# COMMUNITY EMERGENCY RESPONSE TEAM

**SESSION VII:**

** COURSE REVIEW AND DISASTER SIMULATION**

**EMERGENCY MANAGEMENT INSTITUTE**

**NATIONAL EMERGENCY TRAINING CENTER**

** SESSION VII**

** COURSE REVIEW AND DISASTER SIMULATION**

** TIME: 2 hours 30 minutes**

**OBJECTIVES** At the conclusion of this session, the participants will
be able to apply the skills and knowledge learned in Sessions I through
VI to a simulated disaster situation.

**SCOPE** § Introduction And Overview

§ Final Examination Review

§ Course Review

§ Disaster Simulation

§ Exercise Critique And Summary

§ Graduation

+--------------+------------------------------------------------------+
| **TRAINING** | The lead instructor will begin this session by       |
|              | welcoming the participants to Session VII: Course    |
| **METHODS**  | Review And Disaster Simula-tion, and will introduce  |
|              | the instructors for the session. The instructor will |
|              | then explain that this session is the culmination of |
|              | all that the participants have learned and practiced |
|              | over the last six sessions, and will briefly         |
|              | overview how the session will proceed.               |
+--------------+------------------------------------------------------+

Next, the instructor will review the take-home final examination. (The
Answer Key is provided in the "Additional Materials" section at the end
of the materials for this session.) Then the instructor will provide a
brief review of the key concepts that were covered in earlier sessions
and answer questions as necessary.

After answering all questions, the instructor will explain how the
disaster simulation will be run and point out that the intent of the
simulation is to give the participants a practical perspective of
overall team operations, while further improving their skills. The
instructor will emphasize the team strategies covered in Session VI and
will set the stage for conducting exercises in either a light- damage or
moderate-damage scenario.

+-------------------------+-------------------------------------------+
| **TRAINING**            | Throughout the simulation, the            |
|                         | instructors should stress that the        |
| **METHODS** (Continued) | participants must treat the exercise as   |
|                         | if it were real, and train as if lives    |
|                         | were depending on it. The instructor will |
|                         | point out that mistakes made during       |
|                         | training are lessons learned---lessons    |
|                         | that may someday save lives and prevent   |
|                         | injuries. The instructor should,          |
|                         | therefore, encourage leadership, decisive |
|                         | actions, and assertive behavior during    |
|                         | the exercise to maximize the learning     |
|                         | experience.                               |
+-------------------------+-------------------------------------------+
|                         |                                           |
+-------------------------+-------------------------------------------+

At the end of the disaster exercise, the instructor will lead an
interactive discussion of the points learned and the difficulties
encountered during the exercise. The instructor will express a positive
attitude about the teamwork required and displayed to accomplish the
simulated CERT mission.

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

* Community Emergency Response Team* Participant Handbook

Graduation Certificate (to be developed locally or obtained through the
Emergency Management Institute---see page IG viii)

**EQUIPMENT** In addition to the equipment listed at the front of this
Instructor Guide, you will need the following equipment for this
session:

• Helmet and vest

• Pieces of wood, furniture, or other items to simulate debris

• Two or more poles

• Moulage (used to simulate injuries)

• Other equipment items that may be available from earlier sessions,
which may add to the realism of the simulation

**PREPARATION** The disaster simulation requires you to set up four
stations:

• At Station 1, the participants will receive the disaster simulation.
Based on that scenario, the participants will:

\- Determine the extent of damage.

\- Establish team priorities.

\- Determine the resources needed.

\- Identify potential hazards.

**PREPARATION**

(Continued) The participants will also select a CERT Leader who will
establish a CERT organization based on resources available and
established priorities.

• At Station 2, the participants will be required to:

\- Evaluate a fire situation.

\- Select the proper extinguisher.

\- Extinguish a fire.

[NOTE]{.underline}: Each participant will extinguish the fire.

• At Station 3, the participants will be required to conduct triage and
treat victims with the medical equipment available.

• At Station 4, the participants will perform leveraging and cribbing to
extricate victims who are trapped by debris.

Instructor requirements for preparing each station follow:

• Station 1: The disaster simulation should be based on a potential
disaster event *for your community.* Before the session begins, develop
a disaster scenario that will meet the participants' needs. A sample
disaster scenario is included in the Additional Materials section of
this session so that you can see the type of exercise that will be
required.

• Station 2: Set up Station 2 in the same manner as for the fire
suppression exercise in Session 2. Provide multiple types and sizes of
extinguishers so that participants must select the proper type of
extinguisher for the fire.

• Station 3: Before the session begins, identify several types of
injuries that would be commonly incurred as a result of the disaster
described in the simulation. Select several assistant instructors as
victims and have them apply moulage to indicate wounds.

• Station 4: Select several assistant instructors to serve as victims.
Use pieces of wood, furniture, or other items (to simulate debris) to
"trap" the victims. Provide additional materials that can be used in a
leverage and cribbing operation as well as blankets, etc. that could be
used if necessary to lift or otherwise move the victim from his or her
entrapment.

**NOTES** A suggested time plan for this unit is as follows:

Introduction And Overview 5 minutes

Final Examination Review 30 minutes

Course Review 30 minutes

Disaster Simulation 60 minutes

Exercise Critique And Summary 25 minutes

** Total Time: 2 hours 30 minutes**

+----------+----------+----------+----------+----------+----------+
|          | *Total   | *        |          | *Total   | **INTR   |
|          | Topic:*  | *SESSION |          | Topic:*  | ODUCTION |
|          |          | VII:     |          |          | AND      |
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|          | 30       | REVIEW   |          | minutes* | ERVIEW** |
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+----------+----------+----------+----------+----------+----------+
| * Total  | **FINAL  |          | *        |          |          |
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|          |          |          | §        |          |          |
+----------+----------+----------+----------+----------+----------+
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+----------+----------+----------+----------+----------+----------+
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+----------+----------+----------+----------+----------+----------+
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+----------+----------+----------+----------+----------+----------+
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+----------+----------+----------+----------+----------+----------+
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|          | ntenance |          |          |          |          |
|          | of body  |          |          |          |          |
|          | tem      |          |          |          |          |
|          | perature |          |          |          |          |
|          |          |          |          |          |          |
|          | \- No    |          |          |          |          |
|          | food or  |          |          |          |          |
|          | drink    |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | **COURSE |          |          |          |          |
|          | REVIEW** |          |          |          |          |
|          | (Co      |          |          |          |          |
|          | ntinued) |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Co       |          |          |          |          |
|          | nducting |          |          |          |          |
|          | triage   |          |          |          |          |
|          | evalu    |          |          |          |          |
|          | ations.* |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Hea      |          |          |          |          |
|          | d-to-toe |          |          |          |          |
|          | patient  |          |          |          |          |
|          | asses    |          |          |          |          |
|          | sments.* |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Special  |          |          |          |          |
|          | consid   |          |          |          |          |
|          | erations |          |          |          |          |
|          | when     |          |          |          |          |
|          | head,    |          |          |          |          |
|          | neck, or |          |          |          |          |
|          | spinal   |          |          |          |          |
|          | injuries |          |          |          |          |
|          | are      |          |          |          |          |
|          | sus      |          |          |          |          |
|          | pected.* |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | T        |          |          |          |          |
|          | reatment |          |          |          |          |
|          | area     |          |          |          |          |
|          | consider |          |          |          |          |
|          | ations.* |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | S        |          |          |          |          |
|          | plinting |          |          |          |          |
|          | and      |          |          |          |          |
|          | ban      |          |          |          |          |
|          | daging.* |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Present | § Cover  |          |          |          |          |
| key      | the      |          |          |          |          |
| points.* | f        |          |          |          |          |
|          | ollowing |          |          |          |          |
|          | points   |          |          |          |          |
|          | for      |          |          |          |          |
|          | light    |          |          |          |          |
|          | search   |          |          |          |          |
|          | and      |          |          |          |          |
|          | rescue:  |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Search   |          |          |          |          |
|          | and      |          |          |          |          |
|          | rescue   |          |          |          |          |
|          | are      |          |          |          |          |
|          | really   |          |          |          |          |
|          | two      |          |          |          |          |
|          | fun      |          |          |          |          |
|          | ctions.* |          |          |          |          |
|          |          |          |          |          |          |
|          | •* Goals |          |          |          |          |
|          | of       |          |          |          |          |
|          | search   |          |          |          |          |
|          | and      |          |          |          |          |
|          | rescue.* |          |          |          |          |
|          | Stress:  |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Rescuing |          |          |          |          |
|          | the      |          |          |          |          |
|          | greatest |          |          |          |          |
|          | number   |          |          |          |          |
|          | of       |          |          |          |          |
|          | people   |          |          |          |          |
|          | in the   |          |          |          |          |
|          | shortest |          |          |          |          |
|          | amount   |          |          |          |          |
|          | of time  |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Rescuing |          |          |          |          |
|          | the      |          |          |          |          |
|          | lightly  |          |          |          |          |
|          | trapped  |          |          |          |          |
|          | victims  |          |          |          |          |
|          | first    |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | S        |          |          |          |          |
|          | ize-up.* |          |          |          |          |
|          | Briefly  |          |          |          |          |
|          | review:  |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Cons     |          |          |          |          |
|          | truction |          |          |          |          |
|          | types    |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Related  |          |          |          |          |
|          | hazards  |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | St       |          |          |          |          |
|          | ructural |          |          |          |          |
|          | damage.* |          |          |          |          |
|          | Stress   |          |          |          |          |
|          | the CERT |          |          |          |          |
|          | mission  |          |          |          |          |
|          | when     |          |          |          |          |
|          | there    |          |          |          |          |
|          | is:      |          |          |          |          |
|          |          |          |          |          |          |
|          | \- Light |          |          |          |          |
|          | damage   |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Moderate |          |          |          |          |
|          | damage   |          |          |          |          |
|          |          |          |          |          |          |
|          | \- Heavy |          |          |          |          |
|          | damage   |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | **COURSE |          |          |          |          |
|          | REVIEW** |          |          |          |          |
|          | (Co      |          |          |          |          |
|          | ntinued) |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Search   |          |          |          |          |
|          | tech     |          |          |          |          |
|          | niques.* |          |          |          |          |
|          | Cover    |          |          |          |          |
|          | the need |          |          |          |          |
|          | to:      |          |          |          |          |
|          |          |          |          |          |          |
|          | \- Be    |          |          |          |          |
|          | sy       |          |          |          |          |
|          | stematic |          |          |          |          |
|          | and      |          |          |          |          |
|          | thorough |          |          |          |          |
|          | (i       |          |          |          |          |
|          | ncluding |          |          |          |          |
|          | te       |          |          |          |          |
|          | chniques |          |          |          |          |
|          | for      |          |          |          |          |
|          | s        |          |          |          |          |
|          | earching |          |          |          |          |
|          | str      |          |          |          |          |
|          | uctures) |          |          |          |          |
|          |          |          |          |          |          |
|          | \- Mark  |          |          |          |          |
|          | areas    |          |          |          |          |
|          | searched |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Document |          |          |          |          |
|          | search   |          |          |          |          |
|          | results  |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Rescue   |          |          |          |          |
|          | tech     |          |          |          |          |
|          | niques.* |          |          |          |          |
|          | Review   |          |          |          |          |
|          | the main |          |          |          |          |
|          | rescue   |          |          |          |          |
|          | tec      |          |          |          |          |
|          | hniques: |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Leverage |          |          |          |          |
|          | and      |          |          |          |          |
|          | cribbing |          |          |          |          |
|          |          |          |          |          |          |
|          | \- Lifts |          |          |          |          |
|          | and      |          |          |          |          |
|          | drags    |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Present | § Cover  |          |          |          |          |
| key      | the      |          |          |          |          |
| points.* | f        |          |          |          |          |
|          | ollowing |          |          |          |          |
|          | points   |          |          |          |          |
|          | for CERT |          |          |          |          |
|          | organ    |          |          |          |          |
|          | ization: |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Organi   |          |          |          |          |
|          | zational |          |          |          |          |
|          | str      |          |          |          |          |
|          | ucture.* |          |          |          |          |
|          | Review   |          |          |          |          |
|          | the      |          |          |          |          |
|          | benefits |          |          |          |          |
|          | of the   |          |          |          |          |
|          | CERT     |          |          |          |          |
|          | organ    |          |          |          |          |
|          | ization: |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | E        |          |          |          |          |
|          | ffective |          |          |          |          |
|          | commun   |          |          |          |          |
|          | ications |          |          |          |          |
|          | among    |          |          |          |          |
|          | agency   |          |          |          |          |
|          | p        |          |          |          |          |
|          | ersonnel |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Well     |          |          |          |          |
|          | -defined |          |          |          |          |
|          | ma       |          |          |          |          |
|          | nagement |          |          |          |          |
|          | s        |          |          |          |          |
|          | tructure |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Accoun   |          |          |          |          |
|          | tability |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Command  |          |          |          |          |
|          | obje     |          |          |          |          |
|          | ctives.* |          |          |          |          |
|          | Stress   |          |          |          |          |
|          | the need |          |          |          |          |
|          | to:      |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Identify |          |          |          |          |
|          | the      |          |          |          |          |
|          | scope of |          |          |          |          |
|          | the      |          |          |          |          |
|          | incident |          |          |          |          |
|          | through  |          |          |          |          |
|          | damage   |          |          |          |          |
|          | as       |          |          |          |          |
|          | sessment |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | D        |          |          |          |          |
|          | etermine |          |          |          |          |
|          | an       |          |          |          |          |
|          | overall  |          |          |          |          |
|          | strategy |          |          |          |          |
|          | and      |          |          |          |          |
|          | lo       |          |          |          |          |
|          | gistical |          |          |          |          |
|          | requ     |          |          |          |          |
|          | irements |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Deploy   |          |          |          |          |
|          | r        |          |          |          |          |
|          | esources |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *        | ** ?**   | § Ask    |          |          |
|          | *SUMMARY | *Di      | the      |          |          |
|          | AND      | scussion | part     |          |          |
|          | TRAN     | qu       | icipants |          |          |
|          | SITION** | estion.* | if       |          |          |
|          |          |          | anyone   |          |          |
|          |          |          | has      |          |          |
|          |          |          | q        |          |          |
|          |          |          | uestions |          |          |
|          |          |          | about    |          |          |
|          |          |          | anything |          |          |
|          |          |          | covered  |          |          |
|          |          |          | in the   |          |          |
|          |          |          | course.  |          |          |
|          |          |          |          |          |          |
|          |          |          | § Tell   |          |          |
|          |          |          | the      |          |          |
|          |          |          | group    |          |          |
|          |          |          | that for |          |          |
|          |          |          | the next |          |          |
|          |          |          | hour,    |          |          |
|          |          |          | they     |          |          |
|          |          |          | will     |          |          |
|          |          |          | have the |          |          |
|          |          |          | opp      |          |          |
|          |          |          | ortunity |          |          |
|          |          |          | to put   |          |          |
|          |          |          | their    |          |          |
|          |          |          | k        |          |          |
|          |          |          | nowledge |          |          |
|          |          |          | and      |          |          |
|          |          |          | skills   |          |          |
|          |          |          | to the   |          |          |
|          |          |          | test     |          |          |
|          |          |          | through  |          |          |
|          |          |          | a        |          |          |
|          |          |          | s        |          |          |
|          |          |          | imulated |          |          |
|          |          |          | disaster |          |          |
|          |          |          | e        |          |          |
|          |          |          | xercise. |          |          |
+----------+----------+----------+----------+----------+----------+

**YOUR NOTES:**

+---+-------------+-------------+-------------+---+-------------+
|   | *Total      | **DISASTER  |             |   |             |
|   | Exercise:*  | S           |             |   |             |
|   |             | IMULATION** |             |   |             |
|   | *60         |             |             |   |             |
|   | minutes*    | [Instructor |             |   |             |
|   |             | Note]{.     |             |   |             |
|   |             | underline}: |             |   |             |
|   |             | This        |             |   |             |
|   |             | exercise    |             |   |             |
|   |             | will allow  |             |   |             |
|   |             | the         |             |   |             |
|   |             | p           |             |   |             |
|   |             | articipants |             |   |             |
|   |             | to use the  |             |   |             |
|   |             | skills and  |             |   |             |
|   |             | knowledge   |             |   |             |
|   |             | they have   |             |   |             |
|   |             | learned     |             |   |             |
|   |             | throughout  |             |   |             |
|   |             | their CERT  |             |   |             |
|   |             | training. A |             |   |             |
|   |             | great deal  |             |   |             |
|   |             | of          |             |   |             |
|   |             | preparation |             |   |             |
|   |             | is required |             |   |             |
|   |             | before      |             |   |             |
|   |             | beginning   |             |   |             |
|   |             | this        |             |   |             |
|   |             | exercise,   |             |   |             |
|   |             | however.    |             |   |             |
|   |             | Use the     |             |   |             |
|   |             | guidelines  |             |   |             |
|   |             | below as    |             |   |             |
|   |             | preparation |             |   |             |
|   |             | steps.      |             |   |             |
|   |             |             |             |   |             |
|   |             | **PR        |             |   |             |
|   |             | EPARATION** |             |   |             |
|   |             |             |             |   |             |
|   |             | § Preparing |             |   |             |
|   |             | for the     |             |   |             |
|   |             | Disaster    |             |   |             |
|   |             | Simulation  |             |   |             |
|   |             | requires    |             |   |             |
|   |             | the         |             |   |             |
|   |             | following   |             |   |             |
|   |             | steps:      |             |   |             |
|   |             |             |             |   |             |
|   |             | 1\. Develop |             |   |             |
|   |             | a disaster  |             |   |             |
|   |             | scenario    |             |   |             |
|   |             | that would  |             |   |             |
|   |             | be          |             |   |             |
|   |             | realistic   |             |   |             |
|   |             | *for your   |             |   |             |
|   |             | community.* |             |   |             |
|   |             |             |             |   |             |
|   |             | 2\.         |             |   |             |
|   |             | Identify    |             |   |             |
|   |             | four        |             |   |             |
|   |             | ar          |             |   |             |
|   |             | eas---three |             |   |             |
|   |             | indoors and |             |   |             |
|   |             | one         |             |   |             |
|   |             | ou          |             |   |             |
|   |             | tdoors---to |             |   |             |
|   |             | serve as    |             |   |             |
|   |             | exercise    |             |   |             |
|   |             | stations.   |             |   |             |
|   |             |             |             |   |             |
|   |             | 3\. Select  |             |   |             |
|   |             | nine        |             |   |             |
|   |             | assistant   |             |   |             |
|   |             | instructors |             |   |             |
|   |             | to serve at |             |   |             |
|   |             | the         |             |   |             |
|   |             | following   |             |   |             |
|   |             | stations:   |             |   |             |
|   |             |             |             |   |             |
|   |             | • Two at    |             |   |             |
|   |             | Station 2   |             |   |             |
|   |             | to monitor  |             |   |             |
|   |             | the fire    |             |   |             |
|   |             | suppression |             |   |             |
|   |             | exercise.   |             |   |             |
|   |             |             |             |   |             |
|   |             | • Four at   |             |   |             |
|   |             | Station 3   |             |   |             |
|   |             | to serve as |             |   |             |
|   |             | victims for |             |   |             |
|   |             | triage and  |             |   |             |
|   |             | treatment.  |             |   |             |
|   |             |             |             |   |             |
|   |             | • Three at  |             |   |             |
|   |             | Station 4   |             |   |             |
|   |             | to serve as |             |   |             |
|   |             | entrapped   |             |   |             |
|   |             | victims for |             |   |             |
|   |             | the         |             |   |             |
|   |             | leverage    |             |   |             |
|   |             | and         |             |   |             |
|   |             | crib        |             |   |             |
|   |             | bing/victim |             |   |             |
|   |             | removal     |             |   |             |
|   |             | exercise.   |             |   |             |
+---+-------------+-------------+-------------+---+-------------+
|   | **PR        |             |             |   |             |
|   | EPARATION** |             |             |   |             |
|   | (Continued) |             |             |   |             |
|   |             |             |             |   |             |
|   | 4\. Ask one |             |             |   |             |
|   | instructor  |             |             |   |             |
|   | at each     |             |             |   |             |
|   | station to  |             |             |   |             |
|   | serve as    |             |             |   |             |
|   | the lead    |             |             |   |             |
|   | instructor  |             |             |   |             |
|   | for that    |             |             |   |             |
|   | station.    |             |             |   |             |
|   | The lead    |             |             |   |             |
|   | instructor  |             |             |   |             |
|   | will        |             |             |   |             |
|   | oversee the |             |             |   |             |
|   | station     |             |             |   |             |
|   | setup,      |             |             |   |             |
|   | monitor     |             |             |   |             |
|   | safety      |             |             |   |             |
|   | during the  |             |             |   |             |
|   | exercise,   |             |             |   |             |
|   | provide     |             |             |   |             |
|   | feedback to |             |             |   |             |
|   | the         |             |             |   |             |
|   | pa          |             |             |   |             |
|   | rticipants, |             |             |   |             |
|   | and oversee |             |             |   |             |
|   | station     |             |             |   |             |
|   | teardown.   |             |             |   |             |
|   | Setup for   |             |             |   |             |
|   | each        |             |             |   |             |
|   | station is  |             |             |   |             |
|   | as follows: |             |             |   |             |
|   |             |             |             |   |             |
|   | • Station   |             |             |   |             |
|   | 1: Station  |             |             |   |             |
|   | 1 should    |             |             |   |             |
|   | include one |             |             |   |             |
|   | round table |             |             |   |             |
|   | with four   |             |             |   |             |
|   | chairs.     |             |             |   |             |
|   | Place one   |             |             |   |             |
|   | copy of the |             |             |   |             |
|   | disaster    |             |             |   |             |
|   | scenario on |             |             |   |             |
|   | the table   |             |             |   |             |
|   | at each     |             |             |   |             |
|   | chair.      |             |             |   |             |
|   |             |             |             |   |             |
|   | • Station   |             |             |   |             |
|   | 2: Set up   |             |             |   |             |
|   | Station 2   |             |             |   |             |
|   | in the same |             |             |   |             |
|   | way as for  |             |             |   |             |
|   | the fire    |             |             |   |             |
|   | suppression |             |             |   |             |
|   | exercise in |             |             |   |             |
|   | Session 2.  |             |             |   |             |
|   | Provide     |             |             |   |             |
|   | different   |             |             |   |             |
|   | types and   |             |             |   |             |
|   | sizes of    |             |             |   |             |
|   | fire        |             |             |   |             |
|   | ex          |             |             |   |             |
|   | tinguishers |             |             |   |             |
|   | at the      |             |             |   |             |
|   | station so  |             |             |   |             |
|   | that the    |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | can select  |             |             |   |             |
|   | the         |             |             |   |             |
|   | appropriate |             |             |   |             |
|   | e           |             |             |   |             |
|   | xtinguisher |             |             |   |             |
|   | for the     |             |             |   |             |
|   | fire.       |             |             |   |             |
|   |             |             |             |   |             |
|   | • Station   |             |             |   |             |
|   | 3: After    |             |             |   |             |
|   | applying    |             |             |   |             |
|   | moulage to  |             |             |   |             |
|   | simulate    |             |             |   |             |
|   | injuries    |             |             |   |             |
|   | that would  |             |             |   |             |
|   | be common   |             |             |   |             |
|   | for the     |             |             |   |             |
|   | disaster    |             |             |   |             |
|   | scenario,   |             |             |   |             |
|   | instructors |             |             |   |             |
|   | at Station  |             |             |   |             |
|   | 3 should    |             |             |   |             |
|   | place       |             |             |   |             |
|   | themselves  |             |             |   |             |
|   | in sitting  |             |             |   |             |
|   | or lying    |             |             |   |             |
|   | positions   |             |             |   |             |
|   | around the  |             |             |   |             |
|   | station. It |             |             |   |             |
|   | may be      |             |             |   |             |
|   | desirable   |             |             |   |             |
|   | to *not*    |             |             |   |             |
|   | have all    |             |             |   |             |
|   | instructors |             |             |   |             |
|   | in clear    |             |             |   |             |
|   | view or     |             |             |   |             |
|   | easy reach  |             |             |   |             |
|   | of the      |             |             |   |             |
|   | pa          |             |             |   |             |
|   | rticipants. |             |             |   |             |
|   |             |             |             |   |             |
|   | • Station   |             |             |   |             |
|   | 4: Using    |             |             |   |             |
|   | pieces of   |             |             |   |             |
|   | wood,       |             |             |   |             |
|   | furniture,  |             |             |   |             |
|   | or other    |             |             |   |             |
|   | items to    |             |             |   |             |
|   | simulate    |             |             |   |             |
|   | debris,     |             |             |   |             |
|   | cover each  |             |             |   |             |
|   | of the      |             |             |   |             |
|   | victims so  |             |             |   |             |
|   | that        |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | will need   |             |             |   |             |
|   | to use      |             |             |   |             |
|   | leverage    |             |             |   |             |
|   | and         |             |             |   |             |
|   | cribbing to |             |             |   |             |
|   | remove each |             |             |   |             |
|   | victim.     |             |             |   |             |
+---+-------------+-------------+-------------+---+-------------+
|   | *Divide     | 5\. Divide  |             |   |             |
|   | p           | the         |             |   |             |
|   | articipants | p           |             |   |             |
|   | into        | articipants |             |   |             |
|   | groups.*    | into groups |             |   |             |
|   |             | of four.    |             |   |             |
+---+-------------+-------------+-------------+---+-------------+
|   | **PR        |             |             |   |             |
|   | EPARATION** |             |             |   |             |
|   | (Continued) |             |             |   |             |
|   |             |             |             |   |             |
|   | 6\. Explain |             |             |   |             |
|   | that the    |             |             |   |             |
|   | simulation  |             |             |   |             |
|   | will        |             |             |   |             |
|   | provide     |             |             |   |             |
|   | each group  |             |             |   |             |
|   | with the    |             |             |   |             |
|   | opportunity |             |             |   |             |
|   | to apply    |             |             |   |             |
|   | many of the |             |             |   |             |
|   | skills that |             |             |   |             |
|   | they        |             |             |   |             |
|   | learned     |             |             |   |             |
|   | during the  |             |             |   |             |
|   | earlier     |             |             |   |             |
|   | sessions.   |             |             |   |             |
|   | Elaborate   |             |             |   |             |
|   | by telling  |             |             |   |             |
|   | the         |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | that the    |             |             |   |             |
|   | disaster    |             |             |   |             |
|   | simulation  |             |             |   |             |
|   | will be     |             |             |   |             |
|   | conducted   |             |             |   |             |
|   | at four     |             |             |   |             |
|   | stations:   |             |             |   |             |
|   |             |             |             |   |             |
|   | • At        |             |             |   |             |
|   | Station 1,  |             |             |   |             |
|   | each group  |             |             |   |             |
|   | will        |             |             |   |             |
|   | receive the |             |             |   |             |
|   | disaster    |             |             |   |             |
|   | simulation. |             |             |   |             |
|   | Based on    |             |             |   |             |
|   | that        |             |             |   |             |
|   | scenario,   |             |             |   |             |
|   | the         |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | will:       |             |             |   |             |
|   |             |             |             |   |             |
|   | \-          |             |             |   |             |
|   | Determine   |             |             |   |             |
|   | the extent  |             |             |   |             |
|   | of damage.  |             |             |   |             |
|   |             |             |             |   |             |
|   | \-          |             |             |   |             |
|   | Establish   |             |             |   |             |
|   | team        |             |             |   |             |
|   | priorities. |             |             |   |             |
|   |             |             |             |   |             |
|   | \-          |             |             |   |             |
|   | Determine   |             |             |   |             |
|   | the         |             |             |   |             |
|   | resources   |             |             |   |             |
|   | needed.     |             |             |   |             |
|   |             |             |             |   |             |
|   | \- Identify |             |             |   |             |
|   | potential   |             |             |   |             |
|   | hazards.    |             |             |   |             |
|   |             |             |             |   |             |
|   | Explain     |             |             |   |             |
|   | that, while |             |             |   |             |
|   | at Station  |             |             |   |             |
|   | 1, the      |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | will select |             |             |   |             |
|   | a CERT      |             |             |   |             |
|   | Leader who  |             |             |   |             |
|   | will        |             |             |   |             |
|   | establish a |             |             |   |             |
|   | CERT        |             |             |   |             |
|   | o           |             |             |   |             |
|   | rganization |             |             |   |             |
|   | based on    |             |             |   |             |
|   | resources   |             |             |   |             |
|   | available   |             |             |   |             |
|   | and         |             |             |   |             |
|   | established |             |             |   |             |
|   | priorities. |             |             |   |             |
|   |             |             |             |   |             |
|   | • At        |             |             |   |             |
|   | Station 2,  |             |             |   |             |
|   | the         |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | will be     |             |             |   |             |
|   | required    |             |             |   |             |
|   | to:         |             |             |   |             |
|   |             |             |             |   |             |
|   | \- Evaluate |             |             |   |             |
|   | a fire      |             |             |   |             |
|   | situation.  |             |             |   |             |
|   |             |             |             |   |             |
|   | \- Select   |             |             |   |             |
|   | the proper  |             |             |   |             |
|   | e           |             |             |   |             |
|   | xtinguisher |             |             |   |             |
|   | for the     |             |             |   |             |
|   | situation.  |             |             |   |             |
|   |             |             |             |   |             |
|   | \-          |             |             |   |             |
|   | Extinguish  |             |             |   |             |
|   | the fire.   |             |             |   |             |
|   |             |             |             |   |             |
|   | Remind the  |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | that *each* |             |             |   |             |
|   | will be     |             |             |   |             |
|   | required to |             |             |   |             |
|   | extinguish  |             |             |   |             |
|   | the fire.   |             |             |   |             |
|   |             |             |             |   |             |
|   | • At        |             |             |   |             |
|   | Station 3,  |             |             |   |             |
|   | the         |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | will be     |             |             |   |             |
|   | required to |             |             |   |             |
|   | conduct     |             |             |   |             |
|   | triage and  |             |             |   |             |
|   | treat       |             |             |   |             |
|   | victims     |             |             |   |             |
|   | with the    |             |             |   |             |
|   | medical     |             |             |   |             |
|   | equipment   |             |             |   |             |
|   | available.  |             |             |   |             |
+---+-------------+-------------+-------------+---+-------------+
|   | **PR        |             |             |   |             |
|   | EPARATION** |             |             |   |             |
|   | (Continued) |             |             |   |             |
|   |             |             |             |   |             |
|   | • At        |             |             |   |             |
|   | Station 4,  |             |             |   |             |
|   | the         |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | will        |             |             |   |             |
|   | perform     |             |             |   |             |
|   | leveraging  |             |             |   |             |
|   | and         |             |             |   |             |
|   | cribbing to |             |             |   |             |
|   | extricate   |             |             |   |             |
|   | victims who |             |             |   |             |
|   | are trapped |             |             |   |             |
|   | by debris.  |             |             |   |             |
|   |             |             |             |   |             |
|   | 7\. Explain |             |             |   |             |
|   | that the    |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | will have   |             |             |   |             |
|   | ap          |             |             |   |             |
|   | proximately |             |             |   |             |
|   | 15 minutes  |             |             |   |             |
|   | at each     |             |             |   |             |
|   | station.    |             |             |   |             |
|   | After 10    |             |             |   |             |
|   | minutes,    |             |             |   |             |
|   | the         |             |             |   |             |
|   | instructors |             |             |   |             |
|   | will        |             |             |   |             |
|   | provide     |             |             |   |             |
|   | feedback.   |             |             |   |             |
|   | Point out   |             |             |   |             |
|   | that at the |             |             |   |             |
|   | end of the  |             |             |   |             |
|   | exercise,   |             |             |   |             |
|   | all groups  |             |             |   |             |
|   | will meet   |             |             |   |             |
|   | for         |             |             |   |             |
|   | feedback    |             |             |   |             |
|   | and a       |             |             |   |             |
|   | question    |             |             |   |             |
|   | -and-answer |             |             |   |             |
|   | session.    |             |             |   |             |
+---+-------------+-------------+-------------+---+-------------+
|   | **S         |             |             |   |             |
|   | IMULATION** |             |             |   |             |
|   |             |             |             |   |             |
|   | § Conduct   |             |             |   |             |
|   | the         |             |             |   |             |
|   | simulated   |             |             |   |             |
|   | disaster    |             |             |   |             |
|   | exercise.   |             |             |   |             |
+---+-------------+-------------+-------------+---+-------------+
|   | *Total      | **EXERCISE  |             |   |             |
|   | Topic:*     | CRITIQUE    |             |   |             |
|   |             | AND         |             |   |             |
|   | *25         | SUMMARY**   |             |   |             |
|   | minutes*    |             |             |   |             |
|   |             | § At the    |             |   |             |
|   |             | end of the  |             |   |             |
|   |             | exercise,   |             |   |             |
|   |             | conduct an  |             |   |             |
|   |             | interactive |             |   |             |
|   |             | discussion  |             |   |             |
|   |             | on the      |             |   |             |
|   |             | points      |             |   |             |
|   |             | learned and |             |   |             |
|   |             | the         |             |   |             |
|   |             | di          |             |   |             |
|   |             | ffi-culties |             |   |             |
|   |             | encountered |             |   |             |
|   |             | during the  |             |   |             |
|   |             | exercise.   |             |   |             |
|   |             | Provide the |             |   |             |
|   |             | p           |             |   |             |
|   |             | articipants |             |   |             |
|   |             | with        |             |   |             |
|   |             | feedback on |             |   |             |
|   |             | their       |             |   |             |
|   |             | pe          |             |   |             |
|   |             | rform-ance, |             |   |             |
|   |             | including:  |             |   |             |
|   |             |             |             |   |             |
|   |             | • Overall   |             |   |             |
|   |             | operations  |             |   |             |
|   |             |             |             |   |             |
|   |             | •           |             |   |             |
|   |             | Com         |             |   |             |
|   |             | munications |             |   |             |
|   |             |             |             |   |             |
|   |             | • Safety    |             |   |             |
|   |             |             |             |   |             |
|   |             | • Teamwork  |             |   |             |
|   |             |             |             |   |             |
|   |             | § Ask the   |             |   |             |
|   |             | p           |             |   |             |
|   |             | articipants |             |   |             |
|   |             | if anyone   |             |   |             |
|   |             | has any     |             |   |             |
|   |             | comments or |             |   |             |
|   |             | questions   |             |   |             |
|   |             | about the   |             |   |             |
|   |             | exercise.   |             |   |             |
+---+-------------+-------------+-------------+---+-------------+
|   | **EXERCISE  |             | **G         |   | §           |
|   | CRITIQUE    |             | RADUATION** |   | Distribute  |
|   | AND         |             |             |   | a           |
|   | SUMMARY**   |             |             |   | certificate |
|   | (Continued) |             |             |   | of          |
|   |             |             |             |   | completion  |
|   | § Stress    |             |             |   | to each     |
|   | the         |             |             |   | participant |
|   | importance  |             |             |   | and thank   |
|   | of          |             |             |   | each        |
|   | continuing  |             |             |   | personally  |
|   | education   |             |             |   | for         |
|   | and         |             |             |   | attending   |
|   | training to |             |             |   | the course. |
|   | maintain    |             |             |   |             |
|   | and improve |             |             |   |             |
|   | the         |             |             |   |             |
|   | pa          |             |             |   |             |
|   | rticipants' |             |             |   |             |
|   | skills and  |             |             |   |             |
|   | knowledge.  |             |             |   |             |
|   | Suggest     |             |             |   |             |
|   | that the    |             |             |   |             |
|   | pa          |             |             |   |             |
|   | rtici-pants |             |             |   |             |
|   | attend:     |             |             |   |             |
|   |             |             |             |   |             |
|   | • Periodic  |             |             |   |             |
|   | refresher   |             |             |   |             |
|   | training    |             |             |   |             |
|   | that is     |             |             |   |             |
|   | offered     |             |             |   |             |
|   | locally.    |             |             |   |             |
|   |             |             |             |   |             |
|   | • Standard  |             |             |   |             |
|   | and         |             |             |   |             |
|   | advanced    |             |             |   |             |
|   | first aid   |             |             |   |             |
|   | courses     |             |             |   |             |
|   | that are    |             |             |   |             |
|   | offered     |             |             |   |             |
|   | through the |             |             |   |             |
|   | American    |             |             |   |             |
|   | Red Cross.  |             |             |   |             |
|   |             |             |             |   |             |
|   | •           |             |             |   |             |
|   | Card        |             |             |   |             |
|   | iopulmonary |             |             |   |             |
|   | re          |             |             |   |             |
|   | suscitation |             |             |   |             |
|   | classes     |             |             |   |             |
|   | that are    |             |             |   |             |
|   | offered     |             |             |   |             |
|   | through the |             |             |   |             |
|   | American    |             |             |   |             |
|   | Heart       |             |             |   |             |
|   | A           |             |             |   |             |
|   | ssociation. |             |             |   |             |
|   |             |             |             |   |             |
|   | § Thank all |             |             |   |             |
|   | p           |             |             |   |             |
|   | articipants |             |             |   |             |
|   | for         |             |             |   |             |
|   | attending   |             |             |   |             |
|   | the CERT    |             |             |   |             |
|   | training.   |             |             |   |             |
+---+-------------+-------------+-------------+---+-------------+

**YOUR NOTES:**

**COMMUNITY EMERGENCY RESPONSE TEAM**

** ADDITIONAL MATERIALS**

** SESSION VII**

**EMERGENCY MANAGEMENT INSTITUTE**

**NATIONAL EMERGENCY TRAINING CENTER**

*** **COMMUNITY EMERGENCY RESPONSE TEAM***

*** **FINAL EXAMINATION MASTER***

  -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
  **INSTRUCTIONS:** This final examination is a take-home test consisting of 26 multiple- choice and short-answer questions. Answer each question using the information presented in class or included in your Participant Handbook. The instructor will discuss your answers during a review period in the next session.
  -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

1\. A part of our preparedness goal is to prepare yourself for disaster.
List six preplanning steps you can take to improve your chances for
surviving a disaster at home.

1\. ***Assemble food & water*** 4. ***Strap water tank***

2\. ***Assemble non-food survival*** 5. ***Develop an escape plan***

***supplies***

6\. ***Buy a fire extinguisher***

3\. ***Locate utility shutoffs***

*** **Other similar answers are acceptable.***

2\. During a [(disaster specified by instructor)]{.underline}, where is
a safe place to seek shelter?

Indoors: ***Answers will vary by event***

Outdoors: ***Answers will vary by event***

In a car: ***Answers will vary by event***

3\. Water is probably the most important item to store in preparation
for a disaster. What is the recommended minimum you should have on hand?

*** **1 gallon per person per day***

4\. During an incident involving hazardous materials, it is important to
keep out of the vapor cloud. Where is the safest area to relocate people
who are in the path of the plume or spill?

a\. Uphill and downwind.

b\. Downhill and upwind.

*** **c.** **Uphill and upwind.***

d\. Downhill and downwind.

5\. What is the primary hazard associated with a fire involving
energized electrical equipment?

a\. Explosion

b\. Asphyxia

*** **c.** **Electrical shock***

d\. Heat

6\. A Class A fire must be overhauled to ensure that the last ember has
been extinguished. What side of the fire triangle is removed during this
overhaul process?

*** **Heat***

7\. There are four classes or types of fires. What type of fuels are
represented by the following classes?

Class A ***Ordinary combustibles***

Class B ***Flammable liquids***

Class C ***Energized electrical equipment***

Class D ***Combustible metals***

8\. We use the acronym P.A.S.S. to remind us of the steps required to
properly operate a portable fire extinguisher. What does each letter
stand for?

*** **Pull***

*** **Aim***

*** **Squeeze***

*** **Sweep***

9\. We can effectively save the lives of many injured victims by
checking for and treating life-threatening problems immediately. What
are the three areas we assess and treat during initial triage?

1\. ***Airway***

2\. ***Uncontrolled bleeding***

3\. ***Shock***

10\. The most common airway obstruction is:

a\. Dentures

b\. Food

*** **c.** **The tongue***

d\. Saliva

11\. The first attempt to control external bleeding should be to apply:

a\. A tourniquet above the wound.

b\. A pressure bandage over the wound.

*** **c.** **Direct pressure to the wound.***

d\. Pressure to the pressure point above the wound.

12\. Shock is a life-threatening condition that can be recognized by
changes in mental status. During disaster medical operations, how do you
treat for shock?

*** **1.** **Lay the victim on his or her back, elevate the feet 6 to 10
inches, and maintain an open airway***

*** **2.** **Control obvious bleeding***

*** **3.** **Maintain body temperature***

*** **4.** **Avoid rough or excessive handling***

13\. When performing the blanch test, we can assume that the patient's
circulatory system is functioning properly if the color returns within
how many seconds of releasing the pressure?

*** **a.** **2***

b\. 5

c\. 10

d\. 15

14\. To check a patient's mental status, we ask:

a\. His or her name.

b\. The day of the week.

*** **c.** **The victim to follow a simple command.***

d\. If the victim remembers what happened.

15\. During a head-to-toe assessment, you have identified an open long
bone leg fracture. What treatment should you apply?

a\. Apply a dressing and bandage at the fracture site.

b\. Realign the broken bone ends. Then apply a splint to immobilize the
fracture site.

*** **c.** **Control the bleeding at the point of bone exit. Then apply
a splint to immobilize the fracture. Evaluate for shock.***

d\. Push the protruding bone back under the skin. Then apply a dressing
and bandage at the fracture site and immobilize the leg using a splint.

16\. Burns can present a serious threat to the physical and
psychological health of a patient. A victim has a second-degree thermal
burn of the right hand. You should:

a\. Apply ice immediately.

b\. Break any blisters and cover the burn with a clean sheet.

*** **c.** **Irrigate with cool water and cover the burn with a sterile
dressing.***

d\. Irrigate the burn with cool water but leave the area open to the air
to promote healing.

17\. Injured patients may need to be relocated from the immediate
incident area to a treatment area. List three considerations for
locating a treatment area.

1\. ***In a safe area***

2\. ***Close to, but uphill and upwind from, the hazard***

3\. ***Accessible by transportation vehicles***

4\. ***Able to grow***

18\. Following a disaster where there has been a disruption of water
distribution and sewer systems, there is a potential for an increased
incidence of disease. List three steps that disaster medical operations
personnel can take to prevent disease and infection.

1\. ***Maintain proper hygiene***

2\. ***Maintain proper sanitation***

3\. ***Purify water***

19\. The goal of light search and rescue operations is to rescue the
greatest number of people in the shortest amount of time. The primary
consideration, however, in all search and rescue operations is:

a\. The type of occupancy and potential number of victims.

b\. Rescuing the lightly trapped victims first.

*** **c.** **The safety of the rescuer.***

d\. The type of construction and severity of damage.

20\. The CERT mission for structures that are heavily damaged or contain
water that is rising rapidly is to:

*** **a.** **Secure the perimeter and keep untrained volunteers clear of
the area.***

b\. Locate and rescue the lightly trapped victims immediately. Then
triage and treat the victims outside.

c\. Quickly locate, extricate, and triage the lightly trapped victims.

d\. Conduct search and rescue operations on the upper levels of the
building only.

21\. As rescuers, we should be concerned about our safety as well as the
safety of the victim. List the five pieces of personal protective
equipment that CERT members must always use during light search and
rescue operations.

1\. ***Helmet***

2\. ***Goggles***

3\. ***Mask***

4\. ***Gloves***

5\. ***Boots***

22\. To prevent duplication of effort during light search and rescue
operations, it is necessary to mark areas which are being searched or
have already been searched. What marking would you put on a door prior
to entering an area to search for trapped victims?

*** **A sideways slash (/)***

23\. When moving heavy objects, it is a good practice to stabilize them
during the lifting operations using blocks, books, or other available
materials. What is this procedure called?

*** **Cribbing***

24\. Any event which has a profound emotional impact can evoke strong
reactions. List six common responses to the stressors imposed by a
disaster.

1\. ***Anger*** 4. ***Change in eating habits***

2\. ***Inability to sleep*** 5. ***Listlessness***

3\. ***Mental confusion*** 6. ***Overworking***

*** **Other answers may also be acceptable.***

25\. The goal of crisis intervention is to reduce the individual's
stress. We can lessen the impact of a disaster by:

a\. Ensuring that the victims are well rested.

*** **b.** **Encouraging the victim to talk about it.***

c\. Conducting briefings with victims before beginning response
operations.

d\. Setting up a hotline for victims to use to notify family members.

26\. Restoring order after a disaster will require planning and
teamwork. What are the four functional groups that should be formed to
manage the emergency?

1\. ***Fire suppression*** 3. ***Search & Rescue***

2\. ***Medical*** 4. ***Logistics***