In South Carolina, a research company is setting houses on fire.

For Luke Ryan ’27, who shared a recent New York Times article about the experiment with his Advanced Environmental Science classmates, the story offers a fascinating look at environmental science in action.

It's all part of a recurring assignment called “In the News" where Environmental Science Teacher Annie O'Sullivan asks students to break down key points, offer additional context and insights, and pose thoughtful questions related to recent environmental news. 

According to Ryan, the controlled burns are helping scientists and wildfire managers to better understand how wildfire spreads. As the lab houses burn, researchers collect millions of data points to help develop strategies to protect people and property from catastrophic loss. 

The research is particularly relevant as communities across the country grapple with increasingly destructive fires fueled by heat, drought, and extreme temperatures.

This year, students have explored the potential link between pesticides and breast cancer, the use of artificial reefs to help prevent coastal erosion, and Chinese waste-to-energy power plants.

At the center of Luke's presentation on wildfire prevention was a central question about whether or not homeowners should be allowed to leave shrubs, hot tubs, trash cans, and other combustible materials near their homes rather than take steps to reduce fire risk.

“I really enjoy reading all the different news articles, and hearing about all the emerging technologies and research. They show that while climate change exists, we can still act to slow its effects,” Luke says. 

Luke plans to study environmental science in college, and these presentations keep sparking his curiosity about how he can help address the environmental challenges ahead.

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