. Do not wear
clothing with loose sleeves, scarves, bows, ties, or anything else
that may hang into a fire. Do not wear long earrings.
ELECTRICAL SAFETY
• Do not touch electrical equipment when your hands are wet.
• Do not plug several electrical devices into one outlet or use an
extension cord.
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