Initial Fire Investigation for First Responders-Instructor Guide · 2016. 7. 15. · Initial Fire...

Initial Fire Investigation for First Responders IFIFR-Instructor Guide 1st Edition, 1st Printing-November 2014

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Initial Fire Investigation for First Responders IFIFR-Instructor Guide 1st Edition, 1st Printing-November 2014

This Instructor Guide may contain material that is copyright protected. USFA has been granted a license to use that material only for NFA-sponsored course deliveries as part of the course materials, and it shall not be duplicated without consent of the copyright holder. States wishing to use these materials as part of state-sponsorship and/or third parties wishing to use these materials must obtain permission to use the copyright material(s) from the copyright holder prior to teaching the course.

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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS

TABLE OF CONTENTS

PAGE Table of Contents .............................................................................................................................................. iii Acknowledgments ............................................................................................................................................. v Instructional Aids .............................................................................................................................................. vii Course Goal ....................................................................................................................................................... ix Audience, Scope and Course Purpose ............................................................................................................... ix Classroom Environment .................................................................................................................................... ix Course Schedule ................................................................................................................................................ xi Schedule ............................................................................................................................................................ xiii Firefighter Code of Ethics ................................................................................................................................. xv Grading Methodology ....................................................................................................................................... xvii Initial Fire Investigation for First Responders Evaluation Master Sheet ........................................................... xix Examination....................................................................................................................................................... xxi Examination Answer Key .................................................................................................................................. xxxiii Examination Answer Sheet ............................................................................................................................... xlvii Examination Answer Sheet Key ........................................................................................................................ xlix A Student Guide to End-of-course Evaluations ................................................................................................. li Instructions on Completing the Course Update and Versioning Documentation .............................................. liii

INTRO: INTRODUCTION ........................................................................................................... IG I-1 UNIT 1: FIRE BEHAVIOR ........................................................................................................... IG 1-1 UNIT 2: FIRE SCENE EXAMINATION .................................................................................... IG 2-1

Appendix: Fire Scene Examination Checklist UNIT 3: FIRE CAUSES................................................................................................................. IG 3-1 UNIT 4: VEHICLE FIRES ............................................................................................................ IG 4-1

Appendix: Vehicle Fire Inspection Checklist UNIT 5: FIRE CAUSE DETERMINATION ............................................................................... IG 5-1

Acronyms

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ACKNOWLEDGMENTS The development of any National Fire Academy (NFA) course is a complex process aimed at providing students with the best possible learning opportunity we can deliver. There are many players in course development, each of whom plays an equally important part in its success. We want to acknowledge their participation and contribution to this effort and extend our heartfelt thanks for making this quality product. The following people participated in the creation of this course: Lee Vogtman Instructional Systems Specialist U.S. Fire Administration, National Fire Academy Emmitsburg, Maryland Michael Donahue Training Specialist U.S. Fire Administration, National Fire Academy Emmitsburg, Maryland George F. Stone III, Ph.D. Project Manager DSFederal, Inc. Rockville, Maryland Curtis P. Miller, M.S. Senior Instructional Systems Designer DSFederal, Inc. Rockville, Maryland Andrew Chao-Ting Tsung Deputy Instructional Systems Designer DSFederal, Inc. Rockville, Maryland Chris Gauss, IAAI, CFI Subject Matter Expert/Instructor Finksburg, Maryland

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INSTRUCTIONAL AIDS Slides

Intro: Slides I-1 to I-12 12 Unit 1: Slides 1-1 to 1-67 67 Unit 2: Slides 2-1 to 2-96 96 Unit 3: Slides 3-1 to 3-86 86 Unit 4: Slides 4-1 to 4-80 80 Unit 5: Slides 5-1 to 5-17 17

Total Slides 358

Videos

Intro: “The First Responder’s Role in Fire Investigation” Unit 1: “NFPA Ignition and Development”

“UL/NIST New Versus Old Furnishings” “NIST Potato Chip Rack Fire” “NIST Flashover” and “NFA Flashover Demonstration” “New Brighton, PA, Backdraft”

Unit 2: “SFPE Chemistry of Fire” Unit 4: “NFA Vehicle Fire Burn Exercise” Unit 5: “NIST Chicago Fire Test Exercise”

“NFPA 921 Determining Origin and Cause”

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COURSE GOAL The goal of this course is to empower students with the knowledge to identify and define key concepts of fire dynamics and fire modeling and develop the ability to apply the available tools to fire investigation and prevention in order to support conclusions using scientific principles.

AUDIENCE, SCOPE AND COURSE PURPOSE The target audience for “Initial Fire Investigation for First Responders” (IFIFR) is first responders and their advancement in the professional development of fire, rescue and emergency service personnel and the mitigation of loss of life and property from fire and other hazards. An integral part of that program is training and professional development in fire and life safety education programs/courses. The scope of this course is to provide first responders with the fundamental understanding of the principles, processes and procedures involved in fire scene examination. The purpose of this course is to provide first responders with the tools to understand the key role they play in fire scene examination and in preserving and protecting important evidence for any subsequent investigation. The content of the course will provide a clear definition of the role of the first responder in arson detection and provide essential knowledge to enable him or her to recognize the potential of intentionally set fires, preservation and protection of evidence, and proper reporting of information to appropriate officials. By strengthening the partnership between first responders and investigators, the chances for successfully solving arson-related crimes will increase. The course includes topics such as fire behavior, critical observations of the first responder, fire causes, scene security and evidence preservation, legal considerations, and documentation of findings.

CLASSROOM ENVIRONMENT This new blended learning course is comprised of one six- to eight-hour online e-learning prerequisite module and one updated two-day classroom component. The best courses are both physically and psychologically suited to good learning. For online learning, students should study in a quiet area, without distractions. The room should be physically inviting, well-lit, spacious and acoustically suitable. The furniture needs to be comfortable and suited for shared learning. When small groups are used, tables accommodating groups of four or five are needed. The instructor’s podium or lectern, the projection screen, and the whiteboard or easel pad must be clearly visible to all students. Psychologically, the instructor sets the mood to facilitate learning with a friendly, open and receptive tone. Positive results depend in large measure upon positive approaches. Encourage your students to take a positive attitude, share ideas, and be involved in discussions.

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COURSE SCHEDULE Online

(Estimated time of completion) Module 1: First Responder Observations 1 hr., 30 min. Module 2: Securing the Fire Scene and Preserving Evidence 2 hr. Module 3: Motives 1 hr., 30 min. Module 4: Legal Aspects 1 hr. Module 5: Documentation 1 hr., 30 min.

Total Time 7 hr., 30 min. Classroom Intro: Introduction 1 hr., 40 min. Unit 1: Fire Behavior 3 hr., 15 min. Unit 2: Fire Scene Examination 2 hr., 35 min. Unit 3: Fire Causes 1 hr., 40 min. Unit 4: Vehicle Fires 2 hr., 5 min. Unit 5: Fire Cause Determination 2 hr., 35 min.

Total Time 13 hr., 50 min.

Total Course Time 21 hr., 20 min. Note: breaks and lunch not included

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SCHEDULE

TIME DAY 1 TIME DAY 2

8:00 - 9:30 Introduction, Welcome and Administrative 8:00 - 9:00 Unit 3: Fire Causes (cont’d)

9:30 - 9:40 Break 9:00 - 9:10 Break

9:40 - 10:40 Unit 1: Fire Behavior 9:10 - 10:00 Unit 3: Fire Causes (cont’d) Unit 4: Vehicle Fires

10:40 - 10:50 Break 10:00 - 10:10 Break

10:50 - 12:00 Unit 1: Fire Behavior (cont’d) 10:10 - 12:00

Unit 4 : Vehicle Fires (cont’d) Activity 4.1: Vehicle Fire Examination

12:00 - 1:00 Lunch 12:00 - 1:00 Lunch

1:00 - 2:50 Unit 2: Fire Scene Examination 1:00 - 1:50 Unit 5: Fire Cause Determination

2:50 - 3:00 Break 1:50 - 2:00 Break

3:00 - 4:00 Unit 2: Fire Scene Examination (cont’d) 2:00 - 2:50 Unit 5: Fire Cause Determination

(cont’d)

4:00 - 4:15 Break 2:50 - 3:00 Break

4:15 - 5:00 Unit 3: Fire Causes 3:00 - 5:00 Activity 5.1: Fire Scene Examination Final Examination and Evaluation

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GRADING METHODOLOGY Assignments/Activities Assignments are a combination of written exercises and group activities. The purpose of these exercises and activities is for the students to demonstrate their overall understanding of the course content that includes the ability of first responders to apply key concepts and principles to conduct scientifically valid origin and cause investigations and to serve as effective witnesses in criminal or civil litigation. The instructors will read, comment and provide feedback on students’ work at regular intervals throughout the course. At the end of the course, students are required to successfully pass a comprehensive written examination with a score of 70 percent or better. Each evaluated assignment/activity receives a score. When evaluating course assignments/activities, instructors will consider the following: • Did the student comprehensively answer the assigned questions?

• Did the student comprehensively address all issues within his or her response?

• As a professional, is the student writing at a collegiate level, analyzing, reflecting on and evaluating subject

matter using appropriate grammar, punctuation and spelling? As assignments and activities are evaluated throughout the course, emphasis should be placed on ensuring that instructor comments are positive, diagnostic and corrective. Diagnostic means that instructors clearly indicate in a positive and constructive manner where and how the assignment/activity succeeded or fell short of meeting course objectives and learning outcomes. Corrective means instructors specifically describe what the student must do to bring the assignment/activity/examination up to a passing level. Student Activities The activities required throughout the course are scored as follows: • The written and verbal responses to questions and issues raised in the activities include all of the required

elements listed in the objectives for the activity in accordance with the learning outcomes. • Instructors will document the evaluation of students’ activities on the Initial Fire Investigation for First

Responders Evaluation Master Sheet. Any corrective and/or diagnostic comments about the students’ plans should also be written on the form.

• Instructors will record the appropriate grade for each student on the Initial Fire Investigation for First

Responders Evaluation Master Sheet. • Instructors will share grade sheets, including any comments/recommendations with the student after

completion of the required activities/assignments and grading.

Note: The Initial Fire Investigation for First Responders Evaluation Master Sheet will be used for official record-keeping of students’ scores and will be turned in to the training specialist at the conclusion of the course.

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Final Course Grade The student’s final grade for IFIFR will be computed as follows: Point Distribution: • Attendance: 10 points • Classroom participation/discussion: 10 points • Learning activities: 30 points • Examination: 50 points

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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS FEMA/USFA/NFA-IFIFR-EX

November 2014

EXAMINATION Multiple-Choice Directions: Read each question carefully, and choose the best answer from the choices. 1. The systematic approach recommended to effectively conduct a fire scene examination is

the a. backward theory method. b. scientific method. c. grid search method. d. reconstruction method.

2. The initial step in conducting a fire scene examination is to

a. conduct a walk around of the entire structure and begin documentation. b. begin inside and work outside. c. look for the areas of greatest interior fire damage. d. begin interviewing witnesses.

3. A fire scene examination begins with conducting an examination followed

by conducting an examination working from areas of damage to damage.

a. interior; exterior; least; greatest b. interior; exterior; greatest; least c. exterior; interior; least; greatest d. exterior; interior; greatest; least

4. The tire pads of a burned vehicle can assist first responders by

a. displaying the condition of the tires. b. indicating that the vehicle was stolen. c. displaying the prefire condition of the vehicle. d. proving the event was deliberate arson.

5. Vehicle fire investigations require two separate investigations. They are

a. investigation of the owner and electrical system. b. investigation of the electrical and fuel systems. c. investigation of the vehicle and investigation of the scene where the vehicle was

located. d. investigation of the mechanical condition of the vehicle and owner’s finances.

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6. The stage of a fire when a room becomes heated such that flames ignite the surface of combustibles simultaneously is known as

a. backdraft. b. incipient stage. c. flashover. d. ignition temperature.

7. The primary difference between a flammable liquid and a combustible liquid is

a. the boiling point. b. the flash point. c. the ignition temperature. d. the specific gravity.

8. Which one of the below is not a cause of spontaneous combustion?

a. Chemical reaction. b. Pyrophoric carbonization. c. Fermentation. d. Oxidation.

9. In order to prove incendiarism, it is necessary to

a. determine the time of fire. b. eliminate all potential accidental causes. c. pinpoint the origin of the fire. d. find the true motive.

10. A requirement necessary to cause open-flame ignition of bedding or furniture from

smoking material is a. insulation of the smoking material. b. a lack of oxygen. c. moisture in the fuel. d. high-ignition temperature of the fuel.

11. Relative even burning on interior surfaces may indicate

a. a backdraft. b. burning from a thermal layer of radiant heat. c. heat from conduction. d. dropdown.

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12. An inverted “V” pattern always indicates

a. an incendiary fire. b. the cause of the fire. c. the use of ignitable liquid. d. a fire of relatively short duration.

13. The primary purpose in the reconstruction of a fire-involved room or area is to

a. identify the ignition source. b. locate the point of origin. c. notice any “V” patterns. d. determine the cause.

14. Pyrolysis is

a. the “explosion” that results from a backdraft. b. the evaporation of a gas from a container. c. the chemical decomposition of matter through the action of heat. d. the opposite of the chemical process of hydrolysis.

15. A trailer is

a. an ignitable liquid used to spread fire. b. any flammable material used to spread fire from one point to another. c. any flammable or combustible material used to spread fire from one point to

another. d. any nonflammable material doused with ignitable.

16. The major objective of a fire scene examination is to

a. arrest the arsonist. b. interview witnesses. c. determine the origin and cause of the fire. d. establish responsibility.

17. Damage indicators created by flame, radiation, hot gases and smoke create patterns that

investigators use to help locate the area or point of origin are

a. fire patterns. b. char. c. lines of demarcation. d. smoke stains.

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18. The area with the greatest amount of damage is

a. always the area (point) of origin. b. often difficult to determine due to fire behavior. c. usually identified by the presence of ignitable (flammable) liquids. d. always determined by the absence of all accidental causes.

19. Areas of clean burn indicate the area (point) of origin.

a. always b. never c. sometimes d. rarely

20. The three components of the fire triangle are

a. heat, fuel and uninhibited chain reaction. b. uninhibited chain reaction, oxygen and fuel. c. heat, fuel and oxygen. d. heat, oxygen and uninhibited chain reaction.

21. Resistance heating is what type of heat energy?

a. Chemical. b. Electrical. c. Mechanical. d. Spontaneous.

22. Spontaneous combustion is what type of heat energy?

a. Chemical. b. Electrical. c. Mechanical. d. Radiant.

23. A liquid that has a flash point below 100 F is classified as a(n)

a. combustible liquid. b. ignitable liquid. c. flammable liquid. d. soluble liquid.

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24. A liquid that has a flash point at or above 100 F is classified as a(n)


25. Heat release rate (HRR) is

a. the amount of heat required to raise one pound of water 1 F. b. the rate at which energy is transferred to a surface via radiant heat. c. the rate at which solids decompose by heating. d. the rate at which heat energy is generated by burning.

26. Post-flashover damage is primarily affected by

a. fuel load. b. material properties of the fuel package. c. ventilation. d. geometry of the fuel package.

27. The type of building construction that is typically concrete and protected steel with

penetrations in floor/ceiling assemblies and voids between floors is

a. Fire-resistive (Type I). b. Ordinary combustible (Type III). c. Noncombustible (Type II). d. Heavy timber (Type IV).

28. The type of building construction that is typically noncombustible exterior walls with

wooden interior construction and includes a fire cut is

a. Fire-resistive (Type I). b. Heavy timber (Type IV). c. Noncombustible (Type II). d. Ordinary combustible (Type III).

29. The transfer of heat energy by electromagnetic waves is

a. conduction. b. convection. c. radiation. d. pyrolysis.

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30. The transfer of heat energy through a solid medium is

a. radiation. b. conduction. c. convection. d. pyrolysis.

31. The rising of heated air is known as


32. Lines or areas that are borders defining differences in the extent of damage between

burned and unburned areas are

a. alligator patterns. b. lines of calcination. c. lines of demarcation. d. protected areas.

33. What is the working definition of fire?

a. A rapid oxidation process, which is a chemical reaction, resulting in the evolution of heat and light in varying intensities.

b. A rapid oxidation process, which is a biological reaction, resulting in the increase in heat and light in set intensities.

c. A slow oxidation process, which is a physical reaction, resulting in the increase in heat and light in varying intensities.

d. A slow oxidation process, which is a biological reaction, resulting in the decrease in heat and light in set intensities.

34. Which of the following building construction features does not contribute to fire growth,

development and spread?

a. Type/Classification of building. b. Penetrations/Voids. c. Condition of the building prior to fire. d. Condition of the building after the fire.

35. Which of the following is not one of the four elements of the fire tetrahedron?

a. Heat. b. Fuel. c. Oxygen. d. Light.

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36. Which of the following is not one of the seven steps of the scientific method?

a. Collect data. b. Analyze data. c. Develop hypotheses. d. Compile a report.

37. Which of the following is not one of the three primary methods of heat transfer?

a. Radiation. b. Convection. c. Conduction. d. Ventilation.

38. What are the two types of kerosene heaters?

a. Radiant and convective. b. Radiant and conductive. c. Ventilated and conductive. d. Convective and ventilated.

39. Which of the following is not one of the five primary types (classifications) of building

construction? a. Fire-resistive. b. Heavy timber. c. Brick. d. Wood-frame.

40. The material that maintains combustion beyond the ignition source is known as

a. last material ignited. b. first material ignited. c. first material combusted. d. last material combusted.

41. If a structure has heavy damage from a fire, the first responder should

check that the source of electrical energy has been shut off or safeguarded.

a. sometimes b. rarely c. never d. always

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42. What else must be present to establish the cause of a fire, besides fuel and ignition source?

a. The heat and light event. b. Actions of an incendiary device. c. Circumstances of the incendiary event. d. Circumstances that bring together fuel and ignition source.

43. A major cause of chimney fires is

a. type of brick used to build the fireplace. b. internal buildup of smoke. c. buildup of creosote. d. position of the damper.

44. As a first responder at a fire scene, you should change the position of

knobs and switches on a cooking appliance.

a. sometimes b. never c. rarely d. always

45. When investigating a fire, which of the following can be used as a Class B trailer?

a. Gasoline. b. Cloth. c. Liquefied petroleum gas (LPG). d. Paper.

46. Which of the following is not a classification of a fire cause?

a. Suspicious. b. Undetermined. c. Incendiary. d. Accidental.

47. Statements by the are carefully documented to provide key information to

the investigator.

a. fire chief, battalion chief and first responders b. owners, insurance representative and police c. owners, occupants and witnesses d. owners, occupants and insurance representative

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48. Residential electrical systems in the United States are typically 120/240 volts and

a. out of phase. b. single phase. c. double phases. d. three phases.

49. In an accidental fire, the source of ignition will be at or near

a. the point of origin. b. the fuel package. c. the electrical outlet. d. the electrical appliance.

50. What are the two examinations important to investigators at a vehicle fire scene?

a. Incident and vehicle. b. Interior and exterior. c. Origin and cause. d. Electrical and fuel.

51. Proper vehicle origin and cause investigation should not include examination of

a. witness statements. b. engine compartments. c. passenger compartment. d. trunk area.

52. Which of the following is not recognized as a potential ignition source in a vehicle fire?

a. Exhaust system. b. Fuel leak. c. Electrical system. d. Air conditioning system.

53. When conducting an interior examination to determine if a vehicle was stolen, the first

responder should

a. examine the floor on the driver’s side for the key. b. note the position of the steering wheel. c. examine the dash area for electrical faults. d. examine annealing of the springs.

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54. In a vehicle with an engine improperly operating, the catalytic converter can reach temperatures of

a. 2,500 F. b. 3,000 F. c. 700 F. d. 1,000 F.

55. A fusible link is part of the vehicle’s system.

a. suspension b. electrical c. fuel d. belt

56. Which of the following is not a type of vehicle identification number (VIN)?

a. Public. b. Dealership. c. Partial. d. Confidential.

57. When should a first responder not request an investigator?

a. Accidental cause/no further action is determined. b. A fire is undetermined. c. A fire is determined as incendiary. d. Evidence found does not reach a conclusion.

58. LPG will tend to in a structure.

a. rise b. defuse c. sink d. float

59. Natural gas will tend to in a structure.

a. rise b. sink c. dissipate d. leak

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60. High-voltage light bulbs may ignite materials depending upon

a. duration of heating and moisture. b. ignition properties of materials and ventilation. c. temperature of the air and duration of heating. d. duration of heating and ignition properties of materials.

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November 2014

EXAMINATION ANSWER KEY Multiple-Choice Directions: Read each question carefully, and choose the best answer from the choices. 1. The systematic approach recommended to effectively conduct a fire scene examination is

the a. backward theory method. b. scientific method. c. grid search method. d. reconstruction method.

Reference: EO 2.5 2. The initial step in conducting a fire scene examination is to

a. conduct a walk around of the entire structure and begin documentation. b. begin inside and work outside. c. look for the areas of greatest interior fire damage. d. begin interviewing witnesses.

Reference: EO 2.1 3. A fire scene examination begins with conducting an examination followed

by conducting an examination working from areas of damage to damage.

a. interior; exterior; least; greatest b. interior; exterior; greatest; least c. exterior; interior; least; greatest d. exterior; interior; greatest; least

Reference: EO 2.1 4. The tire pads of a burned vehicle can assist first responders by

a. displaying the condition of the tires. b. indicating that the vehicle was stolen. c. displaying the prefire condition of the vehicle. d. proving the event was deliberate arson.

Reference: EO 4.3

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5. Vehicle fire investigations require two separate investigations. They are a. investigation of the owner and electrical system. b. investigation of the electrical and fuel systems. c. investigation of the vehicle and investigation of the scene where the vehicle

was located. d. investigation of the mechanical condition of the vehicle and owner’s finances.

Reference: EO 4.3 6. The stage of a fire when a room becomes heated such that flames ignite the surface of

combustibles simultaneously is known as

a. backdraft. b. incipient stage. c. flashover. d. ignition temperature.

Reference: EO 1.6 7. The primary difference between a flammable liquid and a combustible liquid is

a. the boiling point. b. the flash point. c. the ignition temperature. d. the specific gravity.

Reference: EO 1.1 8. Which one of the below is not a cause of spontaneous combustion?

a. Chemical reaction. b. Pyrophoric carbonization. c. Fermentation. d. Oxidation.

Reference: EO 3.2 9. In order to prove incendiarism, it is necessary to

a. determine the time of fire. b. eliminate all potential accidental causes. c. pinpoint the origin of the fire. d. find the true motive.

Reference: EO 3.4

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10. A requirement necessary to cause open-flame ignition of bedding or furniture from smoking material is a. insulation of the smoking material. b. a lack of oxygen. c. moisture in the fuel. d. high-ignition temperature of the fuel.

Reference: EO 3.2 11. Relative even burning on interior surfaces may indicate

a. a backdraft. b. burning from a thermal layer of radiant heat. c. heat from conduction. d. dropdown.

Reference: EO 2.2 12. An inverted “V” pattern always indicates

a. an incendiary fire. b. the cause of the fire. c. the use of ignitable liquid. d. a fire of relatively short duration.

Reference: EO 2.2 13. The primary purpose in the reconstruction of a fire-involved room or area is to

a. identify the ignition source. b. locate the point of origin. c. notice any “V” patterns. d. determine the cause.

Reference: EO 2.1 14. Pyrolysis is

a. the “explosion” that results from a backdraft. b. the evaporation of a gas from a container. c. the chemical decomposition of matter through the action of heat. d. the opposite of the chemical process of hydrolysis.

Reference: EO 1.1

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15. A trailer is

a. an ignitable liquid used to spread fire. b. any flammable material used to spread fire from one point to another. c. any flammable or combustible material used to spread fire from one point to

another. d. any nonflammable material doused with ignitable.

Reference: EO 3.2 16. The major objective of a fire scene examination is to

a. arrest the arsonist. b. interview witnesses. c. determine the origin and cause of the fire. d. establish responsibility.

Reference: EO 2.1 17. Damage indicators created by flame, radiation, hot gases and smoke create patterns that

investigators use to help locate the area of point of origin are

a. fire patterns. b. char. c. lines of demarcation. d. smoke stains.

Reference: EO 2.2 18. The area with the greatest amount of damage is

a. always the area (point) of origin. b. often difficult to determine due to fire behavior. c. usually identified by the presence of ignitable (flammable) liquids. d. always determined by the absence of all accidental causes.

Reference: EO 2.2 19. Areas of clean burn indicate the area (point) of origin.

a. always b. never c. sometimes d. rarely

Reference: EO 2.2

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20. The three components of the fire triangle are

a. heat, fuel and uninhibited chain reaction. b. uninhibited chain reaction, oxygen and fuel. c. heat, fuel and oxygen. d. heat, oxygen and uninhibited chain reaction.

Reference: EO 1.2 21. Resistance heating is what type of heat energy?

a. Chemical. b. Electrical. c. Mechanical. d. Spontaneous.

Reference: EO 3.3 22. Spontaneous combustion is what type of heat energy?

a. Chemical. b. Electrical. c. Mechanical. d. Radiant.

Reference: EO 3.2 23. A liquid that has a flash point below 100 F is classified as a(n)


Reference: EO 1.2 24. A liquid that has a flash point at or above 100 F is classified as a(n)


Reference: EO 1.2

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25. Heat release rate (HRR) is

a. the amount of heat required to raise one pound of water 1 F. b. the rate at which energy is transferred to a surface via radiant heat. c. the rate at which solids decompose by heating. d. the rate at which heat energy is generated by burning.

Reference: EO 1.3 26. Post-flashover damage is primarily affected by

a. fuel load. b. material properties of the fuel package. c. ventilation. d. geometry of the fuel package.

Reference: EO 1.6 27. The type of building construction that is typically concrete and protected steel with

penetrations in floor/ceiling assemblies and voids between floors is

a. Fire-resistive (Type I). b. Ordinary combustible (Type III). c. Noncombustible (Type II). d. Heavy timber (Type IV).

Reference: EO 1.4 28. The type of building construction that is typically noncombustible exterior walls with

wooden interior construction and includes a fire cut is

a. Fire-resistive (Type I). b. Heavy timber (Type IV). c. Noncombustible (Type II). d. Ordinary combustible (Type III).

Reference: EO 1.4 29. The transfer of heat energy by electromagnetic waves is

a. conduction. b. convection. c. radiation. d. pyrolysis.

Reference: EO 1.3

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30. The transfer of heat energy through a solid medium is


Reference: EO 1.3 31. The rising of heated air is known as


Reference: EO 1.3 32. Lines or areas that are borders defining differences in the extent of damage between

burned and unburned areas are

a. alligator patterns. b. lines of calcination. c. lines of demarcation. d. protected areas.

Reference: EO 2.2 33. What is the working definition of fire?

a. A rapid oxidation process, which is a chemical reaction, resulting in the evolution of heat and light in varying intensities.

b. A rapid oxidation process, which is a biological reaction, resulting in the increase in heat and light in set intensities.

c. A slow oxidation process, which is a physical reaction, resulting in the increase in heat and light in varying intensities.

d. A slow oxidation process, which is a biological reaction, resulting in the decrease in heat and light in set intensities.

Reference: EO 1.1

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34. Which of the following building construction features does not contribute to fire growth, development and spread?

a. Type/Classification of building. b. Penetrations/Voids. c. Condition of the building prior to fire. d. Condition of the building after the fire.

Reference: EO 1.5 35. Which of the following is not one of the four elements of the fire tetrahedron?

a. Heat. b. Fuel. c. Oxygen. d. Light.

Reference: EO 1.2 36. Which of the following is not one of the seven steps of the scientific method?

a. Collect data. b. Analyze data. c. Develop hypotheses. d. Compile a report.

Reference: EO 2.5 37. Which of the following is not one of the three primary methods of heat transfer?

a. Radiation. b. Convection. c. Conduction. d. Ventilation.

Reference: EO 1.2 38. What are the two types of kerosene heaters?

a. Radiant and convective. b. Radiant and conductive. c. Ventilated and conductive. d. Convective and ventilated.

Reference: EO 3.2

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39. Which of the following is not one of the five primary types (classifications) of building construction? a. Fire-resistive. b. Heavy timber. c. Brick. d. Wood-frame.

Reference: EO 1.2 40. The material that maintains combustion beyond the ignition source is known as

a. last material ignited. b. first material ignited. c. first material combusted. d. last material combusted.

Reference: EO 3.2 41. If a structure has heavy damage from a fire, the first responder should

check that the source of electrical energy has been shut off or safeguarded.

a. sometimes b. rarely c. never d. always

Reference: EO 3.2 42. What else must be present to establish the cause of a fire, besides fuel and ignition

source?

a. The heat and light event. b. Actions of an incendiary device. c. Circumstances of the incendiary event. d. Circumstances that bring together fuel and ignition source.

Reference: EO 3.1 43. A major cause of chimney fires is

a. type of brick used to build the fireplace. b. internal buildup of smoke. c. buildup of creosote. d. position of the damper.

Reference: EO 3.2

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44. As a first responder at a fire scene, you should change the position of knobs and switches on a cooking appliance.

a. sometimes b. never c. rarely d. always

Reference: EO 3.2 45. When investigating a fire, which of the following can be used as a Class B trailer?

a. Gasoline. b. Cloth. c. Liquefied petroleum gas (LPG). d. Paper.

Reference: EO 3.2 46. Which of the following is not a classification of a fire cause?

a. Suspicious. b. Undetermined. c. Incendiary. d. Accidental.

Reference: EO 3.1 47. Statements by the are carefully documented to provide key information to

the investigator.

a. fire chief, battalion chief and first responders b. owners, insurance representative and police c. owners, occupants and witnesses d. owners, occupants and insurance representative

Reference: EO 3.4 48. Residential electrical systems in the United States are typically 120/240 volts and

a. out of phase. b. single phase. c. double phases. d. three phases.

Reference: EO 3.3

xlii


49. In an accidental fire, the source of ignition will be at or near

a. the point of origin. b. the fuel package. c. the electrical outlet. d. the electrical appliance.

Reference: EO 3.4 50. What are the two examinations important to investigators at a vehicle fire scene?

a. Incident and vehicle. b. Interior and exterior. c. Origin and cause. d. Electrical and fuel.

Reference: EO 4.3 51. Proper vehicle origin and cause investigation should not include examination of

a. witness statements. b. engine compartments. c. passenger compartment. d. trunk area.

Reference: EO 4.1 52. Which of the following is not recognized as a potential ignition source in a vehicle fire?

a. Exhaust system. b. Fuel leak. c. Electrical system. d. Air conditioning system.

Reference: EO 4.2 53. When conducting an interior examination to determine if a vehicle was stolen, the first

responder should

a. examine the floor on the driver’s side for the key. b. note the position of the steering wheel. c. examine the dash area for electrical faults. d. examine annealing of the springs.

Reference: EO 4.3

xliii


54. In a vehicle with an engine improperly operating, the catalytic converter can reach temperatures of

a. 2,500 F. b. 3,000 F. c. 700 F. d. 1,000 F.

Reference: EO 4.1 55. A fusible link is part of the vehicle’s system.

a. suspension b. electrical c. fuel d. belt

Reference: EO 4.1 56. Which of the following is not a type of vehicle identification number (VIN)?

a. Public. b. Dealership. c. Partial. d. Confidential.

Reference: EO 4.3 57. When should a first responder not request an investigator?

a. Accidental cause/no further action is determined. b. A fire is undetermined. c. A fire is determined as incendiary. d. Evidence found does not reach a conclusion.

Reference: EO 5.2 58. LPG will tend to in a structure.

a. rise b. defuse c. sink d. float

Reference: EO 3.2

xliv


59. Natural gas will tend to in a structure.

a. rise b. sink c. dissipate d. leak

Reference: EO 3.2 60. High-voltage light bulbs may ignite materials depending upon

a. duration of heating and moisture. b. ignition properties of materials and ventilation. c. temperature of the air and duration of heating. d. duration of heating and ignition properties of materials.

Reference: EO 3.2

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xlvi


November 2014

Name: Date:

EXAMINATION ANSWER SHEET

1. 21. 41. 2. 22. 42. 3. 23. 43. 4. 24. 44. 5. 25. 45. 6. 26. 46. 7. 27. 47. 8. 28. 48. 9. 29. 49. 10. 30. 50. 11. 31. 51. 12. 32. 52. 13. 33. 53. 14. 34. 54. 15. 35. 55. 16. 36. 56. 17. 37. 57. 18. 38. 58. 19. 39. 59. 20. 40. 60.

xlvii



xlviii


November 2014

EXAMINATION ANSWER SHEET KEY 1. b 21. b 41. d 2. a 22. a 42. d 3. c 23. c 43. c 4. a 24. a 44. b 5. c 25. d 45. a 6. c 26. c 46. a 7. b 27. a 47. c 8. b 28. d 48. b 9. b 29. c 49. a 10. a 30. b 50. a 11. b 31. c 51. a 12. d 32. c 52. d 13. b 33. a 53. a 14. c 34. d 54. a 15. c 35. d 55. b 16. c 36. d 56. b 17. a 37. d 57. a 18. b 38. a 58. c 19. b 39. c 59. a 20. c 40. b 60. d

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Instructions on Completing the Course Update and Versioning Documentation

Contract Instructors This “Course Update and Versioning Documentation” template is provided for you to capture and recommend changes in the course content, learning objectives or delivery schedule. Please make any proposed changes to the course on this form, and submit it to the program Training Specialist. Training Specialist The Training Specialist has primary responsibility and accountability for initiation of and approval for all update and versioning for curriculum/content to maintain course currency and quality, and to identify and initiate corrective action and improvements.

1. Complete the Course Update and Versioning Documentation, sign, and date.

2. Attach an electronic and/or print copy of the changed material.

3. If changes do not affect instructor criteria, terminal or enabling learning objectives, evaluation methods, and/or rubric descriptions, send form and attachments to editorial support contractor for implementation and change tracking, or,

If changes alter instructor criteria, terminal or enabling learning objectives, evaluation methods and/or rubric descriptions, forward form and attachments to the Instructional Systems Specialist for review and concurrence.

Instructional Systems Specialist

The Instructional Systems Specialist has concurrence responsibility and accountability for update and versioning changes that modify instructor criteria, terminal and enabling objectives, evaluation methods, and rubric descriptions to ensure conformance with instructional design principles and practices.

1. The Instructional Systems Specialist (ISS) reviews and evaluates for conformance with instructional design principles and practices.

2. If the requested changes align with instructional methodology, ISS signs, dates and forwards the documentation to the editorial support contractor for implementing and tracking changes, or,

If the requested changes create instructional design failure, or violate sound educational principles and/or practices, the Instructional Systems Specialist works with Training Specialist to resolve problems.

Upon reconciliation of content and instructional design matters, Training Specialist completes new Course Update and Versioning Documentation, Instructional Systems Specialist signs for concurrence and complete package is sent to editorial support contractor for implementing and change tracking.

If reconciliation cannot be achieved, the entire package is submitted to the Branch Chief for review and decision-making.

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Course Update and Versioning Documentation Curriculum: Course Title/Number: Date of First Offering: Date of Last Major Revision (More than 35%): Area of impact: Module/Unit Number: ________ Page ____________ Section

Area of impact: Module/Unit Number: ________ Page ____________ Section






1. Identify the revision type. Minor Major 2. Will this change require a change in qualifications for admission to this course? (e.g., formal education, skill level, work experience, job level, etc.) Yes No

3. Will precourse information, materials, and/or assignments be modified? Yes No

4. Will this result in a change in length of course in hours and/or minutes? Yes No

5. Will the change result in a course name and course code change? Yes No

6. Will the instructor criteria change? Yes No

7. Will a course or module TLO or ELO be modified? Yes No

If yes, which TLO or ELO?

8. Will the Rubric need to be modified? Yes No

If yes, which Rubric?

9. Current material to be modified:

Course CD Precourse Handouts Evaluation IG Slides Student CD Video SM Appendices Activity Complete PDF

liv


10. New material to be introduced:

Course CD Precourse Handouts Evaluation IG Slides Student CD Video SM Appendices Activity Complete PDF

Article Case Study Web site Hardware (Technology Team Consult)

Book Role Play Lab activity/Simulation Software (Technology Team Consult)

11. Will copyright permission(s) be needed? Yes No 12. Purpose:

Incorporate Best Practice Improve learning outcome Revise a Standard Increase student participation

13. Method:

Lecture Simulation Individual Activity Large Group Activity Discussion Demonstration Small Group Activity

14. Will this change the evaluation method?

If yes, provide the new Rubric.

______________________________________________________________________________

Approvals:

Training Specialist: Date:

Instructional Systems Specialist: Date:

lv


NOTE: BOTTOM PORTION TO BE COMPLETED BY GTI STAFF

Tracking

Task request initiated: Date:

Project/Course Number and Title:

Date the change was first incorporated into delivered materials:

Date materials were made 508 compliant (including instructor materials):

Date materials were posted to web: __________________________

Change Sheet Documentation

Change # Unit: TLO ELO Activity Rubric Errata Page #

Sample

Change # Unit: TLO ELO Activity Rubric Errata Page # 1. 2 2.1 IG 2-15

SM 2-18 2. 3.1 IG 3-1 / 2

SM 3-1 3. Entire

Rubric IG TOC

xiii and xv.

Date of First Offering: Date of Last Major Revision (More than 35%): Date of this Change:

lvi


INTRODUCTION

INTRODUCTION


IG I-2

INTRODUCTION

Slide I-1Slide I-1 Slide I-1

Briefly review administrative matters before class

begins. INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS

Courses that are held on the National Fire Academy (NFA) campus will use the NFA-provided video as a

Slide I-2 review of administrative matters. Slide I-2

I. WELCOME (10 min.)

A. Instructor introduction.

INTRODUCTION Welcome students to the class, and briefly introduce

yourself. Note that an opportunity will be provided for Slide I-3 student introductions later in the morning.

Slide I-3

B. Administrative matters.

ADMINISTRATIVE • Roster.• Parking. • Breaks.• Class schedule. • Interruptions.

– Texting, cellphones, pagers. Review the following administrative matters, and answer students’ questions.

Slide I-4 Slide I-4

1. Verify that all students have completed a

registration form and that the forms have been given to the local program sponsor.

IG I-3

INTRODUCTION

2. Lunch break is usually from noon until 1 p.m., depending on course progress.

3. Have the local program sponsor inform

students where vehicles may be parked. 4. Breaks are held in the morning and the

afternoon, as needed. 5. Daily schedule: Classes begin at 8 a.m.

and end at approximately 5 p.m. 6. Please do not use mobile phones or

texting devices while in class. This includes any venues used for class activities.

7. Inform students of the restroom locations.

ADMINISTRATIVE (cont’d) • Restrooms.• Emergency exits. 8. Fire exits: Note fire exits and relevant • Tobacco products. procedures.

9. No tobacco products in class. Instructor

Slide I-5 or local program host should give guidance about smoking areas. Slide I-5

C. Audience, scope and course purpose. Identify audience, scope and course purpose. 1. The target audience for this course is first

responders and the professional development of fire, rescue and emergency service personnel to mitigate the loss of life and property from fire and other hazards. An integral part of that program is training and professional development in fire and life safety education programs/courses.

IG I-4

INTRODUCTION

2. The scope of this course is to provide SCOPE first responders with a fundamental

Provide first responders with a fundamental understanding of the principles, processes understanding of the principles, processes and procedures involved in fire scene examination. and procedures involved in fire scene

examination.

Slide I-6 Slide I-6

3. The course purpose is to provide first

PURPOSE responders with tools to understand the Provide first responders with tools to understand the key role they play in fire key role they play in fire scene scene examination and in preserving and protecting important evidence for any examination and in preserving and subsequent investigation.

protecting important evidence for any subsequent investigation.

Slide I-7 Slide I-7

II. STUDENT INTRODUCTIONS (20 min.)

STUDENT INTRODUCTIONS • Name.• Title. • Department or organization.• Experience in determining origin and

cause of fires.• Course expectations. Ask the students to briefly introduce themselves

individually, providing their name, title, department, Slide I-8 experience in determining origin and cause of fires,

Slide I-8 and course expectations. The instructor should list students’ expectations on the easel pad to ensure that questions are answered and all concerns are addressed by the end of the course.

III. COURSE INTRODUCTION (45 min.) A. Course materials. 1. Student Manual (SM). 2. Short activities are found within the

Instructor Guide (IG) where planned. 3. Instructional objectives are stated at the

beginning of each unit.

IG I-5

INTRODUCTION

Have students open to the Unit 1: Fire Behavior title

page so they can see the objectives while you discuss them.

4. Terminal objectives describe the on-the-

job performance expected by the students after completing this course.

5. Enabling objectives specify what the

students are to accomplish at any point in the course after receiving appropriate training.

Slide I-9

• Participation in class.– Attendance requirements.– Importance of activities.– Assignments.– Class seating.

• Respect of others.

STUDENT AND COURSE REQUIREMENTS

Slide I-9

B. Student/Course requirements. 1. Participation in class. a. Attendance is required each day. b. Participation is expected during

all activities.

c. The course content will be driven by the lectures and supported by activities and discussion.

d. Class seating and organization. 2. Respect the opinions of others. 3. Use of “parking lot” for tabled items,

tangential points and unanswered questions. The last 15 minutes of each class should be used to clear the “parking lot” unless items need to be carried forward, but only by consensus.

IG I-6

INTRODUCTION

C. Course review/overview.

Slide I-10

ONLINE• Module 1: First Responder Observations.• Module 2: Securing the Fire Scene and

Preserving Evidence.• Module 3: Motives.• Module 4: Legal Aspects.• Module 5: Documentation.

Slide I-10

1. Web-based. a. Module 1: First Responder

Observations. b. Module 2: Securing the Fire

Scene and Preserving Evidence. c. Module 3: Motives.

d. Module 4: Legal Aspects. e. Module 5: Documentation.

Slide I-11

• Introduction.• Unit 1: Fire Behavior.• Unit 2: Fire Scene Examination.• Unit 3: Fire Causes.• Unit 4: Vehicle Fires.• Unit 5: Fire Cause Determination.

CLASSROOM

Slide I-11

2. Classroom. a. Unit 1: Fire Behavior. b. Unit 2: Fire Scene Examination. c. Unit 3: Fire Causes. d. Unit 4: Vehicle Fires.

e. Unit 5: Fire Cause Determination.

Slide I-12

“THE FIRST RESPONDER’S ROLE IN FIRE INVESTIGATION”

DVD PRESENTATION

Slide I-12

Show students the 23-minute video “The First

Responder’s Role in Fire Investigation” as an introduction to the unit and discuss. Share the International Association of Arson Investigators (IAAI) as the source if the students want to obtain a copy.

IG I-7


UNIT 1: FIRE BEHAVIOR

TERMINAL OBJECTIVE The students will be able to: 1.1 Explain the fundamental principles of combustion and the influence that the fire triangle/fire tetrahedron

have on fire behavior and fire scene examination.

ENABLING OBJECTIVES The students will be able to: 1.1 Identify and describe the major principles of combustion that affect the ignition, growth, development,

spread and extinguishment of fire. 1.2 Explain the significance of the fire tetrahedron on fire behavior and its impact on fire causes. 1.3 Identify and describe three methods of heat transfer and their relationship to fire development. 1.4 Identify the difference between the five types of building construction. 1.5 Explain the link between building construction principles related to fire growth, development and spread. 1.6 Differentiate between flashover and backdraft.

FIRE BEHAVIOR


IG 1-2

FIRE BEHAVIOR

APPLICATION/EVALUATION PLAN

Terminal Objective Evaluated by Explain the fundamental principles of combustion and the influence that the fire triangle/fire tetrahedron have on fire behavior and fire scene examination.

Final Exam

Enabling Objectives Course Component Evaluated by

Identify and describe the major principles of combustion that affect the ignition, growth, development, spread and extinguishment of fire.

Lecture Final Exam

Explain the significance of the fire tetrahedron on fire behavior and its impact on fire causes.

Lecture Final Exam

Identify and describe three methods of heat transfer and their relationship to fire development.

Lecture Final Exam

Identify the differences between the five types of building construction.

Lecture Final Exam

Explain the link between building construction principles related to fire growth, development and spread.

Lecture Final Exam

Differentiate between flashover and backdraft. Lecture Final Exam

METHODOLOGY This unit uses lecture, discussion and videos.

(Total Time: 3 hr., 15 min.)

195 min. Lecture/Discussion Objectives IG 1-5 10 min. I. The Importance of Establishing a Timeline Through Fire Behavior IG 1-5 80 min. II. Fire Behavior IG 1-5 20 min. III. Methods of Heat Transfer IG 1-14 55 min. IV. Flashover and Backdraft IG 1-16 25 min. V. Types of Building Construction IG 1-21 5 min. VI. Summary IG 1-29

IG 1-3

FIRE BEHAVIOR

AUDIOVISUAL Slides 1-1 to 1-67 Videos: “NFPA Ignition and Development” “UL/NIST New Versus Old Furnishings” “NIST Potato Chip Rack Fire” “NIST Flashover” and “NFA Flashover Demonstration” “New Brighton, PA, Backdraft”

IG 1-4

FIRE BEHAVIOR

UNIT 1: FIRE BEHAVIOR

Slide 1-1

Slide 1-1

ENABLING OBJECTIVES ENABLING OBJECTIVES (cont’d) ENABLING OBJECTIVES (cont’d)• Identify and describe the major principles • Identify and describe three methods of • Explain the link between building

of combustion that affect the ignition, heat transfer and their relationship to fire construction principles related to fire growth, development, spread and development. growth, development and spread.extinguishment of fire. • Identify the differences between the five • Differentiate between flashover and

• Explain the significance of the fire types of building construction. backdraft.tetrahedron on fire behavior and its impact on fire causes.

Slide 1-2 Slide 1-3 Slide 1-4 Slide 1-2 Slide 1-3 Slide 1-4 I. THE IMPORTANCE OF ESTABLISHING A

TIMELINE THROUGH FIRE BEHAVIOR (10 min.)

A. Establishing a timeline for the fire is a critical FIRE TIMELINE step in any fire investigation.

Notification Room of(sight, smell Fire growth origin

or sound) and spread flashover Post-

Call to flashoverIgnition 911 B. Can be used to support or disprove statements or

Fire Arrival at firescene hypotheses.

FireService

NotificationDispatch

Slide 1-5 C. Helpful to identify conflicts or discrepancies during the data collection process. Slide 1-5

II. FIRE BEHAVIOR (80 min.) FIRE BEHAVIOR

Fire behavior is a complex phenomenon that must be understood to formulate scientifically A. Fire behavior is a complex phenomenon that valid opinions and conclusions.

must be understood to formulate scientifically valid opinions and conclusions.

Slide 1-6

Slide 1-6

IG 1-5

FIRE BEHAVIOR

DVD PRESENTATION Introduce the 25-minute “NFPA Ignition and

Development” video. Afterward, discuss the basic “NFPA IGNITION AND DEVELOPMENT” principles and concepts presented in the video.

Slide 1-7 Slide 1-7

B. Definition of fire. DEFINITION OF FIRE

“Fire is a rapid oxidation process, which is a chemical reaction resulting in the evolution of 1. “Fire is a rapid oxidation process, which heat and light in varying intensities.” is a chemical reaction resulting in the

— National Fire Protection Association (NFPA) 921, Guide for Fire and Explosion Investigations evolution of heat and light in varying

intensities” (National Fire Protection Association (NFPA) 921, Guide for Fire

Slide 1-8 and Explosion Investigations). Slide 1-8

2. A fundamental understanding of fire and its related chemical reactions is essential to successfully determining the origin and cause of a fire.

3. The amount of heat, the color of the light,

COMBUSTION smoke production, and the toxicity of the • Depends on:

‒ Type of fuel. products of combustion depend upon four ‒ Material properties.‒ Physical arrangement

of the fuel. factors: ‒ Availability of oxygen.

a. Type of fuel.

Slide 1-9 b. Material properties. Slide 1-9 c. Physical arrangement of the fuel. d. Oxygen available to support

combustion. C. Principles of combustion.

1. Fire triangle elements. FIRE TRIANGLE

a. Fuel in the form of a gas, can change from a solid or liquid to a gas.

Slide 1-10

Slide 1-10

IG 1-6

FIRE BEHAVIOR

b. Sufficient heat to vaporize the material and ignite the vapor.

c. Oxygen above the minimum

levels needed to sustain combustion.

- Air is an oxidizer. - Air is about 21 percent

oxygen.

• In addition to fuel, heat and oxygen, a chemical chain reaction is required to continue flaming combustion.

• If any one of the four elements is removed, the fire is extinguished.

FIRE TETRAHEDRON

Slide 1-11 Slide 1-11

2. Fire tetrahedron. This concept and the figure state the relationship of the

fourth element (uninhibited chain reaction) to the other three elements and its impact on fire growth and extinguishment.

a. The fourth element is the

uninhibited chain reaction that allows the continuous heating of the fuel mass.

b. Continuous production of

flammable gases, which then are ignited by the flame.

FIRE CHEMISTRY


3. Fire chemistry. a. Fire is a complex series of

chemical reactions that emit a variety of combustion products.

b. Besides carbon dioxide and water

vapors, there are many other byproducts produced that may be harmful to fire service personnel and occupants. These include carbon monoxide and hydrogen cyanide.

IG 1-7

FIRE BEHAVIOR

c. Fire is a combination of heat, COMBUSTION PRODUCTS gases, flames and smoke (soot).

• Heat.• Gases. • Flames.• Smoke (soot).


FACTORS THAT IMPACT FIRE 4. Factors that impact fire growth,

DEVELOPMENT development and spread. • Size, number and arrangement of

ventilation openings. • Thermal properties of the compartment.• Ceiling height of the compartment. a. Size, number and arrangement of • Size, composition and location of the fuel

package first ignited. ventilation openings. • Availability and location of additional fuel(s).

b. Thermal properties of the Slide 1-14 compartment. Slide 1-14

c. Ceiling height of the compartment.

d. Size, composition and location of

the fuel package first ignited. e. Availability and location of

additional fuel(s).

5. Fire development based on time and MODERN FIRE DEVELOPMENT temperature.

6. Stages of fire. a. Growth.

Slide 1-15 b. Fully developed. Slide 1-15 c. Decay. D. Types of heat energy.

1. The four common types of heat energy CHEMICAL HEAT ENERGY are chemical, electrical, mechanical and

Heat of combustion Spontaneous heating(burning) (no external heat source) nuclear, but we are only going to focus

on the three most common types.

Resin Paint Slide 1-16

Slide 1-16

IG 1-8

FIRE BEHAVIOR

2. Electrical. ELECTRICAL HEAT ENERGY Resistance heating Leakage current

(current through conductor) (conductor insufficiently insulated) a. Resistance heating (current through conductor).

Arcing Static electricity Overload b. Leakage current (conductor not

Slide 1-17 well-insulated). Slide 1-17

3. Mechanical.

MECHANICAL HEAT ENERGY Friction Compression

a. Friction (applying brakes on a car).

b. Compression (heat pump).


E. Flash point — the lowest temperature of a liquid,

FLASH POINT OF A LIQUID as determined by specific laboratory tests, at • The lowest temperature of a liquid, as

determined by specific laboratory tests, at which the liquid gives off vapors at a sufficient which the liquid gives off vapors at a sufficient rate to support a momentary rate to support a momentary flame across its flame across its surface.

— NFPA 921 surface.


FLASH POINT OF A 1. Gasoline has a flash point of about -45 F

LIQUID (cont’d) (-43 C). • Examples:

– -45 F (-43 C) for gasoline. – 100 F (38 C) for fuel oil No. 2.

2. Fuel oil No. 2 (home heating oil) has a flash point of 100 F (38 C) or greater.

Slide 1-20

Slide 1-20 Have a student contrast this with gasoline and state the

implications. The flash point of a product is often used in fire codes to determine appropriate storage requirements and containers. Fuel oil is often stored in 275-gallon tanks in basements of dwellings.

IG 1-9

FIRE BEHAVIOR

F. Flammable and combustible liquids. FLAMMABLE LIQUIDS

Flammable liquids have a flash point below 100 F (38 C). 1. The flash point of a product determines if

the product is classified as flammable or combustible.

Slide 1-21 a. A flammable liquid has a flash

point below 100 F (38 C). Slide 1-21

b. A combustible liquid has a flash COMBUSTIBLE LIQUIDS point of 100 F (38 C) or above.

Combustible liquids have a flash point at or above 100 F (38 C).

2. The ability to discriminate between flammable and combustible liquids is critical with respect to their possible role

Slide 1-22 in fire causation. Slide 1-22

Ask the class for an example, or use the following one:

A building owner informs you that fuel oil has spilled on the cellar floor near a gas burner, and it exploded in flame. Is the building owner telling the truth?

G. Ignition temperature. IGNITION TEMPERATURE

• Minimum temperature that a substance should attain in order to ignite under 1. The minimum temperature that a specific test conditions.

• Autoignition is combustion by heat without substance should attain in order to ignite the assistance of a spark or a flame.

• Piloted ignition is combustion by heat with under specific test conditions. the assistance of a spark or a flame.

— NFPA 921 Slide 1-23 2. Autoignition is combustion by heat

without the assistance of a spark or a Slide 1-23 flame.

3. Piloted ignition is combustion by heat

with the assistance of a spark or a flame. 4. Common ignition temperatures. a. Newspaper: 392 F (200 C). b. Kerosene: 410 F (210 C). c. Paraffin: 473 F (245 C).

IG 1-10

FIRE BEHAVIOR

d. Gasoline: 650 F (343 C). e. Ethyl alcohol: 689 F (365 C). f. Acetone: 869 F (465 C).

• Lower explosive limit (LEL) — lowest concentration of vapor in the air that will burn.

• Upper explosive limit (UEL) — highest concentration of vapor in the air that will burn.

FLAMMABLE OR EXPLOSIVE LIMITS


H. Flammable or explosive limits. 1. Lower explosive limit (LEL) — lowest

concentration of vapor in the air that will burn.

2. Upper explosive limit (UEL) — highest

concentration of vapor in the air that will burn.

3. Common flammable limits: a. Gasoline: 1.4 to 7.6 percent. b. Kerosene: 0.7 to 5.0 percent. c. Ethyl alcohol: 3.3 to 19.0 percent. d. Acetylene gas: 2.5 to 99.9

percent.

• A process in which material is decomposed, or broken down, into simpler molecular compounds by the effects of heat alone; pyrolysis often precedes combustion.

• Generally applies to solid fuel. • The effect on wood is charring.

— NFPA 921

PYROLYSIS


I. Pyrolysis. 1. The chemical decomposition of matter

through the action of heat. 2. Process begins when fuel is heated and

generally applies to solid fuels. 3. Continues through specified stages.

a. Various gases form during

decomposition. b. Combustibility of gases increases

decomposition. c. Decomposition moves deeper into

the material (wood), and charring begins.

IG 1-11

FIRE BEHAVIOR

DEPTH OF CHAR The next three slides show an example of how structural

Fuel breaks down and vapors released members are impacted by the duration of heating and

the extent of damage that is produced. Surface char begins

Shallow cracks form


DEPTH OF CHAR (cont’d) DEPTH OF CHAR (cont’d) Fuel breaks down and Fuel breaks down and

vapors released deeper vapors released deeper

Char extends deeper Char extends deeper

Cracks become Deeper cracks form deeper and wider

Slide 1-27 Slide 1-28 Slide 1-27 Slide 1-28

DVD PRESENTATION Introduce the five-minute “UL/NIST New Versus Old

Furnishings” video, which depicts a series of “UL/NIST NEW VERSUS OLD

FURNISHINGS” experiments that quantify the differences in fire behavior associated with legacy and modern furnishings and the fuel loads that may contribute to the onset of

Slide 1-29 flashover. Slide 1-29

4. In typical fires, as the fire grows in size,

PEAK HEAT RELEASE RATE the heat release rate (HRR) will become Peak Heat Release Rate limited by either the amount of fuel or the

Burning cigarette 5 W

Burning match 80 W amount of oxygen that is available; this is Small trash can fires 50 to 300 kW

Burning upholstered chair 80 kW to 2.5 MW referred to as peak HRR. Burning upholstered sofa 3,000 kW or 3 MW

Burning Christmas tree 1.6 MW to 5.2 MW kW = 1,000 watts MW = 1 million watts

Slide 1-30 5. It is important to understand the amount of energy that materials burning in a Slide 1-30 compartment can generate so that the peak HRR can be helpful in determining fire growth and spread.

IG 1-12

FIRE BEHAVIOR

DVD PRESENTATION Introduce the four-minute “NIST Potato Chip Rack

Fire” video, which depicts the HRR of a rack of potato “NIST POTATO CHIP RACK FIRE” chips, approximately 2 megawatts (MWs).


HEAT RELEASE RATE VERSUS J. HRR. BRITISH THERMAL UNIT

• British thermal unit (Btu).– Amount of heat energy required to raise the 1. The rate at which heat energy is

temperature of 1 pound of water by 1 F (-17 C). generated by burning. – Measured in Btu/second.

2. The heat released from a burning material

Slide 1-32 may correlate directly to the amount of resulting fire damage. Slide 1-32

HEAT RELEASE RATE VERSUS 3. Nowadays the fire load (amount of heat BRITISH THERMAL UNIT (cont’d) produced) has altered fire behavior • Heat release rate (HRR).

– Rate at which heat energy is released by dramatically, so that fire damage patterns burning.

– Measured in kilowatts (kW). are becoming increasingly difficult to use as indicators.

Slide 1-33 a. Heat is measured in British

thermal units (Btu). Slide 1-33

b. A Btu is the amount of heat required to raise 1 pound of water by 1 F (-17 C) at a temperature of 60 F (16 C).

4. The Btu generated from a single piece of

furniture with foam padding may generate a tremendous amount of heat and cause severe fire damage.

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FIRE BEHAVIOR

III. METHODS OF HEAT TRANSFER (20 min.)

• Heat transfer affects fire suppression activities and fire cause determination.

• Often helps explain why fire spreads from one location to another.

HEAT TRANSFER


A. Heat transfer. 1. Heat transfer from one location to

another affects fire suppression activities and fire cause determination.

2. It also explains why a fire often spreads

from one location to another.

3. Observing fire spread may be vital to reconstructing where the fire started and how and why it traveled to other locations.

4. Certain fire travel predictions can also be

made for some classifications of buildings.

• Convection.• Conduction.• Radiation (radiant heat).

THREE METHODS OF HEAT TRANSFER


B. Three methods of heat transfer.

Upward travel of hot gases — for example, an open stairwell.

CONVECTION IS THE RISING OF HEATED AIR


1. Convection is the rising of heated air. a. The air at the top of a room is

usually warmer than the air near the floor.

b. Cool air drawn into the base of

the fire helps the hotter gases rise due to buoyancy.

c. A wood-frame, balloon-

constructed building has a fire that starts in the basement and then travels into the attic. This may be a result of convected heat traveling up through open wall cavities and igniting combustible materials.

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FIRE BEHAVIOR

d. Many first responders may assume that the second fire was a secondary fire (area/point of origin).

• Transfer of heat through a solid medium, such as building materials (e.g., brick, metal).

CONDUCTION


2. Conduction is the transfer of heat through a solid medium, such as metal or brick.

• Heat transferred through a solid.

CONDUCTION (cont’d)


a. When heat is applied to one side of a brick, the brick will warm and the opposite side will be heated.

b. If this brick is located too close to

combustible materials, it could cause a fire.

Transfer of heat energy by electromagnetic waves.

RADIATION


3. Radiation (radiant heat) is the transfer of heat energy by electromagnetic waves that are transmitted through the air.

RADIATION (cont’d)


a. The person sitting in front of a roaring fireplace feels radiant heat.

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FIRE BEHAVIOR

b. The onset of flashover is RADIATION (cont’d) dependent upon several factors,

one of which is the formation of a ceiling jet that contains a tremendous amount of radiant heat energy.

Slide 1-41 Slide 1-41 IV. FLASHOVER AND BACKDRAFT (55 min.)

A. Flashover.

FLASHOVER • Transition phase from a fire in a room to a

room on fire. 1. The transition phase of fire when a room • As the fire continues to burn,

all the contents of the fire area becomes heated such that flames flash are gradually heated to theirignition temperatures. over the entire surface and all

• Simultaneous ignition occurs,and the area becomes fully combustible materials reach their ignition involved.

Slide 1-42 temperature simultaneously (i.e., from a fire in a room to a room on fire). Slide 1-42

2. As a fire starts, convection carries the

heated gases upward and outward from the fire.

3. This results in thermal stratification,

which may cause other combustibles in the room to be heated to their ignition temperature.

4. At this time, in approximately 15 to 30

seconds, the entire upper portion of the room may ignite.

5. Flashover can occur while firefighters are

in the room. 6. Because of the amount of heat and smoke

generated in only a few seconds, it may appear that an ignitable liquid (accelerant) was present.

7. Careful examination should help

discriminate between flashover effects and flammable liquid fires.

a. Burning over the surfaces of

materials.

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FIRE BEHAVIOR

b. Lack of normal fire spread from the area/point of fire origin.

c. Lack of accelerant residue. 8. Demarcation line of burning or high heat

damage appears to be consistent around the room.

9. The demarcation line is the line that

separates burned areas from unburned areas or the areas of high heat damage from those of light or no heat damage.

“NIST FLASHOVER” AND “NFA FLASHOVER DEMONSTRATION”

Slide 1-43

DVD PRESENTATION

Slide 1-43

Introduce the 15-minute “NIST Flashover” video and

the two “NFA Flashover Demonstration” videos (10 minutes total). They illustrate the stages of fire and explain how the second stage (flashover) develops.

Tell students to pay close attention to the buildup of

heat, the rollover of unburned fire gases burning at the ceiling, and the full development of flashover itself.

While these videos are intended to train fire suppression

personnel, they can assist in understanding the process of flashover, the results of the flashover, and the evidence it produces.

After viewing the videos, lead a discussion focused on

the topic. ASK: What were the circumstances when flashover

occurred? Suggested response: High heat level, probably between

1,000 F (538 C) and 1,100 F (593 C), and unvented area allowed combustible vapors to accumulate and ignite.

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FIRE BEHAVIOR

ASK: What would you anticipate the burning pattern

to look like after a flashover? Suggested response: High level of heat damage and

even levels of char from the top down toward the floor. ASK: How will venting to avoid flashover affect fire

travel and damage? Suggested response: Venting may draw the fire, which

may then have an unusual path of travel. It may cause an intense, free-burning fire.

• In the hot smoldering phase, burning is incomplete because of insufficient oxygen.

• As soon as the neededoxygen enters the smoldering compartment,combustion resumes at a violent (explosive) rate.

BACKDRAFT


B. Backdraft. 1. The phenomenon resulting from: a. A structure remaining closed

during a fire. b. Incomplete combustion due to a

lack of O2 entering the structure. c. The fire consuming large amounts

of oxygen and depleting the oxygen supply so that the fire smolders.

d. A sudden supply of O2 that may

cause a violent reaction. 2. Also referred to as a smoke explosion. 3. The fire continues to produce large

amounts of heat and carbon monoxide. 4. Carbon monoxide (flammable limits of

12.5 to 74.0 percent and ignition temperature of 1,128 F (609 C)) can become a highly volatile fuel.

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FIRE BEHAVIOR

5. The missing component of the fire triangle is oxygen.

a. A window can break and allow

oxygen to enter. b. A person can open a door and

allow oxygen to enter. c. The fire can burn through the

structure and allow oxygen to enter.

6. The seat of the fire, or the lowest level of

burning, is a critical factor in the backdraft potential.

a. The area above the fire will be in

a positive pressure mode. - If an opening is made, the

heated fire gases will push outward.

b. The area below the fire will be in

a negative pressure mode. - If an opening is made, the

air will rush in. c. When a fire burns through the

roof or exterior walls and fresh oxygen is provided, the fire usually returns to being free-burning.

d. Occasionally, this will occur in

the negative pressure area (below the seat of the fire), and a backdraft may occur.

e. Witnesses may report that the

building was just smoking (puffing) and then it exploded.

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FIRE BEHAVIOR

7. Careful examination should help discriminate between a backdraft and an explosion.

a. Window glass broken just prior to

or during the backdraft normally will be heavily sooted on the inside.

b. Normally, the backdraft will not

cause the localized structural damage anticipated from other types of explosions.

“NEW BRIGHTON, PA, BACKDRAFT”

Slide 1-45

DVD PRESENTATION

Slide 1-45

Introduce the four-minute “New Brighton, PA,

Backdraft” video. It illustrates the stages of fire and explains how the third stage (backdraft) is developed.

Tell students to pay particular attention to the buildup

of heat and the production of high levels of carbon monoxide as the fire smolders before the explosion occurs.

While this video is intended to train fire suppression

personnel, it can also help students understand the process and results of backdrafts.

After viewing the video, lead a discussion of the

following questions: ASK: In a backdraft explosion, which gas is the

principal material that is burning? Suggested response: carbon monoxide. ASK: How does a backdraft differ from a flashover? Suggested responses: • A flashover results when heated combustibles

ignite in an oxygen-rich environment.

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FIRE BEHAVIOR

• A backdraft results when depleted oxygen

supplies and a smoldering fire produce high concentrations of carbon monoxide.

ASK: Could other flammable materials cause an

explosion that may be mistaken for a backdraft?

Suggested response: Yes. All other potential causes

must be investigated and eliminated. V. TYPES OF BUILDING CONSTRUCTION (25 min.) This section can be an overview or more in-depth

depending on how the instructor gauges the students’ prior knowledge and as the course schedule allows.

• Building construction type.• Occupancy classifications.• Structural loads.• Fire travel predictions.• Fire protection systems.

CHARACTERISTICS CRITICAL TO FIRE SCENE EXAMINATION


A. There are several building construction features that may impact fire growth, development and spread that are critical to fire cause determination.

• Measurement of the maximum heat that would be produced if all combustibles in the fire area were consumed.

• Varies with the type of occupancy and structural features.

• May override fire protection systems’ capabilities and provide access problems for firefighters.

FIRE LOADING


B. Fire loading refers to the maximum amount of heat that would be generated if all combustible materials are consumed.

1. Fire loading varies with occupancy type

and structural features. 2. Structures with excess fire loads may

override fire protection systems’ capabilities and present access and life safety issues.

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FIRE BEHAVIOR

• Found in warehouses, churches, large atriums and theaters.

• Contribute to fire spread.

• Vertical ventilation is key factor in onset of flashover.

LARGE, OPEN SPACES


C. Large, open spaces are found in various types of buildings and can play a factor in the onset of flashover due to the impact of ventilation.

• Determined by:– Building construction and layout.– Fuel load.– Built-in fire protection and heating, ventilating,

and air conditioning (HVAC) systems.– Fire department ventilation efforts.

• Contributes to fire spread from floor to floor and room to room.

FIRE, SMOKE AND HEAT MOVEMENT


D. Fire, smoke and heat movement are determined by a number of factors that include:

1. Building construction and layout. 2. Fuel load. 3. Fire protection and building services

systems. 4. Fire department suppression and

ventilation efforts.

FLOOR PENETRATIONS


E. Floor penetrations and other void spaces commonly used for piping and duct work can provide a pathway for rapid fire spread throughout the structure.

• Understanding building construction types and features will help in determining fire growth and spread.

• Development, spread and control of a fire within a structure often depend on the type of construction and the ability of structural elements to remain intact.

BUILDING CONSTRUCTION FEATURES AND FIRE SPREAD


F. Understanding building construction features will help in determining several factors.

1. Determine how heat, smoke and fire may

have traveled through the structure. 2. Identify the role that voids, renovations,

alterations and vertical openings in structures play in fire causation.

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FIRE BEHAVIOR

BUILDING CONSTRUCTION G. There are five primary types (classifications) of TYPES building construction.

1. Fire-resistive (Type I). 2. Noncombustible (Type II).

Slide 1-52 3. Ordinary (Type III). Slide 1-52

4. Heavy timber (Type IV). 5. Wood-frame (Type V). H. Building construction methods and materials

change constantly. Items such as trusses, wooden I-beams, and “eyebrows” on the front of the building can pose special problems.

FIRE-RESISTIVE TYPE I I. Fire-resisitve Type I construction.

CONSTRUCTION 1. Typically concrete and steel. 2. Noncombustible structural members

(walls, floor and roof). Slide 1-53

3. Members protected from fire effects by Slide 1-53 encasement or sprayed-on materials.

4. Contents of structure are primary fuel

load. 5. Penetrations in floor/ceiling assemblies. 6. Spaces and/or voids between floors. 7. Heating, ventilating, and air conditioning

(HVAC), electrical, plumbing chases. 8. Damage to protected structural members.

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FIRE BEHAVIOR

NONCOMBUSTIBLE TYPE II J. Noncombustible Type II construction. CONSTRUCTION

1. Noncombustible structural steel or concrete framework.

2. Often exposed steel and concrete.

Slide 1-54 3. Members unprotected or have limited Slide 1-54

protection from fire effects. 4. Contains only noncombustible materials. 5. No or limited fire-resistance ratings (one

hour). 6. Most of the same considerations as Type

I. a. Contents of structure are primary

fuel load. b. Penetrations in floor/ceiling

assemblies for building services. c. Spaces and/or voids between

floors. 7. Unprotected structural members. 8. Possible lightweight construction.

ORDINARY TYPE III K. Ordinary Type III construction. CONSTRUCTION

1. Noncombustible walls, typically load-bearing concrete or brick.

2. Floors, structural framework and roof are

Slide 1-55 typically wood. Slide 1-55 3. Members unprotected or have limited

protection from fire effects. 4. Often exposed concrete, brick or wood. 5. Interior structural members are fuel.

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FIRE BEHAVIOR

6. Combustible concealed spaces between floors, ceilings and partition walls.

7. Safety (intergrity) of floors, walls and

roof. 8. Possible lightweight construction.

HEAVY TIMBER TYPE IV CONSTRUCTION


L. Heavy timber Type IV construction. 1. Sometimes referred to as “mill

construction.” 2. Noncombustible walls, typically load-

bearing concrete or brick. 3. Structural members are unprotected

(exposed) concrete, brick and wood with large cross-sectional areas.

4. Members unprotected or have limited

protection from fire effects. 5. Structural members are unprotected wood

with large cross-sectional areas. 6. Fire resistance comes from physical sizes

of construction elements. 7. No specific fire-resistance ratings. 8. Exterior walls are noncombustible. 9. Includes balloon-frame and platform-

frame construction. 10. Many modern multifamily buildings are

constructed this way. 11. Almost all turn-of-the-century homes fall

into this category. 12. This type of structure is in everybody’s

area. 13. Interior structural members are fuel.

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FIRE BEHAVIOR

14. Combustible concealed spaces between floors, ceilings and partition walls.

15. Safety (integrity) of floors, walls and

roof.

WOOD-FRAME TYPE V CONSTRUCTION


M. Wood-frame Type V construction. 1. Combustible walls are typically wood. 2. Floors and roofs are typically wood. 3. Members unprotected or have limited

protection from fire effects.

• Extensive combustible concealed spaces.• No firestopping in framing members.• Heavy fuel load.• Safety (integrity) of floors, walls and roof.• Possible lightweight construction.

WOOD-FRAME CONSTRUCTION ISSUES


4. Wood-frame construction issues: a. Extensive combustible concealed

spaces. b. No firestopping in framing

members. c. Heavy fuel load.

d. Safety (integrity) of floors, walls

and roof. e. Possible lightweight construction.

PLATFORM-FRAME CONSTRUCTION


5. In platform-frame construction, the walls of each successive story are built on a platform formed by the preceding floor.

a. Modern wood-frame construction. b. The joists for the deck may be

full-dimension lumber or lightweight construction.

c. Once the floor/deck is in place,

walls are placed on it with a sill at the bottom of the wall and a plate at the top.

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FIRE BEHAVIOR

d. Platform-frame construction provides a natural fire barrier for vertical extension within walls.

6. Openings in the walls for water,

plumbing or HVAC pipes can create a void for fire extention.

7. Multifamily dwellings will frequently

have extensive vertical openings and void spaces.

a. Kitchen, bath and dryer vents,

plumbing, electrical, and heating/ air conditioning ducts.

b. Double walls for deadening sound

between dwelling units.

BALLOON-FRAME CONSTRUCTION


VIEW LOOKING DOWN INTO WALL “STUD CAVITY”


8. In balloon-frame construction, studs run from the foundation to the attic.

a. Used extensively in many parts of

the country until the late 1930s for residential and light commercial buildings.

b. Floor joists are tied into the wall,

allowing for fire extension in any direction.

c. Firestopping is not a common

practice and is rarely found.

LIGHTWEIGHT

CONSTRUCTION


N. Lightweight construction. 1. It can be used in all types of construction,

but it’s usually in Type II, Type III and Type V.

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FIRE BEHAVIOR

LIGHTWEIGHT 2. Lightweight metal in wood trusses can CONSTRUCTION (cont’d) fail after five to 10 minutes of fire

exposure.


3. This is another example of lightweight

METAL CONNECTORS wood trusses that are common in this type of construction.


DANGERS OF ENGINEERED 4. Lightweight laminated wood I-beams or

WOOD I-BEAM FLOORS I-joists are typically constructed of 3/8-• Used in nearly 50 percent of today’s

residential construction. inch plywood sandwiched into 2-by-3 • Structural components comprised of top

and bottom flanges. inch top and bottom chords. This • May be solid or laminated

wood, united with a assembly is typically used for floor joists plywood or Oriented Strand Board (OSB) web and roof rafters. of various depths.

Slide 1-65 5. Floor-joist hangers attached to the bottom Slide 1-65

chord of parallel chord trusses may experience early failure under fire conditions.

6. Floor joist is toenailed into position.

Entire load is being supported by three or four nails.

7. Floor joists or roof rafters held by metal

joist hangers could be subject to early collapse under fire conditions. Entire load is supported by lightweight metal bracket.

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FIRE BEHAVIOR

DANGERS OF ENGINEERED 8. Lightweight construction is subject to WOOD I-BEAM FLOORS (cont’d) early collapse when structural supports • The collapse

potential of are involved. engineered wood I-beams exposed to fire presents an extreme danger to first responders.

Slide 1-66

Slide 1-66

VI. SUMMARY (5 min.) SUMMARY

• The importance of establishing a timeline through fire behavior. A. The importance of establishing a timeline

• Fire behavior.• Methods of heat transfer. through fire behavior. • Flashover and backdraft.• Types of building construction.

B. Fire behavior. Slide 1-67

C. Methods of heat transfer. Slide 1-67

D. Flashover and backdraft. E. Types of building construction.

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UNIT 2: FIRE SCENE EXAMINATION

TERMINAL OBJECTIVES The students will be able to: 2.1 Conduct a systematic fire scene examination by following the scientific method. 2.2 Discuss the roles and responsibilities of first responders and fire investigators related to fire scene

examination.

ENABLING OBJECTIVES The students will be able to: 2.1 Examine a structure from the exterior to interior in a systematic manner to identify indicators that may be

helpful during the course of a fire scene examination. 2.2 Explain the significance of various fire patterns and fire spread issues. 2.3 List the most common types of fire protection systems that should be documented during a fire scene

examination. 2.4 Define and name the seven steps of the scientific method. 2.5 Apply the scientific method to a fire scene examination. 2.6 Understand the difference between the roles of first responders and fire investigators.

FIRE SCENE EXAMINATION


IG 2-2



Terminal Objectives Evaluated by Conduct a systematic fire scene examination by following the scientific method.

Final Exam

Discuss the roles and responsibilities of first responders and fire investigators related to fire scene examination.

Final Exam


Examine a structure from the exterior to interior in a systematic manner to identify indicators that may be helpful during the course of a fire scene examination.

Lecture Final Exam

Explain the significance of various fire patterns and fire spread issues.

Lecture Final Exam

List the most common types of fire protection systems that should be documented during a fire scene examination.

Lecture Final Exam

Define and name the seven steps of the scientific method.

Lecture Final Exam

Apply the scientific method to a fire scene examination.

Lecture Final Exam

Understand the difference between the roles of first responders and fire investigators.

Lecture Final Exam

METHODOLOGY This unit uses lecture, discussion and video.


155 min. Lecture/Discussion Objectives IG 2-5

10 min. I. First Responder’s Role IG 2-5 20 min. II. Scientific Methodology IG 2-7 15 min. III. Fire Scene Examination IG 2-10 5 min. IV. Examination of Exterior Structural Components IG 2-12 20 min. V. Examination of Interior Structural Components IG 2-13 30 min. VI. Fire Effects and Indicators IG 2-17 10 min. VII. Examination of Building Contents IG 2-26 40 min. VIII. Fire Protection Systems IG 2-29 5 min. IX. Summary IG 2-31 Appendix Fire Scene Examination Checklist IG 2-33

IG 2-3


AUDIOVISUAL Slides 2-1 to 2-96 Video: “SFPE Chemistry of Fire”

IG 2-4


UNIT 2: FIRE SCENE EXAMINATION

Slide 2-1

Slide 2-1

ENABLING OBJECTIVES ENABLING OBJECTIVES (cont’d) ENABLING OBJECTIVES (cont’d)• Examine a structure from the exterior to • List the most common types of fire • Apply the scientific method to a fire scene

interior in a systematic manner to identify protection systems that should be examination.indicators that may be helpful during the documented during a fire scene • Understand the difference between the course of a fire scene examination. examination. roles of first responders and fire

• Explain the significance of various fire • Define and name the seven steps of the investigators.patterns and fire spread issues. scientific method.

Slide 2-2 Slide 2-3 Slide 2-4 Slide 2-2 Slide 2-3 Slide 2-4

I. FIRST RESPONDER’S ROLE (10 min.) FIRST RESPONDER’S ROLE

• Often the first person on the fire scene, and he or she is in the best position to A. The first responder is often the first person on observe critical information.

• Often the person who decides to request the scene, and he or she can observe and collect a fire investigator.

• Often decides if overhaul operations critical information. should be delayed.

1. Specific location of the fire. Slide 2-5 Slide 2-5 2. Type and quantity of materials burning.

3. Impact of fire suppression efforts on fire

behavior. B. The first responder decides whether to delay

overhaul until fire origin and cause determination is completed.

1. Overhaul may require removing

furniture, moving equipment, and opening walls and ceilings to check for hidden fire.

2. If overhaul is done before fire

investigation is completed, the first responder must ask:

a. Is there critical evidence that may

be altered, lost or destroyed?

IG 2-5


b. Is the area or room of fire origin clearly defined?

c. Should overhaul in the area or

room of origin be delayed? C. Considerations for the delay of overhaul: 1. Opening walls, pulling ceilings and

shoveling debris outside may destroy or conceal evidence.

2. Evidence may be contaminated or

destroyed as it is removed. D. Precautions to take if overhaul occurs before

origin and cause determination is made: 1. Make a photographic or video record of

the scene and position of potential clues or evidence.

2. Collect and safeguard evidence. a. Only if it will be altered or

destroyed. b. If an incendiary fire is suspected,

secure the scene and notify fire investigators.

3. Avoid exposing (and causing evaporation

of) hidden pockets of ignitable liquid residue before the scene can be processed.

Point out that if evidence is collected and later

transferred to someone else, it is critical to document the process so that the chain of custody is not broken.

IG 2-6


FIRST RESPONDER’S ROLE 4. Perform a preliminary scene examination. (cont’d)

• Perform a preliminary scene examination.• Secure the scene to preserve and protect 5. Secure the scene to preserve and protect

evidence from further damage and destruction. evidence from further damage and

• Notify investigators when necessary.destruction.

Slide 2-6 6. Notify investigators when necessary.

Slide 2-6

NATIONAL FIRE PROTECTION ASSOCIATION 921, E. National Fire Protection Association (NFPA) GUIDE FOR FIRE AND EXPLOSION

INVESTIGATIONS 921, Guide for Fire and Explosion Investigations • Called a “guide” by the National Fire Protection

Association (NFPA).• Considered to be a “standard of care” by state and contains recommended guidelines that are widely

federal courts.• Developed by an open committee consensus process. used by fire investigators throughout the country • Basis for certification programs by professional

organizations. to conduct fire and explosion investigations.

Slide 2-7 Slide 2-7

NATIONAL FIRE PROTECTION ASSOCIATION 921, 1. Developed as a model for the

GUIDE FOR FIRE AND EXPLOSION INVESTIGATIONS (cont’d) advancement of fire science and to

• Developed as a model for the advancement and practice of fire and explosion investigation, fire science, technology, and methodology. promote the use of the scientific method

• Basis for fire and explosion investigator training and education programs. in fire investigation.

2. Serves as the basis for most fire

investigator training and continuing Slide 2-8 education programs. Slide 2-8

II. SCIENTIFIC METHODOLOGY (20 min.)

NATURE OF FIRE SCENE A. Fire cause determination and investigation EXAMINATIONS should be based on a team approach focusing on

• Complex endeavor involving knowledge, skill, technology and science. the collection of all facts and circumstances,

• Compilation of factual data and analysis must be done objectively and truthfully. analyzed objectively and truthfully to reach valid

• First responders and fire investigators must work together as a team and share conclusions. information to be successful.

Slide 2-9

Slide 2-9

B. The process used to collect and analyze data METHODOLOGY should follow a systematic approach.

• Reliance on systematic approach with attention to all relevant details.

• Use of systematic approach will often uncover new factual data for analysis.

• May require previous conclusions to be re-evaluated.

Slide 2-10

Slide 2-10

IG 2-7


•PROCESS

Proper methodology is:

C. The first responder needs to process a fire scene in an orderly and logical manner.

– First determine and establish the origin(s).

– Then determine cause (circumstances,

1. Outside to inside.

conditions or agencies that brought the ignition source, fuel and oxidant together). 2. Least damaged to most damaged.

Slide 2-11 3. Once the origin is established, the Slide 2-11

circumstances or conditions responsible for ignition must be identified.

D. This may be difficult depending on the severity

of the fire damage. E. Significantly fire-damaged structures usually

have fire damage to several rooms or floors. 1. Inspection starts outside with a 360-

degree observation of the scene. 2. Determine which portions appear most

damaged and least damaged. 3. Continue inside the structure from the

least burned area toward the most damaged (likely room or area of origin).

4. Limited fire damage usually results from

fires that do not reach flashover or are otherwise suppressed.

a. Start inside the room from the

least damaged area toward the area of greatest fire damage.

b. Note the extent of smoke and heat

damage.

5. A fire scene examination that follows the •

••

SYSTEMATIC APPROACH scientific method provides for the proper Recommended systematic approach is that of the scientific method. collection, analysis and evaluation of Used in physical sciences.Provides for the proper collection, information used to determine the origin analysis and evaluation of data necessary in a successful investigation. and cause of a fire.

Slide 2-12

Slide 2-12

IG 2-8


F. The scientific method is based on the following SYSTEMATIC METHOD steps:


STEP 1: 1. Recognize the need — a fire has

RECOGNIZE THE NEED occurred, and a fire cause needs to be • Problem exists.• Fire or explosion has determined.

occurred.• Cause should be

determined so that future similar incidents can be prevented.


STEP 2: 2. Define the problem — determine the

DEFINE THE PROBLEM manner in which the origin and cause of • Define the manner in which the problem

can be solved. the fire can be identified. • Proper origin and cause investigation

conducted. • Examination of scene and combination of

other data collection methods. • Review of previous investigations of the

incident, interviews, scientific testing. Slide 2-15

Slide 2-15

STEP 3: 3. Collect data — based on observation, COLLECT DATA experience or other means, it is capable

• Facts are now collected.• Collected by observation, experiment or of being verified.

other direct data gathering means.• This is “empirical data.” • Must be based on observation or

experience. • Capable of being verified.

Slide 2-16

Slide 2-16

STEP 4: 4. Analyze data — an essential step before ANALYZE THE DATA forming a final conclusion based on

• All data must be analyzed.• Essential step before forming final knowledge, training and experience.

hypothesis.• Based on knowledge, training, experience

and expertise.• Form hypothesis based on evidence,

rather than speculation.


IG 2-9


STEP 5: 5. Develop a hypothesis — based on data DEVELOP A HYPOTHESIS analysis, identify potential scenarios or

• Based on the data analysis.• Form a hypothesis that explains what reasons why the fire may have occurred.

happened.• Based solely on empirical data. • Known as “inductive reasoning.”


STEP 6: 6. Test and select final hypothesis —

TEST THE HYPOTHESIS compare all known facts and information • Must withstand the test of careful and

serious challenge. necessary to form a valid conclusion • Deductive reasoning.• Comparison of all known facts as well as concerning the fire’s origin and cause

body of scientific knowledge.• Can be experiment or research. based on generally accepted scientific

principles. Slide 2-19

Slide 2-19

STEP 7: 7. Select final hypothesis. SELECT FINAL HYPOTHESIS

• Area/Point of origin identified.• Is the origin insufficient to conclusively a. Area/Point of origin identified.

determine cause? b. Is the origin insufficient to

conclusively determine cause? Slide 2-20

Slide 2-20 III. FIRE SCENE EXAMINATION (15 min.)

RESPONSIBILITY FOR SCENE A. Responsibility for fire/arson investigation. EXAMINATION/INVESTIGATION • Fire department (including state fire

marshals). 1. Fire department. • Police department-based units.• Joint fire/police teams. • Arson task or strike forces.• Generally, joint fire/police teams and 2. Police department (or other law

arson task or strike forces are the most successful units. enforcement agencies).

Slide 2-21 3. Joint fire/police teams. Slide 2-21

4. Arson task or strike forces.

IG 2-10


B. The major objective of a scene examination is to SCENE EXAMINATION determine the origin, cause and associated

• The major objective of a fire scene examination is to determine the origin and responsibility. cause of a fire through the recognition, identification and analysis of fire (burn) patterns.


C. Examination requires personnel to reconstruct

SCENE EXAMINATION (cont’d) the events and circumstances that led up to the • Requires reconstruction of the events

leading up to the time that the ignition time of the fire. source (heat) came in contact with the first material ignited (fuel) to determine the fire cause.


D. The four basic steps in determining the area/

SCENE EXAMINATION (cont’d) point of origin are: • There are four basic steps in determining

the area of origin: – Examine the exterior of the structure or vehicle

and surrounding area. 1. Examine exterior. – Examine the interior of the structure or vehicle.– Interview everyone present who may have

information related to the fire. – Analyze and evaluate information using the

scientific method. 2. Examine interior. Slide 2-24

3. Obtain information from witnesses Slide 2-24 (interviews).

4. Analyze information using the scientific

method.

E. Recommended systematic approach works from SCENE EXAMINATION (cont’d) the exterior to the interior and from the least • Areas of least to most damage.• Evaluate patterns. damage to the most damage. • Evaluate all potential accidental sources

of ignition. • Notify investigators if there is any

indication of an intentionally set fire. 1. Evaluate any fire patterns that are observed.

Slide 2-25 2. Evaluate all potential accidental ignition Slide 2-25

sources in or around the area of origin.

IG 2-11


F. The first step in successfully determining the fire SCENE EXAMINATION (cont’d) cause is to identify the area/point of origin.

• The determination of fire cause begins with the identification of the point of origin.

• The general systematic approach is to work from areas of least damage to most damage.


G. Once the suspected area/point of origin has been

SCENE EXAMINATION (cont’d) identified, every layer of debris must be carefully • Once the origin is

identified, a careful and thoroughly examined to identify the analysis of this area is required to determine the potential cause. cause.

• Personnel should keep in mind that the area of greatest damage is not always the point of origin.


H. The ignition sequence is the act or circumstances

SCENE EXAMINATION (cont’d) that contributed to the cause of the fire and must • The ignition sequence is an event that

allows a competent ignition source to be identified in all incidents to properly classify initiate combustion.

• The act or conditions a fire as either accidental, natural, incendiary or that led to the ignition of the fuel package undetermined. establishes the fire cause.


IV. EXAMINATION OF EXTERIOR STRUCTURAL

EXTERIOR EXAMINATION COMPONENTS (5 min.) • Conduct a 360-degree exterior

examination of the fire scene. • The results of the exterior examination

should be fully documented. A. Personnel should first conduct a 360-degree • Note burn patterns and other evidence

that may be present or other information exterior examination of the fire scene. The that may be important to the investigation.

results of the exterior examination should be Slide 2-29 fully documented. Any signs of burn patterns,

evidence, or other information that may be Slide 2-29 pertinent to the investigation should be noted.

EXTERIOR EXAMINATION B. Note areas of greatest damage.

(cont’d) Areas of greatest fire involvement.


IG 2-12


EXTERIOR EXAMINATION C. Note areas where fire exited the building. (cont’d)

Fire patterns and wind conditions. 1. Examine doors to determine if they were

open prior to or during the fire. 2. Doors open during fire generally will be

Slide 2-31 more damaged on the side of fire travel. Slide 2-31 3. Doors closed during fire generally will be

damaged evenly across.

EXTERIOR EXAMINATION D. Examine all sides of the structure. (cont’d)

Burn patterns at ventilation points. 1. Walk around the entire structure. 2. Note items that may be critical to fire

origin and cause determination. Slide 2-32

E. Note building construction classification type or Slide 2-32 method of construction.

F. It often helps to view the building on fire from

the top of an aerial device to get another perspective on the path of fire travel.

V. EXAMINATION OF INTERIOR STRUCTURAL

COMPONENTS (20 min.)

A. Security prior to the fire. PRIOR TO ENTRY

• Safety first!• Proceed from areas 1. Signs of forced or broken windows.

of least damage to most damage.

• Be aware of evidence contamination issues a. Were windows forced or broken (e.g., refueling of gasoline-powered during fire suppression? equipment).

Slide 2-33 b. Is clear or stained glass located Slide 2-33

inside or outside the building? 2. Signs of forced entry or broken doors. a. Were they forced during fire

suppression? b. Type and number of locks on the

door?

IG 2-13


UNUSUAL EVENTS OR B. Unusual events or out-of-place items. OUT-OF-PLACE ITEMS

• Fuel containers that do not belong in the area. 1. Fuel containers that do not belong in the

• Repair work in progress.• Electrical equipment on the outside of the area.

structure. a. Found in a hidden area?

Slide 2-34 b. Are containers empty or full? Slide 2-34 2. Repair work in progress. a. Are there signs of heating

devices? - Torches. - Paint-removing heaters. - Space heaters. - Ladders to units on the

roof. b. Ladders to the roof may also

indicate an attempt to extinguish a fire.

3. Electrical equipment on the outside of the

structure. a. Holiday lighting. b. Heat tapes for pipes. c. Heat tapes for edges of roof. C. The process surveys structural elements to check

for path of fire and smoke spread.

1. The examination proceeds from the least LEAST TO MOST damaged area to the most damaged area.

a. This helps avoid hasty and

perhaps faulty judgments about the area of fire origin.


IG 2-14


b. All visible fire patterns and clues are evaluated to determine the area of fire origin.

Slide 2-36

INTERIOR EXAMINATION

Slide 2-36

2. Lightly smoke-stained, damaged and charred areas to heavily smoke-stained, damaged and charred areas.

3. Components may be charred more

heavily on the side facing the fire origin, as it was exposed longer to the heat source.

a. Holes in the ceiling may have

helped the fire spread. b. Damage could be due to fire

suppression activity. c. There may have been openings in

or damage to the ceiling prior to the fire.

4. Areas above doors closest to the fire

origin may have more severe charring. 5. Ceiling damage as one approaches the

area of fire origin should become greater. 6. Check floor for all fire damage and

compare it to the ceiling damage in the room/area of origin.

a. Note carpet burns or melting. b. Carefully evaluate extensive

damage, such as holes burned through. Look for signs of distinct patterns of burned and unburned areas.

7. Doors can also provide clues about fire

travel. a. Doors closed at the time of fire

should exhibit an even burn pattern.

IG 2-15


b. Edges of the door should be protected from burning or charring.

c. Doors closed at the time of fire

with fire on bottom side may indicate use of ignitable liquids.

d. Doors open at the time of fire

should exhibit a distinct burn pattern.

- Burning should be greater

at the hinged side of the door.

- If fire came from low

burning, the burn pattern on the door should be at an angle.

D. Nonstructural building components. 1. May provide clues to the lowest level of

fire activity. 2. Shelving should be evaluated for burning

on the bottom as well as on the top. a. The top will often be protected by

the material placed on it. b. If shelves collapsed onto other

shelves, find the lowest level of burning.

Stress the importance of whether glass was found on

the inside or outside. Inside glass may indicate that it was broken by someone. Outside glass is more likely a result of the fire.

IG 2-16


VI. FIRE EFFECTS AND INDICATORS (30 min.)

• “V” pattern.• Trailers.• Charring.• Lines of demarcation (smoke/heat line).• Calcination of gypsum board.• Clean burn.• Protected areas.

Slide 2-37

COMMON FIRE SCENE PATTERNS/TERMINOLOGY

Slide 2-37

A. There are several terms used to describe many types of patterns that may be commonly found at fire scenes.

• Major objective of a fire scene examination is the recognition, identification and analysis of fire patterns.

• Analysis of fire patterns is performed in an attempt to trace fire spread, identify areas and point of origin, and identify the fuels involved.

Slide 2-38

FIRE PATTERNS

Slide 2-38

B. An important step in the fire cause determination process is to analyze fire patterns, which may prove helpful in locating the area/point of origin and identifying the fire cause.

The damage created by flame, radiation, hot gases and smoke creates patterns that investigators use to help locate the area or point of origin.

Slide 2-39

DYNAMICS OF PATTERN PRODUCTION

Slide 2-39

C. Dynamics of pattern production. 1. As fire travels through a structure, it

creates various patterns that may assist in determining the origin and cause.

2. Relatively even burning on interior

surfaces may indicate burning from a thermal layer of radiant heat due to flashover.

3. Items in the path of the fire, such as

shelves, may block the fire’s normal path.

• Created by flames, convective or radiated heat from hot fire gases, and smoke within the fire plume.

• Appearance and size depends on:– Heat release rate (HRR). – Geometry/Size of fuel package.– Ventilation.– Ignitability of vertical surface.

Slide 2-40

“V” PATTERNS

Slide 2-40

D. The characteristic pattern from a fire is commonly referred to as a “V” pattern.

1. Fire normally progresses upward and

outward. a. Wind direction associated with

ventilation may affect this.

b. Heat release ratio and geometry/ size of fuel package.

IG 2-17


c. Ceiling damage directly above the area of origin will usually be significant.

Slide 2-41

“V” PATTERN (cont’d)

Slide 2-41

2. Examine “V” patterns at the base of walls for possible sources of ignition.

a. It is common for items like a trash

container to be found in the area of origin, and it should be evaluated to determine its role in the fire.

b. Was something present that was

observed during fire suppression?

Slide 2-42

INVERTED “V” PATTERN

Slide 2-42

E. An inverted “V” pattern is not necessarily an indicator of an incendiary fire. The proper interpretation is a fire of relatively short duration that did not fully develop from floor to ceiling.

• There are two basic types of fire patterns:– Movement patterns.– Intensity patterns.

Slide 2-43

FIRE PATTERNS

Slide 2-43

F. The two basic types of fire patterns that may be found at fire scenes are movement patterns and intensity patterns.

• Flame and heat movement patterns are produced by the growth movement of fire and products of combustion away from an initial heat source.

• If accurately identified and analyzed, these patterns can be traced back to the origin of the heat source that produced them.

Slide 2-44

MOVEMENT PATTERNS

Slide 2-44

G. Movement patterns. 1. Produced by the growth of the fire and

products of combustion away from the initial heat source.

2. Can be traced back to the origin of the

heat source if properly evaluated.

IG 2-18


H. Intensity patterns. INTENSITY PATTERNS

• Flame and heat intensity patterns are produced by the response of materials to 1. Produced by the response of materials to the effects of various intensities of heat exposure. the effects of exposure to various levels

• The various heat effects on a certain material can produce lines of of heat. demarcation.

Slide 2-45 2. The heat effects on certain materials can

produce distinctive lines of demarcation. Slide 2-45

EFFECTS OF ROOM I. Ventilation can produce burn patterns that may VENTILATION be confused with the area/point of origin.

• Where fresh air ventilation is available to a fire, it is not uncommon to find locally heavy damage patterns on combustible items.

• These patterns may be close to the ventilation opening, which may have no relevance to the point of origin.

Slide 2-46

Slide 2-46

J. Autoventilation — caused by the fire breaking VENTILATION through an obstruction, such as a window or

• Autoventilation — caused by the fire breaking roof. Mechanical ventilation is caused by the fire through an obstruction, such as a window or roof. department cutting a hole in the roof or breaking

• Mechanical ventilation is caused by fire department windows. cutting a hole in roof or breaking windows.


K. Flashover can modify or destroy many of the

POST-FLASHOVER DAMAGE indicators and patterns that are used by • It is not uncommon for

the flashover process to investigators to identify the origin and cause of modify or obliterate many of the fire the fire. indicators that existed prior to flashover.

• This is especially true for fire patterns.


L. No single pattern should be relied upon to

WARNING conclusively determine the fire’s origin and • In most cases, no single pattern in and of

itself should be relied upon to draw a cause. conclusion as to a fire’s origin and cause.

• Old thoughts, theories and literature gave different meanings and interpretations to some patterns.

Slide 2-49

Slide 2-49

IG 2-19


1. There are many different meanings and WARNING (cont’d) interpretations given to the creation and

• Patterns should be examined and evaluated in light of other information analysis of fire patterns; therefore, be obtained from sources at the scene.

cautious in relying solely upon them during fire cause determination.

Slide 2-50 2. Always examine fire patterns in

conjunction with information collected at Slide 2-50 the scene.

M. Low levels of burning must be evaluated.

LOW BURN PATTERNS • The investigator should identify these

areas of low burning and be cognizant of 1. It could lead to the area or point of fire their possible proximity to a point of origin.

• In a compartment where the fire has origin. transitioned through flashover to the fully developed stage, burning down to floor level is not necessarily indicative of an origin at the floor level. 2. It could be the result of a secondary fire

Slide 2-51 resulting from burning material dropping below the original point of origin. Slide 2-51

N. Lines of demarcation.

LINES OF DEMARCATION • Lines or areas that are borders defining

the differences in certain heat and smoke 1. Lines of demarcation are lines that effects of the fire on various materials that may be used to determine separate burned from unburned areas. direction of fire spread or differences in intensity of burning.

Slide 2-52

Slide 2-52

LINES OF DEMARCATION 2. Lines of demarcation may be caused by (cont’d) burning materials, ventilation, length of

• The production of lines, areas of demarcation, and subsequent fire patterns time that materials are exposed to heat, or that they define depend on a combination of variables: fire suppression activities. – The material itself.– The rate of heat release of the fire. – Fire suppression activities.– Temperature of the heat source.– Ventilation. – Time that the material is exposed to the heat.


LINES OF DEMARCATION

(cont’d) Point out the demarcation line that extends from midway on the door across the wall.


IG 2-20


O. The lines of demarcation may be affected by the SURFACE EFFECTS type of surfaces and the extent of combustion

The characteristics of the material and shape and texture of the surface can affect that occurred. the shape of the lines of demarcation displayed and the amount of pyrolysis and combustion by differing surface areas.

Slide 2-55

Slide 2-55

PENETRATION OF P. Penetration of horizontal surfaces. HORIZONTAL SURFACES

• Penetration of horizontal surfaces 1. Penetration of horizontal surfaces may be from above or below can be caused by caused by radiant heat, direct flame radiant heat, direct flame impingement, contact, or localized burning. or localized smoldering, with or without the effects of ventilation.


PENETRATION OF HORIZONTAL 2. Penetrations may also be caused by hot

SURFACES (cont’d) gases being forced through pre-existing • In fully involved compartments, hot gases

may be forced through small, pre-existing openings or intense burning under items openings in a floor, resulting in a penetration. such as mattresses, couches or chairs.

• Penetration may also be the result of intense burning under items such as polyurethane mattresses, couches or chairs.


PENETRATION OF HORIZONTAL 3. The normal direction of heat movement

SURFACES (cont’d) is upward, therefore any evidence of • Penetration in a downward direction is

often considered unusual because the downward burning in floors and/or more natural direction of heat movement is upward through the action of buoyancy. ceilings should be carefully evaluated.


PENETRATION OF HORIZONTAL 4. Examination of the sloping sides of holes

SURFACES (cont’d) in horizontal surfaces can help determine • A hole burned into a

surface, whether from whether they were created from above or above or below, may be identified by below the surface. examining the sloping sides of the hole.

Slide 2-59

Slide 2-59

IG 2-21


BURNING PATTERNS THROUGH FLOORS Point out the limited underside burning when the fire

progresses downward and the severe damage when the fire burns from below. This is due to the lateral spread from the fire encountering an overhead obstruction before burning through.

— NFPA 921, Guide for Fire and Explosion Investigations


TEMPERATURE Q. The amount of heating depends on several DETERMINATION factors, including the temperature and velocity of

The amount of heating depends on the temperature and velocity of the airflow, the the airflow, physical properties of the burning geometry and physical properties of the heated item, its proximity to the source of item, its location in relationship to the heat heat, and the amount of heat energy present. source, and the amount of energy present.

Slide 2-61

Slide 2-61

R. Melting of metals (aluminum, copper and steel) MELTING OF METALS may provide a clue regarding the approximate

• Aluminum melts at approximately 1,220 F (660 C). temperatures that the fire may have reached.

• Copper melts at approximately 1,981 F (1,083 C).


MELTING OF METALS (cont’d) • Steel melts at approximately 2,660 F

(1,460 C). – At temperatures above 1,000 F (538 C),

steel will begin to soften and fail, depending on the load.


S. Smoke and soot can collect on cooler surfaces of

SMOKE AND SOOT buildings or their contents, often on upper parts • Smoke and soot can collect on cooler

surfaces of buildings or their contents, of walls in rooms adjacent to the fire. Smoke often on upper parts of walls in rooms adjacent to the fire. tends to condense on walls, windows, and other

• Smoke tends to condense on walls, windows, and other cooler surfaces. cooler surfaces.

Slide 2-64

Slide 2-64

IG 2-22


T. Areas of clean burn by themselves do not CLEAN BURN necessarily indicate the areas/points of origin,

• Produced most commonly by conductive heat or intense heat transfer to a surface. but they typically are an indication of intense

• Although they can be indicative of intense heating in an area, clean burn areas by heating or direct flame contact in the area. themselves do not necessarily indicate areas of origin.

Slide 2-65

Slide 2-65

CLEAN BURN ON INTERIOR OF STRUCTURE Arrows indicate where the smoke and soot have been

burned off, creating an area of clean burn.


U. Calcination usually occurs when the moisture CALCINATION content of gypsum board (drywall) is depleted

• Moisture content is driven out of due to intense heating in the area. gypsum due to heat.

• The paper surface will char and might also burn off.


V. Heat shadowing.

HEAT SHADOWING • The object blocking

the travel of the 1. Heat shadowing occurs when objects heat energy may be solid or liquid, located within the compartment block or combustible or noncombustible. limit the flow of heat.

Slide 2-68

Slide 2-68

2. Patterns created by the effects of heat HEAT SHADOWING (cont’d) shadowing can be produced by any object

• Any object that absorbs or reflects the that absorbs or reflects heat energy. heat energy may cause the production of a pattern.


IG 2-23


What aided in the ASK: What aided in the fire spread? fire spread?

Heating, ventilating, and

air conditioning (HVAC) Suggested response: The fresh air return created an unit supply and return vents may influence fire airflow in the area of the heating, ventilating, and air spread in a room.

Slide 2-70 conditioning (HVAC) register. Slide 2-70

W. Evidence of burning on floors around door

FLOORS thresholds and/or baseboards can be caused by Burning from full room involvement can also full room involvement or ventilation. produce burning of floors around door thresholds and baseboards due to radiation or air sources (ventilation).


1. Protected areas on the floor can be caused

PROTECTED FLOOR AREAS by furniture, office equipment, • The presence of furniture, stock, counters

or storage may result in these linear appliances, etc. that are located in the patterns.

• These patterns may also result from wear area and present at the time of the fire. on floors and the floor covering due to high traffic, and they may be confused The patterns created should not be with ignitable liquid pour patterns.

confused with ignitable liquid (pour) Slide 2-72 patterns.

Slide 2-72

PROTECTED FLOOR AREAS (cont’d) Photo of protected area.


PROTECTED FLOOR AREAS 2. Other items that are located on the floor (cont’d) may also produce patterns that can be

• Irregularly shaped objects on the floor, confused with ignitable liquid (pour) such as clothing or bedding, may also patterns. provide protection and produce patterns that may be confused with ignitable liquid pour patterns.


IG 2-24


PROTECTED FLOOR AREAS (cont’d) Photo on the left side of the slide is material in place

after fire. Photo on the right side of the slide shows a protected area with the item removed.


X. Incandescent light bulbs may begin to distort LIGHT BULBS when subjected to a temperature of 900 F

(482 C) for a length of 10 minutes, and they will Pulled toward heat usually distend in the direction of the fire origin source

(over 25 watts or source of heat. (W))

Slide 2-76 1. Bulbs will usually have smoke residue on

them. Slide 2-76

2. The side toward the fire origin may have less residue.

The glass globe softens on the more heated side. As

pressure rises inside the bulb, the hotter side of the bulb will expand toward the heat. Compact fluorescent light (CFL) bulbs will not distend toward the heat source.

HEAT EFFECTS ON 3. Bulbs heated evenly may not leave a INCANDESCENT LIGHT BULBS clue.

4. Bulbs may rupture with only a small part

of the glass globe missing.

Slide 2-77 5. Bulbs may distort in such a manner that no significant clues remain. Slide 2-77

IG 2-25


Explain how, at this point, the bulb would stop

distending, as it is no longer able to build pressure inside to push the soft glass toward the hottest area of the fire.

VII. EXAMINATION OF BUILDING CONTENTS

(10 min.)

Leave contents and furnishings in place.

Slide 2-78

CONTENTS AND FURNISHINGS

Slide 2-78

A. All contents and furnishings should be left in place so that they can be used as indicators to help identify the location or sources of heat that may have been present.

• Patterns can be present on the sides, tops and bottoms of building contents.

• Patterns will be similar in shape but may display only a portion of the pattern due to limited side of items.

Slide 2-79

BUILDING CONTENTS

Slide 2-79

B. Patterns may be found on top of shelves, tables, dressers or other items.

1. Fires originating on top of dressers,

shelves and tables should be evaluated for a cause.

2. Look for electrical items, evidence of

smoking materials, or possible accelerants.

3. Items that do not seem to belong. a. Were there items moved into or

out of the area before the fire occurred?

b. Were cheaper items substituted

for expensive items? c. Were items arranged in an

unusual way? d. Were items placed in a safe area

as opposed to one not normally secured?

IG 2-26


e. Were items of clothing missing from closets?

4. A large pile of clothing placed on a bed

and set on fire may indicate an interpersonal or domestic problem (spite/ revenge motive).

a. Do items appear to be out of

place? b. Were pieces of furniture or other

items conveniently rearranged for a fire?

c. Was furniture used to block doors

and make entry difficult? C. Examination of contents. 1. Furniture may provide clues to the fire

origin or path of fire travel. a. Is one side burned more heavily

than another? b. Is it burned more on the top or the

bottom? c. Was there a high fuel load? d. Are the legs or feet of furniture

burned at or near the floor? 2. Examination of appliances may reveal if

the damage was related to the cause of the fire or was the result of the fire.

a. If the power switch can be

located, was the power on or off? b. Were the appliances plugged in at

the time of the fire? c. Is the appliance case or cabinet

more heavily damaged on the inside or the outside?

IG 2-27


d. Is there any indication that the fire originated at or near an appliance?

e. Heating sources, such as a kitchen

stove, heater, iron or other appliances, should be evaluated carefully.

Do not alter position of controls.

Slide 2-80

APPLIANCES

Slide 2-80

D. All appliances and equipment located in or near the area/point of origin need to be examined, especially to document if any of them were left on or operating at the time of the fire.

Avoid disturbing electrical cords and equipment.

Slide 2-81

ROLE OF ELECTRICAL SYSTEM AND EQUIPMENT

Slide 2-81

E. The role of the electrical system and any electrical equipment or appliances that may be in or near the area/point of origin must be evaluated to rule them in or out as a potential cause of the fire.

Slide 2-82

INVENTORY

Slide 2-82

F. The presence or absence of inventory should be noted, as it may have a connection to the underlying cause of the fire. The inventory should be consistent with the use/occupancy of the building.

Slide 2-83

ACCOUNTABILITY OF KEYS

Slide 2-83

G. The accountability of keys and who they were assigned to should be documented, as it may provide a clue as to who had access to the building/structure.

IG 2-28


VIII. FIRE PROTECTION SYSTEMS (40 min.)

“SFPE CHEMISTRY OF FIRE”

Slide 2-84

DVD PRESENTATION

Slide 2-84

Introduce the 20-minute “SFPE Chemistry of Fire”

(Fire Safety in Building Segments) video. Afterward, discuss the basic principles and concepts presented in the video.

Slide 2-85

AUTOMATIC SPRINKLER SYSTEMS

Slide 2-85

A. Sprinkler system(s), if present, must be inspected to determine if it was operational and activated as designed.

Slide 2-86

FIRE PROTECTION SYSTEMS

Slide 2-86

B. Fire protection systems play a critical role in the detection, notification and control of fire. Personnel need to understand the basic operations of the systems and their impact with respect to fire cause determination.

• Intended to indicate and warn of abnormal conditions.

• Recognize when a fire is occurring and activate the fire alarm system.– Alert occupants.– May alert the fire department.– May automatically activate fire suppression

systems.

Slide 2-87

AUTOMATIC ALARM AND DETECTION SYSTEMS

Slide 2-87

C. Automatic alarm and detection systems are intended to warn of potential fire-related emergencies.

1. Alert occupants. 2. Alert fire department. 3. Automatically activate fire suppression

systems.

IG 2-29


D. Notification appliances typically consist of NOTIFICATION APPLIANCES horns, bells, strobes and voice.

Horn Bell

Strobe Voice Slide 2-88

Slide 2-88

E. A fire alarm control panel may be connected to a FIRE ALARM CONTROL PANEL monitoring service, which can provide • Fire alarm control unit.• Specific power information that is helpful in establishing a

requirements, including backup power. timeline related to the fire. These units should be

• May be connected to monitoring service. inspected to ensure that they were operating

properly at the time of the fire. Slide 2-89

Slide 2-89

PURPOSE OF SMOKE AND F. Smoke and heat detectors are designed to detect, HEAT DETECTORS warn and notify occupants and/or the fire

• Detect.• Warn. department in the event of a fire-related • Notify.

– Did the devices activate as emergency. Personnel need to check and see if intended? If not, why not?

these devices activated as intended. If not, why not?


1. There are two basic types of smoke

SMOKE DETECTORS detectors. The first one is ionization. • Ionization.

– Generally more responsive to flaming fires. Ionization detectors operate using a small – Small amount of radioactive material

between two electrically charged plates, which ionizes the air and causes current to amount of radioactive material and a flow. Disrupted when smoke enters chamber. sensing chamber.

Slide 2-91

Slide 2-91

2. The second one is photoelectric. SMOKE DETECTORS (cont’d) Photoelectric detectors operate using a

• Photoelectric.– Generally more responsive to fires that begin light source and a sensing chamber.

with a long period of smoldering.– Aims a light source into a sensing chamber

away from a sensor. Light is reflected onto the sensor when smoke enters the chamber.

Slide 2-92

Slide 2-92

IG 2-30


3. Heat detectors are less prone to false HEAT DETECTORS alarms and are used in cases where

• Generally used in situations where smoke detectors cannot be used. smoke detectors cannot be used (i.e.,

• Often installed in unheated areas.• Generally very reliable and often installed in unheated areas).

less prone to false alarms than smoke detectors.

Slide 2-93

Slide 2-93

G. The documentation of fire protection (smoke and SYSTEMS DOCUMENTATION heat detection) systems is important to the

• Did it perform as designed? Why or why not? investigation of fire origin and cause.

• Proper installation?• Evidence of alteration or

tampering?• Changes in nature of contents 1. Did these systems perform as designed?

or occupancy?• Sources of technical If not, why not?

assistance — designer, installer, code official.

Slide 2-94 2. Were the systems properly installed in Slide 2-94

accordance with applicable standards and regulations?

3. Is there any evidence of tampering? 4. Were there any recent changes in the use/

occupancy of the building that warranted modification to the fire protection systems?

Remind students of, and briefly discuss, the Fire Scene

Examination Checklist located in the appendix.

IX. SUMMARY (5 min.) SUMMARY

• First responder’s role.• Scientific methodology. A. First responder’s role. • Fire scene examination.• Examination of exterior structural

components.• Examination of interior structural B. Scientific methodology.

components. Slide 2-95 C. Fire scene examination.

Slide 2-95 D. Examination of exterior structural components.

E. Examination of interior structural components.

IG 2-31


F. Fire effects and indicators. SUMMARY (cont’d)

•••

Fire effects and indicators.Examination of building contents.Fire protection systems.

G. Examination of building contents. H. Fire protection systems.


IG 2-32


APPENDIX

FIRE SCENE EXAMINATION CHECKLIST

IG 2-33



IG 2-34


Fire Scene Examination Checklist This checklist is provided to help the first responders conduct a systematic examination of the fire scene to help determine the area of fire origin and the possible cause. 1. Should overhaul be delayed to allow fire cause determination? [ ] yes [ ] no 2. Exterior examination observations.

a. Classification of building construction

b. Estimated age of construction

c. Area(s) of greatest damage

d. Area(s) where fire exited building

e. Are there obvious fire patterns? [ ] yes [ ] no

f. Was building secure prior to the fire? [ ] yes [ ] no

g. Are there any unusual signs or objects?

h. Note anything unusual about the electrical system or equipment:

IG 2-35


3. Interior examination observations.

a. What area has the least damage?

b. What area has the most damage?

c. Note damage to the following structural components:

Door moldings

Walls

Ceiling

Floor

IG 2-36


d. Note damage to the following nonstructural components:

Shelving

Incandescent light bulbs

Window glass

Broken window glass

Melted metal objects

Doors

4. Note the lowest level of burning:

IG 2-37


5. What is the source of fire or secondary fire?

6. Examination of building contents.

a. Unusual items

b. Furniture

c. Appliances

7. Document fire patterns.

a. “V” patterns. [ ] yes [ ] no

b. Lines of demarcation. [ ] yes [ ] no 8. Document fire travel/spread.

a. Even levels of burning. [ ] yes [ ] no

b. Extent of charring. [ ] yes [ ] no

IG 2-38


Notes:

IG 2-39


UNIT 3: FIRE CAUSES

TERMINAL OBJECTIVES The students will be able to: 3.1 Explain the four fire cause classifications. 3.2 Describe various common accidental and incendiary fire causes. 3.3 Explain the basic principles and components of a residential electrical system.

ENABLING OBJECTIVES The students will be able to: 3.1 Define fire cause and identify four classifications of cause. 3.2 List various accidental and incendiary fire causes. 3.3 Explain basic principles of residential electrical systems. 3.4 List various indicators of incendiary fires.

FIRE CAUSES


IG 3-2

FIRE CAUSES


Terminal Objectives Evaluated by Explain the four fire cause classifications. Final Exam Describe various common accidental and incendiary fire causes. Final Exam Explain the basic principles and components of a residential electrical system.

Final Exam


Define fire cause and identify four classifications of cause.

Lecture Final Exam

List various accidental and incendiary fire causes. Lecture Final Exam Explain basic principles of residential electrical systems.

Lecture Final Exam

List various indicators of incendiary fires. Lecture Final Exam

METHODOLOGY This unit uses lecture and discussion.


100 min. Lecture/Discussion Objectives IG 3-5 5 min. I. Purpose and Classifications of Fire Causes IG 3-5 30 min. II. Determining Fire Causes IG 3-7 15 min. III. Electrical Systems IG 3-28 45 min. IV. Indicators of Incendiarism IG 3-31 5 min. V. Summary IG 3-48

AUDIOVISUAL Slides 3-1 to 3-86

IG 3-3

FIRE CAUSES


IG 3-4

FIRE CAUSES

UNIT 3: FIRE CAUSES

Slide 3-1

Slide 3-1

ENABLING OBJECTIVES

• Define fire cause and identify four classifications of cause.

• List various accidental and incendiary fire causes.

• Explain basic principles of residential electrical systems.

• List various indicators of incendiary fires. Slide 3-2

Slide 3-2

PURPOSE AND CLASSIFICATIONS I. PURPOSE AND CLASSIFICATIONS OF FIRE OF FIRE CAUSES CAUSES (5 min.)

• Accidental.• Natural. • Incendiary.• Undetermined. A. Four possible fire cause classifications.

1. Accidental — fires that are not the result

Slide 3-3of a deliberate, (intentional) malicious act. Slide 3-3

2. Natural — fires that ignite without

human intervention. 3. Incendiary — fires that result from

deliberate, malicious actions or circumstances in which the person starting the fire knows that it should not have been started.

4. Undetermined — fires where the cause

cannot be proven to an acceptable level of certainty.

IG 3-5

FIRE CAUSES

This section will examine the three elements of a fire

cause: heat source, fuel, and an event or circumstances that bring the fire and fuel together (also referred to as the ignition sequence).

Slide 3-4

• Material is that which sustains combustion beyond the ignition source.

• Initial fuel can be part of the ignition source.

• Vital element in understanding the events that caused the fire.

FIRST MATERIAL IGNITED

Slide 3-4

B. First material ignited. 1. Material that sustains combustion beyond

the ignition source. 2. The fuel load present is critical to

understanding the circumstances responsible for the fire cause.

Slide 3-5

• Source of ignition may be at or very near point of origin.

• Physical evidence may remain, be heavily damaged, or be destroyed.

• Source of ignition should be identified in order for the cause to be proven.

SOURCE AND FORM OF HEAT OF IGNITION

Slide 3-5

C. There are four primary heat sources. 1. Chemical heat sources (e.g., acids, water-

reactive materials). a. Heat of combustion — amount of

heat during complete oxidation (the caloric fuel value).

b. Spontaneous heating — increase

in temperature without drawing heat from surroundings.

c. Heat of decomposition —

breakdown or loss of material due to thermal (heat) energy.

d. Heat of solution — heat released

when a substance is dissolved in liquid.

2. Electrical heat energy (e.g., overloading

of circuit, loose connections). a. Resistance heating — the

generation of heat by electric conductors carrying current. Example: heating element in an electric heater.

IG 3-6

FIRE CAUSES

b. Induction heating — influencing a conductor by an alternating magnetic field. Example: soldering of wires or metals together.

c. Dielectric heating — dirt/dust on

surface of an insulator allows ground fault leak of current. Example: a microwave oven.

d. Heat from arcing. e. Static electricity. f. Lightning. 3. Mechanical heat energy (e.g., motors;

heating, ventilating, and air conditioning (HVAC) units).

a. Friction heat. b. Friction sparks. c. Heat of compression. 4. Nuclear heat energy. II. DETERMINING FIRE CAUSES (30 min.)

Slide 3-6

• Mere presence of an ignition source and fuel by themselves does not cause a fire.

• What event or sequence of events brought the elements together (ignition sequence)?

IGNITION FACTOR OR CAUSE

Slide 3-6

A. Ignition factor or cause. 1. The presence of fuel and an ignition

source in and of themselves does not establish the cause of the fire; the event, actions or circumstances that brought the fuel and ignition source together must be identified.

2. The propensity for fuel to ignite is

dependent on the following: a. Mass of the fuel.

IG 3-7

FIRE CAUSES

b. Form (physical state) of fuel (i.e., solid, liquid, gas).

Explain and emphasize that the cause of a fire or

explosion is not the ignition source (e.g., cigarette, short circuit). The cause includes the circumstances or actions that caused a competent ignition source to come in contact with a fuel and an oxidizer and transfer sufficient energy to start a fire. The cause could be negligence (unattended food on the stove); a product defect; or an intentional act, such as pouring an ignitable liquid in a structure and igniting it (National Fire Protection Association (NFPA) 921, Guide for Fire and Explosion Investigations).

Slide 3-7

COMMON CAUSES OF DWELLING FIRESElectrical Wiring Unscreened Chimney

Fireplace

Electrical Appliances

Furnace Flammable/ Combustible Liquids

Smoking

Electrical Panel

Cooking

Electric BlanketSmoking in Bed

Slide 3-7

B. There are several common accidental causes of most residential fires:

1. Heating equipment. 2. Combustibles too close to heat sources. 3. Smoking.

4. Electrical malfunctions. 5. Cooking. Determining fire cause begins with an evaluation of

the combustion characteristics of the fuel load (materials) involved. A key aspect of this process is to compare similar materials and situations to known facts. Personnel should coordinate information obtained during the preliminary scene examination with investigators as needed.

IG 3-8

FIRE CAUSES

•

HEATING EQUIPMENTFixed or portable.– Electric or fuel-fired.– May be wall-mounted

in closets, attics or crawl spaces.

C. Heating equipment. 1. Fire causes involving heating equipment

may include fixed or portable space heaters.

Slide 3-8

MAJOR FIRE CAUSES• Defective equipment.• Too close to

combustibles.– Installation.– Storage.

• Misuse of equipment.

Slide 3-8 a. Electric or fuel-fired. b. May be wall-mounted in closets,

attics or crawl spaces and can be free-standing in other locations.

2. Fires may start in combustibles placed

near a heating unit. a. Papers. b. Clothing. 3. Major fire causes may be due to defective

or overheated equipment. a. May be installed too close to

combustibles.

Sl ide 3-9Slide 3-9

b. May have malfunctioned due to manufacturing defect, improper installation or misuse.

D. There are two basic types of kerosene heaters. 1. Convective. a. Usually circular in shape. Its fuel

tank is located below the wick and combustion chamber. The wick absorbs and delivers fuel to the combustion chamber.

b. Convective heaters circulate

warm air upward and outward in all directions. They are designed for large areas, or even several rooms, but never for a small, closed area, such as a bedroom.

IG 3-9

FIRE CAUSES

c. Must be moved for refueling because they do not have a removable fuel tank.

2. Radiant. a. Usually rectangular in shape and

designed for smaller areas. They also feature a wick, combustion chamber, and, in addition, a reflector that directs heat at people or objects.

b. Some radiant heaters have electric

fans to increase the flow of warm air.

c. Many radiant models have a

removable fuel tank, which allows only the fuel tank to be transported for refueling.

Slide 3-10

• Fuel leakage (spill).• Too close to

combustible materials.• Flare-ups due to

improper fuel use.

KEROSENE HEATERS

Slide 3-10

3. Most of the fires associated with kerosene heaters are due to:

a. Fuel spills. b. Placement too close to

combustible materials. c. Using improper fuel (i.e., gasoline

versus 1-K grade kerosene).

Slide 3-11

• Too close to combustibles. • Use of extension cords.• Tip-overs.• Oil-filled.

PORTABLE ELECTRIC HEATERS

Slide 3-11

E. Portable electric heaters (oil-filled/space/ standard).

1. Common causes of accidental fires

involving portable electrical heaters may be due to:

a. Combustibles located too close to

units. b. Use of extension cords that are

not properly rated for the unit.

IG 3-10

FIRE CAUSES

c. Units being knocked over and then coming in contact with combustible materials.

2. Check controls of the unit. a. Most units have a tilt or overturn

switch. b. Designed to cause the unit to turn

off if tilted or knocked over. 3. Check location of the unit. a. Is the unit in a normal location, or

is it in a location where it would not normally be expected to be placed?

b. Would the unit be expected to be

used based on time of year (i.e., heater being used during hot weather)?

4. Once the heater is located, check whether

the unit was plugged into an extension cord and if there is any evidence of an overload or short circuit.

Slide 3-12

• Over-fueled.• Improper fuel.• Too close to

combustibles.– Chimney/Flue fires.

SOLID-FUEL HEATING EQUIPMENT

Slide 3-12

F. Solid-fuel heating systems (e.g., wood, coal). 1. Check fuel supply. a. Overfilled? b. Improper fuel? 2. Fires may occur in nearby combustibles,

including the fuel stored nearby. a. Check combustion and flue areas. b. Proper installation of flue or pipe

where it passes through walls or ceilings.

IG 3-11

FIRE CAUSES

c. Creosote buildup on seams of flue pipe could cause a fire.

3. Stovepipes, flues or chimneys that appear

extremely clean may have been involved in a chimney fire.

a. Produces extreme temperatures. b. May ignite nearby combustibles.

Check manufacturer or code requirements for proper installation relative to distances from combustibles, etc.

4. Flammable and combustible materials

igniting fuels improperly stored nearby. 5. Old solid-fuel unit converted to burn fuel

oil. a. Not suitable. b. Not designed for liquid fuel. - Subject to overheating. - Leaks combustion

products.

Slide 3-13

• Improperly discarded ashes.

• Combustibles too close.

FIREPLACES

Slide 3-13

G. Fireplaces. 1. Hot ashes and coals. Check disposal

habits of occupants. a. Be careful of occupant cover-up. b. Compare account of events with

observations/evaluation of area/ point of origin.

2. Time frame may seem extreme. 3. Consider insulating effects of ashes and

container construction.

IG 3-12

FIRE CAUSES

4. Attempt to locate remains of container used to hold ashes and coals.

5. Combustibles placed or stored near

fireplace? Consider distance from fireplace and time that material was exposed to heat.

6. Animal activity.

Slide 3-14

OIL- AND GAS-BURNING EQUIPMENT

Slide 3-14

H. Oil- and gas-burning equipment. 1. Check firebox, pipes and flue. a. Excess soot (carbon) may indicate

incomplete combustion. b. Malfunction.

c. Improper adjustment. 2. Check controls and fuel lines. a. Prior trouble with equipment. b. Fresh tool marks. c. Recent repairs attempted?

Slide 3-15

• Creosote can ignite between 1,170 F (632.2 C) and 1,300 F (704.4 C).

• Coating as thin as 1/8 inch is sufficient to cause fire.

CHIMNEY OR FLUE FIRES

Slide 3-15

I. Chimney or flue fires. 1. Creosote buildup may ignite from sparks

or overheating. a. Only a very thin coating is

required to ignite under the proper conditions.

IG 3-13

FIRE CAUSES

CHIMNEY OR FLUE FIRES b. The type of wood has little (cont’d) influence on the extent of heat

• Type of wood being burned normally has very little influence on accumulation. buildup.

• Temperatures as high as 2,000 F (1,093.3 C) may be reached.

2. Can cause roof fires as burning soot and debris are drawn out of flue.

Slide 3-16 3. Point of origin may be near the area Slide 3-16

where flue passes through combustible construction materials.

4. Check to determine the last time that the

chimney was cleaned.

CHIMNEY MATERIALS ARE 5. Chimney materials are conductors of heat CONDUCTORS OF HEAT and may cause nearby combustible

• Installed without recommended materials to ignite. clearances.

• Constant use of appliance may cause combustible a. Can be a problem if improperly materials to ignite. installed without recommended

Slide 3-17clearances per applicable codes. Slide 3-17

b. Constant use of appliance may cause combustible materials to ignite if not properly maintained.

J. Cooking equipment.

COOKING EQUIPMENT • Misuse.• Incorrect 1. Common causes are due to:

installation.• Improper

maintenance.• Inattention. a. Misuse.

Slide 3-18

b. Incorrect installation. Slide 3-18 c. Inattention while in use.

2. Check location of room’s trash container

and other combustible materials in the immediate area. Ignition of container can occur by:

a. Splattering grease. b. Conduction of heat from unit.

IG 3-14

FIRE CAUSES

3. Attempts by occupants to remove burning fuel.

a. Occupants frequently attempt to

remove burning pans from cooking equipment.

b. Burning pan and fuel may be

dropped or thrown, may cause burn injuries to occupants.

c. Point of origin may be located at

floor level (or signs of burning fuel at floor level).

d. Debris (evidence) may also be

located in (or near) sink. 4. Check time factors. a. Did the fire occur during normal

meal preparation time? b. Check for other evidence of meal

preparation. 5. Check number of cooking elements being

used. Check positions of elements and oven controls.

6. Check for repair or adjustment of unit

and fuel supply. a. Tool marks. b. Missing cover plates and screws.

Slide 3-19

• Temperature of burning cigarette ash will vary from 550 F (288 C) on the outside to 1,350 F (732 C) inside.

• Cigarette must beinsulated to cause open-flame ignition of furniture or bedding.

SMOKING AND RELATED FIRES

Slide 3-19

K. Smoking and related fires. 1. Heat generated by burning cigarettes

varies greatly. a. Usually reaches 550 F (288 C)

measured on the outside surface of glowing ash.

IG 3-15

FIRE CAUSES

b. Can be as high as 1,350 F (732 C) measured in the center of glowing ash.

2. Temperatures even higher than those

mentioned have been estimated or recorded by various researchers.

3. Cigarettes and the ignition of most

combustibles. a. Usually local char or damage due

to small contact area. b. Cigarettes usually must be

insulated to ignite combustibles. c. Increases surface contact and

allows buildup of heat. d. Insulation effect occurs when

cigarette or burning ash falls between the cushions on a sofa or chair.

Slide 3-20

ANATOMY

www.firesafecigarettes.org Slide 3-20

4. Fire-safe cigarettes are designed to self-extinguish if left unattended.

Slide 3-21

EVIDENCE OF PRIOR FIRE?

Slide 3-21

5. Trash receptacles and other “nonapproved” containers for cigarette butts should be examined to determine if there is any evidence of prior fires or the possibility that improperly discarded smoking materials could be the cause.

IG 3-16

FIRE CAUSES

6. Smoldering furniture usually requires a long period of time to produce open burning (flaming).

a. It is difficult to identify an

absolute minimum time period Slide 3-22

necessary for a slow, smoldering fire to reach open, flaming Slide 3-22 combustion.

b. Smoldering fires inside padded

furniture may produce temperatures of 1,400 F (760 C) to 1,600 F (871 C).

c. Frequently, more extensive

damage will be observed on the inside of the furniture frame than on the outside.

7. Personnel should look for ashtrays,

cigarette packs, matches, lighters, and any other related evidence to support the possibility of smoking as a fire cause.

8. Although foamed plastic, foam rubber, or

polyfoam furniture padding can be manufactured with fire safety considerations in mind, they do contribute to the overall fuel load.

a. May produce more heat than older

(cotton) padded furniture. b. May or may not ignite easily upon

contact with lighted cigarette (depends on chemical composition of material and actual circumstances of ash placement).

IG 3-17

FIRE CAUSES

FLAMMABLE AND COMBUSTIBLE LIQUIDS

L. Flammable and combustible liquids storage.

1. Improper storage of flammable liquids. a. Can occur in almost any storage

area.

Slide 3-23

Slide 3-23

b. Residential occupancies (e.g.,

utility rooms, kitchen cabinets, garages, carports, bathrooms, storage sheds, basements).

c. Commercial/Industrial

occupancies (offices, plant or work areas, storage closets, warehouse areas).

2. Can occur either inside or outside. a. Improper selection and use of

storage containers. b. Lightweight plastic containers

may become brittle with age and develop cracks or leads or may be punctured by sharp objects.

c. Flammable liquids may cause

deterioration of container. d. Lightweight metal containers may

rust or deteriorate along seams and slow leaks may develop.

3. Improper use of flammable liquids. a. Gasoline, kerosene and lighter

fluid may be used as cleaning fluids.

b. They may be spread over large

floor areas, causing the vapors to ignite by ignition sources in the areas.

IG 3-18

FIRE CAUSES

4. Flammable liquids and ignition sources. a. Flammable liquid vapors usually

settle to the lowest level in the involved area.

b. May contact ignition source and

flashback over long distances (or in certain situations, an explosion may occur).

c. Common ignition sources may

include: - Gas appliances. - Water heaters. - Stove/Range. - Electrical equipment. - Light switches. - Motors. - Static electricity.


5. Other indicators assist in the identification of accidental fires involving flammable or combustible liquids.

a. Presence of cleaning equipment

containing residue of flammable or combustible liquids.

b. Stories of occupants concerning

what liquids were stored in the area, the last time anyone was in the area and whether he or she noticed any odors or observed any spills or leaks, etc.

IG 3-19

FIRE CAUSES

c. Were children reported to have been playing in areas containing stored flammable or combustible liquids?

Slide 3-25

• Natural gas.– Lighter than air.– Has a tendency to rise throughout the

structure.• Propane/Liquefied petroleum gas (LPG)/

Butane.– Heavier than air.– Naturally odorless.

FUEL GASES

Slide 3-25

M. Fuel gases. 1. Natural gas. a. Natural gas (or manufactured gas)

is lighter than air and will rise to upper levels of a structure.

b. Explosions involving natural gas

usually produce damage centered at the upper levels of the structure involved.

2. Liquefied petroleum gases (LPGs), such

as butane or propane, are heavier than air and normally will settle to lower levels of a structure.

a. Explosions involving LPGs

usually produce damage centered at the lower levels of the area involved.

b. Structural components should be

carefully examined to identify area(s) of most severe damage. Failures typically occur at the weakest point of a structure.

3. Many people wrongly believe that

liquefied petroleum and natural gases are poisonous, and they may attempt to use gas-fueled cooking equipment to commit suicide.

4. All flammable liquid vapors are heavier

than air and normally will settle to lower levels of the structure.

IG 3-20

FIRE CAUSES

a. Explosions involving flammable vapors usually produce damage centered at the lower levels of the area involved.

b. Check for extinguished pilot

lights and controls set to the “on” position.

c. Destruction of fuel lines during

fire may increase burn rate, and the resulting charring may appear unnatural.

d. Point of origin in area of gas

appliance (requires confirmation of appliance malfunction).

Slide 3-26

• Cutting and welding.• Soldering.• Grounding.

OPEN FLAMES OR SPARKS

Slide 3-26

N. Open flames and sparks. 1. Welding and cutting. a. Often conducted in areas of

combustible storage. b. Fire may smolder for a long

period after completion of welding and cutting operations.

2. May result in fire from effects of heat

conduction and/or convection. 3. When welding or cutting objects that are

connected to or pass through combustible construction, fires can occur.

a. May ignite combustibles through

careless flame contact. b. Fires may be caused remote from

the location where work is being performed.

4. Indicators of fire caused by welding/

cutting.

IG 3-21

FIRE CAUSES

a. Slag in area of origin. b. Spot burning in area. c. Welding or cutting equipment in

area. d. Metal objects showing evidence

of recent welding/cutting. 5. Friction and sparks from machinery. a. High-speed rotation of objects

may result in extreme heat generation if machinery is improperly lubricated.

b. Similar to open-flame cutting in

relation to fire cause and investigative indicators.

c. May cause fire if heated material

contacts combustibles. d. May cause a fire by convection of

heat. Indicators of fire caused by friction:

- Report of trouble or noise

from equipment involved. - Point of origin near or

inside suspected equipment.

- Localized damage to metal

parts (may produce actual melting of metal).

6. Thawing pipes and soldering with open

flames. a. Similar to open-flame cutting in

relation to investigative indicators.

IG 3-22

FIRE CAUSES

b. Electrical welding equipment is often used to thaw pipes; if improperly grounded, this can result in a fire.

Slide 3-27

• Certain materials and conditions must be present.

• Produced in one of three ways:– Chemical action.– Fermentation.– Oxidation.

SPONTANEOUS HEATING

Slide 3-27

O. Spontaneous heating leading to ignition. 1. Sometimes used as a catchall by

investigators. a. Somewhat rare. b. More common in rural or farm

areas. 2. Many organic materials and some metals

are subject to oxidation and/or fermentation that results in spontaneous heating.

3. Spontaneous heating is produced in three

ways: a. Chemical action (e.g., unslaked

lime and water). b. Fermentation or microbial

thermogenesis. c. Oxidation.

Slide 3-28

• Fermentation is most common.• Conditions needed.• Indicators of spontaneous heating.• Materials susceptible.

– Charcoal.– Cloth.

SPONTANEOUS HEATING (cont’d)

Slide 3-28

4. The most frequently encountered fire situation involving spontaneous heating is fermentation.

a. Moisture is a prime factor. b. Drying time prior to storage. c. Storage while wet or “green.”

5. Spontaneous heating may be accelerated

by outside heat sources. a. Sunshine.

IG 3-23

FIRE CAUSES

b. Storage near steam pipes/heater. c. Hot air ducts. d. Heat produced by friction

(vibration of the mass of stored material or vibration of the storage container).

6. Available air is important to spontaneous

heating. a. Too much air or air movement

may dissipate heat and keep mass below ignition temperature.

b. Too little air may restrict heating. c. Example: A rag soaked in an

organic-based oil may produce spontaneous heating if wadded at the bottom of a trash can. If laid open on the ground or floor, the rag may simply dry.

7. Mass of material is important. Usually

requires several inches of material to allow spontaneous heating.

8. Spontaneous heating may occur for

hours, days or months prior to reaching ignition temperature. Bacteriological preheating may initiate the process.

a. Spontaneous heating may

continue or halt, depending on all other factors present.

b. Indicators of spontaneous heating. - Charring inside mass or

more than one area of charring in mass.

IG 3-24

FIRE CAUSES

9. Some common materials that are susceptible to spontaneous heating:

a. Linseed oil. b. Charcoal.

Slide 3-29 c. Fish meal. Slide 3-29

d. Wool waste. e. Foam rubber. For a complete listing, refer to the “NFPA Fire

Protection Handbook.”

P. Light bulbs can cause fires. 1. Light bulbs may serve as a potential 100-WATT

BULB ignition source in certain situations. 2. High-wattage bulbs may ignite

Slide 3-30combustible materials nearby, depending upon the duration of heating and the Slide 3-30 ignition properties of the material.

Light bulbs less than 25 watts (W) usually dimple

inward from the direction of heat sources. Light bulbs greater than 25 W usually elongate toward heat sources.

3. Halogen lamps and bulbs can generate HALOGEN LAMPS high temperatures, making any

combustible materials placed on or near them susceptible to ignition.


IG 3-25

FIRE CAUSES

Q. Lightning strikes Earth hundreds of times per LIGHTNING STRIKES minute.

1. Each year, many electrical storms pass

through communities, which can cause fires to start.

Slide 3-32 2. Fires may be discovered immediately, or Slide 3-32

they may not appear for some time.

R. The electrical discharge usually consists of LIGHTNING STRIKES (cont’d) several electrical strokes.

1. Each lasts a few millionths of a second. 2. Discharges occur 20 to 80 thousandths of

Slide 3-33a second apart. Slide 3-33

3. Generated current can reach 200,000 amperes.

4. Potential between clouds and Earth may

reach 100,000 million volts and generate temperatures as high as 54,000 F (29,982 C).

S. Damage from lightning is usually evident when

LIGHTNING STRIKES (cont’d) it strikes a building. 1. Witnesses hear, see or feel the strike. 2. Lightning strikes may be recorded at

Slide 3-34lightning tracking stations. Slide 3-34

3. The weather service may confirm the

LIGHTNING STRIKES (cont’d) presence of an electrical storm in an area prior to fire.

4. Physical damage may be evident, such as

damaged siding, roof/floor joist, or Slide 3-35

concrete/brick; splintered wood; etc. Slide 3-35

IG 3-26

FIRE CAUSES

5. Damaged electrical equipment. LIGHTNING STRIKES (cont’d)

a. Holes blown in roofs, ceilings or walls.

b. Sources of ground may be

Slide 3-36vulnerable. Slide 3-36

OTHER ACCIDENTAL FIRE T. Other accidental fire causes.

CAUSES •••••••

Sunlight reflected off shiny objects.Chemical reactions. 1. The sun’s rays can be concentrated to Christmas trees.Candles. produce ignition temperatures of Campfires.Debris (trash) burning. common combustible materials. Many Discarded cigarettes in brush. items/articles are reported to have been

Slide 3-37involved in such fires. Slide 3-37

a. Defective window glass. b. Magnifying glass. c. Eyeglasses. d. Prisms. 2. Chemical reactions. a. Oxidizing agents coming in

contact with certain materials may produce heat/fire.

b. Contamination of chemicals may

produce sufficient heat to cause autoignition or ignition of nearby combustibles.

3. Christmas trees. a. Often ignited by faulty Christmas

tree lights. b. Improperly watered trees

drastically increase the potential for ignition.

IG 3-27

FIRE CAUSES

c. Often burn quickly and generate intense heat.

4. Candles. a. Unattended candles can be

knocked over and come in contact with combustible materials, causing ignition.

b. Candles in use for lighting and/or

heat near combustible materials may serve as a competent ignition source.

III. ELECTRICAL SYSTEMS (15 min.)

Slide 3-38

ELECTRICITY

Slide 3-38

A. An understanding of the various terms, components and systems associated with electricity is essential to fire cause determination.

Slide 3-39

• Residential electrical services in the United States are generally single-phase 120/240 volt systems.

• Commercial services are typically 277/ 480 volt systems.

COMMON STRUCTURAL WIRING

Slide 3-39

B. A working knowledge of 120/240 volt single-phase electrical systems, which are typically used in residential and smaller commercial structures, is important so as to identify electricity as a potential cause.

C. Structural wiring used in residential or

commercial applications is typically copper; however, aluminum wiring may have previously been used.

1. Aluminum wiring expands and contracts

at a much higher temperature than copper wire; therefore, it may develop loose connections over time at screw terminals.

IG 3-28

FIRE CAUSES

2. Aluminum wiring oxidizes more than copper wire and is more likely to develop resistance heating. Over time, this high-resistance connection can cause ignition of structural members and combustible materials in the vicinity.

Slide 3-40

• Electrical hazards may be present on a fire scene long after the fire is over.– Never assume that just because the structure

suffered heavy damage, all sources of electrical energy have been safeguarded against.

– Electrical energy can be present in the form of energized circuits or stored energy.

ELECTRICAL HAZARDS

Slide 3-40

D. Electrical hazards may be present on a fire scene long after the fire is over.

1. Never assume that just because the

structure suffered heavy damage, all sources of electrical energy have been safeguarded against.

2. Electrical energy can be present in the

form of energized circuits or stored energy.

Slide 3-41

• Never attempt to disconnect electrical utility service from the structure. This should only be accomplished by the utility representative.

• Electrical service may be brought to a structure from overhead or underground and multiple sources.

ELECTRICAL HAZARDS (cont’d)

Slide 3-41

3. Never attempt to disconnect electrical utility service from the structure. This should only be accomplished by the utility representative.

4. Electrical service may be brought to a

structure from overhead or underground and multiple sources.

Slide 3-42

• A meter is normally found in this type of enclosure.– Removing meter does

not disconnect power.– Can also be in an

enclosure that is found indoors.

ELECTRICAL SERVICES

Slide 3-42

E. A meter is normally found in this type of enclosure.

1. Removing meter does not disconnect

power. 2. Can also be in an enclosure that is

indoors.

Slide 3-43

• Electrical fires are usually caused by:– Unsafe equipment or

improper installation.– Loose connections.– Overloads.

ELECTRICAL FIRE CAUSES

Slide 3-43

F. Electrical fires are usually caused by: 1. Unsafe equipment or improper

installation. 2. Loose connections. 3. Overloads.

IG 3-29

FIRE CAUSES

Discuss electrical shocks, fires or falls resulting from

various hazards: • Exposed electrical parts. • Overhead power lines. • Inadequate wiring. • Defective insulation. • Improper grounding. • Overloaded circuits. • Wet conditions. • Damaged tools and equipment. • Improper personal protective equipment (PPE).

Slide 3-44

Cover removed from wiring or outlet box.

ELECTRICAL FIRE CAUSES (cont’d)

Slide 3-44

4. Absence of protective covering exposes wiring to damage.

Slide 3-45

MISUSE OF EXTENSION CORD

Slide 3-45

5. Misuse of extension cord.

Slide 3-46

• Grounding prongs removed from extension cords.

• Damage can be caused by improper splices or physical abrasion (e.g., placed under rugs and furniture).

ELECTRICAL FIRE CAUSES (cont’d)

Slide 3-46

6. Grounding prongs removed from extension cords.

7. Damage can be caused by improper

splices or physical abrasion (e.g., placed under rugs and furniture).

IG 3-30

FIRE CAUSES

Extension cords may have damaged insulation.

Sometimes the insulation inside an electrical tool or appliance is damaged. When insulation is damaged, exposed metal parts may become energized if a live wire inside touches them. Electric hand tools that are old, damaged or misused may have damaged insulation inside. If you touch damaged power tools or other equipment, you will receive a shock. You are more likely to receive a shock if the tool is not grounded or double-insulated.

Slide 3-47

• Too many devices plugged into a circuit, causing heated wires and possibly a fire.

• Damaged tools overheating.

• Lack of adequate overcurrent protection.

OVERLOADS

Slide 3-47

8. Too many devices plugged into a circuit, causing heated wires and possibly a fire.

9. Damaged tools overheating. 10. Lack of adequate overcurrent protection.

Slide 3-48

LOOSE CONNECTIONS

Slide 3-48

If the circuit breakers, fuse boxes or fuses are too big

(high current rating) for the wires that they are supposed to protect, an overload in the circuit will not be detected, and the current will not be shut off. A circuit with improper overcurrent protection devices or one with no overcurrent protection devices at all is a hazard.

Slide 3-49

• How the fire was set.• Use of ignitable liquids.• Materials used to construct incendiary

devices.• Indicators of incendiary fire.• Presence of incendiary devices to delay

detection, accelerate fire or slow extinguishment.

INDICATORS OF INCENDIARISM

Slide 3-49

IV. INDICATORS OF INCENDIARISM (45 min.) A. Causes of incendiary fires are limited only by the

imagination of the firesetter. 1. The first responder must understand how

incendiary fires are set (or started) to make accurate origin and cause determinations.

2. The use of ignitable liquids as accelerants

is common in incendiary fires.

IG 3-31

FIRE CAUSES

3. The first responder must know what materials are commonly used to construct incendiary devices.

4. Common indicators of an incendiary fire

may include multiple fires, trailers, or the presence of liquid accelerants.

5. Incendiary devices are used as a means to

delay the detection, accelerate the fire’s spread, or slow the extinguishment of the fire.

Slide 3-50

Absence of all potential accidental fire causes.

INCENDIARY FIRE CAUSES

Slide 3-50

B. Absence of all potential accidental fire causes.

Slide 3-51

• More than one point of origin.• Must prove that each fire is independent of

the others.

MULTIPLE FIRES

Slide 3-51

These photographs depict two separate incendiary fires

set in two separate locations in the same home. Advise the students that the following list of indicators

of incendiary fires is not complete since there are many situations that exist to help identify set fires. However, the indicators discussed here are common in many fires and are frequently evidence of incendiarism.

Slide 3-52

Any combustible or flammable material used to spread fire from one point or area to another.

TRAILERS

Slide 3-52

C. A trailer is any combustible or flammable material used to spread fire from one point or area to another.

IG 3-32

FIRE CAUSES

COMMON CLASS A • Newspapers.• Rope, string, twine.• Clothing,

bedclothes.• Tissue paper.• Waxed paper.• Building contents.

TRAILERS

1. Common combustible materials that can be used as trailers include: a. Newspaper. b. Sheets.


CIGARETTE AND MATCH D. DELAY



c. Clothing. d. Household trash. e. Rope, string, twine, etc.

™f. Bounce (fabric softener sheets).

2. Trailers usually leave a char or burn pattern on surfaces where used. a. Floors. b. Carpets. c. Stairs.

Cigarette and match delay. 1. Effectiveness of delay depends on length

of cigarette, tightness of tobacco, and whether or not match is fully inserted into cigarette.

2. Matches bundled around cigarette

provide additional fire intensity.

3. Filter-tip cigarettes limit delay to approximately seven minutes.

IG 3-33

FIRE CAUSES

4. The length of delay (time) varies widely depending on the type of device, materials, environmental conditions, construction, placement and ventilation.


E. Highway flares.

HIGHWAY FLARES 1. Ignition of flare may be delayed by use of

model rocket fuse, cigarette, or match. Such fuses are very inexpensive and are available at most hobby shops.

Slide 3-57 2. Flares may produce temperatures up to Slide 3-57

1,200 F (648.9 C). 3. Flares usually burn for 15 to 30 minutes. 4. Flares are available in various colors,

shapes and sizes. 5. Highway flares may also be used as fuses

in the construction of Molotov cocktails. a. Standard highway safety flare is

taped to bottle filled with accelerant.

b. Flare is ignited, and bottle is

thrown.

STANDARD MOLOTOV F. Molotov cocktails. COCKTAIL WITH PAPER WICK

1. Standard Molotov cocktail. 2. Thin-walled bottle filled with gasoline

and wicked with rag, paper towel or Slide 3-58

similar materials. Slide 3-58 3. Arsonist (bomber) lights wick and throws

“cocktail.” Cocktails often malfunction.

IG 3-34

FIRE CAUSES

Thick glass soda bottle does not break on contact,

bottle does not strike solid target, or cocktail is thrown too soon (self-extinguishes in flight).

4. Cocktails and other ignition devices. a. Bottle is filled with accelerant,

and bottle opening is wicked with combustible material.

b. Several strike-anywhere matches

are taped to neck of bottle. c. Bottleneck is scraped across a

rough surface, and tampon wick is ignited (provides easy wick ignition).

5. Thickened accelerants and cocktails. Various materials are frequently added to accelerants

to produce limited spread of accelerant or to cause sticking of accelerant to target (e.g., accelerant and heavyweight oil and/or gasoline).

6. Chemical Molotov cocktails (sometimes

called British Molotov): Bottle is filled with mixture of gasoline and concentrated sulfuric acid. Bottle then is capped and may be stored for long periods.

IG 3-35

FIRE CAUSES

G. Presence of flammable accelerants.

Slide 3-59

• Liquid accelerant.• Any flammable/combustible liquid can be

used.• Liquids soak into and through certain

overlays (i.e., carpet, foam padding).• Usually leave a deep burn in overlays.• Liquids on tile or linoleum overlays usually

blister the surface.

CLASS B TRAILERS

Slide 3-59

1. Class B (liquid) trailers include a wide variety of flammable and combustible liquids.

a. Gasoline. b. Kerosene. c. Alcohol.

d. Lighter fluid. e. Any other common or readily

available ignitable liquid(s). 2. Often found in areas where they would

not normally be in a given occupancy. 3. When found throughout area and: a. Not caused by explosion of

container. No sign of a container explosion.

b. Not due to container leakage. No

sign of container leakage.

Slide 3-60

• Most liquid accelerants contain large amounts of hydrogen and carbon.

• Some other liquid accelerants do not contain hydrocarbons and are used as liquid trailers.

CLASS B TRAILERS (cont’d)

Slide 3-60

4. Although most ignitable liquids used as accelerants are derived from crude oil (petroleum-based), there are others that are not but can also be used as liquid trailers.

a. Ethanol. b. Rubbing (isopropyl) alcohol.

c. Acetone.

IG 3-36

FIRE CAUSES

COMMON CLASS B HYDROCARBON LIQUIDS Discuss the following examples of hydrocarbon- and

• Gasoline.• Kerosene. nonpetroleum-based liquid accelerants listed on the • Lighter fluid.• Turpentine. slides. • Any other common or

readily available liquid accelerant.

Slide 3-61

Slide 3-61

COMMON CLASS B NONHYDROCARBON LIQUIDS • Ketones.

– Acetone. – Methyl ethyl ketone.

• Alcohol. – Methyl alcohol.– Ethyl alcohol.– Isopropyl (rubbing) alcohol.

Slide 3-62

Slide 3-62

PRESENCE OF LIQUID 5. The presence of liquid accelerants in ACCELERANTS locations where they would not normally

• In unusual locations.• Throughout the area. be found or located throughout an entire • Above floor area.

area may be an indication that they were used to intentionally set a fire.

Slide 3-63

a. On or in furniture. Slide 3-63 b. Inside drawers, cabinets, boxes,

etc. c. Inside files, desks, books, etc.

6. Ignitable liquid accelerants that are LIQUID BURNS ON CARPET poured on steps may be absorbed in

carpet and padding (if present), and patterns may be visible once the debris in the area is carefully removed.

Slide 3-64

a. Evidence (residue) may be recovered from the area beneath Slide 3-64 the steps.

b. Evidence (residue) may also be

recovered from between the boards (risers) on the steps.

IG 3-37

FIRE CAUSES

7. Ignitable liquids may soak into any LIQUID BURN ON STEPS absorbent material.

a. Carpet: Liquid often leaves

distinct patterns, and the residue may remain in the carpet and pad

Slide 3-65on edge of burned area or in charred pad. Slide 3-65

- Area may require cleaning

away of debris before pattern is visible.

- Pouring water onto floor

may indicate direction of settling or running of accelerant.

b. Floor-length drapes act like

wicks. c. Porous materials, such as plaster

walls, can also absorb liquids. 8. Common indicators of the presence (or

use) of some flammable/combustible liquid accelerant (fuel) charring of floor surface.

a. Many accidental structure fires

can produce significant floor charring.

b. Temperatures at floor level during

flashover can exceed 1,100 F (593.3 C).

c. Evidence of burns or grooves

between floorboards may indicate the presence of a liquid fuel. Point out that ignitable liquids may run in between floorboards, burn, and produce fire patterns between the edges of floorboards.

IG 3-38

FIRE CAUSES

9. Blistering or destruction of floor tiles. LIQUID BURNS ON LINOLEUM

a. Asphalt and vinyl tiles may be blistered or destroyed in an area where flammables spread.

Slide 3-66

b. May be difficult to locate evidence (residue) due to Slide 3-66 adhesive in back of tiles.

c. Ignitable liquids may settle in the

LOW BURN AT FLOOR LEVEL lowest parts of the floor surface, the corners of rooms and along the base of walls, or areas of heavy occupant travel or use.

Slide 3-67

Slide 3-67

EQUIPMENT OR APPLIANCES H. Common equipment or appliances as incendiary AS INCENDIARY FIRE CAUSES fire causes. • Tampering.• Fuel placed nearby. • Used at unusual times.• Unusual location. 1. If equipment or appliances are suspected • Check control settings.• Tool marks. as being the ignition source, personnel

should check for any evidence of Slide 3-68

tampering, fuels nearby, and use at unusual times or in unusual locations, as Slide 3-68 well as examine the control settings to determine if they were on at the time of the fire.

SAFETY DEVICES — 2. Although most appliances have built-in

APPLIANCES safety features, they may be disabled or • Most appliances have built-in safety

features that will function as designed and tampered with to allow the appliance to not result in ignition.

• Ignition may result if there is product failure overheat and serve as an ignition source or the appliance safety device is physically tampered with. for a fire.

Slide 3-69

Slide 3-69

IG 3-39

FIRE CAUSES

3. Electrical equipment and/or appliances CURLING IRON used as incendiary devices.

4. Almost any electrical equipment or

appliance may be used as an incendiary device.

Slide 3-70 a. Heating elements placed in or on Slide 3-70

combustibles to produce heat. b. To activate some other device

(timer). 5. Examples of common electrical devices.

a. Coffee makers placed in or on COFFEE MAKERS combustibles — check for

evidence of combustible fuel being arranged nearby (i.e., fuels such as gasoline may be placed in water reservoirs) or the thermal

Slide 3-71cutoff being bypassed. Slide 3-71

b. Heat produced by electrical devices depends on design, wattage and position.

c. Equipment found in unusual

locations. d. Electric appliances used at

unusual times.

6. Heating equipment, such as hot water COMMON HEAT SOURCES heaters, provide a convenient heat source.

• Gas-fired water heater.• Appliances that at one

time may have had a history of causing fires. 7. Appliances that at one time may have had

• Possibility of an accidental fire always a history of causing fires are often used exists. as an “invented” fire cause to cover

Slide 3-72incendiarism. Slide 3-72

a. Check control settings. b. Check for tool marks on fuel

lines.

IG 3-40

FIRE CAUSES

8. Evidence of tampering with fuel supply lines, wiring, etc. should be documented.

Slide 3-73

• Holes in walls, floors or ceilings.

• Could be accidental.• Poor upkeep of

building.• Document and relay

information to investigators.

STRUCTURAL DAMAGE PRIOR TO FIRE

Slide 3-73

I. Personnel should note any holes in walls, floors or ceilings, as they may have been made intentionally to aid in the spread of the fire; however, they also may have been pre-existing and not related to the cause of the fire.

Slide 3-74

• Expensive objects, antiques, etc. may be removed.

• Substitution of contents.

• Contents out of place or not assembled.

REMOVAL OR SUBSTITUTION OF CONTENTS PRIOR TO FIRE

Slide 3-74

J. Removal or substitution of contents prior to fire. 1. Expensive objects, antiques, or objects

with sentimental value may be removed. a. Neighbors may have noticed

removal of contents. b. Neighbors may be able to state

that objects are missing. 2. Substitution of contents. a. Owner may remove usable

contents and replace with junk furnishings.

b. Arsonist hopes officer will not be

able to identify quality of contents.

c. Arsonist thinks total destruction

by fire will cover the switch. 3. Neighbors may have witnessed an

exchange of contents or the presence of a truck or delivery trailer before the fire.

4. Contents out of place or not assembled. a. The owner or occupant may stack

or pile combustible contents to provide fuel for the fire.

IG 3-41

FIRE CAUSES

b. Evidence of empty storage containers is unusual and should be noted for follow-up.

5. The occupant may have obtained “junk”

furnishings to fill the structure. a. Such furnishings may be

damaged, obsolete or even fire damaged.

b. The occupant believes the fire

will destroy the furnishings. 6. Major appliances removed prior to fire. a. Major cost items may be

removed, and substitute items may or may not be used.

b. Substitute appliances may not be

connected to power outlets or fuel lines.

c. Substitute appliances may be

empty, in bad repair, or in poor condition.

7. Substitute appliances may not fit the area

of installation. a. Check floor or cabinet cutout area

for indications that the unit does not properly fit.

b. Check for indentations of leveling

or leg buttons in floor covering.

Slide 3-75

• Most homes or businesses contain personal items.

• Absence of personal items may indicate only low value contents were left to burn.

• Important papers are often removed.

ABSENCE OF PERSONAL ITEMS OR IMPORTANT PAPERS

Slide 3-75

K. Absence of personal items or important papers. 1. Most homes and businesses contain

personal items. 2. Absence of personal items may indicate

that only basic contents were left to burn.

IG 3-42

FIRE CAUSES

a. Business, commercial or industrial occupancies.

- Hand tools. - Portable power tools. - Work clothing (uniforms). - Business machines

(computer, fax machine, etc.).

- Petty cash. b. Residential occupancies. - Expensive clothing. - Jewelry. - Family photographs. - Family records (birth

certificates, family Bible, etc.).

- Hobby equipment (guns,

fishing or other sports equipment).

- Tools. 3. Important papers are frequently removed

prior to a set fire. a. Insurance policies: Some people

continue to believe it necessary to have their copy of an insurance policy in order to collect on that policy.

b. Marriage and church records. c. Checking and savings account

books.

IG 3-43

FIRE CAUSES

d. Titles and deeds. e. School records. f. Wills. L. Other factors related to incendiarism.

Slide 3-76

• Areas with no identifiable heat source.

• Closets, crawl spaces, etc.

LOCATION OF FIRE

Slide 3-76

1. Fires that are determined to have occurred in areas that do not have identifiable heat sources may be incendiary, such as closets, crawl spaces, under stairways, etc.

2. Unnatural fire spread may be due to an

accelerant.

a. What appears to be unnatural fire spread by itself proves nothing.

b. These situations should cause the

officer to conduct an extensive scene examination.

3. Excessive fire damage as compared to

similar fires in similar occupancies. a. Fire damage may have been

increased due to use of an accelerant.

b. Structure fires may produce

extreme temperatures (up to or above 2,000 F (1,093.3 C)) in many cases.

Slide 3-77

• Fire may have been set to cover other crimes.

• Another crime could have been staged to help explain the set fire.

EVIDENCE OF OTHER CRIMES

Slide 3-77

4. Some incendiary fires are set to cover up other crimes, such as burglary and homicide.

IG 3-44

FIRE CAUSES

M. Limited entry or view. LIMITED ENTRY OR VIEW

• Methods used to slow firefighters’ 1. Methods used to slow firefighters’ entry. entry.

• View into structure obscured to delay detection. a. Removal of door hardware.

Slide 3-78

b. Doors or windows nailed, bolted or wired shut. Slide 3-78

c. Contents moved to block doors or windows.

Must be able to prove that blocking was done prior to

the fire in order to slow entry/extinguishment.

WINDOWS COVERED TO 2. Occasionally, the view into the structure DELAY DETECTION will be blocked or obscured to delay

detection of fire.


PREVIOUS FIRES IN SAME N. Previous fires in same structure.

STRUCTURE • May indicate incendiarism.• Watch for “junk” 1. A second fire in the same structure over a

furniture.short period may indicate incendiarism.

2. The first fire may have been an

Slide 3-80unsuccessful arson attempt. Slide 3-80

3. The first fire may not even have been reported.

4. The second fire may involve large

quantities of flammable accelerants. 5. The second fire could result in injuries to

the firesetter.

IG 3-45

FIRE CAUSES

••

PRESENCE OF FUEL NEAR O. Discovery of flammable liquid containers. THE POINT OF ORIGIN

Readily available fuels.Question the reason. 1. Arsonists sometimes use readily available

materials on-scene to set fires. 2. Firefighters may detect flammable or

SliSlide 3-81

combustible liquid odors, since they can remain after extinguishment. de 3-81

3. If containers are used and not damaged, they may help to prove that fire was not accidental in nature.

4. If the container is retrieved and properly

preserved for investigators, it may be able to be processed for the presence of latent fingerprints.

P. Timing of incendiary fires.

FIRES ON HOLIDAYS OR 1. Fires on holidays or weekends at WEEKENDS commercial/industrial complexes.

• Necessary setup time.• Excuse for owner to be out of town. • Delayed detection and more burn time.• Arsonist believes there is less chance of a. Provides the arsonist with the

injury.necessary setup time while employees are away.

Slide 3-82 b. Provides excuse for owner to be Slide 3-82

out of town. c. Fewer people in the area often

causes a delayed detection and more burn time.

d. Arsonist believes there is less

chance of injury to others. 2. Time of day. a. Determine if fire cause or

occupant’s explanation of fire fits the time of the fire.

b. Kitchen fire (food on stove) at

odd times may (or may not) be an indication of incendiarism.

IG 3-46

FIRE CAUSES

c. Sofa fire (cigarette dropped into sofa) during daytime hours.

d. Often sofa/furniture fires caused

by cigarettes are discovered early in the fire’s progress if occupants are in the area.

3. Time of year. a. Fires during electrical storms or

bad weather. b. The arsonist may believe

lightning is a convenient “cover” for the set fire.

c. Snowstorms may delay response

by the fire department.

Slide 3-83

• Causes.– Poor housekeeping.– Temporary electrical

wiring.– Presence of liquid

accelerants.• Owner may decide to sell

the property to the insurance company.

FIRES DURING RENOVATIONS/ REMODELING

Slide 3-83

Q. Fires during renovations/remodeling. 1. Causes. a. Poor housekeeping. b. Temporary electrical wiring. c. Presence of flammable liquids.

2. Owner may decide to sell the property to

the insurance company. a. The structure was in worse

condition than originally thought. b. The would-be renovator found the

job to be too much work. c. Money ran out before the job was

completed.

IG 3-47

FIRE CAUSES

STATEMENTS BY OWNERS OR R. Any statements made by owners, occupants or OCCUPANTS other witnesses at the scene should be carefully

• Complaints about the structure.• Arguments with documented, since they can provide key

neighbors.• Domestic problems. information for the investigation.


COMPARE SIMILAR MATERIALS S. Personnel should also compare similar situations

AND SITUATIONS and circumstances involved in the current Did the fire produce the incident to others that they have previously results that one would anticipate when experienced. This can help determine whether compared to the many other fires in similar things “add up.” occupancies that you have observed?


V. SUMMARY (5 min.)

SUMMARY • Purpose and classifications of fire causes.• Determining fire causes. A. Purpose and classifications of fire causes. • Electrical systems.• Indicators of incendiarism.

B. Determining fire causes.

Slide 3-86 C. Electrical systems. Slide 3-86 D. Indicators of incendiarism.

IG 3-48


UNIT 4: VEHICLE FIRES

TERMINAL OBJECTIVES The students will be able to: 4.1 Explain the basic methodology used to conduct a thorough vehicle fire examination. 4.2 Describe the three major compartments of a vehicle and their roles in fire spread. 4.3 Effectively preserve and document evidence that can be used by fire investigators as part of a follow-up

investigation.

ENABLING OBJECTIVES The students will be able to: 4.1 Identify and understand basic vehicle components and construction. 4.2 Recognize and understand potential ignition sources and materials capable of being ignited. 4.3 Preserve the scene and document information that is important to investigators.

VEHICLE FIRES


IG 4-2

VEHICLE FIRES


Terminal Objectives Evaluated by Explain the basic methodology used to conduct a thorough vehicle fire examination.

Final Exam

Describe the three major compartments of a vehicle and their roles in fire spread.

Final Exam

Effectively preserve and document evidence that can be used by fire investigators as part of a follow-up investigation.

Final Exam


Identify and understand basic vehicle components and construction.

Lecture Final Exam

Recognize and understand potential ignition sources and materials capable of being ignited.

Lecture Final Exam

Preserve the scene and document information that is important to investigators.

Lecture Final Exam

METHODOLOGY This unit uses lecture, discussion, a video and a large group activity.


125 min. Lecture/Discussion/Activity Objectives IG 4-5 10 min. I. Reasons for Vehicle Fire Investigations and Motives IG 4-5 5 min. II. Probability of Accidental Vehicle Fires IG 4-8 5 min. III. Incident Scene Examination IG 4-9 10 min. IV. Examination of Vehicle’s Exterior IG 4-11 10 min. V. Examination of Vehicle’s Interior IG 4-14 5 min. VI. Examination of Vehicle’s Trunk IG 4-19 5 min. VII. Examination of Vehicle’s Engine Compartment IG 4-20 5 min. VIII. Examination of Vehicle’s Fuel System IG 4-21 10 min. IX. New Vehicle Fuel Systems IG 4-22 5 min. X. Examination of Vehicle’s Electrical Systems IG 4-27 5 min. XI. Ownership and Vehicle Identification Number IG 4-29 45 min. Large Group Activity 4.1 Vehicle Fire Examination IG 4-31 5 min. XII. Summary IG 4-37 Appendix Vehicle Fire Inspection Checklist IG 4-39

IG 4-3

VEHICLE FIRES

AUDIOVISUAL Slides 4-1 to 4-80 Video: “NFA Vehicle Fire Burn Exercise”

IG 4-4

VEHICLE FIRES

UNIT 4: VEHICLE FIRES

Slide 4-1

Slide 4-1

ENABLING OBJECTIVES

• Identify and understand basic vehicle components and construction.

• Recognize and understand potential ignition sources and materials capable of being ignited.

• Preserve the scene and document information that is important to investigators.

Slide 4-2 Slide 4-2

I. REASONS FOR VEHICLE FIRE INVESTIGATIONS AND MOTIVES (10 min.)

A. Vehicles often are burned for many of the same

CAUSES OF VEHICLE FIRES reasons as structures. • All motor vehicles contain sources of

ignition, as well as solid, liquid and vapor fuels.

• Causes of vehicle fires will be difficult to B. However, certain motives are usually found only determine in many cases due to the extent of damage. in vehicle arson.

• Even badly burned vehicles can provide information that will be of benefit to the investigator.

Slide 4-3 C. All fire-damaged vehicles can provide important information that can be used to determine cause Slide 4-3 and responsibility.

D. Vehicle fires can occur accidentally, and vehicles

may be destroyed by fires of various causes. 1. Improper or careless use of lighted

cigars/cigarettes. 2. Leaking flammable liquids in contact

with some ignition source. 3. Overheating of mechanical equipment. E. Accidental vehicle fires can cause vehicle

destruction.

IG 4-5

VEHICLE FIRES

F. Most accidental vehicle fires cause only localized damage.

G. Most total-loss vehicle fires are thought to be of

incendiary cause.

COMMON MOTIVES FOR VEHICLE ARSON

• Insurance fraud.• Crime concealment.• Vandalism.• Spite/Revenge.

Slide 4-4 Slide 4-4

H. Common motives for vehicle arson. 1. Insurance fraud. 2. Crime concealment. 3. Vandalism. 4. Spite/Revenge.

I. Uncertain economic periods affect the number of

vehicle fires. J. Ownership of the vehicle may have an effect on

the burning of the vehicle. 1. Company-owned (fleet, public, etc.)

vehicles are seldom destroyed by fire. 2. Privately owned vehicles (POVs) are

destroyed by fire. K. Many vehicle fires share the same motives as

structure fires. 1. Cost to repair mechanical problems with

vehicles sometimes may be a reason to burn the vehicle.

2. The vehicle may be a “lemon” or subject

to recall and has lost its value. L. Financed vehicles burn, while vehicles owned

outright seldom burn. Exceptions are: 1. Owner who is in dire need of ready cash. 2. Car is expensive to operate or maintain;

no one will purchase it.

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M. Insured vehicles burn, while uninsured vehicles seldom suffer total-loss fires.

N. Fire injuries to operators/passengers may

indicate incendiarism. 1. Injuries may have been caused by

throwing flammable accelerants onto a burning vehicle.

2. Stories are often developed by injured

operators/passengers to cover incendiarism.

O. Other facts that point to incendiarism. 1. The time of the fire is related to possible

incendiarism — many cases of vehicle incendiarism occur late at night.

2. The area where the vehicle is located is

important; most incendiary vehicle fires occur on remote roads, back alleys, vacant lots, or in other locations that provide cover.

3. The area of the country may affect the

number of total-loss vehicle fires. This fact may be related to regional standards of living.

Example: highly populated area where standard of

living is important compared to rural or farm area where status is less important.

REASONS FOR VEHICLE FIRE EXAMINATIONS

• Reduce insurance costs. • Prevent loss of jobs, income and services.• Fire prevention/Public safety.• Criminality.• Liability.

Slide 4-5 Slide 4-5

P. Reasons for vehicle fire investigations. 1. Identify defective vehicle components

that may contribute to fire causes. 2. Identify fires of incendiary origin, and

reduce insurance fraud. 3. Fire prevention.

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II. PROBABILITY OF ACCIDENTAL VEHICLE FIRES (5 min.)

COMBUSTIBILITY OF VEHICLES• Large amounts of flammable liquids.• Many electrical circuits.• Combustible interiors.• Vehicles have a compartmentalized

design. • Fuel systems are designed for safety.• Flame retardant fabrics are used.

Slide 4-6 Slide 4-6

A. Combustibility of vehicles. 1. Not all experts agree about the

combustibility of modern vehicles. 2. Modern vehicles have a

compartmentalized design and other system safety features to limit the potential for accidental fires.

MODERN VEHICLE SAFETY

DESIGN• Electrical systems.• Fuel systems.• Interior finishes.• Ignition systems.

Slide 4-7 Slide 4-7

B. Modern vehicle safety design. 1. Electrical overload protection helps limit

short-circuit damage. 2. Damage from short circuits is usually

limited to the wiring between the short and the first-line fuse.

3. Equipment and accessory short circuits

usually cause only localized damage. 4. Materials used as electrical insulation

seldom add to the overall fire damage. 5. Interior finishes and ignition systems also

have built-in safeguards to limit their role in fire cause.

6. Fuel systems that have protection are

limited in their ability to contribute to the fuel load or serve as a potential ignition source.

7. Newer fuel systems (nonvented) may

pose explosion hazards. 8. Older fuel systems usually do not pose

explosion hazards. a. Flammable vapors are released

from the storage tank.

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b. Vapors usually burn away at or near the tank filler neck.

9. Metal fuel lines seldom melt if they

contain liquids to help dissipate absorbed heat.

10. Fabrics are often flame retardant. Foam

padding is often manufactured to resist attack from fire.

11. Vehicle designs usually provide the

maximum separation between fuel and ignition sources. Overall moderate ignition fire possibilities.

THINGS TO REMEMBER• Small compartment size in vehicles may

result in more rapid fire growth, depending on fuel and ignition source.

• Just because it has wheels, it doesn’t mean you can forget fire behavior.

• Many fire dynamics principles apply the same as in a structure fire.

Slide 4-8 Slide 4-8

C. Personnel should remember that basic fire science and fire dynamics principles that impact fire behavior apply equally to vehicle fires and structure fires.

III. INCIDENT SCENE EXAMINATION (5 min.)

TWO EXAMINATIONS MAY BE NECESSARY

• Incident scene examination.• Detailed vehicle examination.

Slide 4-9 Slide 4-9

A. Two examinations may be necessary. 1. Incident scene examination. 2. Detailed vehicle examination. At times, you will be unable to complete the detailed

examination of a burned vehicle at the incident scene. When this occurs, a second examination of the vehicle may be necessary after the burned vehicle has been moved from the incident scene.

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B. The vehicle should be examined at the scene VEHICLE EXAMINATION prior to being moved, since movement may

• It is better to examine the vehicle before it is moved. destroy or alter valuable evidence.

• Valuable evidence is nearly always destroyed when the vehicle is moved.


OBJECTIVES OF A VEHICLE C. As is the case with structure fires, the primary

INVESTIGATION objectives of a vehicle fire investigation are to • Determine the fuel source.• Find the heat source. identify the fuel source, the heat source, and the • Determine what actions brought the fuel

source and heat source together. actions or circumstances that brought them • Identify the fire’s point of origin.

together.


D. A proper vehicle origin and cause investigation CONDUCTING THE PROPER ORIGIN

AND CAUSE INVESTIGATION must follow a systematic approach and should A systematic approach divides the vehicle into three or four separate areas: include an examination of the engine • Engine compartment.• Passenger compartment.• Trunk. compartment, passenger compartment, trunk • Underside. area, and underside of the vehicle.

Slide 4-12

Slide 4-12

ACCELERANT RESIDUE E. Accelerant residue may be recovered from soil IN SOIL located under or near the vehicle.

1. Accelerant may leak through from

vehicle interior.

Slide 4-13 2. Accelerant may be used as a trailer to allow arsonist to start fire some distance Slide 4-13 from vehicle.

3. Accelerant residue may be several inches

down into soil. 4. Accelerant container is often recovered at

incident area. a. Accelerant container may be

discarded by throwing into nearby cover.

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b. Accelerant container may be thrown from vehicle used to transport arsonist after fire was set.

F. Damage to the surrounding area should be noted. 1. May be caused by ignitable liquids

(accelerants) on the ground. 2. May be caused by intense burning.

SHOEPRINT/TIRE IMPRESSION


G. Shoeprints can place the owner at the incident scene.

1. May contradict story of vehicle being

stolen and then burned. 2. May help to identify accomplices. 3. May indicate direction of departure from

the incident scene by people and/or vehicles.

EXAMINATION OF VEHICLE’S EXTERIOR


IV. EXAMINATION OF VEHICLE’S EXTERIOR (10 min.)

A. Personnel should begin their investigation with a

complete examination of the vehicle’s exterior. 1. At one time, the sagging of the vehicle’s

roof as a result of an intense fire was thought to indicate an incendiary fire.

a. The sagging of the roof should be

noted. b. The sagging of the roof does not

prove that the fire was incendiary. 2. On newer vehicles, a sagging roof can be

the result of burning certain types of seat padding.

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3. Evidence of flammable accelerants on underside of vehicle.

a. Usually indicated by soot on

underside. b. Photograph and note. 4. Exterior fire damage — flammable

accelerants may show evidence of running or dripping on vehicle exterior.

MISSING FILLER TUBE CAP


B. Gas cap missing. 1. Search for missing cap, note and

photograph location if found. 2. Examine for evidence of explosion

damage — driver may claim the missing cap was “blown off.”

3. Discovery of gas cap may disprove

owner’s/operator’s story or alibi. Some newer vehicles no longer have a gas cap. The

gas cap is a part of the fuel door assembly.

COLLISION DAMAGE


C. Any collision damage should be noted and documented to determine if it was caused by a recent accident or if the damage occurred previously (i.e., weeks or months earlier).

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MECHANICAL CONDITION OF D. One of the key pieces of information to obtain in VEHICLE a vehicle fire investigation is the mechanical

• The mechanical condition of the vehicle prior to the fire should be established. condition of the vehicle prior to the fire.

• Visual observations and owner statements Personnel can assist in this effort by should be documentedfor investigators. documenting their observations and any

statements obtained from the owner at the scene. Slide 4-18

Slide 4-18

E. The protected area between the rim and the TIRE PADS surface (ground) may provide an indication of

the condition of the tire(s) prior to the fire. 1. Pads will usually remain under vehicle

wheels (rims) and should be documented Slide 4-19

as evidence. Slide 4-19 2. Check for off-color wheel rims that were

changed prior to the fire.

F. The extent of tire wear/tread should be noted and TIRE WEAR/TREAD documented for investigators. The presence or

absence of any skid marks should be noted. The lack of skid marks may contradict a driver’s story.

Slide 4-20

1. Check tire tread for odd treads or uneven wear, which may indicate a change of Slide 4-20 tires prior to the fire.

2. Check for missing lugs that may indicate

haste in fire preparations. 3. Check for jack impressions in ground

around vehicle. 4. Original tires may be located on owner’s/

accomplice’s property.

G. Metal and metal components that are exposed to OXIDATION PATTERNS fire begin to oxidize (rust) soon after the fire has

• Metal components that are exposed to the most intense or prolonged heating will been extinguished. These patterns may be helpful begin to oxidize (rust) soon after extinguishment. in determining the fire’s origin, however their

• Oxidation patterns become more defined with time. value diminishes with time.

Slide 4-21

Slide 4-21

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H. Soft metals, such as aluminum and plastic SOFT METALS materials, can help determine the direction of fire

• Soft metals and plastics can be a guide to the direction of fire travel. travel by displaying a combination of movement – Movement patterns.– Intensity patterns. and intensity patterns.

Slide 4-22 Some vehicles are designed with different tread Slide 4-22 patterns on front and rear tires.

I. The proper interpretation of all the information INTERPRETATIONS collected from examination of the vehicle is

• Do not assume that the presence of melted metals as an indicator of based on the totality of all the circumstances and accelerants.

• Metals melt at different temperatures, not on a single piece of data. especially alloyed metals, which will show varying degrees of damage when exposed to heat.

Slide 4-23

Slide 4-23

INTERPRETATIONS (cont’d)

• Remember, no one indicator makes a case.

• Common combustibles and ignitable liquids can produce the same flame temperatures.


EXAMINATION OF VEHICLE’S V. EXAMINATION OF VEHICLE’S INTERIOR

INTERIOR (10 min.)


A. Examine vehicle’s interior for evidence of

EXAMINE VEHICLE’S INTERIOR accessories having been removed. • Owner often removes accessories for

later use. • Owner may remove accessories to give or

sell to accomplices, relatives or friends. 1. Owner often removes accessories for • Extent of damage is related to time and

suppression activities. later use and gives or sells to accomplices, relatives or friends.


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2. Examine vehicle’s glove compartment. a. An empty glove compartment is

usually considered suspicious. b. Glove compartment may contain

records of the vehicle’s repair history and may help to identify prior mechanical problems.

EXAMINE VEHICLE INTERIOR

(cont’d)• Most vehicle accessories will leave melted

material in mount holes or brackets.• Serial numbers and physical descriptions

of all accessories should be recorded for investigators.


3. Most vehicle accessories do not totally burn or melt.

4. Most vehicle accessories will leave

melted metal in mount holes or brackets. 5. Empty mounting brackets/holes should

be considered suspicious.

COMPARTMENTS• Engine, trunk and passenger.• Each needs to be examined.• Windshield delamination can play a pivotal

role.• A passenger compartment fire will

frequently cause failure at the top of the windshield and patterns that radiate on the hood.


B. The engine, trunk and passenger compartments always need to be carefully examined, as they can contain important information related to the fire’s origin and cause.

1. Windshield delamination may provide

clues concerning fire origin. 2. A fire that originates in the passenger

compartment usually causes failure at the top of the windshield.

ACCELERANT CONTAINERS


C. Accelerant containers often left inside vehicle. 1. Arsonist often believes container will be

totally consumed. 2. Most containers leave some evidence. a. Glass jugs — search for neck and/

or carrying ring. b. Plastic jugs — search for melted

plastic. c. Metal cans.

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3. Discovery of accelerant container may help to discredit cover or story of owner.

4. Container may provide accelerant

comparison sample. D. Combustibles inside vehicle. 1. Often leave little evidence. 2. Combustibles under seats may survive

fire suppression activities. E. Accelerant residue may be recovered from

vehicle interior. 1. Accelerants usually settle to lowest level

and may be recovered: a. From floor carpets. b. On or under floor mats. c. In metal floor indentations. d. Around rubber grommets. 2. The sense of smell may not be effective

in locating accelerant residue. Gasoline odors are commonly found in vehicles.

AIR VENTS


F. Vehicle air vents may provide a means for an arsonist to intentionally spread fire from one part of the vehicle to another.

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G. Vehicle seat cushions. SEAT CUSHIONS

1. Many types of foam rubber or synthetic materials are difficult to ignite without an open flame.

2. Certain types of foam rubber, polyfoam

Slide 4-31 or foamed plastics may be ignited readily Slide 4-31 by an open flame.

3. Once ignited, these materials often

produce large amounts of smoke and high heat.

H. Loss of spring temper in seats.

COLLAPSE OF SPRINGS 1. Extreme heat required. a. May be due to the burning of

foam or synthetic cushion or padding materials.

Slide 4-32 Slide 4-32 b. May be due to the presence of an accelerant or placement of combustible materials, such as newspapers.

2. Loss of spring temper does not mean that

the fire was incendiary.

SWITCHES, HANDLES AND I. Personnel need to determine the operating LEVERS positions of windows, gear shifts and ignition

• Determine “on or off,” if possible.• Window positions. switches to identify if they are normal or if there

– Window rails within the door.• Position of gear shift. is any indication of tampering. • Position of ignition switch.• Any indication of tampering can be of

assistance.


POSITION OF DOORS AND J. Position of vehicle doors and windows.

WINDOWS 1. Vehicle doors and windows are often left

open when vehicle is intentionally burned.

Slide 4-34 2. Ask whether firefighters had to open

doors. Slide 4-34

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3. Open windows during very cold weather. 4. Closed windows during very hot weather.

However, air conditioning must be considered.

5. Fire may self-extinguish if windows are

closed. 6. If glass is melted, check window lift arms

to determine position of windows at the time of the fire.

7. Melted window glass does not prove the

fire was incendiary in nature.

STEERING LOCK ASSEMBLY


K. Steering lock assembly. 1. May discredit story of stolen vehicle. 2. May require examination by expert

locksmith to determine if assembly was damaged.

Instructor should emphasize that the vehicle needs to

steer, start and shift to be moved.

KEY FOUND IN DEBRIS UNDER STEERING ASSEMBLY


L. Examination of debris in vehicle’s interior. 1. Ignition key. a. Key may fall to floor when

ignition switch melts or remain embedded in the white metal of ignition assembly.

b. Finding a single key is usually not

normal, since most people carry more than one key.

2. Personal items.

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a. All passengers should be questioned to determine items in the vehicle at the time of the fire.

b. Most items leave some type of

evidence of their presence. - Buttons. - Zippers. - Shoe soles. c. Inventory of the remains of

personal items may help to identify a possible fraud motive.

3. Evidence (remains) of incendiary devices

may be recovered from vehicle’s interior.

EXAMINATION OF VEHICLE’S TRUNK

• Most new vehicles are equipped with a spare tire.

• Trunks are usually not empty.• Personal effects may be present

throughout the vehicle.• Have tires been replaced?


VI. EXAMINATION OF VEHICLE’S TRUNK (5 min.) A. Spare tire. 1. New vehicle usually has a new spare tire,

which is often only a temporary one. 2. Compare wheel color or check local

dealer to determine proper wheel color. B. Jack (tools) should be present.

EXAMINATION OF VEHICLE’S TRUNK (cont’d)

• Personal items.• Vehicle accessories.• Vehicle fuel systems.• Other contents.


C. Empty trunk usually considered suspicious (except with very new vehicle).

Contents should be inventoried to confirm or

contradict statements made or proof of loss statements.

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EXAMINATION OF VEHICLE’S VII. EXAMINATION OF VEHICLE’S ENGINE ENGINE COMPARTMENT COMPARTMENT (5 min.)

• Look for missing vehicle pieces in debris near the vehicle. – Gas cap.– Keys. A. Evidence of attempts to extinguish fire. – Door lock assemblies.

1. Check for dirt, sand or extinguishing

Slide 4-39 agents. Slide 4-39 2. Compare to owner’s story.

B. Examine motor supports. Motor supports seldom

receive extensive fire damage during accidental vehicle fires.

C. Examine radiator system. Solder in radiator

joints usually does not melt out during accidental fire.

D. Examine fan, generator and air-conditioner belts.

Belts are seldom destroyed in accidental vehicle fires.

E. Check for missing accessories in and around the

vehicle. Battery, carburetor, generator, starter, etc. are not destroyed.

F. Motor and drivetrain. 1. Check for missing or loose head bolts

around motor. 2. Check for missing or loose oil pan bolts

under the vehicle. 3. Check for damage to engine, such as

holes in block, cracked heads, etc. 4. Parts of drivetrain may be missing (such

as the universal). 5. Check to see if drivetrain is connected. G. Mechanical examination of engine and drivetrain

(may require services of an expert mechanic). 1. Attempt to start and run engine.

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2. Disassemble and examine engine, transmission, etc.

EXAMINATION OF VEHICLE’S

ENGINE COMPARTMENT (cont’d)• Direct exposure of

hood/trunk struts tofire can cause explosions.– Tires.– Shock absorbers. Exploded Gas Strut– Gas-filled struts.– Hood or hatch.– Suspension.


H. Hood and trunk struts are under continuous pressure that can cause an explosion if directly exposed to fire.

Statements from witnesses prior to fire department

arrival may confirm minor explosions. Struts may also explode during suppression and become projectiles.

EXAMINATION OF VEHICLE’S FUEL SYSTEM

• Tank fill cap and spout.– Often removed to allow fuel siphoning.– Cap may be discarded. – Owner may claim that a fuel tank explosion

blew the cap off.– Check for damage to cap flanges.– Check for damage to filler spout.

• Fuel tank drain plug (may not be present in newer model cars).


VIII. EXAMINATION OF VEHICLE’S FUEL SYSTEM (5 min.)

A. Examine tank fill cap and spout. 1. Often removed to allow fuel siphoning. 2. Cap may be discarded by throwing into

nearby ground cover, inside vehicle, or along the roadway as the arsonist leaves the area.

3. Owner may claim that a fuel tank

explosion blew the cap off. a. Check for damage to cap flanges

(found on older vehicles). b. Check for damage to filler spout.

EXAMINE FUEL TANK AND EXHAUST SYSTEM

Punctured Fuel Tanks


B. The fuel tank and exhaust system should be carefully inspected for evidence of intentional damage (puncture holes, etc.) to obtain fuel.

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C. Examine fuel lines. FUEL LINE TAMPERING

1. Connection may be loosened or fuel lines may be cut.

2. Check for evidence of tampering or

Slide 4-43 recent tool marks. Slide 4-43 D. Examine fuel pump and fuel line.

1. If connection comes off and the vehicle’s

motor is running, the fuel pump may continue to operate.

2. As long as the fuel pump is electrically

operated, it will continue to run.

E. Less gas is more vulnerable to blow, but gas GAS TANKS vapors will heat, vent and ignite, or plastic tanks

• Should be checked for crushing or penetrations. will fail, and all fluid comes out and ignites.

• Check for the presence or absence of the fuel cap.


GAS TANKS (cont’d) • Fuel tanks exposed to heat or flame

generally exhibit a line of demarcation that represents the fuel level at the time of extinguishment. – Many fuel tanks are plastic or a composite

material and are totally consumed by fire. • Check all fuel lines for tampering.

Slide 4-45

Slide 4-45

IX. NEW VEHICLE FUEL SYSTEMS (10 min.) NEW VEHICLE FUEL SYSTEMS • Clean Air Act of 1970.

– Vehicle emission control. A. Clean Air Act of 1970 required new vehicle – Fuel system vapor recovery.

designs. 1. Vehicle emission control.

Slide 4-46 2. Fuel system vapor recovery. Slide 4-46

B. Vehicle emission control systems.

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1. Uses catalytic converters to convert hydrocarbons and carbon monoxide to safer compounds.

2. Converter construction and operation. a. Usually covered by stainless steel

shell. b. Contains claylike compounds that

are treated to react with hydrocarbon emissions.

c. Converters have very large

interior surface areas. d. When operating, catalytic

converters generate heat (up to 1,600 F (871 C)).

- Usually, vehicle must

have heat shields to protect from excess heat.

- Some states require

converters to be covered on the bottom.

e. Fire dangers from converters. - Undercoating near

converter. - Installation near converter. f. If engine is not operating

properly, the converter may reach temperatures of up to 2,500 F (1,371 C) and may cause ignition of nearby combustibles.

- Ground cover. - Undercoating.

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- Combustibles inside vehicle.

g. Converters and arson

investigations. - May be difficult to

determine cause. - May appear to be

incendiary. C. Fuel vapor recovery systems. 1. In some vehicles, fuel vapors escape

illegally from the tank. 2. Newer design may use closed fuel

systems. a. Recirculates vapor. b. Vapor collected for later burning

by vehicle engine. c. Fuel tanks not vented through

filler cap. 3. Fire hazards. a. May allow extreme pressure

buildup. b. May result in explosion of fuel

tank.

HOT SURFACE IGNITION SOURCES

• Surface temperatures can reach in excess of 1,020 F (550 C).

• Exhaust manifolds.• Turbochargers.• Catalytic converters.• Brake rotors.


D. Vehicles contain many metal surfaces, such as exhaust manifolds, turbochargers, catalytic converters and brake rotors, that can generate sufficient heat energy to ignite combustible materials in close proximity to them.

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The reason why electric fans continue to operate after

the engine has been shut down is to cool hot surfaces.

CATALYTIC CONVERTERS• Catalytic converters have very high

external temperatures — greater than 2,000 F (1,093 C) (especially if malfunctioning).

• They can ignite combustible liquids (brake/ transmission fluid).

• They can also ignite ordinary combustibles that come in contact with them.


E. Catalytic converters typically operate at very high temperatures (i.e., greater than 2,000 F (1,093 C)) and, under certain conditions, can ignite combustible liquids, such as brake or transmission fluid or ordinary combustibles.

CATALYTIC CONVERTERS

(cont’d)


The next two slides show a catalytic converter and heat

shield that are typically found in most modern vehicles. They are there to prevent heat from being conducted through floor pans and igniting the interior. May be found missing.

HEAT SHIELD


Heat shields may become loose and fall off.

HOT SURFACES• A hot surface ignition of vehicle fluids is

not “impossible” but very improbable.– Gasoline vapors will normally ignite by an

electrical arc, spark or open flame.– Testing the hypothesis of a hot surface

ignition may be difficult.


F. A hot surface ignition of fluids commonly found in vehicles is not impossible, however it rarely occurs.

1. Gasoline vapors may ignite by an arc,

spark or open flame. 2. It may be difficult to confirm whether a

hot surface ignition has occurred.

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3. Usually combustible or flammable liquid needs to be an atomized spray under pressure, such as fuel or transmission lines.

ENGINE HOSES AND BELTS


G. The condition of hoses and belts located in the engine compartment should be carefully inspected for signs of wear, tampering, etc.

FUEL INJECTION


H. Components of the fuel injection system may be tampered with or malfunction, which can play a role in the cause of the fire. Certified mechanics should be consulted to rule out the fuel injection system as a potential fire cause.

ALUMINUM ALLOY

CARBURETOR


I. Examine carburetor. 1. Accidental carburetor fires may self-

extinguish without damage to the entire vehicle.

2. Engine backfires can cause some damage

to the carburetor and surrounding area (check for missing air filter).

3. Evidence of a carburetor fire may be

observed by the evidence of burn patterns located on the hood of the vehicle directly above the carburetor’s location.

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EXAMINATION OF VEHICLE’S X. EXAMINATION OF VEHICLE’S ELECTRICAL ELECTRICAL SYSTEMS SYSTEMS (5 min.)

• Most passenger vehicles are 12 volts, and current is limited to a few amperes (except for starters).

• Commercial vehicles and many A. Examine fuses and fusible links. recreational vehicles have 24-volt systems.

• Electrical causes of fires. – Sparks/Arcs.– Resistance heating.


EXAMINATION OF VEHICLE’S 1. Modern vehicles are well-protected from

ELECTRICAL SYSTEMS (cont’d) electrical short circuits and current • In modern vehicles, there are overcurrent

devices that shut down current when overloads; most accidental fires result in there are short circuits.– Fuses. only localized damage. – Fusible links.


2. All fuses and fusible links should be

FUSIBLE LINKS examined and noted. Local automobile Located in the wiring harness, often not visible without destruction or removal of the dealerships may provide assistance as to harness covering.

the location of fusible links.


B. Examine battery.

ELECTRICAL SYSTEMS (cont’d) • Was the battery in place?• Are the engine components and accessories 1. Battery may drain rapidly when a short

present?circuit occurs.

a. Battery that remains fully charged

Slide 4-58 was probably not involved. Slide 4-58 b. Check battery with tester or by

shorting terminals. Be extremely cautious of explosion potential.

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2. Fires that occur in the engine BATTERY DAMAGE compartment may result in extensive fire

damage to the battery, however its role in the fire must be evaluated.


ACCIDENTS, RECALLS, C. The vehicle owner should be asked if the vehicle

SHORTS AND ARCS has ever been involved in an accident or subject • Ask or attempt to determine if the vehicle

has ever been wrecked, salvaged or to a recall. A true victim may not know the recalled.

• A true victim may not know, especially on answers to these questions, especially if he or a recently purchased vehicle.

she has only owned the vehicle for a short period of time.


ACCIDENTS, RECALLS, D. Shorts and arcs can result from worn insulation

SHORTS AND ARCS (cont’d) or improper installation of accessories. • Arcs can result from worn insulation going

to ground. • Don’t forget that batteries can hold large

amounts of energy and deliver excessive amperage.


1. Personnel should establish if the vehicle

ELECTRICAL QUESTIONS was running prior to and at the time of • Was the vehicle running at the time of the

fire? the fire. • When was it last running?• As in a structure, what was tampered with

or bypassed?• Has any equipment been added, altered 2. The vehicle owner should be asked

or worked on?• Who did the work and when? whether they recently did any work on

Slide 4-62 the vehicle or if the vehicle has been serviced or is subject to a recall. Slide 4-62

3. Check with neighbors of vehicle owner. a. May have witnessed vehicle being

towed. b. May have witnessed repair work.

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c. May have reported vehicle idle for long period.

d. May report complaints about

vehicle made by owner. Emphasize documentation and information gathering.

OWNERSHIP AND VEHICLE IDENTIFICATION NUMBER

• The vehicle identification number (VIN) plate is normally in front of the driver on the dashboard.

• If it survives the fire, it should be recorded and photographed, and the Rosette rivets that hold it in place should be closely examined for authenticity.


XI. OWNERSHIP AND VEHICLE IDENTIFICATION NUMBER (5 min.)

A. The vehicle identification number (VIN) plate is

normally found at the front corner of the driver’s side dashboard and should be photographed if it is present and/or survives the fire.

OWNERSHIP AND VEHICLE IDENTIFICATION NUMBER (cont’d)• Police.• National Insurance Crime Bureau (NICB).• Insurance company.• National Crime Information Center

(NCIC).• Confidential VINs.• Partial VINs.• You need to know where to go for help.• Police department auto theft units are a

good resource.Slide 4-64

Slide 4-64

B. VINs. 1. Prior to 1969, VINs were located in

various places on the vehicle (hidden VIN).

a. Contact police department, auto

theft division.

b. Contact the National Insurance Crime Bureau (NICB).

c. Contact local dealership.

VEHICLE IDENTIFICATION NUMBER PLATE


2. Since 1969, VINs are located on the left side of the dashboard.

a. Visible from outside the vehicle. b. Also found in other locations

(hidden).

IG 4-29

VEHICLE FIRES

VEHICLE IDENTIFICATION 3. Numbers found on door edge or door NUMBER PLATE ON DOOR jamb after 1969 model year.

a. May be warranty number. b. May not be VIN.

Slide 4-66 c. Environmental Protection Agency Slide 4-66

(EPA) and VINs should match.

VEHICLE IDENTIFICATION C. Compare VIN to insurance policy — the burned NUMBER PLATE ON DOOR (cont’d) vehicle may not be the insured vehicle.

D. Altered or missing VINs (indicators of

tampering).

Slide 4-67 1. Grind, file or sanding marks. Slide 4-67 2. Over stamps.

3. Plastic replacement numbers (check

Department of Motor Vehicles (DMV) for regulations covering new VINs and how to display them).

E. The common format for a VIN is a 17-digit

combination of alphanumeric characters that specify critical information in respect to the origin and history of the vehicle (e.g., assembly plant, model year, body type, engine size, manufacturer, etc.).


IG 4-30

VEHICLE FIRES

45 min. Large Group Activity 4.1

ACTIVITY 4.1Vehicle Fire Examination


ACTIVITY 4.1 Vehicle Fire Examination Purpose To apply fire investigation skills to vehicle fires.

Directions to Students 1. Show the slides to the students. 2. For each slide, ask students to report their observations. 3. After showing all the slides, display the video. Suggest students to use the Vehicle Fire Inspection

Checklist in the appendix.


ASK: According to what you just learned in the

Examination of Vehicle’s Exterior section, what do you observe in this picture?

Suggested response: This picture shows the front of

the vehicle with a moderate to heavy volume of smoke coming from the passenger compartment. The vehicle also appears to have front-end damage, and the rear passenger window is down.

IG 4-31

VEHICLE FIRES




Suggested response: This picture shows a fire inside

the passenger compartment burning through the front windshield.



Examination of Vehicle’s Engine Compartment, Fuel System and Electrical Systems sections, what do you observe in this picture?

Suggested response: This picture shows the engine

compartment with only slight evidence of any heat or fire damage.



Examination of Vehicle’s Interior section, what do you observe in this picture?

Suggested response: This picture shows the passenger

compartment of the vehicle displaying heavy fire damage throughout, especially on the front passenger side.



Examination of Vehicle’s Trunk section, what do you observe in this picture?

Suggested response: This picture shows the trunk

area, which appears to have sustained moderate to significant fire/heat damage.

IG 4-32

VEHICLE FIRES




Suggested response: This picture shows the driver

side exterior of the vehicle with burn patterns extending from the driver’s door back to the trunk area.




Suggested response: This picture shows the passenger

side exterior of the vehicle with significant burn patterns on the passenger front door extending back toward the trunk area. Damage on right rear door prior to the fire.




Suggested response: This picture shows oxidation

patterns along the roof of the vehicle and distension of the roof, especially on the passenger side.

“NFA VEHICLE FIRE BURN EXERCISE”

DVD PRESENTATION


After showing the pictures, display the two videos (20 minutes), one prefire and one ignition and post-fire, “NFA Vehicle Fire Burn Exercise,” which highlight the damage that should validate the students’ observations, and discuss.

IG 4-33

VEHICLE FIRES

Summary Stress that first responders will respond to many vehicle fires

and be faced with the responsibility of determining the cause of the fires.

IG 4-34

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STUDENT ACTIVITY WORKSHEET

ACTIVITY 4.1

Vehicle Fire Examination

Purpose To apply fire investigation skills to vehicle fires. Directions 1. A series of pictures of a burned vehicle will be shown. 2. Report your observations.

IG 4-35

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IG 4-36

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XII. SUMMARY (5 min.) SUMMARY

•

••

Reasons for vehicle fire investigations motives.Probability of accidental vehicle fires.Incident scene examination.

and A. Reasons for vehicle fire investigations and motives.

• Examination of vehicle’s exterior.• Examination of vehicle’s interior. • Examination of vehicle’s trunk. B. Probability of accidental vehicle fires.

Slide 4-79 C. Incident scene examination. Slide 4-79

D. Examination of vehicle’s exterior. E. Examination of vehicle’s interior. F. Examination of vehicle’s trunk. G. Examination of vehicle’s engine compartment.

H. Examination of vehicle’s fuel system. SUMMARY (cont’d)

•

•

Examination of vehicle’s engine compartment.Examination of vehicle’s fuel system.

I. New vehicle fuel systems. • New vehicle fuel systems. •

•

Examination of vehicle’s electrical systems.Ownership and vehicle identification

J. Examination of vehicle’s electrical systems. number.

Slide 4-80 K. Ownership and vehicle identification number. Slide 4-80

IG 4-37

VEHICLE FIRES


IG 4-38

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APPENDIX

VEHICLE FIRE INSPECTION CHECKLIST

IG 4-39

VEHICLE FIRES


IG 4-40

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Vehicle Fire Inspection Checklist

General Information Date of Fire Location Time of Fire Operator’s Name Phone Address City ZIP Driver’s License Number Birthday Hair Eyes Height Weight Legal Owner Phone Address City ZIP R/O (if not the operator) Address City ZIP Insurance Company Policy Number Coverage Vehicle Make Year Color Body Type License State VIN Motor Serial Number Transmission Number Mileage Special Equipment

Amount Owed on Vehicle Bank Amount of Payment Is it current? [ ] yes [ ] no Photographs taken? [ ] yes [ ] no Sketch made? [ ] yes [ ] no Search made for [ ] cans [ ] bottles [ ] matches

[ ] other (describe)

Describe footprints, tire marks, other evidence

IG 4-41

VEHICLE FIRES

Witnesses Name Address City/ZIP Phone Name Address City/ZIP Phone Name Address City/ZIP Phone

Notes

IG 4-42

VEHICLE FIRES

Exterior Examination Body Evidence of prior damage? [ ] yes [ ] no

Describe

Where was heat concentrated? Did the top panel sag or lose its temper? [ ] yes [ ] no Did the door panels sag or buckle? [ ] yes [ ] no Which bumper was damaged? [ ] front [ ] rear Which fender skirt was damaged? [ ] rf [ ] lf [ ] rr [ ] lr Under which fender was there fire damage? [ ] rf [ ] lf [ ] rr [ ] lr Was the hood burned? [ ] yes [ ] no Was the hood raised? [ ] yes [ ] no Was there a pattern of paint damage? [ ] yes [ ] no

Describe

Which doors were open during the fire? [ ] rf [ ] lf [ ] rr [ ] lr Was trunk compartment burned? [ ] yes [ ] no Was trunk cover burned? [ ] yes [ ] no Was trunk forced open? [ ] yes [ ] no

How? By whom?

Did spare fit the vehicle? [ ] yes [ ] no Were jack and lug wrench present? [ ] yes [ ] no Did they fit the vehicle? [ ] yes [ ] no Was gas cap on? [ ] yes [ ] no Was it burned? [ ] yes [ ] no Was it blown off? [ ] yes [ ] no Were the flanges damaged? [ ] yes [ ] no Were the license plates on the car? [ ] yes [ ] no

If “no,” were they found? [ ] yes [ ] no Was the antenna on? [ ] yes [ ] no Were the mirrors on? Right: [ ] yes [ ] no

Left: [ ] yes [ ] no Were they melted away? Right: [ ] yes [ ] no

Left: [ ] yes [ ] no Were any accessories removed before fire? [ ] yes [ ] no After? [ ] yes [ ] no Was dirt or sand thrown on car during fire? [ ] yes [ ] no After? [ ] yes [ ] no

IG 4-43

VEHICLE FIRES

Examination of Glass

Windshield Front Door Front Vent Rear Door Rear Vent Rt Lt Rt Lt Rt Lt Rt Lt Rt Lt

Smoked [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Cracked [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Left open [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Closed [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Melted [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]

Rear Quarter Back Window Rt Lt Rt Lt

Smoked [ ] [ ] [ ] [ ] Cracked [ ] [ ] [ ] [ ] Left open [ ] [ ] [ ] [ ] Closed [ ] [ ] [ ] [ ] Melted [ ] [ ] [ ] [ ] Examination of Wheels and Tires Wheels, Tires and Hub Caps

Right Front Left Front Right Rear Left Rear Spare Yes No Yes No Yes No Yes No Yes No

Signs of recent removal? [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Burned? [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Underneath burned? [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Percent of wear? Notes

IG 4-44

VEHICLE FIRES

Interior Examination Positive vehicle identification through VIN? [ ] yes [ ] no Floorboards burned? [ ] yes [ ] no

Evidence? Evidence of fire underneath floorboard?

Front floor mat burned? [ ] yes [ ] no Rear floor mat? [ ] yes [ ] no Front seat cushion burned? [ ] yes [ ] no Rear seat cushion? [ ] yes [ ] no Temper gone from front seat springs? [ ] yes [ ] no Rear seat? [ ] yes [ ] no Condition of instrument panel? Is there an odor of accelerants under the debris? [ ] yes [ ] no

If “yes,” where? Were there unusual objects in the vehicle? [ ] yes [ ] no

If “yes,” where? Was the headliner burned? [ ] yes [ ] no Was any upholstery left unburned? [ ] yes [ ] no

If “yes,” where? Are there signs of excessive heat? [ ] yes [ ] no

If “yes,” where? Is there evidence of personal belongings? [ ] yes [ ] no

If “yes,” what?

Were keys found? [ ] yes [ ] no If so, which ones? How many?

Who is known to have keys?

Notes

IG 4-45

VEHICLE FIRES

Examination of Accessories Is there a radio? [ ] yes [ ] no

If “yes,” is it burned? [ ] yes [ ] no Is there a tape deck? [ ] yes [ ] no

If “yes,” is it burned? [ ] yes [ ] no Is there a CD player? [ ] yes [ ] no

If “yes,” is it burned? [ ] yes [ ] no Is there a cellular phone? [ ] yes [ ] no

If “yes,” is it burned? [ ] yes [ ] no Other [ ] yes [ ] no

If “yes,” is it burned? [ ] yes [ ] no Notes Mechanical Condition of Vehicle Radiator: Core melted? [ ] yes [ ] no

Water in core? [ ] yes [ ] no Upper hose burned? [ ] yes [ ] no Lower? [ ] yes [ ] no Radiator cap in place? [ ] yes [ ] no Fan belt burned? [ ] yes [ ] no Other belts? [ ] yes [ ] no

Which?

Air ducts damaged or burned? [ ] yes [ ] no Soot under hood? [ ] yes [ ] no Oil level? [ ] normal [ ] low [ ] empty Block? [ ] broken [ ] intact Heads? [ ] bolts loose [ ] cracked Oil pan? [ ] broken [ ] cracked Manifold? [ ] loose [ ] secure Does engine run? [ ] yes [ ] no Gaskets recently removed? head: [ ] yes [ ] no

oil pan: [ ] yes [ ] no valve plate: [ ] yes [ ] no

IG 4-46

VEHICLE FIRES

Electrical System Spark plug wires connected? [ ] yes [ ] no Wires burned? [ ] yes [ ] no Distributor damaged? [ ] yes [ ] no Distributor burned? [ ] yes [ ] no Battery present? [ ] yes [ ] no Battery with power? [ ] yes [ ] no Battery burned? [ ] yes [ ] no Battery cover present? [ ] yes [ ] no Cover burned? [ ] yes [ ] no Cables intact? [ ] yes [ ] no Ignition system operational? [ ] yes [ ] no System shorted out? [ ] yes [ ] no Distributor points fused? [ ] yes [ ] no Voltage regulator intact? [ ] yes [ ] no Regulator burned? [ ] yes [ ] no Evidence of “hot wiring”? Notes

IG 4-47


UNIT 5: FIRE CAUSE DETERMINATION

TERMINAL OBJECTIVE The students will be able to: 5.1 Assess a fire scene and apply proper investigative techniques and procedures in determining the origin and

cause of a fire, when a fire scenario is given.

ENABLING OBJECTIVES The students will be able to: 5.1 Determine the area or point of origin and the cause of a fire, when given fire scenarios. 5.2 Defend the conclusions reached regarding the fire origin and cause determination, when given fire

scenarios.

FIRE CAUSE DETERMINATION


IG 5-2



Terminal Objective Evaluated by Assess a fire scene and apply proper investigative techniques and procedures in determining the origin and cause of a fire, when a fire scenario is given.

Final Exam


Determine the area or point of origin and the cause of a fire, when given fire scenarios.

Lecture, Activity

Activity

Defend the conclusions reached regarding the fire origin and cause determination, when given fire scenarios.

Activity Activity

METHODOLOGY This unit uses lecture, discussion, videos and a small group activity.


155 min. Lecture/Discussion/Activity Objectives IG 5-5

15 min. I. Fire Cause Determination IG 5-5 35 min. II. Application of Fire Investigation Skills IG 5-6 100 min. Small Group Activity 5.1 Fire Scene Examination IG 5-9 5 min. III. Summary IG 5-21

AUDIOVISUAL Slides 5-1 to 5-17 Videos: “NIST Chicago Fire Test Exercise”

“NFPA 921 Determining Origin and Cause”

IG 5-3



IG 5-4


UNIT 5: FIRE CAUSE DETERMINATION

Slide 5-1

Slide 5-1

ENABLING OBJECTIVES

• Determine the area or point of origin and the cause of a fire, when given fire scenarios.

• Defend the conclusions reached regarding the fire origin and cause determination, when given fire scenarios.

Slide 5-2

Slide 5-2

I. FIRE CAUSE DETERMINATION (15 min.) FIRE CAUSE DETERMINATION • It is often the responsibility of first

responders to determine the cause of all A. It is often the responsibility of first responders to fires to which they respond.

• Knowing the process of fire origin and determine the cause of all fires to which they cause determination will help them to make more accurate decisions on the respond. circumstances of the fire.

Slide 5-3 B. Knowing the process of fire origin and cause

determination will help them to make more Slide 5-3 accurate decisions on the circumstances of the fire.

KEY FIRE INVESTIGATION C. Key fire investigation aspects.

ASPECTS • Behavior of fire.

– Understanding of basic scientific principles 1. Behavior of fire. related to fire ignition, growth and spread.

• Determination of area of fire origin. – Methodology required to successfully determine fire origin and cause. a. Did fire behave normally for the

materials or area involved? Slide 5-4

b. What was different about this Slide 5-4 fire?

2. Determination of area of fire origin. a. Understanding and evaluating

“V” patterns. b. Interpreting heat patterns.

IG 5-5


c. Determining the path of fire travel.

• Accidental fire causes.– Understanding the most common causes of

accidental fires.• Incendiary fire causes and devices.

– Understanding the most common causes of incendiary fires and devices that may be used.

Slide 5-5

KEY FIRE INVESTIGATION ASPECTS (cont’d)

Slide 5-5

3. Accidental fire causes. a. Accidental fire causes found at

the area or point of origin. b. Evaluating other factors to

conclude fire cause was accidental.

4. Incendiary fire causes and devices. a. Incendiary fire causes found at the

area or point of origin. b. Absence of any accidental fire

cause at the area or point of origin.

• Vehicle fires.– Understanding of the most common causes

of vehicle fires and the recommended procedures for fire cause determination.

• Fatal fires.– Understanding of the procedures required to

properly secure and document a fatal fire scene.

Slide 5-6

KEY FIRE INVESTIGATION ASPECTS (cont’d)

Slide 5-6

5. Vehicle fires. a. Evaluating the extent of vehicle

damage to determine origin and cause.

b. Evaluating the compartmentation

of fire in vehicles for deliberate fire spread.

II. APPLICATION OF FIRE INVESTIGATION

SKILLS (35 min.) A. Application of skills. 1. They should help you to arrive at a

conclusion about the circumstances of the fire.

a. Accidental cause, no further

action involved. b. Accidental cause, follow-up

required.

IG 5-6


- Juvenile involvement needs follow-up.

- Appliance failure needs

follow-up. 2. If you cannot reach a conclusion based

upon the evidence found, you need an investigator.

3. Incendiary fires require an investigator. B. Prepare report of fire response. C. Prepare fire origin and cause determination

report. 1. Write a report based on the findings,

regardless of the outcome. 2. Write notes about the incident. a. In case you are put on a witness

stand five years later and are asked details about the fire.

b. In most cases, personal notes will

not be admitted as evidence. c. You will be allowed to consult

them while on the stand. 3. The official report, plus other reports

prepared by fire investigators, will be entered as official evidence.

a. They may become the proof that a

fire did occur, and that all accidental fire causes were eliminated.

b. This information may lead

investigators to conclude that the fire was caused intentionally.

IG 5-7



IG 5-8


100 min. Small Group Activity 5.1

ACTIVITY 5.1

ACTIVITY 5.1Fire Scene Examination

Slide 5-7 Slide 5-7

Fire Scene Examination Purpose To assess a fire scene and apply proper investigative techniques

and procedures in determining the origin and cause of a fire.

Directions to Students 1. Divide the class into small groups. 2. Show the slides (photographs) of the scenario. The

photographs are also available in the Student Manual (SM).

3. Allow 40 minutes for students to record their

observations and determine the area of fire origin and fire cause.

4. Have each group report its findings and provide reasons

for its conclusions. 5. Display the video of the fire scene after all groups report

their findings and conclusions.

IG 5-9


Scenario At 0915 hours, fire department units responded to a residential

structure fire at 1680 Seton St. The occupancy is a two-story, wood-frame, duplex-style townhouse.

Slide 5-8 Slide 5-8

This picture shows Side A. ASK: What indicators would you document to assist

in the investigation? Suggested responses: Address of building; determine

if building was occupied; construction features; position of doors and windows versus condition of doors and windows upon arrival of the fire department; evidence of forcible entry on front door; smoke-staining on awning located above entrance to front door; door patterns/fire damage on any exterior surfaces of the structure; sign in window; and any items of evidence that may be located or discarded around the yard.

Slide 5-9 Slide 5-9

This picture shows right front corner of living room area (Side A/D).

ASK: What does the significance of damage (or lack

of damage) to the futon indicate? Suggested responses: The futon didn’t burn and only

sustained light scorching due to radiant heat and pyrolysis. There is no burn pattern in or around the futon that would be consistent with a fire originating in or near this item. Note the line of demarcation located approximately 3 feet below the ceiling produced by the hot gas layer descending toward the floor.

IG 5-10



This picture shows the sofa, coffee table and chair

located in the living room of the structure between the entrance to the kitchen and stairway leading to the second floor.

ASK: Where do you think the area of origin is?

Suggested responses: In the corner behind the chair

between the sofa and stairway. There is an area of clean burn located behind the chair in the corner and the sofa appears to have significant fire damage on the side nearest to the chair.

(Note: These are not the correct answers, but do not

tell the students until you show the video at the end of the exercise, which will show that the fire actually originated on the opposite side of the sofa.)


This picture is a closer view of the burn pattern located in the area behind the chair.

ASK: Is this burn pattern consistent with a fire

originating in or around the chair? Suggested responses: Not necessarily; additional data

and evaluation of the entire room must be considered before making a conclusive origin and cause determination.

ASK: What might be an alternative explanation for

this damage and corresponding burn pattern? Suggested responses: This pattern and damage could

be caused by factors related to fire dynamics such as heat, fuel load (properties, type, etc.), ventilation or fire suppression efforts.

IG 5-11



This picture shows the close-up view of the corner of

the sofa located in the living room. ASK: What do you notice about the damage to the

sofa and nearby coffee table?

Suggested responses: The sofa has more damage in the area at the bottom of the photo. There is some cushion remaining on the sofa near the top of the photo. However, the coffee table has significant damage on the side facing the stairway and chair.


This picture shows a downward view of the living room area.

ASK: Based on what is depicted in the photograph,

what is your opinion concerning the cause of the fire?

Suggested response: Space heater located behind the chair and the sofa.

(Note: The space heater is not really the cause of the

fire. The cause of the fire was application of open flame on newspaper which was located on the side of the sofa farthest away from the chair/space heater. You can see in the photo that there is a small, oval-shaped burn pattern on the wall behind the right side of the sofa. This pattern was generated in the early stages of the fire, before the upstairs window and front door were opened.)


This picture is a closer view of the area behind the chair where the space heater was located.

ASK: If you suspect the space heater as being the

cause of the fire, how would you proceed?

IG 5-12


Suggested responses: Delay overhaul; document with

photographs; leave item in place and do not move it to prevent alternation or destruction of the item; provide information to investigators upon their arrival.

Slide 5-15

DVD PRESENTATION

Slide 5-15

Display the three-minute “NIST Chicago Fire Test Exercise” video. It is sped up four times. The video will show the actual origin and fire cause of the fire as well as the growth and spread of the fire throughout the room.

The cause of the fire was application of open flame on

newspaper, which was located on the side of the sofa farthest away from where the chair and space heater were located.

Summary Once a first responder has developed the basic skills of fire

origin and cause determination, the officer should be able to evaluate the clues left after a fire and determine the area or point of origin. Once the area of origin has been determined, a search for the cause should narrow to a specific area. If this is not possible, the officer needs to call an investigator.

IG 5-13



IG 5-14



ACTIVITY 5.1

Fire Scene Examination Purpose To assess a fire scene and apply proper investigative techniques and procedures in determining the origin and cause of a fire. Directions 1. Your class will be divided into small groups. 2. Slides (photographs) of the scenario will be shown by your instructor. The photographs

are also available in your SM. 3. You have 40 minutes to record your observations and determine the area of fire origin

and fire cause. 4. Each group will report its findings and provide reasons for its conclusions. 5. A video of the fire scene will be displayed after all groups report their findings and

conclusions.

IG 5-15



IG 5-16



ACTIVITY 5.1 (cont’d)

Fire Scene Examination Scenario At 0915 hours, fire department units responded to a residential structure fire at 1680 Seton St. The occupancy is a two-story, wood-frame, duplex-style townhouse.

Slide 5-8

Slide 5-9

IG 5-17



Slide 5-10

Slide 5-11

IG 5-18



Slide 5-12

Slide 5-13

IG 5-19



Slide 5-14

IG 5-20


DVD PRESENTATION Introduce the 30-minute “NFPA 921 Determining

“NFPA 921 DETERMINING ORIGIN Origin and Cause” video. Highlight the proper AND CAUSE”

procedures that should be used to conduct a thorough fire scene examination.

Slide 5-16 This video is a summary and review of the Web-based

and classroom modules/units. Slide 5-16

III. SUMMARY (5 min.) SUMMARY

• Fire cause determination.• Application of fire investigation skills. A. Fire cause determination.

B. Application of fire investigation skills.


IG 5-21


ACRONYMS

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ACRONYMS Btu British thermal unit CFL compact fluorescent light DMV Department of Motor Vehicles EPA Environmental Protection Agency HRR heat release rate HVAC heating, ventilating, and air conditioning IFIFR “Initial Fire Investigation for First Responders” kW kilowatt LEL lower explosive limits LPG liquefied petroleum gas MWs megawatts NCIC National Crime Information Center NFA National Fire Academy NFPA National Fire Protection Association NICB National Insurance Crime Bureau OSB Oriented Strand Board POV privately owned vehicle PPE personal protective equipment SFPE Society of Fire Protection Engineers SM Student Manual UEL upper explosive limits VIN vehicle identification number W watt

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Initial Fire Investigation for First Responders-Instructor Guide · 2016. 7. 15. · Initial Fire...

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