Rescue. Course Firefighter I

Transcription

1 Course Firefighter I Unit VIII Rescue Essential Question Why is it important that firefighters learn and understand rescue tools, rescue activities, and scene safety in the fire service? TEKS (c) (11)(G) (14)(A)(B), (16)(A)(D), (17)(C), (18)(C)(E) Prior Student Learning Reading about rescue and extrication Estimated Time 6 hours Rescue Rationale It is critical that firefighters understand the proper use and importance of rescue devices within the fire service. Firefighting is an inherently dangerous job, but understanding how to properly don rescue apparel, use rescue tools, maintain rescue equipment, and utilize personnel accountability systems can reduce these dangers. Firefighters who understand these precautions may reduce the risks to their own safety while improving their ability to rescue fellow fighters and others. (Note: According to National Fire Protection Association (NFPA) data, from 1976 to 2006 the fire service experienced a 58 percent reduction in firefighter line-of-duty deaths. Over the same period, the country also saw a 54 percent drop in the number of structural fires, therefore reducing firefighters exposure to risk.) Objectives The students will be able to: 1. Explain the proper operation of fire service safety devices. 2. Demonstrate the proper testing of fire service safety devices. 3. Describe the elements of a personnel accountability system and the application of the system at an incident 4. Demonstrate techniques for action when trapped or disoriented in a fire situation or in a hostile environment 5. Safely demonstrate ten types of tools used for forcible entry, rescue, and ventilation 6. Identify potential hazards of structural fires and roadway emergency scenes 7. Describe procedures for safe operation at emergency scenes Engage Have a class discussion about firefighters day-to-day operational risks, including the various environments in which firefighters may work and the specific dangers unique to each location. Have the students list the safety preparation activities that firefighters can do before going on a rescue call and the actions that firefighters can take during a rescue call to decrease their chances of work related injury. Use the students lists to enhance the class discussion. Use the Discussion Rubric for assessment. Key Points I. Rules of Engagement (Pulled from NFPA Standards 1500 and 1561) A. Rules for Firefighters 1. Size up the scene 2. Determine whether people are known to be inside, assumed to be inside, or their location is unknown, and whether individuals 1

2 could survive the current environment 3. Do not risk your life for property. Do not risk your life for individuals that cannot be saved 4. Extend limited risk only if property or lives are savable 5. Always remember: two in, two out; never leave your partner 6. Maintain awareness of your surroundings 7. Constantly monitor the radio for updates and size-ups 8. If you see a dangerous situation it is up to you to report it immediately 9. Declare a MAYDAY the moment you think that there is trouble B. Rules for Incident Commanders 1. Size up the scene and report findings to all companies and dispatch 2. Determine whether people are known to be inside, assumed to be inside, or unknown, and whether individuals could survive the current environment 3. Conduct an action plan 4. Decide if the action plan is an offensive attack or a defensive attack. Do not make an offensive decision until you have all of the staff and the equipment on the scene 5. Do not risk firefighters lives for property. Do not risk lives for individuals that cannot be saved 6. Extend limited risk only if property or lives are savable 7. Monitor that two go in and two go out 8. If you see a dangerous situation it is up to you to report it immediately 9. Maintain frequent communications with dispatch and companies at the location. Designate one channel for fire ground communications and another channel for dispatch 10. Relay frequent updates and revised size-ups. Change the plan as needed 11. Ensure accurate accountability of all of the staff on the scene 12. If a primary search has been completed and the fire is not under control (or if the situation is dangerous) do not hesitate to revise the strategy to a defensive attack 13. Have a rapid intervention team (RIT) and a rehab team available II. Search looking for victims that need assistance to leave a dangerous area; this goes hand-in-hand with rescue A. Search-and-Rescue Size-Up 1. Develop a search-and-rescue plan based on what is known, not on what is assumed 2. Conduct a risk-benefit analysis a) Consider the risks and benefits of the operation b) In some situations, operations must be limited or cannot be performed because they pose a high risk to firefighters 2

3 3. Evaluate the occupancy factors a) Firefighters should first rescue occupants who are in the most immediate danger, followed by those who are in less danger b) Risk to occupants is determined by: (1) Location of the fire (2) Direction of the spread (3) Volume and intensity of the fire (4) Smoke conditions in different areas c) Occupants at greater risk include those who are: (1) Close to the fire (2) Above the fire (3) In the path of the fire (4) Asleep, unconscious, incapacitated, or trapped (5) Children and the elderly (6) Confined to a bed or to wheelchairs (7) In residences at night (8) In offices on weekdays (9) In bars/clubs on Friday and Saturday nights (10) In unprotected, wood-frame buildings 4. Make observations a) Look for clues that indicate whether a building is occupied and how many people are likely to be present (1) Are there cars in the driveway? (2) Are there toys in the front yard? (3) Is the mailbox full? (4) Is the parking lot empty? (5) Are the windows boarded up? 5. Consider the occupant information a) Obtain accurate information from occupants who have escaped (1) Can those outside verify that everyone is out? (2) Ask specific questions (3) Be sure that you know who you are looking for and where you should be looking 6. Consider the building size and arrangement a) Larger buildings may require more teams b) Knowing the floor plan is useful (though unlikely) c) Pre-incident plans include valuable information such as: (1) Corridor layouts (2) Stairway locations (3) Special-function rooms or areas d) Note the floor numbering and apartment numbering system B. Search Coordination 1. The Incident Commander (IC) makes assignments and serves as the search coordinator 3

4 2. Notify the IC when the search is complete 3. Notify the IC if a victim is located while performing other tasks 4. Keep track of those victims who may have already escaped but still need assistance C. Search Priorities 1. The search begins where victims are at the greatest risk 2. Search assignments should be based on a system of priorities: a) First, search the fire area, then the rest of the fire floor b) Second, search the area directly above the fire c) Next, search the top floor, then work your way down to the floor above the fire d) Areas below the fire are a lower priority but should be searched before the all clear is given D. Introduction to Search/Rescue Techniques 1. Searchers should always operate in teams of two 2. Partners must remain in visual, voice, or physical contact 3. Mayday must be given if partners are separated 4. At least one team member must have a radio and maintain contact with the incident commander 5. Teams must notify the IC when each search area is completely searched E. Types of Searches 1. Primary search a quick attempt to locate any potential victims who are in danger a) The objective is to find any potential victims as quickly as possible and remove them from danger b) The phrase primary search complete; all clear is used to report that the primary search is complete c) Time is critical and speed is important during the primary search d) Check all areas where victims have a high probability of being located, such as (1) Beds, cribs, and chairs (2) On the floor next to doors and windows (3) In closets, bathtubs or showers, and under beds e) Firefighters must rely on their senses (1) Eyes (Can you see anything?) (2) Ears (Can you hear someone calling for help?) (3) Feel (Do you feel a victim s body?) f) Use a hand tool to extend your reach g) Use a safety line secured at the point of entry so that your location may be found in the event of a mayday h) Follow the walls. Make note of obstacles, doors, and other landmarks in case you get stuck i) Once the search is complete, the search team should retrace its path to the entry point 4

5 j) Identify secondary escape routes for emergencies k) Note locations of stairways, doors, and windows l) Remain in contact with the IC and give frequent updates on the situation and location 2. Secondary search a thorough search conducted after the situation is under control a) Should be conducted by a second team, if possible b) Used to locate victims that might have been missed during the primary search c) Is more detailed and thorough than the primary search d) Is completed when the building conditions have improved but some hazards may still exist (1) Levels of carbon monoxide and other toxins may be above normal limits (2) The fire may rekindle during a secondary search (3) The structure may be unstable e) Is conducted slowly and methodically f) Must include all areas of the building F. Search Patterns 1. In small rooms, searchers should follow walls around the perimeter and sweep toward the center with hand tools, looking for a victim 2. In large rooms, one member should be in contact with the wall while the other moves toward the center in search of individuals. Both rescuers must remain in visual/oral contact throughout the entire search a) Clockwise search (left-handed search) (1) Turn left at the entry point (2) Keep the left hand in contact with the wall (3) Use the right arm (or tool held by right arm) to sweep the room (4) Turn right at each corner until you return to the entry point b) Counterclockwise search (1) Move around the room in the opposite direction of the clockwise search, but follow the same steps 3. Practice and use the standard system pattern adopted by the department 4. Check the temperature of closed doors before opening them to determine if there is active fire on the other side a) Do not open a hot door unless there is a hose line ready to douse the fire 5. Keep track of your position relative to the entry door a) Always enter and exit through the same door 6. Mark rooms to show if they have been searched G. Search Equipment 5

6 1. Thermal Imaging Devices a) Like a small camcorder, but used to show heat images rather than visible light images using Infra-red technology b) Can see an image of the room s contents or a person through smoke and darkness; the warmer an object, the brighter it shines in the camera c) May be used to determine whether fire is on other side of a door 2. Search Ropes a) Used to search large, open areas when it is impossible to cover the interior by following the walls b) Used to search interconnected rooms or spaces c) Used to search areas with multiple aisles d) Provide a reliable return path to the entry point e) Should be preloaded in easy-to-carry bags with quick connects for point of entry and fire personnel III. Rescue Techniques A. Introduction to Rescue Techniques 1. Rescue is the removal of a person who is unable to escape from a dangerous situation 2. Rescue techniques include: a) Assists b) Drags c) Carries 3. Types of rescues range from very basic techniques, such as directing occupants toward an exit, to very demanding, complex operations, such as extricating a trapped, unconscious victim 4. Always use the safest and most practical means of removal B. Shelter-in-Place 1. Consider this option when occupants are conscious and in a part of the building that is protected from the fire 2. Occupants may be exposed to more risk if they attempt to exit 3. The incident commander must make this decision C. Exit Assist 1. Simplest type of rescue 2. Used when the victim is responsive and able to walk with little or no assistance 3. Firefighters should take the victim s arm or use a walking assist to ensure the victim does not fall or become lost D. Simple Victim Carries 1. Used to move a victim who is conscious and responsive but unable to stand or walk 2. Four simple carries can be used: a) Two-person extremity carry b) Two-person seat carry 6

7 c) Two-person chair carry d) Cradle-in-arms carry E. Emergency Drags 1. The most efficient method to remove an unconscious or unresponsive victim 2. Five emergency drags can be used: a) Clothes drag used to remove a victim who is on the floor and is too heavy for one rescuer to lift and carry b) Blanket drag used to move a victim who is not dressed or is dressed in flimsy clothing c) Webbing sling drag provides a secure grip around the upper part of a victim s body for a faster removal d) Firefighter drag can be used if the victim outweighs the rescuer e) Emergency drag from a vehicle performed when the victim must be removed quickly from a vehicle to save his or her life; often violates c-spine precautions F. Removal of Victims by Ladders 1. Ladder rescues involve a considerable risk of injury to firefighters and occupants 2. Ladder rescues require proper technique and physical strength and stamina 3. Proper placement ensures that the occupant can easily mount the ladder 4. Ladders used for rescue must be heeled or tied in 5. Ladders should be used only when it is impossible to use interior stairways or fire escapes 6. Aerial ladders have several advantages over ground ladders: a) Stronger b) Have a longer reach c) Wider and more stable d) Reduce the risk of slipping and falling IV. Personnel Accountability System establish a procedure to effectively account for personnel at the scene of an emergency incident A. NFPA Guidelines 1. All units will remain together, work as a team, and will operate under the direction of the IC 2. All officers shall be aware of the position and function of all members under their command. This is done at the command center 3. All members will have a personnel accountability tag that allows the IC to know who is on scene and working in what capacity 4. An absent member of any unit will automatically be assumed lost or trapped in the hazard zone until otherwise determined safe 5. A Personnel Accountability Report (PAR) will be called when 7

8 needed to make sure all members are accounted for 6. Accountability will only work with a strong personal commitment to the Safety Systems by all personnel involved at the incident 7. Personnel who may become trapped, disoriented, or otherwise unable to respond to the IC s call for a PAR should immediately activate his or her Personal Alarm Safety System (PASS) V. Roadway Hazards A. In the past unnecessary risks were taken and thought of as part of the job. This cultural perspective needs to change 1. Injuries and deaths are not part of the business 2. The only acceptable level of injury and death is zero B. Apparatus occupant safety 1. Seatbelts are nonnegotiable. Do not move until all occupants are seated and wearing seatbelts (NFPA 1500) 2. All vehicles need to be checked every morning. Any unsafe conditions need to be reported and the apparatus needs to be taken out of service until it is repaired 3. All driver operators need to undergo formal training. Requiring driver operators to have a CDL is a good idea 4. Do not store loose tools in the cab area. They can become dangerous in the event of a collision C. Roads, highways, and interstates are dangerous locations. Never turn your back to traffic and always wear easily visible clothing D. Five most common causes of fire apparatus collisions 1. Failure to safely traverse intersections 2. Apparatus backing operations 3. Excessive speed 4. Failure to keep apparatus wheels on the road surface 5. Failure to negotiate curves E. NFPA 1500 gives guidelines on when an apparatus must make a complete stop. Know them, and when in doubt come to a complete stop. There are very few instances when an emergency vehicle can legally run intersections, stop signs, and red lights F. When parking an apparatus on a roadway for an emergency call: 1. Shut down at least one lane in addition to the lanes occupied by the incident. 2. Keep front wheels turned away from any citizens, vehicles, or patients so that if the apparatus were to roll or be hit it would roll away from the scene and not into it. G. Parking on scene 1. Take up one additional lane in addition to the lane(s) containing the collision or incident 2. Park in a manner that protects fire personnel from oncoming traffic 3. Do not block access to late arriving emergency apparatuses 8

9 4. Park the vehicle at a 45 degree angle with front wheels away from the emergency scene 5. Park additional apparatuses at intervals 6. When placing flares, do so while walking backwards and facing oncoming traffic so that you have additional time to react 7. Do not be afraid to call for the assistance of allied agencies (police, department of transportation, cranes, hazmat, etc.) VI. Common Rescue Equipment in the Fire Service A. Hydraulic rescue tool B. Halligan tool C. Window punch D. SCBA E. Thermal Imaging Device F. Rope/webbing G. Door spreader H. Ax/maul I. K12 Saw J. Ladder K. Cutting torches L. Pinch/pry bars Activities 1. Rescue Equipment Identification. Have students identify various rescue equipment using the Rescue Equipment Worksheet. Use the Rescue Equipment Worksheet Key for assessment. 2. Primary Search/Rescue Practice Drill. Have students complete the Primary Search/Rescue Practice Drill. Use the Primary Search/Rescue Practice Drill handout as a guide. Use the Discussion Rubric and/or the Writing Rubric for assessment. Assessments Rescue Quiz and Key Rescue Equipment Worksheet Key Rescue Facts Worksheet Key Discussion Rubric Individual Work Rubric Research Rubric Writing Rubric Materials Rescue computer-based presentation Rescue Equipment Worksheet and Key Rescue Facts Worksheet and Key Primary Search/Rescue Practice Drill 9

10 Primary Search/Rescue Practice Drill handout Paper and writing utensil Full Complement of Personal Protective Equipment (PPE) Two Rescue Ropes SCBAs Radios Mask black out material (wax paper is recommended) Facility capable of housing a rescue drill Resources , Essentials of Firefighting (5 th Edition), International Fire Service Training Association (IFSTA). Dallas Fire Department Manual of Procedures Revision 01/2013 National Incident Management System Manual of Procedures Dallas Fire Department Standard Operating Procedures Dallas Fire Station 19A shift personnel Accommodations for Learning Differences For reinforcement, students will complete the Rescue Facts Worksheet. Use the Rescue Facts Worksheet Key for assessment. For enrichment, have students research the following then write a four paragraph paper summarizing their research (one paragraph each): Give a brief synopsis of a line-of-duty death State the cause of the death Clarify if NFPA standards/rules violations led to the death or injury Describe what can be done in the future to ensure that the same tragedy does not happen again Use the Individual Work Rubric, the Research Rubric, or the Writing Rubric for assessment. (Activity introduction notes: Regardless of how much safety is in place, the very act of firefighting is inherently dangerous and line-of-duty deaths will occasionally occur no matter how many precautions are taken. Rescues are very often the most dangerous part of the job. By looking at past injuries and line-of-duty deaths, it is possible for future firefighters to make changes to their own actions/responses so that the same mistake does not happen twice.) State Education Standards Texas Essential Knowledge and Skills for Career and Technical Education 10

11 Firefighter I (One to Two Credits). (11) The student demonstrates confidence in performing fire fighting skills while wearing self-contained breathing apparatus. The student is expected to: (G) demonstrate rescue procedures without compromising the rescuer's respiratory protection such as a firefighter with functioning respiratory protection, a firefighter without functioning respiratory protection, and a civilian without respiratory protection; (14) The student demonstrates the proper testing and operation of a personal alert safety system device. The student is expected to: (A) explain the proper operation of a safety device; and (B) demonstrate the proper testing of a safety device. (16) The student recognizes common types of accidents and injuries and their causes. The student is expected to: (A) describe the elements of a personnel accountability system and the application of the system at an incident; (D) demonstrate techniques for action when trapped or disoriented in a fire situation or in a hostile environment. (17) The student describes the handling of different types of accidents and hazards. The student is expected to: (C) safely demonstrate ten types of tools used for forcible entry, rescue, and ventilation; (D) describe safety procedures for fire service lighting equipment such as power supply (portable or mounted), lights, cords, and connectors; and (E) recognize the procedures for the use of equipment such as seat belts, ear protection, eye protection, and other safety equipment provided for protection while riding on apparatus. (18) The student identifies safety procedures for ensuring a safe environment. The student is expected to: (C) identify structure fire and roadway emergency scene potential hazards; (E) describe procedures for safe operation at emergency scenes. College and Career Readiness Standards Cross-Disciplinary Standards II. Foundational Skills C. Research across the curriculum 1. Understand which topics or questions are to be investigated. 2. Explore a research topic. 11

12 Primary Search/Rescue Practice Drill Objectives: Conduct a primary search on a fire scene and rescue a victim Recognize the need to implement the Incident Command System (ICS) Establish a safety officer Call for resources (Emergency Medical Services (EMS) and mutual aid) Advance a hose line into a structure while searching for victims Remove a victim Maintain accountability throughout the operations Materials: 8+ students Firefighter Personal Protective Equipment (PPE) Rescue manikin (or student actor) Search ropes (2) Firefighting hand tools (ax and/or Halligan are the minimum needed) Self-contained Breathing Apparatus (SCBA) (students will not be on air for this drill) Mask black out devices (wax paper recommended) Personnel Accountability Tags (PAT) Radios (5) Student Roles: Incident Commander (IC) (radio): in charge of the incident Safety officer (radio): instructor Search Team 1 Member 1 (radio) Search Team 1 Member 2 Search Team 2 Member 1 (radio) Search Team 2 Member 2 Rapid Intervention Team (RIT) Member 1 (radio) RIT Member 2 Dispatch (radio) Setup: Scene size-up: There is a one-story commercial structure with smoke showing and with a known worker still inside. The presence of the victim is confirmed by employees that were already evacuated, but the location of the victim is unknown Instructor notes: o Have the rescue manikin (or student playing the role of the victim) inside the building, in a location that is not close to the entry point and is difficult to find. (Note: This activity may be done in a large classroom.) If a student plays the role of the victim, he or she should remain silent and act as if in an incapacitated state. o Go with students but remain silent unless a safety issue arises. Take note of students performances, specifically what is done well and what needs improvement. Use your notes for a discussion to follow the drill. 12

13 o If at any point any member of the team lets go of the safety rope or gets separated by 10 feet from his or her partner, call for a MAYDAY and have the RIT make entry with a separate safety line. Have the team that needs help become additional victims. Use discretion with this aspect of the activity and adjust it to the levels of student understanding and ability. Directions: Have the first arriving unit give a size-up and start Incident Command. Have the IC note the arrival times, the entry/exit times, the victim located/extricated times, etc. Have students don PPE with their masks blacked out so that rescue members cannot see. Have Team 1 make entry and follow search guidelines (i.e. Use a safety line tied off at the entry point, start an aggressive primary search with rescue in mind, follow the wall and make sweep, then move toward the center). Have the students remain on their hands and knees. Upon finding the victim, have Team 1 call for Team 2 to make entry and assist. Have Team 2 follow the rescue line and use the radios as needed. Upon Team 2 arriving at the victim, have the teams drag the victim out following the safety line. The drill is complete once all of the rescue personnel and victim(s) exit the building/room. Assessment/Conclusion: Allow the IC to begin the discussion by giving a detailed breakdown of the times and a summary of how things occurred. Allow the IC to make suggestions based on the actions that were taken. After the IC concludes his or her summary, give the students a rundown of what you saw acting as the safety officer. The following are potential (group or individual) discussion questions: What went as planned during this rescue? What did not go as planned during this rescue? If this exact incident occurred again, how would you change your plan of attack (given that you had the same job)? How did the safety line help or hurt the rescue? 13

14 Name Date Rescue Facts Worksheet Directions: Match the tool or rescue fact to its definition below. Word bank: A. K12 saw B. Two in/two out C. Rescue rope D. Primary search E. Generator F. Secondary search G. Personnel Accountability Tag (PAT) H. Halligan tool I. Chain saw J. SCBA 1. Used to provide air to individuals when the environment is hot or toxic 2. Used to cut wood/metal/concrete 3. Used to cut wood only 4. Used to create a path during search and rescue so firefighters do not get lost 5. Used as a mandatory buddy system for all searches 6. Used to provide power for rescue operations 7. Used as a fast search to find victims as quickly as possible 8. Used as a more thorough search for victims 9. Used to provide name/department/unit assignment 10. Used to pry/wedge/break 14

15 Rescue Facts Worksheet Key 1. J 2. A 3. I 4. C 5. B 6. E 7. D 8. F 9. G 10. H 15

16 Name Date Rescue Equipment Worksheet Directions: Name the following pieces of rescue equipment and give one use for each. (Many of these tools have multiple uses, but listing one is sufficient.) 1. Tool: 2. Use: 3. Tool: 4. Use: 16

17 5. Tool: 6. Use: 7. Tool: 8. Use: 17

18 9. Tool: 10. Use: 11. Tool: 12. Use: 18

19 13. Tool: 14. Use: 15. Tool: 16. Use: 17. Tool: 19

20 18. Use: 19. Tool: 20. Use: 20

21 Rescue Equipment Exercise Key Note: Some answers under the use section of the tools may vary. Others may include some but not all of the uses listed below. Use your discretion. 1. Generator 2. Used to power lights and tools during a rescue situation 3. Halligan 4. Used to pry, break, hammer, and wedge for rescue situations. It is a multi-purpose tool in the fire service 5. Jack Hammer 6. Used for breaching and breaking concrete 7. Hydraulic rescue tool 8. Used to cut, pry, bend, and remove metal, cars, and heavy objects. Most often used in vehicle extrications and rescues 9. Bolt Cutter/Lock Cutter 10. Used to break and remove locks, chains, and bolts to gain access 11. K12 Saw 12. Used most often to cut metal but can also cut wood and concrete 13. Chain Saw 14. Used to cut wood and to ventilate roofs and floors in structure fires (and this particular model has a special blade that can cut concrete) 15. SCBA 16. Used to provide air in situations where the atmosphere is not conducive to human life 17. Infra-Red Camera 18. Used to find the source of fire, hot spots, and fire extension 19. Personnel Accountability Tag (PAT) 20. Used to keep track of fire personnel and company 21

22 Name Date Rescue Quiz 1. When is it acceptable to go into a structure fire in a rescue capacity? A. When it is a home full of valuables in excess of 1 million dollars B. When there are dogs heard barking inside the home C. When there are known occupants to be inside D. When there is a possibility of occupants inside 2. Finish this sentence: Extend limited risk only if A. Property or lives are savable. B. Property and contents are savable. C. Lives and pets are savable. D. Lives, pets, property, and valuables are savable. 3. There are situations when it is okay to risk firefighter lives for vacant property. A. True B. False 4. What is a clue that a house is occupied? A. The electric meter is missing B. There is high grass in the yard C. The porch light is on at the residence D. Multiple newspapers are in the yard 5. Where should a search and rescue start? A. Closest to the entryway B. In the area of greatest chance for occupant survival C. In the area of greatest risk D. In the northernmost point of the house, in a counter clockwise rotation 6. What are the two types of searches? A. First/Second B. Initial/Secondary C. Rescue/Recovery D. Primary/Secondary 22

23 7. Which is not a rescue technique? A. Assist B. Drag C. Haul D. Carry 8. When should you consider a shelter in place option? A. When the exit is over 100 feet away B. When the occupants are in greater danger by trying to exit C. When the weather is inclement outside D. When the fire is over 50 feet from your location 9. Which is not one of the four simple carries? A. Two-person extremity carry B. Two-person seat carry C. Two-person cradle carry D. Two-person chair carry 10. What NFPA Standard deals with driving and riding in a fire department apparatus? A B C D At what oxygen level are you required to use an SCBA per NFPA requirements? A. 23% B. 21% C. 19% D. 17% 23

24 12. What is the following tool? A. Circular Saw B. Disk Saw C. K12 Saw D. Recipro Multi-Function Saw 13. What materials will the above tool cut? A. Wood B. Concrete C. Metal D. All of the above 14. What is the following? A. Identification Velcro Device (IVD) B. Personnel Location Plaque (PLP) C. Personnel Accountability Tags (PAT) D. None of the above 15. There is never a reason to violate the two in, two out procedure. A. True B. False 16. Toys in the yard and cars in the driveway are signs a structure is occupied. A. True B. False 24

25 17. Firefighters need to check out a SCBA once a week per NFPA requirements. A. True B. False 18. Secondary searches should be done by the same company that did primary searches. A. True B. False 19. Personal Protective Equipment (PPE) is not required during a search if the fire is out. A. True B. False 20. A Personal Alert Safety System (PASS) device is used to locate heat sources and fire spread. A. True B. False 25

26 Rescue Quiz Key 1. C 2. B 3. F 4. C 5. C 6. D 7. C 8. B 9. C 10. B 11. D 12. C 13. D 14. C 15. B (There is never a situation when you can violate the two in, two out rule.) 16. A 17. B (SCBAs should be checked out every day, not every week.) 18. B (Secondary searches should be done by a different company than the primary searches when possible.) 19. B (PPE should always be worn while searching or on a fire ground.) 20. B (A PASS device is used to locate downed or trapped firefighters.) 26

27 Name Date Objectives 4 pts. Excellent Discussion Rubric 3 pts. 2 pts. Needs Some Good Improvement 1 pt. Needs Much Improvement N/A Pts. Participates in group discussion Encourages others to join the conversation Keeps the discussion progressing to achieve goals Shares thoughts actively while offering helpful recommendations to others Gives credit to others for their ideas Respects the opinions of others Involves others by asking questions or requesting input Expresses thoughts and ideas clearly and effectively Total Points (32 pts.) Comments: 27

28 Name Date Objectives Follows directions Student completed the work as directed, following the directions given, in order and to the level of quality indicated Individual Work Rubric 4 pts. Excellent 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts. Time management Student used time wisely and remained on task 100% of the time Organization Student kept notes and materials in a neat, legible, and organized manner. Information was readily retrieved Evidence of learning Student documented information in his or her own words and can accurately answer questions related to the information retrieved *Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information Total Points (20 pts.) Comments: 28

29 Name Date Objectives Question/goal Student identified and communicated a question or goal of the research 4 pts. Excellent Research Rubric 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts. Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information Conclusion/Summary Student drew insightful conclusions and observations from the information gathered. Information is organized in a logical manner Communication Student communicated the information gathered and summary or conclusions persuasively. Student demonstrated skill in the use of media used to communicate the results of research Reflection Student reflected on the importance of the research and its potential application Total Points (20 pts.) Comments: 29

30 Name: Date: Writing Rubric Objectives The writing has all required parts from introduction to conclusion in smooth transition. The writing is interesting, supportive, and complete. The writing demonstrates that the writer comprehends the writing process. Accurate spelling, grammar, and punctuation 4 pts. Excellent 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts. The content of paragraphs emphasizes appropriate points. The writer shows an understanding of sentence structure, paragraphing, and punctuation. All sources and references are clearly and accurately documented. Total Points (28 pts.) Comments: 30