Fire And Emergency Response
Course
Firefighter II
Unit VII
Live Fire
Essential
Question
Why is it
important to
have
emergency
responserelated
expectations
of fire and
emergency
personnel?
Is it only
important
that they
understand
command
structures
and the
chain of
command at
emergency
scenes, or
should they
be prepared
to make
critical
decisions at
emergency
scenes if
necessary?
TEKS
§130.300(c)
(2)(A)(B)
(6)(F)
Rationale
Emergency response and effective mitigation of emergency situations depend upon
individual and company preparedness, effective scene safety, effective emergency
scene management, and personnel accountability. All of these issues need to be
addressed prior to having to act during an emergency. Personnel accountability or
personal preparedness is essential for effective team members in the fire service.
Firefighters should be drilled in and prepared for situations that are anticipated in
fire service. They should be able to rely on their knowledge, skills, and abilities to
make wise decisions for those situations that cannot be anticipated.
Objectives
The student will be able to:
1. Identify response procedures to emergency incidents.
2. Apply response procedures to simulated emergency incidents.
3. Demonstrate advancing dry hose lines and charged attack lines of different
sizes.
Engage
Engage students in a class discussion, using current events in the fire service and
in emergency response in general (these events can be student selected, or
teacher prepared). Establish that incident preparedness is as much a state of mind
as it is a state of being properly trained and informed. Preparedness may begin with
training and knowledge, but it will falter if firefighters become complacent and
comfortable with the routine part of their job. Use the Discussion Rubric for
assessment.
Key Points
I. Emergency Incident Response
A. Preparedness
1. Personnel
a) Properly trained
b) Continuing education
c) Certifications
2. Equipment
a) Training equipment must be in good condition
b) Front line equipment must be in good condition
B. Scene management
1. Develop effective Incident Action Plans (IAPs)
2. Establish tactical priorities
3. Establish clear benchmarks
a) Personnel Accountability Report (PAR): all fire service personnel
working in the hazard zone are okay and accounted for
b) “All Clear”: primary search completed, all who could be rescued are
clear of the hazard zone
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Prior
Student
Learning
Familiarity
with local
Standard
Operating
Procedures
related to
response,
live fire
training,
and hose
line
deployment
Estimated
Time
5 hours
c) “Under Control”: the fire’s forward progress has been halted, and there
is no imminent danger to personnel
d) “Loss Stopped”: the property conservation tactic is achieved
II. Simulated Emergencies/Live Fire Procedures
A. Establish policies and procedures for Live Fire Training
1. Live fire/burn exercises should be run in accordance with National Fire
Protection Association (NFPA) 1403: Standard on Live Fire Training
Evolutions
a) Site preparation
(1) Clear all potential hazards
(a) Hazardous materials
(b) Structural deficiencies
(c) Utilities
(d) Pests and vermin
b) Safety
(1) Student-instructor ratio no less than 5 to 1
(2) Designated safety officer
(3) Humans cannot be used to simulate fire victims
(4) Fires cannot be set in egress (exit) routes
(5) Personal Protective Equipment (PPE) and uniforms should be in
compliance with NFPA standards
c) Prerequisite training – participants must have completed a basic
firefighter training course/class
d) Water supply
(1) Adequate water supply for the size of the structure and the
specified training
(2) There must be separate water supplies for attack lines and backup
lines
e) Training plan – have a developed plan and briefing with training
participants
f) Fuel – flammable liquids are not allowed in acquired structures or burn
buildings not designed for their use
g) Ventilation – controlled ventilation is required to prevent flashover and
backdraft
III. Advancing Dry and Charged Hose Lines
A. Into a structure
1. Bleed air from the line before entry
2. All team members should be on the same side of the hose line
3. Feel or check doors for evidence of heating before entering
4. Stay low and do not impede ventilation efforts
5. Chock self-locking doors in an effort to keep lines from being kinked
B. Up a stairway
1. Hose lines should be advanced up stairways while they are uncharged
a) Too difficult to negotiate doorways, stairs, and corners while charged
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C.
D.
E.
F.
b) The shoulder carry works efficiently because the hose is carried rather
than dragged
c) The minuteman load works well too
d) Lay the hose against the outside wall to keep the stairwell clear
e) Avoid sharp bends and kinks in the hose
f) Take the excess flaked hose up the stairs above the fire floor
Down a stairway
1. It is easier to advance dry lines down stairs than it is charged lines
2. Advancing uncharged lines downstairs should only occur if there is little
(minor) or no fire present
3. Advancing charged lines downstairs is considerably difficult
a) Excess hose should be flaked outside the stairwell, in a hallway, or
room adjacent to the stairwell
b) Firefighters can be positioned to feed the hose forward to the nozzle
team
c) Have firefighters at corners and tight areas to help negotiate turns and
areas of limited access
From a Standpipe
1. Use hose rolls or hotel packs carried to upper floors. Have the necessary
fittings and nozzles with you
2. Connect one floor below the fire in most circumstances. If the standpipe is
in an enclosed stairwell it is allowable to connect on the fire floor
3. At the standpipe connection
a) Remove the outlet cap
b) Check for foreign objects
c) Check the connection to determine what adaptor to use if necessary
d) A gated wye may be necessary to reduce the line size desired
e) Any extra hose should be flaked up the stairs towards the floor above
Advancing an uncharged hose line up a ladder
1. Advancing a hose up a ladder is much safer and easier with an uncharged
line
2. The firefighter heeling the ladder can assist by feeding the line as it is
being pulled
3. Have the first firefighter (FF1) carry the hose draped over his or her
shoulder from the front with the nozzle on his or her back
4. FF1 advances to the first fly section and waits until the next firefighter
(FF2) is ready to advance
5. FF2 advances with a large loop draped over his or her shoulder and starts
up the ladder (on a three section ladder a third firefighter can continue the
process). There should never be more than one firefighter on each section
of the ladder
6. The hose can be charged when it is in place for an attack
Advancing a charged hose line up a ladder
1. Firefighters should be positioned on the ladder within reach of each other
2. They should be attached with a leg lock or secured with a ladder belt
3. The hose is then pushed up from one firefighter to the next. The firefighter
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on the nozzle will advance through the window while the other firefighters
support the hose by securing it to the ladder
Activities
Hose evolution. Describe and demonstrate advancing dry and charged hose lines
(attack) of different sizes. The evolution should include deploying charged and
uncharged lines from a hydrant or other water source (pumper) and should include
the use of different size attack lines and nozzles. Use the Advancing an Attack
Hose Line (Dry and Charged) Into A Structure Checklist for assessment.
Assessments
Fire and Emergency Response Quiz and Key
Advancing an Attack Hose Line (Dry and Charged) Into a Structure Checklist
Discussion Rubric
Materials
Fire and Emergency Response computer-based presentation
1½-inch or 1¾-inch hose
Fire apparatus
Nozzle
Personal Protective Equipment (PPE)
Self-Contained Breathing Apparatus (SCBA)
Resources
0135151112, Essentials of Firefighting (5th Edition), International Fire Service
Training Association (IFSTA)
National Fire Protection Association (NFPA) 1403: Standard on Live Fire Training
Evolutions
http://www.nfpa.org/categoryList.asp?categoryID=124&URL=Codes%20&%20St
andards
Accommodations for Learning Differences
For reinforcement, students will participate in peer teaching (mentoring) and team
learning, participate in guided research and note taking (web based), and keep
journals (key words and definitions).
For enrichment, students will participate in situational awareness exercises and
classroom discussion and training exercises.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.300. Firefighter II (Two to Three Credits).
(2)
The student evaluates behaviors, strategies, and protocols that
demonstrate an understanding of duties while responding to a variety
of fire emergency incidents. The student is expected to:
(A)
identify response procedures to emergency incidents; and
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(6)
(B)
apply response procedures to simulated emergency incidents.
The student reviews the procedures for care, maintenance, and
inspection of fire hoses, couplings, nozzles, and water valves. The
student is expected to:
(F)
demonstrate advancing dry hose lines and charged attack lines
of different sizes;
College and Career Readiness Standards
Cross-disciplinary Standards
I. Key Cognitive Skills
E. Work habits
1. Work independently.
2. Work collaboratively.
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Name________________________________ Date__________________________
Fire and Emergency Response Quiz
1. _____ A Personnel Accountability Report (PAR) is concerned with verifying that
a. All fire service personnel working in the hazard zone are okay
b. All fire service personnel working in the hazard zone have been evacuated
c. All fire service personnel working in the hazard zone have completed their fire
ground assignment
d. All fire service personnel working in the hazard zone have been listed on the
accountability status board
2. _____ “All Clear” verifies for the incident commander that
a. All fire service personnel are accounted for and outside the hazard zone
b. The primary search has been completed, and all who could be rescued are
clear of the hazard zone
c. All parties, civilian, and fire service personnel are safely out of the hazard zone
d. The secondary search has been completed, and all who could be rescued or
recovered are clear of the hazard zone
3. _____ Which tactical priority has been achieved when the benchmark “Loss Stopped” is
announced?
a. Life safety
b. Property conservation
c. Incident stabilization
d. All of the above
4. _____ “Under Control” means the fire’s forward progress has been halted, and there is
________ imminent danger to personnel.
a. Very little
b. Some
c. No
d. None of the above
5. _____Live fire/burn exercises should be run in accordance with NFPA ____ (Standard on
Live Fire Training Evolutions).
a. 1221
b. 1413
c. 1219
d. 1403
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6. _____ When conducting live fire/burn exercises, the instructor to student ratio should
never fall below
a. 3/1
b. 4/1
c. 5/1
d. 7/1
7. _____ When conducting a live fire/burn exercise, which of the following is mandatory?
a. There must be a designated safety officer
b. Humans cannot be used to simulate fire victims
c. Fires cannot be set in egress routes
d. All of the above
8. _____ Which of the following statements is correct regarding live fire/burn exercises?
a. There must be separate water supplies for attack lines and backup lines
b. Water supplies for training must be on a grid system and fed from two directions
c. You may not use a dead end hydrant for use on a live fire/burn exercise
d. All of the above
9. _____ Attack hose lines should be advanced up stairways:
a. While they are charged
b. While they are uncharged
c. Only if there is little or no fire present
d. Only as a last resort
10. _____ When advancing charged lines down stairs
a. Excess hose should be flaked outside the stairwell, in a hallway, or room
adjacent to the stairwell
b. Firefighters can be positioned to feed the hose forward to the nozzle team
c. Have firefighters at corners and tight areas to help negotiate turns and areas of
limited access
d. All of the above
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Fire and Emergency Response Quiz Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A
B
B
C
D
C
D
A
B
D
8
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Name: _________________________
Date: __________________________
Advancing an Attack Hose line (Dry and Charged)
Into a Structure Checklist
Directions – you and a team member will simulate advancing an attack line into a structure for
the purpose of extinguishment using a 1½-inch or 1¾-inch hose line. You and your team
member will don your Personal Protective Equipment (PPE), including Self-Contained Breathing
Apparatus (SCBA) prior to this evolution. You will begin on my instructions to start. The skill will
end when you state to me that you have completed all of the identified steps. Do you
understand these instructions?
1 pt.
each
Performance Objectives
Confirms the order given to advance the hose line
Removes the attack hose from the fire apparatus
Advances using the shoulder load method or the working line drag method
Starts SCBA airflow prior to entering the structure or a smoke-filled environment
Sizes up the fire scene to identify inherent hazards and approaches the entrance door
on the side of the door, opposite of the hinges
Gives the driver/engineer a water signal to charge the attack line
Sets the nozzle setting and bleeds air from the attack line
Confirms with the officer his or her readiness to enter the structure
Enters the structure, staying low, and with a team member
Advances attack line in accordance with Standard Operating Procedures (SOPs)
while maintaining situational awareness
Total points possible - 10
Instructor’s Signature
Date
9
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
10
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