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Chapter 15— Fire Control

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Page 1: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Chapter 15— Fire Control

Page 2: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–2

Chapter 15 Lesson Goal

After completing this lesson, the student shall be able to attack various types of fires, using effective attack tactics & attack Class B fires & coordinate interior attacks

Page 3: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–3

Coordination When Suppressing Structure Fires

• Fire attack on burning structure must be coordinated

• When fighting any fire, FFs should always work as a team under direction of a supervisor

Page 4: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–4

Actions to Take

• Advancing hoseline teams should carry equipment needed to perform a variety of tasks

• Certain equipment carried by teams advancing hoselines

• Person at nozzle has responsibilities before entering building/area

Page 5: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–5

Actions to Take

• When structure/major contents are involved in fire, FFs should wait at entrance, staying low, out of doorway until fire officer gives order to advance

• Before entry, extinguish fires showing in exterior overhangs/around entry or egress points

(Continued)

Page 6: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–6

Actions to Take

• Whenever possible, approach & attack fire from unburned side to keep it from spreading throughout structure

• Once fire is contained, determine area of origin, protect evidence before overhaul & extinguishment

(Continued)

Page 7: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–7

Actions to Take

• SCBA must be worn during overhaul, extinguishment

• Valuables found during overhaul should be turned in to supervisor

Page 8: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–8

Hoseline Selection Factors

• Fire conditions

• Fire load & material involved

• Volume of water needed for extinguishment

• Stream reach needed

Page 9: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–9

Hoseline Selection Factors

• Number of FFs available to advance hoselines

• Need for speed, mobility

• Tactical requirements

• Ease of hoseline deployment

• Potential fire spread

Page 10: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–10

Stream Selection

• Dictated by fire situation, capabilities of nozzle being used

• Solid-stream nozzle projects water in more-or-less solid mass

(Continued)

Page 11: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–11

Stream Selection

Combination (fog) nozzles project water in range of patterns

Page 12: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Straight Stream

• Used when ventilation holes are not big enough or ventilation is delayed

• Used in direct attack

15–12

Page 13: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Fog Patterns

• Provide streams that are effective at cooling hot gases

• Have less reach & penetration than straight or solid streams

• Wide fog patterns can protect FFs from radiant heat, but can be affected by wind

15–13

Page 14: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–14

Converting Water to Steam

• Critical to heat absorption

• Excess steam production can obscure vision, inflict steam burns

• Appropriate water application methods critical

Page 15: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–15

Pre-Entry Considerations

• Conduct quick size-up

• Maintain high level of situation awareness

• Read fire behavior indicators

• Understand crew’s tactical assignment

(Continued)

Page 16: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–16

Pre-Entry Considerations

• Identify potential emergency escape routes

• Assess forcible entry requirements

• Identify hazards

• Verify that radios are working, on right channel, being received

Page 17: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–17

Opening Doors

• If door to fire area must be opened, all FFs should stay low & to one side of doorway

• Check door for heat before opening

• Control the door when opening

Page 18: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–18

DISCUSSION QUESTION

What should be done if smoke is escaping at the top of a doorway that is about to be opened?

Page 19: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–19

Gas Cooling

• Not a fire extinguishment method; way of reducing hazard presented by hot gas layer

• Effective when faced with shielded fire

Shielded fire: FF cannot apply water directly to fire

Page 20: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–20

Hot Gas Layer

• Hot gas layer accumulating in upper levels of compartment presents problems

Remember: Smoke is fuel!

• Cooling hot gas layer reduces chance of rollover or flashover

Page 21: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–21

Cooling Hot Gas Layer

• Apply short bursts of water fog into it

• Repeat technique as necessary while hose team advances under gas layer toward fire

Page 22: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Fire Attack

• To achieve extinguishment , water must be applied to absorb heat faster than it is being generated

• Consider fire load & material involved

• Consider amount of water flow needed

15–22

Page 23: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Fire Attack

• Interior or compartment fires are oxygen or ventilation dependent

Must have sufficient oxygen to burn

• Outside or exterior fires are fuel dependent

Will burn as long as there is sufficient fuel available

15–23

Page 24: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–24

Direct Attack

Most efficient use of water on free-burning fires made by direct attack

(Continued)

Page 25: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–25

Direct Attack

• Usually from straight or solid stream

• Water applied in short bursts directly to base of fire

• Water should not be applied too long or the thermal layer is upset

Steam production forces smoke & heat to the floor

(Continued)

Page 26: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Indirect Attack

• Used when FFs unable to enter burning building/compartment

• Can be made from outside compartment through window or other small opening

15–26

(Continued)

Page 27: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Indirect Attack

• Once fire is darkened down & space has been ventilated & the hose advanced to extinguish hot spots

• Not ideal method of attack where building occupants may still be inside

15–27

(Continued)

Page 28: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–28

Indirect Attack

• May be only method of attack until temperatures reduced

• Fog stream is directed at ceiling

• Heat converts water spray to steam, which fills room

• Water should not be applied too long or the thermal layer is upset

Steam production forces smoke & heat to the floor

Page 29: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–29

DISCUSSION QUESTION

What is the difference between a direct & indirect attack?

Page 30: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–30

Combination Attack

Uses heat-absorbing technique of a ceiling level attack followed by application of fire stream near the floor on the materials burning

Page 31: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Combination Attack

• Straight or power cone fog stream

• Stream directed at ceiling in “T”, “Z”, or “O” pattern

15–31

Page 32: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–32

Master Streams

• Used in situations where fire is beyond effectiveness of handlines or there is need for fire streams in areas unsafe for FFs

• Main uses for master streams:

Direct fire attack

Backup handlines that are already attacking fire from the exterior

Exposure protection

Page 33: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–33

Positioning Master Stream

• Must be properly positioned to apply effective master stream on fire

• Master stream can be adjusted up, down & left, right

• Once in operation, must be shut down if device is to be moved

(Continued)

Page 34: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–34

Positioning Master Stream

• Stream should be aimed so it enters structure at upward angle, deflects off ceiling or other overhead objects

• Desirable to place master stream device in location that allows stream to cover most surface area of building

(Continued)

Page 35: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–35

Supplying Master Streams

• Master stream devices can have high friction loss in supply hose

• Because master streams are used mostly in defensive firefighting, shut down handlines to keep from reducing water supply for master streams

(Continued)

Page 36: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–36

Staffing Master Stream Devices

• Usually takes minimum of 2 FFs to deploy master stream device, supply water to it

• Once portable master stream device in place, can be operated by 1 FF

• Some situations may be too dangerous to have FFs stationed at master stream device

(Continued)

Page 37: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–37

DISCUSSION QUESTION

What should be done if a master stream device starts to move?

Page 38: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–38

Elevated Master Stream Devices

• Used to apply water to upper stories of multistory buildings, either in direct attack or to supply handlines

• Delivered by aerial devices

Page 39: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–39

Quints

• Engines equipped with hydraulically operated extension ladder or aerial apparatus equipped with pump

• Main ladders range in length

(Continued)

Page 40: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–40

Quints

• Have waterways pre-plumbed to pumps

• Only external support needed is water supply

• Main ladder can be used for rescuing people from exterior windows, ledges, & rooftops within reach of main ladder

Page 41: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–41

Aerial Ladders

Apparatus equipped w/ hydraulically operated extension ladders

(Continued)

Courtesy of District Chief Chris E. Mikal, NOFD Photo Unit.

Page 42: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–42

Aerial Ladders

• In North America, usually 50-135 feet (15-41 m), but in Europe sometimes as much as 300 feet (100 m)

• Newer aerial ladders equipped with built-in waterways that supply master stream nozzle

(Continued)

Page 43: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–43

Aerial Ladders

• Master stream nozzles of both types of apparatus can be operated by FFs at ladder tip/on ground

• Can be used for rescuing people from exterior windows, ledges, rooftops within reach

Page 44: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–44

Aerial Platforms

Available in two configurations

• Aerial ladder platforms

• Articulating aerial platforms (Continued)

Page 45: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–45

Aerial Platforms

• All equipped with built-in waterways

• Some articulating devices have narrow escape ladders

• Can be used for rescuing people

Page 46: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–46

Water Towers

• Engines equipped with hydraulically operated booms that are dedicated to applying water

• Most range from 50-130 ft (15-40 m) in length

• Some have narrow escape ladders attached to boom

• Not designed for rescue operations

(Continued)

Courtesy of District Chief Chris E. Mikal, NOFD Photo Unit.

Page 47: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–47

Class B Fires

• Those that involve flammable & combustible liquids, gases

• Flammable liquids — Flash points less than 100ºF (38ºC)

(Continued)

Page 48: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–48

Class B Fires

• Combustible liquids — Flash points higher than 100ºF (38ºC)

• Divisions of flammable, combustible liquids

Hydrocarbons

Polar solvents

Page 49: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–49

Actions and Precautions

• Avoid standing in pools of fuel/runoff water because there may be fuel floating on top of water

• Unburned flammable liquid vapors are heavier than air & collect in low areas

• PPE soaked with flammable/combustible liquids must be removed from service until cleaned

Page 50: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–50

Actions and Precautions

5, 10, 15 minute rule

• In 5 minutes instrumentation fails

MOV, sight glasses, fin fan controls, etc.

• In 10 minutes structural steel begins to fail

• In 15 minutes tanks & piping will BLEVE

Page 51: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–51

Actions and Precautions

• Do not extinguish fire on pressure relief valve until PRV is fully reseated

• Try to contain pooling liquid until flow can be stopped

(Continued)

Page 52: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–52

Actions and Precautions

• Class B fire fighting techniques also needed for fires in gas utility facilities/highway incidents involving fuel tankers

• Crew Protection

Position apparatus uphill & upwind of flammable liquid spills

Control ignition sources: important at spills

Page 53: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Three-Dimensional Fires

• Has length, width, & depth

• Burning liquid is dripping, spraying, or flowing over edges of container

• Difficult to extinguish w/ foam

• Dry extinguishing agents are more effective

• Avoid standing in pools or contaminated runoff

15–53

Page 54: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

BLEVE

• Occurs in a closed, liquid container

• Heating by direct flame contact causes vessel to fail, suddenly releasing its contents

• Produces a violent explosion

• Most common cause is when flames contact vessel above the liquid level or when insufficient water is applied to keep vessel cool

15–54

Page 55: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

BLEVE

• Dozens of emergency services personnel have been killed by BLEVEs

• Horizontal tanks Designed to fail at the

ends

Be at 45▫ angle to tank ends

Pieces may travel in all directions

• Pieces may travel great distances

15–55

Kingman, Arizona – Killed an entire fire crew

Page 56: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–56

BLEVE

• Direct heavy streams of water onto tank using unmanned master streams from safe distance 500 GPM minimum flow at

point of flame contact

Cool vapor the space

• If you cannot flow at least 500 GPM onto the container that has direct flame contact, you should evacuate to a safe area

Page 57: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

BLEVE

Signs of a BLEVE:

• Relief valve increases in pitch

• Relief valve flame grows

• Fire impinges vapor space freely

• Insufficient cooling water

• Popping, pinging sounds from welds breaking (You’re way too close!)

15–57

Page 58: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–58

Using Water to Control Class B Fires

• Water alone ineffective extinguishing agent

• Use water as acooling agent

Page 59: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–59

Bulk Transport Vehicle Fires

• Follow pre-incident plans

• Techniques of extinguishment similar to fires in flammable fuel facilities

• Major differences in vehicles transporting flammable fuels, storage facilities

Page 60: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–60

Traffic Guidelines

• Close at least one lane of traffic in addition to incident lane during initial emergency operations

• Avoid using road flares because of possible ignition

• When ISO or police are unavailable, FFs should be assigned to direct traffic, control scene access

(Continued)

Page 61: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–61

Traffic Guidelines

Position fire apparatus uphill, upwind

(Continued)

Page 62: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–62

Traffic Guidelines

• Exit apparatus, work from the side away from traffic as much as possible

• Turn wheels of vehicles parked to protect FFs so apparatus cannot be pushed into them if struck by another vehicle

(Continued)

Page 63: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–63

Techniques

• Be aware of possibility of vehicle tires failing

• Know status/limitations of water supply

• Protect trapped victims w/ hose streams until rescue

• Determine exact nature of cargos

Page 64: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–64

DISCUSSION QUESTION

What should be done if you cannot determine the exact nature of the cargo?

Page 65: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–65

Control of Gas Utilities

FFs should have working knowledge of hazards, correct procedures for handling incidents involving liquefied petroleum gas

(Continued)

Page 66: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Control of Plant Gas Utilities

• Gas used forheating & industrial processes

• Call plant operations to control gas

• Petroleum gases are odorless

Methyl mercaptan added to give it odor

15–66

Page 67: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Liquefied Petroleum Gas (LPG)

• Butane & propane

• Packaged in gas cylinders for consumer use

• Gases stored as a liquid under pressure

15–67

(Continued)

Page 68: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–68

DISCUSSION QUESTION

What are some common locations where LPG is used?

Page 69: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–69

Liquefied Petroleum Gas (LPG)

• About 1.5 times as heavy as air

• Expands 240:1 from liquid to vapor

• Explosive in concentrations between 1.5 & 10%

• Shipped from distribution point of usage in cylinders & tanks on cargo trucks (Continued)

Page 70: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–70

Liquefied Petroleum Gas (LPG)

• Stored in cylinders, tanks near point of use for consumer use

• On tanks & cylinders, supply of gas may be stopped by shutting valve at tank

• In the plants, gas can shut off by valves in piping or at pumps

• Do not shut off valves in plants on your own

(Continued)

Page 71: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–71

Liquefied Petroleum Gas (LPG)

• LPG leak will produce visible cloud of vapor that hugs ground

• Cloud of unburned gas may be dispersed by fog stream

LPG bonds with water

• All LPG containers, regardless of size, can BLEVE

Page 72: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–72

DISCUSSION QUESTION

How can a BLEVE be prevented?

Page 73: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–73

Flammable Gas Incidents

• Approach from upwind side especially if gas is not ignited

• First concerns are evacuation of area immediately around break, evacuation of area downwind, elimination of ignition sources

(Continued)

Page 74: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–74

Flammable Gas Incidents

• If gas is burning, flame should not be extinguished

Causes uncontrolled vapor cloud that can explode

• Use hose streams to protect exposures

(Continued)

Page 75: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–75

Flammable Gas Incidents

• Use two handlines working together to access valve & close it

• Provide a back-up line that is supplied by a different source of water

Supplied by different source so all lines do not fail at once

(Continued)

Page 76: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Flammable Gas Incidents

• For severe fires, use unmanned master streams

• Retreat w/ water flowing

15–76

Page 77: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–77

DISCUSSION QUESTION

What should be done if gas is burning from a broken pipe?

Page 78: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–78

Class C Fires

• Involve energized electrical equipment

• Major safety hazard — FFs fail to recognize danger & take appropriate steps for protection

• Once electrical power turned off, may self-extinguish or fall into Class A or B

(Continued)

Page 79: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–79

DISCUSSION QUESTION

What are some examples of potential Class C fires?

Page 80: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–80

Class C Fires

• In many commercial & high rise buildings, electrical power necessary to operate essential systems; not to be shut off until ordered

• When handling fires in delicate electronic/computer equipment, clean extinguishing agents should be used

(Continued)

Page 81: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–81

Class C Fires

• Multipurpose dry-chemical agents effective, but some chemically reactive w/ components

Will corrode & damage electronics

• Using water inappropriate because of shock hazard

(Continued)

Page 82: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–82

Class C Fires: Transmission Lines and Equipment

Relatively small number of electrical emergencies involve fires in electrical substations, transmission lines, associated equipment

(Continued)

Page 83: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–83

Class C Fires: Transmission Lines and Equipment

• Electrical power lines sometimes break, start fires in grass/other vegetation

• Fires in electrical transformers common

Use dry chemical on ground level fires

Let pole mounted fires burn

Page 84: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–84

Class C Fires: Underground Transmission Lines

• Consist of conduits, vaults below grade

• Most serious hazards presented are explosions caused by fuses blowing or short-circuit arcing that ignites accumulated gases

• Electrical utility vault

Do not enter for firefighting

Page 85: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–85

Class C Fires: Commercial High-Voltage Installations

• Many commercial/industrial complexes have electrical equipment requiring 600+ volts

• High-voltage signs may be on doors

• Some transformers use flammable coolants that are hazardous

(Continued)

Page 86: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–86

Class C Fires: Commercial High-Voltage Installations

• Water should not be used because of potential damage to electrical equipment uninvolved in fire

• Because of toxic chemicals, smoke is additional hazard

• FFs should only enter for rescue

Page 87: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–87

Controlling Electrical Power

• In many situations, it is better for electrical power to remain on for lighting, fire pumps, other essential systems

• Decision to cut off power is made by IC & Incident Safety Officer

(Continued)

Page 88: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–88

Controlling Electrical Power

• To turn off power call utility department

• Do not, on your own, cut off power in plants, or other locations

In homes, you may turn off power at the breaker box

Electrical service up to the breaker box is on

Page 89: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–89

Controlling Electrical Power

• Many Saudi Aramco facilities are provided w/ emergency back-up power capabilities

• Considerations for illegal wiring outside of company facilities

Page 90: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–90

DISCUSSION QUESTION

What should be done before cutting into walls & ceilings that may contain electrical wiring?

Page 91: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Electrical Shock

Consequences of electrical shock

• Cardiac arrest

• Paralysis

• Surface or internal burns

• Damage to joints

• Burns to eyes

Page 92: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Electrical Shock

Factors most affecting seriousness of electrical shock

• Path of electricity through body

• Degree of skin resistance – wet (low) or dry (high)

• Length of exposure

• Available current

• Available voltage

Page 93: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Guidelines for Electrical Emergencies

Establish exclusion zone equal to one span all directions from downed power lines

(Continued)

Page 94: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Guidelines for Electrical Emergencies

• Be aware other wires may have been weakened by short circuit, may fall at any time

• Wear full protective clothing, use only tested & approved tools w/ insulated handles

• Guard against electrical shocks, burns, eye injuries from electrical arcs

• Wait for utility workers to cut power lines

(Continued)

Page 95: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Guidelines for Electrical Emergencies

• Use lockout/tagout devices when working on electrical equipment

• Be very careful when raising/lowering ladders near power lines

Get no closer than 10’ (3m)

(Continued)

Page 96: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Guidelines for Electrical Emergencies

• Do not touch any vehicle/apparatus in contact with electrical wires

• Jump clear of apparatus that may be energized by contact with power lines

• Do not use solid, straight streams on fires in energized electrical equipment

15–96

(Continued)

Page 97: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Guidelines for Electrical Emergencies

• Use fog streams w/ at least 100 psi (700 kPa) nozzle pressure

• Be aware wire mesh or steel rail fences can be energized by wires outside field of view

(Continued)

Page 98: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Guidelines for Electrical Emergencies

• Where wires are down, heed any tingling sensation felt in feet, back away

• Avoid ground gradient hazards by maintaining large safety zone around downed electrical wires

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Voltage drops as it spreads away from source

Page 99: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–99

DISCUSSION QUESTION

How should you back out of a ground gradient area?

Page 100: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Company-Level Fire Tactics

• Standard tactical priorities — Life safety, incident stabilization, property conservation

• Order of priorities same, but actions taken on fireground may/may not be performed in that order

Rescue consideration is always 1st

Page 101: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — First-in Engine Company

• If smoke/fire visible, lay supply line from hydrant

• Company officer will conduct rapid size-up

• Size-up determines further actions taken by first-in engine company

Page 102: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — First In Engine Company

• If by taking immediate action, the company can save a life, they should do so

Even if not enough FFs on scene to form rapid intervention crew (RIC)

(Continued)

Page 103: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — First In Engine Company

• If no immediate life-safety concerns, & fire might extend to nearby structures, officer may order lines pulled to apply water to exposure

• Officer may call for more resources

(Continued)

Page 104: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — First In Engine Company

• Given a small interior fire, company officer usually assumes Command of incident

Until arrival a more senior chief officer who will assume command in most cases

Called transfer of command

Takes place face-to-face

• Cannot take place over the radio

• Once location of fire known, first-due engine company will position initial attack hoseline to cover priorities

Page 105: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — Second In Engine Company

• Must make sure adequate water supply established to fireground

• May finish hose lay, lay additional line, connect to hydrant

• Protects secondary means of egress & exit of first-in company

Page 106: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — Second In Engine Company

• Backs up initial attack line

• Prevents extension & protects exposures

• Assist in extinguishment

• Assists with support activities

Page 107: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — Fireground Support Company

• Responsible for performing tasks in order dictated by situation

• Functions may be performed by engine personnel when support companies not available

• May assist in making fire attack

Page 108: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — Rapid Intervention Crew (RIC)

• Consists of 2+ members wearing appropriate PPE, radio

• Equipped w/ special rescue tools, equipment necessary to effect rescue of other emergency personnel

(Continued)

Page 109: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — Rapid Intervention Crew (RIC)

• May be assigned other emergency scene duties; must be prepared to drop those immediately if needed

• Exact number determined by IC

Courtesy of District Chief Chris E. Mickal, NOFD Photo Unit.

Page 110: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — Chief Officer/Incident Commander

Upon arriving at scene, chief officer may choose to assume Command from original IC & take responsibility for all on-scene operations

(Continued)

Page 111: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Responsibilities — Chief Officer/Incident Commander

• If original IC has incident well organized, progress toward incident stabilization being made, chief officer may assume another role

• IC should plan ahead for future resources, i.e. fresh crews, rehab, air

Page 112: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Fires in Upper Levels of Structures

• Typical residential response consisting of 2-3 engines & one truck is usually not enough

• A large number of FFs are needed

Page 113: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–113

DISCUSSION QUESTION

Should elevators ever be used during fire operations?

Page 114: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Attacking Fires in Upper Levels

• Fire attack is started from floor below fire floor

• Crews should check floors above main fire floor for fire extension, victims

(Continued)

Page 115: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Attacking Fires in Upper Levels

• Look at other floors to get an idea of the layout of the fire floor

• Elevators can be used if they are controlled by the FFs

Elevator controls may be damaged by fire

Requires override key or do not use

• Any fire in the upper levels requires extra manpower & equipment

15–115

Page 116: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–116

Attacking Fires in Upper Levels

• Staging areas are established two floors below fire floor

• Personnel must exercise caution in streets around outside perimeter of high-rise building

Falling glass, debris, people

Page 117: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Fires in Basements

• Can expose FFs to extremely hostile conditions

• FFs must travel through superheated gases & smoke to reach fire area

• May be possible to control fire without entering basement

15–117

(Continued)

Page 118: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Fires Belowground in Structures

• If cellar nozzle unavailable, FFs may have to enter burning basement

• Good ventilation techniques extremely important

• Heavy objects on floor above fire floor can increase chance of floor collapse

Page 119: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Fixed Fire Extinguishing Systems

• FFs should be familiar with systems in buildings protected by their department

• Supporting systems critical during fire

(Continued)

Page 120: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

Fixed Fire Extinguishing Systems

Types of systems

• Sprinkler systems

• Carbon dioxide systems

• Standpipe systems

• Foam systems

• Clean-agent systems

• Dry-chemical hood systems

• Wet-chemical systems

15–120

Page 121: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Fixed Fire Extinguishing Systems

Dangers involved w/ fires in occupancies w/ fixed systems

• Oxygen depletion following activation of carbon dioxide flooding systems

• Poor visibility

• Energized electrical equipment

• Toxic environments

(Continued)

Page 122: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Pre-incident Plans

• Include detailed descriptions of construction features, contents, protection systems, surrounding properties

• May specify procedures for each system

• Contain building map

• Must be updated regularly

(Continued)

Page 123: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Sprinklered Buildings

Some possible actions

• Assign a radio-equipped FF at OS&Y valve

• Install wedges to stop flow of water

• Replace sprinkler heads

• Restore the system

• Monitor the building

Page 124: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Fires in Small Passenger Vehicles

• Among the most common types of fires

• FFs must wear full PPE, SCBA

(Continued)

Page 125: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Fires in Small Passenger Vehicles

• Attack line should be 1½-inch minimum

• Piercing nozzle can be used on hoods, fenders, trunk & wheel wells

• Halligan tool or pick head axe can be used to force hood or trunk

• Booster lines must not be used

(Continued)

Page 126: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Fires in Small Passenger Vehicles

• Safest way to attack fire is from upwind & uphill

• Portable extinguishers can suppress some fires in vehicle’s engine compartment/electrical system

Page 127: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–127

DISCUSSION QUESTION

Why should vehicle fires be attacked from upwind & uphill?

Page 128: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–128

Basic Procedures

• One of first actions is to establish safe working zone

• Once scene safety established, FFs can focus on saving vehicle occupants, fighting fire

• FFs should stay out of potential travel path of front, rear bumpers

• Trunk lid & hood supports can explode (Continued)

Page 129: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Basic Procedures

Occupied Vehicle

• Position hoseline between burning vehicle & any exposure

• Attack fire from 45° angle

• Extinguish fire near occupants first

• Issue all clear when occupants are out of vehicle

• Extinguish ground fire

• Overhaul

Page 130: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–130

Basic Procedures

Unoccupied Vehicle

• Position hoseline between burning vehicle & any exposure

• Attack fire from 45° angle

• Extinguish any ground fire

• Overhaul

Page 131: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Basic Procedures

Fires in undercarriage

• Straight stream from a distance

• Straight steam deflect off of pavement

• Open hood & direct stream through engine compartment

Page 132: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Hazards

• In addition to hazards associated w/ other fires, there are hazards specific to vehicle fires

• Catalytic converters can act as ignition source to dry grass/other fuels under vehicle

(Continued)

Page 133: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Hazards

• Interior components on vehicle mainly plastic, which burns rapidly at high temperatures & emits toxic gases

• Air bags are a relatively new hazard & can deploy from steering wheel, dashboard, or door of vehicle

(Continued)

Page 134: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Hazards

• Hybrid vehicles incorporate high-voltage cables, components

• DO NOT cut into high voltage components/wires

Orange wire

Page 135: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–135

Trash Container Fires

• Possibility of exposure to toxic products of combustion ever-present

• May include hazardous materials or plastics

• Full PPE, SCBA should be worn when attacking any trash container fire

Page 136: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–136

Attacking Trash Container Fires

• Size of attack line depends on size of fire & proximity to exposures

• Fires in small piles of trash, garbage cans, small containers can often be extinguished w/ booster line

(Continued)

Page 137: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–137

Attacking Trash Container Fires

• Larger piles, larger containers, fires close to exposures should be attacked w/ at least 1½-inch (38 mm) line

• Master streams may be needed to keep trash container fires from spreading

(Continued)

Page 138: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Attacking Trash Container Fires

• Once fire is controlled, may be possible to use standard overhaul techniques to complete extinguishment

• May be advantageous to attack fire using Class A foam

Page 139: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Confined Spaces

• Below grade or otherwise w/o natural/forced ventilation

• Atmospheric hazards

Toxic/heat/oxygen deficient

• Physical hazards

Limited egress

Liquids/loose materials

Equipment/trays

(Continued)

Page 140: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Confined Spaces

• Where to find information on the fire

Plant/building supervisors

Pre-incident plans

• Hazard control plans

• Because of hazards, command post & staging area must be established outside hot zone

Page 141: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–141

DISCUSSION QUESTION

When is it safe for FFs to enter these confined spaces?

Page 142: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–142

Fire Attack

• Fires may also be attacked indirectly w/ penetrating nozzles, cellar nozzles, distributor nozzles

• Effective air-management system should be part of IAP

Page 143: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Wildland Fires

• Fires in weeds, grass, field crops, brush, & forests

• Are different from fires in buildings

• Most important factors on wildland fire behavior:

Fuel

Weather

Topography

Page 144: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Wildland Fires — Fuel

• Subsurface fuels: Roots & peat

• Surface fuels: Needles, twigs, grass, brush

• Aerial fuels: Suspended & upright fuels over 6 feet (2 m) from ground

(Continued)

Page 145: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Wildland Fires — Fuel

Factors affecting burning characteristics of fuels:

• Fuel size: Small or light fuels burn faster

• Compactness: Tightly compacted fuels, such as hay bales, burn slower

• Continuity: Fuels close together burn faster

• Volume: The amount of fuel present

• Fuel moisture content: Drier fuels ignite easier & burn faster

(Continued)

Page 146: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–146

Wildland Fires — Weather

• Wind: Fans the flames & spreads fire

• Temperature: Affects fuels by drying them

• Relative humidity: Affects moisture content of dead fuels; low humidity dries fuels

• Precipitation (Rain): Affects moisture content of live & dead fuels

• Wind & rain have the biggest effect

Page 147: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–147

Wildland Fires — Topography

• Topography: layout of the ground

• Steepness of slope affects both rate & direction of fire spread

• Fires usually spread faster uphill than down; steeper the slope, faster fire spreads

(Continued)

Page 148: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Parts of Wildland Fire

(Continued)

Page 149: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Parts of Wildland Fire

Burned Unburned

Page 150: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Wildland PPE

• Structural turnout gear is inappropriate for big wildland fires

Can be dangerous

• Wildland FFs wear special PPE

• PPE should meet NFPA 1977

(Continued)

Page 151: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Attacking Wildland Fires

• Methods aimed at perimeter (fire boundary) control

• Control line may be at burning edge, next to it, or a distance away

• Objective is to make a control line that completely circles fire

Page 152: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–152

Wildland Firefighting Techniques

• Direct attack: Action taken directly against flames at burning edge or close to it

• Indirect attack: Used at a distance from the fire

• Wildland fires constantly change, so attack methods may change

Page 153: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Summary

• Attacking fires early in their development is an important aspect of a successful fire fighting operation

• Selecting & applying the most effective fire attack strategy & tactics are also important

(Continued)

Page 154: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–154

Summary

• Failing to do any of these things can result in a fire growing out of control, an increase in fire damage & loss, & possibly in FF injuries

(Continued)

Page 155: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

15–155

Summary

• FFs need to know how to use the firefighting tools & techniques adopted by FrPD

• They need to know how to safely & effectively attack & extinguish structure fires, vehicle fires, & trash fires

Page 156: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Skills

• Attack a structure fire — Exterior attack.

• Deploy & operate a master stream device.

• Extinguish a fire in a trash container.

• Attack a fire in stacked/piled materials.

• Turn off building utilities. (Skill Sheet FF-I-109)

• Attack a structure fire (above, below, & grade level) — Interior attack. (Skill Sheet FF-I-110)

Page 157: Chapter 15 Fire Control. 15–2 Chapter 15 Lesson Goal After completing this lesson, the student shall be able to attack various types of fires, using effective

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Skills

• Attack a passenger vehicle fire. (Skill Sheet FF-I-111)

• Extinguish an ignitable liquid fire.

• Control a pressurized flammable gas container fire. (Skill Sheet FF-II-217)

• Establish Incident Command & coordinate interior attack of a structure fire. (Skill Sheet FF-II-212, 213)

• Exercise 12 RIC Team