OBJECTIVE PAGE LESSON ONE FIREFIGHTER Fire Behavior · 2019. 2. 21. · essence the foundation of a...

FF: Fire Behavior of 7

LESSON ONE FIREFIGHTER Fire Behavior DOMAIN: COGNITIVE LEVEL OF LEARNING: KNOWLEDGE MATERIALS IFSTA Essentials 6th Edition or Jones and Bartlett Fundamentals of Fire Fighter Skills 3rd Edition; overhead projector or laptop computer and multimedia projector; projection screen; candles, lighter, matches, fire extinguisher, beaker, glass, and safety glasses. NFPA 1001 JPRS, 2013 Edition 5.3.10 Attack an interior structure fire 5.3.12 Perform vertical ventilation on a structure Junior Member Statement: Junior Member training activities should be supervised by qualified instructors to assure that the cognitive and psychomotor skills are completed in a safe and non-evasive manner. While it is critical that instructors be constantly aware of the capabilities of all students both mentally and physically to complete certain tasks safely and successfully, the instructor should take every opportunity to discuss with departmental leaders and students the maturity and job awareness each participant has for the hazards associated with fire and rescue training. TERMINAL OBJECTIVE The Firefighter Candidate shall correctly define in writing, the term fire, describe the two main theories of fire and describe the three physical states of matter.

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ENABLING OBJECTIVES 1. The Firefighter Candidate shall correctly define in

writing, the term fire. 2. The Firefighter Candidate shall correctly define in

writing, the theory of fire known as the fire triangle. 3. The Firefighter Candidate shall correctly explain in

writing, the theory of fire known as the fire tetrahedron. 4. The Firefighter Candidate shall correctly define in

writing, the three physical states of matter known as solids, liquids, and gases.

5. The Firefighter Candidate shall correctly explain in

writing, the technical terms describing how a fire burns on the top of a candle.

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LESSON ONE FIREFIGHTER Fire Behavior MOTIVATION Safe and effective fire control requires a basic understanding of the chemical and physical nature of fire. Fire behavior is in essence the foundation of a firefighter’s knowledge of fire science. This knowledge forms the basis for practically all types of operations at the fire scene, from initial attack to determining the origin and cause of the fire. Should the firefighter fail to see the importance of the lessons found here, all other aspects of their fire service performance will suffer. PRESENTATION ENABLING OBJECTIVE #1 The Firefighter Candidate shall correctly define in writing, the term fire. 1. Provide the class with a definition of fire. 2. Define oxidation for the class. 3. Give examples of slow and rapid oxidation like rust and

explosions. Generate a discussion from the class about various kinds of oxidation typically seen by the fire service.

Reference: J&B Fundamentals 3rd Edition, pages 143-145. IFSTA Essentials 6th Edition, page 208. PRESENTATION ENABLING OBJECTIVE #2 The Firefighter Candidate shall correctly define in writing, the theory of fire known as the fire triangle.


1. Draw the fire triangle and discuss with the candidates its meaning.

2. Explain why we use the fire triangle to explain the

process of fire. 3. Explain the oxygen side of the triangle.

a) Give examples of oxidizers commonly encountered in the fire service.

4. Explain the heat side of the triangle.

a) Give examples of heat sources known to initiate fires.

b) Chemical, electrical, and mechanical are sources of energy or heat.

5. Explain the fuel side of the triangle.

a) Give examples of fuels that we as firefighters encounter on a regular basis.

b) Include fuels from all three states of matter: solids, liquids, and gases.

Reference: J&B Fundamentals 3rd Edition, page 144. IFSTA Essentials 6th Edition, pages 212-213. PRESENTATION ENABLING OBJECTIVE #3 The Firefighter Candidate shall correctly explain in writing, the theory of fire known as the fire tetrahedron. 1. Draw the fire tetrahedron and discuss its meaning with

the candidates. 2. Explain the relationship between fuel and a reducing

agent. 3. Explain the relationship between oxygen and an

oxidizing agent. 4. Explain the difference between heat and temperature.


5. Illustrate and explain an uninhibited chemical chain reaction and discuss how the reaction occurs or propagates.

Reference: J&B Fundamentals 3rd Edition, page 144. IFSTA Essentials 6th Edition, pages 212-213. PRESENTATION ENABLING OBJECTIVE #4 The Firefighter Candidate shall correctly define in writing, the three physical states of matter known as solids, liquids, and gases. 1. List the three physical states of matter.

a) Solids. b) Liquids. c) Gases.

2. List examples of the three physical states of matter.

Use water as an initial example since it can address all three physical states.

3. Discuss the term Vapor Density and how it refers to the

weight of a gas fuel and measures the weight of the gas compared to air.

4. Generate a discussion on how things like temperature

and atmospheric pressure can change the physical state of something.

Reference: J&B Fundamentals 3rd Edition, pages 142-143., 157. IFSTA Essentials 6th Edition, pages 223-230. PRESENTATION ENABLING OBJECTIVE #5 The Firefighter Candidate shall correctly explain in writing the technical terms describing how a fire burns on the top of a candle.


1. With the use of a candle, explain to the candidates how the fire on the top of a candle burns. a) The paraffin is the reducing agent. b) Inside the wax is a wick, which allows the wax

when melted to rise into the heat and vaporize. c) The atmosphere supplies oxygen, the oxidizing

agent. d) When the candles wick is ignited, the flame is

small and may flicker because the fuel is not vaporizing fast enough to maintain a steady flame.

e) As the flame increases, have the candidates turn down the lights in the room and look at the base of the flame. The flame will not or should not be touching the wick. This demonstrates that the chemical chain reaction is taken place away from the wick with the vapors of the reducing agent reacting with oxygen because of the flame’s temperature.

2. Place a beaker or glass slowly over the flame, stopping

at different levels. 3. Explain how the fire is using up the available oxygen

and that the fuel gases are also pushing air out of the bottom of the glass. (Oxygen concentration is below 14%.)

4. Completely seal the glass to the table to extinguish the

fire. Explain that even though the fire is out and the oxygen is deleted, the fuel is still hot enough to vaporize for a short period of time.

5. Explain that in some cases it may be possible to re-

ignite the vapors after the flame is extinguished. 6. Be sure that the candidates completely understand the

combustion process occurring in the demonstration. 7. Repeat the demonstration if necessary. Reference: IFSTA Essentials 6th Edition, pages 228-230.


APPLICATION Divide the class into suitable size workgroups of three to five candidates. Have each group write a short technical explanation of their observations during the candle demonstration. Students should be asked to supply the most technical explanation that they are able to provide. Have each group select a spokesperson to present their explanation to the class. Encourage class discussion if time permits and be sure that the key points of the entire lesson are discussed before this exercise ends. Moderate this discussion, allowing the candidates to take the lead. This will allow the instructor to assess the students' grasp of the subject. SUMMARY Review the definition of fire. Also, differentiate between fire and combustion. Re-examine the theories of fire known as the fire triangle and the fire tetrahedron with an emphasis on the fact that the tetrahedron is most accurate. Initiate a brief discussion reviewing the three physical states of matter known as solids, liquids, and gases. Summarize using correct terminology, the process of fire as demonstrated by the flame at the top of a candle.

FF: Fire Behavior Page 1 of 9

LESSON TWO FIREFIGHTER Fire Behavior DOMAIN: COGNITIVE LEVEL OF LEARNING: KNOWLEDGE MATERIALS IFSTA Essentials 6th Edition or Jones and Bartlett Fundamentals of Fire Fighter Skills 3rd Edition, overhead projector or laptop computer and multimedia projector; projection screen. NFPA 1001 JPRs, 2013 Edition 5.3.11 Perform horizontal ventilation on a structure 5.3.12 Perform vertical ventilation on a structure Junior Member Statement: Junior Member training activities should be supervised by qualified instructors to assure that the cognitive and psychomotor skills are completed in a safe and non-evasive manner. While it is critical that instructors be constantly aware of the capabilities of all students both mentally and physically to complete certain tasks safely and successfully, the instructor should take every opportunity to discuss with departmental leaders and students the maturity and job awareness each participant has for the hazards associated with fire and rescue training. TERMINAL OBJECTIVE The Firefighter Candidate shall correctly explain in writing, how to recognize and identify incipient fire, rollover, hot smoldering fire, flashover, steady state burning, back draft, three products of combustion commonly found in structure fires, and explain the relationship of the concentration of oxygen to combustibility and life safety.

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ENABLING OBJECTIVES 1. The Firefighter Candidate shall correctly state in

writing, the definition of incipient fire and describe the hazards associated with it.

2. The Firefighter Candidate shall correctly state in

writing, the definition of steady state burning and describe the hazards associated with it.


writing, the definition of rollover, and describe the hazards associated with it.


writing, the definition of flashover and describe the hazards associated with it.


writing, the definition of hot smoldering fire and describe the hazards associated with it.


writing, the definition of back draft and describe the hazards associated with it.

7. The Firefighter Candidate shall correctly identify in

writing, three different products of combustion. 8. The Firefighter Candidate shall correctly define in

writing, the relationship of oxygen to combustibility and life safety.

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LESSON TWO FIREFIGHTER Fire Behavior MOTIVATION A fire can start at any time of the day or night. If a fire starts when people can call for help, firefighters may be able to put the fire out while it is still in the first stage. If a fire starts when no one is present to call for help, it may burn for minutes or hours and progress rapidly. The firefighter may be confronted by one or all of these stages of fire. A working knowledge of these stages, their conditions, signs, and indicators is crucial to the proper choice of ventilation, attack methods, and overall safety of personnel. NOTE: Traditionally, the fire service has used the terms: incipient, steady state, and hot smoldering to describe the phases or stages of fire. Fire science researchers have recently categorized fire into five phases: ignition, growth, flashover, fully developed, and decay. The instructor is advised to provide a correlation between the traditional terminology and the latest terminology concerning the phases of fire. PRESENTATION ENABLING OBJECTIVE #1 The Firefighter Candidate shall correctly state in writing, the definition of incipient fire and describe the hazards associated with it. 1. Define incipient fire or ignition phase of fire. 2. Describe the oxygen levels found within this type of fire

and explain that such oxidizing agents are not combustible.

3. Explain and list the products being produced by the

fire.


4. Describe the heat levels in this fire as it goes from ignition phase into the growth phase.

5. Point out the hazards found in this phase of the fire. Reference: J&B Fundamentals 3rd Edition, pages 149-150. IFSTA Essentials 6th Edition, pages 241-243. PRESENTATION ENABLING OBJECTIVE #2 The Firefighter Candidate shall correctly state in writing, the definition steady state burning and describe the hazards associated with it. 1. Define steady state or free burning and point out that

this is a combination of the late growth, flashover, and fully developed phases of the new terminology.

2. Describe how oxygen is drawn into the fire and what

effects it has on the fire through the growth, flashover, and fully developed phases. a) This is the steady state phase.

3. Explain how heat and gases are carried upward and

how this will aid the fire in spreading. 4. Discuss oxygen levels and temperatures that will be

present in a compartmentalized fire and how this affects the safety of firefighters.

5. Illustrate the way flames will spread through a

structure. 6. Point out the hazards associated with a fire in its

steady state burning phase. Reference: J&B Fundamentals 3rd Edition, pages 150-152. IFSTA Essentials 6th Edition, pages 246-250. PRESENTATION


ENABLING OBJECTIVE #3 The Firefighter Candidate shall correctly state in writing, the definition of rollover and describe the hazards associated with it. 1. Define the term rollover or as it is sometimes called,

flame over. 2. Describe the development of the compartmentalized

fire as it leads to rollover / flame over. 3. Discuss the recognition of conditions leading up to

rollover so that firefighters can reverse the effects or evacuate the area before the rollover occurs.

4. Discuss in detail the hazards associated with rollover. Reference: J&B Fundamentals 3rd Edition, page 155. IFSTA Essentials 6th Edition, page 248. PRESENTATION ENABLING OBJECTIVE #4 The Firefighter Candidate shall correctly state in writing, the definition of flashover and describe the hazards associated with it. 1. Define flashover. 2. Point out that flashover and rollover are extremely

different occurrences and the two are often mistaken. 3. Describe the conditions of the fire as they lead up to

flashover. 4. Points out the hazards associated with flashover and

discuss the importance of controlling the fire and cooling the upper level room atmosphere prior to flashover.


Reference: J&B Fundamentals 3rd Edition, page 155. IFSTA Essentials 6th Edition, pages 247-248. NOTE: The ability to recognize the conditions associated with rollover and flashover will save the firefighter’s life. Many firefighters have survived rollover, but few have survived a flashover. PRESENTATION ENABLING OBJECTIVE #5 The Firefighter Candidate shall correctly state in writing, the definition of hot smoldering fire and describe the hazards associated with it. 1. Define hot smoldering fire or as it is now called, the

decay phase, and point out the fact that this is normally a fuel-controlled fire.

2. Illustrate the fact that the visible flames may cease to

exist; however, this should be recognized as an indicator of a dangerous, potentially explosive atmosphere.

3. Discuss the oxygen levels typically present during the

decay phase of the fire as well as the products of combustion and illustrate the effects of their potential interaction.

4. Describe the temperature levels within the

compartment during the decay phase and emphasize the fact that even though the temperature is dropping, it is still moderately high.

5. Review the potential hazards that exist for the

firefighter when making entry into a compartment fire that has reached the hot smoldering or decay phase.

Reference: J&B Fundamentals 3rd Edition, page 154. IFSTA Essentials 6th Edition, pages 246-250. PRESENTATION


ENABLING OBJECTIVE #6 The Firefighter Candidate shall correctly state in writing, the definition of back draft and describe the hazard associated with it. 1. Define the term back draft. 2. Describe the fire conditions that lead up to a back draft. 3. List characteristics or conditions that act as indicators

for the possibility of a back draft. 4. Explain in detail what the introduction of oxygen into

this ventilation-controlled atmosphere will do. 5. Discuss the critical importance of proper ventilation

techniques in relation to potential back draft situations and the hazards of improper ventilation.

6. Go over hazards of a back draft and emphasize the

explosion potential. Reference: J&B Fundamentals 3rd Edition, pages 155-156, 445. IFSTA Essentials 6th Edition, pages 248-250. PRESENTATION ENABLING OBJECTIVE #7 The Firefighter Candidate shall correctly identify in writing, three different products of combustion. 1. Explain what is meant by “products of combustion.” 2. Discuss carbon as the most common element found in

a fire. 3. List and discuss some of the products of combustion

that are formed from carbon. 4. Point out the fact that hydrogen is the second most

common element found in a fire.


5. List and discuss some of the products of combustion that are formed from hydrogen.

6. Discuss the production of water vapor in a fire. Describe the fuels that may produce hydrogen cyanide and sulfur dioxide. 7. Point out that heat and flame are also considered

products of combustion. 8. Ask the candidates if they can name any other products

of combustion that may be produced. Reference: J&B Fundamentals 3rd Edition, page 145. IFSTA Essentials 6th Edition, pages 214-216. PRESENTATION ENABLING OBJECTIVE #8 The Firefighter Candidate shall correctly define in writing, the relationship of oxygen to combustibility and life safety. 1. Discuss each phase of fire as presented in the previous

seven enabling objectives to explain the relationship of oxygen to combustibility and life safety.

2. Point out that while oxygen is not considered a

flammable gas, it supports and enables combustion through the process of oxidation.

3. Illustrate the fact that the higher the percentage of

oxygen, the higher the degree of risk for a fire to ignite. 4. Discuss the situations where firefighters may encounter

more than a 21% oxygen atmosphere. 5. Discuss the fact that atmospheres with less than 21%

oxygen also present a serious life threat as well as reduce the probability of fires.

6. Remind the candidates that reduced oxygen levels also

slow the combustion process causing a fire to recede into the third stage or decay phase.


7. Discuss the ranges as it relates to the concentrations of

fuel vapor and an oxidizer (flammable/explosive range). 8. Remind candidates of the hazards associated with third

stage or decay phase fires and back draft. 9. Discuss with the candidates how smoldering or decay

phase fires generally produce higher concentrations of carbon monoxide.

Reference: J&B Fundamentals 3rd Edition, pages 144-145, 149-156. IFSTA Essentials 6th Edition, pages 231-233. SUMMARY Review each of the three stages of burning or as it is now called, the five phases of fire. Re-examine the definition of rollover or flame over and the fire conditions that lead up to rollover. Remind the candidates of the hazards of flashover and the importance of recognizing its indicators. Re-emphasize the deadly potential of a back draft and how to prevent it from occurring. Summarize the products of combustion and their associated hazards. Review the correlation of oxygen levels and combustibility of fuels along with the associated hazards.


LESSON THREE FIREFIGHTER Fire Behavior DOMAIN: COGNITIVE LEVEL OF LEARNING: KNOWLEDGE MATERIALS IFSTA Essentials 6th Edition or Jones and Bartlett Fundamentals of Fire Fighter Skills 3rd Edition overhead projector or laptop computer and multimedia projector; projection screen. NFPA 1001 JPRs, 2013 Edition 5.3.12 Perform vertical ventilation on a structure 5.3.13 Overhaul a fire scene Junior Member Statement: Junior Member training activities should be supervised by qualified instructors to assure that the cognitive and psychomotor skills are completed in a safe and non-evasive manner. While it is critical that instructors be constantly aware of the capabilities of all students both mentally and physically to complete certain tasks safely and successfully, the instructor should take every opportunity to discuss with departmental leaders and students the maturity and job awareness each participant has for the hazards associated with fire and rescue training. TERMINAL OBJECTIVE The Firefighter Candidate shall correctly define in writing, the three methods of heat transfer, and describe the process of thermal layering and how to avoid disturbing the normal layering of heat in a compartmentalized fire.

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ENABLING OBJECTIVES 1. The Firefighter Candidate shall correctly describe in

writing, the law of heat flow. 2. The Firefighter Candidate shall correctly define in

writing, the term conduction. 3. The Firefighter Candidate shall correctly define in

writing, the term convection. 4. The Firefighter Candidate shall correctly define in

writing, the term radiation. 5. The Firefighter Candidate shall correctly describe in

writing, the term thermal layering. 6. The Firefighter Candidate shall correctly describe in

writing, the practices used to prevent disturbing the normal thermal layering in a structural fire.

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LESSON THREE FIREFIGHTER Fire Behavior MOTIVATION When fighting fire, the firefighter may be faced with a fire that moves or ignites other fires that seem to be totally unrelated to the initial fire. The other fires are caused by the transfer of heat from the first fire to other areas. A typical residential fire may initially appear to be very easy to control. Then without warning, fire can show itself in another area of the structure, far from where the fire started. With this in mind, the firefighter must remain proactive to prevent this movement of the fire. If we as firefighters fail to anticipate the transfer of heat when dealing with fire, the fire will win in combat. PRESENTATION ENABLING OBJECTIVE #1 The Firefighter Candidate shall correctly describe in writing, the Law of Latent Heat Flow. 1. Define the Law of Latent Heat Flow. The colder of two

bodies will always absorb heat until both objects are the same temperature.

2. Ask as an overhead question, “What are the three

methods of heat transfer?” a) Conduction. b) Convection. c) Radiation.

3. Discuss the fact that under the International System of

Units, heat transfer is measured in Kilowatts. 4. Emphasize that transmission of heat is measured by

the amount of heat generated over a given period of time.


Reference: J&B Fundamentals 3rd Edition, pages 146-147. IFSTA Essentials 6th Edition, pages 216-223. PRESENTATION ENABLING OBJECTIVE #2 The Firefighter Candidate shall correctly define in writing, the term conduction. 1. Define conduction and ask candidates for examples of

conduction and list them. 2. Explain why the firefighter needs to be aware of

conducted heat and how this will affect the firefighter’s attack, as well as the search for hidden fires.

3. Point out that conducted heat is often responsible for

fires that seem to be unrelated to the initial fire. Reference: J&B Fundamentals 3rd Edition, pages 146. IFSTA Essentials 6th Edition, pages 220-221. PRESENTATION ENABLING OBJECTIVE #3 The Firefighter Candidate shall correctly define in writing, the term convection. 1. Define the term convection. 2. Ask candidates for examples of convection and list

them on the board. 3. Explain why the firefighter needs to be aware of

convection heat and how this will affect their attack procedures and their search for hidden fires.

4. Point out that convection heat is mainly responsible for

the spread of fires within structures, especially to upper levels.


Reference: J&B Fundamentals 3rd Edition, pages 146-147. IFSTA Essentials 6th Edition, pages 221-222. PRESENTATION ENABLING OBJECTIVE #4 The Firefighter Candidate shall correctly define in writing, the term radiation. 1. Define the terms radiation and radiant heat. 2. Ask candidates for examples of radiation or radiant

heat and list them. 3. Explain why the firefighter needs to be aware of

radiation or radiant heat and discuss how this heat will affect the firefighter’s tactics.

4. Point out to the candidates that radiant heat is the

primary heat source for external exposure fires. Reference: J&B Fundamentals 3rd Edition, pages 147. IFSTA Essentials 6th Edition, pages 222-223. PRESENTALTION ENABLING OBJECTIVE #5 The Firefighter Candidate shall correctly describe in writing, thermal layering. 1. Describe how heat is layered in a structure fire by

drawing an example on the board. 2. Describe the fire attack practices that are designed to

prevent the disruption of thermal layering in a structure fire.

3. Discuss the terms thermal balance and heat

stratification.


4. Emphasize the hazards associated with the disruption of thermal balance when making an attack on a fire inside of a structure.

Reference: J&B Fundamentals 3rd Edition, pages 155. IFSTA Essentials 6th Edition, pages 252-253. PRESENTATION ENABLING OBJECTIVE #6 The Firefighter Candidate shall describe in writing, practices to prevent disturbing the normal thermal layering in a structural fire. 1. Emphasize the hazards associated with the disruption

of thermal balance when making an attack on a fire inside of a structure.

2. Describe the fire attack practices that are designed to

prevent the disruption of thermal layering in a structure fire.

3. Point out the fact that with the creation of thermal

imbalance, forced ventilation will be required. Reference: J&B Fundamentals 3rd Edition, pages 155. IFSTA Essentials 6th Edition, pages 252-253. SUMMARY Review the law of heat flow and how it determines the direction of heat transmission. Summarize the three methods of heat transfer: conduction, convection, and radiation. Review the condition of thermal layering, and briefly reiterate the attack methods that prevent or reduce its disruption.


LESSON FOUR FIREFIGHTER Fire Behavior DOMAIN: COGNITIVE LEVEL OF LEARNING: KNOWLEDGE MATERIALS NFPA 497; IFSTA Essentials 6th Edition or Jones and Bartlett Fundamentals of Fire Fighter Skills 3rd Edition; overhead projector or laptop computer and multimedia projector; projection screen. NFPA 1001 JPR, 2013 Edition 6.3.2 Coordinate an interior attack line team's accomplishment of an assignment in a structure fire Junior Member Statement: Junior Member training activities should be supervised by qualified instructors to assure that the cognitive and psychomotor skills are completed in a safe and non-evasive manner. While it is critical that instructors be constantly aware of the capabilities of all students both mentally and physically to complete certain tasks safely and successfully, the instructor should take every opportunity to discuss with departmental leaders and students the maturity and job awareness each participant has for the hazards associated with fire and rescue training. TERMINAL OBJECTIVE

The Firefighter Candidate shall correctly define in writing, the terms British thermal unit, Fahrenheit, Celsius, calorie, flash point, fire point, and ignition temperature.

OBJECTIVE PAGE


ENABLING OBJECTIVES 1. The Firefighter Candidate shall correctly define in

writing, the term British thermal unit. 2. The Firefighter Candidate shall correctly define in

writing, the term Fahrenheit. 3. The Firefighter Candidate shall correctly define in

writing, the term Celsius. 4. The Firefighter Candidate shall correctly define in

writing, the term calorie. 5. The Firefighter Candidate shall correctly define in

writing, the term flash point. 6. The Firefighter Candidate shall correctly define in

writing, the term fire point. 7. The Firefighter Candidate shall correctly define in

writing, the term ignition temperature.

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LESSON FOUR FIREFIGHTER Fire Behavior MOTIVATION Effective fire control requires a basic understanding of the chemical and physical nature of fire. The study of fire behavior provides the firefighter with a window into the world of fire. A window that can allow the firefighter to accurately predict what a given fire is going to do. With this understanding, the firefighter can effectively control and extinguish fires with a higher degree of safety that in turn will reduce risk to life and needless loss of property. All this enhances the firefighter’s level of professionalism and dramatically increases the odds for the firefighter to remain safe while combating a fire. NOTE: The information contained in Level II, Fire Behavior, is not specifically addressed in the 2013 Edition of NFPA 1001. However, this information is important to the Firefighter Candidate’s training. NOTE: It is the intent of the scientific community to evolve the system of measurements in the United States from the Customary or English System to the International System of Units, or metric system. Most of the world Community uses the International System of Units or SI (after the French System International). Since research into fire behavior is conducted worldwide it will benefit today’s firefighter to have an understanding of SI and how it relates to the Customary System used in the United States. An effort will be made to discuss this relationship specific to fire behavior. PRESENTATION


ENABLING OBJECTIVE #1 The Firefighter Candidate shall correctly define in writing, the term British thermal unit. 1. Define the term British thermal unit (a Customary

System unit of measurement). 2. Describe the amount of BTUs needed to turn one

pound of water at 600F to steam. 3. Illustrate the difference between a BTU and a Joule (an

SI unit of measurement). Reference: J&B Fundamentals 3rd Edition, pages 142. IFSTA Essentials 6th Edition, pages 210. PRESENTATION ENABLING OBJECTIVE #2 The Firefighter Candidate shall correctly define in writing, the term Fahrenheit. 1. Define Fahrenheit (a Customary System unit of

measurement). 2. Illustrate the Fahrenheit scale to the candidates.

Reference: IFSTA Essentials 6th Edition, pages 216-217. PRESENTATION ENABLING OBJECTIVE #3 The Firefighter Candidate shall correctly define in writing, the term Celsius. 1. Provide the class with a definition of Celsius. 2. Illustrate the Celsius scale and draw a direct

comparison between Celsius and Fahrenheit.


Reference: IFSTA Essentials 6th Edition, pages 216-217. APPLICATION

After giving instruction on conversion formulas, have each of the candidates perform conversions of temperatures from Celsius to Fahrenheit. PRESENTATION ENABLING OBJECTIVE #4 The Firefighter Candidate shall correctly define in writing, the term calorie. 1. Define the term calorie (an unapproved unit of

measurement of the metric system). 2. Explain the relationship between calorie, BTU, and

joule. 3. Provide a detailed explanation of the term Watt and

how it is used to determine the heat release rate (HRR) of a fuel or fuel package and how energy is being transferred.

Reference: IFSTA Essentials 6th Edition, pages 209-210. PRESENTATION ENABLING OBJECTIVE #5 The Firefighter Candidate shall define in writing, the term flash point. 1. Ask candidates to provide a definition of flash point. 2. Define flash point. 3. Point out the fact that only liquids have flash points.

However, some solids such as grease may melt before vaporizing, making it possible to determine a flash point.


4. List examples of the flash points of different products. 5. Point out the fact that flash point is one of the most

important determinants of a liquid fuel’s flammability.

Reference: J&B Fundamentals 3rd Edition, pages 157. IFSTA Essentials 6th Edition, pages 227. PRESENTATION ENABLING OBJECTIVE #6 The Firefighter Candidate shall correctly define in writing, the term fire point. 1. Define fire point. 2. Explain the relationship between flash point and fire

point.

Reference: J&B Fundamentals 3rd Edition, pages 157. IFSTA Essentials 6th Edition, pages 227. PRESENTATION ENABLING OBJECTIVE #7 The Firefighter Candidate shall correctly define in writing, the term ignition temperature. 1. Provide a definition of ignition temperature to the class. 2. Discuss self-sustained combustion as the determining

factor of ignition temperature. 3. List the ignition temperatures of different products

found at typical fires. 4. Explain the relationship of ignition temperature to a

fuel's flammability.

Reference: J&B Fundamentals 3rd Edition, pages 143. IFSTA Essentials 6th Edition, pages 210-212.


APPLICATION

Divide the class into suitable work groups of three to five candidates. Provide the class with the scenario given below and have each group address the problem. After five minutes have a spokesperson from each group present their group’s opinion on how the incident should be handled, taking fire behavior into consideration. Critique each group's plan.

SCENARIO A tanker overturns and leaks kerosene at a busy intersection during peak traffic conditions. The temperature at the time of the incident is 98 degrees Fahrenheit. The time the incident occurred was 9:15 AM and there is no wind blowing. SUMMARY Review each of the main points of the lesson concerning units of measurement: B.T.U., Fahrenheit, Celsius, calorie, joule, and kilowatt. Summarize the evolution for units of measurement here in the U.S., from the Customary System to the International System of Units. Review the definition of flash point and reiterate its significance when dealing with liquid fuels. Review the definition of ignition temperature and point out the importance of knowing a fuel’s ignition temperature when fire fighting. Reiterate the importance of understanding these terms and their importance in relation to tactical considerations.


LESSON FIVE FIREFIGHTER Fire Behavior DOMAIN: COGNITIVE LEVEL OF LEARNING: KNOWLEDGE MATERIALS

IFSTA Essentials 6th Edition or Jones and Bartlett Fundamentals of Fire Fighter Skills 3rd Edition; overhead projector or laptop computer and multimedia projector; projector screen. NFPA 1001 JPR, 2013 Edition 6.3.2 Coordinate an interior attack line team's accomplishment of an assignment in a structure fire Junior Member Statement: Junior Member training activities should be supervised by qualified instructors to assure that the cognitive and psychomotor skills are completed in a safe and non-evasive manner. While it is critical that instructors be constantly aware of the capabilities of all students both mentally and physically to complete certain tasks safely and successfully, the instructor should take every opportunity to discuss with departmental leaders and students the maturity and job awareness each participant has for the hazards associated with fire and rescue training.

OBJECTIVE PAGE


TERMINAL OBJECTIVE The Firefighter Candidate shall correctly explain in writing, the hazards presented by finely divided fuels as they relate to the process of combustion. ENABLING OBJECTIVES 1. The Firefighter Candidate shall correctly define in

writing, the term pyrolysis. 2. The Firefighter Candidate shall correctly explain in

writing, why a finely divided fuel is more ignitable than fuels with large surface areas.

3. The Firefighter Candidate shall correctly describe in writing, why recognizing observations in reading smoke and the warning signs of hostile fire events is important.

OBJECTIVE PAGE


LESSON FIVE FIREFIGHTER Fire Behavior MOTIVATION Firefighters must respond to all types of fire related incidents. Frequently these incidents will involve fuels that are very finely divided such as wood or cotton dust. When the average person thinks of wood or cotton, their mental image is a board or piece of cloth. Both the board and the piece of cloth will ignite and burn when enough heat is applied to their surface. However, if we increase the surface areas by reducing them to a dust, not only will they ignite, but they may do so explosively. It is because of this wide variation in ease of ignitability that every firefighter must understand the potential hazards of finely divided fuels. The firefighter’s life will depend on it. NOTE: The information contained in Level II Fire Behavior is not specifically addressed in the 2013 Edition of NFPA 1001. However, this information is important to the Firefighter Candidate’s training. PRESENTATION ENABLING OBJECTIVE #1 The Firefighter Candidate shall correctly define in writing, the term pyrolysis. 1. Ask the candidates to define pyrolysis. 2. Provide a formal definition of the term pyrolysis. 3. Illustrate an example of the pyrolysis of a fuel. Wood

is the best example. 4. Point out the fact that only solids go through the

process of pyrolysis.


5. Discuss the fact that some solids may melt before pyrolysis and vaporize.

6. Explain the difference between pyrolysis and

vaporization. 7. Explain that only gases burn; any material must first be

converted to a gas before it can actually ignite and burn.

Reference: J&B Fundamentals 3rd Edition, pages 144-145. IFSTA Essentials 6th Edition, page 210. PRESENTATION ENABLING OBJECTIVE #2 The Firefighter Candidate shall correctly explain in writing, why a finely divided fuel is more ignitable than fuels with large surface areas. 1. Explain how the shape and size of a fuel are important

to the ability of the fuel to ignite readily. 2. Illustrate a fuels surface-to-mass ratio and how this

affects pyrolysis. 3. Discuss how a finely divided liquid fuel undergoes

vaporization more rapidly. 4. Discuss how solid fuels that are finely divided undergo

pyrolysis easier. 5. Point out hazards associated with finely divided fuels

and how this will affect the firefighter's attack and safety precautions.

Reference: J&B Fundamentals 3rd Edition, pages 149-150. IFSTA Essentials 6th Edition, pages 228-230. APPLICATION Demonstrate how difficult it is to ignite a large block of wood, such as a 2” x 4”.


Demonstrate how easy it is to ignite shavings or sanding dust from the same piece of wood. Demonstrate how sawdust can be exploded when suspended in air, in the presence of an ignition source. For this demonstration, you will need to acquire or construct an explosive chamber (Dust Explosion Box). APPLICATION Divide the class into suitable size work groups of three to five candidates. Ask the groups to form a list of fuels, industries, processes, etc., where finely divided fuels may present a special hazard. Allow a spokesperson from each group to lead discussion on their findings and be sure that all local hazards are discussed. PRESENTATION ENABLING OBJECTIVE #3 The Firefighter Candidate shall correctly describe in writing, why recognizing observations in reading smoke and the warning signs of hostile fire events is important. 1. Explain why reading smoke is important to evaluating

the fire’s position within a building. 2. Explain how evaluating the volume of smoke assists in

the understanding of the amount of fuel that is off-gassing in a given space.

3. Explain that the velocity of smoke is an indicator of

pressure. 4. Describe the two things that can create smoke

pressure. a) Heat. b) Restricting the volume of smoke within a

container. 5. Explain how smoke thickens. 6. Discuss the fact that the greater the smoke density, the

more likely a hostile fire event can occur.


7. Explain that the color of smoke will only indicate the type of burning material in a single-fuel fire.

8. Point out that smoke can tell the firefighter which stage

of burning is taking place. J&B Fundamentals 3rd Edition, pages 142-143. IFSTA Essentials 6th Edition, pages 248-250.

NOTE: The “Art of Reading Smoke” video is suggested as a teaching supplement for this section. APPLICATION Divide the class up into suitable size work groups of three to five candidates. Show them pictures of different fire scenarios and have them evaluate the smoke conditions. Assist them in recognizing the volume, velocity, density, and color of smoke for each picture. SUMMARY Review in detail the process of pyrolysis and discuss the surface-to-mass ratio. Re-emphasize the hazards of finely divided fuels with a special emphasis on explosive dusts. Reiterate the need for sound size-up decisions as it relates to smoke reading.


LESSON SIX FIREFIGHTER Fire Behavior DOMAIN: COGNITIVE LEVEL OF LEARNING: KNOWLEDGE MATERIALS IFSTA Essentials 6th Edition or Jones and Bartlett Fundamentals of Fire Fighter Skills 3rd Edition; overhead projector or laptop computer and multimedia projector; projector screen. NFPA 1001 JPR, 2013 Edition 6.3.2 Coordinate an interior attack line team's accomplishment of an assignment in a structure fire Junior Member Statement: Junior Member training activities should be supervised by qualified instructors to assure that the cognitive and psychomotor skills are completed in a safe and non-evasive manner. While it is critical that instructors be constantly aware of the capabilities of all students both mentally and physically to complete certain tasks safely and successfully, the instructor should take every opportunity to discuss with departmental leaders and students the maturity and job awareness each participant has for the hazards associated with fire and rescue training.

OBJECTIVE PAGE


TERMINAL OBJECTIVE The Firefighter shall correctly identify in writing, a minimum of two chemical, mechanical, and electrical energy heat sources. ENABLING OBJECTIVES 1. The Firefighter Candidate shall correctly identify in

writing, five sources of heat energy. 2. The Firefighter Candidate shall correctly identify in

writing, two sources of chemical heat. 3. The Firefighter Candidate shall correctly identify in

writing, two sources of mechanical heat. 4. The Firefighter Candidate shall correctly identify in

writing, two sources of electrical heat.

OBJECTIVE PAGE


LESSON SIX FIREFIGHTER Fire Behavior MOTIVATION Every fire encountered by the fire service has a beginning. It starts by some form of heat energy. Determining the actual cause of a fire requires an understanding of the various types of heat energy. Basic to the understanding of fire growth is an understanding of all types of heat energy. Initiating a successful intervention of fire growth, putting the fire out, requires an in-depth understanding of heat energy. Therefore, if we are to be successful firefighters in all aspects of a given fire incident we must understand heat energy. NOTE: The information contained in Level II, Fire Behavior, is not specifically addressed in the 2013 Edition of NFPA 1001. However, this information is important to the Firefighter Candidate’s training. PRESENTATION ENABLING OBJECTIVE #1 The Firefighter Candidate shall correctly identify in writing, five sources of heat energy. 1. List the five sources of heat energy.

a) Chemical. b) Electrical. c) Mechanical. d) Nuclear. e) Solar.

2. Point out the fact that nuclear and solar heat energy

sources are not common to the subject of fire behavior since they are rarely the cause of fires encountered by the fire service.


Reference: J&B Fundamentals 3rd Edition, pages 143-144. IFSTA Essentials 6th Edition, page 216-223. PRESENTATION ENABLING OBJECTIVE #2 The Firefighter Candidate shall correctly identify in writing, two sources of chemical heat. 1. Provide a definition of chemical heat energy. 2. List and define the four types of chemical heat energy.

Ask the candidates to give examples of each type as you list them. a) Heat of combustion – The amount of heat

generated by the combustion reaction such as a flame on a candle or cutting torch.

b) Spontaneous heating – The heating of an organic substance without the addition of external heat such as with old stored oily rags.

c) Heat of decomposition – The release of heat from decomposing compounds, usually due to bacterial action (eg. occurs in composted organic materials such as leaves).

d) Heat of solution – The heat released by the solution of matter in a liquid (eg. some acids dissolved in water produce violent reactions).

Reference: J&B Fundamentals 3rd Edition, pages 143-144. IFSTA Essentials 6th Edition, pages 217-218. PRESENTATION ENABLING OBJECTIVE #3 The Firefighter Candidate shall correctly identify in writing, two sources of mechanical heat. 1. Provide a definition of mechanical heat energy in

writing, on the board. 2. Point out the fact that mechanical heat energy is

caused by either friction or compression.


3. List examples of mechanical heat energy and allow them to offer suggestions. a) Diesel engines. b) Charging air cylinders. c) Bad bearings. d) Slipping drive belts.

Reference: J&B Fundamentals 3rd Edition, page 143. IFSTA Essentials 6th Edition, pages 219-223. PRESENTATION ENABLING OBJECTIVE #4 The Firefighter Candidate shall correctly identify in writing, two sources of electrical heat. 1. Provide a definition of electrical heat energy. 2. List on the board several forms of electrical heat

energy. Ask the candidates to give examples of each type. a) Resistance. b) Dielectric. c) Leakage current. d) Arcing. e) Static. f) Sparking. g) Lightning.

Reference: J&B Fundamentals 3rd Edition, pages 143-144. IFSTA Essentials 6th Edition, pages 218-219. APPLICATION Divide the class into three groups, assign each group with one of the three most common forms of heat energy: chemical, mechanical, or electrical. Allow the groups ten minutes to list as many examples of their specific type of heat energy as possible. Have a spokesperson from each group come up and list their findings for the class.


SUMMARY Review chemical, electrical and mechanical heat energy and how they will play a major roll in the firefighter’s tactics and strategy. Re-emphasize the importance recognizing sources of heat energy in the determination of cause in a fire incident.

OBJECTIVE PAGE LESSON ONE FIREFIGHTER Fire Behavior · 2019. 2. 21. · essence the foundation of a...

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