**SESSION II:**

**DISASTER FIRE SUPPRESSION**

**EMERGENCY MANAGEMENT INSTITUTE**

**NATIONAL EMERGENCY TRAINING CENTER**

**SESSION II**

**DISASTER FIRE SUPPRESSION**

**TIME: 2 hours 30 minutes**

**OBJECTIVES** At the conclusion of this session, the participants will
be able to:

1\. Explain the role of the CERT in fire suppression.

2\. Identify and reduce potential fire risks in the home and workplace.

3\. Conduct a basic size-up for a fire emergency.

4\. Operate a portable fire extinguisher correctly.

5\. Understand minimum safety precautions, including safety equipment,
utility control, buddy system, and back-up teams.

**SCOPE**  Introduction And Session Overview

 Fire Chemistry

 Hazardous Materials

 Reducing Fire Hazards In Home And Office

 CERT Size-Up

 Firefighting Resources

 Fire Suppression Safety

 Exercise: Fire Suppression

+--------------------+-------------------------------------------------+
| **TRAINING**       | The lead instructor will begin this session by  |
|                    | welcoming the participants back to Session II:  |
| **METHODS**        | Disaster Fire Suppression and introducing any   |
|                    | new instructors. The instructor will then begin |
|                    | with a brief overview of the CERT function and  |
|                    | responsibilities for fire suppression and the   |
|                    | importance of neighborhood fire control.        |
+--------------------+-------------------------------------------------+

+------------------+---------------------------------------------------+
| **TRAINING**     | As an introduction to fire suppression, the       |
|                  | instructor will describe fire chemistry and the   |
| **METHODS**      | classes of fire, and emphasize the importance of  |
| (Continued)      | selecting the correct methods or agent for fire   |
|                  | suppression.                                      |
+------------------+---------------------------------------------------+

Next, the instructor will lead an interactive discussion of hazardous
materials, including where they are found, placarding, storage, and
defensive strategies for hazardous materials accidents. Then the
instructor will present an overview of hazards in the home and office,
including electrical hazards, natural gas hazards, and flammable and
combustible liquids, and lead a discussion of hazard mitigation and
preparedness.

The instructor will then describe CERT fire suppression strategy using
size-up and explain how to use the size-up checklist from the
Participant Handbook.

The next topic will be a discussion of firefighting resources, including
portable fire extinguishers and creative resources such as pools, dirt
or sand, and a garden hose. Emphasis will be placed on portable fire
extinguishers because they will be the most common resource available to
CERTs. Discussion of portable fire extinguishers will include types,
extinguisher components, deciding to use a fire extinguisher, and
correct operation.

Safe fire suppression will be the next topic. The instructor will
introduce the use of fire safety equipment. The instructor will place
special emphasis on firefighter safety rules, including the buddy system
and backup team, and techniques for fighting fires (e.g., confine the
fire, stay low to the ground, identify a second exit route, etc.).

Finally, the session will end with an exercise in which the participants
will operate in teams of two and use a portable fire extinguisher to
extinguish a burning liquid.

**REFERENCES** *Community Emergency Response Team* Instructor Guide

*Community Emergency Response Team* Participant Handbook

Visuals 2.1 through 2.16

**EQUIPMENT** In addition to the equipment listed at the front of this
Instructor Guide,

you will need the following equipment for this session:

• Samples of NFPA 704 Diamond and other hazardous materials placards, if
possible.

• 1 roll of cotton swabbing.

• 1 Pyrex® jar with lid.

• 1 box of wooden kitchen matches.

• 1 water fire extinguisher.

• 1 dry chemical fire extinguisher.

• Portable Class A and B:C fire extinguishers, half as many as there are
participants. (A:B:C extinguishers may also be used.)

• 1 pan containing a layer of water beneath a layer of diesel
fuel/gasoline mixture.

• Road flares and a long pole.

If time permits, the use of the video *Fire Extinguishers: Fight or
Flight* is recommended for this session. The video provides information
on the basic elements of fire, and shows how to use different types of
extinguishers. It is available through:

National Fire Protection Administration

1 Batterymarch Park

Quincy, MA 02269

1/800/344-3555

Also recommended is the video *On Fire: A Family Guide to Fire Safety*,
which contains useful footage on fire chemistry, flashover, the use of a
fire extinguisher, and putting out kitchen fires. It is available
through:

KCET Video

4401 Sunset Boulevard

Los Angeles, CA 90027

1/800/343-4727

If using the video(s), the following additional equipment will be
required:

• Videocassette player.

• Monitor.

**NOTES** Remember to localize this session with the use of slides
(common

fire hazards, local buildings, etc.).

A suggested time plan for this unit is as follows:

> Introduction And Session Overview 10 minutes
>
> Fire Chemistry 10 minutes
>
> Hazardous Materials 10 minutes
>
> Reducing Fire Hazards In Home And Office 15 minutes
>
> CERT Size-Up 5 minutes
>
> Firefighting Resources 25 minutes
>
> Fire Suppression Safety 10 minutes
>
> Exercise: Fire Suppression 60 minutes
>
> Session Summary 5 minutes
>
> **Total Time: 2 hours 30 minutes**

+--------+-----------------+------------------------------------------+
| > ![   | *Total Unit:*   | **SESSION II: DISASTER FIRE              |
| ](medi |                 | SUPPRESSION**                            |
| a/imag | *2 hours 30     |                                          |
| e1.wmf | minutes*        |                                          |
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| 65in"} |                 |                                          |
+--------+-----------------+------------------------------------------+
|        |                 |                                          |
+--------+-----------------+------------------------------------------+
| > ![]  | *Total Topic:*  | **INTRODUCTION AND SESSION OVERVIEW**    |
| (media |                 |                                          |
| /image | *10 minutes*    |  Welcome the participants to Session II |
| 1.wmf) |                 | of the CERT training program.            |
| {width |                 |                                          |
| ="0.59 |                 |  Introduce any new instructors who will |
| 375in" |                 | be assisting with the session.           |
| >      |                 |                                          |
| height |                 |                                          |
| ="0.42 |                 |                                          |
| 847222 |                 |                                          |
| 222222 |                 |                                          |
| 22in"} |                 |                                          |
| >      |                 |                                          |
| > 1    |                 |                                          |
+--------+-----------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| > ![   | *Participant    |  Introduce disaster fire suppression by |
| ](medi | Hand-book, page | telling the participants that during and |
| a/imag | PHII-3.*        | immediately after a disaster, the first  |
| e2.wmf |                 | priorities of professional fire services |
| ){widt |                 | are life safety and extinguishing        |
| h="0.5 |                 | *major* fires. They may be hampered by   |
| 777777 |                 | impassable roads, inadequate water       |
| 777777 |                 | supply, weather conditions, burning      |
| 777in" |                 | material, and inadequate resources.      |
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| >      |                 |                                          |
| > 2    |                 |                                          |
+--------+-----------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Visual 2.1*              |  Emphasize that, at this time, CERT     |
|                           | fire suppression groups will play a very |
| ![](media/image3.emf)     | important role in firefighting and fire  |
|                           | prevention by:                           |
|                           |                                          |
|                           | • Putting out small fires before they    |
|                           | become major fires.                      |
|                           |                                          |
|                           | • Preventing additional fires by         |
|                           | removing fuel sources.                   |
|                           |                                          |
|                           | • Assisting with evacuations where       |
|                           | necessary.                               |
|                           |                                          |
|                           |  Stress the important role that CERTs   |
|                           | will play in neighborhood fire control.  |
+---------------------------+------------------------------------------+

  --------------------------- -------------------------------------------
                              **SESSION OBJECTIVES**

  --------------------------- -------------------------------------------

+---------------------------+------------------------------------------+
| *Visual 2.2*              |  Tell the participants that at the end  |
|                           | of this session, they will be able to:   |
| ![](media/image4.emf)     |                                          |
|                           | • Explain the role of the CERT in fire   |
|                           | suppression.                             |
|                           |                                          |
|                           | • Identify and reduce potential fire     |
|                           | risks in the home and workplace.         |
|                           |                                          |
|                           | • Conduct a basic size-up for a fire     |
|                           | emergency.                               |
|                           |                                          |
|                           | • Operate a portable fire extinguisher   |
|                           | correctly.                               |
|                           |                                          |
|                           | • Understand minimum safety precautions, |
|                           | including safety equipment, utility      |
|                           | control, buddy system, and back-up       |
|                           | teams.                                   |
+---------------------------+------------------------------------------+
|                           | **SUMMARY AND TRANSITION**               |
|                           |                                          |
|                           |  Ask if any of the participants has     |
|                           | questions about the role that CERT fire  |
|                           | suppression groups will play immediately |
|                           | after a disaster.                        |
|                           |                                          |
|                           |  Introduce the session by telling the   |
|                           | group that the session will provide them |
|                           | with the knowledge and skills they will  |
|                           | need to extinguish small fires. The      |
|                           | areas they will learn about include:     |
|                           |                                          |
|                           | • How fires start and what keeps them    |
|                           | burning.                                 |
|                           |                                          |
|                           | • Hazardous materials identification and |
|                           | identification of fire hazards in the    |
|                           | home, neighborhood, and office.          |
|                           |                                          |
|                           | • How to conduct a fire suppression      |
|                           | assessment, or size-up.                  |
|                           |                                          |
|                           | • The main firefighting resources that   |
|                           | are available and how to use them.       |
+---------------------------+------------------------------------------+
|                           | **SUMMARY AND TRANSITION** (Continued)   |
|                           |                                          |
|                           | • Procedures for safe firefighting.      |
|                           |                                          |
|                           |  Tell the group that, at the end of the |
|                           | session, they will have an opportunity   |
|                           | to use a portable extinguisher to put    |
|                           | out a fire.                              |
+---------------------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| > ![   | *Total Topic:*  | **FIRE CHEMISTRY**                       |
| ](medi |                 |                                          |
| a/imag | *10 minutes*    |                                          |
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+--------+-----------------+------------------------------------------+

+--------+-----------------+---+------------------------------------------+
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|        |                 |   |                                          |
|        |                 | * |                                          |
|        |                 | f |                                          |
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|        |                 | . |                                          |
|        |                 | * |                                          |
+--------+-----------------+---+------------------------------------------+
|        |                 |   | **FIRE CHEMISTRY** (Continued)           |
+--------+-----------------+---+------------------------------------------+

+---------------------------+------------------------------------------+
| *Ignite a rolled-up piece |  Demonstrate the concept of the fire    |
| of cotton, place it       | triangle by removing the oxygen from     |
| inside a Pyrex® jar, and  | burning cotton.                          |
| cover it tightly. Wait    |                                          |
| until the flame goes out. |  Tell the participants that, to aid in  |
| Then remove the material  | extinguishing fires, fires are           |
| from the jar and blow on  | categorized into classes based on the    |
| it to demonstrate that,   | type of fuel that is burning:            |
| unless the fire is        |                                          |
| completely out and        |                                          |
| overhauled, adding oxygen |                                          |
| may complete the fire     |                                          |
| triangle and rekindle the |                                          |
| fire.*                    |                                          |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Reemphasize the need to  | • [Class A Fires]{.underline}: Ordinary  |
| overhaul Class A fires    | combustibles such as paper, cloth, wood, |
| (i.e., ensuring that      | rubber, and many plastics.               |
| every piece of burning    |                                          |
| material is completely    | • [Class B Fires]{.underline}: Flammable |
| extinguished).*           | liquids (e.g., oils, gasoline) and       |
|                           | combustible liquids (e.g., charcoal      |
| *Visual 2.4*              | lighter, kerosene). These fuels burn     |
|                           | only at the surface because oxygen       |
| ![](media/image7.emf)     | cannot penetrate the depth of the fluid. |
|                           | Only the vapor burns when ignited.       |
|                           |                                          |
|                           | • [Class C Fires]{.underline}:           |
|                           | Electrical equipment (e.g., wiring,      |
|                           | motors).                                 |
|                           |                                          |
|                           | • [Class D Fires]{.underline}:           |
|                           | Combustible metals (e.g., aluminum,      |
|                           | magnesium, titanium).                    |
|                           |                                          |
|                           |  Stress that it is *extremely*          |
|                           | important to identify the type of fuel   |
|                           | to select the correct method and agent   |
|                           | for extinguishing the fire.              |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
|                           | **SUMMARY AND TRANSITION**               |
|                           |                                          |
|                           |  Ask the group if anyone has any        |
|                           | questions about fire chemistry.          |
|                           |                                          |
|                           |  Explain that the next part of the      |
|                           | session will deal with hazardous         |
|                           | materials.                               |
+---------------------------+------------------------------------------+

**YOUR NOTES:**

+--------+-----------------+------------------------------------------+
| > !    | *Total Topic:*  | **HAZARDOUS MATERIALS**                  |
| [](med |                 |                                          |
| ia/ima | *10 minutes*    |                                          |
| ge8.wm |                 |                                          |
| f){wid |                 |                                          |
| th="0. |                 |                                          |
| 675in" |                 |                                          |
| >      |                 |                                          |
| height |                 |                                          |
| ="0.48 |                 |                                          |
| 75in"} |                 |                                          |
| >      |                 |                                          |
| > 7    |                 |                                          |
+--------+-----------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| > ![   | *Participant    | **WHAT ARE HAZARDOUS MATERIALS?**        |
| ](medi | Hand-book, page |                                          |
| a/imag | PH II-7.*       |                                          |
| e2.wmf |                 |                                          |
| ){widt |                 |                                          |
| h="0.6 |                 |                                          |
| 722222 |                 |                                          |
| 222222 |                 |                                          |
| 223in" |                 |                                          |
| >      |                 |                                          |
| height |                 |                                          |
| ="0.46 |                 |                                          |
| 388888 |                 |                                          |
| 888888 |                 |                                          |
| 89in"} |                 |                                          |
| >      |                 |                                          |
| > 8    |                 |                                          |
+--------+-----------------+------------------------------------------+

  --------------------------- -------------------------------------------
  **?** *Discussion            Ask the participants how they know if a
  question.*                  material is hazardous.

  --------------------------- -------------------------------------------

+---------------------------+------------------------------------------+
| *Visual 2.5*              | If not mentioned by the group, remind    |
|                           | them that materials are considered       |
| ![](media/image9.emf)     | hazardous if they:                       |
|                           |                                          |
|                           | • Corrode other materials.               |
|                           |                                          |
|                           | • Explode or are easily ignited.         |
|                           |                                          |
|                           | • React strongly with water.             |
|                           |                                          |
|                           | • Are unstable when exposed to heat or   |
|                           | shock.                                   |
|                           |                                          |
|                           | • Are otherwise toxic to humans,         |
|                           | animals, or the environment.             |
|                           |                                          |
|                           | Hazardous materials include, but are not |
|                           | limited to:                              |
|                           |                                          |
|                           | • Explosives.                            |
|                           |                                          |
|                           | • Flammable gas and liquid.              |
|                           |                                          |
|                           | • Poisons and poisonous gases.           |
|                           |                                          |
|                           | • Corrosives.                            |
|                           |                                          |
|                           | • Nonflammable gas.                      |
|                           |                                          |
|                           | • Oxidizers.                             |
|                           |                                          |
|                           | • Radioactive materials.                 |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
|                           | **WHAT ARE HAZARDOUS MATERIALS?**        |
|                           | (Continued)                              |
|                           |                                          |
|                           |  Emphasize that hazardous materials     |
|                           | pose an ever-present danger. They are    |
|                           | stored in all types of locations and are |
|                           | transported by a variety of means.       |
+---------------------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| > ![   | *Participant    | **IDENTIFYING STORED HAZARDOUS           |
| ](medi | Hand-book, page | MATERIALS**                              |
| a/imag | PH II-8.*       |                                          |
| e2.wmf |                 |                                          |
| ){widt |                 |                                          |
| h="0.6 |                 |                                          |
| 722222 |                 |                                          |
| 222222 |                 |                                          |
| 223in" |                 |                                          |
| >      |                 |                                          |
| height |                 |                                          |
| ="0.46 |                 |                                          |
| 388888 |                 |                                          |
| 888888 |                 |                                          |
| 89in"} |                 |                                          |
| >      |                 |                                          |
| > 9    |                 |                                          |
+--------+-----------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| **?**  |                 |  Ask the participants if anyone has     |
| *Disc  |                 | ever seen the symbol in the visual or    |
| ussion |                 | one similar to it. Ask if anyone knows   |
| ques   |                 | what it is or what it means.             |
| tion.* |                 |                                          |
|        |                 | If not mentioned by the group, state     |
| *M     |                 | that the visual is a placard that        |
| ention |                 | identifies stored hazardous materials.   |
| or use |                 |                                          |
| slides |                 |  Stress that CERT members should be     |
| to     |                 | able to recognize hazardous materials    |
| illu   |                 | situations, but should not take action   |
| strate |                 | other than evacuating victims who are    |
| local  |                 | downwind as necessary.                   |
| tr     |                 |                                          |
| anspor |                 |                                          |
| tation |                 |                                          |
| h      |                 |                                          |
| azards |                 |                                          |
| and    |                 |                                          |
| any    |                 |                                          |
| faci   |                 |                                          |
| lities |                 |                                          |
| that   |                 |                                          |
| use    |                 |                                          |
| the    |                 |                                          |
| NFPA   |                 |                                          |
| 704    |                 |                                          |
| Di     |                 |                                          |
| amond, |                 |                                          |
| to     |                 |                                          |
| p      |                 |                                          |
| rovide |                 |                                          |
| more   |                 |                                          |
| rel    |                 |                                          |
| evance |                 |                                          |
| to the |                 |                                          |
| discus |                 |                                          |
| sion.* |                 |                                          |
|        |                 |                                          |
| *      |                 |                                          |
| Visual |                 |                                          |
| 2.6*   |                 |                                          |
|        |                 |                                          |
| ![](   |                 |                                          |
| media/ |                 |                                          |
| image1 |                 |                                          |
| 0.emf) |                 |                                          |
+--------+-----------------+------------------------------------------+
| *If    |                 |  Explain that the placard is an *NFPA   |
| pos    |                 | 704 Diamond*---the identification system |
| sible, |                 | instituted by the National Fire          |
| show   |                 | Protection Association. This placard     |
| the    |                 | would be found on a fixed facility.      |
| group  |                 |                                          |
| an     |                 |                                          |
| actual |                 |                                          |
| 704    |                 |                                          |
| p      |                 |                                          |
| lacard |                 |                                          |
| to     |                 |                                          |
| i      |                 |                                          |
| mprove |                 |                                          |
| r      |                 |                                          |
| ecogni |                 |                                          |
| tion.* |                 |                                          |
+--------+-----------------+------------------------------------------+
| > ![]( | *Participant    |  Tell the participants that the diamond |
| media/ | Hand-book, page | is divided into four colored quadrants,  |
| image1 | PH II-8.*       | each with a rating number inside it, and |
| 1.wmf) |                 | that the number indicates the degree of  |
| >      |                 | risk associated with the material. Refer |
| > 10   |                 | the participants to the illustration in  |
|        |                 | their Participant Handbooks.             |
+--------+-----------------+------------------------------------------+
|        |                 | **IDENTIFYING STORED HAZARDOUS           |
|        |                 | MATERIALS** (Continued)                  |
+--------+-----------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Visual 2.7*              |  Stress that the numbers within the 704 |
|                           | Diamond are for professional firefighter |
| ![](media/image12.emf)    | use only. *CERT members should consider  |
|                           | these placards a "stop sign,"* unless in |
|                           | the planning stage the materials and     |
|                           | dangers involved have been identified.   |
+---------------------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| > ![   | *Participant    | **IDENTIFYING HAZARDOUS MATERIALS IN     |
| ](medi | Hand-book, page | TRANSIT**                                |
| a/imag | PH II-9.*       |                                          |
| e2.wmf |                 |                                          |
| ){widt |                 |                                          |
| h="0.6 |                 |                                          |
| 722222 |                 |                                          |
| 222222 |                 |                                          |
| 223in" |                 |                                          |
| >      |                 |                                          |
| height |                 |                                          |
| ="0.46 |                 |                                          |
| 388888 |                 |                                          |
| 888888 |                 |                                          |
| 89in"} |                 |                                          |
| >      |                 |                                          |
| > 11   |                 |                                          |
+--------+-----------------+------------------------------------------+

+---------------------------+---+------------------------------------------+
| **?** *Discussion         |  |                                          |
| question.*                | A |                                          |
|                           | s |                                          |
| *Visual 2.8*              | k |                                          |
|                           | t |                                          |
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|                           | . |                                          |
+---------------------------+---+------------------------------------------+
|                           |   | **IDENTIFYING HAZARDOUS MATERIALS IN     |
|                           |   | TRANSIT** (Continued)                    |
+---------------------------+---+------------------------------------------+

+---------------------------+------------------------------------------+
| ![](media/image2.wmf){wid |  Explain that the DOT placard color is  |
| th="0.6986111111111111in" | also significant. Refer the participants |
| height="0.48194444        | to the placard illustrations in their    |
| 444444445in"}*Participant | Participant Handbooks.                   |
| Hand-book, page PH II-9.* |                                          |
|                           |                                          |
| > 12                      |                                          |
|                           |                                          |
| *If possible, show the    |                                          |
| participants actual DOT   |                                          |
| placards to improve       |                                          |
| recognition.*             |                                          |
+---------------------------+------------------------------------------+
| *Visual 2.9*              |  Tell the group that this visual shows  |
|                           | examples of the UN and NA systems. The   |
| ![](media/image14.emf)    | UN and NA systems are displayed mainly   |
|                           | on tank cars, cargo tanks, and portable  |
| > 13                      | tanks.                                   |
|                           |                                          |
| ![](media/image2.wmf){wid |  Stress that the participants should    |
| th="0.7659722222222223in" | always err on the side of safety. They   |
| height="0.5284722         | should *not* assume that, because there  |
| 222222222in"}*Participant | is no placard, no hazardous materials    |
| Hand- book, page PH       | are present. Suggest that the            |
| II-9.*                    | participants:                            |
|                           |                                          |
|                           | • Talk to drivers or train crew members  |
|                           | whenever possible.                       |
|                           |                                          |
|                           | • Treat any unknown situation as a       |
|                           | hazardous materials incident.            |
|                           |                                          |
|                           |  Emphasize that, like the 704 Diamond,  |
|                           | the DOT, UN, and NA placards should be a |
|                           | "stop sign" for CERT members.            |
+---------------------------+------------------------------------------+

  ---------------------------- ------------------------------------------
                               **SUMMARY AND TRANSITION**

  ---------------------------- ------------------------------------------

+---------------------------+------------------------------------------+
| **?** *Discussion         |  Ask the group if anyone has any        |
| question.*                | questions about hazardous materials or   |
|                           | how they are identified in storage or    |
|                           | transport.                               |
+---------------------------+------------------------------------------+
|                           |                                          |
+---------------------------+------------------------------------------+
| **?** *Discussion         |  Ask the group to identify potential    |
| question.*                | hazards in their homes or workplaces.    |
|                           |                                          |
|                           | [Instructor Note]{.underline}: You may   |
|                           | want to develop pocket guides for the    |
|                           | participants, consisting of a checklist  |
|                           | or other system for evaluating hazards   |
|                           | in the home or workplace.                |
|                           |                                          |
|                           |  Emphasize that part of CERT planning   |
|                           | is to preidentify hazardous material in  |
|                           | your area that would affect you in a     |
|                           | disaster. This information is important  |
|                           | to professional responders when they     |
|                           | arrive on scene.                         |
|                           |                                          |
|                           |  Explain that the next section will     |
|                           | deal with identifying and preventing     |
|                           | fire hazards in the home and office.     |
+---------------------------+------------------------------------------+

**YOUR NOTES:**

+-------+------------------+------------------------------------------+
| >     | > 15             | **REDUCING FIRE HAZARDS IN HOME AND      |
| ![](m |                  | OFFICE**                                 |
| edia/ | *Total Topic:*   |                                          |
| image |                  |                                          |
| 1.wmf | *15 minutes*     |                                          |
| ){wid |                  |                                          |
| th="0 | *Participant     |                                          |
| .5756 | Hand-book, page  |                                          |
| 94444 | PH II-11.*       |                                          |
| 44444 |                  |                                          |
| 44in" |                  |                                          |
| > h   |                  |                                          |
| eight |                  |                                          |
| ="0.4 |                  |                                          |
| 15972 |                  |                                          |
| 22222 |                  |                                          |
| 22222 |                  |                                          |
| 4in"} |                  |                                          |
| >     |                  |                                          |
| > 14  |                  |                                          |
|       |                  |                                          |
| ![](m |                  |                                          |
| edia/ |                  |                                          |
| image |                  |                                          |
| 2.wmf |                  |                                          |
| ){wid |                  |                                          |
| th="0 |                  |                                          |
| .6048 |                  |                                          |
| 61111 |                  |                                          |
| 11111 |                  |                                          |
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| heigh |                  |                                          |
| t="0. |                  |                                          |
| 41736 |                  |                                          |
| 11111 |                  |                                          |
| 11111 |                  |                                          |
| 1in"} |                  |                                          |
+-------+------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| **?** *Discussion         |  Ask the group how many of them are     |
| question.*                | aware of the types of fire hazards that  |
|                           | exist in their homes and offices. Then   |
|                           | ask what measures they have taken to     |
|                           | mitigate or prevent the hazards.         |
|                           |                                          |
|                           |  Use the participants' responses to     |
|                           | make the following points:               |
|                           |                                          |
|                           | • Each of us has some type of fire       |
|                           | hazard in our home or office. Most of    |
|                           | these hazards fall into three            |
|                           | categories:                              |
|                           |                                          |
|                           | \- Electrical hazards                    |
|                           |                                          |
|                           | \- Natural gas hazards                   |
|                           |                                          |
|                           | \- Flammable or combustible liquids      |
|                           |                                          |
|                           | Point out that homes and offices can and |
|                           | do have other hazards also, including    |
|                           | incompatible materials stored in close   |
|                           | proximity to each other.                 |
|                           |                                          |
|                           | • Simple fire prevention measures will   |
|                           | go far in reducing the likelihood of     |
|                           | fires:                                   |
|                           |                                          |
|                           | \- [First]{.underline}: *Locate*         |
|                           | potential sources of ignition.           |
|                           |                                          |
|                           | \- [Second]{.underline}: Do what you can |
|                           | to *reduce or eliminate* the hazards.    |
+---------------------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| > ![   | *Participant    | **ELECTRICAL HAZARDS**                   |
| ](medi | Hand-book, page |                                          |
| a/imag | PH II-11.*      |                                          |
| e2.wmf |                 |                                          |
| ){widt |                 |                                          |
| h="0.6 |                 |                                          |
| 722222 |                 |                                          |
| 222222 |                 |                                          |
| 223in" |                 |                                          |
| >      |                 |                                          |
| height |                 |                                          |
| ="0.46 |                 |                                          |
| 388888 |                 |                                          |
| 888888 |                 |                                          |
| 89in"} |                 |                                          |
| >      |                 |                                          |
| > 16   |                 |                                          |
+--------+-----------------+------------------------------------------+
|        |                 |  Provide the group with examples of     |
|        |                 | common electrical hazards and simple     |
|        |                 | ways that they can be reduced or         |
|        |                 | eliminated:                              |
+--------+-----------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Visual 2.10*             | • Avoid the "electrical octopus."        |
|                           | Eliminate tangles of electrical cords.   |
| ![](media/image15.emf)    | Don't overload electrical outlets.       |
|                           |                                          |
|                           | • Don't run electrical cords under       |
|                           | carpets.                                 |
|                           |                                          |
|                           | • Replace broken or frayed cords         |
|                           | immediately.                             |
|                           |                                          |
|                           | • Maintain electrical appliances         |
|                           | properly. Repair or replace              |
|                           | malfunctioning appliances.               |
+---------------------------+------------------------------------------+
| *Stress that the          |  Point out that sometimes emergencies   |
| participants should       | occur despite our best efforts. In the   |
| [not]{.underline} enter a | event of an electrical emergency:        |
| flooded basement to shut  |                                          |
| off the electrical        |                                          |
| supply.*                  |                                          |
+---------------------------+------------------------------------------+

+-------+---+----+-------------+------------------------------------------+
| >     |   | *P |             | • Know where the power shut-off for      |
| ![](m |   | ar |             | electrical appliances is.                |
| edia/ |   | ti |             |                                          |
| image |   | ci |             | • Know where the power shut-off for      |
| 2.wmf |   | pa |             | circuit breakers or fuses is and how to  |
| ){wid |   | nt |             | shut off the power. *Unscrew individual  |
| th="0 |   | Ha |             | fuses or switch off smaller breakers     |
| .5777 |   | nd |             | first, then pull the main switch or      |
| 77777 |   | -b |             | breaker. When turning the power back on, |
| 77777 |   | oo |             | turn on the main switch or breaker       |
| 77in" |   | k, |             | first, then screw in the fuses or switch |
| > h   |   | pa |             | on the smaller breakers.*                |
| eight |   | ge |             |                                          |
| ="0.3 |   | PH |             |                                          |
| 98611 |   | I  |             |                                          |
| 11111 |   | I- |             |                                          |
| 11111 |   | 12 |             |                                          |
| 4in"} |   | .* |             |                                          |
| >     |   |    |             |                                          |
| > 17  |   |    |             |                                          |
+-------+---+----+-------------+------------------------------------------+
| *     |   |    |             |                                          |
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| of    |   |    |             |                                          |
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| local |   |    |             |                                          |
| ut    |   |    |             |                                          |
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| mpany |   |    |             |                                          |
| rega  |   |    |             |                                          |
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| proto |   |    |             |                                          |
| cols, |   |    |             |                                          |
| and   |   |    |             |                                          |
| c     |   |    |             |                                          |
| onvey |   |    |             |                                          |
| these |   |    |             |                                          |
| to    |   |    |             |                                          |
| the   |   |    |             |                                          |
| par   |   |    |             |                                          |
| ticip |   |    |             |                                          |
| ants. |   |    |             |                                          |
| If    |   |    |             |                                          |
| poss  |   |    |             |                                          |
| ible, |   |    |             |                                          |
| de    |   |    |             |                                          |
| velop |   |    |             |                                          |
| tra   |   |    |             |                                          |
| ining |   |    |             |                                          |
| m     |   |    |             |                                          |
| odels |   |    |             |                                          |
| of    |   |    |             |                                          |
| fuse  |   |    |             |                                          |
| and   |   |    |             |                                          |
| br    |   |    |             |                                          |
| eaker |   |    |             |                                          |
| boxes |   |    |             |                                          |
| to    |   |    |             |                                          |
| allow |   |    |             |                                          |
| demo  |   |    |             |                                          |
| nstra |   |    |             |                                          |
| tions |   |    |             |                                          |
| and   |   |    |             |                                          |
| han   |   |    |             |                                          |
| ds-on |   |    |             |                                          |
| pract |   |    |             |                                          |
| ice.* |   |    |             |                                          |
+-------+---+----+-------------+------------------------------------------+
| ![](m |   |    | *           | **NATURAL GAS HAZARDS**                  |
| edia/ |   |    | Participant |                                          |
| image |   |    | Hand-book,  |  Provide the participants with several  |
| 2.wmf |   |    | page PH     | examples for reducing natural gas        |
| ){wid |   |    | II-13.*     | hazards:                                 |
| th="0 |   |    |             |                                          |
| .8736 |   |    |             | • Install a natural gas detector near    |
| 11111 |   |    |             | your furnace and hot water tank. Test    |
| 11111 |   |    |             | the detector monthly to ensure that it   |
| 11in" |   |    |             | works.                                   |
| heigh |   |    |             |                                          |
| t="0. |   |    |             | • Locate and label the gas shut-off      |
| 60277 |   |    |             | valve. Know how to shut off the gas.     |
| 77777 |   |    |             | Have the proper tool for shutting off    |
| 77777 |   |    |             | the gas handy.                           |
| 7in"} |   |    |             |                                          |
|       |   |    |             |                                          |
| 18    |   |    |             |                                          |
|       |   |    |             |                                          |
| V     |   |    |             |                                          |
| isual |   |    |             |                                          |
| 2.11  |   |    |             |                                          |
+-------+---+----+-------------+------------------------------------------+
| ![    |   |    |             |                                          |
| ](med |   |    |             |                                          |
| ia/im |   |    |             |                                          |
| age16 |   |    |             |                                          |
| .emf) |   |    |             |                                          |
+-------+---+----+-------------+------------------------------------------+
| >     | * |    |             | • Strap the water heater to the wall in  |
| ![](m | P |    |             | two places: 1/3 from the top and 1/3     |
| edia/ | a |    |             | from the bottom of the tank. Each strap  |
| image | r |    |             | should cross behind the water tank and   |
| 2.wmf | t |    |             | fasten to wall studs behind the tank.    |
| ){wid | i |    |             |                                          |
| th="0 | c |    |             | • Have a licensed plumber install a      |
| .5777 | i |    |             | flexible gas supply line.                |
| 77777 | p |    |             |                                          |
| 77777 | a |    |             |                                          |
| 77in" | n |    |             |                                          |
| > h   | t |    |             |                                          |
| eight | H |    |             |                                          |
| ="0.3 | a |    |             |                                          |
| 98611 | n |    |             |                                          |
| 11111 | d |    |             |                                          |
| 11111 | - |    |             |                                          |
| 4in"} | b |    |             |                                          |
| >     | o |    |             |                                          |
| > 19  | o |    |             |                                          |
|       | k |    |             |                                          |
|       | , |    |             |                                          |
|       | p |    |             |                                          |
|       | a |    |             |                                          |
|       | g |    |             |                                          |
|       | e |    |             |                                          |
|       | P |    |             |                                          |
|       | H |    |             |                                          |
|       | I |    |             |                                          |
|       | I |    |             |                                          |
|       | - |    |             |                                          |
|       | 1 |    |             |                                          |
|       | 4 |    |             |                                          |
|       | . |    |             |                                          |
|       | * |    |             |                                          |
+-------+---+----+-------------+------------------------------------------+

+-------+---+---------------+------------------------------------------+
| *A    |   |               |  Stress that in a disaster, if they     |
| gain, |   |               | smell gas of if there is a fire, the     |
| co    |   |               | participants should turn off the gas     |
| nsult |   |               | supply at the meter or at a valve        |
| with  |   |               | between the meter and the building. Once |
| a     |   |               | turned off, however, service can only be |
| local |   |               | restored by a trained technician.        |
| ut    |   |               |                                          |
| ility |   |               |  Also, warn the participants to never   |
| repr  |   |               | enter the basement of a structure that   |
| esent |   |               | is on fire to turn off any utility.      |
| ative |   |               |                                          |
| to    |   |               |  Suggest that, in addition to other     |
| dete  |   |               | utilities, the participants turn off     |
| rmine |   |               | their water following a disaster,        |
| prot  |   |               | because the water in the hot-water tank  |
| ocols |   |               | may be siphoned off or contaminated if   |
| and,  |   |               | water main breaks or firefighting drains |
| if    |   |               | water from the pipes.                    |
| poss  |   |               |                                          |
| ible, |   |               |                                          |
| c     |   |               |                                          |
| reate |   |               |                                          |
| a     |   |               |                                          |
| model |   |               |                                          |
| gas   |   |               |                                          |
| meter |   |               |                                          |
| to    |   |               |                                          |
| d     |   |               |                                          |
| emons |   |               |                                          |
| trate |   |               |                                          |
| and   |   |               |                                          |
| allow |   |               |                                          |
| pra   |   |               |                                          |
| ctice |   |               |                                          |
| with  |   |               |                                          |
| the   |   |               |                                          |
| proc  |   |               |                                          |
| edure |   |               |                                          |
| for   |   |               |                                          |
| shu   |   |               |                                          |
| tting |   |               |                                          |
| off   |   |               |                                          |
| the   |   |               |                                          |
| gas.* |   |               |                                          |
+-------+---+---------------+------------------------------------------+
| >     |   | *Participant  | **FLAMMABLE LIQUID HAZARDS**             |
| ![](m |   | Hand-book,    |                                          |
| edia/ |   | page PH       |  Provide several examples for reducing  |
| image |   | II-15.*       | hazards from flammable liquids:          |
| 2.wmf |   |               |                                          |
| ){wid |   | *Visual 2.12* | • Read labels to identify flammable      |
| th="0 |   |               | products.                                |
| .8333 |   |               |                                          |
| 33333 |   |               | • Store them properly, using the         |
| 33333 |   |               | L.I.E.S. method covered in Session I.    |
| 34in" |   |               |                                          |
| >     |   |               |  Tell the group that they should        |
| heigh |   |               | extinguish a flammable liquid using a    |
| t="0. |   |               | portable fire extinguisher rated for     |
| 56527 |   |               | that class of fire. Explain that ratings |
| 77777 |   |               | for portable extinguishers will be       |
| 77777 |   |               | addressed later in this session.         |
| 8in"} |   |               |                                          |
| >     |   |               |                                          |
| > i   |   |               |                                          |
+-------+---+---------------+------------------------------------------+
| # V   |   |               |                                          |
| isual |   |               |                                          |
|  2.12 |   |               |                                          |
+-------+---+---------------+------------------------------------------+
| ![    |   |               |                                          |
| ](med |   |               |                                          |
| ia/im |   |               |                                          |
| age17 |   |               |                                          |
| .emf) |   |               |                                          |
|       |   |               |                                          |
| *Pr   |   |               |                                          |
| ovide |   |               |                                          |
| the   |   |               |                                          |
| group |   |               |                                          |
| with  |   |               |                                          |
| i     |   |               |                                          |
| nform |   |               |                                          |
| ation |   |               |                                          |
| about |   |               |                                          |
| safe  |   |               |                                          |
| dis   |   |               |                                          |
| posal |   |               |                                          |
| of    |   |               |                                          |
| haza  |   |               |                                          |
| rdous |   |               |                                          |
| mate  |   |               |                                          |
| rials |   |               |                                          |
| in    |   |               |                                          |
| your  |   |               |                                          |
| a     |   |               |                                          |
| rea.* |   |               |                                          |
+-------+---+---------------+------------------------------------------+
| >     | > |               | **CERT SIZE-UP**                         |
| ![](m |   |               |                                          |
| edia/ | 2 |               |  Explain to the group that CERT size-up |
| image | 2 |               | is a continuous data-gathering process   |
| 1.wmf |   |               | that will dictate whether to attempt     |
| ){wid | * |               | fire suppression, and planning for       |
| th="0 | T |               | extinguishing the fire.                  |
| .5756 | o |               |                                          |
| 94444 | t |               |  Tell the group that CERT size-up       |
| 44444 | a |               | answers the questions:                   |
| 44in" | l |               |                                          |
| > h   | T |               | • Can my buddy and I fight the fire      |
| eight | o |               | safely?                                  |
| ="0.4 | p |               |                                          |
| 15972 | i |               | • Do my buddy and I have the right       |
| 22222 | c |               | equipment?                               |
| 22222 | : |               |                                          |
| 4in"} | * |               | • Are there other hazards?               |
| >     |   |               |                                          |
| > 21  | * |               | • Is the building going to collapse?     |
|       | 5 |               |                                          |
| ![](m | m |               | • Can my buddy and I escape?             |
| edia/ | i |               |                                          |
| image | n |               |                                          |
| 2.wmf | u |               |                                          |
| ){wid | t |               |                                          |
| th="0 | e |               |                                          |
| .6048 | s |               |                                          |
| 61111 | * |               |                                          |
| 11111 |   |               |                                          |
| 11in" | * |               |                                          |
| heigh | P |               |                                          |
| t="0. | a |               |                                          |
| 41736 | r |               |                                          |
| 11111 | t |               |                                          |
| 11111 | i |               |                                          |
| 1in"} | c |               |                                          |
|       | i |               |                                          |
|       | p |               |                                          |
|       | a |               |                                          |
|       | n |               |                                          |
|       | t |               |                                          |
|       | H |               |                                          |
|       | a |               |                                          |
|       | n |               |                                          |
|       | d |               |                                          |
|       | - |               |                                          |
|       | b |               |                                          |
|       | o |               |                                          |
|       | o |               |                                          |
|       | k |               |                                          |
|       | , |               |                                          |
|       | p |               |                                          |
|       | a |               |                                          |
|       | g |               |                                          |
|       | e |               |                                          |
|       | P |               |                                          |
|       | H |               |                                          |
|       | I |               |                                          |
|       | I |               |                                          |
|       | - |               |                                          |
|       | 1 |               |                                          |
|       | 6 |               |                                          |
|       | . |               |                                          |
|       | * |               |                                          |
+-------+---+---------------+------------------------------------------+

  --------------------------- -------------------------------------------
                              **CERT SIZE-UP** (Continued)

  --------------------------- -------------------------------------------

  --------------------------- -------------------------------------------
  *If you feel it would be     Explain that size-up is a continuing
  appropriate, you may        nine-step process that enables first
  simplify the size-up        responders to make decisions and respond
  process to convey just the  appropriately in the areas of greatest
  major elements.*            need. The nine steps in size-up are:

  --------------------------- -------------------------------------------

+-------+------------------+---+------------------------------------------+
| *V    |                  | 1 |                                          |
| isual |                  | \ |                                          |
| 2.13* |                  | . |                                          |
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| ![    |                  | a |                                          |
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| ia/im |                  | h |                                          |
| age18 |                  | e |                                          |
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|       |                  | . |                                          |
|       |                  |   |                                          |
|       |                  | 2 |                                          |
|       |                  | \ |                                          |
|       |                  | . |                                          |
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|       |                  | ( |                                          |
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|       |                  | 3 |                                          |
|       |                  | \ |                                          |
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|       |                  | 4 |                                          |
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|       |                  | 5 |                                          |
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|       |                  | 6 |                                          |
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|       |                  | . |                                          |
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|       |                  | 7 |                                          |
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|       |                  | D |                                          |
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|       |                  | 8 |                                          |
|       |                  | \ |                                          |
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|       |                  | a |                                          |
|       |                  | k |                                          |
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|       |                  | . |                                          |
|       |                  |   |                                          |
|       |                  | 9 |                                          |
|       |                  | \ |                                          |
|       |                  | . |                                          |
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|       |                  | v |                                          |
|       |                  | a |                                          |
|       |                  | l |                                          |
|       |                  | u |                                          |
|       |                  | a |                                          |
|       |                  | t |                                          |
|       |                  | e |                                          |
|       |                  | p |                                          |
|       |                  | r |                                          |
|       |                  | o |                                          |
|       |                  | g |                                          |
|       |                  | r |                                          |
|       |                  | e |                                          |
|       |                  | s |                                          |
|       |                  | s |                                          |
|       |                  | . |                                          |
+-------+------------------+---+------------------------------------------+
| *Pr   |                  | [ |                                          |
| ovide |                  | I |                                          |
| exa   |                  | n |                                          |
| mples |                  | s |                                          |
| to    |                  | t |                                          |
| show  |                  | r |                                          |
| the   |                  | u |                                          |
| diffe |                  | c |                                          |
| rence |                  | t |                                          |
| be    |                  | o |                                          |
| tween |                  | r |                                          |
| fire  |                  | N |                                          |
| depar |                  | o |                                          |
| tment |                  | t |                                          |
| si    |                  | e |                                          |
| ze-up |                  | ] |                                          |
| and   |                  | { |                                          |
| CERT  |                  | . |                                          |
| size  |                  | u |                                          |
| -up.* |                  | n |                                          |
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+-------+------------------+---+------------------------------------------+
| >     | *Participant     |  |                                          |
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+-------+------------------+---+------------------------------------------+
|       |                  |   | **SUMMARY AND TRANSITION**               |
+-------+------------------+---+------------------------------------------+
| **?** |                  |   |  Ask the group if anyone has any        |
| *     |                  |   | questions about CERT size-up.            |
| Discu |                  |   |                                          |
| ssion |                  |   |  Explain that after sizing up the       |
| quest |                  |   | situation, the next step is to identify  |
| ion.* |                  |   | the resources that are possible for fire |
|       |                  |   | suppression.                             |
+-------+------------------+---+------------------------------------------+

**YOUR NOTES:**

+-------+------------------+------------------------------------------+
| >     | > 25             | **FIREFIGHTING RESOURCES**               |
| ![](m |                  |                                          |
| edia/ | *Total Topic:*   |                                          |
| image |                  |                                          |
| 1.wmf | *25 minutes*     |                                          |
| ){wid |                  |                                          |
| th="0 | *Participant     |                                          |
| .5756 | Hand-book, page  |                                          |
| 94444 | PH II-21.*       |                                          |
| 44444 |                  |                                          |
| 44in" |                  |                                          |
| > h   |                  |                                          |
| eight |                  |                                          |
| ="0.4 |                  |                                          |
| 15972 |                  |                                          |
| 22222 |                  |                                          |
| 22222 |                  |                                          |
| 4in"} |                  |                                          |
| >     |                  |                                          |
| > 24  |                  |                                          |
|       |                  |                                          |
| ![](m |                  |                                          |
| edia/ |                  |                                          |
| image |                  |                                          |
| 2.wmf |                  |                                          |
| ){wid |                  |                                          |
| th="0 |                  |                                          |
| .6986 |                  |                                          |
| 11111 |                  |                                          |
| 11111 |                  |                                          |
| 11in" |                  |                                          |
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| eight |                  |                                          |
| ="0.4 |                  |                                          |
| 81944 |                  |                                          |
| 44444 |                  |                                          |
| 44444 |                  |                                          |
| 5in"} |                  |                                          |
+-------+------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| **?** *Discussion         |  Ask the participants what comes to     |
| question.*                | mind when they think about firefighting  |
|                           | resources.                               |
|                           |                                          |
|                           | If not mentioned, tell the group that    |
|                           | the most common firefighting resources   |
|                           | are:                                     |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Visual 2.14*             | • Portable fire extinguishers.           |
|                           |                                          |
| ![](media/image19.emf)    | • Interior wet standpipes.               |
|                           |                                          |
| *If the participants are  |  Remind the participants that portable  |
| from neighborhood CERTs,  | fire extinguishers are invaluable for    |
| do not train about wet    | putting out small fires. A well-prepared |
| standpipes.*              | home or office will have at least two.   |
|                           |                                          |
|                           |  Explain that interior wet standpipes   |
|                           | are usually in commercial and apartment  |
|                           | buildings and consist of 100 feet of     |
|                           | 1½-inch jacketed hose with a 3/8-inch    |
|                           | nozzle tip. They deliver up to 125       |
|                           | gallons of water per minute.             |
+---------------------------+------------------------------------------+

  --------------------------- -------------------------------------------
  *If the participants might   Caution the group to always work in
  be expected to use a wet    3-person teams when using an interior wet
  sandpipe in a disaster      standpipe. One person handles the hose,
  situation, it is            another bleeds the air from the line, and
  recommended that they be    the third person controls the water
  given practice in the use   pressure.
  of one.*                    

  --------------------------- -------------------------------------------

+--------+------------------+------------------------------------------+
|        |                  |  Point out that there are also other    |
|        |                  | firefighting resources available that    |
|        |                  | are less common:                         |
|        |                  |                                          |
|        |                  | • In interior spaces, it is possible to  |
|        |                  | *confine* a fire and restrict the spread |
|        |                  | of smoke and heat by closing doors to    |
|        |                  | rooms and hallways.                      |
+--------+------------------+------------------------------------------+
|        |                  | **FIREFIGHTING RESOURCES** (Continued)   |
|        |                  |                                          |
|        |                  | • Other *creative* resources may also be |
|        |                  | available:                               |
|        |                  |                                          |
|        |                  | \- Swimming pool or spa water, and       |
|        |                  | buckets.                                 |
|        |                  |                                          |
|        |                  | \- Sand or dirt and shovels.             |
|        |                  |                                          |
|        |                  | \- Garden hose.                          |
|        |                  |                                          |
|        |                  |  Emphasize that the type of fuel that   |
|        |                  | is burning will determine which          |
|        |                  | resources to select in a fire.           |
|        |                  |                                          |
|        |                  |  Add that, because portable fire        |
|        |                  | extinguishers are most common, this      |
|        |                  | session will focus on them.              |
+--------+------------------+------------------------------------------+
| > ![   | *Participant     | **EXTINGUISHER RATING AND LABELING**     |
| ](medi | Hand-book, page  |                                          |
| a/imag | PH II-22.*       |  Tell the group that portable fire      |
| e2.wmf |                  | extinguishers must be rated and approved |
| ){widt |                  | by the State Fire Marshal and            |
| h="0.6 |                  | Underwriters' Laboratories. They are     |
| 722222 |                  | rated according to their effectiveness   |
| 222222 |                  | on classes of fire. Their strength and   |
| 223in" |                  | capability must also be labeled by the   |
| >      |                  | manufacturer.                            |
| height |                  |                                          |
| ="0.46 |                  |  Explain to the participants that the   |
| 388888 |                  | label contains vital information about   |
| 888888 |                  | the type(s) of fire for which the        |
| 89in"} |                  | extinguisher is appropriate.             |
| >      |                  |                                          |
| > 26   |                  |                                          |
+--------+------------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| > ![   | *Participant    | **TYPES OF FIRE EXTINGUISHERS**          |
| ](medi | Hand-*          |                                          |
| a/imag |                 |                                          |
| e2.wmf | *book, page PH* |                                          |
| ){widt |                 |                                          |
| h="0.5 | *II-23.*        |                                          |
| 777777 |                 |                                          |
| 777777 |                 |                                          |
| 777in" |                 |                                          |
| > h    |                 |                                          |
| eight= |                 |                                          |
| "0.398 |                 |                                          |
| 611111 |                 |                                          |
| 111111 |                 |                                          |
| 14in"} |                 |                                          |
| >      |                 |                                          |
| > 27   |                 |                                          |
+--------+-----------------+------------------------------------------+
| **?**  |                 |  Ask the participants to list as many   |
| *Disc  |                 | types of portable fire extinguishers as  |
| ussion |                 | possible.                                |
| ques   |                 |                                          |
| tion.* |                 | If not mentioned, tell the group that    |
|        |                 | there are five types of extinguishers:   |
|        |                 |                                          |
|        |                 | • Water                                  |
|        |                 |                                          |
|        |                 | • Dry chemical                           |
|        |                 |                                          |
|        |                 | • Halon                                  |
|        |                 |                                          |
|        |                 | • Carbon dioxide                         |
|        |                 |                                          |
|        |                 | • Foam                                   |
+--------+-----------------+------------------------------------------+

+--------+-----------------+------------------------------------------+
| > ![   | *Participant    |  Explain that the next section will     |
| ](medi | Hand-book, page | briefly describe the characteristics of  |
| a/imag | PH II-24.*      | each type of fire extinguisher. Refer    |
| e2.wmf |                 | the participants to the fire             |
| ){widt |                 | type/agent/method chart in their         |
| h="0.6 |                 | Participant Handbooks for an overview of |
| 722222 |                 | this information.                        |
| 222222 |                 |                                          |
| 223in" |                 |                                          |
| >      |                 |                                          |
| height |                 |                                          |
| ="0.46 |                 |                                          |
| 388888 |                 |                                          |
| 888888 |                 |                                          |
| 89in"} |                 |                                          |
| >      |                 |                                          |
| > 28   |                 |                                          |
+--------+-----------------+------------------------------------------+

+---------------------------+------------------------------------------+
|                           | **TYPES OF FIRE EXTINGUISHERS**          |
|                           | (Continued)                              |
+---------------------------+------------------------------------------+
| *Display a water          |  Tell the group that water              |
| extinguisher.*            | extinguishers are among the most         |
|                           | commonly used. They are excellent for    |
|                           | heat removal for Class A fires. Common   |
|                           | charac-teristics of water extinguishers  |
|                           | include:                                 |
|                           |                                          |
|                           | • Capacity. Standard size is 2½ gallons. |
|                           |                                          |
|                           | • Range. Standard range is 30-40 feet.   |
|                           |                                          |
|                           | • Pressure. Standard pressure is 110     |
|                           | pounds per square inch, or psi.          |
|                           |                                          |
|                           |  Warn the group to use extreme caution  |
|                           | when using a water extinguisher to       |
|                           | ensure that the water, which is under    |
|                           | pressure, does not scatter lightweight   |
|                           | materials and spread the fire.           |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Display a dry chemical   |  Tell the participants that dry         |
| extinguisher.*            | chemical extinguishers are also common.  |
|                           | Regular dry chemical extinguishers have  |
|                           | a sodium bicarbonate base and are        |
|                           | effective on Class B and C fires.        |
|                           | Multipurpose dry chemical extinguishers  |
|                           | have a monoammonium phosphate base and   |
|                           | are effective for Class A, B, and C      |
|                           | fires. Common characteristics of dry     |
|                           | chemical extinguishers include:          |
|                           |                                          |
|                           | • Capacity. Approximately 10-20 seconds  |
|                           | discharge time.                          |
|                           |                                          |
|                           | • Range. Standard is 8-12 feet.          |
|                           |                                          |
|                           | • Pressure. Standard is 175-250 psi.     |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
|                           | **TYPES OF FIRE EXTINGUISHERS**          |
|                           | (Continued)                              |
|                           |                                          |
|                           |  Explain that, while still in use,      |
|                           | carbon dioxide, halon, and foam          |
|                           | extinguishers are becoming less common:  |
|                           |                                          |
|                           | • Carbon dioxide extinguishers are used  |
|                           | mainly on Class C fires but are also     |
|                           | effective for Class B fires. They have   |
|                           | limited use on Class A fires because of  |
|                           | reflash potential. They work by          |
|                           | displacing or diluting oxygen levels.    |
|                           |                                          |
|                           | • Halon extinguishers are best used on   |
|                           | Class B and C fires. Halon is a clean    |
|                           | agent and is nontoxic when used in low   |
|                           | concentrations or in nonconfined areas.  |
|                           | Halon extinguishers are being phased out |
|                           | because of their potential impact on the |
|                           | environment.                             |
|                           |                                          |
|                           | • Foam extinguishers are used for        |
|                           | special applications and are less        |
|                           | common.                                  |
+---------------------------+------------------------------------------+

+--------+------------------+------------------------------------------+
| > ![   | *Participant     | **DECIDING TO USE A FIRE EXTINGUISHER**  |
| ](medi | Hand-book, page  |                                          |
| a/imag | PH*              |  Tell the participants that there are a |
| e2.wmf |                  | series of questions they should ask      |
| ){widt | *II-26.*         | themselves before attempting to fight a  |
| h="0.6 |                  | fire with a fire extinguisher.           |
| 722222 |                  |                                          |
| 222222 |                  |  Stress that if the participants answer |
| 223in" |                  | "NO" to [any]{.underline} of these       |
| >      |                  | questions, they should:                  |
| height |                  |                                          |
| ="0.46 |                  | • Leave the building immediately.        |
| 388888 |                  |                                          |
| 888888 |                  | • Shut all doors as they leave to slow   |
| 89in"} |                  | the speed of the fire.                   |
| >      |                  |                                          |
| > 29   |                  |  Tell the participants that if all the  |
|        |                  | answers to the questions are "YES", they |
|        |                  | may attempt to extinguish the fire.      |
|        |                  | Emphasize that even if they answer "YES" |
|        |                  | to all questions, but feel unable to     |
|        |                  | extinguish the fire they should leave    |
|        |                  | immediately.                             |
+--------+------------------+------------------------------------------+

  ---------------------------- ------------------------------------------
                               **DECIDING TO USE A FIRE EXTINGUISHER**
                               (Continued)

  ---------------------------- ------------------------------------------

+--------+------------------+------------------------------------------+
| > ![   | *Participant     |  Refer the group to the decision making |
| ](medi | Hand-book, page  | guide in the Participant Handbooks, and  |
| a/imag | PH II-26.*       | review the decisions with the group:     |
| e2.wmf |                  |                                          |
| ){widt |                  | • Can I escape quickly and safely from   |
| h="0.6 |                  | the area if I attempt to extinguish the  |
| 722222 |                  | fire? (First priority for you and your   |
| 222222 |                  | buddy is safety.)                        |
| 223in" |                  |                                          |
| >      |                  | • Do I have the right type of            |
| height |                  | extinguisher?                            |
| ="0.46 |                  |                                          |
| 388888 |                  | • Is the extinguisher large enough for   |
| 888888 |                  | the fire?                                |
| 89in"} |                  |                                          |
| >      |                  | • Is the area free from other dangers,   |
| > 30   |                  | such as hazardous materials and falling  |
|        |                  | debris?                                  |
+--------+------------------+------------------------------------------+

+--------+------------------+------------------------------------------+
| **?**  |                  |  Ask the participants if they have any  |
| *Disc  |                  | questions about how to use this decision |
| ussion |                  | making guide.                            |
| ques   |                  |                                          |
| tion.* |                  |                                          |
+--------+------------------+------------------------------------------+
| > ![   | *Participant     | **OPERATING A FIRE EXTINGUISHER**        |
| ](medi | Hand-book, page  |                                          |
| a/imag | PH II-27.*       |                                          |
| e2.wmf |                  |                                          |
| ){widt |                  |                                          |
| h="0.6 |                  |                                          |
| 722222 |                  |                                          |
| 222222 |                  |                                          |
| 223in" |                  |                                          |
| >      |                  |                                          |
| height |                  |                                          |
| ="0.46 |                  |                                          |
| 388888 |                  |                                          |
| 888888 |                  |                                          |
| 89in"} |                  |                                          |
| >      |                  |                                          |
| > 31   |                  |                                          |
+--------+------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| **?** *Discussion         |  Ask the group how many have had to     |
| question.*                | operate a portable fire extinguisher.    |
|                           | After a show of hands, ask a few         |
|                           | participants to share their results. Use |
|                           | their comments to introduce this         |
|                           | section.                                 |
+---------------------------+------------------------------------------+
| *Demonstrate using a      |  Begin by explaining that a portable    |
| portable extinguisher.*   | fire extinguisher includes four          |
|                           | components:                              |
|                           |                                          |
|                           | • A pressure gauge.                      |
|                           |                                          |
|                           | • A hose.                                |
|                           |                                          |
|                           | • A cylinder.                            |
|                           |                                          |
|                           | • A carrying handle with trigger.        |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
|                           | **OPERATING A FIRE EXTINGUISHER**        |
|                           | (Continued)                              |
+---------------------------+------------------------------------------+
| *Visual 2.15*             |  Tell the group that they should always |
|                           | operate portable fire extinguishers in   |
| ![](media/image20.emf)    | an upright position. Explain that the    |
|                           | acronym for operating a fire             |
| *Demonstrate P.A.S.S.     | extinguisher is P.A.S.S.:                |
| during the explanation.*  |                                          |
|                           | • Pull                                   |
|                           |                                          |
|                           | • Aim                                    |
|                           |                                          |
|                           | • Squeeze                                |
|                           |                                          |
|                           | • Sweep                                  |
|                           |                                          |
|                           | Emphasize the need to aim at the base of |
|                           | the fire, and explain that each          |
|                           | participant will have the opportunity to |
|                           | practice this technique near the end of  |
|                           | the session.                             |
|                           |                                          |
|                           | **SUMMARY AND TRANSITION**               |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| **?** *Discussion         |  Ask if anyone has any questions about  |
| question.*                | portable fire extinguishers or their     |
|                           | operation.                               |
|                           |                                          |
|                           |  Explain that the next section will     |
|                           | cover the safety rules to follow when    |
|                           | suppressing fires.                       |
+---------------------------+------------------------------------------+

**YOUR NOTES:**

+--------+------------------+-----------------------------------------+
| > !    | *Total Topic:*   | **FIRE SUPPRESSION SAFETY**             |
| [](med |                  |                                         |
| ia/ima | *10 minutes*     |                                         |
| ge21.e |                  |                                         |
| mf){wi |                  |                                         |
| dth="0 |                  |                                         |
| .65in" |                  |                                         |
| > h    |                  |                                         |
| eight= |                  |                                         |
| "0.468 |                  |                                         |
| 75in"} |                  |                                         |
| >      |                  |                                         |
| > 32   |                  |                                         |
+--------+------------------+-----------------------------------------+

+--------+------------------+------------------------------------------+
| > ![   | *Participant     |  Remind the participants that, as CERT  |
| ](medi | Hand-book, page  | members, fire suppression will be one of |
| a/imag | PH II-29.*       | their roles but emphasize that---even in |
| e2.wmf |                  | a disaster---their personal safety must  |
| ){widt |                  | be their number one concern. Stress that |
| h="0.6 |                  | they will be unable to help anyone if    |
| 722222 |                  | they are injured through carelessness.   |
| 222222 |                  |                                          |
| 223in" |                  |                                          |
| >      |                  |                                          |
| height |                  |                                          |
| ="0.46 |                  |                                          |
| 388888 |                  |                                          |
| 888888 |                  |                                          |
| 89in"} |                  |                                          |
| >      |                  |                                          |
| > 33   |                  |                                          |
+--------+------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Visual 2.16*             |  Refer the group to the list of fire    |
|                           | suppression safety rules in the          |
| ![](media/image22.emf)    | Participant Handbooks and review the     |
|                           | list with the group:                     |
+---------------------------+------------------------------------------+
| *For planning purposes,   | • Do *not* attempt to suppress a fire    |
| explain that a small      | that is clearly too large for the        |
| fire:*                    | equipment at hand (i.e., a fire that is  |
|                           | larger than the combined ratings of      |
| *• Is about the size of a | available fire extinguishers).           |
| student desk.*            |                                          |
|                           | • Use safety equipment, including        |
| *• Can be extinguished    | all-leather gloves.                      |
| with one fire             |                                          |
| extinguisher.*            | • Work in a buddy system. No one should  |
|                           | *ever* attempt to suppress a fire alone. |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Add personal experiences | • Have a backup team. Remind the group   |
| and examples.*            | that unplanned events can occur when     |
|                           | firefighting. Have backup available in   |
|                           | case help is needed.                     |
|                           |                                          |
|                           | • Always have two ways to exit the fire  |
|                           | area.                                    |
+---------------------------+------------------------------------------+

  ---------------------------- ------------------------------------------
                               **FIRE SUPPRESSION SAFETY** (Continued)

  ---------------------------- ------------------------------------------

  --------------------------- -------------------------------------------
                              • Approach smoke-filled areas correctly.
                              The main ingredient in smoke is carbon
                              monoxide. Without proper self-contained
                              breathing apparatus, firefighting will be
                              limited. Use extreme caution when entering
                              smoke-filled areas:

  --------------------------- -------------------------------------------

+---------------------------+------------------------------------------+
| *Point out that the       | \- Feel closed doors with the back of    |
| participants should wear  | the hand, working from the bottom of the |
| gloves when checking      | door to the top. If the door is hot, do  |
| closed doors to prevent a | not open it.                             |
| potentially disabling     |                                          |
| burn. Emphasize that the  | \- Confine the fire whenever possible by |
| metal parts of a door may | keeping doors closed.                    |
| be extremely hot if there |                                          |
| is fire behind the door,  | \- Stay low to the ground.               |
| and that touching the     |                                          |
| door handle should be     | \- Always know a second escape route.    |
| avoided.*                 |                                          |
|                           | \- Use natural ventilation to clear      |
|                           | smoke.                                   |
|                           |                                          |
|                           | • Maintain a safe distance from the      |
|                           | fire. Remember the effective             |
|                           | extinguisher range.                      |
|                           |                                          |
|                           | • Move around the perimeter of the fire  |
|                           | to maximize coverage of the extinguisher |
|                           | agent.                                   |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Remind the group of the  | • Overhaul to prevent rekindling of the  |
| earlier demonstration     | fire:                                    |
| (using burning cotton in  |                                          |
| the Pyrex® jar) to stress | \- Locate hidden burning material.       |
| the need for              | Extinguish it and safely remove it.      |
| overhauling.*             |                                          |
|                           | \- Remove heat by cooling.               |
+---------------------------+------------------------------------------+

  ---------------------------- ------------------------------------------
                               **SUMMARY AND TRANSITION**

  ---------------------------- ------------------------------------------

+---------------------------+------------------------------------------+
| **?** *Discussion         |  Ask the group if anyone has any        |
| question.*                | questions about fire suppression safety. |
|                           |                                          |
|                           |  Tell the group that they are going to  |
|                           | practice what they've learned by         |
|                           | extinguishing a burning liquid.          |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| >                         | **EXERCISE: FIRE SUPPRESSION**           |
| ![](media/image1.wmf){wid |                                          |
| th="0.9173611111111111in" | [Instructor Note]{.underline}: This      |
| > height="0.6625in"}      | exercise will provide the participants   |
| >                         | with experience in two key areas of fire |
| > 34                      | suppression:                             |
|                           |                                          |
| *Total Exercise: 60       | • Using a portable fire extinguisher to  |
| minutes*                  | suppress a flammable liquid fire.        |
|                           |                                          |
| *Prepare a flammable      | • Applying teamwork to fire suppression. |
| liquid fire source        |                                          |
| outside in an area with   | Dress for this exercise is casual.       |
| at least 40 feet open     | However, shorts and open-toed shoes      |
| space upwind of the fire  | should not be permitted.                 |
| source. Provide Class B:C |                                          |
| portable extinguishers.   |                                          |
| (Most fire extinguisher   |                                          |
| service companies will    |                                          |
| provide extinguishers for |                                          |
| this purpose if           |                                          |
| acknowledged. Contact     |                                          |
| local companies for       |                                          |
| support.)*                |                                          |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *Ensure that all          | This exercise requires two instructors:  |
| participants are wearing  | Instructor 1 will lead the exercise.     |
| leather gloves for this   | Instructor 2 will observe and serve as   |
| exercise.*                | the exercise Safety Officer.             |
|                           |                                          |
|                           |  Follow the steps below to facilitate   |
|                           | this exercise.                           |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| > 35                      | 1\. Divide the participants into         |
|                           | two-person teams.                        |
| !                         |                                          |
| [](media/image23.wmf){wid | 2\. Taking one team at a time, provide   |
| th="0.7798611111111111in" | each team member with a portable fire    |
| heigh                     | extinguisher.                            |
| t="0.4513888888888889in"} |                                          |
| *Pair off the             |                                          |
| participants.*            |                                          |
+---------------------------+------------------------------------------+
| *Using a road flare       | 3\. Instructor 2 will light the fire     |
| mounted on a long pole,   | when Instructor 1 indicates that the     |
| light a flame in a pan    | participants are ready to begin the      |
| containing a layer of     | exercise.                                |
| water beneath a layer of  |                                          |
| gasoline/diesel fuel      |                                          |
| mixture.*                 |                                          |
+---------------------------+------------------------------------------+
| *Coach the participants   | **EXERCISE: FIRE SUPPRESSION**           |
| through this exercise     | (Continued)                              |
| using the following:*     |                                          |
|                           | 4\. Ask Participant 1 to assume the      |
| *• Participants must      | "ready" position, with pin pulled,       |
| communicate with each     | extinguisher aimed and upright,          |
| other. The emphasis is on | approximately 20 to 25 feet from the     |
| safety and teamwork.*     | fire.                                    |
|                           |                                          |
| *• When ready to approach | 5\. Ask Participant 2 to act as backup,  |
| the fire, Participant 1   | assuming the "ready" position but        |
| should say "Ready."       | remaining 5 to 10 feet behind            |
| Participant 2 should      | Participant 1.                           |
| repeat "Ready."*          |                                          |
|                           | > ![](media/i                            |
| *• As Participant 1       | mage24.wmf){width="3.2243055555555555in" |
| begins to move forward,   | > height="2.4493055555555556in"}         |
| he or she should say      | >                                        |
| "Going in." Participant 2 | > 1                                      |
| should repeat the command |                                          |
| and stay 5 to 10 feet     | 6\. Position Instructor 1 between the    |
| behind Participant 1.*    | participants and the fire at all times.  |
|                           |                                          |
| *• Both participants      | 7\. Ask Participant 1 to approach the    |
| should walk towards the   | fire from the windward side (i.e., with  |
| fire.*                    | the wind to the participant's back).     |
|                           | When approximately 10 feet from the      |
| *• Participant 1 should   | fire, Participant 1 should begin to      |
| watch the fire and        | discharge the extinguisher at the base   |
| Participant 2 should      | of the fire, continuing the approach     |
| watch Participant 1.*     | until the range for the extinguisher is  |
|                           | optimal.                                 |
| *• Participant 2 must     |                                          |
| stay to the rear of       |                                          |
| Participant 1.            |                                          |
| Participant 2's job is to |                                          |
| protect Participant 1.*   |                                          |
+---------------------------+------------------------------------------+

  ---------------------------- ------------------------------------------
                               **EXERCISE: FIRE SUPPRESSION** (Continued)

  • *When Participant 1 is     8\. Participant 1 should sweep the base of
  exiting the fire area, he or the fire until it is extinguished.
  she should say "Backing      
  out." Partici-pant 2 should  
  repeat the command and back  
  out while watching for the   
  safety of Participant 1.*    
  ---------------------------- ------------------------------------------

+---------------------------+------------------------------------------+
| *Remind the participants  |                                          |
| that they should:*        |                                          |
|                           |                                          |
| *• Identify two exit      |                                          |
| routes in advance.*       |                                          |
|                           |                                          |
| *• Check the wind         |                                          |
| direction.*               |                                          |
|                           |                                          |
| *• Try to determine if    |                                          |
| the fire is spreading and |                                          |
| where it would be in the  |                                          |
| next 30 seconds.*         |                                          |
+---------------------------+------------------------------------------+

+---------------------------+------------------------------------------+
| *If time permits, allow   |  After the fire is extinguished, ask    |
| each participant to use   | the participants to trade positions and  |
| the extinguisher twice,   | repeat the exercise.                     |
| to provide added          |                                          |
| practice.*                |  Repeat this exercise with the other    |
|                           | teams until all participants have had    |
|                           | the opportunity to extinguish the fire.  |
+---------------------------+------------------------------------------+

**YOUR NOTES:**

+--------+------------------+-----------------------------------------+
| > ![   | *Total Topic:*   | **SESSION SUMMARY**                     |
| ](medi |                  |                                         |
| a/imag | *5 minutes*      |                                         |
| e1.wmf |                  |                                         |
| ){widt |                  |                                         |
| h="0.7 |                  |                                         |
| 284722 |                  |                                         |
| 222222 |                  |                                         |
| 222in" |                  |                                         |
| >      |                  |                                         |
| height |                  |                                         |
| ="0.53 |                  |                                         |
| 263888 |                  |                                         |
| 888888 |                  |                                         |
| 89in"} |                  |                                         |
| >      |                  |                                         |
| > 36   |                  |                                         |
+--------+------------------+-----------------------------------------+

+---+-------+------------------+---+-----------------------------------------+
| > |       | *Particpant      |   |  Summarize the key points in this      |
|   |       | Hand-book, page  |   | session.                                |
| ! |       | PH II-31.*       |   |                                         |
| [ |       |                  |   | • Effective fire suppression depends on |
| ] |       | *Present key     |   | an understanding of:                    |
| ( |       | points.*         |   |                                         |
| m |       |                  |   | \- The type of fuel involved.           |
| e |       |                  |   |                                         |
| d |       |                  |   | \- The elements required for fire to    |
| i |       |                  |   | exist.                                  |
| a |       |                  |   |                                         |
| / |       |                  |   | \- The class of fire.                   |
| i |       |                  |   |                                         |
| m |       |                  |   | \- The resources required and available |
| a |       |                  |   | to extinguisher each type of fire.      |
| g |       |                  |   |                                         |
| e |       |                  |   | \- Effective fire suppression           |
| 2 |       |                  |   | techniques.                             |
| . |       |                  |   |                                         |
| w |       |                  |   | • Fire requires heat, fuel, and oxygen  |
| m |       |                  |   | to exist.                               |
| f |       |                  |   |                                         |
| ) |       |                  |   | • There are four types, or classes, of  |
| { |       |                  |   | fire:                                   |
| w |       |                  |   |                                         |
| i |       |                  |   | \- Class A. Ordinary combustibles.      |
| d |       |                  |   |                                         |
| t |       |                  |   | \- Class B. Flammable liquids.          |
| h |       |                  |   |                                         |
| = |       |                  |   | \- Class C. Electrical equipment.       |
| " |       |                  |   |                                         |
| 0 |       |                  |   | \- Class D. Combustible metals.         |
| . |       |                  |   |                                         |
| 6 |       |                  |   | It is extremely important to identify   |
| 3 |       |                  |   | the class of fire to select the proper  |
| 1 |       |                  |   | means of extinguishment.                |
| 2 |       |                  |   |                                         |
| 5 |       |                  |   | • To help understand the types of       |
| i |       |                  |   | materials, there are several methods of |
| n |       |                  |   | placarding hazardous materials being    |
| " |       |                  |   | stored or transported, including NFPA,  |
| > |       |                  |   | DOT, UN, and NA. When faced with        |
|   |       |                  |   | accidents involving materials that are  |
| h |       |                  |   | placarded as hazardous---or when the    |
| e |       |                  |   | material is unknown---*keep away and    |
| i |       |                  |   | call for professional help              |
| g |       |                  |   | immediately.*                           |
| h |       |                  |   |                                         |
| t |       |                  |   | • Portable fire extinguishers are most  |
| = |       |                  |   | frequently used for suppressing small   |
| " |       |                  |   | fires. Their labels tell the types of   |
| 0 |       |                  |   | fires for which they are effective and  |
| . |       |                  |   | the area that they can suppress.        |
| 4 |       |                  |   |                                         |
| 3 |       |                  |   |                                         |
| 5 |       |                  |   |                                         |
| 4 |       |                  |   |                                         |
| 1 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 6 |       |                  |   |                                         |
| 7 |       |                  |   |                                         |
| i |       |                  |   |                                         |
| n |       |                  |   |                                         |
| " |       |                  |   |                                         |
| } |       |                  |   |                                         |
| > |       |                  |   |                                         |
| > |       |                  |   |                                         |
|   |       |                  |   |                                         |
| 3 |       |                  |   |                                         |
| 7 |       |                  |   |                                         |
|   |       |                  |   |                                         |
| ! |       |                  |   |                                         |
| [ |       |                  |   |                                         |
| ] |       |                  |   |                                         |
| ( |       |                  |   |                                         |
| m |       |                  |   |                                         |
| e |       |                  |   |                                         |
| d |       |                  |   |                                         |
| i |       |                  |   |                                         |
| a |       |                  |   |                                         |
| / |       |                  |   |                                         |
| i |       |                  |   |                                         |
| m |       |                  |   |                                         |
| a |       |                  |   |                                         |
| g |       |                  |   |                                         |
| e |       |                  |   |                                         |
| 2 |       |                  |   |                                         |
| 5 |       |                  |   |                                         |
| . |       |                  |   |                                         |
| w |       |                  |   |                                         |
| m |       |                  |   |                                         |
| f |       |                  |   |                                         |
| ) |       |                  |   |                                         |
+---+-------+------------------+---+-----------------------------------------+
|   |       |                  | * |                                         |
|   |       |                  | * |                                         |
|   |       |                  | S |                                         |
|   |       |                  | E |                                         |
|   |       |                  | S |                                         |
|   |       |                  | S |                                         |
|   |       |                  | I |                                         |
|   |       |                  | O |                                         |
|   |       |                  | N |                                         |
|   |       |                  | S |                                         |
|   |       |                  | U |                                         |
|   |       |                  | M |                                         |
|   |       |                  | M |                                         |
|   |       |                  | A |                                         |
|   |       |                  | R |                                         |
|   |       |                  | Y |                                         |
|   |       |                  | * |                                         |
|   |       |                  | * |                                         |
|   |       |                  | ( |                                         |
|   |       |                  | C |                                         |
|   |       |                  | o |                                         |
|   |       |                  | n |                                         |
|   |       |                  | t |                                         |
|   |       |                  | i |                                         |
|   |       |                  | n |                                         |
|   |       |                  | u |                                         |
|   |       |                  | e |                                         |
|   |       |                  | d |                                         |
|   |       |                  | ) |                                         |
|   |       |                  |   |                                         |
|   |       |                  | • |                                         |
|   |       |                  | W |                                         |
|   |       |                  | h |                                         |
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|   |       |                  | p |                                         |
|   |       |                  | a |                                         |
|   |       |                  | n |                                         |
|   |       |                  | t |                                         |
|   |       |                  | s |                                         |
|   |       |                  | f |                                         |
|   |       |                  | o |                                         |
|   |       |                  | r |                                         |
|   |       |                  | a |                                         |
|   |       |                  | t |                                         |
|   |       |                  | t |                                         |
|   |       |                  | e |                                         |
|   |       |                  | n |                                         |
|   |       |                  | d |                                         |
|   |       |                  | i |                                         |
|   |       |                  | n |                                         |
|   |       |                  | g |                                         |
|   |       |                  | t |                                         |
|   |       |                  | h |                                         |
|   |       |                  | e |                                         |
|   |       |                  | s |                                         |
|   |       |                  | e |                                         |
|   |       |                  | s |                                         |
|   |       |                  | s |                                         |
|   |       |                  | i |                                         |
|   |       |                  | o |                                         |
|   |       |                  | n |                                         |
|   |       |                  | . |                                         |
|   |       |                  | R |                                         |
|   |       |                  | e |                                         |
|   |       |                  | m |                                         |
|   |       |                  | i |                                         |
|   |       |                  | n |                                         |
|   |       |                  | d |                                         |
|   |       |                  | t |                                         |
|   |       |                  | h |                                         |
|   |       |                  | e |                                         |
|   |       |                  | m |                                         |
|   |       |                  | o |                                         |
|   |       |                  | f |                                         |
|   |       |                  | t |                                         |
|   |       |                  | h |                                         |
|   |       |                  | e |                                         |
|   |       |                  | d |                                         |
|   |       |                  | a |                                         |
|   |       |                  | t |                                         |
|   |       |                  | e |                                         |
|   |       |                  | a |                                         |
|   |       |                  | n |                                         |
|   |       |                  | d |                                         |
|   |       |                  | t |                                         |
|   |       |                  | i |                                         |
|   |       |                  | m |                                         |
|   |       |                  | e |                                         |
|   |       |                  | f |                                         |
|   |       |                  | o |                                         |
|   |       |                  | r |                                         |
|   |       |                  | t |                                         |
|   |       |                  | h |                                         |
|   |       |                  | e |                                         |
|   |       |                  | n |                                         |
|   |       |                  | e |                                         |
|   |       |                  | x |                                         |
|   |       |                  | t |                                         |
|   |       |                  | s |                                         |
|   |       |                  | e |                                         |
|   |       |                  | s |                                         |
|   |       |                  | s |                                         |
|   |       |                  | i |                                         |
|   |       |                  | o |                                         |
|   |       |                  | n |                                         |
|   |       |                  | i |                                         |
|   |       |                  | f |                                         |
|   |       |                  | n |                                         |
|   |       |                  | e |                                         |
|   |       |                  | c |                                         |
|   |       |                  | e |                                         |
|   |       |                  | s |                                         |
|   |       |                  | s |                                         |
|   |       |                  | a |                                         |
|   |       |                  | r |                                         |
|   |       |                  | y |                                         |
|   |       |                  | . |                                         |
+---+-------+------------------+---+-----------------------------------------+

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