10 - 6 - 2021 - TTLM - Monitor and Evaluate Fire Potential and Prevention Method

NATURAL RESOURCES CONSERVATION AND
DEVELOPMENT
NTQF Level IV
Based on October 2018, Version 3 Occupational standard
Module Title: - Monitor and Evaluate Fire Potential and

Prevention Method
LG Code: AGR NRC4 M10 0921 LO (1-4) LG (36-39)
TTLM Code: AGR NRC4 TTLM 1021v1
October, 2021
Assosa,Ethiopia
Table of content
LO #1- Prepare for fires..........................................................................4

Instruction sheet........................................................................................................4
Information Sheet 1. Identifying and complying OHS, legislative and
organizational requirements relevant to evaluating fire potential and
prevention 6
Self-check 1........................................................................................................7
Information Sheet 2- Constantly evaluating types and potential for fire hazard
and positive effects risk assessment and documenting...................................8
Self-Check – 2..................................................................................................12
Information Sheet 3- Selecting and checking equipment appropriate to potential
work requirements..........................................................................................13
Self-Check – 3..................................................................................................16
Information Sheet 4- Planning evaluation processes...........................................17
Self-Check – 4..................................................................................................17
Information Sheet 5- Establishing and maintaining Communication with others.. .18
Self-Check – 4..................................................................................................19
Operation Sheet 1–.................................................................................................20
Operation Sheet 2–.................................................................................................20
Operation Sheet 3–.................................................................................................21
LAP TEST.........................................................................................................22
LO #2- Assess fire potential.................................................................23

Instruction sheet......................................................................................................23
Information Sheet 1- Monitoring and reporting Weather conditions.......................24
Self-Check – 1..................................................................................................24
Information Sheet 2- Monitoring equipment conditions..........................................25
Self-Check – 2..................................................................................................26
Information Sheet 3- Monitoring hazardous and flammable substances.............27
Self-Check – 3..................................................................................................28
Operation Sheet 1–.................................................................................................28
Operation Sheet 2–.................................................................................................29
Operation Sheet 3–.................................................................................................30
LAP TEST.........................................................................................................31
LO #3- Evaluate fire prevention............................................................32

Information Sheet 1- Controlling and monitoring fire risks and hazards................33
Self-Check – 1..................................................................................................33
Information Sheet 2 Regularly checking equipment...............................................34
Self-Check – 2..................................................................................................34
Information Sheet 3- Handling hazardous or flammable substances.....................36
Self-Check – 3..................................................................................................36
Operation Sheet 1–.................................................................................................37
Operation Sheet 2–.................................................................................................37
Operation Sheet 3–.................................................................................................38
LAP TEST.........................................................................................................40
LO #4- Record and report information fire potential............................40

Information Sheet 1- Reporting potential of fire...................................................41
Self-Check – 1..................................................................................................42
Information Sheet 2- Recognizing and alarming signs of fire potential to alert
appropriate personnel.....................................................................................42
Self-Check – 2..................................................................................................43
Information Sheet 3- Recording and reporting fire potential and prevention
procedures......................................................................................................44
Self-Check – 3..................................................................................................44
Operation Sheet 1–.................................................................................................45
LAP TEST.........................................................................................................46
LG #36 LO #1- Prepare for fires
Instruction sheet
This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics:
 Identifying and complying OHS, legislative and organizational requirements
relevant to evaluating fire potential and prevention
 Constantly evaluating types and potential for fire hazard and positive effects risk
assessment and documenting
 Selecting and checking equipment appropriate to potential work requirements
 Planning evaluation processes
 Establishing and maintaining Communication with others
This guide will also assist you to attain the learning outcomes stated in the cover page.
Specifically, upon completion of this learning guide, you will be able to:
 Identify and comply OHS, legislative and organizational requirements relevant to
evaluating fire potential and prevention
 Constantly evaluate types and potential for fire hazard and positive effects risk
 Select and check equipment appropriate to potential work requirements
 Plann evaluation processes
 Establish and maintain Communication with others
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described below.
3. Read the information written in the “Information Sheets”. Try to understand what are
being discussed. Ask your trainer for assistance if you have hard time understanding
them.
4. Accomplish the “Self-checks” which are placed following all information sheets.
5. Ask from your trainer the key to correction (key answers) or you can request your
trainer to correct your work. (You are to get the key answer only after you finished
answering the Self-checks).
6. If you earned a satisfactory evaluation proceed to “Operation sheets
7. Perform “the Learning activity performance test” which is placed following
“Operation sheets” ,
8. If your performance is satisfactory proceed to the next learning guide,
9. If your performance is unsatisfactory, see your trainer for further instructions or go
back to “Operation sheets”.
Information Sheet 1. Identifying and complying OHS, legislative

and organizational requirements relevant to
evaluating fire potential and prevention
1.1. Introduction
OHS (Occupation health and safety) requirements may include: use Personal protective
equipment (PPE); apply first aid; fire fighting equipment; follow safety procedure during
operating and maintaining machines
organisational safety policies and procedures, and may include:
 Personal protective equipment (PPE) is protective clothing, helmets, goggles, or other

garments or equipment designed to protect the wearer's body from injury or infection.
 First aid equipment
A first aid kit is a collection of supplies and equipment that is used to give medical
treatment. There is a wide variation in the contents of first aid kits based on the
knowledge and experience of those putting it together, the differing first aid
requirements of the area where it may be used, and variations in legislation or
regulation in a given area.
First aid kits may be kept in cloth bags or plastic or metal boxes. They are often labeled
with a symbol such as those on the upper right. A first aid kit may contain many items,
but basic items that can help with first aid include:
 Gloves for the helper's hands made of vinyl, latex or nitrile to protect the helper's
hands from blood
 Dressings of cloth that can be put on wounds to stop bleeding, much like gauze
pads or sanitary napkins
 Bandages of gauze or cloth which hold dressings tightly over wounds; but these
are in rolls
 Rolls of tape to hold on dressings and bandages
 Scissors that can be used to cut tape, to open clothing and to make more
bandages and dressings
 CPR masks or barriers to make it sanitary for a helper to breathe into someone's
mouth, which is one part of CPR
 Blanket made of cloth or Mylar ("space blanket") to cover a sick or hurt person to
keep them warm
 A small first aid book which shows how to do first aid and reminds people who
have been trained
 Adhesive strips (a small piece of tape with a bit of cloth in the center), special
dressings such as moleskin for blisters, and antiseptic creams for small wounds
 Tweezers to remove stingers, splinters and thorns
 Firefighting equipment
Firefighting is the act of attempting to prevent the spread of and extinguish significant
unwanted fires in buildings, vehicles, and woodlands.
1. Rakes – these have been purchased to provide a basic hand tools Mc lead tools
2. Shovel – is use fuel firefighting tools and should supplement the Mc lead tools.
3. Brush hook- can be very useful for clearing a line through heavy under
growth .the recommended types should have a long handled and a curved blade,
12-15inches long by 3 inches wide, and sharpened both side.
4. Axes – a necessary piece of equipment
5. Water bags- personal water bags should be carried out by each tanker.
6. Miscellaneous tools- a locked tools box containing hammer, pliers, wire cutters,
shifting spanner, files, and sharpening stone.
7. Firefighting chemical – ammonium, ammonium sulphate, with corrosion inhibitors
and thickening agent added are manufactured.
8. Water tanker – tanker with 200 capacities should be used for initial attack. These
tankers may be equipped with tanks and pumping equipment which can be
removed but they should be fitted up at the start of the fire season and remain as
a single purpose vehicle throughout the fire season.
Priorities during an emergency in a working environments are:- personal safety, hazard

control, asset control. The first priority is to ensure that all people who may be in danger
are warned, and that action is taken to guarantee their safety, before any steps are
taken to eliminate or minimize the hazard or to secure assets. Employers are
responsible for providing a healthy and safe work environment for their employees.
OHS are to be in accordance with Federal and Regional Legislation and regulations,
and organizational safety Policies and procedures. The workplace fire precautions
legislation brings together existing health and safety and fire legislation to form a set of
dedicated fire regulations with the objective to achieve a risk appropriate standard of fire
safety for persons in the workplace.
It is important to ensure that:use tools only for the purpose it was designed for; ensure
that you are at a safe distance from the fire accident (incident); train students to use
tools in the correct way; excessive stores, unused equipment, waste material and
rubbish are removed; intercommunication equipment is checked regularly and is
operated correctly because the dangers of substandard, poorly maintained or wrongly
utilized electrical equipment creates the need to ensure it; fire equipment is maintained
regularly; fire extinguishers are in place and are properly mounted on brackets;
Arrangements should be made to ensure a telephone is available in a place of safety in

order to call the Fire Service in the event of fire. Escape predominantly without the use
of a key, should be possible from all parts of a workplace to a place of safety in fresh
air.
The principle of the Regulations and the risk assessment approach, is goal based and
flexible to employer’s needs. The employer generates the risk in workplaces, therefore,
to safeguard the safety of employees, the employer must:
• Identify hazards and people at risk

• Remove or reduce the hazards
• Manage the remaining risks to acceptable levels by: Ensuring that all occupants
are alerted and can leave the premises safely in the event of fire.
- Reducing the probability of a fire starting
- Limiting the effects should a fire occur.
If however, the premises are not in accordance with the above categories and are
classified as a high risk, further action will be necessary and an action plan should be
produced and implemented based on the complexity, size, occupancy and
consequential risks. The employer can enlist the help of other persons who have the
necessary experience or skills (ie. competence) to carry out part or all of the risk
assessment.
Self-check 1 Written test

Name…………………………………………… ID………………………… Date…….
Directions: Answer all the questions listed below. Examples may be necessary to aid
some explanations/answers.
Test I Short Answer Questions

1. List some of the requirements OHS may inclue? (2pts)
2. What are the basic items first aid kid commonly includes? (2pts)
3. What are the priorities during an emergency in a working environments? (2pts)
Test II Write true if the statement is correct and false if statement is incorrect
1. The first step in a firefighting operation is reconnaissance to search for the origin of
the fire and to identify the specific risks. (2pts)
2. OHS are to be in accordance with Federal and Regional Legislation and
regulations, and organizational safety Policies and procedures. (2pts)
Note: Satisfactory rating - 10 points Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers.
Answer Sheet Score = ___________
Rating: ____________
Name: _________________________ Date: _______________
Test I
1.__________________________________________________
2.__________________________________________________
3.__________________________________________________
Test II
1.__________________________________________________
2.__________________________________________________
Information Sheet 2- Constantly evaluating types & potential for

fire hazard & positive effects risk assessment
& documenting
2.1. Evaluating types and potential for fire hazard and positive effects risk
Fire prevention may include: cutting of fire breaks; clearing of undergrowth; ensuring
equipment is far enough away from; combustible materials; housekeeping to ensure
work area is clear of waste and that waste is stored in line with workplace procedures;
providing suitable fire extinguishing; Equipment; undertaking regular evacuation
training; maintaining an ordered work area to ensure; access and exit; assessing
equipment to ensure it is serviced as required in line with workplace procedures;
quarantining equipment to be serviced in line; with workplace procedure.
Fire prevention is the means of reducing the number of uncontrolled, unwanted escaped
wild fire. Prevention includes two general areas: activities directed at people, the major
cause of fire, and activities directed at mitigating the flammability of the forest resource
(see fuel management). The former include public information campaigns and
incentives for wise use of fire and the latter include fuel management to reduce fire risk
(e.g. prescribed burning, thinning, waste removal).
Pre-suppression – This group of activities includes all fire management activities

planned and accomplished in advance of ignition. They are designed to ensure
effective suppression and include fire detection, fire danger rating and training.
1 Suppression – The objective of fire suppression is to suppress wildfires at

minimum cost and consistent with land and resource management objectives. There
are three methods for bringing a wildfire under control: direct attack (an attack on the
burning edge of the fire when fires are small); parallel attack (construction of a fire line
parallel but close to the edge of the fire); and indirect attack (construction of fire lines
some distance from the fire edge and burning out of all intervening fuels when the fire is
very intense).
Fuel management
The most important fuels in forest and other wild land fires that need to be treated are
the surface fuels and the aerial fuels between the surface and the canopy of the over
storey trees to be protected. The surface fuels (grass, herbs, and shrubs) are the main
carrier of fire, both for horizontal spread and for build-up of vertical development of the
fire. Aerial fuels are all combustibles not in direct contact with the ground, which carry
the fire into the crowns (‘fuel ladders’). The treatment of these fuels either concentrates
on buffer zones (firebreaks or fuel breaks between wild land vegetation and the forest
stands to be protected, or by breaking up larger continuous forested areas) or is
practised inside the forest stand to be protected.
A. Firebreaks - The construction of firebreaks around and inside a forest is a

common method of separating fuels (interruption of continuity of fuels). A firebreak is a
line of a width up to several meters on which all combustibles are removed and the
mineral soil is exposed. The objective of firebreak construction is to segregate, stop
and control the spread of a wildfire. Since fires may easily cross firebreaks of up to
several dozen meters, it is often extremely uneconomical to establish and maintain such
large and unproductive strips of land. Furthermore, firebreaks in steep terrain tend to
erode severely during the rainy season.
B. Fuel break – The concept of fuel breaks is entirely different. Fuel breaks are
generally wide strips of land on which the native flammable vegetation has been
permanently modified and replaced by introduced vegetation so that fires burning into
them can be more readily controlled. In the tropics, it has been demonstrated
successfully that fuel breaks can be maintained economically by agricultural or agro-
silvo pastoral land uses. Both land uses usually involve intensive soil treatment and
removal of aboveground biomass so that less flammable ground cover is available.
C. (Silvo) pastoral fuel breaks – The integration of grazing is another method of

reducing the flammability of the surface fuels on treeless strips and on ‘shaded fuel
breaks’ (grazing under wide-spaced tree over storey). The impact of ‘prescribed
grazing’ and the browsing of brush and tree succession keep the total fuel loads on the
fuel break down. If grazing and/or browsing is selective (i.e. when the animals leave
certain grass or shrub species unaffected), additional mechanical treatment or the use
of prescribed burning is necessary in order to further reduce the surface fuel loads.
Pastoral fuel breaks may include lateral firebreaks, i.e. small strips along each side of
the fuel break; these firebreaks are mandatory if prescribed fire is applied for fuel break
maintenance.
Shaded fuel breaks avoid the complete opening of a forest by either firebreaks or
treeless fuel breaks. It involves the combination of timber production and animal
husbandry management. Timber production is restricted to a relatively low amount of
trees in a wide spacing and the trees have to be pruned regularly.
2 Fire protections
-is the study and practice of mitigating the unwanted effects of fires It involves the study
of the behavior, compartmentalization, suppression and investigation of fire and its
related emergencies, as well as the research and development, production, testing and
application of mitigating systems. In structures, be they land-based, offshore or even
ships, the owners and operators are responsible to maintain their facilities in
accordance with a design-basis that is rooted in laws, including the local building code
and fire code, which are enforced by the Authority Having Jurisdiction. Buildings must
be constructed in accordance with the version of the building code that is in effect when
an application for a building permit is made. Building inspectors check on compliance of
a building under construction with the building code. Once construction is complete, a
building must be maintained in accordance with the current fire code, which is enforced
by the fire prevention officers of a local fire department. In the event of fire emergencies,
Firefighters, fire investigators, and other fire prevention personnel called to mitigate,
investigate and learn from the damage of a fire. Lessons learned from fires are applied
to the authoring of both building codes and fire codes.
3 Fire control (or firefighting)
Consists of depriving a fire of fuel (Reducing Agent), oxygen(Oxidizing Agent), heat

and/or the chemical chain reaction that are necessary to sustain itself or re-kindle (also
known as the four components of the fire tetrahedron). Firefighters are equipped with a
wide variety of equipment to accomplish this task. Some of their tools include ladder
trucks, pumper trucks, tanker trucks, fire hose, and fire extinguishers. Very frequent
training
A fire needs three elements to occur: oxygen, heat and fuel. This is called the fire
triangle, because if you remove one or more of these elements, you will be able to
extinguish the fire. The availability of these elements in the environment determines
a bushfire’s behavior, and is controlled by three factors: the fuel load (or amount of
fuel available), prevailing weather conditions and the topography of the land.
Figure 1: The fire triangle represents the three elements needed for fire to occur: heat,
fuel, and oxygen
Fuel can be any

any state of matter – solid
& liquid, or gas. Most
solids & liquids become
Fuel vapour or gass before
Heat is the energy they will burn.
necessary to increase The air we breathe is
thetemprature of the about 21% oxygen.
fuel to a point where
sufficient vapors are Fire requires an
given off for ignition atmosphere with atleast
to occure 16% oxygen
HeatU
Air
EL
FUEL
Fuel is anything that will burn. There are several characteristics of fuel that influence the
behavior of fire. These are:
• Moisture content - the dryness of available fuels has a major effect on the rate of
spread, the ease of ignition, chances of spotting, how much radiant heat is produced,
and the rate of combustion.
• Size - fuels are normally classified as fine (6 mm or less in diameter) or heavy
(over 6 mm). The more fine fuels present, the greater the rate of spread and fire
intensity. Heavy fuels are generally slower to burn and harder to ignite.
• Quantity - this is the amount of fuel on the ground for the fire to burn. It is
normally measured in tones per hectare.
• Type - includes grass (dry or green), logging slash, trees, peat, shrubs and
surface fuels. Any change in fuel type will also mean a change in fire behavior.
• Distribution - tightly packed fuels are more likely to smolder and burn slowly,
while aerated fuels tend to burn more quickly.
Self-Check – 2 Written test
Name…………………………………………… ID………………………… Date…….

Test I: Short Answer Questions
1. What is Relevance?(2pts)
2. List the five aspects of evaluation (2pts)
3. Distinguish the differences effectiveness and efficiency (2pts)
4. Impact is the extent has the LUP contributed towards its longer term goals (2pts)
Score = ___________
You can ask you teacher for the copy of the correct answers. Rating: ____________
Answer sheet
Test I
1.__________________________________________________
2._____________________________________________________________
Test II
1._________________________________________________________
2._____________________________________________________________
Information Sheet 3- Selecting and checking equipment

appropriate to potential work
requirements
Terrestrial or aerial Forest fire suppression requires equipment adapted to the:

− fire type: surface or ground fire
− development phase: ignition, large uncontrolled fire
− environmental conditions: access, topography
Terrestrial equipment
DIRECT FIRE INTERVENTION
Standard equipment
These are shovels, hoe-rakes (pulaski), fire beaters, pickaxes, which is only used
during the initial attack, but seldom after the ignition, when a fire is still small or fires
of low intensity or for mop-up. Those hand tools is used in areas difficult to access, for
example by crews transported by helicopters.
Backpack sprayers
These are also reserved for low intensity fires or first intervention, because the water
reserve is small and the range of sprayers is limited to 5 m.
Initial attack vehicles
Used for prevention surveillance, these cross- country vehicles are provided with a
water tank allowing an immediate first intervention on starting fires. Taking into account
this double function, the characteristics of this type of equipment is a compromise
between:
− Mobility allowing an effective surveillance and a fast access on the spot of
ignition.
− Sufficient water capacity to suppress fires with a first intervention or to slow down
them in waiting for reinforcements.
Water tankers
These are cross-country vehicles specifically equipped for fire suppression, equipped
with pumps, lances, and high capacity water tanks. The tanks are variable in size
according to the type of equipment, the whole set-up has to reconcile, as for the
vehicles for initial attack, mobility to reach fire, functionality during the fire fighting
activities, and an optimal water tank size.
− On one hand, the higher the water capacity, the more the mobility of the vehicle
is reduced. Thus, it is necessary to choose the water capacity adapted to the access
conditions of the forest area.
− On the other hand, a water lance can only fight approximately ten meters fire
line. Therefore, it can be advantageous to deploy several average sized trucks (2,000 l)
with one or two lances or heavier trucks (4,000 to 6,000 l) with 4 or 5 lances. Very big
engines (10,000 l and more) can be used for restocking smaller trucks or be equipped
with several water lances.
It is advised to equip these vehicles with self- protection systems; various techniques
can be employed, for example a good heat insulation of the driver cab or a watering by
outside spraying the vehicle.
INDIRECT INTERVENTION
Opening of access roads and vegetation strips: machines of public works such as the
bulldozers can be used during fire fighting to build provisional tracks providing access to
the fire, to li
mit the spread of the fire front by removing any vegetation on a strip (fireline) in front of
the fire. The equipment for forest exploitation such as chain saws are also used to
establish these firelines before the advancing fire front.
Transport of fire crews: this can be assured, when the fire fighting vehicles are not
available in sufficient quantity, by not equipped “ordinary” vehicles: pick-ups, minibus.
In Turkey, for example, a part of them is rented from companies during the fire season
Monitoring of weather parameters: small portable weather stations measuring in real

time humidity, temperature, wind direction and force allow to follow the evolution of the
weather conditions in order to organize the fire suppression.
Aerial equipment
TYPE OF EQUIPMENT IN USE
Helicopters and airplanes are very useful for fire suppression, like for the tactical
support of fire crews on the ground or, when the access conditions to the fire are difficult
on the ground.
Airplanes
Fixed-wing airplanes are used for surveillance, for example as reconnaissance plane
which is equipped with water tanks (cf.. chapter 5.4.A), and for active fire suppression.
Faster than helicopters, they also have a much bigger water reserve (3,000 to 6,000
l).
The air means can also be used outside the fire risk season for other interventions
(transport of people, equipment or food in the case of natural disasters, conflicts, etc.).
Chemical additives
These are chemicals that are added to water to improve its physical and chemical
extinguishing properties. The following additives are distinguished:
− Dampening agents. By decreasing the surface tension of water, a greater
diffusion and better penetration is ensured. They are used however little, because of to
their performances more limited compared to the other products
− Short-term retardants. These are principally foaming agents which by their
physical action increase the quantity of water retained by the vegetation. The mixture of
water with the foaming agent is done during the flight using a foam container and a
pump that allows a flow that is programmed in accordance with the weather conditions
and the vegetation density (proportion ranges between 3 to 6 per thousand). Its
employment is generally limited by winds higher than 40 km/h. It is not advisable for
direct attack.
− Long-term retardants. A product is classified a long-term retardant when its
duration of effectiveness reaches 2 to 6 hours, even several days if no rain comes to
wash the treated zone. Its active part is due to the presence of a chemical compound
(fireproofing salt) which is degraded under the action of heat according to endothermic
reactions. Mixed with water in proportions of about 20%, the product is primarily
dropped from the air, for building up retardant barriers before the fire front in order to
limit fire spread and to narrow the fire front. The better performance of the retarding
product, compared to water, varies by a factor of superiority from 4 to 9 according to the
type of plane.
These chemicals can be used aerial (plane, helicopter) as well as terrestrial (tanker,
vehicle of first intervention).
 Personal protective equipment ("PPE") designed to withstand water and high

temperatures, such as
o Bunker gear, including turnout jacket and pants
o Self-Contained Breathing Apparatus (SCBA)
o Helmet, face mask and/or visor; climbing helmets
o Safety boots, gloves, and Nomex and Carbon flash hoods
 Head protection: Hard hat
 Foot protection
Wear leather boots with ankle protection.for utility line clearance work
 Hand protection
Wear gloves to protect against cuts, vibration, cold, harmful vegetation(thorn)
 Eye and face protection
Wear -approved eye and face protection for utility line clearance work
Name…………………………………………… ID………………………… Date…….

1. Define primary data. (2pts)
2. List the two data sorource used for monitoring and evaluation. (2pts)
3. Distinguish the differences between primary and secondary data (2pts)
Score = ___________
Rating: ____________
Answer sheet
Test I
1.__________________________________________________
2._____________________________________________________________
Test II
1._________________________________________________________
2._____________________________________________________________
Information Sheet 4- Planning evaluation processes
Evaluation of chemical based fires environmental, weather, and equipment conditions

• where possible, get rid of the fire hazards you identified - eg remove build-ups of
waste - and reduce any hazards you can't remove entirely
• replace highly flammable materials with less flammable ones
• keep anything that can start a fire away from flammable materials
• have a safe-smoking policy for employees or customers who want to smoke in a
designated area near your premises (smoking in enclosed spaces is banned)
Once you have reduced the risk as is far as practical, you need to look at any risk
that can't be removed and decide what fire safety measures to provide.
Example of a fire risk assessment
The fire risk assessment process should cover five key steps:
• identifying fire hazards - including areas where ignition, fuel and oxygen sources
are close together
• identifying people who are at risk, including people in and around the premises
and people who are especially at risk
• evaluating, removing or reducing, and protecting from risk - evaluate the risk of a
fire starting, the risk to people from fire, remove or reduce fire hazards and risks to
people from a fire, and protect people by providing fire precautions
• recording, planning, informing, instructing and training - record any major findings
and action you have taken, discuss and work with other responsible persons if
necessary, prepare an emergency plan, and inform and instruct relevant people and
provide training
• reviewing your fire risk-assessment regularly and make changes where
necessary
You may find it useful to make a simple, single line drawing of your premises, roughly to
scale/proportion and showing any relevant structural features – e.g. staircases - and
what particular areas are used as production, storage or sleeping areas.
The shape of the land, or topography, has an effect on the spread of a fire. For
example, fire travels faster up a slope because the flames pre-heat the fuel and are also
closer to the un burnt fuel. For every 10 degrees of slope, the rate of fire spread
doubles. The opposite applies when a fire is moving downhill.
The direction a slope faces, or aspect, is another factor of topography that will affect fire
spread. Northern and western aspects usually receive more sun and are warmer and
drier than slopes facing east or south. For this reason, they tend to burn more fiercely.
Topography can also influence the way in which wind behaves. As wind passes over a
sharp object, such as a hill or windbreak, it can tumble creating turbulence. Areas with
wind turbulence will produce erratic winds, causing unpredictable fire behaviour. Valleys
and gullies often channel and strengthen winds, increasing the rate of spread of a fire
and its intensity.
Name…………………………………………… ID………………………… Date…….
1. List the stakeholders of monitoring and evaluation of land use plan (3pts)
2. Distinguish the differences between Conventional and participatory monitoring and

evaluation (2pts)
3. Write the steps in participatory monitoring and evaluation (PME). (3pts)
Note: Satisfactory rating - 8 points Unsatisfactory - below 8points

Score = ___________
Rating: ____________
Answer sheet
Test I
1.__________________________________________________
Test II
1._________________________________________________________
2._____________________________________________________________
Information Sheet 5- Establishing and maintaining

Communication with others
To communicate means to use any means or method to convey information of any kind
from one person or place to another .Communications are means of communicating,
such as telephones. Communication allows units/organizations to disseminate and
share information among people, elements, and places. It links information to decisions
and decisions to action. No decision in combat can be executed without clear
communication between commanders and subordinates. Communication among the
parts of a command supports their coordinated action. The communication that
characterizes effective control is multidirectional.
Modes of Communication Used describe, in a standardized way, all of the media used
by workers in the occupational group when communicating.
There are four modes of communication. However, the entire list will not necessarily
appear in a particular Essential Skills Profile. Only those that apply to the occupational
group will be listed.
The Modes of Communication Used may include one or more of the following 4 media:
 In person, e.g., workers in close proximity to each other speak face to face.
 Using a telephone, e.g., workers responsible for materials place orders by phone.
 Using a two-way radio or other such means, e.g., dispatchers use two-way radios
to direct taxi drivers to the next destination.
 Using specialized communication signals, e.g., workers in high noise level
environments use hand signals to signal safety concerns or changes in operation.
 communicate technical information with others either by using oral or written
communication techniques
If the workplace is shared with other persons, they should be informed of any significant
risks identified. The person who has to any extent control (landlord, owner or other
employer etc) has a responsibility to make sure the regulations are complied with, in the
parts they control.
This may require communication and co-operation between all parties to ensure co-
ordination of fire safety provisions, firefighting measures, evacuation procedures etc.
 Communicating with Persons outside Organization:
Communicating with people outside the organization, representing the organization to
customers, the public, government, and other external sources. This information can be
exchanged in person, in writing, or by telephone or e-mail.
 Communicating with Supervisors, or Subordinates: Providing information to
supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in
person.
 Coordinating the Work and Activities of Others: Getting members of a group to
work together to accomplish tasks
Name…………………………………………… ID………………………… Date…….
Directions: Answer all the questions listed below.

1. Explain some of the Occupational Health and Safety (OHS) requirements
relevant to detecting fires?(5 pts.)
2. What needs for forest fire to occur? (5pts)
3. What is Communication? (5pts)
4. What are the means of communicating information while detected forest fires?
(5pts)
5. Differentiate ground and surface fire ?(5pts)
6. List phase combustion with brief description?(5pts)
7. Define wild fire?(5pts)
8. What does fire triangle indicate? (5pts
Score = ___________
Rating: ____________
Answer sheet
Test I
1.__________________________________________________
Test II
1._________________________________________________________
2._____________________________________________________________
Operation Sheet 1–
Objective: To prepare performace evalution plan for implentaion of land use plan
Tools and Equipment :
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
 Identify the situation to improve or the logic of the intervention implentaion of land
use plan (Relevance)
 Compare the results that planned and achieved (Effectiveness)
 Determine the resource use way or compare input and result (cost-benefit)
(Efficiency)
 The extent of land use plan contributed towards its longer term goals or
unanticipated positive or negative consequences (Impact).
 The continuing of positive impacts of land (Sustainability)
Objective: To prepare checklists and materials to collect information for implentaion of land
use plan
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
 What was planned? What is achieved?
 What was the reason for deviations against the plan, if any?
 Are the necessary inputs in place to implement the activities? Are the resources
being used efficiently?
 How is the quality of bio-physical measures against the standards/work norms?
 How is the participation of the community (men, women, youth, etc…?)
 Are the existing structures (development teams, working teams, CWT & KWT)
functional and capable of coordinating the task?
 What are the major issues and constraints?
 What lessons are learned and how the lessons could be used for future?
 What type of support is required from KWT, kebele administration, WWT, woreda
administration and others?
 What are the plans for next step?
Objective: To prepare monitoring and evaluation report for implentaion of land use plan
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
 Define your goals and baselines for success of land use plan
 Collect all necessary data
 Write an introduction and background for your report of land use plan to provide
the context of your evaluation to donors and readers outside the organization.
 Describe the methodology — what you are aiming to measure and how you are
measuring it.
 Discuss your findings and their impact. Describe if your land use planning
achieved its goals, what level of success you achieved and who benefited.
 Develop conclusions and recommendations for your evaluation report of land use
plan.
 Reviewing evaluation report
LAP TEST Performance Test
Name…………………………… ID…………………Date………………
Time started: ________________________ Time finished: ________________
Instructions: Given necessary templates, tools and materials you are required to
perform the following tasks within 6 hour. The project is expected from
each student to do it.
Task 1: prepare checklists and materials to collect information for implentaion of land
use plan
Task 2: Prepare monitoring and evaluation report
LG #21 LO #2- Assess fire potential
Instruction sheet
 Monitoring and reporting Weather conditions

 Monitoring equipment conditions
 Monitoring hazardous and flammable substances
 Monitor and reporting Weather conditions

 Monitor equipment conditions
 Monitor hazardous and flammable substances
being discussed. Ask your trainer for assistance if you have hard time understanding
them.
7. Perform “the Learning activity performance test” which is placed following “Operation
sheets” ,
Information Sheet 1- Monitoring and reporting Weather conditions
Weather conditions are monitored and reports inspected for changing conditions such
as storms and high winds. Weather may include, but not limited to conditions such as
high winds, electrical storms, lightning strikes and excessive heat and low humidity
2.1.1. Weather conditions
Weather: One of the most important factors affecting the behavior of a fire is weather.
The three most important components of weather are:
Wind: Wind is a major controlling factor that determines rate and direction of spread,
and shape of fire. Wind increases supply of oxygen; drives convective heat into
adjacent fuels; influences spread direction and spotting; carries moist air away replacing
it with drier air; dries Fuels; raises fuel moisture if the air contains moisture.
Temperature: affects fire behavior indirectly through influence on fuel moisture content
and local wind formation (e.g. sea-breezes). So, as air temperature increases, fuel
moisture content tends to decrease, and vice versa. Dew can form which can cause fire
to slow or even be extinguished.
Humidity: Relative humidity (RH) is a measure of how much moisture is in the air.
Expressed as a percentage, it describes the amount of water vapor in the air compared
to the amount needed for the air to be saturated (i.e. 100% RH). Humidity varies with
temperature – as temperature increases humidity decreases (and vice versa). Humidity
is important because it affects fuel moisture content and therefore its flammability. For
example, in dry conditions, moisture from fuels is transferred to the atmosphere and the
fuels become increasingly flammable. As RH increases, fuel moisture increases.
Topography
• Aspect - direction a slope faces: Leeward: light fuels sunny dry; Windward: Heavy
fuels, shade moist
• Slope - Steepness. Steep Slopes Cause Rapid Fire Spread
• Position of Fire - Top, middle, or bottom of slope. Fire near to bottom of the slop has
rapid spread up slops.
• Shape of Country - Narrow canyons & box canyons.
• Elevation - Relates to curing of fuels, precipitation, length of fire season, etc
2.1.2. Monitoring and reporting changing weather condition
Dry grass, dead leaves and tree needles, brush and small trees. Light fuels ignite
quickly and cause rapid spread of fire. They serve as kindling for heavier fuels and burn
out faster. Some green fuels such as tree needles have high oil content and are fast-
burning when they are not in an active growing stage
Heavy, large, or slow-burning fuels
Logs, stumps, branch wood and deep duff (the topsoil or partly decayed leaves and tree
needles found under dense stands of brush or trees). Heavy fuels take longer to ignite,
spread slower, burn longer and throw off large volumes of heat when dry.
Snags: Snags struck by lightning can sometimes be the cause of forest fires, particularly
if they are left to burn/fall to the ground without follow-up assessment and/or
suppression
Spacing: Fuel spacing describes the distribution of fuels in a given area.
Quantity: As the amount of flammable material in a given area increases, the amount of
heat produced by the fire also increases.

Name…………………………………………… ID………………………… Date…….
1. List some of natural hazards and limitations (3pts)

2. List the some of symptoms of land-use problems (3pts)
3. List the some of social problems in land use (3pts)
Score = ___________
Rating: ____________
Answer sheet
Test I
1.__________________________________________________
2. _________________________________________________
Test II
1._________________________________________________________
2._____________________________________________________________
Information Sheet 2- Monitoring equipment conditions
Stock and maintenance of equipment

More equipment should be kept in stock than the number of personal available to use
them. It is quite unless bringing men to a fire unless each has an item of equipment to
use.
Regarding care and maintenance the following to use
• Safe storage in wet season
• Identification of equipment by color
• Arrangement for issuing equipment and returning it back to the store after use.
COMMUNICATION EQUIPMENT
The two types of radio transceivers used in fire fighting communication are UHF (ultra
high frequency) and VHF (very high frequency).
UHF radios are generally used by contractors and members of the public. VHF is used
by the emergency services, government agencies andorganizations that need to work in
association with these agencies.
Two-way radios have two operating modes:
 Repeater, for long range communications from the field to a base, and
 Simplex, for line-of-sight communications in close range around the fire ground.
Radios can be vehicle-mounted, hand-held or portable, or base-mounted
CONSTRUCTINGA FIRE BREAK
The idea of a fire break, or control line, is to starve an approaching fire of any available
fuel. A fire break can be man-made or a fuel-free natural track. Either way, it should be
cleared down to bare earth or rocks.
Fire breaks can be constructed using hand tools or machinery. Suitable hand tools
include: rake hoes, pulaskis, fern hooks, chainsaws, axes, mattocks and brush cutters.
Heavy machinery, however, is much easier and faster, and allows a wider clearing to be
excavated to enable vehicleaccess.
The most appropriate machinery for building fire breaks includes: bulldozers, graders
(when on reasonably flat ground), tractors, log skidders, excavators and track loaders.
Name…………………………………………… ID………………………… Date…….
1. List at least four Institutions that involve in communicated for backstopping (4pts)
Note: Satisfactory rating - 4 points Unsatisfactory - below 4points
Score = ___________
Rating: ____________
Answer sheet
Test I
1.__________________________________________________
2. _________________________________________________
Test II
1._________________________________________________________
2._____________________________________________________________
Information Sheet 3- Monitoring hazardous and flammable
substances
Hazardous and flammable substances are monitored to assess the potential of spillage
and combustion. Hazardous and flammable substances may include engine oils, fuels
and treatment substance.
A forest fire involves combustion of organic material (fuel) that releases a large quantity
of energy. The combustion energy is transferred from the burning fuel to unburned fuels
ahead of the fire front. This phenomenon ensures the fire spread. The fire start depends
on the flammability of the vegetation. The fire spread depends on a number of variables,
including fuel characteristics (size, moisture content and arrangement), weather and
topography.
3.1 Combustion
Definition: Combustion is a fast and exothermic oxidative reaction that releases heat,
requiring an oxidizing agent to burn the fuel. In the case of a forest fire this oxidizing
agent is the air in the atmosphere with the vegetation being the fuel. The combustion
requires the presence of three elements called fire triangle: (a) fuel, (b) oxidizing agent,
and (c) initial energy. The process develops in three phases: (a) Evaporation of water in
the fuel, (b) emission of flammable gas by pyrolysis, and finally (c) ignition; the ignition
is ensured by an external energy source. In the following process one part of the
released combustion Energy is reabsorbed by the fuel in order to sustain the
combustion. In the case of a forest fire the released energy is absorbed by the
vegetation/fuel ahead of the flaming front, which causes the fire propagation.
Heat transfer and fire spread

The mechanisms of fire spread are distinguished in three phases:
 Combustion of vegetation material with heat emission;
 Heat transfer towards the fuel ahead of the fire front by conduction, thermal
radiation and convection;
 Heat absorption by the plant before the flaming front and its ignition
Types of Heat Transfer
Heat transfer is an energy exchange process between two points in space that occurs
when a temperature difference exists between these two points. It is maintained by the
three fundamental physical processes: conduction, radiation and, convection.
a. Conduction
The conduction is the result of molecular movement. It is related to the composition and
the temperature of the environment. It can only happen in a material that is solid, liquid
or gaseous. The heat spreads from the warm to the cold body. In practice the
conduction is negligible during the spread of a vegetation fire, since it accounts only for
5 % of the heat transfer. The only exception is a ground fire or a peat fire where
conduction is the predominant heat transfer. On the other hand, the solid particle
conduction explains the different behavior of fuels as a function of their depth.
b. Thermal radiation
Radiation is a type of energy transfer in form of electromagnetic waves with or without
particles. All bodies with an absolute temperature above 0 K (=–273°C) emit an
electromagnetic radiation, where the radiation frequency is a function of the
temperature. The quantity of the transferred energy from one body to another body
augments with the increase of the temperature difference between these two bodies.
Heat transfer during a forest fire is mainly by electromagnetic infrared radiation.
c. Convection
Convection is a heat transfer by macroscopic movements of a fluid (gas in the case of a
fire) who’s mass transports the containing heat. In vegetation fires, combustion
produces hot gases which mix with the also heated ambient air. These hot gases are
lighter and go up quickly. They bring a great quantity of heat to fuels located above
(crown), desiccate them and raise their temperature up to the ignition point. The wind,
by pushing hot gases ahead of the flaming front -even in the lower layers of the
vegetation - accelerates the fire spread.
The variations of the topography also influence the displacement of hot gases. For an
upslope fire, the convection ahead of the fire front is more marked with increasing slope
steepness; it is the opposite in a down slope fire. The convection is the dominating
process of heat transfer in the forest fires spread. In addition, the moving gases often
transport burning materials (“firebrands”), which can fall down up to several hundred
meters in front of the fire and ignite new fires (“fire spotting”).
Types of Fire Spread

Except for ground fires, a vegetation fire is propagated mainly by convection and
radiation. Fire spotting can accelerate the fire spread. Various types of fires are
distinguished in accordance with the layers they are spreading:
a) Ground fires:
• Burn in organic material of the soil layer (e.g. a peat fire) and usually do not produce a
visible flame.
• They can penetrate in very deep organic deposits and smolder several decimeters
under the surface.
• They are relatively rare in the Mediterranean region.
b) Surface fires:
• Burn the low and contiguous layers on the ground (litter, grass, undergrowth). They
are the most common.
• Crown fires set ablaze the tree tops and spread quickly. There are two types:
1. Independent crown fires, which spread in the crown independently from a surface
fire.
2. Dependent crown fires, which spread in the tree tops only because of the heat
released by the surface fire.
They are «passive» if they contribute less to the propagation than the surface fire and
«active» in the contrary case.
Fire spotting is caused by flying sparks or embers (firebrands) ahead of the flaming
front. These particles, lifted up in the convection column and transported by the wind,
can be the cause for a second fire in front of the first. Large firebrands can burn a long
time and be transported very far (up to 10 or 20 km in exceptional cases). Very many
fire spots can lead to multiple fire starts within a small area and thus create an
extremely dangerous blow up. Fire spotting can occur on short or long distances
according to the environmental conditions.
The rates of fire spread are extremely variable. A fire in a peat swamp advances only by
a few meters in several weeks. The rate of spread of a surface fire or a crown fire
depends on the characteristics and the state of the vegetation, the slope and the wind
The rate of fire spread is higher in low and continuous fuel types where the biomass is
small (grass, heath, open garages), sometimes exceeding 10 km/h.
• In stands with a dense understory, this speed decreases because the vegetation forms
a screen obstructing the wind and the heat transfer. Under these conditions the spread
rate is 5 to 6 km/h. On the other hand, more biomass is burned.
• Fire storms often move at speeds ranging from 5 to 10 km/h.
3.2.3 Flammability & combustibility
Flammability and combustibility characterize the reaction of the vegetation during a
fire:
• Flammability influences the ignition.
• Combustibility, or fire intensity in relation to vegetation characteristics, influences the
fire spread.
These two concepts can be defined for a plant (branch, leaves, bark fragment), for a
species or for a vegetation formation.
a) Flammability
Flammability qualifies the proneness of the fuel to ignite under heat. It characterizes the
quantity of energy necessary to the desiccation of the plant and the pyrolysis. One of
the methods employed to estimate this flammability consists in measuring the following
Parameters of vegetation samples that are subjected to thermal radiation:
• The time of ignition, corresponding to the exposure time necessary to the appearance
of a flame.
• This factor can be measured using a stop watch.
• The frequency of ignition, i.e., the number of samples where a flame appears, in
relation to the total number of samples.
The average values of these two parameters allow classifying the plants according to
their flammability.
b) Combustibility
Combustibility is the fire intensity related to the characteristics of the vegetation. It
describes the fire intensity that a vegetation formation can build up, without taking into
account the topography and the wind.
It characterizes the proneness of the vegetation to burn by releasing sufficient energy
and to induce, by heat transfer, the ignition of the next plants.
The combustibility of vegetation is correlated to:
1) The amount of biomass combusted,
2) The heat content of the particular species burned,
3) The spatial structure, and
4) The water content (i.e., the season).
c) The importance of these parameters
The flammability of a plant varies according to its parts. The bark of the Aleppo pine
does not have the same flammability as its needles. The fire in a pine forest starts in the
litter, made up mainly of dry needles. The risk analysis of an ignition in such a stand
requires the knowledge of the flammability of these needles. A vegetation formation is
made up of plants. The flammability and the combustibility of a stand depends on its
species composition and their structural arrangement, as well as theirs water content.
These two parameters are thus variable according to the vegetation formation, but also
according to the season. Flammability and combustibility are important for estimating
the fire hazard of a forest:
• The study of flammability starts with the analysis of the risk of a fire occurrence, either
temporal (follow-up in time), for example, resulting to a preventive mobilization of fire
fighting forces at days with high risk, or spatial.
• The combustibility study allows defining fuel types in function of fire behavior models.
Fire behavior
It’s a general designation given to what forest fire does, intensity &/or Spread? Three
principal environmental elements affecting wild land fire behavior: (A) Fuels (B) Weather
& (C) Topography
A. Fuels
a) Fuel types : Grass,Shrub, Timber litter, Logging Slash
b) Fuel Moisture: The amount of water in a fuel expressed as a percentage of
the oven-dry weight of that fuel
c) Fuel categories (size and shape)
• Light fuels: Grass, Leaves, Shrubs
• Heavy fuels: Limbs, Logs, Stumps
d) Fuel Loading:
• The quantity of fuels in an area. Generally expressed in Tons per Acre.
e) Horizontal continuity: Continuous Vs patchy
& Vertical arrangement of fuels: - Ground, Surface & Aerial
P a g e | 12
Ground fuel:
• All combustible materials lying beneath the surface including deep duff, roots,
rotten buried logs, and other organic
material.
• Usually called a “PEAT FIRE”
Surface fuel:
• All materials lying on or immediately above the ground including needles or leaves,
grass, downed logs, stumps, large limbs and low shrubs
Aerial fuels:
• All green and dead materials located in the upper forest canopy including tree
branches and crowns, snags, moss, and high shrubs.
Name…………………………………………… ID………………………… Date…….
Score = ___________
Rating: ____________
Answer sheet
Test I
1.__________________________________________________
2. _________________________________________________
Test II
1._________________________________________________________
2._____________________________________________________________
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
(Efficiency)
use plan
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
measuring it.
plan.
Name…………………………… ID…………………Date………………
Task 1: prepare checklists and materials to collect information for implentaion of land
use plan
Task 2: Prepare monitoring and evaluation report
LG #22 LO #3- Evaluate fire prevention
Instruction sheet
 Controlling and monitoring fire risks and hazards
 Regularly checking equipment
 Handling hazardous or flammable substances
 Control and monitor fire risks and hazards
 Regularly check equipment
 Handle hazardous or flammable substances
being discussed. Ask your trainer for assistance if you have hard time
understanding them.
Information Sheet 1- Controlling and monitoring fire risks

and hazards
Fire Danger And Risk Analysis
Fire risks and hazards May include, but not limited to: Weather conditions which induce
fire, welding or grinding sparks, dry undergrowth, the potential of equipment created fire,
combustible materials such as dry or dead scrub, tall grasses, rubbish, oily rags, waste
material proximity to equipment, and flammable liquids.
The term fire hazard describes the fuel complex (the combustible materials), defined by
volume, type, condition, arrangement, and location, that determines the degree both of
ease of ignition and of fire suppression difficulty. Vulnerability defines the threat to
property which is at stake in the area concerned (“values at risk”: dwellings, buildings,
heritage, etc…). It should be noted that the forest, being both a fire vector (fuel) and a
fire victim, is simultaneously subject to the risk and the vulnerability. This is also the
case for humans who with their activities can start a fire as well as suffer the negative
impact of the phenomenon.
In general, the disciplines which conduct research on natural or technogenic hazards

(e.g., flooding, earthquakes, major technological accidents, etc.) call a danger the
product of the arising probability of a phenomenon (risk) and the value of the damage
(vulnerability). However, as generally accepted concerning forest fires, the term risk is
used in this guide in the sense of ignition probability, and the term danger in the sense
of its given definition (see above).
It is necessary to distinguish the concepts of fire danger evaluation and forecast:

 To evaluate a danger, is to assess both fixed and variable factors of the fire
environment that determine the ease of ignition, rate of spread, difficulty of
control
 To forecast a danger, is the effort to determine a period of time when the
phenomenon could occur.
 The fire danger varies in time in accordance with weather and vegetation
conditions.
This is the temporal forecast of the danger. The fire danger is not homogeneous for the
whole territory. Its intensity depends of natural environmental conditions and the land
use. The spatial evaluation takes this aspect of fire danger into consideration.
It should however be noticed that:
 The temporal danger is not inevitably identical for the entire area looked at. This
area can be divided into zones which each has its own temporal fire danger level.
 The spatial danger is analyzed on a well defined date, and can evolve over time
(new human activities, change of vegetation stress, etc.)
Controlling and monitoring fire risks and hazards includes Controlling vegetation (such
as grass, heath, scrub and forest undergrowth) to minimize risk, cutting of firebreaks
(including clearing areas which are slashed or ploughed and clear of any combustible
material, wide enough to prevent fires jumping the break), housekeeping to ensure
flammable, combustible or waste materials are in safe proximity to machinery

Name…………………………………………… ID………………………… Date…….
Test I short answer

1. Define revision (1pt)
2. List the three information rnecessary to know when checking goals if they are still
valid and redefined (3pts)
Score = ___________
Answer Sheet Rating: ____________

Name: _________________________ Date: _______________
Test I
1. _____________________________________________________
_________________________________________________________
Test II
1. _______________________________
2. _________________________________
3. _____________________________________
Information Sheet 2 Regularly checking equipment

Name…………………………………………… ID………………………… Date…….

Test I short answer

1. List the three types of modifications to revise the land use plan (2pts)
2. Describe the difference between Maintenance and Amendment (3pts)
Score = ___________

Name: _________________________ Date: _______________
Test I
2. _____________________________________________________
_________________________________________________________
Test II
4. _______________________________
5. _________________________________
6. _____________________________________
Information Sheet 3- Handling hazardous or flammable
substances
Hazardous Materials Handling and Storage

 Regulatory Considerations
 Management Issues
 Pollution Prevention and Hazardous Wastes Storage
Even chemicals that are generally considered to be benign have potential to be
hazardous under specific circumstances. Lab staff should ensure that stock chemicals
and other hazardous materials are stored properly in order to prevent spills,
uncontrolled reactions and minimize worker exposures. Labs are particularly challenged
because of the number and variety of chemicals that are handled.
Regulatory Considerations
In order to effectively manage chemicals, small labs should establish a program based
on the following three principals:
Minimize Exposures Take the necessary precautions when working with and storing
chemicals. As a means of minimizing the potential for exposure, pursue opportunities
for product substitution.
Do Not Underestimate Risks Ensure that the risk associated with each chemical is
assessed, understood and communicated. It is prudent to assume all chemicals are
hazardous and handle them accordingly.
Use Proper Control Measures Eliminate the hazard through engineering controls,
personal protective equipment, and administrative procedures. Ensure that all staff are
properly trained in accordance with regulatory requirements (e.g., Laboratory Standard)
so that they can operate safety at their job.
The following are key management issues for the storage and handling of hazardous
materials including hazardous chemicals, flammable liquids, and compressed gases.
Regulations regarding the proper storage of hazardous materials are complex. The
information provided below is not comprehensive. Small lab managers should review
OSHA and other requirements and guidelines described above to ensure that all
requirements are being meet and that hazardous materials are being managed in
accordance with prudent practices.
The Chemical Hygiene and Hazard Communication Plan

29 CFR 1910.1450 and 1910.1200 establish requirements for the communication of
chemical hazards to employees in the workplace. The programs include a number of
common elements. These are:
Establishment of documented programs. For labs subject to the Lab Standard, this is in
the form of a Chemical Hygiene Plan (CHP);
Preparation and periodic update of an inventory of all hazardous chemicals;
Labeling of all containers of hazardous chemicals (including materials transferred from
the manufacturer's container to end user container such as spray bottles);
The availability of Material Safety Data Sheets (MSDS’s) for workers on all shifts and in
all locations;
Employee chemical hazard training and documentation; and
Processes to review and update the program on a periodic basis.
The Lab Standard also requires that a Chemical Hygiene Officer (CHO) be designated
by the lab to implement and maintain the program.
The Chemical Inventory

A chemical inventory should be prepared and maintained. The inventory is important in
complying with OSHA requirements such as the Lab Standard and EPA requirements
such as those under EPCRA (see Emergency Planning and Community Right-To-Know,
Section 3.9). The inventory can also be helpful in conserving space, saving economic
resources, and promoting P2 (see Hazardous Wastes, Section 3.3). Inventories should
include chemical names, storage locations, quantities, and hazard information.
Individual inventories should be maintained in each lab and storage area with a roll-up
inventory maintained by the CHO or other appropriate environmental staff.
Chemical Storage in the Lab

Centralized chemical storage is recommended. Chemical storage inside labs should be
limited to those chemicals and quantities necessary to complete task requirements. Key
consideration for lab storage and handling include:
Chemicals should not be stored on floors or benches since they could be knocked over.
Storage on open shelves should be avoided. When necessary, lips or restraining
devices should be used. Do not store chemicals in the lab above eye level;
Chemicals should be segregated according to chemical classes and compatibility first.
Then they can be stored by a convenient finding method such as alphabetically. For
example, acids should be kept separate from bases, oxidizers from organics, and
cyanides from acids. Physical separation should be provided for reactive chemicals.
Use secondary containers in storage areas if available space does not allow
incompatible materials to be properly separated;
Properly store flammable and combustible materials in accordance with NFPA 45 and
NFPA 30 (see further descriptions below);
When possible, segregate toxic chemicals from other chemicals and store in closed
cabinets. Label the cabinets “TOXIC CHEMICALS" or with a similar warning;
Maintain chemicals per manufacturer requirements;
Ensure containers are labeled in accordance with the OSHA Laboratory Standard;
Make sure containers are closed when not in use;
Use secondary containment such as acid carriers when transporting liquid chemicals
more than a very short distance; and
Central chemical storage areas (e.g., rooms) require specific design and equipment
such as construction materials, lighting, ventilation, fire extinguishers, and
housekeeping procedures such as aisle space.
Flammable and Combustible Liquids
Additional requirements apply to those chemicals that are classified as flammable or
combustible liquids. These materials must be stored in accordance with NFPA 45 in
labs and NFPA 30 in other locations.
Regardless of experimental or production requirements and even when NFPA allows
higher quantities, prudent practice is that the quantity of these materials in a lab room
not exceed a total of 60 gallons or one months supply (for all such chemicals
combined);
Flammable and combustible liquids should be stored in glass, metal or plastic
containers that meet NFPA requirements. More than 10 gallons of flammable and
combustible liquids should be stored in a flammables cabinet or specially designed
room. Prudent practice is to store these materials in a flammables cabinet when ever
possible;
Storage in flammable cabinets must not exceed design quantities (e.g., 60 gallons).
Cabinets should be properly vented if there is the potential for the buildup of hazardous
vapors; and
Refrigerators and freezers used to store flammable liquids should be explosion proof or
“lab safe” in accordance with NFPA 45.
Highly Reactive Chemicals
Labs that use highly reactive chemicals should take measures to ensure that these
substances are handled properly. Due to the volatile and explosive nature of this class
of chemicals, it warrants special attention. The following guidelines should be followed
when using and storing highly reactive substances:
Consider the storage requirements of each highly reactive chemical prior to purchase
and make sure that staff are trained to store it safely;
Obtain and review the Material Safety Data Sheet or other chemical safety information
to ensure that staff are aware of the hazards and storage requirements;
Purchase small quantities of the chemical that staff will need for the short term. Try not
to exceed a three-month supply;
Label, date, and inventory all highly reactive materials as soon as they are received. If
staff must transfer the chemical from its original container into another container, make
sure it is labeled with the name of the chemical, and the words "DANGER! HIGHLY
REACTIVE MATERIAL." For water reactive chemicals include the warning "DO
NOT USE WATER TO EXTINGUISH FIRE." Note: OSHA may require special labels
disclosing all hazards on repackaged containers;
Do not open a container of highly reactive material that is past its expiration date;
Do not open a liquid organic peroxide or peroxide former (e.g., picric acid) if crystals or
a precipitate are present;
Segregate the following highly reactive materials:
Oxidizing agents from reducing agents and combustibles,
Powerful reducing agents from readily reducible substrates, and
Acids from reducing agents;
Store highly reactive liquids in trays large enough to hold the contents of the bottles;
Store peroxidizable materials away from heat and light;
Do not use metal spatulas to handle peroxides because ontamination by metals can
lead to explosive decomposition. Use ceramic, Teflon, or wooden spatulas;
Avoid friction, grinding, and all forms of impact near peroxides, especially solid
peroxides and diazomethane solution (used in methylation of some pesticides). Glass
containers that have screwcap lids or glass stoppers should not be used. Instead, use
polyethylene bottles with screw-cap lids;
Store materials that react vigorously with water away from possible contact with water;
Store thermally unstable materials in a refrigerator. Use a refrigerator with these safety
features:
Alarm to warn when temperature is too high,
Spark-proof controls on the outside, and
Magnetic locked door;
Store liquid organic peroxides at the lowest possible temperature consistent with the
solubility or freezing point. Liquid peroxides are particularly sensitive during phase
changes;
Inspect and test peroxide-forming chemicals periodically; and
Store containers in cabinets that are designed to hold that type of waste.
Compressed Gases
Compressed gas cylinder storage should meet the requirements in the Compressed
Gas Association Pamphlets C-6 1968 and C-8 1962.
Properly label the cylinders with their contents; store upright and away from heat
sources;
Cylinders should be chained to the wall or otherwise secured from falling;
Do not store cylinders so as to block exits, obstruct aisles, or otherwise interfere with
egress; and
Cylinders should be separated based on their contents. Incompatible materials (e.g.,
oxygen and propane, chlorine and helium) should be segregated. In addition, full,
partially full and empty cylinders should be labeled as to their status and separated.
Pollution Prevention and Hazardous Materials Storage
P2 and waste minimization for hazardous chemicals starts with the substitution of less
hazardous substances (see Hazardous Wastes, Section 3.3). Sometimes this is difficult
in a lab environment where researchers may be unwilling to change because they are
concerned about the performance of the substitute in their experimentation. This can
often be overcome through a team effort involving the CHO, environmental staff,
purchasing staff and the researcher. In this setting, limitations and concerns can be
clearly articulated and more easily addressed. Other opportunities include:
Maintaining an accurate inventory that can be shared throughout the facility. Using this
inventory, chemicals can be shared and expiration dates can be tracked;
Purchasing of only the smallest amounts needed. Often, the additional cost associated
with the smaller or custom purchase is less than the cost of expired or unused chemical
disposal;
Establish a centralized purchasing program to ensure full utilization of chemical
products;
Order reagent chemicals only in amounts needed;
Maintain a limited inventory of chemicals on hand so those chemicals do not expire or
deteriorate and necessitate disposal;
Scale down experiments or procedures. Over the last decade, microscale chemistry has
come to be considered a proven technology. It can reduce the quantity of chemical
reagents used by a factor of 100 to 1000. Lab safety can be improved due to the
reduction in exposure to organic vapors, for example, and spill preparedness is easier.
Less chemical storage space is needed and chemical inventory management requires
less labor. Cost reductions also result even if per-unit reagent costs increase due to
purchasing smaller containers, the annual dollar savings on total purchases usually
offsets this. Reduce or eliminate the use of highly toxic chemicals in lab experiments;
Increase the use of instruments that require less reagent or smaller or fewer samples;
Use less solvent to rinse equipment;
Review the use of highly toxic, carcinogenic, reactive, or mutagenic materials to
determine if safer alternatives are feasible; and
If feasible, consider using computer simulation or modeling to replace wet chemistry.
Name…………………………………………… ID………………………… Date…….

Test I short answer
Score = ___________
Rating: ____________
Answer Sheet
Name: _________________________ Date: _______________
Test I
1. _____________________________________________________
_________________________________________________________
Test II
1. _______________________________
2. _________________________________
3. _____________________________________
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
(Efficiency)
use plan
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
 Paper
 Map
 GPS
 GIS software
 Tapmeter
Procedures:
measuring it.
plan.
Name………………………………. ID…………… Date………………………………
Task
LG #23 LO #4- Record and report information fire

potential
Instruction sheet
 Reporting potential of fire
 Recognizing and alarming signs of fire potential to alert appropriate personnel
 Recording and reporting fire potential and prevention procedures

This guide will also assist you to attain the learning outcomes stated in the cover
page. Specifically, upon completion of this learning guide, you will be able to:
 Report potential of fire
 Recognize and alarm signs of fire potential to alert appropriate personnel
 Record and report fire potential and prevention procedures
being discussed. Ask your trainer for assistance if you have hard time
understanding them.
Information Sheet 1- Reporting potential of fire
Name…………………………………………… ID………………………… Date…….

Test I short answer
3. Define revision (1pt)
4. List the three information rnecessary to know when checking goals if they are still
valid and redefined (3pts)
Score = ___________

Name: _________________________ Date: _______________
Test I
3. _____________________________________________________
_________________________________________________________
Test II
7. _______________________________
8. _________________________________
9. _____________________________________
Information Sheet 2- Recognizing and alarming signs of

fire potential to alert appropriate
personnel.
Signs of fire potential May include, but not limited to:

• Lightning strikes, high winds, smoke, flames, storms, equipment
overheating, flammable liquid spills and electrical ignition
Appropriate personnel • Fire wardens, fire response personnel,

• Supervisors, suppliers, clients, colleagues and managers,
• Emergency Evacuation Committee, fire prevention committee
Name…………………………………………… ID………………………… Date…….

Test I short answer

3. List the three types of modifications to revise the land use plan (2pts)
4. Describe the difference between Maintenance and Amendment (3pts)
Score = ___________

Name: _________________________ Date: _______________
Test I
4. _____________________________________________________
_________________________________________________________
Test II
10. _______________________________
11. _________________________________
12. _____________________________________
Information Sheet 3- Recording and reporting fire potential
and prevention procedures.
Recording and reportingMay include, but not limited to: environmental care and fire
prevention, procedures such as risk, hazards, incidents or equipment Malfunctions, may
be manual, using a computer-based system or Another appropriate organizational
communication
System
Name…………………………………………… ID………………………… Date…….

Test I short answer

Score = ___________
Rating: ____________
Answer Sheet
Name: _________________________ Date: _______________
Test I
1. _____________________________________________________
_________________________________________________________
Test II
4. _______________________________
5. _________________________________
6. _____________________________________
Objectives;
Name………………………………. ID…………… Date………………………………
Task

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NATURAL RESOURCES CONSERVATION AND

Module Title: - Monitor and Evaluate Fire Potential and

LO #1- Prepare for fires..........................................................................4

LO #2- Assess fire potential.................................................................23

LO #3- Evaluate fire prevention............................................................32

LO #4- Record and report information fire potential............................40

Information Sheet 1. Identifying and complying OHS, legislative

organisational safety policies and procedures, and may include:

 Personal protective equipment (PPE) is protective clothing, helmets, goggles, or other

 First aid equipment

Priorities during an emergency in a working environments are:- personal safety, hazard

Arrangements should be made to ensure a telephone is available in a place of safety in

• Identify hazards and people at risk

Self-check 1 Written test

Test I Short Answer Questions

Note: Satisfactory rating - 10 points Unsatisfactory - below 10 points

Answer Sheet Score = ___________

Information Sheet 2- Constantly evaluating types & potential for

Pre-suppression – This group of activities includes all fire management activities

1 Suppression – The objective of fire suppression is to suppress wildfires at

A. Firebreaks - The construction of firebreaks around and inside a forest is a

C. (Silvo) pastoral fuel breaks – The integration of grazing is another method of

3 Fire control (or firefighting)

Consists of depriving a fire of fuel (Reducing Agent), oxygen(Oxidizing Agent), heat

Fuel can be any

Self-Check – 2 Written test

Name…………………………………………… ID………………………… Date…….

Test I: Short Answer Questions

2. List the five aspects of evaluation (2pts)

3. Distinguish the differences effectiveness and efficiency (2pts)

Note: Satisfactory rating - 8 points Unsatisfactory - below 8 points

Information Sheet 3- Selecting and checking equipment

Terrestrial or aerial Forest ﬁre suppression requires equipment adapted to the:

DIRECT FIRE INTERVENTION

Initial attack vehicles

Monitoring of weather parameters: small portable weather stations measuring in real

 Personal protective equipment ("PPE") designed to withstand water and high

Self-Check – 3 Written test

Name…………………………………………… ID………………………… Date…….

Test I: Short Answer Questions

1. Define primary data. (2pts)

3. Distinguish the differences between primary and secondary data (2pts)

Note: Satisfactory rating - 6 points Unsatisfactory - below 6 points

Information Sheet 4- Planning evaluation processes

Evaluation of chemical based fires environmental, weather, and equipment conditions

Self-Check – 4 Written test

Name…………………………………………… ID………………………… Date…….

Test I: Short Answer Questions

2. Distinguish the differences between Conventional and participatory monitoring and

3. Write the steps in participatory monitoring and evaluation (PME). (3pts)

Note: Satisfactory rating - 8 points Unsatisfactory - below 8points

Information Sheet 5- Establishing and maintaining

Self-Check – 4 Written test

Name…………………………………………… ID………………………… Date…….

Directions: Answer all the questions listed below.

 Collect all necessary data

LAP TEST Performance Test

LG #21 LO #2- Assess fire potential

 Monitoring and reporting Weather conditions

 Monitor and reporting Weather conditions

Information Sheet 1- Monitoring and reporting Weather conditions

2.1.1. Weather conditions

Time started: ________ Time finished:

Time started: ________ Time finished: