Chapter 20: Fire Fighter Rehabilitation: Matching

124 ANSWER KEY
Chapter 20: Fire Fighter Rehabilitation

Matching
1. E (page 779) 3. B (page 777) 5. C (page 769) 7. F (page 771) 9. D (page 777)
2. G (page 768) 4. A (page 776) 6. J (page 780) 8. I (page 770) 10. H (page 779)
Multiple Choice
1. D (page 777) 3. A (page 772) 5. D (page 770) 7. D (page 776) 9. A (page 769)
2. A (page 780) 4. A (page 780) 6. C (page 778) 8. D (page 780) 10. D (page 774)
Vocabulary
1. Rehabilitate: To rehabilitate means to restore someone or something to a condition of health or to a state of useful
and constructive activity. The goal of rehabilitation (usually simply called “rehab”) is to take time to “recharge your
body’s batteries” so you can continue to be a productive member of the team. Rehabilitation is a critical factor in
maintaining your health and well-being. (page 768)
2. Dehydration: Dehydration is a state in which fluid losses are greater than fluid intake into the body. If left untreated,
this imbalance can lead to shock and even death. Dehydration reduces strength, endurance, and mental judgment, as
evidenced by a variety of signs and symptoms. Extreme dehydration can lead to confusion and total collapse. (page
771)
3. Hypothermia: Hypothermia, a condition in which the internal body temperature falls below 95°F (35°C), can lead to
loss of coordination, muscle stiffness, coma, and death. (page 777)
4. Frostbite: Damage to tissues as the result of exposure to cold; frozen or partially frozen body parts. (page 777)
5. Emergency incident rehabilitation: A function on an emergency scene that cares for the well-being of the fire
fighters on the scene. It includes relief from climatic conditions, rest, cooling or warming, rehydration, calorie
replacement, medical monitoring, member accountability, and release. (pages 769, 777)
Fill-In
1. glucose (page 780) 6. Bloating (page 780)
2. medical evaluation; treatment (page 781) 7. intensity (page 769)
3. Sugar (page 780) 8. one (page 780)
4. Rehabilitation (page 768) 9. Frostbite (page 777)
5. Reassignment (page 782) 10. Carbohydrates (page 780)
True/False
1. T (page 780) 3. T (page 770) 5. T (page 769) 7. F (page 779) 9. F (page 780)
2. T (page 782) 4. T (page 770) 6. F (page 780) 8. T (page 778) 10. T (page 773)
Short Answer
1. During short-duration incidents, low-sugar, high-protein sports bars can be used to keep the glucose balance
steady. During extended-duration incidents, a fire fighter should eat a more complete meal. The proper balance of
carbohydrates, proteins, and fats will help to maintain energy levels throughout the emergency. To ensure peak
performance, a meal should include complex carbohydrates such as whole-grain breads, whole-grain pasta, rice, and
vegetables. It is also better to eat a series of smaller meals, rather than one or two large meals, because larger meals
can increase glucose levels and slow down the body. (page 780)
2. Part of your responsibility is to know your own limits. No one else knows what you ate, whether you are lightheaded
or dehydrated, whether you are feeling ill, or whether you need a breather. You are the only person who knows these
things. Therefore, you may be the only person who knows when you need to request rehabilitation. (page 782)
Chapter 21: Wildland and Ground Cover Fires 125
3. Drinks such as colas, coffee, and tea should be avoided because they contain caffeine, which acts as a diuretic that
causes the body to excrete more water. (page 779)
4. The basic concepts of reducing contamination in the field include: (1) All PPE that has been exposed to hazardous
conditions should be removed and cleaned. (2) Remove all surface contaminants and clean any exposed skin as much
as possible before starting rehabilitation. (3) PPE should be stored only in the proper PPE storage area. (4) Avoid
continued exposure to possible carcinogens. (5) Follow department protocols. (page 777)
Fire Alarms
1. Fire fighters responding to incidents during cold weather are subject to both hypothermia and frostbite (damage to
tissues resulting from prolonged exposure to cold). In these cases, the rehabilitation center needs to be heated so that
fire fighters can warm up before returning to the chilly environment. Fire fighters who are wet or severely chilled
should be wrapped in warming blankets and moved into a well-heated area before they remove their turnout gear. As
soon as possible, all wet clothing should be removed and replaced with warm, dry clothing. (page 778-779)
2. Part of your responsibility is to know your own limits. No one else can know what you ate, whether you are
lightheaded or dehydrated, whether you are feeling ill, or whether you need a breather. You are the only person who
knows these things. Therefore, you may be the only person who knows when you need to request rehabilitation. It
may be difficult to say, “I need a break,” while your team members are still hard at work. Even so, it is better to take a
break when you need it than to push yourself too far and have to be rescued by other members of your department.
(page 782)
Chapter 21: Wildland and Ground Cover Fires

Matching
1. E (page 789) 4. B (page 792) 7. H (page 792) 10. A (page 789)
2. I (page 792) 5. C (page 793) 8. F (pages 794–795) 11. G (page 790)
3. D (page 792) 6. K (page 792) 9. J (page 788)
Multiple Choice
1. D (page 792) 5. B (page 797) 9. B (page 790) 13. B (page 792)
2. B (page 800) 6. A (page 794) 10. D (page 792) 14. A (page 789)
3. B (pages 794–795) 7. D (page 799) 11. C (page 792) 15. A (page 791)
4. C (page 799) 8. A (page 799) 12. C (page 789) 16. D (page 789)
Vocabulary
1. Heavy fuels: Fuels of a large diameter, such as large brush, heavy timber, snags, stumps, branches, and dead timber
on the ground. These fuels ignite and are consumed more slowly than light fuels. (page 789)
2. Fuel continuity: The relative closeness of wildland fuels—which affects a fire’s ability to spread from one area of fuel
to another. (page 790)
3. Backpack pump extinguisher: A portable fire extinguisher usually consisting of a 5-gallon (19-L) water tank that is
worn on the user’s back and features a hand-powered piston pump for discharging the water. (page 793)
4. Topography: The features of the earth’s surface; changes in land elevation and the position of natural and
human-made features. (page 792)
5. Aerial fuels: Fuels located more than 6 ft (2 m) off the ground, usually part of or attached to trees. (page 789)
126 ANSWER KEY
Fill-In
1. backpack pump extinguishers (page 793) 6. spot (page 792)
2. humidity (page 791) 7. Fixed (page 793)
3. oxygen (page 790) 8. Weather (page 789)
4. area of origin (page 792) 9. Wildland; ground (page 799)
5. under; on; above (page 789) 10. quickly (page 789)
True/False
1. T (page 791) 3. T (page 790) 5. F (page 789) 7. T (page 789) 9. F (page 789)
2. T (page 804) 4. F (page 799) 6. T (page 792) 8. T (page 788) 10. T (page 791)
Short Answer
1. Hazards of wildland fires are (Students should list three of the following): (1) Driving on unimproved roads and
steep terrain greatly increases the chance of fire apparatus rollovers. (2) When working in rough terrain, wildland
and ground fire fighters are at increased risk for falls. Rough ground often contains holes that are difficult to see in
smoky conditions. Steep terrain also increases the likelihood of falls. (3) Because wildland and ground firefighting
involves working with sharp tools, it is important to prevent injuries caused by these tools. (4) Other hazards of
fighting wildland and ground fires include burns and smoke inhalation. Because the PPE worn by wildland and
ground fire fighters provides less protection than the PPE worn by structural fire fighters, fire fighters must keep far
enough from the heat of the fire to prevent burns. (5) Because much wildland and ground firefighting is done without
self-contained breathing apparatus (SCBA), fire fighters must avoid inhaling poisonous gases and suspended smoke
particles. Use SCBA in any conditions where it is needed. (6) When engaged in wildland and ground firefighting,
be alert for the hazards posed by falling trees. During a fire, the lower parts of trees may burn away and weaken the
support for the rest of the tree. Trees of all sizes can fall with little warning. (7) Be alert for the presence of electrical
hazards. Electrical transmission lines and other electrical wires may be present in the location of a wildland fire.
Wires that drop on vegetation may ignite a wildland and ground fire and pose an electrical hazard to fire fighters.
Many of these safety hazards can be difficult to see at night and in smoky conditions. (page 803)
2. The four components of LCES are: (1) Lookouts—who need to be stationed at a location where they can see the fire
fighters working at the scene; (2) Communications—which on a wildland fire scene must be clear, concise, and
prompt; (3) Escape routes—which provide fire fighters with a path from a dangerous location to an area away from
the fire; (4) Safety zones—which are preestablished areas of refuge to which fire fighters can retreat to and not need to
use a fire shelter. (page 802)
Fire Alarms
1. The anchor, flank, and pinch attack requires two or more teams of fire fighters. This is the safest and most reliable
method of fire attack. The key is the establishment of two solid anchor points. One team establishes an anchor point
on the left side of the fire near the point of origin and mounts a direct attack along the left flank of the fire, working
toward the head of the fire. The second team establishes an anchor point on the right side of the fire near the point
of origin and mounts a direct attack along the right flank of the fire, also working toward the head of the fire. As the
teams advance, the fire gets “pinched” between them, which reduces its growth. (page 799)
2. Driving on unimproved roads and steep terrain greatly increases the chance of fire apparatus rollovers. Given these
dangers, drivers must thoroughly understand the operating characteristics of their fire apparatus and operate the
apparatus within the safe limits for which it was designed. All fire fighters should keep their seat belts fastened
whenever the apparatus is moving. (page 803)
Skill Drills
Skill Drill 21-1: Suppressing a Ground Cover Fire, Fire Fighter I, NFPA 4.3.19
Test your knowledge of this skill drill by filling in the correct words in the photo captions.
1. Don appropriate personal protective equipment (PPE). Identify safety and exposure risks. Protect exposures if
necessary.
2. Construct a fire control line by removing fuel with hand tools.
Chapter 21: Wildland and Ground Cover Fires 127
3. As an alternative to Step 2, extinguish the fire with a backpack pump extinguisher or a handline.
4. Overhaul the area completely to ensure complete extinguishment of the ground cover fire. (page 796)
Skill Drill 21-2: Using a Fire Shelter Fire Fighter I, NFPA 4.3.19
Test your knowledge of this skill drill by placing the photos below in the correct order. Number the first step with a “1,” the second
step with a “2,” and so on.
Courtesy of Jeff Pricher.
1. Pick the largest available clearing. Wear 2. Pull the red ring to tear off the plastic bag covering the
gloves and a hard hat, and cover your shelter.
face and neck if possible. Scrape away
flammable litter if you have time.
3. Grasp the handle labeled “Left Hand” in your left hand 4. Shake the shelter until it is unfolded. If it is windy, lie
and the handle labeled “Right Hand” in your right on the ground to unfold the shelter.
hand.
128 ANSWER KEY
5. Slip your feet through the hold-down straps. 6. Slip your arms through the hold-down straps.
7. Lie down in the shelter with your feet toward the

oncoming fire. Push the sides out for more protection, and
keep your mouth near the ground. (pages 805–806)
Chapter 22: Establishing and Transferring Command 129
Chapter 22: Establishing and Transferring Command

Matching
1. C (page 833) 3. H (page 833) 5. J (page 839) 7. A (page 826) 9. E (page 825)
2. F (page 828) 4. B (page 827) 6. I (page 817) 8. D (page 825) 10. G (page 826)
Multiple Choice
1. A (page 823) 6. C (page 845) 11. B (page 824) 16. B (page 842) 21. D (page 822)
2. B (page 827) 7. C (page 824) 12. C (page 833) 17. D (page 821) 22. B (page 823)
3. C (page 837) 8. A (page 820) 13. A (page 824) 18. A (page 826) 23. C (page 825)
4. B (page 833) 9. D (page 832) 14. D (page 824) 19. A (page 822) 24. A (page 825)
5. C (page 818) 10. B (page 828) 15. C (page 831) 20. A (page 836)
Labeling
Label the following diagram with the correct terms.
1. Creating branches within the operations section is one way to manage the span of control during a large incident.
A. Command
B. Incident safety officer
C. Liaison officer
D. Operations
E. Planning
F. Logistics
G. Finance/administration
H. Suppression
I. Rescue
J. EMS (page 828)
A. Command
B. Incident
safety officer
C.
Liaison officer
Sections
G. Finance/
D. Operations E. Planning F. Logistics
administration
Branches
H.
I. Rescue J. EMS
Suppression
© Jones & Bartlett Learning.
Divisions/groups
130 ANSWER KEY
2. Location designators in ICS.

A. C2
B. C1
C. B2
D. B1
E. Fire Building
F. D1
G. D2 (page 829)
A. C2
Exposures
B. C1
Exposures Exposures
Side C
E. Fire
C. B2 D. B1 Side B building Side D F. D1 G. D2
Front
Side A
Street
Vocabulary
1. Incident command system: A command system that provides a standard approach, structure, and operational
procedure to organize and manage any operation. (page 817)
2. Unified command: A unified command brings representatives of different agencies together to work on one plan and
ensures that all actions are fully coordinated. (page 821)
3. Incident action plan: An oral or written plan containing general objectives reflecting the overall strategy for
managing the incident. (page 821)
4. National Incident Management System: The standards and guidelines for incident management defined at a national
level. (page 819)
5. Command staff: Individuals on the command staff perform functions that report directly to Command and cannot
be delegated to other major sections of the organization. (page 822)
6. Division: Companies and/or crews working in the same geographic area. (page 826)
7. Resource management: The use of a standard system of assigning and keeping track of the resources involved in the
incident. (page 833)
Chapter 22: Establishing and Transferring Command 131
8. Size-up: The process of initially evaluating an emergency situation to determine which actions need to be taken and
which actions can be undertaken safely. (page 833)
9. Freelancing: Acting independently of a supervisor’s orders or the fire department SOPs. (page 831)
10. Crew Resource Management (CRM): A program focused on improving situational awareness, critical decision
making, effective communication, proper task allocation, and successful teamwork and leadership. (page 848)
Fill-In
1. Command (page 821) 6. terminology (page 825)
2. Probabilities (page 835) 7. organization (page 820)
3. single resource (page 825) 8. systematic (page 834)
4. span of control (page 826) 9. general staff (page 823)
5. communication (page 817) 10. defensive (page 845)
True/False
1. F (page 824) 3. T (page 825) 5. T (page 831) 7. T (page 817) 9. T (page 821)
2. F (page 845) 4. T (page 818) 6. F (page 824) 8. T (page 824) 10. F (page 833)
Short Answer
1. The four major functional components are: (1) Operations; (2) Planning; (3) Logistics; (4) Finance/Administration.
(page 823)
2. When command is transferred, a situation status report should include the following: (1) tactical priorities; (2) action
plans; (3) hazardous or potentially hazardous conditions; (4) accomplishments; (5) assessment of effectiveness of
operations; (6) current status of resources. (page 840)
3. Important characteristics of an ICS include the following (student should identify at least five): (1) Recognized
jurisdictional authority and responsibility; (2) Applicable to all risk and hazard situations; (3) Applicable to both
day-to-day operations and major incidents; (4) Unity of command; (5) Span of control; (6) Modular organization;
(7) Common terminology; (8) Integrated communications; (9) Incident action plans; (10) Designated incident
facilities; (11) Resource management. (page 830)
4. The acronym SLICE-RS stands for: S– size-up, L – locate, I – identify and control the flow path, C – cool the space
from the safest location, E – extinguish the fire, R – rescue, S – salvage. (page 846)
Fire Alarms
1. The ICS was developed so that each person has only one supervisor, eliminating the confusion that can result
when you are given orders from more than one boss. It also ensures that every member on the emergency scene is
accounted for. Notify the Division D supervisor that you are assigned to Division C. (page 837)
2. When the fire is too large or too dangerous to extinguish with an offensive attack, the IC will implement a defensive
strategy. A defensive strategy is required when the IC determines that the risk to fire fighters’ lives is excessive, as in
situations where structural collapse is possible. The IC who adopts a defensive strategy has determined that there is
no property left to save or that the potential for saving property does not justify the risk to fire fighters. (page 845)
132 ANSWER KEY
Skill Drills
Skill Drill 22-1: Operating Within the ICS Fire Fighter II, NFPA 1001: 5.1.2
step with a “2,” and so on
1. Verify that the ICS is in use.

2. When given an assignment, repeat that information over the
radio to verify it.
© Jones & Bartlett Learning. Photographed by Glen E. Ellman.
3. Assess the scene, hazards, equipment, and PPE to ensure your

safety.
4. Account for yourself and for other team members.
5. Update your supervising officer regularly.
6. Provide personnel accountability reports as necessary.
7. Report completion of each assignment to your supervising
officer. (page 838)
Skill Drill 22-2: Establishing Command Fire Fighter II, NFPA 1001: 5.1.2
1. The initial report to establish command should include the following information:
t A size-up report
t Command designation (and location of the ICP, for larger incidents)
t The unit or individual who is establishing command
t An initial situation report
t The initial actions being taken (page 839)
Skill Drill 22-3: Transferring Command Fire Fighter II, NFPA 1001: 5.1.2
1. Establish the ICS.

2. Follow departmental procedures for transferring command.
3. Transfer command in a face-to-face meeting, if possible. If not
possible, transfer command over the radio.

4. Communicate to the incoming command officer the tactical
priorities, action plans, hazardous conditions, potentially
hazardous conditions, accomplishments, effectiveness of
operations, status of resources, and need for additional
resources.
5. Formally announce the transfer of command over the radio.
(page 842)
Chapter 23: Advanced Fire Suppression 133
Chapter 23: Advanced Fire Suppression

Matching
1. B (page 860) 3. I (page 860) 5. J (page 873) 7. H (page 873) 9. F (page 865)
2. E (page 860) 4. D (page 873) 6. G (page 859) 8. A (page 866) 10. C (page 869)
Multiple Choice
1. B (page 876) 5. A (page 873) 9. A (page 873) 13. D (page 875) 17. B (page 879)
2. C (page 860) 6. C (page 857) 10. A (page 860) 14. C (page 859) 18. C (page 872)
3. A (page 869) 7. C (page 876) 11. C (page 869) 15. D (page 859) 19. C (page 871)
4. C (page 860) 8. B (page 860) 12. A (page 864) 16. D (page 863) 20. B (page 864)
Vocabulary
1. BLEVE: Acronym for Boiling Liquid Expanding Vapor Explosion. An explosion that occurs when pressurized liquified
materials such are propane inside a closed vessel are exposed to a source of high heat. (page 865)
2. Rain-down: A foam application method that directs the stream into the air above the fire and allows it to gently fall on
the surface. (page 876)
3. Transitional attack: An offensive attack initiated by an exterior, indirect handline operation into the fire compartment
to initiate cooling with transitioning into interior fire attack. (page 860)
4. Eductor: A device that uses the Venturi principle to siphon foam concentrate into a water stream. (page 873)
5. Combination attack: A type of fire attack employing both indirect and direct attack methods. (page 860)
Fill-In
1. defensive (page 860) 6. offensive (page 860)
2. charged hose lines (page 862) 7. dry chemical (page 863)
3. booster tank (page 858) 8. two (page 863)
4. incident action plan (page 857) 9. Propane (page 864)
5. Protein (page 871) 10. hostile (page 863)
True/False
1. T (page 857) 6. T (pages 870-871)
2. T (page 866) 7. T (page 875)
3. F (page 858) 8. F (page 860)
4. F (page 869) 9. T (page 865)
5. T (page 864) 10. T (page 858)
Short Answer
1. Class A foam increases the effectiveness of water as an extinguishing agent by reducing the surface tension of water.
This allows the water to penetrate dense materials instead of running off the surface and allows more heat to be
absorbed. Class B foam extinguishes flammable-liquid fires by separating the fuel from the fire. When a blanker of
foam completely covers the surface of the liquid, the release of flammable vapors stops. (page 869)
2. The indicators of a possible building collapse include (student should identify 5): (1) visible indication of sagging floors
or roof supports, (2) indication that the roof assembly is separating from the walls, such as the appearance of fire of
smoke near the roof edges, (3) cracked, crumbing, or bulging walls, (4) smoke or water coming through masonry
walls, (5) structural failure of any portion of the building, even if it is some distance from the fire fighters, (6) heavy
fire conditions below any interior operation, (7) sudden increase in the intensity of the fire from the roof opening,
(8) high heat indicators on a thermal imaging camera. (page 858)
3. Class A foams are usually formulated to be mixed with water in ratios from 0.1 percent (1 gallon of concentrate to
999 gallons of water, or 1 liter of concentrate to 999 liters of water) to 1 percent (1 gallon of concentrate to 99 gallons
of water, or 1 liter of concentrate to 99 liters of water). The end product can be adjusted to have different properties by
134 ANSWER KEY
varying the percentage of foam concentrate in the mixture and the application method. It is possible to produce “wet”
foam that has good penetrating properties, for example, or “drier” foam that is more effective for applying a protective
layer of foam onto a building. (page 870)
4. S.L.I.C.E.-R.S. is an acronym that was developed as a tool to assist fire fighters and officers during scene size-up.
The seven components stand for; S – size up, gather and analyze information to help develop the IAP, L – locate the
fire, determine the location and extent of the fire inside a building, I – identify and control the flow path, if possible,
C – cool the space from the safest location, E – extinguish the fire fully, including overhaul of void spaces, R – rescue,
conduct search and rescue operations as indicated by a risk/benefit analysis, S – salvage – protect property from
further damage. (page 859)
5. The five major categories of Class B foam are; (1) protein foam, (2) fluoroprotein foam, (3) film-forming fluoroprotein
foam, (4) aqueous film-forming foam (AFFF), (5) alcohol-resistant foam. (page 871)
Fire Alarms
1. Ensure that the integrity of the cylinder has been inspected from a distance before making an attempt to approach
and close the discharge valve. If the container is damaged or the discharge valve is missing, the fuel should be allowed
to burn off, while hose streams continue to cool the tank from a distance.
Approach a flammable gas fire with two 1 ¾-in. (45-mm) hose lines working together. When approaching, always
approach from the sides using a straight stream to cool the tank from a distance. Carefully approach the tank while
continuing to adjust the nozzle to a wide fog pattern. The officer/team leader should be located between the two
nozzle operators. On the command of the officer, the crew should move forward, remaining together at all times.
Upon reaching the discharge valve, the fire fighter in the center can close the discharge valve, stopping the flow
of gas. Any remaining fire may then be extinguished by normal means. Continue the flow of water as a protective
curtain and to reduce sources of ignition. If the fire is extinguished prematurely, the discharge valve should be closed
as soon as the team reaches it. Always approach and retreat with water flowing, in case of reignition. (page 865)
2. Perform this technique by directing the foam steam onto the ground in front of the product involved. The stream
is moved back and forth is a slow, steady horizontal motion to push the foam gently until the area is covered. It is
important to push the foam slowly and gently so that the foam blanket is not disturbed. Avoid aiming the nozzle
down toward the surface of the spill to prevent splashing fuel. You may need to move to different positions to ensure
that the entire surface of the fuel is covered by the foam blanket. (page 876)
Skill Drills
Skill Drill 23-1: Coordinating an Interior Attack Fire Fighter II, NFPA 1001: 5.3.2
1. Don full personal protective equipment (PPE), 2. Ensure that an adequate water supply and
including self-contained breathing apparatus appropriate backup resources are available.
(SCBA). Report to the IC, check into the Select the appropriate attack technique.
personnel accountability system, and proceed Communicate the attack technique to the team.
to work as a team. Perform size-up, and give
an arrival report. Call for additional resources
if needed.

3. Maintain constant crew integrity at all times. 4. Coordinate fire attack, ventilation, and search
Monitor air supply, and notify command of and rescue operations.
changing fire or smoke conditions.
5. Ensure complete extinguishment of the fire during

overhaul. Exit the hazard area, account for all members
of the team, and report to incident command.
(page 861)
Skill Drill 23-2: Suppressing a Flammable Gas Cylinder Fire: Fire Fighter II, NFPA 1001: 5.3.3
1. Using a straight stream, cool the tank from as 2. Wearing full PPE, two teams of fire fighters,
far away as possible until the pressure relief using a minimum of two 1¾-in. (45-mm) hose
valve resets. lines, advance toward the side of the tank. Do
not approach the tank from either end. The
team leader should be located between the
two nozzle persons. The leader coordinates the
advance toward the cylinder.
136 ANSWER KEY

3. Gradually adjust the nozzles to a wide fog 4. When the cylinder is reached, the two nozzle
pattern as you approach the side of the tank. teams isolate the discharge valve from the fire
Make sure the fog streams overlap as you reach with their fog streams while the leader closes
the tank. the discharge valve, eliminating the fuel source.
5. After the burning gas is extinguished, the fire 6. As cooling continues, fire fighters slowly back
fighters continue to apply water to the cylinder away from the cylinder while adjusting the
to cool the metal, with the goal of preventing nozzles to a straight stream as they retreat.
tank failure and a subsequent BLEVE. (page 867)
Skill Drill 23-3: Operating an In-Line Foam Eductor Fire Fighter II, NFPA 1001: 5.3.1
1. Don all PPE. Make sure all necessary equipment is available, including an in-line foam eductor and the correct
nozzle. Ensure that enough foam concentrate is available to suppress the fire. Deploy an attack line, remove the
nozzle, and replace it with the foam nozzle.
2. Place the foam concentrate container next to the eductor, check the percentage at which the foam concentrate
should be used (found on container label), and set the metering device on the eductor accordingly.
3. Place the in-line eductor in the hose line according to the manufacturer’s instructions and your department’s SOPs.
4. Place the pickup tube from the eductor into the foam concentrate, keeping both items at similar elevations to
ensure sufficient induction of foam concentrate. Charge the hose line with water per your department SOPs or as
directed by the manufacturer.
5. Flow water through the hose line until foam starts to come out of the nozzle. The hose line is now ready to be
advanced onto the fuel. Apply foam using one of the three application methods (roll-in method, bounce-off
method, or rain-down method) depending on the situation. (page 874)
Skill Drill 23-4: Performing the Rain-Down Method of Applying Foam Fire Fighter II, NFPA 1001: 5.3.1

1. Open the nozzle and test to ensure that foam is 2. Move within a safe range of the fuel product or
being produced. tank, and open the nozzle.
3. Direct the stream of foam into the air so that 4. Allow the foam to flow across the surface of
the foam gently falls onto the surface of the fuel the fuel product or tank until it is completely
product or tank. covered. (page 877)
Skill Drill 23-5: Performing the Roll-In Method of Applying Foam Fire Fighter II, NFPA 1001: 5.3.1
1. Open the nozzle and test it to ensure that foam is being produced. Move within a safe range of the fuel product or
tank, and open the nozzle. Direct the stream of foam onto the ground just in front of the pool of the product.
2. Allow the foam to roll across the top of the pool of the fuel product or tank until it is completely covered.
(page 878)
Skill Drill 23-6: Performing the Bounce-Off Method of Applying Foam Fire Fighter II, NFPA 1001: 5.3.1
1. Open the nozzle and test it to ensure that foam is being produced.
2. Move within a safe range of the fuel product or tank, and open the nozzle. Direct the stream of foam onto a solid
structure such as a wall or metal tank so that the foam is directed off the object and onto the pool of product or
tank.
3. Allow the foam to flow across the top of the pool of the product or tank until it is completely covered. Be aware
that the foam may need to be bounced off several areas of the solid object to extinguish the burning product.
(pages 878–879)
138 ANSWER KEY
Skill Drill 23-7: Performing an Annual Service Test on a Fire Hose Fire Fighter II, NFPA 1001: 5.5.5

1. Don turnout gear. Connect up to 300 ft 2. Attach a nozzle to the end of each hose. Slowly
(91 m) of hose to a hose test gate valve on the fill each hose with water at 50 psi (345 kPa),
discharge valve of a fire department pumper or and remove kinks and twists in the hose.
hose tester.
3. Open the nozzles to purge air from the hose, 4. Mark the position of each hose coupling on
discharging the water away from the test the hose. This will help determine if slippage
area. Close the nozzles once the air is purged. occurs during the test (Step 7). Check each
Measure and record the length of each section coupling for leaks. If leaks are found behind
of hose. the coupling, remove the hose from service. If
the leak is in front of the coupling, tighten the
leaking coupling. If the leak continues, replace
gaskets if necessary after shutting down the
hose line.
5. Close each hose test gate valve.


6. Ensure that all fire fighters are clear of the 7. Inspect the marks placed on the hose jacket
test area. Increase the pressure on the hose near the couplings to determine whether
to the pressure required by NFPA 1962, and slippage occurred.
maintain that pressure for 5 minutes. Monitor
the hose and couplings for leaks as the pressure
increases during the test. Close the gate valves
and open the nozzles to bleed off the pressure.
Uncouple and drain the hose.
8. Tag hose that failed. 9. Mark hose that passed. Record the
results in the departmental logs.
(pages 880–881)
140 ANSWER KEY
Chapter 24: Vehicle Rescue and Extrication

Matching
1. G (page 890) 3. F (page 909) 5. I (page 898) 7. H (page 897) 9. E (page 902)
2. B (page 910) 4. J (page 888) 6. A (page 897) 8. C (page 898) 10. D (page 888)
Multiple Choice
1. C (page 890) 6. B (page 913) 11. B (page 909) 16. B (page 909)
2. B (page 905) 7. A (page 913) 12. A (pages 897–900) 17. C (page 897)
3. C (page 913) 8. A (page 910) 13. A (page 888) 18. C (page 905)
4. C (page 905) 9. D (page 908) 14. A (page 902) 19. B (page 898)
5. A (page 909) 10. D (page 908) 15. D (pages 909–910) 20. C (page 900)
Labeling
1. The anatomy of a vehicle.
A. Engine
A-post B-post C-post Trunk
B. A-post
C. B-post
D. C-post Engine
E. Trunk (page 889)
Vocabulary
1. Hybrid vehicle: A vehicle that uses a battery-powered electric motor and a liquid-powered engine. (page 890)
2. Firewall: The structure that divides the engine compartment from the passenger compartment. (page 888)
3. Purchase point: The location or point where an extrication tool can be inserted into the glass or metal of a vehicle.
(page 905)
4. Post: One of the vertical support members of a vehicle that holds up the roof and forms the upright columns of the
passenger compartment. (page 888)
5. Unibody: The frame construction most commonly used in passenger vehicles. The base unit is made of formed sheet
metal; structural components are then added to the base to form the passenger compartment. Subframes are attached
to each end. This type of construction eliminates the rail beams used in body-over-frame vehicles. (page 889)
Fill-In
1. door (page 902) 6. passenger (page 888)
2. engine (page 888) 7. A (page 888)
3. arrival; size-up (page 892) 8. law enforcement (page 895)
4. door (page 904) 9. pressure (page 900)
5. hazards; scope (page 892) 10. B (page 888)
Chapter 24: Vehicle Rescue and Extrication 141
True/False
1. T (page 889) 3. F (page 900) 5. F (page 904) 7. F (page 897) 9. T (page 897)
2. T (page 898) 4. T (page 908) 6. T (page 895) 8. T (page 893) 10. F (page 900)
Short Answer
1. The four general functions of gaining access and disentangling a victim are: (1) Stabilize or hold an object or vehicle:
An example is stabilizing a vehicle with cribbing to keep it from moving. (2) Bend, distort, or displace: An example is
bending a vehicle door back to get it out of the way. (3) Cut or sever: An example is cutting a roof. (4) Disassemble: An
example is removing a vehicle door by unbolting the door hinges. (page 908)
2. The five types of alternative-fuel vehicles include: (1) battery electric vehicles, which use an electric motor
only; (2) hybrid electric vehicles, which use both a battery-powered electric motor and a liquid-fueled engine;
(3) blended liquid fuel-powered vehicles, which use a blend of liquid fuels such as gasoline and methanol or ethanol;
(4) compressed gas-powered vehicles, which use one of three types of compressed gas, CNG, LNG, or LPG; (5) fuel
cell–powered vehicles, which use fuel cells to generate electricity through a chemical reaction. (page 890)
3. Safety tips for using rescue-lift air bags include the following (Students should list five of the following): (1) Never stack
high-pressure lift air bags more than two high. (2) Do not use a rescue-lift air bag to pull a steering column. (3) Do
not use a rescue-lift air bag as the sole means to stabilize a vehicle; cribbing must be the primary stabilizer. (4) Never
operate the rescue-lift air bag system without having been properly trained and fully understanding how the system
works. (5) When stacking rescue-lift air bags, the largest size should be on the bottom and the smallest on top. The
bottom rescue-lift air bag should be inflated first. (6) Place a sheet of plywood or other protective material on the
ground under the air bag to protect it. (7) Refer to your department SOPs and the manufacturer’s instructions on
proper use. (8) Clean rescue-lift air bags by following the recommendations of the manufacturer. (9) Test rescue-lift
air bags regularly. (10) Never store a lift air bag near gasoline. (page 900)
Fire Alarms
1a. Protecting the scene from approaching traffic: Whenever possible, place emergency vehicles in a manner that will
ensure safety and does not disrupt traffic any more than necessary. However, do not hesitate to request that the
road be closed if necessary. Remember: Safety first! Position large emergency vehicles so that they provide a barrier
against motorists who fail to heed emergency warning lights. Many departments place apparatus at an angle to the
crash. This position helps to push the apparatus to the side of a crash in the event that the emergency apparatus is
struck from behind. Traffic cones or flares can be placed to direct motorists away from the crash. If needed, call for
law enforcement to assist in traffic control.
Fire fighters need to be readily visible at a crash scene. Personal protective equipment (PPE) must be worn at all MVAs.
Unless you are exposed to or are likely to be exposed to fire conditions, you must wear a high-visibility safety vest that
is compliant with the appropriate standards.
1b. Scene size-up: (1) Position the emergency vehicle so as to protect the scene and take any additional actions needed to
prevent further MVAs. (2) Perform a quick initial assessment as you arrive on scene, establish command, and give a
brief initial radio report. (3) Establish fire suppression protection. (4) Perform a 360-degree walk-around to identify
potential hazards; look for hazards above and below the vehicle and determine the stabilization equipment needed
to prevent further movement of the vehicle(s) involved in the accident. (5) Determine the number of patients, the
severity of their injuries, and the amount of entrapment. (6) Give an updated report and call for additional resources if
needed. (7) Establish a secure working area and equipment staging area. (8) Direct personnel to perform initial tasks.
(pages 892–895)
2a. Equipment to use for vehicle stabilization: (1) Cribbing; (2) Step chocks; (3) Wedges; (4) Rescue-lift air bags
2b. Steps to stabilize the vehicles: (1) Don PPE. (2) Chock both sides of one tire to prevent the vehicle from rolling. (3) Use
additional step chocks and cribbing as needed. (4) Consider deflating the tires for added stability. (5) Place the gear
shift in park and apply the parking brake. (6) Lower all automatic windows if possible. (7) Turn off the ignition and
remove the key or fob. (pages 897–900)
142 ANSWER KEY
Skill Drills
Skill Drill 24-1: Disable the Electrical System of an Electric Drive Vehicle Fire Fighter II, NFPA 1001: 5.4.1
1. Immobilize the vehicle by chocking the wheels. Set the parking brake, and place the vehicle in park, if you can
access these controls.
2. Lower all automatic windows, if possible. Disable the low-voltage system by shutting off the vehicle’s ignition (power
button or conventional key) and disconnecting or cutting the 12-volt battery cables. Cut the 12-volt negative cable
first, and then cut the positive cable. Double cut each cable to remove a short section. This will prevent the cables
from accidentally touching. For vehicles equipped with a proximity key, move the key as far away from the vehicle as
possible to prevent the possibility of unintentional restart. Because it may take up to 10 minutes for the high-voltage
system to discharge, use caution while performing extrication operations. (page 891)
Skill Drill 24-2: Performing a Scene Size-Up at a Motor Vehicle Accident Fire Fighter II, NFPA 1001: 5.4.1
1. Position emergency vehicles to protect the MVA 2. Perform a quick initial assessment as you arrive
scene and the rescuers. Take any additional actions on the scene, establish command, and give a brief
needed to prevent further MVAs. initial radio report. Establish fire suppression
protection if fluids are released or if extrication may
be required; a minimum of one 1½-in. (38-mm)
hose line should be in place.
3. Perform a 360-degree walk-around to identify 4. Determine the number of patients, the severity of
potential hazards. Look for hazards above and their injuries, and the amount of entrapment. Give
below the vehicle, and determine the stabilization an updated report, and call for additional resources
equipment needed to prevent further movement of if needed.
the vehicle involved in the incident.
5. Establish a secure working area and an equipment

staging area. Direct personnel to perform initial tasks.
(pages 894–895)
Skill Drill 24-3: Mitigating the Hazards at a Motor Vehicle Accident Fire Fighter II, NFPA 1001: 5.4.1
1. Don PPE, including SCBA. Attach a 2. Assess the incident scene for hazards.
regulator, if conditions require. Communicate with other crews and
command. Advance a charged hose line
to the proximity of the vehicle. Extinguish
any fires.
3. Open the hood of the vehicle. 4. Mitigate electrical sources of ignition by

cutting the 12-volt battery cables.
(page 896)
144 ANSWER KEY
Skill Drill 24-4: Stabilizing a Vehicle Following a Motor Vehicle Accident Fire Fighter II, NFPA 1001: 5.4.1

1. Don PPE, including eye protection. 2. Use additional step chocks and cribbing, as
Minimize hazards to rescuers and victims. needed. Consider deflating tires for added
Chock both sides of one tire to prevent the stability.
vehicle from rolling by placing one step
chock in front of a wheel and a second step
chock in back of the wheel.
3. Place the gear shift in park and apply the 4. Lower all automatic windows, if possible.
parking brake, if these controls can be Turn off the ignition and remove the key or
accessed. fob. (page 899)
Skill Drill 24-5: Breaking Tempered Glass Fire Fighter II, NFPA 1001: 5.4.1
1. Don PPE, including eye protection. Minimize hazards to rescuers and victims. Ensure stability of the vehicle by
using appropriate chocks and cribbing. Select a tool for breaking tempered glass.
2. Ensure that the victim and other fire fighters are as protected as possible.
3. If using a spring-loaded center punch tool, place the tool in the lower corner of the window and sharply apply
pressure until the spring is activated. If using a striking tool, strike the lowest corner away from the victim.
4. Remove loose glass around the window opening. (page 903)
Skill Drill 24-6: Gaining Access to a Vehicle Following a Motor Vehicle Accident Fire Fighter II, NFPA 1001: 5.4.1
1. Don PPE, including eye protection. Minimize hazards to rescuers and victims. Ensure stability of the vehicle
by using appropriate chocks and cribbing. If you can access the passenger compartment, place the gear shift in
park, apply the parking brake, lower automatic windows, turn off the ignition, and move the proximity key (if
applicable) away from the vehicle. Isolate the power by disconnecting or cutting the battery cables. Determine the
best access point, and then open a door, break needed glass, or distort metal.
2. Enter the vehicle, and communicate with the victim. (page 904)
Skill Drill 24-7: Forcing a Vehicle Door Fire Fighter II, NFPA 1001: 5.4.1
1. Don PPE, including eye protection. Retrieve 2. Communicate with the victim; minimize
and set up the required tools. Check the hazards to both the rescuers and the victim.
equipment for readiness. Assess the vehicle
for stabilization and hazards, including SRS
devices.
3. Engage hand tools or a power unit to force 4. Remove the door, if possible. If rapid
the door, using good body mechanics. extrication is required, secure the door with
ropes or cribbing so it does not shift while
removing the victim. (page 906)
Skill Drill 24-9: Performing a Dash Roll Fire Fighter II, NFPA 1001: 5.4.1
1. Don PPE, including eye protection. Minimize hazards to rescuers and victims. Prevent the vehicle from rolling
by placing a chock in front of one tire and a second chock behind the same tire. Use additional step chocks and
cribbing, as needed. Consider deflating tires for added stability. Communicate with the victim, and ensure that
both the victim and rescuers are protected from hazards. Make a relief cut at the bottom of the A-post.
2. Use a hydraulic ram or spreading tool to roll the dash and bulkhead up and away from the victim. Place cribbing
under the rocker panel as the dash is being rolled.
3. Place a wedge in the A-post cut to prevent the dash from returning to its original position. (page 911)
146 ANSWER KEY
Skill Drill 24-10: Performing a Dash Lift Fire Fighter II, NFPA 1001: 5.4.1
1. Don PPE, including eye protection. Minimize hazards to rescuers and victims. Prevent the vehicle from rolling by
placing a chock in front of one tire and a second chock behind the same tire. Use additional step chocks and cribbing, as
needed. Consider deflating tires for added stability. Communicate with the victim, and ensure that both the victim and
rescuers are protected from hazards. Make necessary relief cuts in the A-post and other structural members, as needed.
2. Use a hydraulic spreading tool in the A-post relief cut to lift the dash and bulkhead up and away from the victim.
Place cribbing under the rocker panel as the dash is being lifted.
3. Maintain contact with the hydraulic spreading tool to prevent the tool from shifting while removing the victim.
(page 912)
Skill Drill 24-11: Removing the Roof of a Vehicle Fire Fighter II, NFPA 1001: 5.4.1
1. Don PPE, including eye protection. Retrieve and 2. Engage the appropriate tools to remove the
set up the required tools. Check the equipment roof, while using good body mechanics.
for readiness. Assess the vehicle for stabilization
and hazards. Prior to cutting any materials,
be sure to identify the presence and location
of any hidden pistons, canisters, electrical
wiring, or SRS devices, such as air bags and seat
belt pretensioners, and address these hazards
accordingly. It may be necessary to remove
interior trim around the posts to locate these
devices. Communicate with the victim, and
minimize hazards to both the rescuers and the
victim. Remove any remaining glass.
3. Control the vehicle roof and protect against 4. Remove the roof to a safe location. Return the
sharp edges at all times. tools to the staging area upon completion of
the tasks. (page 914)
Chapter 25: Assisting Special Rescue Teams 147
Chapter 25: Assisting Special Rescue Teams

Matching
1. C (page 937) 3. H (page 936) 5. B (page 930) 7. A (page 924) 9. I (page 921)
2. E (page 925) 4. G (page 935) 6. F (page 938) 8. J (page 939) 10. D (page 944)
Multiple Choice
1. B (page 927) 6. C (page 927) 11. B (page 926) 16. A (page 927) 21. C (page 924)
2. D (page 938) 7. C (page 930) 12. D (page 924) 17. B (page 921) 22. C (page 928)
3. C (page 945) 8. C (page 935) 13. D (page 924) 18. A (page 928) 23. C (page 934)
4. B (page 934) 9. D (page 944) 14. D (page 923) 19. B (page 926) 24. A (page 923)
5. B (page 943) 10. A (page 931) 15. C (page 925) 20. A (page 926) 25. D (page 925)
Vocabulary
1. Lockout/tagout system: Methods of ensuring that electricity and other utilities have been shut down and switches
are locked so they cannot be switched on, so as to prevent a flow of power or gases into the area where rescue is being
conducted. (page 925)
2. Hazardous materials: Any materials or substances that pose a significant risk to the health and safety of persons
and/or to the environment if they are not properly handled during manufacture, processing, packaging,
transportation, storage, use, or disposal. (page 944)
3. Technical rescue incident: A complex rescue incident involving vehicles or machinery, water or ice, rope techniques,
a trench or excavation collapse, confined spaces, a structural collapse, wilderness search and rescue operation, or
hazardous materials, and which requires specially trained personnel and special equipment. (page 920)
Fill-In
1. asphyxiates (page 929) 7. incident command system (page 930)
2. prior (page 934) 8. awareness (page 921)
3. Structural (page 940) 9. decontaminated (page 927)
4. stabilized (page 927) 10. terminology (page 923)
5. training (page 931) 11. packaging (page 926)
6. law enforcement (page 925) 12. proportional (page 924)
True/False
1. T (page 930) 3. T (page 942) 5. T (page 933) 7. T (page 930) 9. T (page 927)
2. F (page 922) 4. T (page 926) 6. F (page 943) 8. F (page 925) 10. T (page 922)
Short Answer
1. The three control zones include: (1) Hot Zone: The area for entry teams and special rescue teams only. The hot
zone immediately surrounds the dangers of the site. (2) Warm zone: This area is for properly trained and equipped
personnel only and is where decontamination and hot zone support take place. (3) Cold zone: This area is for staging
vehicles and equipment, and contains the Command Post. (pages 924–925)
2. The five guidelines that a fire fighter should follow when assisting rescue team members are: (1) Be safe. (2) Follow
orders, and work within the Incident Command System (ICS). (3) Work as a team. (4) Think. (5) Follow the Golden
Rule of public service, which emphasizes the ethic of reciprocity: Treat others as you would like to be treated.
(page 922)
148 ANSWER KEY
3. The paramilitary guidelines for which a fire fighter must have a strong appreciation in order to understand the
command and control concept of fire departments are: (1) The fire officer’s knowledge base and experience are greater
than yours. (2) Orders come from superiors. Legitimate orders are those given by a fire officer or other designated
person. (3) Follow rules and procedures. A fire fighter is required to follow rules, procedures, and guidelines
regardless of his or her personal opinions. (4) You must do your own job. (5) Get the job done. In emergency
situations, time is critical. Nevertheless, you must not act beyond your own skill and training level, and you must not
violate any rules, procedures, standard operating guidelines, or orders of a superior in an effort to get the job done
quickly. (page 922)
4. F: Failure to understand the environment, or underestimating it. A: Additional medical problems not considered.
I: Inadequate rescue skills. L: Lack of teamwork or experience. U: Underestimating the logistics of the incident.
R: Rescue versus recovery mode not considered. E: Equipment not mastered. (page 923)
5. The types of special rescue situations include (student should identify 5): (1) Energized electrical lines and other utility
hazard incidents; (2) Vehicle and machinery rescue; (3) Confined-space rescue; (4) Rope rescue; (5) Trench and
excavation rescue; (6) Structural collapse rescue; (6) Cave and tunnel search and rescue; (7) Water and ice rescue;
(8) Wilderness rescue; (9) Hazardous materials incidents; (10) Elevator and escalator emergencies; (11) Industrial
incidents; (12) Active shooter incidents. (page 921)
Fire Alarms
1. Safety is of paramount importance when approaching a trench or excavation collapse. Walking close to the edge
of a collapse can trigger a secondary collapse, so stay away from the edge of the collapse and keep all workers and
bystanders at a distance from the site. Vibration from equipment and machinery can also cause secondary collapses,
so shut off all heavy equipment. Likewise, vibrations caused by nearby traffic can cause collapse, so it may be
necessary to stop or divert traffic near the scene. Make verbal contact with the trapped person, if possible, but do not
place yourself in danger while doing so. If you plan to approach the trench at all, do so from the narrow end where
the soil will be more stable. It is best not to approach the trench unless absolutely necessary. Stay out of the trench
unless you have been properly trained in trench rescue techniques. (page 939)
2. Respond safely to the emergency scene. Place the emergency vehicle in a safe position that protects the scene, parking
at least one utility pole span away. Watch for falling utility poles. Perform a size-up to assess for hazards. Do not rush
to assist victims who have come in contact with energized electrical equipment. Secure the scene and call for needed
assistance. Don the appropriate personal protective equipment (PPE). Do not touch any wires until they have been
de-energized by the power company. Use appropriate devices to establish a barrier, following the IC’s orders.
(pages 928–929)
Skill Drills
Skill Drill 25-1: Establishing a Barrier Fire Fighter II, NFPA 1001: 5.4.2
1. Respond safely to the emergency scene. Place the emergency vehicle in a safe position that protects the scene. Don
the appropriate PPE.
2. Perform a size-up to assess for hazards. Secure the scene.
3. Call for needed assistance. Use appropriate devices to establish a barrier, following the orders of the IC. (page 929)
Chapter 25: Assisting Special Rescue Teams 149
Skill Drill 25-3: Conducting a Weekly/Monthly Generator Test Fire Fighter II, NFPA 1001: 5.5.4
1. Remove the generator from 2. Check the oil and fuel levels,
the apparatus compartment, and start the generator.

or open all doors as needed Connect the power cord or
for ventilation. Install the junction box to the generator,
grounding rod, if needed. connect a load such as a fan
or lights, and make sure the
generator attains the proper
speed. Check the voltage and
amperage gauges to confirm
efficient operation.
3. Run the generator under load for 15 to 30

minutes. Turn off the load, and listen as the
generator slows down to idle speed. Allow the
generator to idle for approximately 2 minutes

before turning it off. Disconnect all power
cords and junction boxes; clean all power
cords, plugs, adaptors, GFCIs, and tools; and
replace them in proper storage areas. Allow
the generator to cool for 5 minutes. Refill the
generator with fuel and oil, as needed, and
return the generator to its compartment. Fill
out the appropriate paperwork. (page 949)
150 ANSWER KEY
Chapter 26: Fire Detection, Suppression, and Smoke Control Systems

Matching
1. H (page 967) 4. F (page 975) 7. I (page 965) 10. C (page 979) 13. K (page 967)
2. G (page 956) 5. A (page 980) 8. E (page 980) 11. L (page 964) 14. N (page 973)
3. D (page 973) 6. B (page 974) 9. M (page 956) 12. J (page 977)
Multiple Choice
1. B (page 988) 5. D (page 978) 9. A (page 975) 13. A (page 972) 17. C (page 967)
2. D (page 972) 6. C (page 983) 10. A (page 961) 14. B (page 959) 18. A (page 965)
3. B (page 983) 7. C (page 966) 11. D (page 964) 15. B (page 967) 19. D (page 964)
4. C (page 957) 8. C (page 976) 12. B (page 966) 16. A (page 961) 20. C (page 958)
Labeling
1. Fixed-temperature heat detector. (page 964)
Courtesy of Firetronics Pte Ltd.
2. Flame detector. (page 965)

Chapter 26: Fire Detection, Suppression, and Smoke Control Systems 151
3. Air sampling detector. (page 965)

4. One type of combination carbon monoxide and smoke alarm. (page 965)
© kvisel/iStockphoto.com.
Vocabulary
1. Zoned-system: A fire alarm system design that divides a building or facility into zones based on the type or location
of devices so that the area where an alarm originated can be identified. (page 968)
2. Deluge sprinkler system: A sprinkler system that allows water to flow from all of the sprinkler heads when the alarm
system detects a predetermined fire condition. (page 981)
3. Smoke control system: A mechanical system that can create positive or negative pressure to control, alter, and limit
the spread of smoke and gases. (page 989)
4. Clean agent extinguishing system: A self-contained extinguishing system that expels an electrically nonconducting,
volatile or gaseous fire extinguishant that does not leave a residue upon evaporation. (page 988)
5. Fire department connection: A fire hose connection through which the fire department can pump water into a
sprinkler system, standpipe system, or other system. (page 978)
152 ANSWER KEY
Fill-In
1. gaseous (page 957) 6. Sidewall (page 974)
2. I (page 983) 7. release (page 973)
3. beam (page 963) 8. Rate of rise (page 964)
4. piping (page 974) 9. faults (page 958)
5. remote station (page 969) 10. Passive (page 990)
True/False
1. F (page 969) 6. F (page 963)
2. T (page 957) 7. F (page 969)
3. T (page 966) 8. T (page 964)
4. T (page 958) 9. F (page 963)
5. T (page 971) 10. F (pages 956–957)
Short Answer
1. The five fire department notification systems are (1) protected premise (local) alarm system, (2) public emergency
reporting system, (3) remote supervising station system, (4) proprietary supervising system, and (5) central station
service system. (pages 968–969)
2. The three fire suppression systems are (1) automatic sprinkler systems, (2) standpipe systems, and (3) special hazard
suppression systems. (page 970)
3. The four categories of sprinkler systems are (1) Wet sprinkler system: The piping in a wet system is always filled with
water. When activated, water is immediately discharged; (2) Dry sprinkler system: The pipes are filled with pressurized
air, which keeps water out until the air pressure is released. The system utilizes accelerators and exhausters;
(3) Preaction sprinkler system: This system is similar to a dry sprinkler system except that a secondary device (pull
alarm, smoke detector) must be activated before the water is released; and (4) Deluge sprinkler system: In this type of
dry sprinkler system, all of the sprinkler heads are activated as soon as the system is activated. The sprinkler heads
are always open. (pages 979–981)
4. The three categories of standpipes are (1) A Class I standpipe is designed for use by fire department personnel
only. Each outlet has a 2½-inch (64-mm) male coupling and a valve to open the water supply after the attack
line is connected. The connection is often located inside a cabinet, which may or may not be locked. Responding
fire personnel carry the hose into the building with them, usually in some sort of roll, bag, or backpack. A Class
I standpipe system must be able to supply an adequate volume of water with sufficient pressure to operate fire
department attack lines. (2) A Class II standpipe is designed for use by the building occupants. The outlets are
usually equipped with a length of 1½-inch (38-mm) single-jacket hose preconnected to the system. These systems are
intended to enable occupants to attack a fire before the fire department arrives, but their safety and effectiveness are
questionable. (3) A Class III standpipe has the features of both Class I and Class II standpipes in a single system. This
kind of system has 2½-inch (64-mm) outlets for fire department use, as well as smaller outlets with attached hoses for
occupant use. (pages 983–984)
5. The variations that are different in a residential sprinkler system compared to a commercial system include: (1) the
primary objective of a residential system is to protect egress routes so occupants can evacuate safely; (2) quick
response residential sprinkler heads are used; (3) smaller piping and sprinkler heads with smaller orifices that
discharge less water are used; (4) plastic pipe may be used instead of metal pipe; (5) residential systems typically only
protect high-risk areas; (6) usually only wet pipe systems are used; (7) there is no fire department connection (FDC);
(8) they are not connected to a fire alarm system, unless required by the local jurisdiction. (page 982)
Chapter 27: Fire and Life Safety Initiatives 153
Fire Alarms
1. Carbon dioxide extinguishes a fire by displacing the oxygen and creates a dangerous situation. Fire fighters must use
extreme caution as oxygen levels will be dangerously low. Full protective equipment (PPE) and SCBA are required.
(page 989)
2. From a safety standpoint, fire fighters need to understand the operations and limitations of fire detection and
suppression systems. A building with a fire protection system will have very different working conditions during a
fire than an unprotected building will. Fire fighters need to know how to fight a fire in a building with a working
fire suppression system, and how to shut down the system after the fire is extinguished. From a customer service
standpoint, fire fighters who understand how fire protection systems work can help dispel misconceptions about
these systems and advise building owners and occupants after an alarm is sounded. (page 956)
Chapter 27: Fire and Life Safety Initiatives

Matching
1. C (page 1001) 3. F (page 1002) 5. A (page 1002) 7. J (page 999) 9. H (page 999)
2. D (page 1015) 4. I (page 1025) 6. B (page 1029) 8. E (page 1029) 10. G (page 1014)
Multiple Choice
1. A (page 999) 8. D (page 1022) 15. B (page 999)
2. A (page 1016) 9. C (page 999) 16. A (page 1024)
3. C (page 1011) 10. D (page 1029) 17. C (page 1001)
4. C (page 1029) 11. A (page 1000) 18. A (page 1020)
5. B (page 999) 12. D (page 1025) 19. A (page 1012)
6. B (page 1021) 13. D (page 1001) 20. A (page 1028)
7. D (page 999) 14. D (pages 1016–1031)
Vocabulary
1. Community Risk Reduction (CRR): A comprehensive, all-hazard approach that includes programs, actions, and
services used by a community that prevent or mitigate the loss of life, property, and resources associated with life
safety, fire, and other disasters within a community. (page 999)
2. Fire codes: A set of legally adopted rules and regulations designed to prevent fires and protect lives and property in
the event of a fire. (page 999)
3. Exit Drills In The Home (E.D.I.T.H.): A public fire and life safety education program designed to teach occupants
how to safely exit a house in the event of a fire or other emergency. (page 1004)
4. Fire safety survey: A voluntary inspection of a residence or occupied structure to identify fire and life safety hazards.
(page 1008)
5. Conflagration: A large fire involving multiple structures. (page 1016)
6. Preincident plan: A document developed by gathering general and detailed data that is used by responding
personnel to effectively and safely manage an emergency at a particular location. (page 1014)
7. Ordinary construction: Buildings where the exterior walls are made of noncombustible or limited-combustible
materials, but the interior floors and walls are made of combustible materials. (page 1020)
8. Exposure: Any building or item that might be in danger if a fire occurs in another building or area. (page 1024)
9. Defend-in-place: An operational response in which the action is to relocate the affected occupants to a safe place
within the structure during an emergency. (page 1029)
10. Nonambulatory patient: Patients that cannot move themselves to an area of safety during an emergency, owing to
their physical condition, medical treatment, or other factors. (page 1029)
154 ANSWER KEY
Fill-In
1. bare hand (page 1004) 6. institutional (page 1022)
2. Standpipe systems (page 1024) 7. smoke alarms (page 1002)
3. prevent (page 999) 8. exterior, interior (page 1019)
4. horizontal (page 1029) 9. legal (page 1001)
5. systematic (page 1010) 10. V (page 1021)
True/False
1. T (page 1011) 3. F (page 1004) 5. F (page 1004) 7. T (page 1007) 9. T (page 1012)
2. F (page 1016) 4. T (page 1020) 6. F (page 1015) 8. T (page 1019) 10. F (page 1020)
Short Answer
1. Recommendations for kitchen safety include (Students should include five of the following): (1) Do not leave anything
cooking unattended on a stove. (2) Keep all combustible materials, cleaning supplies, cooking oils, and aerosols away
from the stove. (3) Do not place anything that could ignite on a cooking surface, even when it is turned off and cold.
(4) Do not place towel racks near the stove. (5) Do not overload electrical outlets or extension cords. (6) Keep electric
cords properly maintained; replace any damaged appliances. (7) Keep the range exhaust hood clean and in good
working order. (pages 1011–1012)
2. Typical target hazard properties that may be found in a community include: (1) High-rise buildings; (2) Hospitals;
(3) Nursing homes and assisted-living facilities; (4) Large apartment buildings; (5) Hotels and rooming houses;
(6) Schools; (7) Public-assembly occupancies; (8) Lumberyards; (9) Manufacturing plants; (10) Shopping centers;
(11) Warehouses. (page 1015)
3. Examples of public fire safety education programs include (Students should include six of the following): (1) Stop,
Drop, and Roll; (2) Close your door safety initiative; (3) Crawl low in smoke; (4) Exit Drills in the Home (EDITH);
(5) Emergency notification; (6) Installation and maintenance of smoke alarms; (7) Advantages of residential
sprinkler systems; (8) Selection and use of portable fire extinguishers; (9) Learn Not To Burn; (10) Fall prevention;
(11) Wildland fire prevention programs. (page 1002)
4. Fire and Life Safety Initiatives that relate specifically to public education and fire prevention include #14 Public
Education, which states, “public education must receive more resources and be championed as a critical fire and life
safety program” and #15 Code Enforcement and Sprinklers, which states “advocacy must be strengthened for the
enforcement of codes and the installation of home fire sprinklers.” (page 999)
5. Water supply considerations where no fire hydrants are available include (Students should identify at least four):
(1) What is the nearest water supply? (2) Is the water readily available year-round or is it seasonal? (3) How many
tankers (or water tender) trucks will be needed to deliver the water? (4) How long will it take to establish a water
shuttle operation? (5) What is the total travel time from the scene to the fill site, and then from the fill site back to the
scene. (page 1027)
Fire Alarms
1. The steps necessary for conducting a good preincident survey include scheduling the survey in advance. Make
contact with a responsible person. Present a neat and professional image. Identify yourself by name, title, and
department. Ensure that a representative accompanies you during the survey. Take notes as needed and start
outside. Note the building location. Note the size of the building. Identify the building construction. Identify the
building use and occupancy. Note any life hazards. Note the access points to the interior of the building. Note the
location of the fire alarm annunciator panel. Note the utility shut-off locations. Assess the apparatus access to the
building. Note hydrant locations, FDCs, and/or alternative water supplies. Note ventilation concerns. Record built-
Chapter 28: Fire Origin and Cause 155
in fire detection and suppression systems. Sketch floor plans. Note the elevator and stairway locations. Review
exit plans and exit locations. Identify any special hazards and hazardous materials. Note the building exposures.
Anticipate the type of incident expected. Identify any special resources needed. Complete and file the preincident
survey form. (page 1017)
2. Tell the home occupant that storage of gasoline and other flammable substances is a major concern, because an open
flame or pilot light can easily ignite leaking vapors. Gasoline and other flammable liquids should be stored only in
approved containers and in outside storage areas or outbuildings. Small quantities of flammable and combustible
liquids (such as paint, thinners, varnishes, and cleaning fluids) should be stored in closed metal containers away
from heat sources. (page 1012)
Chapter 28: Fire Origin and Cause

Matching
1. F (page 1043) 3. G (page 1047) 5. D (page 1054) 7. I (page 1046) 9. C (page 1046)
2. B (page 1045) 4. A (page 1045) 6. H (page 1054) 8. J (page 1046) 10. E (page 1046)
Multiple Choice
1. A (page 1041) 5. D (page 1051) 9. B (page 1043) 13. C (page 1054) 17. C (page 1054)
2. B (page 1050) 6. D (page 1045) 10. A (page 1047) 14. D (page 1045) 18. A (page 1041)
3. C (page 1052) 7. B (page 1052) 11. C (page 1042) 15. A (page 1054) 19. A (page 1046)
4. A (page 1044) 8. B (page 1039) 12. D (page 1039) 16. B (page 1054) 20. C (page 1054)
Vocabulary
1. Competent ignition source: An ignition source that has sufficient energy and is capable of transferring that energy to
the fuel long enough to raise the fuel to is ignition temperature. (page 1044)
2. Chain of custody: A legal term used to describe the process of maintaining continuous possession and control of
evidence from the time it is discovered until it is presented in court. (page 1047)
3. Trailers: Combustible materials (such as rolled rags, blankets, and newspapers or ignitable liquid) that are used to
spread fire from one point or area to other points or areas. (page 1051)
4. Depth of char: A fire effect that, when evaluated as a pattern on identical fuels, may be used to determine locations
within a structure that were exposed longest to a heat source. (page 1043)
Fill-In
1. obstacles (page 1052) 7. fuel supply (page 1041)
2. Clothing (page 1053) 8. cause (page 1048)
3. location (page 1050) 9. exterior (page 1042)
4. burn (page 1044) 10. demonstrative (page 1046)
5. contaminated (page 1047) 11. validity (page 1040)
6. observes (page 1049) 12. natural (page 1045)
True/False
156 ANSWER KEY
Short Answer
1. The three categories of youth firesetters are: (1) child firesetters, from 2 to 6 years old; (2) juvenile firesetters, from
7 to 13 years old; (3) adolescent firesetters, from 14 to 16 years old. (page 1054)
2. The six common arson motives listed in NFPA 921, Guide to Fire and Explosion Investigations are: (1) Vandalism;
(2) Excitement; (3) Revenge; (4) Crime concealment; (5) Profit; (6) Extremism. (page 1054)
3. The four classifications of fire cause include: (1) accidental fires, occurring as the result of human activity or inaction
that does not involve malicious intent; (2) natural fire causes, such as those caused by earthquakes or tornadoes;
(3) incendiary fire causes, those ignited by deliberate and intentional acts; (4) undetermined fire causes, which are
fires where a probable cause is not found. (page 1045)
4. The six types of fire evidence include: (1) physical evidence, including items that can be observed, photographed,
measured, collected or examined; (2) demonstrative evidence, which is anything that can be used to validate a theory
or show how something could have occurred; (3) documentary evidence, including ant type of written document,
record, or report; (4) testimonial evidence, which includes testimony and affidavits; (5) direct evidence, including
facts that can be observed or reported firsthand; (6) circumstantial evidence, which is based on inference and not on
personal observation. (page 1046)
Fire Alarms
1. After the investigator identifies the area of origin, fire fighters could be asked to assist in digging out the fire scene.
“Digging out” is a term used to describe the process of carefully looking for evidence within the debris. Sometimes the
entire fire scene must be closely examined to determine the cause of the fire and gather evidence. The fire investigator
will take extensive photographs of the fire scene as it first appears. He or she will then begin to remove and inspect
the debris, layer by layer, working from the top of the pile down to the bottom. Removing and inspecting the layers of
debris enable the investigator to determine in what order items burned, whether an item burned from the top down
or from the bottom up, and how long it burned. Systematically digging through the debris often can uncover the exact
point of origin and cause of both accidental and deliberate fires. The investigator will explain generally what to look
for, how to search, and what to do with any potential evidence. (page 1045)
2. Take photographs of each piece of evidence as it is found and collected. If possible, photograph the item as it was
found, before it is moved or disturbed. On the fire scene, sketch, mark, and label the location of the evidence.
Place evidence in appropriate containers to ensure their safety and prevent contamination. Unused paint cans with lids
that seal automatically when closed are the best containers for transporting evidence. Glass mason jars sealed with a
sturdy sealing tape are appropriate for transporting smaller quantities of materials. Plastic containers or bags should
not be used to hold evidence involving petroleum products. Soak up small quantities of liquids with either a cellulose
sponge or cotton batting.
Tag all evidence at the fire scene. The evidence container should be labeled with the date, time, location, and investiga-
tor’s name. Record the time the evidence was found, the location where it was found, and the name of the person who
found it. Keep a record of each person who handled the evidence.
Keep a constant watch on the evidence until it can be stored in a secure location. Evidence that must be moved
temporarily should be put in a secure place accessible only to authorized personnel. Preserve the chain of custody in
handling all the evidence. A broken chain of custody may result in a court ruling that the evidence is inadmissible.
(page 1048)

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124 ANSWER KEY

Chapter 20: Fire Fighter Rehabilitation

Chapter 21: Wildland and Ground Cover Fires

3. As an alternative to Step 2, extinguish the fire with a backpack pump extinguisher or a handline.

Courtesy of Jeff Pricher.

Courtesy of Jeff Pricher.

Courtesy of Jeff Pricher.

7. Lie down in the shelter with your feet toward the

Chapter 22: Establishing and Transferring Command

2. Location designators in ICS.

1. Verify that the ICS is in use.

3. Assess the scene, hazards, equipment, and PPE to ensure your

1. Establish the ICS.

possible, transfer command over the radio.

Chapter 23: Advanced Fire Suppression

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

5. Ensure complete extinguishment of the fire during

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

5. Close each hose test gate valve.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

Chapter 24: Vehicle Rescue and Extrication

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

5. Establish a secure working area and an equipment

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

3. Open the hood of the vehicle. 4. Mitigate electrical sources of ignition by

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

Chapter 25: Assisting Special Rescue Teams

© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

the apparatus compartment, and start the generator.

3. Run the generator under load for 15 to 30

generator to idle for approximately 2 minutes

Chapter 26: Fire Detection, Suppression, and Smoke Control Systems

2. Flame detector. (page 965)

3. Air sampling detector. (page 965)

Chapter 27: Fire and Life Safety Initiatives

Chapter 28: Fire Origin and Cause

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