Hazardous Materials and Explosive Devices
Course
Law
Enforcement II
Unit XVII
Explosive
Devices
Essential
Question
What are the
proper
procedures for
handling and
managing
explosive and
hazardous
materials?
TEKS
§130.294(c)
(17)(A)(B)(C)(D)
Prior Student
Learning
None
Estimated Time
8 hours
Rationale
Law enforcement officers may encounter situations in which an explosive
device is threatening the lives and safety of citizens. Students need to
understand the proper procedures for handling and managing explosives and
hazardous materials.
Objectives
The student will be able to:
1. Identify and classify hazardous materials.
2. Respond to a simulated situation involving explosive materials, using
protocols and procedures designed to maintain personal and public
safety.
3. Explain procedures for responding to reports of bomb threats and
suspicious objects.
4. Conduct a simulated building and property search to locate explosive
devices and materials.
5. List the most common types of bombers.
Engage
Do an Internet search for the following video: Oklahoma City Bombing rare
footage. Show the video and then discuss it using the following questions:
 How do you feel about the bombing?
 How many explosives were used?
 What agencies might have responded to the scene?
 What dangers are involved in investigating such a crime?
Use the Discussion Rubric for assessment.
Key Points
I. Classifications of Hazardous Materials
A. Class 1: Explosives – any substance or article, including a device,
which is designed to function by explosion (i.e., an extremely rapid
release of gas and heat) or which, by chemical reaction within itself,
is able to function in a similar manner even if not designed to
function by explosion, unless the substance or article is otherwise
classed under the provisions of subchapter 49 CFR §173.50
1. Division 1.1 consists of explosives that have a mass explosion
hazard. A mass explosion is one which affects almost the
entire load instantaneously
2. Division 1.2 consists of explosives that have a projection
hazard but not a mass explosion hazard
3. Division 1.3 consists of explosives that have a fire hazard and
either a minor blast hazard or a minor projection hazard or
both, but not a mass explosion hazard
4. Division 1.4 consists of explosives that present a minor
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explosion hazard. The explosive effects are largely confined to
the package and no projection of fragments of appreciable size
or range is to be expected. An external fire must not cause
virtually instantaneous explosion of almost the entire contents
of the package
5. Division 1.5 consists of very insensitive explosives. This
division is comprised of substances which have a mass
explosion hazard but are so insensitive that there is very little
probability of initiation or of transition from burning to
detonation under normal conditions of transport
6. Division 1.6 consists of extremely insensitive articles which do
not have a mass explosion hazard. This division is comprised
of articles which contain only extremely insensitive detonating
substances and which demonstrate a negligible probability of
accidental initiation or propagation
B. Class 2: Gases (49 CFR § 173.115)
1. Division 2.1 Flammable Gas
a) Any material which is a gas at 20 °C (68 °F) or less and
101.3 kPa (14.7 psia) of pressure (a material which has a
boiling point of 20 °C (68 °F) or less at 101.3 kPa (14.7
psia)) which
(1) Is ignitable at 101.3 kPa (14.7 psia) when in a
mixture of 13 percent or less by volume with air, or
(2) Has a flammable range at 101.3 kPa (14.7 psia) with
air of at least 12 percent regardless of the lower limit
2. Division 2.2 Non-Flammable/Non-Poisonous Compressed Gas
a) Nonflammable, nonpoisonous compressed gas—including
compressed gas, liquefied gas, pressurized cryogenic
gas, compressed gas in solution, asphyxiant gas, and
oxidizing gas which
(1) Exerts in the packaging a gauge pressure of 200 kPa
(29.0 psig/43.8 psia) or greater at 20 °C (68 °F), is a
liquefied gas, or is a cryogenic liquid, and
(2) Does not meet the definition of Division 2.1 or 2.3
3. Division 2.3 Gas Poisonous by Inhalation
a) A material which is a gas at 20 °C (68 °F) or less and a
pressure of 101.3 kPa (14.7 psia) (a material which has a
boiling point of 20 °C (68 °F) or less at 101.3 kPa (14.7
psia) and which
(1) Is known to be so toxic to humans that it poses a
hazard to health during transportation, or
(2) In the absence of adequate data on human toxicity,
is presumed to be toxic to humans because of test
results on laboratory animals
C. Class 3: Flammable Liquids (49 CFR § 173.120)
1. Flammable liquid − a liquid having a flash point of not more
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than 60 °C (140 °F), or any material in a liquid phase with a
flash point at or above 37.8 °C (100 °F) that is intentionally
heated and offered for transportation or transported at or above
its flash point in a bulk packaging
2. Combustible liquid
a) Any liquid that does not meet the definition of any other
hazard class and has a flash point above 60 °C (140 °F)
and below 93 °C (200 °F)
b) The following are exceptions:
(1) Liquids meeting the definition of Class 2 gases
(2) Mixtures in which 99% of the contents have a flash
point of ≥ 60.5º C (141º F) that are not transported at
or above flash point
(3) Liquids with a flash point > 35º C (95º F) that do not
sustain combustion according to ASTM 4206
(4) Liquids with a flash point > 35º C and a fire point >
100º C according to ISO 2592
(5) Liquids with a flash point > 35º C that are in a water
miscible solution with a water content > 90% by
mass
c) A flammable liquid with a flash point at or above 38 °C
(100 °F) that does not meet the definition of any other
hazard class may be reclassed as a combustible liquid
d) A combustible liquid that does not sustain combustion is
not subject to the requirements of this subchapter as a
combustible liquid
3. Flash point − the minimum temperature at which a liquid gives
off vapor within a test vessel in sufficient concentration to form
an ignitable mixture with air near the surface of the liquid
D. Class 4: Flammable Solids (49 CFR § 173.124)
1. Division 4.1 Flammable Solids (DRS, 2012)
a) Wetted explosives that are Class 1 explosives when dry,
and are sufficiently wetted to suppress explosive
properties
b) Self-reactive materials that are thermally unstable and can
undergo strong exothermic decomposition even in the
absence of oxygen; readily combustible solids that can
cause fire through friction, such as matches
2. Division 4.2 Spontaneously Combustible Material (DRS, 2012)
a) Pyrophoric materials – liquids or solids that can, without
an external ignition source, ignite within 5 minutes after
coming into contact with air
b) Self-heating materials – substances that, when in contact
with air and without an energy supply, are liable to selfheat; a material of this type that exhibits spontaneous
ignition, or if the temperature exceeds 200º C (393º F)
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E.
F.
G.
H.
during the 24 hour test period
3. Division 4.3 Dangerous When Wet (DRS, 2012)
a) Materials that, when in contact with water, are liable to
become spontaneously flammable or to give off
flammable or toxic gas at a rate of > 1L/kg of material/hr
Class 5: Oxidizing Substances; Organic Peroxides (49 CFR §
173.127 and § 173.128)
1. Division 5.1 Oxidizers – materials that can, generally by
yielding oxygen, cause or enhance the combustion of other
materials (DRS, 2012)
2. Division 5.2 Organic Peroxides – any organic compounds
containing oxygen in a bivalent –O-O- structure which may be
considered derivatives of hydrogen peroxide, where one or
more of the hydrogen atoms have been replaced by organic
radicals. Refer to §173.128 for exceptions (DRS, 2012)
Class 6: Poisonous (Toxic) and Infectious Substances (49 CFR §
173.132 and § 173.134)
1. Division 6.1 Poisonous (Toxic) Material – materials, other than
gases, known to be so toxic to humans that they pose a health
hazard during transportation, or which, in the absence of
adequate human toxicity data
a) Are presumed to be toxic to humans based on the results
when tested on lab animals
b) Are materials with properties similar to tear gas that cause
extreme irritation, especially in confined spaces (DRS,
2012)
2. Division 6.2 Infectious Substance – a material known or
reasonably expected to contain a pathogen
a) Pathogen – a micro-organism (including bacteria, viruses,
rickettsiae, parasites, fungi) or other agent, such as a
proteinaceous infectious particle (prion) that can cause
disease in humans or animals
b) Two categories
(1) Category A – capable of causing permanent
disability or life-threatening or fatal disease
(2) Category B – not in a form generally capable of
causing permanent disability or a life-threatening or
fatal disease
Class 7: Radioactive Materials (49 CFR § 173.403)
1. Any material having a specific activity greater than 0.002
microcuries per gram (µCi/g). The specific activity of a
radionuclide means the activity of the radionuclide per unit
mass of that nuclide. The specific activity of a material in which
the radionuclide is essentially uniformly distributed is the
activity per unit mass of the material (DRS, 2012)
Class 8: Corrosives (49 CFR § 173.136)
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1. Liquids or solids that cause full thickness destruction of human
skin at the site of contact within a specified period of time; or a
liquid that has a severe corrosion rate on steel or aluminum
based on criteria in §173.137(c)(2). A liquid is considered to
have a severe corrosion rate if it corrodes steel (SAE 1020) or
aluminum (non-clad 7075-T6) faster than 6.25 mm (0.246 in.) a
year at a temperature of 55º C (131º F) (DRS, 2012)
I. Class 9: Miscellaneous Dangerous Goods (49 CFR § 173.140)
1. Materials that present a hazard during transportation but don’t
meet the definitions of hazard classes 1–8 (DRS, 2012)
II.
First Responders Arrival at the Bomb and/or Explosion Scene (NIJ, 2009)
A. Conduct preliminary evaluation of the scene
1. Take into account
a) The scope of the incident
b) Emergency services required
c) Safety concerns
d) Evidence-related concerns
2. Secure all radios and cell phones
a) Radio and cell phone transmissions and radio systems in
cars can detonate explosives
b) Park at a distance
3. Treat suspicious items as explosive devices; do not touch them
4. Establish a command post and implement an incident
command system
5. Request emergency services from
a) Bomb technicians
b) Firefighters
c) Emergency Medical Services (EMS) personnel
d) Law enforcement officers
6. Identify scene hazards, such as
a) Structural collapse
b) Bloodborne pathogens
c) Hazardous chemicals
d) Secondary explosive devices
7. Identify witnesses, victims, and evidence
8. Preserve potentially transient physical evidence
a) Transient evidence – evidence which by its very nature or
the conditions at the scene will lose its evidentiary value if
not preserved and protected (NIJ, 2009)
B. Exercise scene safety
1. Identify and remove or mitigate safety hazards that may further
threaten victims, bystanders, and public safety personnel
2. Exercise due caution while performing emergency operations
to avoid injuries to themselves and others
3. After the preliminary evaluation of the scene
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a) Request additional resources and personnel to mitigate
identified hazards
b) Use tools and personal protective equipment (PPE)
appropriate to the task during all operations
c) Request and/or conduct a safety sweep of the area by
personnel qualified to identify and evaluate additional
hazards and safety concerns
d) Mark hazard areas clearly and designate safety zones for
victims and evacuees
C. Administer lifesaving efforts (a first responder’s primary
responsibility)
1. Initiate/administer rescues of severely injured and/or trapped
victims
2. Evacuate ambulatory victims, perform triage, and treat lifethreatening injuries
3. Leave corpses and their surroundings undisturbed (removing
dead bodies requires authorization)
4. Avoid disturbing areas not directly involved in rescue activities
D. Establish security and control
1. Set up a security perimeter
a) Establish a perimeter that is a minimum of 1,000 feet
(1) The perimeter should be established based on the
furthest evidence plus 50%
(2) The perimeter should be 100% larger than the crime
scene in order to have a secure staging area
b) Keep personnel behind cover to absorb fragments from
an explosion
c) Have the perimeter officers remain alert for secondary
devices, suspicious onlookers, and other threats
2. Evacuate if necessary; factors that should be weighed when
considering evacuation include:
a) Economic liability
b) Type of facility
c) Intent of bomber (does the disruption of an evacuation
play into the threat?)
3. Restrict access into and out of the scene through the security
perimeter
4. Establish staging areas to ensure that emergency vehicles
have access into the area
5. Document the scene as soon as the conditions permit
III. Investigator’s Evaluation of the Bomb and/or Explosion Scene (NIJ, 2009)
A. The investigator’s role (prior to entry into the scene)
1. Identify and introduce himself or herself to the incident
commander
2. Interview the incident commander and first responders to
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a) Evaluate the situation
b) Assess safety concerns
c) Determine the level of investigative assistance needed
3. Conduct a briefing with essential personnel to
a) Evaluate initial scene safety prior to entry
b) Make sure that a search for secondary devices has been
conducted
c) Confirm that the scene is secure, that a perimeter and
staging areas have been established, and that personnel
work to prevent contamination of the scene
d) Ensure that a chain of custody is initiated for previously
collected evidence
4. Assess legal considerations for scene access
B. Ensure scene integrity
1. Prior to evidence collection
a) Establish procedures to document personnel entering and
exiting the scene
b) Establish and document procedures to prevent scene
contamination
c) Establish and document procedures for evidence
collection, control, and chain of custody
C. Conduct the scene walkthrough
1. Reevaluate scene requirements
2. Establish an entry and exit route for personnel
3. Identify safety concerns and the locations of physical evidence
4. Ensure the collection and preservation of transient evidence
5. Attempt to locate the seat(s) of explosion(s)
D. Secure the required resources
1. After the walkthrough, meet with emergency responders and
investigative personnel
a) Assess the nature and the scope of the investigation
b) Advise personnel of any secondary devices or safety
hazards
c) Compile one list of victims/witnesses and document their
stories including
(1) Smoke color
(2) Flash color
(3) Sound description
(4) Reports of suspicious people, vehicles, etc.
d) Make sure that the required evidence collection
equipment and processing and storage facilities are
available
e) Secure the required equipment as determined by the
crime scene conditions, such as light/heavy equipment,
lights, etc.
f) Ensure that sufficient utilities and support services are
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requested (i.e. food, electricity, security)
g) Give emergency responders and the investigation team
their assignments for scene documentation and
processing
h) Remind personnel that evidence can take many forms
IV. Documenting the scene (NIJ, 2009)
A. Develop written documentation
1. Document access to the scene
2. Document activities, including dates and times
3. Describe the overall scene and note the physical and
environmental conditions
4. Diagram and label scene features (i.e. sketches, floor plans,
architectural drawings)
5. Describe and document the scene with measuring devices
B. Photograph and videotape the scene (before disturbing any items)
1. Record overall views of the scene
2. Mute the audio portion of the video
3. Minimize the presence of personnel in the photos/videos
4. Photograph/video the assembled crowd
5. Maintain photo and video logs
C. Locate and interview victims and witnesses
1. Identify and locate the witnesses, and prioritize interviews
2. Attempt to obtain all available identifying data regarding
victims/witnesses prior to their departure from the scene
3. Establish each witness' relationship to or association with the
scene and/or victim(s)
4. Establish the basis of the witness' knowledge: how does the
witness have knowledge of the incident?
5. Obtain statements from each witness
6. Document victims' injuries and correlate victims' locations at
the time of the incident with the seat(s) of the explosion(s)
7. Interview the medical examiner/coroner and hospital
emergency personnel regarding fatalities and injuries
V.
Processing evidence at the scene (NIJ, 2009)
A. Assemble the evidence processing team
1. Bomb disposal technician
2. Evidence custodian
3. Forensic specialist
4. Medical examiner
5. Photographer
6. Procurement specialist
7. Safety specialist (structural engineer)
8. Searchers/collectors
9. Sketch artists
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B. Organize evidence processing
1. Before deploying the team
a) Review and reevaluate
(1) The boundaries of the scene
(2) Safety concerns
(3) Command post and staging locations
(4) Evidence processing and storage locations
(5) Personnel and equipment requirements
(6) Legal and administrative considerations
b) Identify the search procedure for the scene
c) Ensure that transient physical evidence has been
preserved and collected
d) Detect onsite explosives using qualified personnel
e) Brief the team and review assignments
C. Control Scene Contamination
1. Ensure that evidence processing personnel
a) Use clean protective outer garments and equipment for
each scene
b) Obtain control samples as needed
c) Package collected evidence in a manner that prevents
loss, degradation, or contamination
d) Package, store, and transport evidence from different
scenes or searches in separate external containers
D. Identify, collect, preserve, inventory, package, and transport
evidence
1. Prepare an evidence recovery log that documents
a) Item number
b) Description
c) Location found (grid number if used)
d) Collector's name
e) Markings (either directly on the item or indirectly on the
package)
f) Packaging method
g) Miscellaneous comments
2. Identify evidence by
a) Assigning personnel to designated search areas
b) Initiating scene-specific search pattern(s) and procedures,
including examining immobile structures for possible
evidence
c) Attempting to determine the method of bomb delivery
d) Establishing the seat(s) of the explosion(s)
e) Documenting blast effects (e.g., structural damage, bent
signs, thermal effects, and fragmentation)
f) Examining the crater, vehicles, structures, etc.
g) Documenting the victims’ location(s) before and after the
explosion
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h) Ensuring that victims are examined for bomb component
fragments. Autopsies should include full-body x-rays
3. Collect evidence, including
a) Suspected bomb components and fragments, including
those recovered from victims
b) Suspected materials used to construct and transport the
explosive device(s)
c) Crater material
d) Residues and other trace evidence
e) Additional items of evidence (e.g., blood, hair, fiber,
fingerprints, tire tracks, weapons, documents, and tools)
f) Comparison samples of indigenous materials
4. Make sure evidence is
a) Photographed
b) Packaged and preserved in containers
c) Labeled
d) Recorded in the evidence recovery log
e) Secured in the designated storage location
5. Label, transport, and store evidence by
a) Placing evidence from different locations or searches in
separate external containers
b) Labeling evidence for storage and shipment, and
identifying hazards
c) Arranging to transport evidence
VI. Completing and recording the scene investigation (NIJ, 2009)
A. Make sure all of the investigative steps are documented
1. Verify that the following is completed/documented:
a) Major events and timelines
b) Personnel access log
c) Activity log
d) Interviews and events reviewed
e) Narrative description of scene
f) Photo and video logs
g) Diagrams, sketches, and evidence mapping
h) Evidence recovery log
B. Ensure that scene processing is complete
1. Conduct a critical review of the scene
a) Discuss preliminary findings and critical issues that arose
b) Ensure that all identified evidence is in custody
c) Collect and inventory all equipment
d) Decontaminate equipment and personnel
e) Photograph and/or video the final condition of the scene
f) Address legal considerations
g) Discuss postscene issues (i.e. forensic testing, insurance
inquiries)
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h) Communicate and document postscene responsibilities
C. Release the scene
1. Address public health and safety issues
a) Contact public utilities
b) Evaluate biological and chemical hazards
c) Evaluate structural integrity issues
d) Assess environmental issues
2. Identify a receiving authority for the scene
3. Ensure disclosure of all known health and safety issues to a
receiving authority
4. Document the time and date of release, who the scene was
released to, and who released it
D. Submit reports to appropriate national databases
1. Submit detailed technical reports on explosive devices to
national databases to help authorities identify serial bombers,
explosives used, and the need for uniform procedures and
further development of equipment
a) US Bomb Data Center (Bureau of Alcohol, Firearms and
Tobacco)
b) Uniform Crime Reports
c) National Incident-Based Reporting System
d) National Fire Incident Report System
2. Intelligence gathering
a) Minor bombings are generally experimentation for larger
bombings
b) Minor investigations lead to arrests, which leads to early
intervention, therefore preventing more serious bombings
c) Minor investigations also help officers learn nuances,
recognize post blast evidence, and understand the effects
of explosions
d) Seek out reports of large quantities of fertilizers, hydrogen
peroxide, and acetone purchases
e) Intelligence comes from the streets:
(1) Awareness of your beat
(2) Close contact with a variety of citizens
(3) Keeping up with the newest threat technology
VII. Bomb Threats and Suspicious Objects (DHS, 2013)
A. All bomb threats should be taken seriously and reported to the
police immediately
1. If a bomb threat is received by phone
a) Remain calm
b) Keep the caller on the line for as long as possible. Do not
hang up, even if the caller does.
c) Listen carefully. Be polite and show interest
d) Try to keep the caller talking to learn more information
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e) If possible, write a note to a colleague to call the
authorities or, as soon as the caller hangs up, immediately
notify them yourself
f) If your phone has a display, copy the number and/or
letters on the window display
g) Complete the Bomb Threat Checklist immediately. Write
down as many details as you can remember. Try to use
exact words
h) Immediately, upon termination of the call, do not hang up,
but from a different phone, contact Federal Protective
Services (FPS) (1-877-437-7411) immediately with
information, and await instructions
2. If a bomb threat is received by handwritten note
a) Contact the appropriate authority (see Who to Contact
below)
b) Handle the note as minimally as possible
3. If a bomb threat is received by email
a) Contact the appropriate authority (see Who to Contact
below)
b) Do not delete the message
B. Signs of a suspicious package
1. No return address
2. Excessive postage
3. Stains or strange odor(s)
4. Strange sounds
5. Unexpected delivery
6. Poorly handwritten
7. Misspelled words and incorrect titles
8. Foreign postage
9. Restrictive notes
C. Do not
1. Use two-way radios or cellular phones; radio signals have the
potential to detonate a bomb
2. Evacuate the building until police arrive and evaluate the threat
3. Activate the fire alarm
4. Touch or move a suspicious package
D. Who to Contact
1. Follow your local guidelines
2. FPS police 1-877-437-7411
3. 911
VIII. Most Common Categories of Explosive Incidents
A. Juvenile/experimentation
1. The greatest number of bombers fall into this category
2. Bomb types range from soda-bottle bombs to illegal
pyrotechnics to target mailboxes, and range up to very
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B.
C.
D.
E.
powerful, homemade bombs made from directions on the
Internet
3. These type of bombers do not have evil intent
Recovered military ordinance/commercial explosives
1. Lost, misplaced, and unsecured explosives are most commonly
traded among drug dealers or on the black market
2. These explosives can be located in active or formerly active
military training areas
3. They are extremely sensitive and unstable
Emotionally disturbed persons − generally very intelligent with
unstable (disturbed) thought patterns; this combination makes them
dangerous
Criminals actions − usually greed-driven crimes, with the exception
of murderous intent
1. Extortionists
2. Robbers
3. Perpetrators of fraud
4. Burglars
5. Murderers
Terrorists
1. A trend that has existed since the late 1800’s
2. There are many different types of terrorists
a) Political activists
b) Eco-terrorists
c) Religious radicals
d) Suicide bombers
Activities
1. Hazardous Materials Research Project. Divide the class into nine groups.
Give each group access to the Internet. Assign each group a hazardous
materials classification. Have the groups research the following for their
assigned classification:
 Definition of the classification
 At least five chemicals or materials with the classification,
preferably ones that are well known
After the students have gathered the information have the students create
a poster illustrating the information using disposable magazines and/or
newspapers, a poster board, drawing materials, scissors, and glue. Use
the posters for a class discussion. Use the Cooperative Teams Rubric and
the Discussion Rubric for assessment.
2. Hazardous Materials Placards. Have students draw the hazardous
materials placards (http://www.fmcsa.dot.gov/facts-research/researchtechnology/visorcards/yellowcard.pdf) for each of the classifications
(without the numbers) on index cards. After they are complete have the
students use them to play a matching game. Here are the steps for the
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game:
 Have students write the names of the classifications on a separate
set of index cards
 Lay the placards out on a table in random order
 Have the students, either individually or in teams, match the correct
classification with the associated placard
Use the Individual Work Rubric for assessment.
3. Mock Bomb Threat. Give each student a copy of the Bomb Threat
Checklist (http://emilms.fema.gov/is906/assets/ocsobomb_threat_samepage-brochure.pdf ). Have them review the procedures
for receiving a bomb threat by phone. Partner the students and have them
participate in a simulated bomb threat. Have one partner act as the caller
and the other as the call receiver. Have the call receiver complete the
Bomb Threat Checklist. Then have the students trade roles and repeat the
exercise. Use the Role Play Rubric for assessment.
4. Mock Bomb Threat Response. Create a suspicious package or item that
looks like an explosive device and place it in a secure area that is in a
classroom, a building, or outside (Note: remember to receive approval
from or notify your administration and campus security of this activity
beforehand so they will not be alarmed if they receive calls about the
object). Assign a 2−4 person team to respond to the call of a bomb threat
or suspicious object. Have the students follow the procedures outlined in
this lesson. They may use the Mock Bomb Threat Response Guide as a
reference. The assessment for this activity should be based on safety,
teamwork, and the ability to follow instructions. Use the Mock Bomb
Threat Response Rubric for assessment.
Assessments
Explosive Devices Exam and Key
Hazardous Materials Quiz and Key
Mock Bomb Threat Response Rubric
Discussion Rubric
Cooperative Teams Rubric
Individual Work Rubric
Presentation Rubric
Role Play Rubric
Materials
Explosive Devices computer-based presentation
Mock Bomb Threat Response Guide
Computers with Internet access
Magazines/newspapers
Poster boards
Drawing materials
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Scissors
Glue
Resources
Code of Federal Regulations (49 CFR §173.50)
http://www.gpo.gov/fdsys/granule/CFR-2011-title49-vol2/CFR-2011title49-vol2-sec173-50/content-detail.html
University of Illinois at Urbana-Champaign, Division of Research Safety
http://www.drs.illinois.edu/transportationandshipping/definitions.html
National Institute of Justice (NIJ)
 http://www.nij.gov/topics/law-enforcement/investigations/crimescene/guides/explosion-bombing/arrive.htm
 www.ojp.usdoj.gov/nij/topics/law-enforcement/investigations
Department of Homeland Security (DHS)
http://emilms.fema.gov/is906/assets/ocso-bomb_threat_samepagebrochure.pdf
University of Arizona, Risk Management Services
www.risk.arizona.edu/emergencyprocedures/bombthreat.shtml
University of Northern Iowa www.uni.edu/policies/703
State of Montana, Department of Military Affairs www.dma.mt.gov
North Carolina State University Environmental Health & Safety
 www.ncsu.edu/ehs/dot/classification.html
 www.safety.ncsu.edu/bio_ship_cert/examples_Cat_A.pdf
Do an Internet search for the following:
 Oklahoma City Bombing rare footage video
 Lawofficer tactics weapons bomb street cop
 Lawofficer ATF illustration
Accommodations for Learning Differences
For reinforcement, the students will research the classifications of hazardous
materials and identify the characteristics of each. Use the Individual Work
Rubric for assessment.
For enrichment, students will research the most common categories of
explosive incidents and compile a presentation of their findings. Their
research should include an example of each of the following:
 Juvenile/experimentation
 Recovered military ordinance/commercial explosives
 Emotionally disturbed person
 Criminal bomber
 Terrorist bomber
They may find these examples in news articles, court cases, or historical
documentaries. Use the Presentation Rubric for assessment.
State Education Standards
15
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Texas Essential Knowledge and Skills for Career and Technical Education
§130.294. Law Enforcement II (One to Two Credits).
(17) The student explores procedures for handling and managing
explosives and hazardous material incidents. The student is
expected to:
(A)
identify and classify hazardous materials;
(B)
respond to a simulated situation involving explosive
materials using protocols and procedures designed to
maintain personal and public safety;
(C)
explain procedures for responding to reports of bomb
threats and suspicious objects; and
(D)
conduct a simulated building and property search to
locate explosive devices and materials.
College and Career Readiness Standards
Science Standards
III. Foundation Skills: Scientific Applications of Communication
C. Presentation of scientific/technical information
1. Prepare and present scientific/technical information in
appropriate formats for various audiences.
16
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Name________________________________ Date__________________________
Explosives Devices Exam
1) _____ Which of the following is not a duty of the perimeter officer?
A. Remain alert for other threats
B. Remain alert for secondary devices
C. Watch for suspicious onlookers
D. Conduct a building search
2) _____ Class 6 hazardous materials include which of the following?
A. Radioactive materials
B. Toxic materials and infectious substances
C. Miscellaneous dangerous goods
D. Flammable solids
3) _____ Class 2 hazardous materials include which of the following?
A. Flammable liquids
B. Explosives
C. Gases
D. Corrosives
4) _____ When investigating a suspicious parcel, mail, or package, the investigator should look
for which of the following clues?
A. Oily stains or residue
B. Handwritten or poorly typed address
C. All clues
D. Foreign mail, air mail, or special delivery
5) _____ Upon completion of the investigation at the scene, which one of the following actions
should the investigator take?
A. Submit reports to the appropriate agencies
B. Establish a perimeter
C. Clean up the crime scene
D. Go home and sleep
6) _____ Class 7 hazardous materials include which of the following materials?
A. Corrosives
B. Radioactive materials
C. Flammable liquids
D. Oxidizers and organic peroxides
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7) _____ Which of the following is not a step in the lifesaving effort?
A. Contact emergency medical service personnel
B. Remove all corpses
C. Perform triage on the victims
D. Treat life-threatening injuries
8) _____ Which of the following is not a step for ensuring the integrity of the scene?
A. Collect and preserve transient evidence
B. Establish/document procedures to prevent crime scene contamination
C. Establish/document evidence collection control and chain of custody
D. Create a crime scene log
9) _____ When a first responder arrives on the scene of a bomb threat, which of the following
actions should he or she take first?
A. Conduct a preliminary evaluation of the scene
B. Administer lifesaving efforts
C. Establish a command center
D. Document the scene
10) _____ Which of these steps is not part of the preliminary evaluation of the scene?
A. Establish a command post
B. Photograph/video the overall scene
C. Identify hazards at the scene
D. Identify witnesses, victims, and evidence
11) _____ Class 4 hazardous materials includes which of the following?
A. Radioactive materials
B. Flammable solids
C. Toxic materials and infectious substances
D. Explosives
12) _____ Which of the following is not a factor to consider when deciding to evacuate?
A. Economic liability
B. Type of facility
C. Distance of perimeter
D. Intent of the bomber
13) _____ Which of the following is the definition of toxic?
A. Materials that present a hazard during transport but do not meet other hazard
class definitions
B. May burn but does not readily ignite
C. Inhalation, ingestion, or skin contact may cause severe injury or death
D. Pyrophoric or self-heating materials
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14) _____ All except which of the following are requirements for evidence collection?
A. Comparing samples of indigenous materials
B. Recording evidence on the evidence log
C. Photographing the evidence
D. Labeling with the date, collectors initials, item number, and location
15) _____ Evaluating the scene includes which of the following roles?
A. Initiate a chain of custody
B. Identify/remove safety hazards
C. Conduct a search for secondary devices
D. Evaluate the initial scene safety
16) _____ Which of the following items would not be included on an evidence recovery log?
A. Location found
B. Collector's name
C. Photo of the item
D. Description of item
17) _____ When the use of equipment is complete the lead investigator should perform which of
the following duties?
A. Label the evidence for storage
B. Decontaminate all of the equipment
C. Contact the public utilities
D. Take photographs of the scene
18) _____ “Materials that can, generally by yielding oxygen, cause or enhance the combustion of
other materials” describes which of the following terms?
A. Pathogen
B. Oxidizer
C. Organic peroxide
D. Spontaneous combustion
19) _____ Which is the most common type of bomber?
A. Criminals
B. Terrorists
C. Emotionally disturbed
D. Juvenile/experimentation
20) _____ When securing required resources, the lead investigator should do which of the
following?
A. Ensure that sufficient utilities and support services are requested
B. Create a crime scene log
C. Develop written documentation
D. Reevaluate scene perimeters
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21) _____ Which of the following is “a material known or reasonably expected to contain a
pathogen”?
A. Poisonous material
B. Infectious substance
C. Radioactive material
D. Combustible
22) _____ Class 4 hazardous materials (flammable solids) are considered “dangerous when
wet.” Which of the following describes what that means?
A. Ignites on contact with water
B. Ignites on contact with combustibles
C. Ignites spontaneously if exposed to air
D. Explodes from friction, heat or contamination
23) _____ Which of the following is an example of a miscellaneous dangerous good?
A. Gasoline
B. Poison
C. Explosives
D. Dry ice
24) _____ Class 3 hazardous materials include which of the following?
A. Flammable solids
B. Miscellaneous dangerous goods
C. Oxidizers and organic peroxides
D. Flammable liquids
25) _____ Which of the following is not one of the most common types of bombers?
A. Juvenile/experimentation
B. Terrorists
C. Emotionally disturbed
D. Victims
26) _____ Which of the following is not a procedure for handling a suspicious parcel, mail, or
package?
A. Do not handle; keep everyone away from it
B. Keep roadways/walkways clear of emergency personnel
C. Do not reenter the room until the scene has been cleared
D. Meet with members of the building staff and have them help with the building
search
27) _____ Which of the following is not an example of a combustible?
A. Lithium batteries
B. Clothing
C. Paper
D. Wood
20
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28) _____ During a walkthrough of the scene, the investigator should do which of the following?
A. Collect and preserve transient evidence
B. Make sure to have adequate evidence processing equipment
C. Attempt to locate the seat of the explosion
D. Secure required resources
29) _____ Which of the following items should be collected when searching for evidence?
A. Bomb components and fragments
B. Crater material
C. Trace evidence
D. All of the above
30) _____ Which one of the following personnel would typically be requested first by the
responding officer?
A. Bomb technician/squad
B. Utilities representative
C. Building inspector
D. Director of the Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF)
31) _____ Which of the following would not be considered a terrorist bomber?
A. Suicide bombers
B. Political activists
C. Religious radicals
D. The Unabomber
32) _____ Upon arrival at the explosion/bombing scene, first responders should do which of the
following?
A. Immediately begin the attempt to locate the explosive(s)
B. Immediately begin the attempt to locate the survivor(s)
C. Establish a command post and identify the authority over all lines of
communication and emergency services
D. Begin the documentation process by recording with photographs and videotapes
33) _____ Class 5 hazardous materials includes which of the following materials?
A. Radioactive materials
B. Toxic materials and infectious substances
C. Oxidizers and organic peroxides
D. None of the above
34) _____ Which of the following is not a way to prevent crime scene contamination?
A. Obtain control samples as needed
B. Use clean protective outer gear and equipment for each scene
C. Package evidence separately
D. None of the above
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35) _____ Which of the following actions should you take when you locate a suspicious object?
A. Attempt to dismantle the bomb
B. Immediately pick it up and bring it to the station
C. Do not touch it and secure the area
D. Evacuate the building
36) _____ A street officer may gather intelligence related to bombings from all except which of
the following?
A. Keeping up with new threat technology
B. Awareness of his or her beat
C. The media
D. Close contact with a variety of citizens
37) _____ Which of the following should accompany photos/videos of the scene?
A. Written report
B. Photo/video log
C. Name of photographer
D. Name of responding officer
38) _____ Which of the following items can detonate a bomb?
A. Police car radio
B. Cell phones
C. Police portable radio
D. All of the above
39) _____ Crime scene perimeters for bombs should be set at which of the following ranges?
A. 500 feet
B. 100 feet
C. Less than 1,000 feet
D. Furthest piece of evidence plus 50%
40) _____ “Evidence which by its very nature or the conditions at the scene will lose its
evidentiary value if not preserved and protected” describes which of the following?
A. Emotional evidence
B. Physical evidence
C. Trace evidence
D. Transient evidence
41) _____ Class 9 hazardous materials includes which of the following?
A. Miscellaneous dangerous goods
B. Corrosives
C. Explosives
D. Toxic materials and infectious substances
22
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42) _____ Which of the following would not be included in documenting the scene?
A. Description of the physical and the environmental concerns
B. Procedures for conducting a building search
C. Diagram and sketch of the scene
D. Date and time of the offense/incident
43) _____ When responding to a bomb threat, the responsibilities of law enforcement include
which of the following?
A. Complete a building search
B. Determine a response plan
C. Secure the building
D. All of the above
44) _____ When releasing the scene, the investigator should do which of the following?
A. Identify the receiving authority
B. Contact the public utilities
C. Evaluate the biological, chemical, structural, and environmental hazards
D. All of the above
45) _____ Class 8 hazardous materials includes which of the following?
A. Corrosives
B. Gases
C. Flammable solids
D. Flammable liquids
46) _____ When completing and recording the scene, the investigator should verify which of the
following?
A. Narrative description
B. Major events and timelines related to the incident
C. Evaluation of the structural integrity
D. Interviews and events reviewed
47) _____ Which of the following is not a step in establishing security and control?
A. Establish the staging area
B. Identify the incident commander
C. Restrict access in/out of scene
D. Set a perimeter
48) _____ Class 1 hazardous materials include which of the following?
A. Toxic materials and infectious substances
B. Gases
C. Flammable liquids
D. Explosives
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49) _____ Which one of the following steps should be taken first?
A. Photographing/videotaping the scene
B. Disposal of suspected devices by bomb squad
C. Processing the explosion/bombing scene evidence
D. Alerting the media
50) _____ Which of the following is the primary responsibility of first responders?
A. To preserve the integrity of the explosion/bombing scene
B. To rescue living victims
C. To initiate documentation as soon as possible
D. To contact the central command post
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Copyright © Texas Education Agency, 2012. All rights reserved.
Explosives Devices Exam Key
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
D
B
C
C
A
B
B
A
A
B
B
C
C
A
B
C
B
B
D
A
B
A
D
D
D
26)
27)
28)
29)
30)
31)
32)
33)
34)
35)
36)
37)
38)
39)
40)
41)
42)
43)
44)
45)
46)
47)
48)
49)
50)
D
A
A
D
A
D
C
C
D
C
C
B
D
D
D
A
B
D
D
A
C
B
D
B
B
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Copyright © Texas Education Agency, 2012. All rights reserved.
Name________________________________ Date__________________________
Hazardous Materials Quiz
Match the following Hazardous Materials to the correct classification.
1) _____ Class 3
A. Oxidizers and Organic Peroxide
2) _____ Class 2
B. Toxic Materials and Infectious Substances
3) _____ Class 7
C. Flammable Liquids
4) _____ Class 6
5) _____ Class 1
6) _____ Class 5
D. Miscellaneous Dangerous Goods
E. Explosives
F. Radioactive Materials
G. Corrosives
7) _____ Class 9
H. Flammable Solids
8) _____ Class 4
I. Gases
9) _____ Class 8
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Copyright © Texas Education Agency, 2012. All rights reserved.
Hazardous Materials Quiz Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
I
F
B
E
A
D
H
G
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Copyright © Texas Education Agency, 2012. All rights reserved.
Mock Bomb Threat Response Guide
1. Arrive at scene
 Conduct a preliminary investigation
 Establish a command post
 Request assistance
 Identify hazards at the scene
 Identify witnesses/victims
 Preserve physical evidence
2. Administer lifesaving efforts
 Evacuate the injured victims
 Do not move the corpses
3. Establish security control of the scene
 Set a perimeter
 Restrict access
 Establish a staging area
 Document the scene
4. Evaluate the scene
 Assess the safety and determine the investigative needs
 Conduct a search for secondary devices
5. Ensure scene integrity
 Create a crime scene log
 Create a chain of custody for evidence
6. Conduct a walkthrough
 Attempt to locate the seat of the explosion
 Collect transient evidence
 Reevaluate the scene perimeter
7. Secure the required resources
 Compile a list of witnesses and victims
 Obtain the required equipment
 Request any needed utilities such as electricity
8. Document the scene
 Document access to the scene
 Document activities, date, and times
 Describe the overall scene
 Diagram and label the scene
 Photograph/video the scene
9. Identify, collect, preserve, inventory, package, and transport evidence
10. Release the scene
 Evaluate biological, chemical, structural, and environmental hazards
 Identify the receiving authority
 Document the date and time of release, who the scene was released to, and who
released it
11. Submit reports to the appropriate agencies
28
Copyright © Texas Education Agency, 2012. All rights reserved.
Name_______________________________________
Date_______________________________
Mock Bomb Threat Response Rubric
Objectives
Safety
Procedure
Teamwork
4 pts.
Excellent
The team moved
through the building
in a safe manner
and did not
move/disturb any
suspicious objects
The team followed
all of the steps
outlined in the Mock
Bomb Threat
Response Guide
and completed each
task
The students
worked well together
as a unit and
communicated
effectively
3 pts.
Good
The team moved
through the building
somewhat safely and
located the suspicious
object
2 pts. Needs Some
Improvement
The team was
careless during their
search, located the
suspicious object, but
disturbed the scene
The team followed
most of the steps
outlined in the Mock
Bomb Threat
Response Guide and
completed most of the
tasks
The students mostly
worked together as a
unit, but had some
minor communication
issues
The team followed
some of the steps
outlined in the Mock
Bomb Threat
Response Guide and
completed some of
the tasks
The students
struggled to work
together as a unit
and/or struggled with
effective
communication
1 pt. Needs Much
N/A
Improvement
The team did not
function as a unit,
moved carelessly
through the
building, and didn’t
locate the object
The team did not
follow the steps
outlined in the
Mock Bomb Threat
Response Guide
and did not
complete the tasks
The students did
not work together
as a unit and/or
did not
communicate
effectively
Pts.
Total Points (12 pts.)
Comments:
29
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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:
30
Copyright © Texas Education Agency, 2012. All rights reserved.
Name: ____________________________________
Date:_____________________________
Cooperative Teams Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussions
Encourages others to join the
conversation
Maintains the pace of the discussion
to achieve goals
Shares ideas and thoughts
Offers constructive criticism and
recommendations
Credits others for their contributions
and ideas
Empathizes with others
Requests input from others to reach
an agreement
Expresses ideas and thoughts
Total Points (36 pts.)
Comments:
31
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
32
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
33
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Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
34
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