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Fire Service Strategies, Tactics, and Incident Management

Learning Module

Abstract

This course provides the principles of fire ground control through utilization of personnel, equipment, and extinguishing agents

Keywords

Firefighter, Adult Education, LDL

Overview

This learning module is approximately half of the course content for a one-semester (16-week), four-credit, cohort-based, online, Associate degree level course.  This is a required course for students in the Emergency Services Management program degree; a degree designed for working firefighters that have experience in their field and are working towards increasing their content knowledge in preparation for advancement/promotion.  

As a cohort-based course, the students progress through each week as a group and have due dates associated with the required assignments and activities.  Each learning plan represents one week of the course, concentrating on a new topic each week, and building upon previous knowledge. The assignments and activities are designed to support student engagement with the course, active learning, critical and creative thinking, and authentic experiences that are applicable to them. 

Each week, the main content for the learning plans (Wisconsin Technical College System term) is derived from a required textbook, Angle, J., Gala, M., Harlow, D., Lombardo, W., Maciuba, C. (2015). Firefighting strategies and tactics. Burlington, MA: Jones and Bartlett Learning; and supported by relevant videos and trade journal articles. The instructor of the course, serves as a facilitator of knowledge and the learning experience, guiding students with timely feedback to ensure that they are on-track and grasping salient points. Students are encouraged to make each learning plan personal by looking at how they or their fire department would operate in a given situation/scenario. 

The author has taught this class several times in a face-to-face setting, but only once in an online setting. Regardless of the delivery mode, each course is supported by an LMS where most of the coursework takes place. The author did not change much when creating this learning module, it was only adapted from Blackboard to CG Scholar for the purposes of this assignment. In the Wisconsin Technical College System, the student-facing and instructor facing sides are housed in separate systems; the classes are taught in Blackboard (at my college), but the assessment strategies, performance standards, and linked program outcomes are housed in WIDS, Worldwide Instructional Design System software. 

The course competencies/intended learning outcomes for this learning module are:

  1. Discuss fire behavior as it relates to strategies and tactics.
  2. Explain the basics of building construction and how they interrelate to pre-fire planning as well as strategy and tactics.
  3. Defend the importance of clear and concise fire ground communications.
  4. Demonstrate the various roles and responsibilities in ICS/NIMS.
  5. Assess company-level fire operations in given buildings and occupancies.
  6. Summarize the actions to take following a fire or emergency response.

Course Welcome

Overview

Provide the learner with an overview of the course including the course schedule, expectations of the student, and requirements for the course.

Learning Objective(s)

  • Utilize basic LMS functions and tasks essential for success at Mid-State Technical College.
  • Identify active learning versus passive learning.

For the Learner

Readings and Resources

Review the following readings and resources prior to participating in the specified assignments and discussions for this learning plan:

Cornell Note Taking Template
Media embedded October 12, 2019

Assignments and Activities

Who am I? Icebreaker Discussion

Every one of us is a leader, whether in a formal position of authority or not.

Through my own educational journey, I came across a book that quickly became one of my favorites: On Becoming a Leader by Warren Bennis (1989). Chapter three of the book discusses "Knowing Yourself", where Bennis describes four lessons that every leader should know:

  1. You are your own best teacher
  2. Accept responsibility. Blame no one.
  3. You can learn anything you want to learn.
  4. True understanding comes from reflecting on your own experience.

To get us started in this class, your task is to:

  1. Follow the provided link to the VisualDNA Who am I? Quiz
  2. Complete the quiz
  3. Analyze the results, and
  4. Create a discussion post summarizing what you learned about yourself, what you already knew that was reinforced, and how it relates to you as a firefighter.

Respond to at least two of your classmate's posts to further the conversation.

Refer to the Online Discussion Rubric and Netiquette Guide for expectations.

*** This discussion/introduction is like showing up to class on the first day; failure to do so, without prior arrangements made with the course instructor, will result in being dropped from the class per college policy ***

For the Instructor

Purpose

​Introduce learners to the LMS if they are not familiar with it by having them complete various tasks that they will be expected to use. 

The icebreaker discussion is used to share information with you and their classmates that can help break down barriers that are often associated with online learning by making the environment more personal.  Students must complete this activity as part of college policy, in essence, it is like showing up to the first day of class.  

There is also literature and a video on how to effectively read, study, and take notes that can be useful for adult learners who may have been away from the formal classroom for an extended period of time.  

Learning Plan 1 - History of Fire Service Strategies and Tactics

Overview

This learning plan discusses the reasons for changes in firefighting strategies and tactics over the years, specific steering agents for change, and the fire fighter’s role with regard to strategies and tactics.

Learning Objective(s)

After successfully completing this learning plan, the learner will be able to:

  • Explain significant historical changes in fire service strategies and tactics
  • List the firefighter's role in contemporary strategies and tactics

For the Learner

Lecture Video(s)

Media embedded September 27, 2019

Review the following readings and resources prior to participating in the specified assignments and discussions for this learning plan:

  • Angle, J., Gala, M., Harlow, D., Lombardo, W., Maciuba, C. (2015). Firefighting strategies and tactics. Burlington, MA: Jones and Bartlett Learning. Chapter 1, pages 1 - 22 (Textbook)
  • ULFSRI (2018). Tactical consideration: There is no substitute for knowledge. [Video File] Retrieved from https://vimeo.com/266152481
Media embedded September 27, 2019

Dig Deeper

Additional reading and resources for you to explore (optional):

Assignments and Activities

After reviewing the readings and resources listed above, complete the following activities for this learning plan:

Incident Review Discussion

Review any incident that has occurred in the last year that resulted in a firefighter death. Consider the following questions when creating your discussion post:

  • What were the contributing factors and circumstances surrounding the LODD?
  • What type of event was the LODD attributed to?
  • Fire, MVC, EMS, Other?
  • What steps can be taken to prevent future, similar LODD's?
  • Were there issues brought to the attention of the fire service that may influence strategies and tactics locally or nationally?

Then, explain how you can apply what you learned in your future/current role as a firefighter or emergency services professional.

Respond to at least two classmate's posts that go beyond "I agree" or "I disagree" to further the discussion.

Be sure to cite all sources; refer to the Online Discussion Rubric and Netiquette Guide for expectations.

For the Instructor

Purpose

Provide a broad overview of fire service strategies and tactics and a baseline for the rest of the course and instruction

Teaching Tips

  • Explain the differences between strategies and tactics.
  • Discuss the impact technological advances, increased fire-based research, increased education, an industry-wide focus on safety, and improved standards have had on the fire service.
  • Stress that regardless of the resources available, the strategic goals and objectives on the fire ground do not change.
  • Explain how staffing levels will impact the officers’ ability to meet strategies and how the officers must consider this in deploying their tactics.
  • Reinforce that proper strategy and tactics can be better employed if the firefighter knows construction types, building materials used, architectural designs, and general engineering principles of the specific structures in the response zone.
  • Remind students that hazardous materials are in almost every structure firefighters respond to.
  • Stress that regardless of rank, every firefighter must clearly understand strategy and tactics.

Discussion board rubric

Learning Plan 2 - Firefighter Safety

Overview

This learning plan discusses the 16 Fire Fighter Life Safety Initiatives, the relationship between firefighter health and safety and strategies and tactics, the reports available to study fire-ground injuries and deaths, the impact of regulations on fire-ground operations, and general fire-ground safety concepts.

Learning Objective(s)

After successfully completing this learning plan, the learner will be able to:

  • Identify and describe the 16 Firefighter Life Safety Initiatives
  • Describe the reports available to study fireground injuries and deaths
  • Describe the impact regulations and standards on fireground operations

For the Learner

Lecture Video(s)

Media embedded September 27, 2019

Readings and Resources

Review the following readings and resources prior to participating in the specified assignments and discussions for this learning plan:

  • Angle, J., et al. (2015). Firefighting strategies and tactics. Burlington, MA: Jones and Bartlett Learning. Chapter 2, pages 22 - 47  (Textbook)
  • ULFSRI (2018). Tactical consideration: Follow the rules of live-fire training. [Video File] Retrieved from https://youtu.be/poRFn7680yw
  • Wylie, R. (2014). Reality training: Firefighter safety habits. FireRescue1. [Video File]. Retrieved from https://youtu.be/-Dla-ksYAZE
Media embedded September 27, 2019
Media embedded September 27, 2019

Dig Deeper

Additional reading and resources for you to explore (optional):

Assignments and Activites

After reviewing the readings and resources listed above, complete the following activities for this learning plan:

Safety Officer Discussion

After reviewing this week's readings and resources, consider the importance of Incident Safety Officer (ISO).

  • What resources are available for training and educating Incident Safety Officers?
  • Does your department routinely assign an Incident Safety Officer on the fire ground or other emergency scenes?
  • If your department does use an ISO, is the assignment effective and consistent with the recommendations presented in this week's learning plan?
  • If your department does not use an ISO, why not? How can you influence department SOPs/SOGs to implement this role?

If you are not currently associated with a fire department, contact a local department representative and ask them about their policies and procedures on the use of an Incident Safety Officer.

Respond to at least two classmate's posts that go beyond "I agree" or " I disagree" to further the discussion.

Be sure to cite all sources; refer to the Online Discussion Rubric and Netiquette Guide for expectations.

Leadership, Accountability, Culture, and Knowledge (LACK) Certificate

  • This Fire Hero Learning Network training module educates fire officers how to make changes in their departments that will help prevent line of duty deaths
  • Make sure your Flash Player is up to date; it may create issues with module videos if it is not (this is also a free resource).

Once complete, submit your certificate of completion to your instructor.  This is a pass/fail assignment.  

For the Instructor

Purpose

Discuss how the 16 Firefighter Life Safety Initiatives developed by the National Fallen Firefighters Foundation plays a role in incident risk analysis and decision making. 

Teaching Tips

  • Stress the importance of the 16 Firefighter Life Safety Initiatives.
  • Stress that life safety is always the number-one priority, and all operations must be developed based on this premise.
  • Explain the differences between regulations and standards and their relevance to the fire service.
  • Reinforce the concept of “standard of care.”
  • Emphasize general fire-ground safety concepts including personal protective equipment, fire-ground accountability, rapid intervention crews, and fire-ground rehabilitation.

Online Discussion Rubric

Learning Plan 3 - Incident Management Systems

Overview

This learning plan discusses the need for an incident management system, the role of the incident commander, the requirements of incident management systems, the ways in which the National Incident Management System (NIMS) improves coordination with other agencies, the concept of span of control, and the purpose of standard operating guidelines/procedures.

Learning Objective(s)

After successfully completing this learning plan, you will be able to:

  • Describe the need for an incident management system
  • Describe the structure of incident management in a fire service organization
  • Identify the components and purpose of an incident action plan

For the Learner

Lecture Video(s)

Media embedded September 27, 2019

Readings and Resources

Review the following readings and resources prior to participating in the specified assignments and discussions for this learning plan:

  • Angle, J., et al. (2015). Firefighting strategies and tactics. Burlington, MA: Jones and Bartlett Learning. Chapter 3, pages 49 - 71 (Textbook)
  • RTG (2018) Standards of command. LA County Fire Training. [Video File]. Retrieved from https://youtu.be/NZuHXdzFsJo
  • Wylie, R. (2014). Reality training: Setting up incident command. FireRescue1. [Video File]. Retrieved from https://youtu.be/A5YpzivAru4
Media embedded September 27, 2019
Media embedded September 27, 2019

Dig Deeper

Additional reading and resources for you to explore (optional):

Assignments and Activites

After reviewing the readings and resources listed above, complete the following activities for this learning plan:

Standard Operating Guideline Discussion

Review your department's standard operating guidelines for incident management and analyze its impact on department operations.

  • Do surrounding departments use the same system?
  • What positive or negative impacts does this have on incident operations?
  • What improvements may be necessary?

Respond to at least two of your classmate's posts that go beyond "I agree" or "I disagree" to further the discussion.

Be sure to cite all sources; refer to the Online Discussion Rubric and Netiquette Guide for expectations.

For the Instructor

Purpose

Establish a consistent baseline for operating as incident command.  Discuss LODD's that are attributed to a lack of communication and/or improper scene size-up.  

Teaching Tips

  • Emphasize the necessity for a single incident commander (IC) to make the operation effective and efficient.
  • Stress that the purpose of any command system is to provide structure, coordination, and the integration of risk management.
  • Reinforce the importance of incident action plans.
  • Highlight the function and implementation of NIMS.

Discussion Board Rubric

Learning Plan 4 - Coordination and Control

Overview

This learning plan discusses the components of effective fire-ground communication; the purpose of size-up; the three incident priorities; the role of strategic goals, tactical objectives, and tactical methods in incident priorities; action planning; and decision making.

Learning Objective(s)

After successfully completing this learning plan, the learner will be able to:

  • Identify and describe the components of effective fireground communication
  • Discuss the three concepts behind decision making
  • Identify and describe the three incident priorities

For the Learner

Lecture Video(s)

Media embedded September 27, 2019

Readings and Resources

Review the following readings and resources prior to participating in the specified assignments and discussions for this learning plan:

  • Angle, J., et al. (2015). Firefighting strategies and tactics. Burlington, MA: Jones and Bartlett Learning. Chapter 4, pages 72 - 91 (Textbook)
  • ISFSI (2014). Principles of modern fire attack - SLICE-RS overview. [Video File] Retrieved from https://youtu.be/X80yseC2fmQ
  • ULFSRI (2018). Tactical considerations: Nothing showing means nothing. [Video File] Retrieved from https://vimeo.com/277530514
  • Wylie, R. (2014). Reality training: Offensive and defensive tactics. FireRescue1. [Video File] Retrieved from https://youtu.be/mfUtgABoXXc
  • Wylie, R. (2015). Reality training: Good fireground communication is a game changer. FireRescue1. [Video File] Retrieved from https://youtu.be/L5x7QyRHWEE
Media embedded September 27, 2019
Media embedded September 27, 2019
Media embedded September 27, 2019
Media embedded September 27, 2019

Dig Deeper

Additional reading and resources for you to explore (optional):

Assignments and Activities

After reviewing the readings and resources listed above, complete the following activities for this learning plan:

Decision-Making Process Discussion

Refer to the three types of decision-making processes described in your textbook, Firefighting strategies and tactics (Angle, J., et al, 2015):

  1. Recognition-primed decision making
  2. Naturalistic decision making
  3. Classical decision making

Analyze the benefits and detriments of each type as related to emergency response operations, and create an update on what type(s) you typically use (or would use) and under what circumstances.

Be sure to cite all sources; refer to the Online Discussion Rubric and Netiquette Guide for expectations.

Scene Size-Up Assignment

Provide an effective and efficient scene size-up based on your department's Standard Operating Procedures (SOP's), operate as incident command, and transfer command. Your instructor will send you a request to create your work. 

  • Start your Work: You can start each of your works as soon as you receive a notification via email and/or in the CGScholar notifications. Take the link provided in these notifications to a new, “Untitled” work—this work is connected to other works for peer review. (Do not create new work)
  • Title: Change the title of your work from “Untitled” as soon as you can, going to Creator => About this Work => Info => Title (click on the word “Title” to access the Edit icon). Choose a title that would be relevant for publication.
  • Work Icon, Abstract, and Keywords: Insert a work Icon that aligns with your work topic, write an abstract, and add some keywords.
  • Headings: Be sure to use the structure tool (Creator => About this Work => Structure) to create main sections with subsections and headings. Instructions on how to use it can be found in section 3.5 of the Help area or section 3.3 of the ‘Getting Started in CGScholar’ Learning Module.

Once completed, submit your work for feedback and peer review.  You will then receive no more than two requests to peer review your classmate's work and provide specific feedback on how they might improve their scene size-up and initial command presence.  

For the Instructor

Purpose

Build and develop skills necessary to deliver an accurate and efficient scene size-up and first-in report. 

Teaching Tips

  • Stress the importance of fire-ground communication.
  • Point out that through the size-up process, the incident priorities are applied to a specific situation.
  • Reinforce that the environment in which the incident takes place includes the construction features of the fire building or, in the case of a wildland fire, the terrain where the fire occurs.
  • Remind students that size-up should answer four questions: What is on fire, where is the fire now, where is it going, and what harm has it caused or will it potentially cause?
  • Stress that the first priority in any incident is maximizing life safety.
  • Point out that when developing the action plan, the incident commander must consider not only the goals and objectives required but also the standard operating guidelines.

Discussion Board Rubric

Scene Size-Up Assignment

Scene Size-Up Assignment

Rubric

Rubric

 

Learning Plan 5 - Building Construction and Fire Dynamics

Overview

This learning plan provides a basic explanation of the five building types, the methods used to identify them during size-up, and the safety concerns with each construction type when involved in fire. We will also discuss the fire triangle, the fire tetrahedron, the classes of fires, the stages of fire growth, methods of heat transfer, smoke behavior, and the relationship between fire dynamics and strategies and tactics.

Learning Objective(s)

After successfully completing this learning plan, the learner will be able to:

  • Identify and discuss the components of the five classifications of building construction
  • Compare the components of the fire triangle and the components of the fire tetrahedron
  • Analyze fire growth and dynamics in a compartment fire

For the Learner

Lecture Video(s)

Media embedded September 27, 2019

Readings and Resources

Review the following readings and resources prior to participating in the specified assignments and discussions for this learning plan:

  • Angle, J., et al. (2015). Firefighting strategies and tactics. Burlington, MA: Jones and Bartlett Learning. Chapter 5, pages 92 - 108; and Chapter 6, pages 109 - 128 (Textbook)
  • ULFSRI (2018). Tactical considerations: Fire development changes when a fire becomes ventilation limited. [Video File] Retrieved from https://vimeo.com/266152540
  • ULFSRI (2018). Tactical considerations: Fire flows from high pressure to low pressure. [Video File] Retrieved from https://vimeo.com/275679176
  • ULFSRI (2018). Tactical considerations: Understanding how heat transfers through turnout gear. [Video File] Retrieved from https://vimeo.com/276277408
  • ULFSRI (2018). Tactical considerations: Your workplace has changed; you need to evolve. [Video File] Retrieved from https://vimeo.com/278489216
  • ULFSRI (2018). Tactical considerations: Keep the wind at your back. [Video File] Retrieved from https://vimeo.com/280347665
Media embedded September 27, 2019
Media embedded September 27, 2019
Media embedded September 27, 2019
Media embedded September 27, 2019
Media embedded September 27, 2019

Dig Deeper

Additional reading and resources for you to explore (optional):

Assignments and Activities

After reviewing the readings and resources listed above, complete the following activities for this learning plan:

Construction Trends Discussion

New construction methods have impacted firefighter safety in a negative way. Create a post that identifies and explains a specific trend that is contributing to that impact. Then, describe and discuss how your department addresses the identified problem.

Respond to at least two of your classmate's posts that go beyond "I agree" or "I disagree" to further the discussion.

Be sure to cite all sources; refer to the Online Discussion Rubric and Netiquette Guide for expectations.

Hardware Store Basement Fire Case Study

Analyze the incident information provided in the FDNY Hardware Store case study. At the end of the case study are several questions related to the incident. Create a project/paper that provides your answers and supporting explanations to the question prompts. Focus your efforts on understanding the interrelated factors that influenced the outcome of the incident including building construction, fire behavior, and tactical operations. Even more important than understanding what happened in this incident is the ability to apply this knowledge in your own tactical decision-making. Use media to support your understanding of the events and your explanations to the question prompts.

Your instructor will send you a request to create your work.

  • Start your Work: You can start each of your works as soon as you receive a notification via email and/or in the CGScholar notifications. Take the link provided in these notifications to a new, “Untitled” work—this work is connected to other works for peer review. (Do not create new work)
  • Title: Change the title of your work from “Untitled” as soon as you can, going to Creator => About this Work => Info => Title (click on the word “Title” to access the Edit icon). Choose a title that would be relevant for publication.
  • Work Icon, Abstract, and Keywords: Insert a work Icon that aligns with your work topic, write an abstract, and add some keywords.
  • Headings: Be sure to use the structure tool (Creator => About this Work => Structure) to create main sections with subsections and headings. Instructions on how to use it can be found in section 3.5 of the Help area or section 3.3 of the ‘Getting Started in CGScholar’ Learning Module.

Case Study with Questions

Case Study Rubric

For the Instructor

Purpose

To build upon previous knowledge of building construction and fire behavior.  Goes to a greater depth of how understanding the building and how fire interacts within various environments can change our decision-making process.  A LODD case study allows for the practical application of knowledge. 

Teaching Tips

  • Stress the importance of firefighters and officers having a basic understanding of how construction type, design, alterations, and materials influence a building’s reaction to fire.
  • Stress that in Type V building construction nearly every structural support will burn.
  • Reinforce that no firefighter should be put on top of, underneath, or at the sidewalls of a bowstring truss roof.
  • Point out that the shortcoming of truss construction is the same as with any construction method: the connectors.
  • Stress that knowing what a fire is, how it grows and spreads, and what it takes to stop its progress is critical for any incident commander.
  • Reinforce that knowing the classifications of fuels is important for choosing the appropriate extinguishing agent and selecting the proper application.
  • Explain that carbon monoxide poisoning is the cause of death in more than 50 percent of all fire fatalities.
  • Stress that the fire’s progress depends on the fuel load, the combustibility of the fuel, and the intensity of the heat produced.
  • Point out that the key to recognizing flashover is the smoke movement and fire growth.
  • Stress that if the fire is not vertically ventilated, the admission of air allows the gases to ignite and explode.
  • Point out that one of the greatest fire hazards faced by firefighters and civilians is smoke. It is a killer because of the gases contained in the process of incomplete combustion.

FDNY Hardware Store Case Study Assignment

fdny_hardware_store_20case_20study.pdf

Case Study Rubric

Learning Plan 6 - Pre-Incident Planning

Overview

This chapter discusses the concept and phases of pre-incident planning as well as various occupancy classifications and identification of building types.

Learning Objective(s)

After successfully completing this learning plan, the learner will be able to:

  • Describe the concept of pre-incident planning
  • List and describe the various occupancy classifications

For the Learner

Lecture Video(s)

Media embedded September 27, 2019

Readings and Resources

Review the following readings and resources prior to participating in the specified assignments and discussions for this learning plan.

  • Angle, J., et al. (2015). Firefighting strategies and tactics. Burlington, MA: Jones and Bartlett Learning. Chapter 7, pages 129 - 145. (Textbook)
  • Chief Chuck. (2018). Introduction to pre-incident planning. [Video File] Retrieved from https://youtu.be/_zZKVKX0ERI
Media embedded September 27, 2019

Dig Deeper

Additional reading and resources for you to explore (optional):

Assignments and Activities

After reviewing the readings and resources listed above, complete the following activities for this learning plan:

Pre-Plan Review Discussion

Take a tour of your response area and select a building. While reviewing the pre-plan, look at building construction and fire behavior factors while asking yourself the following questions:

  • What if a fire started here (building or a specific area in the building)?
  • Where would it spread based on fire behavior and building construction?
  • What resources are needed?
  • Does your department have adequate resources to respond, or a plan to supplement if not?
  • Do any similar fires come to mind that can help shape your analysis?

Create a discussion that summarizes your findings. Add pictures or pre-plan documents that support your post.

Reply to at least two of your classmate's posts that go beyond "I agree" or "I disagree" to further the discussion.

Be sure to cite all sources; refer to the Online Discussion Rubric and Netiquette Guide for expectations.

For the Instructor

Purpose

Discuss and emphasize the importance of pre-incident planning to help make proactive decisions versus reactive decisions during an incident.  Students will also look at how the decision-making process works and identify the benefits and detriments of each style as well as their application. 

Teaching Tips

  • Emphasize that firefighters must know the buildings in their response area. This cannot be overemphasized. Firefighters should be in a different building in their response area every day they report to the firehouse.
  • Stress that a pre-incident plan is a tool that gives the firefighters an edge in the fire attack.
  • Reinforce that the rough sketch (diagram) of the building and property is a critical component of the preincident plan.
  • Stress that the creation of a quality preincident plan can have a major impact on the outcome of a fire or other incident. It can be the difference between life and death for the occupants and the firefighters on the scene.
  • Point out that the format chosen for the pre-incident plan is usually specific to the needs of a given agency; however, there are commonalities that should be included in all preincident plans.

Discussion Board Rubric

Learning Plan 7 - Extinguishing Agents and Built-in Fire Protection

Overview

This learning plan discusses various fire-extinguishing agents, the types of fire they are used to extinguish, fire-ground flow requirements and calculations, and the different types and uses of nozzles for fire extinguishment. Additionally, we will discuss built-in fire protection, including water control valves, the fire department connection, sprinklers, standpipes, and special extinguishing agents, and explains the need for fire department support of built-in fire protection systems.

Learning Objective(s)

After successfully completing this learning plan, the learner will be able to:

  • Discuss the various properties and uses of water as an extinguishing agent
  • Explain the need for built-in fire protection systems and why they are beneficial to building occupants and firefighters
  • Analyze additional extinguishing agents available to firefighters

For the Learner

Readings and Resources

Review the following readings and resources prior to participating in the specified assignments and discussions for this learning plan:

Media embedded October 12, 2019
Media embedded October 12, 2019

Dig Deeper

Additional reading and resources for you to explore (optional):

Assignments and Activities

After reviewing the readings and resources listed above, complete the following activities for this learning plan:

Fire Protection Systems Discussion 

Review your departmental Standard Operating Guidelines (SOGs) for fire-ground operations. Do the SOGs address operations for buildings with built-in fire-protection systems? If not, how would you change them to include such operational concerns based on what you know or have learned?

Respond to at least two of your classmate's posts that go beyond "I agree" or "I disagree" to further the discussion.

Be sure to cite all sources; refer to the Online Discussion Rubric and Netiquette Guide for expectations.

For the Instructor

Purpose

Develop an understanding of operating in an incident with built-in fire protection systems and how it may differ from operating in buildings without.  It is vitally important to understand that we, as firefighters need to support the systems that are in place, and that we should continue their operations until the fire is out.  

Teaching Tips

  • Explain that every sprinkler system must have a water supply that is reliable, automatic, and of adequate volume and pressure.
  • Discuss the difference between wet and dry pipe systems. Explain that a wet pipe sprinkler system constantly has water throughout the system. In contrast, a dry pipe sprinkler system has no water in the system beyond the check valve.
  • Point out that both preaction and deluge sprinkler systems are similar to dry pipe systems but incorporate separate additional alarm equipment.
  • Stress that fire personnel should know the code requirements for the area in which they are working.

Discussion Board Rubric

References

Brown, P. (2014). Make it stick: the science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, pgs. 201-207

Carey, B. (2018). One out of 93. Backstep Firefighter

Chief Chuck. (2018). Introduction to pre-incident planning. [Video File] Retrieved from https://youtu.be/_zZKVKX0ERI

Christen, H. (2004). NIMS: The national incident management system it's not just ICS. Firehouse

Coleman, R., and Council, H. (n.d.). Firefighter safety and modern building construction. Modern Fire Behavior

FM Global (2014). Know more risk: Four types of water-based sprinkler systems. [Video File] Retrieved from https://www.youtube.com/watch?v=q6IGf7ntEJE

Gustin, B. (2018). What firefighters must know about fire protection systems, part 1. Fire Engineering

Gustin, B. (2018). Fire protection systems, part 2: Codes and standards influence firefighting tactics. Fire Engineering

Hartin, E. (n.d.). It's the GPM. CFTB-US

Hartin, E. (n.d.). Choose your weapon: Part 1, fire stream effectiveness & efficiency

Hartin, E. (n.d.). Choose your weapon: Part 2, fire stream effectiveness & efficiency

Havel, G. (2017). Construction concerns: pre-incident plans. Fire Engineering

ISFSI (2014). Principles of modern fire attack - SLICE-RS overview. [Video File] Retrieved from https://youtu.be/X80yseC2fmQ

Klein, G. (2008). Naturalistic Decision Making. Human Factors

LaFemina, F. (2010) COAL WAS WEALTH: Size-up basics you need to know. Fire Rescue

Mind Tools (2015). The recognition-primed decision process

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