Initial Fire Investigation for First Responders-Instructor Guide · 2016. 7. 15. · Initial Fire...
Transcript of Initial Fire Investigation for First Responders-Instructor Guide · 2016. 7. 15. · Initial Fire...
Initial Fire Investigation for First Responders IFIFR-Instructor Guide 1st Edition, 1st Printing-November 2014
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Initial Fire Investigation for First Responders IFIFR-Instructor Guide 1st Edition, 1st Printing-November 2014
This Instructor Guide may contain material that is copyright protected. USFA has been granted a license to use that material only for NFA-sponsored course deliveries as part of the course materials, and it shall not be duplicated without consent of the copyright holder. States wishing to use these materials as part of state-sponsorship and/or third parties wishing to use these materials must obtain permission to use the copyright material(s) from the copyright holder prior to teaching the course.
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
TABLE OF CONTENTS
PAGE Table of Contents .............................................................................................................................................. iii Acknowledgments ............................................................................................................................................. v Instructional Aids .............................................................................................................................................. vii Course Goal ....................................................................................................................................................... ix Audience, Scope and Course Purpose ............................................................................................................... ix Classroom Environment .................................................................................................................................... ix Course Schedule ................................................................................................................................................ xi Schedule ............................................................................................................................................................ xiii Firefighter Code of Ethics ................................................................................................................................. xv Grading Methodology ....................................................................................................................................... xvii Initial Fire Investigation for First Responders Evaluation Master Sheet ........................................................... xix Examination....................................................................................................................................................... xxi Examination Answer Key .................................................................................................................................. xxxiii Examination Answer Sheet ............................................................................................................................... xlvii Examination Answer Sheet Key ........................................................................................................................ xlix A Student Guide to End-of-course Evaluations ................................................................................................. li Instructions on Completing the Course Update and Versioning Documentation .............................................. liii
INTRO: INTRODUCTION ........................................................................................................... IG I-1 UNIT 1: FIRE BEHAVIOR ........................................................................................................... IG 1-1 UNIT 2: FIRE SCENE EXAMINATION .................................................................................... IG 2-1
Appendix: Fire Scene Examination Checklist UNIT 3: FIRE CAUSES................................................................................................................. IG 3-1 UNIT 4: VEHICLE FIRES ............................................................................................................ IG 4-1
Appendix: Vehicle Fire Inspection Checklist UNIT 5: FIRE CAUSE DETERMINATION ............................................................................... IG 5-1
Acronyms
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ACKNOWLEDGMENTS The development of any National Fire Academy (NFA) course is a complex process aimed at providing students with the best possible learning opportunity we can deliver. There are many players in course development, each of whom plays an equally important part in its success. We want to acknowledge their participation and contribution to this effort and extend our heartfelt thanks for making this quality product. The following people participated in the creation of this course: Lee Vogtman Instructional Systems Specialist U.S. Fire Administration, National Fire Academy Emmitsburg, Maryland Michael Donahue Training Specialist U.S. Fire Administration, National Fire Academy Emmitsburg, Maryland George F. Stone III, Ph.D. Project Manager DSFederal, Inc. Rockville, Maryland Curtis P. Miller, M.S. Senior Instructional Systems Designer DSFederal, Inc. Rockville, Maryland Andrew Chao-Ting Tsung Deputy Instructional Systems Designer DSFederal, Inc. Rockville, Maryland Chris Gauss, IAAI, CFI Subject Matter Expert/Instructor Finksburg, Maryland
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INSTRUCTIONAL AIDS Slides
Intro: Slides I-1 to I-12 12 Unit 1: Slides 1-1 to 1-67 67 Unit 2: Slides 2-1 to 2-96 96 Unit 3: Slides 3-1 to 3-86 86 Unit 4: Slides 4-1 to 4-80 80 Unit 5: Slides 5-1 to 5-17 17
Total Slides 358
Videos
Intro: “The First Responder’s Role in Fire Investigation” Unit 1: “NFPA Ignition and Development”
“UL/NIST New Versus Old Furnishings” “NIST Potato Chip Rack Fire” “NIST Flashover” and “NFA Flashover Demonstration” “New Brighton, PA, Backdraft”
Unit 2: “SFPE Chemistry of Fire” Unit 4: “NFA Vehicle Fire Burn Exercise” Unit 5: “NIST Chicago Fire Test Exercise”
“NFPA 921 Determining Origin and Cause”
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COURSE GOAL The goal of this course is to empower students with the knowledge to identify and define key concepts of fire dynamics and fire modeling and develop the ability to apply the available tools to fire investigation and prevention in order to support conclusions using scientific principles.
AUDIENCE, SCOPE AND COURSE PURPOSE The target audience for “Initial Fire Investigation for First Responders” (IFIFR) is first responders and their advancement in the professional development of fire, rescue and emergency service personnel and the mitigation of loss of life and property from fire and other hazards. An integral part of that program is training and professional development in fire and life safety education programs/courses. The scope of this course is to provide first responders with the fundamental understanding of the principles, processes and procedures involved in fire scene examination. The purpose of this course is to provide first responders with the tools to understand the key role they play in fire scene examination and in preserving and protecting important evidence for any subsequent investigation. The content of the course will provide a clear definition of the role of the first responder in arson detection and provide essential knowledge to enable him or her to recognize the potential of intentionally set fires, preservation and protection of evidence, and proper reporting of information to appropriate officials. By strengthening the partnership between first responders and investigators, the chances for successfully solving arson-related crimes will increase. The course includes topics such as fire behavior, critical observations of the first responder, fire causes, scene security and evidence preservation, legal considerations, and documentation of findings.
CLASSROOM ENVIRONMENT This new blended learning course is comprised of one six- to eight-hour online e-learning prerequisite module and one updated two-day classroom component. The best courses are both physically and psychologically suited to good learning. For online learning, students should study in a quiet area, without distractions. The room should be physically inviting, well-lit, spacious and acoustically suitable. The furniture needs to be comfortable and suited for shared learning. When small groups are used, tables accommodating groups of four or five are needed. The instructor’s podium or lectern, the projection screen, and the whiteboard or easel pad must be clearly visible to all students. Psychologically, the instructor sets the mood to facilitate learning with a friendly, open and receptive tone. Positive results depend in large measure upon positive approaches. Encourage your students to take a positive attitude, share ideas, and be involved in discussions.
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COURSE SCHEDULE Online
(Estimated time of completion) Module 1: First Responder Observations 1 hr., 30 min. Module 2: Securing the Fire Scene and Preserving Evidence 2 hr. Module 3: Motives 1 hr., 30 min. Module 4: Legal Aspects 1 hr. Module 5: Documentation 1 hr., 30 min.
Total Time 7 hr., 30 min. Classroom Intro: Introduction 1 hr., 40 min. Unit 1: Fire Behavior 3 hr., 15 min. Unit 2: Fire Scene Examination 2 hr., 35 min. Unit 3: Fire Causes 1 hr., 40 min. Unit 4: Vehicle Fires 2 hr., 5 min. Unit 5: Fire Cause Determination 2 hr., 35 min.
Total Time 13 hr., 50 min.
Total Course Time 21 hr., 20 min. Note: breaks and lunch not included
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SCHEDULE
TIME DAY 1 TIME DAY 2
8:00 - 9:30 Introduction, Welcome and Administrative 8:00 - 9:00 Unit 3: Fire Causes (cont’d)
9:30 - 9:40 Break 9:00 - 9:10 Break
9:40 - 10:40 Unit 1: Fire Behavior 9:10 - 10:00 Unit 3: Fire Causes (cont’d) Unit 4: Vehicle Fires
10:40 - 10:50 Break 10:00 - 10:10 Break
10:50 - 12:00 Unit 1: Fire Behavior (cont’d) 10:10 - 12:00
Unit 4 : Vehicle Fires (cont’d) Activity 4.1: Vehicle Fire Examination
12:00 - 1:00 Lunch 12:00 - 1:00 Lunch
1:00 - 2:50 Unit 2: Fire Scene Examination 1:00 - 1:50 Unit 5: Fire Cause Determination
2:50 - 3:00 Break 1:50 - 2:00 Break
3:00 - 4:00 Unit 2: Fire Scene Examination (cont’d) 2:00 - 2:50 Unit 5: Fire Cause Determination
(cont’d)
4:00 - 4:15 Break 2:50 - 3:00 Break
4:15 - 5:00 Unit 3: Fire Causes 3:00 - 5:00 Activity 5.1: Fire Scene Examination Final Examination and Evaluation
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GRADING METHODOLOGY Assignments/Activities Assignments are a combination of written exercises and group activities. The purpose of these exercises and activities is for the students to demonstrate their overall understanding of the course content that includes the ability of first responders to apply key concepts and principles to conduct scientifically valid origin and cause investigations and to serve as effective witnesses in criminal or civil litigation. The instructors will read, comment and provide feedback on students’ work at regular intervals throughout the course. At the end of the course, students are required to successfully pass a comprehensive written examination with a score of 70 percent or better. Each evaluated assignment/activity receives a score. When evaluating course assignments/activities, instructors will consider the following: • Did the student comprehensively answer the assigned questions?
• Did the student comprehensively address all issues within his or her response?
• As a professional, is the student writing at a collegiate level, analyzing, reflecting on and evaluating subject
matter using appropriate grammar, punctuation and spelling? As assignments and activities are evaluated throughout the course, emphasis should be placed on ensuring that instructor comments are positive, diagnostic and corrective. Diagnostic means that instructors clearly indicate in a positive and constructive manner where and how the assignment/activity succeeded or fell short of meeting course objectives and learning outcomes. Corrective means instructors specifically describe what the student must do to bring the assignment/activity/examination up to a passing level. Student Activities The activities required throughout the course are scored as follows: • The written and verbal responses to questions and issues raised in the activities include all of the required
elements listed in the objectives for the activity in accordance with the learning outcomes. • Instructors will document the evaluation of students’ activities on the Initial Fire Investigation for First
Responders Evaluation Master Sheet. Any corrective and/or diagnostic comments about the students’ plans should also be written on the form.
• Instructors will record the appropriate grade for each student on the Initial Fire Investigation for First
Responders Evaluation Master Sheet. • Instructors will share grade sheets, including any comments/recommendations with the student after
completion of the required activities/assignments and grading.
Note: The Initial Fire Investigation for First Responders Evaluation Master Sheet will be used for official record-keeping of students’ scores and will be turned in to the training specialist at the conclusion of the course.
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Final Course Grade The student’s final grade for IFIFR will be computed as follows: Point Distribution: • Attendance: 10 points • Classroom participation/discussion: 10 points • Learning activities: 30 points • Examination: 50 points
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS FEMA/USFA/NFA-IFIFR-EX
November 2014
EXAMINATION Multiple-Choice Directions: Read each question carefully, and choose the best answer from the choices. 1. The systematic approach recommended to effectively conduct a fire scene examination is
the a. backward theory method. b. scientific method. c. grid search method. d. reconstruction method.
2. The initial step in conducting a fire scene examination is to
a. conduct a walk around of the entire structure and begin documentation. b. begin inside and work outside. c. look for the areas of greatest interior fire damage. d. begin interviewing witnesses.
3. A fire scene examination begins with conducting an examination followed
by conducting an examination working from areas of damage to damage.
a. interior; exterior; least; greatest b. interior; exterior; greatest; least c. exterior; interior; least; greatest d. exterior; interior; greatest; least
4. The tire pads of a burned vehicle can assist first responders by
a. displaying the condition of the tires. b. indicating that the vehicle was stolen. c. displaying the prefire condition of the vehicle. d. proving the event was deliberate arson.
5. Vehicle fire investigations require two separate investigations. They are
a. investigation of the owner and electrical system. b. investigation of the electrical and fuel systems. c. investigation of the vehicle and investigation of the scene where the vehicle was
located. d. investigation of the mechanical condition of the vehicle and owner’s finances.
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6. The stage of a fire when a room becomes heated such that flames ignite the surface of combustibles simultaneously is known as
a. backdraft. b. incipient stage. c. flashover. d. ignition temperature.
7. The primary difference between a flammable liquid and a combustible liquid is
a. the boiling point. b. the flash point. c. the ignition temperature. d. the specific gravity.
8. Which one of the below is not a cause of spontaneous combustion?
a. Chemical reaction. b. Pyrophoric carbonization. c. Fermentation. d. Oxidation.
9. In order to prove incendiarism, it is necessary to
a. determine the time of fire. b. eliminate all potential accidental causes. c. pinpoint the origin of the fire. d. find the true motive.
10. A requirement necessary to cause open-flame ignition of bedding or furniture from
smoking material is a. insulation of the smoking material. b. a lack of oxygen. c. moisture in the fuel. d. high-ignition temperature of the fuel.
11. Relative even burning on interior surfaces may indicate
a. a backdraft. b. burning from a thermal layer of radiant heat. c. heat from conduction. d. dropdown.
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12. An inverted “V” pattern always indicates
a. an incendiary fire. b. the cause of the fire. c. the use of ignitable liquid. d. a fire of relatively short duration.
13. The primary purpose in the reconstruction of a fire-involved room or area is to
a. identify the ignition source. b. locate the point of origin. c. notice any “V” patterns. d. determine the cause.
14. Pyrolysis is
a. the “explosion” that results from a backdraft. b. the evaporation of a gas from a container. c. the chemical decomposition of matter through the action of heat. d. the opposite of the chemical process of hydrolysis.
15. A trailer is
a. an ignitable liquid used to spread fire. b. any flammable material used to spread fire from one point to another. c. any flammable or combustible material used to spread fire from one point to
another. d. any nonflammable material doused with ignitable.
16. The major objective of a fire scene examination is to
a. arrest the arsonist. b. interview witnesses. c. determine the origin and cause of the fire. d. establish responsibility.
17. Damage indicators created by flame, radiation, hot gases and smoke create patterns that
investigators use to help locate the area or point of origin are
a. fire patterns. b. char. c. lines of demarcation. d. smoke stains.
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18. The area with the greatest amount of damage is
a. always the area (point) of origin. b. often difficult to determine due to fire behavior. c. usually identified by the presence of ignitable (flammable) liquids. d. always determined by the absence of all accidental causes.
19. Areas of clean burn indicate the area (point) of origin.
a. always b. never c. sometimes d. rarely
20. The three components of the fire triangle are
a. heat, fuel and uninhibited chain reaction. b. uninhibited chain reaction, oxygen and fuel. c. heat, fuel and oxygen. d. heat, oxygen and uninhibited chain reaction.
21. Resistance heating is what type of heat energy?
a. Chemical. b. Electrical. c. Mechanical. d. Spontaneous.
22. Spontaneous combustion is what type of heat energy?
a. Chemical. b. Electrical. c. Mechanical. d. Radiant.
23. A liquid that has a flash point below 100 F is classified as a(n)
a. combustible liquid. b. ignitable liquid. c. flammable liquid. d. soluble liquid.
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24. A liquid that has a flash point at or above 100 F is classified as a(n)
a. combustible liquid. b. ignitable liquid. c. flammable liquid. d. soluble liquid.
25. Heat release rate (HRR) is
a. the amount of heat required to raise one pound of water 1 F. b. the rate at which energy is transferred to a surface via radiant heat. c. the rate at which solids decompose by heating. d. the rate at which heat energy is generated by burning.
26. Post-flashover damage is primarily affected by
a. fuel load. b. material properties of the fuel package. c. ventilation. d. geometry of the fuel package.
27. The type of building construction that is typically concrete and protected steel with
penetrations in floor/ceiling assemblies and voids between floors is
a. Fire-resistive (Type I). b. Ordinary combustible (Type III). c. Noncombustible (Type II). d. Heavy timber (Type IV).
28. The type of building construction that is typically noncombustible exterior walls with
wooden interior construction and includes a fire cut is
a. Fire-resistive (Type I). b. Heavy timber (Type IV). c. Noncombustible (Type II). d. Ordinary combustible (Type III).
29. The transfer of heat energy by electromagnetic waves is
a. conduction. b. convection. c. radiation. d. pyrolysis.
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30. The transfer of heat energy through a solid medium is
a. radiation. b. conduction. c. convection. d. pyrolysis.
31. The rising of heated air is known as
a. radiation. b. conduction. c. convection. d. pyrolysis.
32. Lines or areas that are borders defining differences in the extent of damage between
burned and unburned areas are
a. alligator patterns. b. lines of calcination. c. lines of demarcation. d. protected areas.
33. What is the working definition of fire?
a. A rapid oxidation process, which is a chemical reaction, resulting in the evolution of heat and light in varying intensities.
b. A rapid oxidation process, which is a biological reaction, resulting in the increase in heat and light in set intensities.
c. A slow oxidation process, which is a physical reaction, resulting in the increase in heat and light in varying intensities.
d. A slow oxidation process, which is a biological reaction, resulting in the decrease in heat and light in set intensities.
34. Which of the following building construction features does not contribute to fire growth,
development and spread?
a. Type/Classification of building. b. Penetrations/Voids. c. Condition of the building prior to fire. d. Condition of the building after the fire.
35. Which of the following is not one of the four elements of the fire tetrahedron?
a. Heat. b. Fuel. c. Oxygen. d. Light.
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36. Which of the following is not one of the seven steps of the scientific method?
a. Collect data. b. Analyze data. c. Develop hypotheses. d. Compile a report.
37. Which of the following is not one of the three primary methods of heat transfer?
a. Radiation. b. Convection. c. Conduction. d. Ventilation.
38. What are the two types of kerosene heaters?
a. Radiant and convective. b. Radiant and conductive. c. Ventilated and conductive. d. Convective and ventilated.
39. Which of the following is not one of the five primary types (classifications) of building
construction? a. Fire-resistive. b. Heavy timber. c. Brick. d. Wood-frame.
40. The material that maintains combustion beyond the ignition source is known as
a. last material ignited. b. first material ignited. c. first material combusted. d. last material combusted.
41. If a structure has heavy damage from a fire, the first responder should
check that the source of electrical energy has been shut off or safeguarded.
a. sometimes b. rarely c. never d. always
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42. What else must be present to establish the cause of a fire, besides fuel and ignition source?
a. The heat and light event. b. Actions of an incendiary device. c. Circumstances of the incendiary event. d. Circumstances that bring together fuel and ignition source.
43. A major cause of chimney fires is
a. type of brick used to build the fireplace. b. internal buildup of smoke. c. buildup of creosote. d. position of the damper.
44. As a first responder at a fire scene, you should change the position of
knobs and switches on a cooking appliance.
a. sometimes b. never c. rarely d. always
45. When investigating a fire, which of the following can be used as a Class B trailer?
a. Gasoline. b. Cloth. c. Liquefied petroleum gas (LPG). d. Paper.
46. Which of the following is not a classification of a fire cause?
a. Suspicious. b. Undetermined. c. Incendiary. d. Accidental.
47. Statements by the are carefully documented to provide key information to
the investigator.
a. fire chief, battalion chief and first responders b. owners, insurance representative and police c. owners, occupants and witnesses d. owners, occupants and insurance representative
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48. Residential electrical systems in the United States are typically 120/240 volts and
a. out of phase. b. single phase. c. double phases. d. three phases.
49. In an accidental fire, the source of ignition will be at or near
a. the point of origin. b. the fuel package. c. the electrical outlet. d. the electrical appliance.
50. What are the two examinations important to investigators at a vehicle fire scene?
a. Incident and vehicle. b. Interior and exterior. c. Origin and cause. d. Electrical and fuel.
51. Proper vehicle origin and cause investigation should not include examination of
a. witness statements. b. engine compartments. c. passenger compartment. d. trunk area.
52. Which of the following is not recognized as a potential ignition source in a vehicle fire?
a. Exhaust system. b. Fuel leak. c. Electrical system. d. Air conditioning system.
53. When conducting an interior examination to determine if a vehicle was stolen, the first
responder should
a. examine the floor on the driver’s side for the key. b. note the position of the steering wheel. c. examine the dash area for electrical faults. d. examine annealing of the springs.
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54. In a vehicle with an engine improperly operating, the catalytic converter can reach temperatures of
a. 2,500 F. b. 3,000 F. c. 700 F. d. 1,000 F.
55. A fusible link is part of the vehicle’s system.
a. suspension b. electrical c. fuel d. belt
56. Which of the following is not a type of vehicle identification number (VIN)?
a. Public. b. Dealership. c. Partial. d. Confidential.
57. When should a first responder not request an investigator?
a. Accidental cause/no further action is determined. b. A fire is undetermined. c. A fire is determined as incendiary. d. Evidence found does not reach a conclusion.
58. LPG will tend to in a structure.
a. rise b. defuse c. sink d. float
59. Natural gas will tend to in a structure.
a. rise b. sink c. dissipate d. leak
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60. High-voltage light bulbs may ignite materials depending upon
a. duration of heating and moisture. b. ignition properties of materials and ventilation. c. temperature of the air and duration of heating. d. duration of heating and ignition properties of materials.
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS FEMA/USFA/NFA-IFIFR-EX
November 2014
EXAMINATION ANSWER KEY Multiple-Choice Directions: Read each question carefully, and choose the best answer from the choices. 1. The systematic approach recommended to effectively conduct a fire scene examination is
the a. backward theory method. b. scientific method. c. grid search method. d. reconstruction method.
Reference: EO 2.5 2. The initial step in conducting a fire scene examination is to
a. conduct a walk around of the entire structure and begin documentation. b. begin inside and work outside. c. look for the areas of greatest interior fire damage. d. begin interviewing witnesses.
Reference: EO 2.1 3. A fire scene examination begins with conducting an examination followed
by conducting an examination working from areas of damage to damage.
a. interior; exterior; least; greatest b. interior; exterior; greatest; least c. exterior; interior; least; greatest d. exterior; interior; greatest; least
Reference: EO 2.1 4. The tire pads of a burned vehicle can assist first responders by
a. displaying the condition of the tires. b. indicating that the vehicle was stolen. c. displaying the prefire condition of the vehicle. d. proving the event was deliberate arson.
Reference: EO 4.3
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5. Vehicle fire investigations require two separate investigations. They are a. investigation of the owner and electrical system. b. investigation of the electrical and fuel systems. c. investigation of the vehicle and investigation of the scene where the vehicle
was located. d. investigation of the mechanical condition of the vehicle and owner’s finances.
Reference: EO 4.3 6. The stage of a fire when a room becomes heated such that flames ignite the surface of
combustibles simultaneously is known as
a. backdraft. b. incipient stage. c. flashover. d. ignition temperature.
Reference: EO 1.6 7. The primary difference between a flammable liquid and a combustible liquid is
a. the boiling point. b. the flash point. c. the ignition temperature. d. the specific gravity.
Reference: EO 1.1 8. Which one of the below is not a cause of spontaneous combustion?
a. Chemical reaction. b. Pyrophoric carbonization. c. Fermentation. d. Oxidation.
Reference: EO 3.2 9. In order to prove incendiarism, it is necessary to
a. determine the time of fire. b. eliminate all potential accidental causes. c. pinpoint the origin of the fire. d. find the true motive.
Reference: EO 3.4
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10. A requirement necessary to cause open-flame ignition of bedding or furniture from smoking material is a. insulation of the smoking material. b. a lack of oxygen. c. moisture in the fuel. d. high-ignition temperature of the fuel.
Reference: EO 3.2 11. Relative even burning on interior surfaces may indicate
a. a backdraft. b. burning from a thermal layer of radiant heat. c. heat from conduction. d. dropdown.
Reference: EO 2.2 12. An inverted “V” pattern always indicates
a. an incendiary fire. b. the cause of the fire. c. the use of ignitable liquid. d. a fire of relatively short duration.
Reference: EO 2.2 13. The primary purpose in the reconstruction of a fire-involved room or area is to
a. identify the ignition source. b. locate the point of origin. c. notice any “V” patterns. d. determine the cause.
Reference: EO 2.1 14. Pyrolysis is
a. the “explosion” that results from a backdraft. b. the evaporation of a gas from a container. c. the chemical decomposition of matter through the action of heat. d. the opposite of the chemical process of hydrolysis.
Reference: EO 1.1
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15. A trailer is
a. an ignitable liquid used to spread fire. b. any flammable material used to spread fire from one point to another. c. any flammable or combustible material used to spread fire from one point to
another. d. any nonflammable material doused with ignitable.
Reference: EO 3.2 16. The major objective of a fire scene examination is to
a. arrest the arsonist. b. interview witnesses. c. determine the origin and cause of the fire. d. establish responsibility.
Reference: EO 2.1 17. Damage indicators created by flame, radiation, hot gases and smoke create patterns that
investigators use to help locate the area of point of origin are
a. fire patterns. b. char. c. lines of demarcation. d. smoke stains.
Reference: EO 2.2 18. The area with the greatest amount of damage is
a. always the area (point) of origin. b. often difficult to determine due to fire behavior. c. usually identified by the presence of ignitable (flammable) liquids. d. always determined by the absence of all accidental causes.
Reference: EO 2.2 19. Areas of clean burn indicate the area (point) of origin.
a. always b. never c. sometimes d. rarely
Reference: EO 2.2
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20. The three components of the fire triangle are
a. heat, fuel and uninhibited chain reaction. b. uninhibited chain reaction, oxygen and fuel. c. heat, fuel and oxygen. d. heat, oxygen and uninhibited chain reaction.
Reference: EO 1.2 21. Resistance heating is what type of heat energy?
a. Chemical. b. Electrical. c. Mechanical. d. Spontaneous.
Reference: EO 3.3 22. Spontaneous combustion is what type of heat energy?
a. Chemical. b. Electrical. c. Mechanical. d. Radiant.
Reference: EO 3.2 23. A liquid that has a flash point below 100 F is classified as a(n)
a. combustible liquid. b. ignitable liquid. c. flammable liquid. d. soluble liquid.
Reference: EO 1.2 24. A liquid that has a flash point at or above 100 F is classified as a(n)
a. combustible liquid. b. ignitable liquid. c. flammable liquid. d. soluble liquid.
Reference: EO 1.2
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25. Heat release rate (HRR) is
a. the amount of heat required to raise one pound of water 1 F. b. the rate at which energy is transferred to a surface via radiant heat. c. the rate at which solids decompose by heating. d. the rate at which heat energy is generated by burning.
Reference: EO 1.3 26. Post-flashover damage is primarily affected by
a. fuel load. b. material properties of the fuel package. c. ventilation. d. geometry of the fuel package.
Reference: EO 1.6 27. The type of building construction that is typically concrete and protected steel with
penetrations in floor/ceiling assemblies and voids between floors is
a. Fire-resistive (Type I). b. Ordinary combustible (Type III). c. Noncombustible (Type II). d. Heavy timber (Type IV).
Reference: EO 1.4 28. The type of building construction that is typically noncombustible exterior walls with
wooden interior construction and includes a fire cut is
a. Fire-resistive (Type I). b. Heavy timber (Type IV). c. Noncombustible (Type II). d. Ordinary combustible (Type III).
Reference: EO 1.4 29. The transfer of heat energy by electromagnetic waves is
a. conduction. b. convection. c. radiation. d. pyrolysis.
Reference: EO 1.3
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
30. The transfer of heat energy through a solid medium is
a. radiation. b. conduction. c. convection. d. pyrolysis.
Reference: EO 1.3 31. The rising of heated air is known as
a. radiation. b. conduction. c. convection. d. pyrolysis.
Reference: EO 1.3 32. Lines or areas that are borders defining differences in the extent of damage between
burned and unburned areas are
a. alligator patterns. b. lines of calcination. c. lines of demarcation. d. protected areas.
Reference: EO 2.2 33. What is the working definition of fire?
a. A rapid oxidation process, which is a chemical reaction, resulting in the evolution of heat and light in varying intensities.
b. A rapid oxidation process, which is a biological reaction, resulting in the increase in heat and light in set intensities.
c. A slow oxidation process, which is a physical reaction, resulting in the increase in heat and light in varying intensities.
d. A slow oxidation process, which is a biological reaction, resulting in the decrease in heat and light in set intensities.
Reference: EO 1.1
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
34. Which of the following building construction features does not contribute to fire growth, development and spread?
a. Type/Classification of building. b. Penetrations/Voids. c. Condition of the building prior to fire. d. Condition of the building after the fire.
Reference: EO 1.5 35. Which of the following is not one of the four elements of the fire tetrahedron?
a. Heat. b. Fuel. c. Oxygen. d. Light.
Reference: EO 1.2 36. Which of the following is not one of the seven steps of the scientific method?
a. Collect data. b. Analyze data. c. Develop hypotheses. d. Compile a report.
Reference: EO 2.5 37. Which of the following is not one of the three primary methods of heat transfer?
a. Radiation. b. Convection. c. Conduction. d. Ventilation.
Reference: EO 1.2 38. What are the two types of kerosene heaters?
a. Radiant and convective. b. Radiant and conductive. c. Ventilated and conductive. d. Convective and ventilated.
Reference: EO 3.2
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
39. Which of the following is not one of the five primary types (classifications) of building construction? a. Fire-resistive. b. Heavy timber. c. Brick. d. Wood-frame.
Reference: EO 1.2 40. The material that maintains combustion beyond the ignition source is known as
a. last material ignited. b. first material ignited. c. first material combusted. d. last material combusted.
Reference: EO 3.2 41. If a structure has heavy damage from a fire, the first responder should
check that the source of electrical energy has been shut off or safeguarded.
a. sometimes b. rarely c. never d. always
Reference: EO 3.2 42. What else must be present to establish the cause of a fire, besides fuel and ignition
source?
a. The heat and light event. b. Actions of an incendiary device. c. Circumstances of the incendiary event. d. Circumstances that bring together fuel and ignition source.
Reference: EO 3.1 43. A major cause of chimney fires is
a. type of brick used to build the fireplace. b. internal buildup of smoke. c. buildup of creosote. d. position of the damper.
Reference: EO 3.2
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
44. As a first responder at a fire scene, you should change the position of knobs and switches on a cooking appliance.
a. sometimes b. never c. rarely d. always
Reference: EO 3.2 45. When investigating a fire, which of the following can be used as a Class B trailer?
a. Gasoline. b. Cloth. c. Liquefied petroleum gas (LPG). d. Paper.
Reference: EO 3.2 46. Which of the following is not a classification of a fire cause?
a. Suspicious. b. Undetermined. c. Incendiary. d. Accidental.
Reference: EO 3.1 47. Statements by the are carefully documented to provide key information to
the investigator.
a. fire chief, battalion chief and first responders b. owners, insurance representative and police c. owners, occupants and witnesses d. owners, occupants and insurance representative
Reference: EO 3.4 48. Residential electrical systems in the United States are typically 120/240 volts and
a. out of phase. b. single phase. c. double phases. d. three phases.
Reference: EO 3.3
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
49. In an accidental fire, the source of ignition will be at or near
a. the point of origin. b. the fuel package. c. the electrical outlet. d. the electrical appliance.
Reference: EO 3.4 50. What are the two examinations important to investigators at a vehicle fire scene?
a. Incident and vehicle. b. Interior and exterior. c. Origin and cause. d. Electrical and fuel.
Reference: EO 4.3 51. Proper vehicle origin and cause investigation should not include examination of
a. witness statements. b. engine compartments. c. passenger compartment. d. trunk area.
Reference: EO 4.1 52. Which of the following is not recognized as a potential ignition source in a vehicle fire?
a. Exhaust system. b. Fuel leak. c. Electrical system. d. Air conditioning system.
Reference: EO 4.2 53. When conducting an interior examination to determine if a vehicle was stolen, the first
responder should
a. examine the floor on the driver’s side for the key. b. note the position of the steering wheel. c. examine the dash area for electrical faults. d. examine annealing of the springs.
Reference: EO 4.3
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
54. In a vehicle with an engine improperly operating, the catalytic converter can reach temperatures of
a. 2,500 F. b. 3,000 F. c. 700 F. d. 1,000 F.
Reference: EO 4.1 55. A fusible link is part of the vehicle’s system.
a. suspension b. electrical c. fuel d. belt
Reference: EO 4.1 56. Which of the following is not a type of vehicle identification number (VIN)?
a. Public. b. Dealership. c. Partial. d. Confidential.
Reference: EO 4.3 57. When should a first responder not request an investigator?
a. Accidental cause/no further action is determined. b. A fire is undetermined. c. A fire is determined as incendiary. d. Evidence found does not reach a conclusion.
Reference: EO 5.2 58. LPG will tend to in a structure.
a. rise b. defuse c. sink d. float
Reference: EO 3.2
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
59. Natural gas will tend to in a structure.
a. rise b. sink c. dissipate d. leak
Reference: EO 3.2 60. High-voltage light bulbs may ignite materials depending upon
a. duration of heating and moisture. b. ignition properties of materials and ventilation. c. temperature of the air and duration of heating. d. duration of heating and ignition properties of materials.
Reference: EO 3.2
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS FEMA/USFA/NFA-IFIFR-EX
November 2014
Name: Date:
EXAMINATION ANSWER SHEET
1. 21. 41. 2. 22. 42. 3. 23. 43. 4. 24. 44. 5. 25. 45. 6. 26. 46. 7. 27. 47. 8. 28. 48. 9. 29. 49. 10. 30. 50. 11. 31. 51. 12. 32. 52. 13. 33. 53. 14. 34. 54. 15. 35. 55. 16. 36. 56. 17. 37. 57. 18. 38. 58. 19. 39. 59. 20. 40. 60.
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS FEMA/USFA/NFA-IFIFR-EX
November 2014
EXAMINATION ANSWER SHEET KEY 1. b 21. b 41. d 2. a 22. a 42. d 3. c 23. c 43. c 4. a 24. a 44. b 5. c 25. d 45. a 6. c 26. c 46. a 7. b 27. a 47. c 8. b 28. d 48. b 9. b 29. c 49. a 10. a 30. b 50. a 11. b 31. c 51. a 12. d 32. c 52. d 13. b 33. a 53. a 14. c 34. d 54. a 15. c 35. d 55. b 16. c 36. d 56. b 17. a 37. d 57. a 18. b 38. a 58. c 19. b 39. c 59. a 20. c 40. b 60. d
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
Instructions on Completing the Course Update and Versioning Documentation
Contract Instructors This “Course Update and Versioning Documentation” template is provided for you to capture and recommend changes in the course content, learning objectives or delivery schedule. Please make any proposed changes to the course on this form, and submit it to the program Training Specialist. Training Specialist The Training Specialist has primary responsibility and accountability for initiation of and approval for all update and versioning for curriculum/content to maintain course currency and quality, and to identify and initiate corrective action and improvements.
1. Complete the Course Update and Versioning Documentation, sign, and date.
2. Attach an electronic and/or print copy of the changed material.
3. If changes do not affect instructor criteria, terminal or enabling learning objectives, evaluation methods, and/or rubric descriptions, send form and attachments to editorial support contractor for implementation and change tracking, or,
If changes alter instructor criteria, terminal or enabling learning objectives, evaluation methods and/or rubric descriptions, forward form and attachments to the Instructional Systems Specialist for review and concurrence.
Instructional Systems Specialist
The Instructional Systems Specialist has concurrence responsibility and accountability for update and versioning changes that modify instructor criteria, terminal and enabling objectives, evaluation methods, and rubric descriptions to ensure conformance with instructional design principles and practices.
1. The Instructional Systems Specialist (ISS) reviews and evaluates for conformance with instructional design principles and practices.
2. If the requested changes align with instructional methodology, ISS signs, dates and forwards the documentation to the editorial support contractor for implementing and tracking changes, or,
If the requested changes create instructional design failure, or violate sound educational principles and/or practices, the Instructional Systems Specialist works with Training Specialist to resolve problems.
Upon reconciliation of content and instructional design matters, Training Specialist completes new Course Update and Versioning Documentation, Instructional Systems Specialist signs for concurrence and complete package is sent to editorial support contractor for implementing and change tracking.
If reconciliation cannot be achieved, the entire package is submitted to the Branch Chief for review and decision-making.
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
Course Update and Versioning Documentation Curriculum: Course Title/Number: Date of First Offering: Date of Last Major Revision (More than 35%): Area of impact: Module/Unit Number: ________ Page ____________ Section
Area of impact: Module/Unit Number: ________ Page ____________ Section
Area of impact: Module/Unit Number: ________ Page ____________ Section
Area of impact: Module/Unit Number: ________ Page ____________ Section
Area of impact: Module/Unit Number: ________ Page ____________ Section
Area of impact: Module/Unit Number: ________ Page ____________ Section
Area of impact: Module/Unit Number: ________ Page ____________ Section
1. Identify the revision type. Minor Major 2. Will this change require a change in qualifications for admission to this course? (e.g., formal education, skill level, work experience, job level, etc.) Yes No
3. Will precourse information, materials, and/or assignments be modified? Yes No
4. Will this result in a change in length of course in hours and/or minutes? Yes No
5. Will the change result in a course name and course code change? Yes No
6. Will the instructor criteria change? Yes No
7. Will a course or module TLO or ELO be modified? Yes No
If yes, which TLO or ELO?
8. Will the Rubric need to be modified? Yes No
If yes, which Rubric?
9. Current material to be modified:
Course CD Precourse Handouts Evaluation IG Slides Student CD Video SM Appendices Activity Complete PDF
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
10. New material to be introduced:
Course CD Precourse Handouts Evaluation IG Slides Student CD Video SM Appendices Activity Complete PDF
Article Case Study Web site Hardware (Technology Team Consult)
Book Role Play Lab activity/Simulation Software (Technology Team Consult)
11. Will copyright permission(s) be needed? Yes No 12. Purpose:
Incorporate Best Practice Improve learning outcome Revise a Standard Increase student participation
13. Method:
Lecture Simulation Individual Activity Large Group Activity Discussion Demonstration Small Group Activity
14. Will this change the evaluation method?
If yes, provide the new Rubric.
______________________________________________________________________________
Approvals:
Training Specialist: Date:
Instructional Systems Specialist: Date:
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
NOTE: BOTTOM PORTION TO BE COMPLETED BY GTI STAFF
Tracking
Task request initiated: Date:
Project/Course Number and Title:
Date the change was first incorporated into delivered materials:
Date materials were made 508 compliant (including instructor materials):
Date materials were posted to web: __________________________
Change Sheet Documentation
Change # Unit: TLO ELO Activity Rubric Errata Page #
Sample
Change # Unit: TLO ELO Activity Rubric Errata Page # 1. 2 2.1 IG 2-15
SM 2-18 2. 3.1 IG 3-1 / 2
SM 3-1 3. Entire
Rubric IG TOC
xiii and xv.
Date of First Offering: Date of Last Major Revision (More than 35%): Date of this Change:
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
INTRODUCTION
INTRODUCTION
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IG I-2
INTRODUCTION
Slide I-1Slide I-1 Slide I-1
Briefly review administrative matters before class
begins. INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
Courses that are held on the National Fire Academy (NFA) campus will use the NFA-provided video as a
Slide I-2 review of administrative matters. Slide I-2
I. WELCOME (10 min.)
A. Instructor introduction.
INTRODUCTION Welcome students to the class, and briefly introduce
yourself. Note that an opportunity will be provided for Slide I-3 student introductions later in the morning.
Slide I-3
B. Administrative matters.
ADMINISTRATIVE • Roster.• Parking. • Breaks.• Class schedule. • Interruptions.
– Texting, cellphones, pagers. Review the following administrative matters, and answer students’ questions.
Slide I-4 Slide I-4
1. Verify that all students have completed a
registration form and that the forms have been given to the local program sponsor.
IG I-3
INTRODUCTION
2. Lunch break is usually from noon until 1 p.m., depending on course progress.
3. Have the local program sponsor inform
students where vehicles may be parked. 4. Breaks are held in the morning and the
afternoon, as needed. 5. Daily schedule: Classes begin at 8 a.m.
and end at approximately 5 p.m. 6. Please do not use mobile phones or
texting devices while in class. This includes any venues used for class activities.
7. Inform students of the restroom locations.
ADMINISTRATIVE (cont’d) • Restrooms.• Emergency exits. 8. Fire exits: Note fire exits and relevant • Tobacco products. procedures.
9. No tobacco products in class. Instructor
Slide I-5 or local program host should give guidance about smoking areas. Slide I-5
C. Audience, scope and course purpose. Identify audience, scope and course purpose. 1. The target audience for this course is first
responders and the professional development of fire, rescue and emergency service personnel to mitigate the loss of life and property from fire and other hazards. An integral part of that program is training and professional development in fire and life safety education programs/courses.
IG I-4
INTRODUCTION
2. The scope of this course is to provide SCOPE first responders with a fundamental
Provide first responders with a fundamental understanding of the principles, processes understanding of the principles, processes and procedures involved in fire scene examination. and procedures involved in fire scene
examination.
Slide I-6 Slide I-6
3. The course purpose is to provide first
PURPOSE responders with tools to understand the Provide first responders with tools to understand the key role they play in fire key role they play in fire scene scene examination and in preserving and protecting important evidence for any examination and in preserving and subsequent investigation.
protecting important evidence for any subsequent investigation.
Slide I-7 Slide I-7
II. STUDENT INTRODUCTIONS (20 min.)
STUDENT INTRODUCTIONS • Name.• Title. • Department or organization.• Experience in determining origin and
cause of fires.• Course expectations. Ask the students to briefly introduce themselves
individually, providing their name, title, department, Slide I-8 experience in determining origin and cause of fires,
Slide I-8 and course expectations. The instructor should list students’ expectations on the easel pad to ensure that questions are answered and all concerns are addressed by the end of the course.
III. COURSE INTRODUCTION (45 min.) A. Course materials. 1. Student Manual (SM). 2. Short activities are found within the
Instructor Guide (IG) where planned. 3. Instructional objectives are stated at the
beginning of each unit.
IG I-5
INTRODUCTION
Have students open to the Unit 1: Fire Behavior title
page so they can see the objectives while you discuss them.
4. Terminal objectives describe the on-the-
job performance expected by the students after completing this course.
5. Enabling objectives specify what the
students are to accomplish at any point in the course after receiving appropriate training.
Slide I-9
• Participation in class.– Attendance requirements.– Importance of activities.– Assignments.– Class seating.
• Respect of others.
STUDENT AND COURSE REQUIREMENTS
Slide I-9
B. Student/Course requirements. 1. Participation in class. a. Attendance is required each day. b. Participation is expected during
all activities.
c. The course content will be driven by the lectures and supported by activities and discussion.
d. Class seating and organization. 2. Respect the opinions of others. 3. Use of “parking lot” for tabled items,
tangential points and unanswered questions. The last 15 minutes of each class should be used to clear the “parking lot” unless items need to be carried forward, but only by consensus.
IG I-6
INTRODUCTION
C. Course review/overview.
Slide I-10
ONLINE• Module 1: First Responder Observations.• Module 2: Securing the Fire Scene and
Preserving Evidence.• Module 3: Motives.• Module 4: Legal Aspects.• Module 5: Documentation.
Slide I-10
1. Web-based. a. Module 1: First Responder
Observations. b. Module 2: Securing the Fire
Scene and Preserving Evidence. c. Module 3: Motives.
d. Module 4: Legal Aspects. e. Module 5: Documentation.
Slide I-11
• Introduction.• Unit 1: Fire Behavior.• Unit 2: Fire Scene Examination.• Unit 3: Fire Causes.• Unit 4: Vehicle Fires.• Unit 5: Fire Cause Determination.
CLASSROOM
Slide I-11
2. Classroom. a. Unit 1: Fire Behavior. b. Unit 2: Fire Scene Examination. c. Unit 3: Fire Causes. d. Unit 4: Vehicle Fires.
e. Unit 5: Fire Cause Determination.
Slide I-12
“THE FIRST RESPONDER’S ROLE IN FIRE INVESTIGATION”
DVD PRESENTATION
Slide I-12
Show students the 23-minute video “The First
Responder’s Role in Fire Investigation” as an introduction to the unit and discuss. Share the International Association of Arson Investigators (IAAI) as the source if the students want to obtain a copy.
IG I-7
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
UNIT 1: FIRE BEHAVIOR
TERMINAL OBJECTIVE The students will be able to: 1.1 Explain the fundamental principles of combustion and the influence that the fire triangle/fire tetrahedron
have on fire behavior and fire scene examination.
ENABLING OBJECTIVES The students will be able to: 1.1 Identify and describe the major principles of combustion that affect the ignition, growth, development,
spread and extinguishment of fire. 1.2 Explain the significance of the fire tetrahedron on fire behavior and its impact on fire causes. 1.3 Identify and describe three methods of heat transfer and their relationship to fire development. 1.4 Identify the difference between the five types of building construction. 1.5 Explain the link between building construction principles related to fire growth, development and spread. 1.6 Differentiate between flashover and backdraft.
FIRE BEHAVIOR
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IG 1-2
FIRE BEHAVIOR
APPLICATION/EVALUATION PLAN
Terminal Objective Evaluated by Explain the fundamental principles of combustion and the influence that the fire triangle/fire tetrahedron have on fire behavior and fire scene examination.
Final Exam
Enabling Objectives Course Component Evaluated by
Identify and describe the major principles of combustion that affect the ignition, growth, development, spread and extinguishment of fire.
Lecture Final Exam
Explain the significance of the fire tetrahedron on fire behavior and its impact on fire causes.
Lecture Final Exam
Identify and describe three methods of heat transfer and their relationship to fire development.
Lecture Final Exam
Identify the differences between the five types of building construction.
Lecture Final Exam
Explain the link between building construction principles related to fire growth, development and spread.
Lecture Final Exam
Differentiate between flashover and backdraft. Lecture Final Exam
METHODOLOGY This unit uses lecture, discussion and videos.
(Total Time: 3 hr., 15 min.)
195 min. Lecture/Discussion Objectives IG 1-5 10 min. I. The Importance of Establishing a Timeline Through Fire Behavior IG 1-5 80 min. II. Fire Behavior IG 1-5 20 min. III. Methods of Heat Transfer IG 1-14 55 min. IV. Flashover and Backdraft IG 1-16 25 min. V. Types of Building Construction IG 1-21 5 min. VI. Summary IG 1-29
IG 1-3
FIRE BEHAVIOR
AUDIOVISUAL Slides 1-1 to 1-67 Videos: “NFPA Ignition and Development” “UL/NIST New Versus Old Furnishings” “NIST Potato Chip Rack Fire” “NIST Flashover” and “NFA Flashover Demonstration” “New Brighton, PA, Backdraft”
IG 1-4
FIRE BEHAVIOR
UNIT 1: FIRE BEHAVIOR
Slide 1-1
Slide 1-1
ENABLING OBJECTIVES ENABLING OBJECTIVES (cont’d) ENABLING OBJECTIVES (cont’d)• Identify and describe the major principles • Identify and describe three methods of • Explain the link between building
of combustion that affect the ignition, heat transfer and their relationship to fire construction principles related to fire growth, development, spread and development. growth, development and spread.extinguishment of fire. • Identify the differences between the five • Differentiate between flashover and
• Explain the significance of the fire types of building construction. backdraft.tetrahedron on fire behavior and its impact on fire causes.
Slide 1-2 Slide 1-3 Slide 1-4 Slide 1-2 Slide 1-3 Slide 1-4 I. THE IMPORTANCE OF ESTABLISHING A
TIMELINE THROUGH FIRE BEHAVIOR (10 min.)
A. Establishing a timeline for the fire is a critical FIRE TIMELINE step in any fire investigation.
Notification Room of(sight, smell Fire growth origin
or sound) and spread flashover Post-
Call to flashoverIgnition 911 B. Can be used to support or disprove statements or
Fire Arrival at firescene hypotheses.
FireService
NotificationDispatch
Slide 1-5 C. Helpful to identify conflicts or discrepancies during the data collection process. Slide 1-5
II. FIRE BEHAVIOR (80 min.) FIRE BEHAVIOR
Fire behavior is a complex phenomenon that must be understood to formulate scientifically A. Fire behavior is a complex phenomenon that valid opinions and conclusions.
must be understood to formulate scientifically valid opinions and conclusions.
Slide 1-6
Slide 1-6
IG 1-5
FIRE BEHAVIOR
DVD PRESENTATION Introduce the 25-minute “NFPA Ignition and
Development” video. Afterward, discuss the basic “NFPA IGNITION AND DEVELOPMENT” principles and concepts presented in the video.
Slide 1-7 Slide 1-7
B. Definition of fire. DEFINITION OF FIRE
“Fire is a rapid oxidation process, which is a chemical reaction resulting in the evolution of 1. “Fire is a rapid oxidation process, which heat and light in varying intensities.” is a chemical reaction resulting in the
— National Fire Protection Association (NFPA) 921, Guide for Fire and Explosion Investigations evolution of heat and light in varying
intensities” (National Fire Protection Association (NFPA) 921, Guide for Fire
Slide 1-8 and Explosion Investigations). Slide 1-8
2. A fundamental understanding of fire and its related chemical reactions is essential to successfully determining the origin and cause of a fire.
3. The amount of heat, the color of the light,
COMBUSTION smoke production, and the toxicity of the • Depends on:
‒ Type of fuel. products of combustion depend upon four ‒ Material properties.‒ Physical arrangement
of the fuel. factors: ‒ Availability of oxygen.
a. Type of fuel.
Slide 1-9 b. Material properties. Slide 1-9 c. Physical arrangement of the fuel. d. Oxygen available to support
combustion. C. Principles of combustion.
1. Fire triangle elements. FIRE TRIANGLE
a. Fuel in the form of a gas, can change from a solid or liquid to a gas.
Slide 1-10
Slide 1-10
IG 1-6
FIRE BEHAVIOR
b. Sufficient heat to vaporize the material and ignite the vapor.
c. Oxygen above the minimum
levels needed to sustain combustion.
- Air is an oxidizer. - Air is about 21 percent
oxygen.
• In addition to fuel, heat and oxygen, a chemical chain reaction is required to continue flaming combustion.
• If any one of the four elements is removed, the fire is extinguished.
FIRE TETRAHEDRON
Slide 1-11 Slide 1-11
2. Fire tetrahedron. This concept and the figure state the relationship of the
fourth element (uninhibited chain reaction) to the other three elements and its impact on fire growth and extinguishment.
a. The fourth element is the
uninhibited chain reaction that allows the continuous heating of the fuel mass.
b. Continuous production of
flammable gases, which then are ignited by the flame.
FIRE CHEMISTRY
Slide 1-12 Slide 1-12
3. Fire chemistry. a. Fire is a complex series of
chemical reactions that emit a variety of combustion products.
b. Besides carbon dioxide and water
vapors, there are many other byproducts produced that may be harmful to fire service personnel and occupants. These include carbon monoxide and hydrogen cyanide.
IG 1-7
FIRE BEHAVIOR
c. Fire is a combination of heat, COMBUSTION PRODUCTS gases, flames and smoke (soot).
• Heat.• Gases. • Flames.• Smoke (soot).
Slide 1-13 Slide 1-13
FACTORS THAT IMPACT FIRE 4. Factors that impact fire growth,
DEVELOPMENT development and spread. • Size, number and arrangement of
ventilation openings. • Thermal properties of the compartment.• Ceiling height of the compartment. a. Size, number and arrangement of • Size, composition and location of the fuel
package first ignited. ventilation openings. • Availability and location of additional fuel(s).
b. Thermal properties of the Slide 1-14 compartment. Slide 1-14
c. Ceiling height of the compartment.
d. Size, composition and location of
the fuel package first ignited. e. Availability and location of
additional fuel(s).
5. Fire development based on time and MODERN FIRE DEVELOPMENT temperature.
6. Stages of fire. a. Growth.
Slide 1-15 b. Fully developed. Slide 1-15 c. Decay. D. Types of heat energy.
1. The four common types of heat energy CHEMICAL HEAT ENERGY are chemical, electrical, mechanical and
Heat of combustion Spontaneous heating(burning) (no external heat source) nuclear, but we are only going to focus
on the three most common types.
Resin Paint Slide 1-16
Slide 1-16
IG 1-8
FIRE BEHAVIOR
2. Electrical. ELECTRICAL HEAT ENERGY Resistance heating Leakage current
(current through conductor) (conductor insufficiently insulated) a. Resistance heating (current through conductor).
Arcing Static electricity Overload b. Leakage current (conductor not
Slide 1-17 well-insulated). Slide 1-17
3. Mechanical.
MECHANICAL HEAT ENERGY Friction Compression
a. Friction (applying brakes on a car).
b. Compression (heat pump).
Slide 1-18 Slide 1-18
E. Flash point — the lowest temperature of a liquid,
FLASH POINT OF A LIQUID as determined by specific laboratory tests, at • The lowest temperature of a liquid, as
determined by specific laboratory tests, at which the liquid gives off vapors at a sufficient which the liquid gives off vapors at a sufficient rate to support a momentary rate to support a momentary flame across its flame across its surface.
— NFPA 921 surface.
Slide 1-19 Slide 1-19
FLASH POINT OF A 1. Gasoline has a flash point of about -45 F
LIQUID (cont’d) (-43 C). • Examples:
– -45 F (-43 C) for gasoline. – 100 F (38 C) for fuel oil No. 2.
2. Fuel oil No. 2 (home heating oil) has a flash point of 100 F (38 C) or greater.
Slide 1-20
Slide 1-20 Have a student contrast this with gasoline and state the
implications. The flash point of a product is often used in fire codes to determine appropriate storage requirements and containers. Fuel oil is often stored in 275-gallon tanks in basements of dwellings.
IG 1-9
FIRE BEHAVIOR
F. Flammable and combustible liquids. FLAMMABLE LIQUIDS
Flammable liquids have a flash point below 100 F (38 C). 1. The flash point of a product determines if
the product is classified as flammable or combustible.
Slide 1-21 a. A flammable liquid has a flash
point below 100 F (38 C). Slide 1-21
b. A combustible liquid has a flash COMBUSTIBLE LIQUIDS point of 100 F (38 C) or above.
Combustible liquids have a flash point at or above 100 F (38 C).
2. The ability to discriminate between flammable and combustible liquids is critical with respect to their possible role
Slide 1-22 in fire causation. Slide 1-22
Ask the class for an example, or use the following one:
A building owner informs you that fuel oil has spilled on the cellar floor near a gas burner, and it exploded in flame. Is the building owner telling the truth?
G. Ignition temperature. IGNITION TEMPERATURE
• Minimum temperature that a substance should attain in order to ignite under 1. The minimum temperature that a specific test conditions.
• Autoignition is combustion by heat without substance should attain in order to ignite the assistance of a spark or a flame.
• Piloted ignition is combustion by heat with under specific test conditions. the assistance of a spark or a flame.
— NFPA 921 Slide 1-23 2. Autoignition is combustion by heat
without the assistance of a spark or a Slide 1-23 flame.
3. Piloted ignition is combustion by heat
with the assistance of a spark or a flame. 4. Common ignition temperatures. a. Newspaper: 392 F (200 C). b. Kerosene: 410 F (210 C). c. Paraffin: 473 F (245 C).
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FIRE BEHAVIOR
d. Gasoline: 650 F (343 C). e. Ethyl alcohol: 689 F (365 C). f. Acetone: 869 F (465 C).
• Lower explosive limit (LEL) — lowest concentration of vapor in the air that will burn.
• Upper explosive limit (UEL) — highest concentration of vapor in the air that will burn.
FLAMMABLE OR EXPLOSIVE LIMITS
Slide 1-24 Slide 1-24
H. Flammable or explosive limits. 1. Lower explosive limit (LEL) — lowest
concentration of vapor in the air that will burn.
2. Upper explosive limit (UEL) — highest
concentration of vapor in the air that will burn.
3. Common flammable limits: a. Gasoline: 1.4 to 7.6 percent. b. Kerosene: 0.7 to 5.0 percent. c. Ethyl alcohol: 3.3 to 19.0 percent. d. Acetylene gas: 2.5 to 99.9
percent.
• A process in which material is decomposed, or broken down, into simpler molecular compounds by the effects of heat alone; pyrolysis often precedes combustion.
• Generally applies to solid fuel. • The effect on wood is charring.
— NFPA 921
PYROLYSIS
Slide 1-25 Slide 1-25
I. Pyrolysis. 1. The chemical decomposition of matter
through the action of heat. 2. Process begins when fuel is heated and
generally applies to solid fuels. 3. Continues through specified stages.
a. Various gases form during
decomposition. b. Combustibility of gases increases
decomposition. c. Decomposition moves deeper into
the material (wood), and charring begins.
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FIRE BEHAVIOR
DEPTH OF CHAR The next three slides show an example of how structural
Fuel breaks down and vapors released members are impacted by the duration of heating and
the extent of damage that is produced. Surface char begins
Shallow cracks form
Slide 1-26 Slide 1-26
DEPTH OF CHAR (cont’d) DEPTH OF CHAR (cont’d) Fuel breaks down and Fuel breaks down and
vapors released deeper vapors released deeper
Char extends deeper Char extends deeper
Cracks become Deeper cracks form deeper and wider
Slide 1-27 Slide 1-28 Slide 1-27 Slide 1-28
DVD PRESENTATION Introduce the five-minute “UL/NIST New Versus Old
Furnishings” video, which depicts a series of “UL/NIST NEW VERSUS OLD
FURNISHINGS” experiments that quantify the differences in fire behavior associated with legacy and modern furnishings and the fuel loads that may contribute to the onset of
Slide 1-29 flashover. Slide 1-29
4. In typical fires, as the fire grows in size,
PEAK HEAT RELEASE RATE the heat release rate (HRR) will become Peak Heat Release Rate limited by either the amount of fuel or the
Burning cigarette 5 W
Burning match 80 W amount of oxygen that is available; this is Small trash can fires 50 to 300 kW
Burning upholstered chair 80 kW to 2.5 MW referred to as peak HRR. Burning upholstered sofa 3,000 kW or 3 MW
Burning Christmas tree 1.6 MW to 5.2 MW kW = 1,000 watts MW = 1 million watts
Slide 1-30 5. It is important to understand the amount of energy that materials burning in a Slide 1-30 compartment can generate so that the peak HRR can be helpful in determining fire growth and spread.
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FIRE BEHAVIOR
DVD PRESENTATION Introduce the four-minute “NIST Potato Chip Rack
Fire” video, which depicts the HRR of a rack of potato “NIST POTATO CHIP RACK FIRE” chips, approximately 2 megawatts (MWs).
Slide 1-31 Slide 1-31
HEAT RELEASE RATE VERSUS J. HRR. BRITISH THERMAL UNIT
• British thermal unit (Btu).– Amount of heat energy required to raise the 1. The rate at which heat energy is
temperature of 1 pound of water by 1 F (-17 C). generated by burning. – Measured in Btu/second.
2. The heat released from a burning material
Slide 1-32 may correlate directly to the amount of resulting fire damage. Slide 1-32
HEAT RELEASE RATE VERSUS 3. Nowadays the fire load (amount of heat BRITISH THERMAL UNIT (cont’d) produced) has altered fire behavior • Heat release rate (HRR).
– Rate at which heat energy is released by dramatically, so that fire damage patterns burning.
– Measured in kilowatts (kW). are becoming increasingly difficult to use as indicators.
Slide 1-33 a. Heat is measured in British
thermal units (Btu). Slide 1-33
b. A Btu is the amount of heat required to raise 1 pound of water by 1 F (-17 C) at a temperature of 60 F (16 C).
4. The Btu generated from a single piece of
furniture with foam padding may generate a tremendous amount of heat and cause severe fire damage.
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FIRE BEHAVIOR
III. METHODS OF HEAT TRANSFER (20 min.)
• Heat transfer affects fire suppression activities and fire cause determination.
• Often helps explain why fire spreads from one location to another.
HEAT TRANSFER
Slide 1-34 Slide 1-34
A. Heat transfer. 1. Heat transfer from one location to
another affects fire suppression activities and fire cause determination.
2. It also explains why a fire often spreads
from one location to another.
3. Observing fire spread may be vital to reconstructing where the fire started and how and why it traveled to other locations.
4. Certain fire travel predictions can also be
made for some classifications of buildings.
• Convection.• Conduction.• Radiation (radiant heat).
THREE METHODS OF HEAT TRANSFER
Slide 1-35 Slide 1-35
B. Three methods of heat transfer.
Upward travel of hot gases — for example, an open stairwell.
CONVECTION IS THE RISING OF HEATED AIR
Slide 1-36 Slide 1-36
1. Convection is the rising of heated air. a. The air at the top of a room is
usually warmer than the air near the floor.
b. Cool air drawn into the base of
the fire helps the hotter gases rise due to buoyancy.
c. A wood-frame, balloon-
constructed building has a fire that starts in the basement and then travels into the attic. This may be a result of convected heat traveling up through open wall cavities and igniting combustible materials.
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FIRE BEHAVIOR
d. Many first responders may assume that the second fire was a secondary fire (area/point of origin).
• Transfer of heat through a solid medium, such as building materials (e.g., brick, metal).
CONDUCTION
Slide 1-37 Slide 1-37
2. Conduction is the transfer of heat through a solid medium, such as metal or brick.
• Heat transferred through a solid.
CONDUCTION (cont’d)
Slide 1-38 Slide 1-38
a. When heat is applied to one side of a brick, the brick will warm and the opposite side will be heated.
b. If this brick is located too close to
combustible materials, it could cause a fire.
Transfer of heat energy by electromagnetic waves.
RADIATION
Slide 1-39 Slide 1-39
3. Radiation (radiant heat) is the transfer of heat energy by electromagnetic waves that are transmitted through the air.
RADIATION (cont’d)
Slide 1-40 Slide 1-40
a. The person sitting in front of a roaring fireplace feels radiant heat.
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FIRE BEHAVIOR
b. The onset of flashover is RADIATION (cont’d) dependent upon several factors,
one of which is the formation of a ceiling jet that contains a tremendous amount of radiant heat energy.
Slide 1-41 Slide 1-41 IV. FLASHOVER AND BACKDRAFT (55 min.)
A. Flashover.
FLASHOVER • Transition phase from a fire in a room to a
room on fire. 1. The transition phase of fire when a room • As the fire continues to burn,
all the contents of the fire area becomes heated such that flames flash are gradually heated to theirignition temperatures. over the entire surface and all
• Simultaneous ignition occurs,and the area becomes fully combustible materials reach their ignition involved.
Slide 1-42 temperature simultaneously (i.e., from a fire in a room to a room on fire). Slide 1-42
2. As a fire starts, convection carries the
heated gases upward and outward from the fire.
3. This results in thermal stratification,
which may cause other combustibles in the room to be heated to their ignition temperature.
4. At this time, in approximately 15 to 30
seconds, the entire upper portion of the room may ignite.
5. Flashover can occur while firefighters are
in the room. 6. Because of the amount of heat and smoke
generated in only a few seconds, it may appear that an ignitable liquid (accelerant) was present.
7. Careful examination should help
discriminate between flashover effects and flammable liquid fires.
a. Burning over the surfaces of
materials.
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FIRE BEHAVIOR
b. Lack of normal fire spread from the area/point of fire origin.
c. Lack of accelerant residue. 8. Demarcation line of burning or high heat
damage appears to be consistent around the room.
9. The demarcation line is the line that
separates burned areas from unburned areas or the areas of high heat damage from those of light or no heat damage.
“NIST FLASHOVER” AND “NFA FLASHOVER DEMONSTRATION”
Slide 1-43
DVD PRESENTATION
Slide 1-43
Introduce the 15-minute “NIST Flashover” video and
the two “NFA Flashover Demonstration” videos (10 minutes total). They illustrate the stages of fire and explain how the second stage (flashover) develops.
Tell students to pay close attention to the buildup of
heat, the rollover of unburned fire gases burning at the ceiling, and the full development of flashover itself.
While these videos are intended to train fire suppression
personnel, they can assist in understanding the process of flashover, the results of the flashover, and the evidence it produces.
After viewing the videos, lead a discussion focused on
the topic. ASK: What were the circumstances when flashover
occurred? Suggested response: High heat level, probably between
1,000 F (538 C) and 1,100 F (593 C), and unvented area allowed combustible vapors to accumulate and ignite.
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FIRE BEHAVIOR
ASK: What would you anticipate the burning pattern
to look like after a flashover? Suggested response: High level of heat damage and
even levels of char from the top down toward the floor. ASK: How will venting to avoid flashover affect fire
travel and damage? Suggested response: Venting may draw the fire, which
may then have an unusual path of travel. It may cause an intense, free-burning fire.
• In the hot smoldering phase, burning is incomplete because of insufficient oxygen.
• As soon as the neededoxygen enters the smoldering compartment,combustion resumes at a violent (explosive) rate.
BACKDRAFT
Slide 1-44 Slide 1-44
B. Backdraft. 1. The phenomenon resulting from: a. A structure remaining closed
during a fire. b. Incomplete combustion due to a
lack of O2 entering the structure. c. The fire consuming large amounts
of oxygen and depleting the oxygen supply so that the fire smolders.
d. A sudden supply of O2 that may
cause a violent reaction. 2. Also referred to as a smoke explosion. 3. The fire continues to produce large
amounts of heat and carbon monoxide. 4. Carbon monoxide (flammable limits of
12.5 to 74.0 percent and ignition temperature of 1,128 F (609 C)) can become a highly volatile fuel.
IG 1-18
FIRE BEHAVIOR
5. The missing component of the fire triangle is oxygen.
a. A window can break and allow
oxygen to enter. b. A person can open a door and
allow oxygen to enter. c. The fire can burn through the
structure and allow oxygen to enter.
6. The seat of the fire, or the lowest level of
burning, is a critical factor in the backdraft potential.
a. The area above the fire will be in
a positive pressure mode. - If an opening is made, the
heated fire gases will push outward.
b. The area below the fire will be in
a negative pressure mode. - If an opening is made, the
air will rush in. c. When a fire burns through the
roof or exterior walls and fresh oxygen is provided, the fire usually returns to being free-burning.
d. Occasionally, this will occur in
the negative pressure area (below the seat of the fire), and a backdraft may occur.
e. Witnesses may report that the
building was just smoking (puffing) and then it exploded.
IG 1-19
FIRE BEHAVIOR
7. Careful examination should help discriminate between a backdraft and an explosion.
a. Window glass broken just prior to
or during the backdraft normally will be heavily sooted on the inside.
b. Normally, the backdraft will not
cause the localized structural damage anticipated from other types of explosions.
“NEW BRIGHTON, PA, BACKDRAFT”
Slide 1-45
DVD PRESENTATION
Slide 1-45
Introduce the four-minute “New Brighton, PA,
Backdraft” video. It illustrates the stages of fire and explains how the third stage (backdraft) is developed.
Tell students to pay particular attention to the buildup
of heat and the production of high levels of carbon monoxide as the fire smolders before the explosion occurs.
While this video is intended to train fire suppression
personnel, it can also help students understand the process and results of backdrafts.
After viewing the video, lead a discussion of the
following questions: ASK: In a backdraft explosion, which gas is the
principal material that is burning? Suggested response: carbon monoxide. ASK: How does a backdraft differ from a flashover? Suggested responses: • A flashover results when heated combustibles
ignite in an oxygen-rich environment.
IG 1-20
FIRE BEHAVIOR
• A backdraft results when depleted oxygen
supplies and a smoldering fire produce high concentrations of carbon monoxide.
ASK: Could other flammable materials cause an
explosion that may be mistaken for a backdraft?
Suggested response: Yes. All other potential causes
must be investigated and eliminated. V. TYPES OF BUILDING CONSTRUCTION (25 min.) This section can be an overview or more in-depth
depending on how the instructor gauges the students’ prior knowledge and as the course schedule allows.
• Building construction type.• Occupancy classifications.• Structural loads.• Fire travel predictions.• Fire protection systems.
CHARACTERISTICS CRITICAL TO FIRE SCENE EXAMINATION
Slide 1-46 Slide 1-46
A. There are several building construction features that may impact fire growth, development and spread that are critical to fire cause determination.
• Measurement of the maximum heat that would be produced if all combustibles in the fire area were consumed.
• Varies with the type of occupancy and structural features.
• May override fire protection systems’ capabilities and provide access problems for firefighters.
FIRE LOADING
Slide 1-47 Slide 1-47
B. Fire loading refers to the maximum amount of heat that would be generated if all combustible materials are consumed.
1. Fire loading varies with occupancy type
and structural features. 2. Structures with excess fire loads may
override fire protection systems’ capabilities and present access and life safety issues.
IG 1-21
FIRE BEHAVIOR
• Found in warehouses, churches, large atriums and theaters.
• Contribute to fire spread.
• Vertical ventilation is key factor in onset of flashover.
LARGE, OPEN SPACES
Slide 1-48 Slide 1-48
C. Large, open spaces are found in various types of buildings and can play a factor in the onset of flashover due to the impact of ventilation.
• Determined by:– Building construction and layout.– Fuel load.– Built-in fire protection and heating, ventilating,
and air conditioning (HVAC) systems.– Fire department ventilation efforts.
• Contributes to fire spread from floor to floor and room to room.
FIRE, SMOKE AND HEAT MOVEMENT
Slide 1-49 Slide 1-49
D. Fire, smoke and heat movement are determined by a number of factors that include:
1. Building construction and layout. 2. Fuel load. 3. Fire protection and building services
systems. 4. Fire department suppression and
ventilation efforts.
FLOOR PENETRATIONS
Slide 1-50 Slide 1-50
E. Floor penetrations and other void spaces commonly used for piping and duct work can provide a pathway for rapid fire spread throughout the structure.
• Understanding building construction types and features will help in determining fire growth and spread.
• Development, spread and control of a fire within a structure often depend on the type of construction and the ability of structural elements to remain intact.
BUILDING CONSTRUCTION FEATURES AND FIRE SPREAD
Slide 1-51 Slide 1-51
F. Understanding building construction features will help in determining several factors.
1. Determine how heat, smoke and fire may
have traveled through the structure. 2. Identify the role that voids, renovations,
alterations and vertical openings in structures play in fire causation.
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FIRE BEHAVIOR
BUILDING CONSTRUCTION G. There are five primary types (classifications) of TYPES building construction.
1. Fire-resistive (Type I). 2. Noncombustible (Type II).
Slide 1-52 3. Ordinary (Type III). Slide 1-52
4. Heavy timber (Type IV). 5. Wood-frame (Type V). H. Building construction methods and materials
change constantly. Items such as trusses, wooden I-beams, and “eyebrows” on the front of the building can pose special problems.
FIRE-RESISTIVE TYPE I I. Fire-resisitve Type I construction.
CONSTRUCTION 1. Typically concrete and steel. 2. Noncombustible structural members
(walls, floor and roof). Slide 1-53
3. Members protected from fire effects by Slide 1-53 encasement or sprayed-on materials.
4. Contents of structure are primary fuel
load. 5. Penetrations in floor/ceiling assemblies. 6. Spaces and/or voids between floors. 7. Heating, ventilating, and air conditioning
(HVAC), electrical, plumbing chases. 8. Damage to protected structural members.
IG 1-23
FIRE BEHAVIOR
NONCOMBUSTIBLE TYPE II J. Noncombustible Type II construction. CONSTRUCTION
1. Noncombustible structural steel or concrete framework.
2. Often exposed steel and concrete.
Slide 1-54 3. Members unprotected or have limited Slide 1-54
protection from fire effects. 4. Contains only noncombustible materials. 5. No or limited fire-resistance ratings (one
hour). 6. Most of the same considerations as Type
I. a. Contents of structure are primary
fuel load. b. Penetrations in floor/ceiling
assemblies for building services. c. Spaces and/or voids between
floors. 7. Unprotected structural members. 8. Possible lightweight construction.
ORDINARY TYPE III K. Ordinary Type III construction. CONSTRUCTION
1. Noncombustible walls, typically load-bearing concrete or brick.
2. Floors, structural framework and roof are
Slide 1-55 typically wood. Slide 1-55 3. Members unprotected or have limited
protection from fire effects. 4. Often exposed concrete, brick or wood. 5. Interior structural members are fuel.
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FIRE BEHAVIOR
6. Combustible concealed spaces between floors, ceilings and partition walls.
7. Safety (intergrity) of floors, walls and
roof. 8. Possible lightweight construction.
HEAVY TIMBER TYPE IV CONSTRUCTION
Slide 1-56 Slide 1-56
L. Heavy timber Type IV construction. 1. Sometimes referred to as “mill
construction.” 2. Noncombustible walls, typically load-
bearing concrete or brick. 3. Structural members are unprotected
(exposed) concrete, brick and wood with large cross-sectional areas.
4. Members unprotected or have limited
protection from fire effects. 5. Structural members are unprotected wood
with large cross-sectional areas. 6. Fire resistance comes from physical sizes
of construction elements. 7. No specific fire-resistance ratings. 8. Exterior walls are noncombustible. 9. Includes balloon-frame and platform-
frame construction. 10. Many modern multifamily buildings are
constructed this way. 11. Almost all turn-of-the-century homes fall
into this category. 12. This type of structure is in everybody’s
area. 13. Interior structural members are fuel.
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FIRE BEHAVIOR
14. Combustible concealed spaces between floors, ceilings and partition walls.
15. Safety (integrity) of floors, walls and
roof.
WOOD-FRAME TYPE V CONSTRUCTION
Slide 1-57 Slide 1-57
M. Wood-frame Type V construction. 1. Combustible walls are typically wood. 2. Floors and roofs are typically wood. 3. Members unprotected or have limited
protection from fire effects.
• Extensive combustible concealed spaces.• No firestopping in framing members.• Heavy fuel load.• Safety (integrity) of floors, walls and roof.• Possible lightweight construction.
WOOD-FRAME CONSTRUCTION ISSUES
Slide 1-58 Slide 1-58
4. Wood-frame construction issues: a. Extensive combustible concealed
spaces. b. No firestopping in framing
members. c. Heavy fuel load.
d. Safety (integrity) of floors, walls
and roof. e. Possible lightweight construction.
PLATFORM-FRAME CONSTRUCTION
Slide 1-59 Slide 1-59
5. In platform-frame construction, the walls of each successive story are built on a platform formed by the preceding floor.
a. Modern wood-frame construction. b. The joists for the deck may be
full-dimension lumber or lightweight construction.
c. Once the floor/deck is in place,
walls are placed on it with a sill at the bottom of the wall and a plate at the top.
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FIRE BEHAVIOR
d. Platform-frame construction provides a natural fire barrier for vertical extension within walls.
6. Openings in the walls for water,
plumbing or HVAC pipes can create a void for fire extention.
7. Multifamily dwellings will frequently
have extensive vertical openings and void spaces.
a. Kitchen, bath and dryer vents,
plumbing, electrical, and heating/ air conditioning ducts.
b. Double walls for deadening sound
between dwelling units.
BALLOON-FRAME CONSTRUCTION
Slide 1-60 Slide 1-60
VIEW LOOKING DOWN INTO WALL “STUD CAVITY”
Slide 1-61 Slide 1-61
8. In balloon-frame construction, studs run from the foundation to the attic.
a. Used extensively in many parts of
the country until the late 1930s for residential and light commercial buildings.
b. Floor joists are tied into the wall,
allowing for fire extension in any direction.
c. Firestopping is not a common
practice and is rarely found.
LIGHTWEIGHT
CONSTRUCTION
Slide 1-62 Slide 1-62
N. Lightweight construction. 1. It can be used in all types of construction,
but it’s usually in Type II, Type III and Type V.
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FIRE BEHAVIOR
LIGHTWEIGHT 2. Lightweight metal in wood trusses can CONSTRUCTION (cont’d) fail after five to 10 minutes of fire
exposure.
Slide 1-63 Slide 1-63
3. This is another example of lightweight
METAL CONNECTORS wood trusses that are common in this type of construction.
Slide 1-64 Slide 1-64
DANGERS OF ENGINEERED 4. Lightweight laminated wood I-beams or
WOOD I-BEAM FLOORS I-joists are typically constructed of 3/8-• Used in nearly 50 percent of today’s
residential construction. inch plywood sandwiched into 2-by-3 • Structural components comprised of top
and bottom flanges. inch top and bottom chords. This • May be solid or laminated
wood, united with a assembly is typically used for floor joists plywood or Oriented Strand Board (OSB) web and roof rafters. of various depths.
Slide 1-65 5. Floor-joist hangers attached to the bottom Slide 1-65
chord of parallel chord trusses may experience early failure under fire conditions.
6. Floor joist is toenailed into position.
Entire load is being supported by three or four nails.
7. Floor joists or roof rafters held by metal
joist hangers could be subject to early collapse under fire conditions. Entire load is supported by lightweight metal bracket.
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FIRE BEHAVIOR
DANGERS OF ENGINEERED 8. Lightweight construction is subject to WOOD I-BEAM FLOORS (cont’d) early collapse when structural supports • The collapse
potential of are involved. engineered wood I-beams exposed to fire presents an extreme danger to first responders.
Slide 1-66
Slide 1-66
VI. SUMMARY (5 min.) SUMMARY
• The importance of establishing a timeline through fire behavior. A. The importance of establishing a timeline
• Fire behavior.• Methods of heat transfer. through fire behavior. • Flashover and backdraft.• Types of building construction.
B. Fire behavior. Slide 1-67
C. Methods of heat transfer. Slide 1-67
D. Flashover and backdraft. E. Types of building construction.
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
UNIT 2: FIRE SCENE EXAMINATION
TERMINAL OBJECTIVES The students will be able to: 2.1 Conduct a systematic fire scene examination by following the scientific method. 2.2 Discuss the roles and responsibilities of first responders and fire investigators related to fire scene
examination.
ENABLING OBJECTIVES The students will be able to: 2.1 Examine a structure from the exterior to interior in a systematic manner to identify indicators that may be
helpful during the course of a fire scene examination. 2.2 Explain the significance of various fire patterns and fire spread issues. 2.3 List the most common types of fire protection systems that should be documented during a fire scene
examination. 2.4 Define and name the seven steps of the scientific method. 2.5 Apply the scientific method to a fire scene examination. 2.6 Understand the difference between the roles of first responders and fire investigators.
FIRE SCENE EXAMINATION
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IG 2-2
FIRE SCENE EXAMINATION
APPLICATION/EVALUATION PLAN
Terminal Objectives Evaluated by Conduct a systematic fire scene examination by following the scientific method.
Final Exam
Discuss the roles and responsibilities of first responders and fire investigators related to fire scene examination.
Final Exam
Enabling Objectives Course Component Evaluated by
Examine a structure from the exterior to interior in a systematic manner to identify indicators that may be helpful during the course of a fire scene examination.
Lecture Final Exam
Explain the significance of various fire patterns and fire spread issues.
Lecture Final Exam
List the most common types of fire protection systems that should be documented during a fire scene examination.
Lecture Final Exam
Define and name the seven steps of the scientific method.
Lecture Final Exam
Apply the scientific method to a fire scene examination.
Lecture Final Exam
Understand the difference between the roles of first responders and fire investigators.
Lecture Final Exam
METHODOLOGY This unit uses lecture, discussion and video.
(Total Time: 2 hr., 35 min.)
155 min. Lecture/Discussion Objectives IG 2-5
10 min. I. First Responder’s Role IG 2-5 20 min. II. Scientific Methodology IG 2-7 15 min. III. Fire Scene Examination IG 2-10 5 min. IV. Examination of Exterior Structural Components IG 2-12 20 min. V. Examination of Interior Structural Components IG 2-13 30 min. VI. Fire Effects and Indicators IG 2-17 10 min. VII. Examination of Building Contents IG 2-26 40 min. VIII. Fire Protection Systems IG 2-29 5 min. IX. Summary IG 2-31 Appendix Fire Scene Examination Checklist IG 2-33
IG 2-3
FIRE SCENE EXAMINATION
AUDIOVISUAL Slides 2-1 to 2-96 Video: “SFPE Chemistry of Fire”
IG 2-4
FIRE SCENE EXAMINATION
UNIT 2: FIRE SCENE EXAMINATION
Slide 2-1
Slide 2-1
ENABLING OBJECTIVES ENABLING OBJECTIVES (cont’d) ENABLING OBJECTIVES (cont’d)• Examine a structure from the exterior to • List the most common types of fire • Apply the scientific method to a fire scene
interior in a systematic manner to identify protection systems that should be examination.indicators that may be helpful during the documented during a fire scene • Understand the difference between the course of a fire scene examination. examination. roles of first responders and fire
• Explain the significance of various fire • Define and name the seven steps of the investigators.patterns and fire spread issues. scientific method.
Slide 2-2 Slide 2-3 Slide 2-4 Slide 2-2 Slide 2-3 Slide 2-4
I. FIRST RESPONDER’S ROLE (10 min.) FIRST RESPONDER’S ROLE
• Often the first person on the fire scene, and he or she is in the best position to A. The first responder is often the first person on observe critical information.
• Often the person who decides to request the scene, and he or she can observe and collect a fire investigator.
• Often decides if overhaul operations critical information. should be delayed.
1. Specific location of the fire. Slide 2-5 Slide 2-5 2. Type and quantity of materials burning.
3. Impact of fire suppression efforts on fire
behavior. B. The first responder decides whether to delay
overhaul until fire origin and cause determination is completed.
1. Overhaul may require removing
furniture, moving equipment, and opening walls and ceilings to check for hidden fire.
2. If overhaul is done before fire
investigation is completed, the first responder must ask:
a. Is there critical evidence that may
be altered, lost or destroyed?
IG 2-5
FIRE SCENE EXAMINATION
b. Is the area or room of fire origin clearly defined?
c. Should overhaul in the area or
room of origin be delayed? C. Considerations for the delay of overhaul: 1. Opening walls, pulling ceilings and
shoveling debris outside may destroy or conceal evidence.
2. Evidence may be contaminated or
destroyed as it is removed. D. Precautions to take if overhaul occurs before
origin and cause determination is made: 1. Make a photographic or video record of
the scene and position of potential clues or evidence.
2. Collect and safeguard evidence. a. Only if it will be altered or
destroyed. b. If an incendiary fire is suspected,
secure the scene and notify fire investigators.
3. Avoid exposing (and causing evaporation
of) hidden pockets of ignitable liquid residue before the scene can be processed.
Point out that if evidence is collected and later
transferred to someone else, it is critical to document the process so that the chain of custody is not broken.
IG 2-6
FIRE SCENE EXAMINATION
FIRST RESPONDER’S ROLE 4. Perform a preliminary scene examination. (cont’d)
• Perform a preliminary scene examination.• Secure the scene to preserve and protect 5. Secure the scene to preserve and protect
evidence from further damage and destruction. evidence from further damage and
• Notify investigators when necessary.destruction.
Slide 2-6 6. Notify investigators when necessary.
Slide 2-6
NATIONAL FIRE PROTECTION ASSOCIATION 921, E. National Fire Protection Association (NFPA) GUIDE FOR FIRE AND EXPLOSION
INVESTIGATIONS 921, Guide for Fire and Explosion Investigations • Called a “guide” by the National Fire Protection
Association (NFPA).• Considered to be a “standard of care” by state and contains recommended guidelines that are widely
federal courts.• Developed by an open committee consensus process. used by fire investigators throughout the country • Basis for certification programs by professional
organizations. to conduct fire and explosion investigations.
Slide 2-7 Slide 2-7
NATIONAL FIRE PROTECTION ASSOCIATION 921, 1. Developed as a model for the
GUIDE FOR FIRE AND EXPLOSION INVESTIGATIONS (cont’d) advancement of fire science and to
• Developed as a model for the advancement and practice of fire and explosion investigation, fire science, technology, and methodology. promote the use of the scientific method
• Basis for fire and explosion investigator training and education programs. in fire investigation.
2. Serves as the basis for most fire
investigator training and continuing Slide 2-8 education programs. Slide 2-8
II. SCIENTIFIC METHODOLOGY (20 min.)
NATURE OF FIRE SCENE A. Fire cause determination and investigation EXAMINATIONS should be based on a team approach focusing on
• Complex endeavor involving knowledge, skill, technology and science. the collection of all facts and circumstances,
• Compilation of factual data and analysis must be done objectively and truthfully. analyzed objectively and truthfully to reach valid
• First responders and fire investigators must work together as a team and share conclusions. information to be successful.
Slide 2-9
Slide 2-9
B. The process used to collect and analyze data METHODOLOGY should follow a systematic approach.
• Reliance on systematic approach with attention to all relevant details.
• Use of systematic approach will often uncover new factual data for analysis.
• May require previous conclusions to be re-evaluated.
Slide 2-10
Slide 2-10
IG 2-7
FIRE SCENE EXAMINATION
•PROCESS
Proper methodology is:
C. The first responder needs to process a fire scene in an orderly and logical manner.
– First determine and establish the origin(s).
– Then determine cause (circumstances,
1. Outside to inside.
conditions or agencies that brought the ignition source, fuel and oxidant together). 2. Least damaged to most damaged.
Slide 2-11 3. Once the origin is established, the Slide 2-11
circumstances or conditions responsible for ignition must be identified.
D. This may be difficult depending on the severity
of the fire damage. E. Significantly fire-damaged structures usually
have fire damage to several rooms or floors. 1. Inspection starts outside with a 360-
degree observation of the scene. 2. Determine which portions appear most
damaged and least damaged. 3. Continue inside the structure from the
least burned area toward the most damaged (likely room or area of origin).
4. Limited fire damage usually results from
fires that do not reach flashover or are otherwise suppressed.
a. Start inside the room from the
least damaged area toward the area of greatest fire damage.
b. Note the extent of smoke and heat
damage.
5. A fire scene examination that follows the •
••
SYSTEMATIC APPROACH scientific method provides for the proper Recommended systematic approach is that of the scientific method. collection, analysis and evaluation of Used in physical sciences.Provides for the proper collection, information used to determine the origin analysis and evaluation of data necessary in a successful investigation. and cause of a fire.
Slide 2-12
Slide 2-12
IG 2-8
FIRE SCENE EXAMINATION
F. The scientific method is based on the following SYSTEMATIC METHOD steps:
Slide 2-13 Slide 2-13
STEP 1: 1. Recognize the need — a fire has
RECOGNIZE THE NEED occurred, and a fire cause needs to be • Problem exists.• Fire or explosion has determined.
occurred.• Cause should be
determined so that future similar incidents can be prevented.
Slide 2-14 Slide 2-14
STEP 2: 2. Define the problem — determine the
DEFINE THE PROBLEM manner in which the origin and cause of • Define the manner in which the problem
can be solved. the fire can be identified. • Proper origin and cause investigation
conducted. • Examination of scene and combination of
other data collection methods. • Review of previous investigations of the
incident, interviews, scientific testing. Slide 2-15
Slide 2-15
STEP 3: 3. Collect data — based on observation, COLLECT DATA experience or other means, it is capable
• Facts are now collected.• Collected by observation, experiment or of being verified.
other direct data gathering means.• This is “empirical data.” • Must be based on observation or
experience. • Capable of being verified.
Slide 2-16
Slide 2-16
STEP 4: 4. Analyze data — an essential step before ANALYZE THE DATA forming a final conclusion based on
• All data must be analyzed.• Essential step before forming final knowledge, training and experience.
hypothesis.• Based on knowledge, training, experience
and expertise.• Form hypothesis based on evidence,
rather than speculation.
Slide 2-17 Slide 2-17
IG 2-9
FIRE SCENE EXAMINATION
STEP 5: 5. Develop a hypothesis — based on data DEVELOP A HYPOTHESIS analysis, identify potential scenarios or
• Based on the data analysis.• Form a hypothesis that explains what reasons why the fire may have occurred.
happened.• Based solely on empirical data. • Known as “inductive reasoning.”
Slide 2-18 Slide 2-18
STEP 6: 6. Test and select final hypothesis —
TEST THE HYPOTHESIS compare all known facts and information • Must withstand the test of careful and
serious challenge. necessary to form a valid conclusion • Deductive reasoning.• Comparison of all known facts as well as concerning the fire’s origin and cause
body of scientific knowledge.• Can be experiment or research. based on generally accepted scientific
principles. Slide 2-19
Slide 2-19
STEP 7: 7. Select final hypothesis. SELECT FINAL HYPOTHESIS
• Area/Point of origin identified.• Is the origin insufficient to conclusively a. Area/Point of origin identified.
determine cause? b. Is the origin insufficient to
conclusively determine cause? Slide 2-20
Slide 2-20 III. FIRE SCENE EXAMINATION (15 min.)
RESPONSIBILITY FOR SCENE A. Responsibility for fire/arson investigation. EXAMINATION/INVESTIGATION • Fire department (including state fire
marshals). 1. Fire department. • Police department-based units.• Joint fire/police teams. • Arson task or strike forces.• Generally, joint fire/police teams and 2. Police department (or other law
arson task or strike forces are the most successful units. enforcement agencies).
Slide 2-21 3. Joint fire/police teams. Slide 2-21
4. Arson task or strike forces.
IG 2-10
FIRE SCENE EXAMINATION
B. The major objective of a scene examination is to SCENE EXAMINATION determine the origin, cause and associated
• The major objective of a fire scene examination is to determine the origin and responsibility. cause of a fire through the recognition, identification and analysis of fire (burn) patterns.
Slide 2-22 Slide 2-22
C. Examination requires personnel to reconstruct
SCENE EXAMINATION (cont’d) the events and circumstances that led up to the • Requires reconstruction of the events
leading up to the time that the ignition time of the fire. source (heat) came in contact with the first material ignited (fuel) to determine the fire cause.
Slide 2-23 Slide 2-23
D. The four basic steps in determining the area/
SCENE EXAMINATION (cont’d) point of origin are: • There are four basic steps in determining
the area of origin: – Examine the exterior of the structure or vehicle
and surrounding area. 1. Examine exterior. – Examine the interior of the structure or vehicle.– Interview everyone present who may have
information related to the fire. – Analyze and evaluate information using the
scientific method. 2. Examine interior. Slide 2-24
3. Obtain information from witnesses Slide 2-24 (interviews).
4. Analyze information using the scientific
method.
E. Recommended systematic approach works from SCENE EXAMINATION (cont’d) the exterior to the interior and from the least • Areas of least to most damage.• Evaluate patterns. damage to the most damage. • Evaluate all potential accidental sources
of ignition. • Notify investigators if there is any
indication of an intentionally set fire. 1. Evaluate any fire patterns that are observed.
Slide 2-25 2. Evaluate all potential accidental ignition Slide 2-25
sources in or around the area of origin.
IG 2-11
FIRE SCENE EXAMINATION
F. The first step in successfully determining the fire SCENE EXAMINATION (cont’d) cause is to identify the area/point of origin.
• The determination of fire cause begins with the identification of the point of origin.
• The general systematic approach is to work from areas of least damage to most damage.
Slide 2-26 Slide 2-26
G. Once the suspected area/point of origin has been
SCENE EXAMINATION (cont’d) identified, every layer of debris must be carefully • Once the origin is
identified, a careful and thoroughly examined to identify the analysis of this area is required to determine the potential cause. cause.
• Personnel should keep in mind that the area of greatest damage is not always the point of origin.
Slide 2-27 Slide 2-27
H. The ignition sequence is the act or circumstances
SCENE EXAMINATION (cont’d) that contributed to the cause of the fire and must • The ignition sequence is an event that
allows a competent ignition source to be identified in all incidents to properly classify initiate combustion.
• The act or conditions a fire as either accidental, natural, incendiary or that led to the ignition of the fuel package undetermined. establishes the fire cause.
Slide 2-28 Slide 2-28
IV. EXAMINATION OF EXTERIOR STRUCTURAL
EXTERIOR EXAMINATION COMPONENTS (5 min.) • Conduct a 360-degree exterior
examination of the fire scene. • The results of the exterior examination
should be fully documented. A. Personnel should first conduct a 360-degree • Note burn patterns and other evidence
that may be present or other information exterior examination of the fire scene. The that may be important to the investigation.
results of the exterior examination should be Slide 2-29 fully documented. Any signs of burn patterns,
evidence, or other information that may be Slide 2-29 pertinent to the investigation should be noted.
EXTERIOR EXAMINATION B. Note areas of greatest damage.
(cont’d) Areas of greatest fire involvement.
Slide 2-30 Slide 2-30
IG 2-12
FIRE SCENE EXAMINATION
EXTERIOR EXAMINATION C. Note areas where fire exited the building. (cont’d)
Fire patterns and wind conditions. 1. Examine doors to determine if they were
open prior to or during the fire. 2. Doors open during fire generally will be
Slide 2-31 more damaged on the side of fire travel. Slide 2-31 3. Doors closed during fire generally will be
damaged evenly across.
EXTERIOR EXAMINATION D. Examine all sides of the structure. (cont’d)
Burn patterns at ventilation points. 1. Walk around the entire structure. 2. Note items that may be critical to fire
origin and cause determination. Slide 2-32
E. Note building construction classification type or Slide 2-32 method of construction.
F. It often helps to view the building on fire from
the top of an aerial device to get another perspective on the path of fire travel.
V. EXAMINATION OF INTERIOR STRUCTURAL
COMPONENTS (20 min.)
A. Security prior to the fire. PRIOR TO ENTRY
• Safety first!• Proceed from areas 1. Signs of forced or broken windows.
of least damage to most damage.
• Be aware of evidence contamination issues a. Were windows forced or broken (e.g., refueling of gasoline-powered during fire suppression? equipment).
Slide 2-33 b. Is clear or stained glass located Slide 2-33
inside or outside the building? 2. Signs of forced entry or broken doors. a. Were they forced during fire
suppression? b. Type and number of locks on the
door?
IG 2-13
FIRE SCENE EXAMINATION
UNUSUAL EVENTS OR B. Unusual events or out-of-place items. OUT-OF-PLACE ITEMS
• Fuel containers that do not belong in the area. 1. Fuel containers that do not belong in the
• Repair work in progress.• Electrical equipment on the outside of the area.
structure. a. Found in a hidden area?
Slide 2-34 b. Are containers empty or full? Slide 2-34 2. Repair work in progress. a. Are there signs of heating
devices? - Torches. - Paint-removing heaters. - Space heaters. - Ladders to units on the
roof. b. Ladders to the roof may also
indicate an attempt to extinguish a fire.
3. Electrical equipment on the outside of the
structure. a. Holiday lighting. b. Heat tapes for pipes. c. Heat tapes for edges of roof. C. The process surveys structural elements to check
for path of fire and smoke spread.
1. The examination proceeds from the least LEAST TO MOST damaged area to the most damaged area.
a. This helps avoid hasty and
perhaps faulty judgments about the area of fire origin.
Slide 2-35 Slide 2-35
IG 2-14
FIRE SCENE EXAMINATION
b. All visible fire patterns and clues are evaluated to determine the area of fire origin.
Slide 2-36
INTERIOR EXAMINATION
Slide 2-36
2. Lightly smoke-stained, damaged and charred areas to heavily smoke-stained, damaged and charred areas.
3. Components may be charred more
heavily on the side facing the fire origin, as it was exposed longer to the heat source.
a. Holes in the ceiling may have
helped the fire spread. b. Damage could be due to fire
suppression activity. c. There may have been openings in
or damage to the ceiling prior to the fire.
4. Areas above doors closest to the fire
origin may have more severe charring. 5. Ceiling damage as one approaches the
area of fire origin should become greater. 6. Check floor for all fire damage and
compare it to the ceiling damage in the room/area of origin.
a. Note carpet burns or melting. b. Carefully evaluate extensive
damage, such as holes burned through. Look for signs of distinct patterns of burned and unburned areas.
7. Doors can also provide clues about fire
travel. a. Doors closed at the time of fire
should exhibit an even burn pattern.
IG 2-15
FIRE SCENE EXAMINATION
b. Edges of the door should be protected from burning or charring.
c. Doors closed at the time of fire
with fire on bottom side may indicate use of ignitable liquids.
d. Doors open at the time of fire
should exhibit a distinct burn pattern.
- Burning should be greater
at the hinged side of the door.
- If fire came from low
burning, the burn pattern on the door should be at an angle.
D. Nonstructural building components. 1. May provide clues to the lowest level of
fire activity. 2. Shelving should be evaluated for burning
on the bottom as well as on the top. a. The top will often be protected by
the material placed on it. b. If shelves collapsed onto other
shelves, find the lowest level of burning.
Stress the importance of whether glass was found on
the inside or outside. Inside glass may indicate that it was broken by someone. Outside glass is more likely a result of the fire.
IG 2-16
FIRE SCENE EXAMINATION
VI. FIRE EFFECTS AND INDICATORS (30 min.)
• “V” pattern.• Trailers.• Charring.• Lines of demarcation (smoke/heat line).• Calcination of gypsum board.• Clean burn.• Protected areas.
Slide 2-37
COMMON FIRE SCENE PATTERNS/TERMINOLOGY
Slide 2-37
A. There are several terms used to describe many types of patterns that may be commonly found at fire scenes.
• Major objective of a fire scene examination is the recognition, identification and analysis of fire patterns.
• Analysis of fire patterns is performed in an attempt to trace fire spread, identify areas and point of origin, and identify the fuels involved.
Slide 2-38
FIRE PATTERNS
Slide 2-38
B. An important step in the fire cause determination process is to analyze fire patterns, which may prove helpful in locating the area/point of origin and identifying the fire cause.
The damage created by flame, radiation, hot gases and smoke creates patterns that investigators use to help locate the area or point of origin.
Slide 2-39
DYNAMICS OF PATTERN PRODUCTION
Slide 2-39
C. Dynamics of pattern production. 1. As fire travels through a structure, it
creates various patterns that may assist in determining the origin and cause.
2. Relatively even burning on interior
surfaces may indicate burning from a thermal layer of radiant heat due to flashover.
3. Items in the path of the fire, such as
shelves, may block the fire’s normal path.
• Created by flames, convective or radiated heat from hot fire gases, and smoke within the fire plume.
• Appearance and size depends on:– Heat release rate (HRR). – Geometry/Size of fuel package.– Ventilation.– Ignitability of vertical surface.
Slide 2-40
“V” PATTERNS
Slide 2-40
D. The characteristic pattern from a fire is commonly referred to as a “V” pattern.
1. Fire normally progresses upward and
outward. a. Wind direction associated with
ventilation may affect this.
b. Heat release ratio and geometry/ size of fuel package.
IG 2-17
FIRE SCENE EXAMINATION
c. Ceiling damage directly above the area of origin will usually be significant.
Slide 2-41
“V” PATTERN (cont’d)
Slide 2-41
2. Examine “V” patterns at the base of walls for possible sources of ignition.
a. It is common for items like a trash
container to be found in the area of origin, and it should be evaluated to determine its role in the fire.
b. Was something present that was
observed during fire suppression?
Slide 2-42
INVERTED “V” PATTERN
Slide 2-42
E. An inverted “V” pattern is not necessarily an indicator of an incendiary fire. The proper interpretation is a fire of relatively short duration that did not fully develop from floor to ceiling.
• There are two basic types of fire patterns:– Movement patterns.– Intensity patterns.
Slide 2-43
FIRE PATTERNS
Slide 2-43
F. The two basic types of fire patterns that may be found at fire scenes are movement patterns and intensity patterns.
• Flame and heat movement patterns are produced by the growth movement of fire and products of combustion away from an initial heat source.
• If accurately identified and analyzed, these patterns can be traced back to the origin of the heat source that produced them.
Slide 2-44
MOVEMENT PATTERNS
Slide 2-44
G. Movement patterns. 1. Produced by the growth of the fire and
products of combustion away from the initial heat source.
2. Can be traced back to the origin of the
heat source if properly evaluated.
IG 2-18
FIRE SCENE EXAMINATION
H. Intensity patterns. INTENSITY PATTERNS
• Flame and heat intensity patterns are produced by the response of materials to 1. Produced by the response of materials to the effects of various intensities of heat exposure. the effects of exposure to various levels
• The various heat effects on a certain material can produce lines of of heat. demarcation.
Slide 2-45 2. The heat effects on certain materials can
produce distinctive lines of demarcation. Slide 2-45
EFFECTS OF ROOM I. Ventilation can produce burn patterns that may VENTILATION be confused with the area/point of origin.
• Where fresh air ventilation is available to a fire, it is not uncommon to find locally heavy damage patterns on combustible items.
• These patterns may be close to the ventilation opening, which may have no relevance to the point of origin.
Slide 2-46
Slide 2-46
J. Autoventilation — caused by the fire breaking VENTILATION through an obstruction, such as a window or
• Autoventilation — caused by the fire breaking roof. Mechanical ventilation is caused by the fire through an obstruction, such as a window or roof. department cutting a hole in the roof or breaking
• Mechanical ventilation is caused by fire department windows. cutting a hole in roof or breaking windows.
Slide 2-47 Slide 2-47
K. Flashover can modify or destroy many of the
POST-FLASHOVER DAMAGE indicators and patterns that are used by • It is not uncommon for
the flashover process to investigators to identify the origin and cause of modify or obliterate many of the fire the fire. indicators that existed prior to flashover.
• This is especially true for fire patterns.
Slide 2-48 Slide 2-48
L. No single pattern should be relied upon to
WARNING conclusively determine the fire’s origin and • In most cases, no single pattern in and of
itself should be relied upon to draw a cause. conclusion as to a fire’s origin and cause.
• Old thoughts, theories and literature gave different meanings and interpretations to some patterns.
Slide 2-49
Slide 2-49
IG 2-19
FIRE SCENE EXAMINATION
1. There are many different meanings and WARNING (cont’d) interpretations given to the creation and
• Patterns should be examined and evaluated in light of other information analysis of fire patterns; therefore, be obtained from sources at the scene.
cautious in relying solely upon them during fire cause determination.
Slide 2-50 2. Always examine fire patterns in
conjunction with information collected at Slide 2-50 the scene.
M. Low levels of burning must be evaluated.
LOW BURN PATTERNS • The investigator should identify these
areas of low burning and be cognizant of 1. It could lead to the area or point of fire their possible proximity to a point of origin.
• In a compartment where the fire has origin. transitioned through flashover to the fully developed stage, burning down to floor level is not necessarily indicative of an origin at the floor level. 2. It could be the result of a secondary fire
Slide 2-51 resulting from burning material dropping below the original point of origin. Slide 2-51
N. Lines of demarcation.
LINES OF DEMARCATION • Lines or areas that are borders defining
the differences in certain heat and smoke 1. Lines of demarcation are lines that effects of the fire on various materials that may be used to determine separate burned from unburned areas. direction of fire spread or differences in intensity of burning.
Slide 2-52
Slide 2-52
LINES OF DEMARCATION 2. Lines of demarcation may be caused by (cont’d) burning materials, ventilation, length of
• The production of lines, areas of demarcation, and subsequent fire patterns time that materials are exposed to heat, or that they define depend on a combination of variables: fire suppression activities. – The material itself.– The rate of heat release of the fire. – Fire suppression activities.– Temperature of the heat source.– Ventilation. – Time that the material is exposed to the heat.
Slide 2-53 Slide 2-53
LINES OF DEMARCATION
(cont’d) Point out the demarcation line that extends from midway on the door across the wall.
Slide 2-54 Slide 2-54
IG 2-20
FIRE SCENE EXAMINATION
O. The lines of demarcation may be affected by the SURFACE EFFECTS type of surfaces and the extent of combustion
The characteristics of the material and shape and texture of the surface can affect that occurred. the shape of the lines of demarcation displayed and the amount of pyrolysis and combustion by differing surface areas.
Slide 2-55
Slide 2-55
PENETRATION OF P. Penetration of horizontal surfaces. HORIZONTAL SURFACES
• Penetration of horizontal surfaces 1. Penetration of horizontal surfaces may be from above or below can be caused by caused by radiant heat, direct flame radiant heat, direct flame impingement, contact, or localized burning. or localized smoldering, with or without the effects of ventilation.
Slide 2-56 Slide 2-56
PENETRATION OF HORIZONTAL 2. Penetrations may also be caused by hot
SURFACES (cont’d) gases being forced through pre-existing • In fully involved compartments, hot gases
may be forced through small, pre-existing openings or intense burning under items openings in a floor, resulting in a penetration. such as mattresses, couches or chairs.
• Penetration may also be the result of intense burning under items such as polyurethane mattresses, couches or chairs.
Slide 2-57 Slide 2-57
PENETRATION OF HORIZONTAL 3. The normal direction of heat movement
SURFACES (cont’d) is upward, therefore any evidence of • Penetration in a downward direction is
often considered unusual because the downward burning in floors and/or more natural direction of heat movement is upward through the action of buoyancy. ceilings should be carefully evaluated.
Slide 2-58 Slide 2-58
PENETRATION OF HORIZONTAL 4. Examination of the sloping sides of holes
SURFACES (cont’d) in horizontal surfaces can help determine • A hole burned into a
surface, whether from whether they were created from above or above or below, may be identified by below the surface. examining the sloping sides of the hole.
Slide 2-59
Slide 2-59
IG 2-21
FIRE SCENE EXAMINATION
BURNING PATTERNS THROUGH FLOORS Point out the limited underside burning when the fire
progresses downward and the severe damage when the fire burns from below. This is due to the lateral spread from the fire encountering an overhead obstruction before burning through.
— NFPA 921, Guide for Fire and Explosion Investigations
Slide 2-60 Slide 2-60
TEMPERATURE Q. The amount of heating depends on several DETERMINATION factors, including the temperature and velocity of
The amount of heating depends on the temperature and velocity of the airflow, the the airflow, physical properties of the burning geometry and physical properties of the heated item, its proximity to the source of item, its location in relationship to the heat heat, and the amount of heat energy present. source, and the amount of energy present.
Slide 2-61
Slide 2-61
R. Melting of metals (aluminum, copper and steel) MELTING OF METALS may provide a clue regarding the approximate
• Aluminum melts at approximately 1,220 F (660 C). temperatures that the fire may have reached.
• Copper melts at approximately 1,981 F (1,083 C).
Slide 2-62 Slide 2-62
MELTING OF METALS (cont’d) • Steel melts at approximately 2,660 F
(1,460 C). – At temperatures above 1,000 F (538 C),
steel will begin to soften and fail, depending on the load.
Slide 2-63 Slide 2-63
S. Smoke and soot can collect on cooler surfaces of
SMOKE AND SOOT buildings or their contents, often on upper parts • Smoke and soot can collect on cooler
surfaces of buildings or their contents, of walls in rooms adjacent to the fire. Smoke often on upper parts of walls in rooms adjacent to the fire. tends to condense on walls, windows, and other
• Smoke tends to condense on walls, windows, and other cooler surfaces. cooler surfaces.
Slide 2-64
Slide 2-64
IG 2-22
FIRE SCENE EXAMINATION
T. Areas of clean burn by themselves do not CLEAN BURN necessarily indicate the areas/points of origin,
• Produced most commonly by conductive heat or intense heat transfer to a surface. but they typically are an indication of intense
• Although they can be indicative of intense heating in an area, clean burn areas by heating or direct flame contact in the area. themselves do not necessarily indicate areas of origin.
Slide 2-65
Slide 2-65
CLEAN BURN ON INTERIOR OF STRUCTURE Arrows indicate where the smoke and soot have been
burned off, creating an area of clean burn.
Slide 2-66 Slide 2-66
U. Calcination usually occurs when the moisture CALCINATION content of gypsum board (drywall) is depleted
• Moisture content is driven out of due to intense heating in the area. gypsum due to heat.
• The paper surface will char and might also burn off.
Slide 2-67 Slide 2-67
V. Heat shadowing.
HEAT SHADOWING • The object blocking
the travel of the 1. Heat shadowing occurs when objects heat energy may be solid or liquid, located within the compartment block or combustible or noncombustible. limit the flow of heat.
Slide 2-68
Slide 2-68
2. Patterns created by the effects of heat HEAT SHADOWING (cont’d) shadowing can be produced by any object
• Any object that absorbs or reflects the that absorbs or reflects heat energy. heat energy may cause the production of a pattern.
Slide 2-69 Slide 2-69
IG 2-23
FIRE SCENE EXAMINATION
What aided in the ASK: What aided in the fire spread? fire spread?
Heating, ventilating, and
air conditioning (HVAC) Suggested response: The fresh air return created an unit supply and return vents may influence fire airflow in the area of the heating, ventilating, and air spread in a room.
Slide 2-70 conditioning (HVAC) register. Slide 2-70
W. Evidence of burning on floors around door
FLOORS thresholds and/or baseboards can be caused by Burning from full room involvement can also full room involvement or ventilation. produce burning of floors around door thresholds and baseboards due to radiation or air sources (ventilation).
Slide 2-71 Slide 2-71
1. Protected areas on the floor can be caused
PROTECTED FLOOR AREAS by furniture, office equipment, • The presence of furniture, stock, counters
or storage may result in these linear appliances, etc. that are located in the patterns.
• These patterns may also result from wear area and present at the time of the fire. on floors and the floor covering due to high traffic, and they may be confused The patterns created should not be with ignitable liquid pour patterns.
confused with ignitable liquid (pour) Slide 2-72 patterns.
Slide 2-72
PROTECTED FLOOR AREAS (cont’d) Photo of protected area.
Slide 2-73 Slide 2-73
PROTECTED FLOOR AREAS 2. Other items that are located on the floor (cont’d) may also produce patterns that can be
• Irregularly shaped objects on the floor, confused with ignitable liquid (pour) such as clothing or bedding, may also patterns. provide protection and produce patterns that may be confused with ignitable liquid pour patterns.
Slide 2-74 Slide 2-74
IG 2-24
FIRE SCENE EXAMINATION
PROTECTED FLOOR AREAS (cont’d) Photo on the left side of the slide is material in place
after fire. Photo on the right side of the slide shows a protected area with the item removed.
Slide 2-75 Slide 2-75
X. Incandescent light bulbs may begin to distort LIGHT BULBS when subjected to a temperature of 900 F
(482 C) for a length of 10 minutes, and they will Pulled toward heat usually distend in the direction of the fire origin source
(over 25 watts or source of heat. (W))
Slide 2-76 1. Bulbs will usually have smoke residue on
them. Slide 2-76
2. The side toward the fire origin may have less residue.
The glass globe softens on the more heated side. As
pressure rises inside the bulb, the hotter side of the bulb will expand toward the heat. Compact fluorescent light (CFL) bulbs will not distend toward the heat source.
HEAT EFFECTS ON 3. Bulbs heated evenly may not leave a INCANDESCENT LIGHT BULBS clue.
4. Bulbs may rupture with only a small part
of the glass globe missing.
Slide 2-77 5. Bulbs may distort in such a manner that no significant clues remain. Slide 2-77
IG 2-25
FIRE SCENE EXAMINATION
Explain how, at this point, the bulb would stop
distending, as it is no longer able to build pressure inside to push the soft glass toward the hottest area of the fire.
VII. EXAMINATION OF BUILDING CONTENTS
(10 min.)
Leave contents and furnishings in place.
Slide 2-78
CONTENTS AND FURNISHINGS
Slide 2-78
A. All contents and furnishings should be left in place so that they can be used as indicators to help identify the location or sources of heat that may have been present.
• Patterns can be present on the sides, tops and bottoms of building contents.
• Patterns will be similar in shape but may display only a portion of the pattern due to limited side of items.
Slide 2-79
BUILDING CONTENTS
Slide 2-79
B. Patterns may be found on top of shelves, tables, dressers or other items.
1. Fires originating on top of dressers,
shelves and tables should be evaluated for a cause.
2. Look for electrical items, evidence of
smoking materials, or possible accelerants.
3. Items that do not seem to belong. a. Were there items moved into or
out of the area before the fire occurred?
b. Were cheaper items substituted
for expensive items? c. Were items arranged in an
unusual way? d. Were items placed in a safe area
as opposed to one not normally secured?
IG 2-26
FIRE SCENE EXAMINATION
e. Were items of clothing missing from closets?
4. A large pile of clothing placed on a bed
and set on fire may indicate an interpersonal or domestic problem (spite/ revenge motive).
a. Do items appear to be out of
place? b. Were pieces of furniture or other
items conveniently rearranged for a fire?
c. Was furniture used to block doors
and make entry difficult? C. Examination of contents. 1. Furniture may provide clues to the fire
origin or path of fire travel. a. Is one side burned more heavily
than another? b. Is it burned more on the top or the
bottom? c. Was there a high fuel load? d. Are the legs or feet of furniture
burned at or near the floor? 2. Examination of appliances may reveal if
the damage was related to the cause of the fire or was the result of the fire.
a. If the power switch can be
located, was the power on or off? b. Were the appliances plugged in at
the time of the fire? c. Is the appliance case or cabinet
more heavily damaged on the inside or the outside?
IG 2-27
FIRE SCENE EXAMINATION
d. Is there any indication that the fire originated at or near an appliance?
e. Heating sources, such as a kitchen
stove, heater, iron or other appliances, should be evaluated carefully.
Do not alter position of controls.
Slide 2-80
APPLIANCES
Slide 2-80
D. All appliances and equipment located in or near the area/point of origin need to be examined, especially to document if any of them were left on or operating at the time of the fire.
Avoid disturbing electrical cords and equipment.
Slide 2-81
ROLE OF ELECTRICAL SYSTEM AND EQUIPMENT
Slide 2-81
E. The role of the electrical system and any electrical equipment or appliances that may be in or near the area/point of origin must be evaluated to rule them in or out as a potential cause of the fire.
Slide 2-82
INVENTORY
Slide 2-82
F. The presence or absence of inventory should be noted, as it may have a connection to the underlying cause of the fire. The inventory should be consistent with the use/occupancy of the building.
Slide 2-83
ACCOUNTABILITY OF KEYS
Slide 2-83
G. The accountability of keys and who they were assigned to should be documented, as it may provide a clue as to who had access to the building/structure.
IG 2-28
FIRE SCENE EXAMINATION
VIII. FIRE PROTECTION SYSTEMS (40 min.)
“SFPE CHEMISTRY OF FIRE”
Slide 2-84
DVD PRESENTATION
Slide 2-84
Introduce the 20-minute “SFPE Chemistry of Fire”
(Fire Safety in Building Segments) video. Afterward, discuss the basic principles and concepts presented in the video.
Slide 2-85
AUTOMATIC SPRINKLER SYSTEMS
Slide 2-85
A. Sprinkler system(s), if present, must be inspected to determine if it was operational and activated as designed.
Slide 2-86
FIRE PROTECTION SYSTEMS
Slide 2-86
B. Fire protection systems play a critical role in the detection, notification and control of fire. Personnel need to understand the basic operations of the systems and their impact with respect to fire cause determination.
• Intended to indicate and warn of abnormal conditions.
• Recognize when a fire is occurring and activate the fire alarm system.– Alert occupants.– May alert the fire department.– May automatically activate fire suppression
systems.
Slide 2-87
AUTOMATIC ALARM AND DETECTION SYSTEMS
Slide 2-87
C. Automatic alarm and detection systems are intended to warn of potential fire-related emergencies.
1. Alert occupants. 2. Alert fire department. 3. Automatically activate fire suppression
systems.
IG 2-29
FIRE SCENE EXAMINATION
D. Notification appliances typically consist of NOTIFICATION APPLIANCES horns, bells, strobes and voice.
Horn Bell
Strobe Voice Slide 2-88
Slide 2-88
E. A fire alarm control panel may be connected to a FIRE ALARM CONTROL PANEL monitoring service, which can provide • Fire alarm control unit.• Specific power information that is helpful in establishing a
requirements, including backup power. timeline related to the fire. These units should be
• May be connected to monitoring service. inspected to ensure that they were operating
properly at the time of the fire. Slide 2-89
Slide 2-89
PURPOSE OF SMOKE AND F. Smoke and heat detectors are designed to detect, HEAT DETECTORS warn and notify occupants and/or the fire
• Detect.• Warn. department in the event of a fire-related • Notify.
– Did the devices activate as emergency. Personnel need to check and see if intended? If not, why not?
these devices activated as intended. If not, why not?
Slide 2-90 Slide 2-90
1. There are two basic types of smoke
SMOKE DETECTORS detectors. The first one is ionization. • Ionization.
– Generally more responsive to flaming fires. Ionization detectors operate using a small – Small amount of radioactive material
between two electrically charged plates, which ionizes the air and causes current to amount of radioactive material and a flow. Disrupted when smoke enters chamber. sensing chamber.
Slide 2-91
Slide 2-91
2. The second one is photoelectric. SMOKE DETECTORS (cont’d) Photoelectric detectors operate using a
• Photoelectric.– Generally more responsive to fires that begin light source and a sensing chamber.
with a long period of smoldering.– Aims a light source into a sensing chamber
away from a sensor. Light is reflected onto the sensor when smoke enters the chamber.
Slide 2-92
Slide 2-92
IG 2-30
FIRE SCENE EXAMINATION
3. Heat detectors are less prone to false HEAT DETECTORS alarms and are used in cases where
• Generally used in situations where smoke detectors cannot be used. smoke detectors cannot be used (i.e.,
• Often installed in unheated areas.• Generally very reliable and often installed in unheated areas).
less prone to false alarms than smoke detectors.
Slide 2-93
Slide 2-93
G. The documentation of fire protection (smoke and SYSTEMS DOCUMENTATION heat detection) systems is important to the
• Did it perform as designed? Why or why not? investigation of fire origin and cause.
• Proper installation?• Evidence of alteration or
tampering?• Changes in nature of contents 1. Did these systems perform as designed?
or occupancy?• Sources of technical If not, why not?
assistance — designer, installer, code official.
Slide 2-94 2. Were the systems properly installed in Slide 2-94
accordance with applicable standards and regulations?
3. Is there any evidence of tampering? 4. Were there any recent changes in the use/
occupancy of the building that warranted modification to the fire protection systems?
Remind students of, and briefly discuss, the Fire Scene
Examination Checklist located in the appendix.
IX. SUMMARY (5 min.) SUMMARY
• First responder’s role.• Scientific methodology. A. First responder’s role. • Fire scene examination.• Examination of exterior structural
components.• Examination of interior structural B. Scientific methodology.
components. Slide 2-95 C. Fire scene examination.
Slide 2-95 D. Examination of exterior structural components.
E. Examination of interior structural components.
IG 2-31
FIRE SCENE EXAMINATION
F. Fire effects and indicators. SUMMARY (cont’d)
•••
Fire effects and indicators.Examination of building contents.Fire protection systems.
G. Examination of building contents. H. Fire protection systems.
Slide 2-96 Slide 2-96
IG 2-32
FIRE SCENE EXAMINATION
APPENDIX
FIRE SCENE EXAMINATION CHECKLIST
IG 2-33
FIRE SCENE EXAMINATION
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IG 2-34
FIRE SCENE EXAMINATION
Fire Scene Examination Checklist This checklist is provided to help the first responders conduct a systematic examination of the fire scene to help determine the area of fire origin and the possible cause. 1. Should overhaul be delayed to allow fire cause determination? [ ] yes [ ] no 2. Exterior examination observations.
a. Classification of building construction
b. Estimated age of construction
c. Area(s) of greatest damage
d. Area(s) where fire exited building
e. Are there obvious fire patterns? [ ] yes [ ] no
f. Was building secure prior to the fire? [ ] yes [ ] no
g. Are there any unusual signs or objects?
h. Note anything unusual about the electrical system or equipment:
IG 2-35
FIRE SCENE EXAMINATION
3. Interior examination observations.
a. What area has the least damage?
b. What area has the most damage?
c. Note damage to the following structural components:
Door moldings
Walls
Ceiling
Floor
IG 2-36
FIRE SCENE EXAMINATION
d. Note damage to the following nonstructural components:
Shelving
Incandescent light bulbs
Window glass
Broken window glass
Melted metal objects
Doors
4. Note the lowest level of burning:
IG 2-37
FIRE SCENE EXAMINATION
5. What is the source of fire or secondary fire?
6. Examination of building contents.
a. Unusual items
b. Furniture
c. Appliances
7. Document fire patterns.
a. “V” patterns. [ ] yes [ ] no
b. Lines of demarcation. [ ] yes [ ] no 8. Document fire travel/spread.
a. Even levels of burning. [ ] yes [ ] no
b. Extent of charring. [ ] yes [ ] no
IG 2-38
FIRE SCENE EXAMINATION
Notes:
IG 2-39
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
UNIT 3: FIRE CAUSES
TERMINAL OBJECTIVES The students will be able to: 3.1 Explain the four fire cause classifications. 3.2 Describe various common accidental and incendiary fire causes. 3.3 Explain the basic principles and components of a residential electrical system.
ENABLING OBJECTIVES The students will be able to: 3.1 Define fire cause and identify four classifications of cause. 3.2 List various accidental and incendiary fire causes. 3.3 Explain basic principles of residential electrical systems. 3.4 List various indicators of incendiary fires.
FIRE CAUSES
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IG 3-2
FIRE CAUSES
APPLICATION/EVALUATION PLAN
Terminal Objectives Evaluated by Explain the four fire cause classifications. Final Exam Describe various common accidental and incendiary fire causes. Final Exam Explain the basic principles and components of a residential electrical system.
Final Exam
Enabling Objectives Course Component Evaluated by
Define fire cause and identify four classifications of cause.
Lecture Final Exam
List various accidental and incendiary fire causes. Lecture Final Exam Explain basic principles of residential electrical systems.
Lecture Final Exam
List various indicators of incendiary fires. Lecture Final Exam
METHODOLOGY This unit uses lecture and discussion.
(Total Time: 1 hr., 40 min.)
100 min. Lecture/Discussion Objectives IG 3-5 5 min. I. Purpose and Classifications of Fire Causes IG 3-5 30 min. II. Determining Fire Causes IG 3-7 15 min. III. Electrical Systems IG 3-28 45 min. IV. Indicators of Incendiarism IG 3-31 5 min. V. Summary IG 3-48
AUDIOVISUAL Slides 3-1 to 3-86
IG 3-3
FIRE CAUSES
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IG 3-4
FIRE CAUSES
UNIT 3: FIRE CAUSES
Slide 3-1
Slide 3-1
ENABLING OBJECTIVES
• Define fire cause and identify four classifications of cause.
• List various accidental and incendiary fire causes.
• Explain basic principles of residential electrical systems.
• List various indicators of incendiary fires. Slide 3-2
Slide 3-2
PURPOSE AND CLASSIFICATIONS I. PURPOSE AND CLASSIFICATIONS OF FIRE OF FIRE CAUSES CAUSES (5 min.)
• Accidental.• Natural. • Incendiary.• Undetermined. A. Four possible fire cause classifications.
1. Accidental — fires that are not the result
Slide 3-3of a deliberate, (intentional) malicious act. Slide 3-3
2. Natural — fires that ignite without
human intervention. 3. Incendiary — fires that result from
deliberate, malicious actions or circumstances in which the person starting the fire knows that it should not have been started.
4. Undetermined — fires where the cause
cannot be proven to an acceptable level of certainty.
IG 3-5
FIRE CAUSES
This section will examine the three elements of a fire
cause: heat source, fuel, and an event or circumstances that bring the fire and fuel together (also referred to as the ignition sequence).
Slide 3-4
• Material is that which sustains combustion beyond the ignition source.
• Initial fuel can be part of the ignition source.
• Vital element in understanding the events that caused the fire.
FIRST MATERIAL IGNITED
Slide 3-4
B. First material ignited. 1. Material that sustains combustion beyond
the ignition source. 2. The fuel load present is critical to
understanding the circumstances responsible for the fire cause.
Slide 3-5
• Source of ignition may be at or very near point of origin.
• Physical evidence may remain, be heavily damaged, or be destroyed.
• Source of ignition should be identified in order for the cause to be proven.
SOURCE AND FORM OF HEAT OF IGNITION
Slide 3-5
C. There are four primary heat sources. 1. Chemical heat sources (e.g., acids, water-
reactive materials). a. Heat of combustion — amount of
heat during complete oxidation (the caloric fuel value).
b. Spontaneous heating — increase
in temperature without drawing heat from surroundings.
c. Heat of decomposition —
breakdown or loss of material due to thermal (heat) energy.
d. Heat of solution — heat released
when a substance is dissolved in liquid.
2. Electrical heat energy (e.g., overloading
of circuit, loose connections). a. Resistance heating — the
generation of heat by electric conductors carrying current. Example: heating element in an electric heater.
IG 3-6
FIRE CAUSES
b. Induction heating — influencing a conductor by an alternating magnetic field. Example: soldering of wires or metals together.
c. Dielectric heating — dirt/dust on
surface of an insulator allows ground fault leak of current. Example: a microwave oven.
d. Heat from arcing. e. Static electricity. f. Lightning. 3. Mechanical heat energy (e.g., motors;
heating, ventilating, and air conditioning (HVAC) units).
a. Friction heat. b. Friction sparks. c. Heat of compression. 4. Nuclear heat energy. II. DETERMINING FIRE CAUSES (30 min.)
Slide 3-6
• Mere presence of an ignition source and fuel by themselves does not cause a fire.
• What event or sequence of events brought the elements together (ignition sequence)?
IGNITION FACTOR OR CAUSE
Slide 3-6
A. Ignition factor or cause. 1. The presence of fuel and an ignition
source in and of themselves does not establish the cause of the fire; the event, actions or circumstances that brought the fuel and ignition source together must be identified.
2. The propensity for fuel to ignite is
dependent on the following: a. Mass of the fuel.
IG 3-7
FIRE CAUSES
b. Form (physical state) of fuel (i.e., solid, liquid, gas).
Explain and emphasize that the cause of a fire or
explosion is not the ignition source (e.g., cigarette, short circuit). The cause includes the circumstances or actions that caused a competent ignition source to come in contact with a fuel and an oxidizer and transfer sufficient energy to start a fire. The cause could be negligence (unattended food on the stove); a product defect; or an intentional act, such as pouring an ignitable liquid in a structure and igniting it (National Fire Protection Association (NFPA) 921, Guide for Fire and Explosion Investigations).
Slide 3-7
COMMON CAUSES OF DWELLING FIRESElectrical Wiring Unscreened Chimney
Fireplace
Electrical Appliances
Furnace Flammable/ Combustible Liquids
Smoking
Electrical Panel
Cooking
Electric BlanketSmoking in Bed
Slide 3-7
B. There are several common accidental causes of most residential fires:
1. Heating equipment. 2. Combustibles too close to heat sources. 3. Smoking.
4. Electrical malfunctions. 5. Cooking. Determining fire cause begins with an evaluation of
the combustion characteristics of the fuel load (materials) involved. A key aspect of this process is to compare similar materials and situations to known facts. Personnel should coordinate information obtained during the preliminary scene examination with investigators as needed.
IG 3-8
FIRE CAUSES
•
HEATING EQUIPMENTFixed or portable.– Electric or fuel-fired.– May be wall-mounted
in closets, attics or crawl spaces.
C. Heating equipment. 1. Fire causes involving heating equipment
may include fixed or portable space heaters.
Slide 3-8
MAJOR FIRE CAUSES• Defective equipment.• Too close to
combustibles.– Installation.– Storage.
• Misuse of equipment.
Slide 3-8 a. Electric or fuel-fired. b. May be wall-mounted in closets,
attics or crawl spaces and can be free-standing in other locations.
2. Fires may start in combustibles placed
near a heating unit. a. Papers. b. Clothing. 3. Major fire causes may be due to defective
or overheated equipment. a. May be installed too close to
combustibles.
Sl ide 3-9Slide 3-9
b. May have malfunctioned due to manufacturing defect, improper installation or misuse.
D. There are two basic types of kerosene heaters. 1. Convective. a. Usually circular in shape. Its fuel
tank is located below the wick and combustion chamber. The wick absorbs and delivers fuel to the combustion chamber.
b. Convective heaters circulate
warm air upward and outward in all directions. They are designed for large areas, or even several rooms, but never for a small, closed area, such as a bedroom.
IG 3-9
FIRE CAUSES
c. Must be moved for refueling because they do not have a removable fuel tank.
2. Radiant. a. Usually rectangular in shape and
designed for smaller areas. They also feature a wick, combustion chamber, and, in addition, a reflector that directs heat at people or objects.
b. Some radiant heaters have electric
fans to increase the flow of warm air.
c. Many radiant models have a
removable fuel tank, which allows only the fuel tank to be transported for refueling.
Slide 3-10
• Fuel leakage (spill).• Too close to
combustible materials.• Flare-ups due to
improper fuel use.
KEROSENE HEATERS
Slide 3-10
3. Most of the fires associated with kerosene heaters are due to:
a. Fuel spills. b. Placement too close to
combustible materials. c. Using improper fuel (i.e., gasoline
versus 1-K grade kerosene).
Slide 3-11
• Too close to combustibles. • Use of extension cords.• Tip-overs.• Oil-filled.
PORTABLE ELECTRIC HEATERS
Slide 3-11
E. Portable electric heaters (oil-filled/space/ standard).
1. Common causes of accidental fires
involving portable electrical heaters may be due to:
a. Combustibles located too close to
units. b. Use of extension cords that are
not properly rated for the unit.
IG 3-10
FIRE CAUSES
c. Units being knocked over and then coming in contact with combustible materials.
2. Check controls of the unit. a. Most units have a tilt or overturn
switch. b. Designed to cause the unit to turn
off if tilted or knocked over. 3. Check location of the unit. a. Is the unit in a normal location, or
is it in a location where it would not normally be expected to be placed?
b. Would the unit be expected to be
used based on time of year (i.e., heater being used during hot weather)?
4. Once the heater is located, check whether
the unit was plugged into an extension cord and if there is any evidence of an overload or short circuit.
Slide 3-12
• Over-fueled.• Improper fuel.• Too close to
combustibles.– Chimney/Flue fires.
SOLID-FUEL HEATING EQUIPMENT
Slide 3-12
F. Solid-fuel heating systems (e.g., wood, coal). 1. Check fuel supply. a. Overfilled? b. Improper fuel? 2. Fires may occur in nearby combustibles,
including the fuel stored nearby. a. Check combustion and flue areas. b. Proper installation of flue or pipe
where it passes through walls or ceilings.
IG 3-11
FIRE CAUSES
c. Creosote buildup on seams of flue pipe could cause a fire.
3. Stovepipes, flues or chimneys that appear
extremely clean may have been involved in a chimney fire.
a. Produces extreme temperatures. b. May ignite nearby combustibles.
Check manufacturer or code requirements for proper installation relative to distances from combustibles, etc.
4. Flammable and combustible materials
igniting fuels improperly stored nearby. 5. Old solid-fuel unit converted to burn fuel
oil. a. Not suitable. b. Not designed for liquid fuel. - Subject to overheating. - Leaks combustion
products.
Slide 3-13
• Improperly discarded ashes.
• Combustibles too close.
FIREPLACES
Slide 3-13
G. Fireplaces. 1. Hot ashes and coals. Check disposal
habits of occupants. a. Be careful of occupant cover-up. b. Compare account of events with
observations/evaluation of area/ point of origin.
2. Time frame may seem extreme. 3. Consider insulating effects of ashes and
container construction.
IG 3-12
FIRE CAUSES
4. Attempt to locate remains of container used to hold ashes and coals.
5. Combustibles placed or stored near
fireplace? Consider distance from fireplace and time that material was exposed to heat.
6. Animal activity.
Slide 3-14
OIL- AND GAS-BURNING EQUIPMENT
Slide 3-14
H. Oil- and gas-burning equipment. 1. Check firebox, pipes and flue. a. Excess soot (carbon) may indicate
incomplete combustion. b. Malfunction.
c. Improper adjustment. 2. Check controls and fuel lines. a. Prior trouble with equipment. b. Fresh tool marks. c. Recent repairs attempted?
Slide 3-15
• Creosote can ignite between 1,170 F (632.2 C) and 1,300 F (704.4 C).
• Coating as thin as 1/8 inch is sufficient to cause fire.
CHIMNEY OR FLUE FIRES
Slide 3-15
I. Chimney or flue fires. 1. Creosote buildup may ignite from sparks
or overheating. a. Only a very thin coating is
required to ignite under the proper conditions.
IG 3-13
FIRE CAUSES
CHIMNEY OR FLUE FIRES b. The type of wood has little (cont’d) influence on the extent of heat
• Type of wood being burned normally has very little influence on accumulation. buildup.
• Temperatures as high as 2,000 F (1,093.3 C) may be reached.
2. Can cause roof fires as burning soot and debris are drawn out of flue.
Slide 3-16 3. Point of origin may be near the area Slide 3-16
where flue passes through combustible construction materials.
4. Check to determine the last time that the
chimney was cleaned.
CHIMNEY MATERIALS ARE 5. Chimney materials are conductors of heat CONDUCTORS OF HEAT and may cause nearby combustible
• Installed without recommended materials to ignite. clearances.
• Constant use of appliance may cause combustible a. Can be a problem if improperly materials to ignite. installed without recommended
Slide 3-17clearances per applicable codes. Slide 3-17
b. Constant use of appliance may cause combustible materials to ignite if not properly maintained.
J. Cooking equipment.
COOKING EQUIPMENT • Misuse.• Incorrect 1. Common causes are due to:
installation.• Improper
maintenance.• Inattention. a. Misuse.
Slide 3-18
b. Incorrect installation. Slide 3-18 c. Inattention while in use.
2. Check location of room’s trash container
and other combustible materials in the immediate area. Ignition of container can occur by:
a. Splattering grease. b. Conduction of heat from unit.
IG 3-14
FIRE CAUSES
3. Attempts by occupants to remove burning fuel.
a. Occupants frequently attempt to
remove burning pans from cooking equipment.
b. Burning pan and fuel may be
dropped or thrown, may cause burn injuries to occupants.
c. Point of origin may be located at
floor level (or signs of burning fuel at floor level).
d. Debris (evidence) may also be
located in (or near) sink. 4. Check time factors. a. Did the fire occur during normal
meal preparation time? b. Check for other evidence of meal
preparation. 5. Check number of cooking elements being
used. Check positions of elements and oven controls.
6. Check for repair or adjustment of unit
and fuel supply. a. Tool marks. b. Missing cover plates and screws.
Slide 3-19
• Temperature of burning cigarette ash will vary from 550 F (288 C) on the outside to 1,350 F (732 C) inside.
• Cigarette must beinsulated to cause open-flame ignition of furniture or bedding.
SMOKING AND RELATED FIRES
Slide 3-19
K. Smoking and related fires. 1. Heat generated by burning cigarettes
varies greatly. a. Usually reaches 550 F (288 C)
measured on the outside surface of glowing ash.
IG 3-15
FIRE CAUSES
b. Can be as high as 1,350 F (732 C) measured in the center of glowing ash.
2. Temperatures even higher than those
mentioned have been estimated or recorded by various researchers.
3. Cigarettes and the ignition of most
combustibles. a. Usually local char or damage due
to small contact area. b. Cigarettes usually must be
insulated to ignite combustibles. c. Increases surface contact and
allows buildup of heat. d. Insulation effect occurs when
cigarette or burning ash falls between the cushions on a sofa or chair.
Slide 3-20
ANATOMY
www.firesafecigarettes.org Slide 3-20
4. Fire-safe cigarettes are designed to self-extinguish if left unattended.
Slide 3-21
EVIDENCE OF PRIOR FIRE?
Slide 3-21
5. Trash receptacles and other “nonapproved” containers for cigarette butts should be examined to determine if there is any evidence of prior fires or the possibility that improperly discarded smoking materials could be the cause.
IG 3-16
FIRE CAUSES
6. Smoldering furniture usually requires a long period of time to produce open burning (flaming).
a. It is difficult to identify an
absolute minimum time period Slide 3-22
necessary for a slow, smoldering fire to reach open, flaming Slide 3-22 combustion.
b. Smoldering fires inside padded
furniture may produce temperatures of 1,400 F (760 C) to 1,600 F (871 C).
c. Frequently, more extensive
damage will be observed on the inside of the furniture frame than on the outside.
7. Personnel should look for ashtrays,
cigarette packs, matches, lighters, and any other related evidence to support the possibility of smoking as a fire cause.
8. Although foamed plastic, foam rubber, or
polyfoam furniture padding can be manufactured with fire safety considerations in mind, they do contribute to the overall fuel load.
a. May produce more heat than older
(cotton) padded furniture. b. May or may not ignite easily upon
contact with lighted cigarette (depends on chemical composition of material and actual circumstances of ash placement).
IG 3-17
FIRE CAUSES
FLAMMABLE AND COMBUSTIBLE LIQUIDS
L. Flammable and combustible liquids storage.
1. Improper storage of flammable liquids. a. Can occur in almost any storage
area.
Slide 3-23
Slide 3-23
b. Residential occupancies (e.g.,
utility rooms, kitchen cabinets, garages, carports, bathrooms, storage sheds, basements).
c. Commercial/Industrial
occupancies (offices, plant or work areas, storage closets, warehouse areas).
2. Can occur either inside or outside. a. Improper selection and use of
storage containers. b. Lightweight plastic containers
may become brittle with age and develop cracks or leads or may be punctured by sharp objects.
c. Flammable liquids may cause
deterioration of container. d. Lightweight metal containers may
rust or deteriorate along seams and slow leaks may develop.
3. Improper use of flammable liquids. a. Gasoline, kerosene and lighter
fluid may be used as cleaning fluids.
b. They may be spread over large
floor areas, causing the vapors to ignite by ignition sources in the areas.
IG 3-18
FIRE CAUSES
4. Flammable liquids and ignition sources. a. Flammable liquid vapors usually
settle to the lowest level in the involved area.
b. May contact ignition source and
flashback over long distances (or in certain situations, an explosion may occur).
c. Common ignition sources may
include: - Gas appliances. - Water heaters. - Stove/Range. - Electrical equipment. - Light switches. - Motors. - Static electricity.
Slide 3-24 Slide 3-24
5. Other indicators assist in the identification of accidental fires involving flammable or combustible liquids.
a. Presence of cleaning equipment
containing residue of flammable or combustible liquids.
b. Stories of occupants concerning
what liquids were stored in the area, the last time anyone was in the area and whether he or she noticed any odors or observed any spills or leaks, etc.
IG 3-19
FIRE CAUSES
c. Were children reported to have been playing in areas containing stored flammable or combustible liquids?
Slide 3-25
• Natural gas.– Lighter than air.– Has a tendency to rise throughout the
structure.• Propane/Liquefied petroleum gas (LPG)/
Butane.– Heavier than air.– Naturally odorless.
FUEL GASES
Slide 3-25
M. Fuel gases. 1. Natural gas. a. Natural gas (or manufactured gas)
is lighter than air and will rise to upper levels of a structure.
b. Explosions involving natural gas
usually produce damage centered at the upper levels of the structure involved.
2. Liquefied petroleum gases (LPGs), such
as butane or propane, are heavier than air and normally will settle to lower levels of a structure.
a. Explosions involving LPGs
usually produce damage centered at the lower levels of the area involved.
b. Structural components should be
carefully examined to identify area(s) of most severe damage. Failures typically occur at the weakest point of a structure.
3. Many people wrongly believe that
liquefied petroleum and natural gases are poisonous, and they may attempt to use gas-fueled cooking equipment to commit suicide.
4. All flammable liquid vapors are heavier
than air and normally will settle to lower levels of the structure.
IG 3-20
FIRE CAUSES
a. Explosions involving flammable vapors usually produce damage centered at the lower levels of the area involved.
b. Check for extinguished pilot
lights and controls set to the “on” position.
c. Destruction of fuel lines during
fire may increase burn rate, and the resulting charring may appear unnatural.
d. Point of origin in area of gas
appliance (requires confirmation of appliance malfunction).
Slide 3-26
• Cutting and welding.• Soldering.• Grounding.
OPEN FLAMES OR SPARKS
Slide 3-26
N. Open flames and sparks. 1. Welding and cutting. a. Often conducted in areas of
combustible storage. b. Fire may smolder for a long
period after completion of welding and cutting operations.
2. May result in fire from effects of heat
conduction and/or convection. 3. When welding or cutting objects that are
connected to or pass through combustible construction, fires can occur.
a. May ignite combustibles through
careless flame contact. b. Fires may be caused remote from
the location where work is being performed.
4. Indicators of fire caused by welding/
cutting.
IG 3-21
FIRE CAUSES
a. Slag in area of origin. b. Spot burning in area. c. Welding or cutting equipment in
area. d. Metal objects showing evidence
of recent welding/cutting. 5. Friction and sparks from machinery. a. High-speed rotation of objects
may result in extreme heat generation if machinery is improperly lubricated.
b. Similar to open-flame cutting in
relation to fire cause and investigative indicators.
c. May cause fire if heated material
contacts combustibles. d. May cause a fire by convection of
heat. Indicators of fire caused by friction:
- Report of trouble or noise
from equipment involved. - Point of origin near or
inside suspected equipment.
- Localized damage to metal
parts (may produce actual melting of metal).
6. Thawing pipes and soldering with open
flames. a. Similar to open-flame cutting in
relation to investigative indicators.
IG 3-22
FIRE CAUSES
b. Electrical welding equipment is often used to thaw pipes; if improperly grounded, this can result in a fire.
Slide 3-27
• Certain materials and conditions must be present.
• Produced in one of three ways:– Chemical action.– Fermentation.– Oxidation.
SPONTANEOUS HEATING
Slide 3-27
O. Spontaneous heating leading to ignition. 1. Sometimes used as a catchall by
investigators. a. Somewhat rare. b. More common in rural or farm
areas. 2. Many organic materials and some metals
are subject to oxidation and/or fermentation that results in spontaneous heating.
3. Spontaneous heating is produced in three
ways: a. Chemical action (e.g., unslaked
lime and water). b. Fermentation or microbial
thermogenesis. c. Oxidation.
Slide 3-28
• Fermentation is most common.• Conditions needed.• Indicators of spontaneous heating.• Materials susceptible.
– Charcoal.– Cloth.
SPONTANEOUS HEATING (cont’d)
Slide 3-28
4. The most frequently encountered fire situation involving spontaneous heating is fermentation.
a. Moisture is a prime factor. b. Drying time prior to storage. c. Storage while wet or “green.”
5. Spontaneous heating may be accelerated
by outside heat sources. a. Sunshine.
IG 3-23
FIRE CAUSES
b. Storage near steam pipes/heater. c. Hot air ducts. d. Heat produced by friction
(vibration of the mass of stored material or vibration of the storage container).
6. Available air is important to spontaneous
heating. a. Too much air or air movement
may dissipate heat and keep mass below ignition temperature.
b. Too little air may restrict heating. c. Example: A rag soaked in an
organic-based oil may produce spontaneous heating if wadded at the bottom of a trash can. If laid open on the ground or floor, the rag may simply dry.
7. Mass of material is important. Usually
requires several inches of material to allow spontaneous heating.
8. Spontaneous heating may occur for
hours, days or months prior to reaching ignition temperature. Bacteriological preheating may initiate the process.
a. Spontaneous heating may
continue or halt, depending on all other factors present.
b. Indicators of spontaneous heating. - Charring inside mass or
more than one area of charring in mass.
IG 3-24
FIRE CAUSES
9. Some common materials that are susceptible to spontaneous heating:
a. Linseed oil. b. Charcoal.
Slide 3-29 c. Fish meal. Slide 3-29
d. Wool waste. e. Foam rubber. For a complete listing, refer to the “NFPA Fire
Protection Handbook.”
P. Light bulbs can cause fires. 1. Light bulbs may serve as a potential 100-WATT
BULB ignition source in certain situations. 2. High-wattage bulbs may ignite
Slide 3-30combustible materials nearby, depending upon the duration of heating and the Slide 3-30 ignition properties of the material.
Light bulbs less than 25 watts (W) usually dimple
inward from the direction of heat sources. Light bulbs greater than 25 W usually elongate toward heat sources.
3. Halogen lamps and bulbs can generate HALOGEN LAMPS high temperatures, making any
combustible materials placed on or near them susceptible to ignition.
Slide 3-31 Slide 3-31
IG 3-25
FIRE CAUSES
Q. Lightning strikes Earth hundreds of times per LIGHTNING STRIKES minute.
1. Each year, many electrical storms pass
through communities, which can cause fires to start.
Slide 3-32 2. Fires may be discovered immediately, or Slide 3-32
they may not appear for some time.
R. The electrical discharge usually consists of LIGHTNING STRIKES (cont’d) several electrical strokes.
1. Each lasts a few millionths of a second. 2. Discharges occur 20 to 80 thousandths of
Slide 3-33a second apart. Slide 3-33
3. Generated current can reach 200,000 amperes.
4. Potential between clouds and Earth may
reach 100,000 million volts and generate temperatures as high as 54,000 F (29,982 C).
S. Damage from lightning is usually evident when
LIGHTNING STRIKES (cont’d) it strikes a building. 1. Witnesses hear, see or feel the strike. 2. Lightning strikes may be recorded at
Slide 3-34lightning tracking stations. Slide 3-34
3. The weather service may confirm the
LIGHTNING STRIKES (cont’d) presence of an electrical storm in an area prior to fire.
4. Physical damage may be evident, such as
damaged siding, roof/floor joist, or Slide 3-35
concrete/brick; splintered wood; etc. Slide 3-35
IG 3-26
FIRE CAUSES
5. Damaged electrical equipment. LIGHTNING STRIKES (cont’d)
a. Holes blown in roofs, ceilings or walls.
b. Sources of ground may be
Slide 3-36vulnerable. Slide 3-36
OTHER ACCIDENTAL FIRE T. Other accidental fire causes.
CAUSES •••••••
Sunlight reflected off shiny objects.Chemical reactions. 1. The sun’s rays can be concentrated to Christmas trees.Candles. produce ignition temperatures of Campfires.Debris (trash) burning. common combustible materials. Many Discarded cigarettes in brush. items/articles are reported to have been
Slide 3-37involved in such fires. Slide 3-37
a. Defective window glass. b. Magnifying glass. c. Eyeglasses. d. Prisms. 2. Chemical reactions. a. Oxidizing agents coming in
contact with certain materials may produce heat/fire.
b. Contamination of chemicals may
produce sufficient heat to cause autoignition or ignition of nearby combustibles.
3. Christmas trees. a. Often ignited by faulty Christmas
tree lights. b. Improperly watered trees
drastically increase the potential for ignition.
IG 3-27
FIRE CAUSES
c. Often burn quickly and generate intense heat.
4. Candles. a. Unattended candles can be
knocked over and come in contact with combustible materials, causing ignition.
b. Candles in use for lighting and/or
heat near combustible materials may serve as a competent ignition source.
III. ELECTRICAL SYSTEMS (15 min.)
Slide 3-38
ELECTRICITY
Slide 3-38
A. An understanding of the various terms, components and systems associated with electricity is essential to fire cause determination.
Slide 3-39
• Residential electrical services in the United States are generally single-phase 120/240 volt systems.
• Commercial services are typically 277/ 480 volt systems.
COMMON STRUCTURAL WIRING
Slide 3-39
B. A working knowledge of 120/240 volt single-phase electrical systems, which are typically used in residential and smaller commercial structures, is important so as to identify electricity as a potential cause.
C. Structural wiring used in residential or
commercial applications is typically copper; however, aluminum wiring may have previously been used.
1. Aluminum wiring expands and contracts
at a much higher temperature than copper wire; therefore, it may develop loose connections over time at screw terminals.
IG 3-28
FIRE CAUSES
2. Aluminum wiring oxidizes more than copper wire and is more likely to develop resistance heating. Over time, this high-resistance connection can cause ignition of structural members and combustible materials in the vicinity.
Slide 3-40
• Electrical hazards may be present on a fire scene long after the fire is over.– Never assume that just because the structure
suffered heavy damage, all sources of electrical energy have been safeguarded against.
– Electrical energy can be present in the form of energized circuits or stored energy.
ELECTRICAL HAZARDS
Slide 3-40
D. Electrical hazards may be present on a fire scene long after the fire is over.
1. Never assume that just because the
structure suffered heavy damage, all sources of electrical energy have been safeguarded against.
2. Electrical energy can be present in the
form of energized circuits or stored energy.
Slide 3-41
• Never attempt to disconnect electrical utility service from the structure. This should only be accomplished by the utility representative.
• Electrical service may be brought to a structure from overhead or underground and multiple sources.
ELECTRICAL HAZARDS (cont’d)
Slide 3-41
3. Never attempt to disconnect electrical utility service from the structure. This should only be accomplished by the utility representative.
4. Electrical service may be brought to a
structure from overhead or underground and multiple sources.
Slide 3-42
• A meter is normally found in this type of enclosure.– Removing meter does
not disconnect power.– Can also be in an
enclosure that is found indoors.
ELECTRICAL SERVICES
Slide 3-42
E. A meter is normally found in this type of enclosure.
1. Removing meter does not disconnect
power. 2. Can also be in an enclosure that is
indoors.
Slide 3-43
• Electrical fires are usually caused by:– Unsafe equipment or
improper installation.– Loose connections.– Overloads.
ELECTRICAL FIRE CAUSES
Slide 3-43
F. Electrical fires are usually caused by: 1. Unsafe equipment or improper
installation. 2. Loose connections. 3. Overloads.
IG 3-29
FIRE CAUSES
Discuss electrical shocks, fires or falls resulting from
various hazards: • Exposed electrical parts. • Overhead power lines. • Inadequate wiring. • Defective insulation. • Improper grounding. • Overloaded circuits. • Wet conditions. • Damaged tools and equipment. • Improper personal protective equipment (PPE).
Slide 3-44
Cover removed from wiring or outlet box.
ELECTRICAL FIRE CAUSES (cont’d)
Slide 3-44
4. Absence of protective covering exposes wiring to damage.
Slide 3-45
MISUSE OF EXTENSION CORD
Slide 3-45
5. Misuse of extension cord.
Slide 3-46
• Grounding prongs removed from extension cords.
• Damage can be caused by improper splices or physical abrasion (e.g., placed under rugs and furniture).
ELECTRICAL FIRE CAUSES (cont’d)
Slide 3-46
6. Grounding prongs removed from extension cords.
7. Damage can be caused by improper
splices or physical abrasion (e.g., placed under rugs and furniture).
IG 3-30
FIRE CAUSES
Extension cords may have damaged insulation.
Sometimes the insulation inside an electrical tool or appliance is damaged. When insulation is damaged, exposed metal parts may become energized if a live wire inside touches them. Electric hand tools that are old, damaged or misused may have damaged insulation inside. If you touch damaged power tools or other equipment, you will receive a shock. You are more likely to receive a shock if the tool is not grounded or double-insulated.
Slide 3-47
• Too many devices plugged into a circuit, causing heated wires and possibly a fire.
• Damaged tools overheating.
• Lack of adequate overcurrent protection.
OVERLOADS
Slide 3-47
8. Too many devices plugged into a circuit, causing heated wires and possibly a fire.
9. Damaged tools overheating. 10. Lack of adequate overcurrent protection.
Slide 3-48
LOOSE CONNECTIONS
Slide 3-48
If the circuit breakers, fuse boxes or fuses are too big
(high current rating) for the wires that they are supposed to protect, an overload in the circuit will not be detected, and the current will not be shut off. A circuit with improper overcurrent protection devices or one with no overcurrent protection devices at all is a hazard.
Slide 3-49
• How the fire was set.• Use of ignitable liquids.• Materials used to construct incendiary
devices.• Indicators of incendiary fire.• Presence of incendiary devices to delay
detection, accelerate fire or slow extinguishment.
INDICATORS OF INCENDIARISM
Slide 3-49
IV. INDICATORS OF INCENDIARISM (45 min.) A. Causes of incendiary fires are limited only by the
imagination of the firesetter. 1. The first responder must understand how
incendiary fires are set (or started) to make accurate origin and cause determinations.
2. The use of ignitable liquids as accelerants
is common in incendiary fires.
IG 3-31
FIRE CAUSES
3. The first responder must know what materials are commonly used to construct incendiary devices.
4. Common indicators of an incendiary fire
may include multiple fires, trailers, or the presence of liquid accelerants.
5. Incendiary devices are used as a means to
delay the detection, accelerate the fire’s spread, or slow the extinguishment of the fire.
Slide 3-50
Absence of all potential accidental fire causes.
INCENDIARY FIRE CAUSES
Slide 3-50
B. Absence of all potential accidental fire causes.
Slide 3-51
• More than one point of origin.• Must prove that each fire is independent of
the others.
MULTIPLE FIRES
Slide 3-51
These photographs depict two separate incendiary fires
set in two separate locations in the same home. Advise the students that the following list of indicators
of incendiary fires is not complete since there are many situations that exist to help identify set fires. However, the indicators discussed here are common in many fires and are frequently evidence of incendiarism.
Slide 3-52
Any combustible or flammable material used to spread fire from one point or area to another.
TRAILERS
Slide 3-52
C. A trailer is any combustible or flammable material used to spread fire from one point or area to another.
IG 3-32
FIRE CAUSES
COMMON CLASS A • Newspapers.• Rope, string, twine.• Clothing,
bedclothes.• Tissue paper.• Waxed paper.• Building contents.
TRAILERS
1. Common combustible materials that can be used as trailers include: a. Newspaper. b. Sheets.
Slide 3-53 Slide 3-53
CIGARETTE AND MATCH D. DELAY
Slide 3-54 Slide 3-54
Slide 3-55 Slide 3-55
c. Clothing. d. Household trash. e. Rope, string, twine, etc.
™f. Bounce (fabric softener sheets).
2. Trailers usually leave a char or burn pattern on surfaces where used. a. Floors. b. Carpets. c. Stairs.
Cigarette and match delay. 1. Effectiveness of delay depends on length
of cigarette, tightness of tobacco, and whether or not match is fully inserted into cigarette.
2. Matches bundled around cigarette
provide additional fire intensity.
3. Filter-tip cigarettes limit delay to approximately seven minutes.
IG 3-33
FIRE CAUSES
4. The length of delay (time) varies widely depending on the type of device, materials, environmental conditions, construction, placement and ventilation.
Slide 3-56 Slide 3-56
E. Highway flares.
HIGHWAY FLARES 1. Ignition of flare may be delayed by use of
model rocket fuse, cigarette, or match. Such fuses are very inexpensive and are available at most hobby shops.
Slide 3-57 2. Flares may produce temperatures up to Slide 3-57
1,200 F (648.9 C). 3. Flares usually burn for 15 to 30 minutes. 4. Flares are available in various colors,
shapes and sizes. 5. Highway flares may also be used as fuses
in the construction of Molotov cocktails. a. Standard highway safety flare is
taped to bottle filled with accelerant.
b. Flare is ignited, and bottle is
thrown.
STANDARD MOLOTOV F. Molotov cocktails. COCKTAIL WITH PAPER WICK
1. Standard Molotov cocktail. 2. Thin-walled bottle filled with gasoline
and wicked with rag, paper towel or Slide 3-58
similar materials. Slide 3-58 3. Arsonist (bomber) lights wick and throws
“cocktail.” Cocktails often malfunction.
IG 3-34
FIRE CAUSES
Thick glass soda bottle does not break on contact,
bottle does not strike solid target, or cocktail is thrown too soon (self-extinguishes in flight).
4. Cocktails and other ignition devices. a. Bottle is filled with accelerant,
and bottle opening is wicked with combustible material.
b. Several strike-anywhere matches
are taped to neck of bottle. c. Bottleneck is scraped across a
rough surface, and tampon wick is ignited (provides easy wick ignition).
5. Thickened accelerants and cocktails. Various materials are frequently added to accelerants
to produce limited spread of accelerant or to cause sticking of accelerant to target (e.g., accelerant and heavyweight oil and/or gasoline).
6. Chemical Molotov cocktails (sometimes
called British Molotov): Bottle is filled with mixture of gasoline and concentrated sulfuric acid. Bottle then is capped and may be stored for long periods.
IG 3-35
FIRE CAUSES
G. Presence of flammable accelerants.
Slide 3-59
• Liquid accelerant.• Any flammable/combustible liquid can be
used.• Liquids soak into and through certain
overlays (i.e., carpet, foam padding).• Usually leave a deep burn in overlays.• Liquids on tile or linoleum overlays usually
blister the surface.
CLASS B TRAILERS
Slide 3-59
1. Class B (liquid) trailers include a wide variety of flammable and combustible liquids.
a. Gasoline. b. Kerosene. c. Alcohol.
d. Lighter fluid. e. Any other common or readily
available ignitable liquid(s). 2. Often found in areas where they would
not normally be in a given occupancy. 3. When found throughout area and: a. Not caused by explosion of
container. No sign of a container explosion.
b. Not due to container leakage. No
sign of container leakage.
Slide 3-60
• Most liquid accelerants contain large amounts of hydrogen and carbon.
• Some other liquid accelerants do not contain hydrocarbons and are used as liquid trailers.
CLASS B TRAILERS (cont’d)
Slide 3-60
4. Although most ignitable liquids used as accelerants are derived from crude oil (petroleum-based), there are others that are not but can also be used as liquid trailers.
a. Ethanol. b. Rubbing (isopropyl) alcohol.
c. Acetone.
IG 3-36
FIRE CAUSES
COMMON CLASS B HYDROCARBON LIQUIDS Discuss the following examples of hydrocarbon- and
• Gasoline.• Kerosene. nonpetroleum-based liquid accelerants listed on the • Lighter fluid.• Turpentine. slides. • Any other common or
readily available liquid accelerant.
Slide 3-61
Slide 3-61
COMMON CLASS B NONHYDROCARBON LIQUIDS • Ketones.
– Acetone. – Methyl ethyl ketone.
• Alcohol. – Methyl alcohol.– Ethyl alcohol.– Isopropyl (rubbing) alcohol.
Slide 3-62
Slide 3-62
PRESENCE OF LIQUID 5. The presence of liquid accelerants in ACCELERANTS locations where they would not normally
• In unusual locations.• Throughout the area. be found or located throughout an entire • Above floor area.
area may be an indication that they were used to intentionally set a fire.
Slide 3-63
a. On or in furniture. Slide 3-63 b. Inside drawers, cabinets, boxes,
etc. c. Inside files, desks, books, etc.
6. Ignitable liquid accelerants that are LIQUID BURNS ON CARPET poured on steps may be absorbed in
carpet and padding (if present), and patterns may be visible once the debris in the area is carefully removed.
Slide 3-64
a. Evidence (residue) may be recovered from the area beneath Slide 3-64 the steps.
b. Evidence (residue) may also be
recovered from between the boards (risers) on the steps.
IG 3-37
FIRE CAUSES
7. Ignitable liquids may soak into any LIQUID BURN ON STEPS absorbent material.
a. Carpet: Liquid often leaves
distinct patterns, and the residue may remain in the carpet and pad
Slide 3-65on edge of burned area or in charred pad. Slide 3-65
- Area may require cleaning
away of debris before pattern is visible.
- Pouring water onto floor
may indicate direction of settling or running of accelerant.
b. Floor-length drapes act like
wicks. c. Porous materials, such as plaster
walls, can also absorb liquids. 8. Common indicators of the presence (or
use) of some flammable/combustible liquid accelerant (fuel) charring of floor surface.
a. Many accidental structure fires
can produce significant floor charring.
b. Temperatures at floor level during
flashover can exceed 1,100 F (593.3 C).
c. Evidence of burns or grooves
between floorboards may indicate the presence of a liquid fuel. Point out that ignitable liquids may run in between floorboards, burn, and produce fire patterns between the edges of floorboards.
IG 3-38
FIRE CAUSES
9. Blistering or destruction of floor tiles. LIQUID BURNS ON LINOLEUM
a. Asphalt and vinyl tiles may be blistered or destroyed in an area where flammables spread.
Slide 3-66
b. May be difficult to locate evidence (residue) due to Slide 3-66 adhesive in back of tiles.
c. Ignitable liquids may settle in the
LOW BURN AT FLOOR LEVEL lowest parts of the floor surface, the corners of rooms and along the base of walls, or areas of heavy occupant travel or use.
Slide 3-67
Slide 3-67
EQUIPMENT OR APPLIANCES H. Common equipment or appliances as incendiary AS INCENDIARY FIRE CAUSES fire causes. • Tampering.• Fuel placed nearby. • Used at unusual times.• Unusual location. 1. If equipment or appliances are suspected • Check control settings.• Tool marks. as being the ignition source, personnel
should check for any evidence of Slide 3-68
tampering, fuels nearby, and use at unusual times or in unusual locations, as Slide 3-68 well as examine the control settings to determine if they were on at the time of the fire.
SAFETY DEVICES — 2. Although most appliances have built-in
APPLIANCES safety features, they may be disabled or • Most appliances have built-in safety
features that will function as designed and tampered with to allow the appliance to not result in ignition.
• Ignition may result if there is product failure overheat and serve as an ignition source or the appliance safety device is physically tampered with. for a fire.
Slide 3-69
Slide 3-69
IG 3-39
FIRE CAUSES
3. Electrical equipment and/or appliances CURLING IRON used as incendiary devices.
4. Almost any electrical equipment or
appliance may be used as an incendiary device.
Slide 3-70 a. Heating elements placed in or on Slide 3-70
combustibles to produce heat. b. To activate some other device
(timer). 5. Examples of common electrical devices.
a. Coffee makers placed in or on COFFEE MAKERS combustibles — check for
evidence of combustible fuel being arranged nearby (i.e., fuels such as gasoline may be placed in water reservoirs) or the thermal
Slide 3-71cutoff being bypassed. Slide 3-71
b. Heat produced by electrical devices depends on design, wattage and position.
c. Equipment found in unusual
locations. d. Electric appliances used at
unusual times.
6. Heating equipment, such as hot water COMMON HEAT SOURCES heaters, provide a convenient heat source.
• Gas-fired water heater.• Appliances that at one
time may have had a history of causing fires. 7. Appliances that at one time may have had
• Possibility of an accidental fire always a history of causing fires are often used exists. as an “invented” fire cause to cover
Slide 3-72incendiarism. Slide 3-72
a. Check control settings. b. Check for tool marks on fuel
lines.
IG 3-40
FIRE CAUSES
8. Evidence of tampering with fuel supply lines, wiring, etc. should be documented.
Slide 3-73
• Holes in walls, floors or ceilings.
• Could be accidental.• Poor upkeep of
building.• Document and relay
information to investigators.
STRUCTURAL DAMAGE PRIOR TO FIRE
Slide 3-73
I. Personnel should note any holes in walls, floors or ceilings, as they may have been made intentionally to aid in the spread of the fire; however, they also may have been pre-existing and not related to the cause of the fire.
Slide 3-74
• Expensive objects, antiques, etc. may be removed.
• Substitution of contents.
• Contents out of place or not assembled.
REMOVAL OR SUBSTITUTION OF CONTENTS PRIOR TO FIRE
Slide 3-74
J. Removal or substitution of contents prior to fire. 1. Expensive objects, antiques, or objects
with sentimental value may be removed. a. Neighbors may have noticed
removal of contents. b. Neighbors may be able to state
that objects are missing. 2. Substitution of contents. a. Owner may remove usable
contents and replace with junk furnishings.
b. Arsonist hopes officer will not be
able to identify quality of contents.
c. Arsonist thinks total destruction
by fire will cover the switch. 3. Neighbors may have witnessed an
exchange of contents or the presence of a truck or delivery trailer before the fire.
4. Contents out of place or not assembled. a. The owner or occupant may stack
or pile combustible contents to provide fuel for the fire.
IG 3-41
FIRE CAUSES
b. Evidence of empty storage containers is unusual and should be noted for follow-up.
5. The occupant may have obtained “junk”
furnishings to fill the structure. a. Such furnishings may be
damaged, obsolete or even fire damaged.
b. The occupant believes the fire
will destroy the furnishings. 6. Major appliances removed prior to fire. a. Major cost items may be
removed, and substitute items may or may not be used.
b. Substitute appliances may not be
connected to power outlets or fuel lines.
c. Substitute appliances may be
empty, in bad repair, or in poor condition.
7. Substitute appliances may not fit the area
of installation. a. Check floor or cabinet cutout area
for indications that the unit does not properly fit.
b. Check for indentations of leveling
or leg buttons in floor covering.
Slide 3-75
• Most homes or businesses contain personal items.
• Absence of personal items may indicate only low value contents were left to burn.
• Important papers are often removed.
ABSENCE OF PERSONAL ITEMS OR IMPORTANT PAPERS
Slide 3-75
K. Absence of personal items or important papers. 1. Most homes and businesses contain
personal items. 2. Absence of personal items may indicate
that only basic contents were left to burn.
IG 3-42
FIRE CAUSES
a. Business, commercial or industrial occupancies.
- Hand tools. - Portable power tools. - Work clothing (uniforms). - Business machines
(computer, fax machine, etc.).
- Petty cash. b. Residential occupancies. - Expensive clothing. - Jewelry. - Family photographs. - Family records (birth
certificates, family Bible, etc.).
- Hobby equipment (guns,
fishing or other sports equipment).
- Tools. 3. Important papers are frequently removed
prior to a set fire. a. Insurance policies: Some people
continue to believe it necessary to have their copy of an insurance policy in order to collect on that policy.
b. Marriage and church records. c. Checking and savings account
books.
IG 3-43
FIRE CAUSES
d. Titles and deeds. e. School records. f. Wills. L. Other factors related to incendiarism.
Slide 3-76
• Areas with no identifiable heat source.
• Closets, crawl spaces, etc.
LOCATION OF FIRE
Slide 3-76
1. Fires that are determined to have occurred in areas that do not have identifiable heat sources may be incendiary, such as closets, crawl spaces, under stairways, etc.
2. Unnatural fire spread may be due to an
accelerant.
a. What appears to be unnatural fire spread by itself proves nothing.
b. These situations should cause the
officer to conduct an extensive scene examination.
3. Excessive fire damage as compared to
similar fires in similar occupancies. a. Fire damage may have been
increased due to use of an accelerant.
b. Structure fires may produce
extreme temperatures (up to or above 2,000 F (1,093.3 C)) in many cases.
Slide 3-77
• Fire may have been set to cover other crimes.
• Another crime could have been staged to help explain the set fire.
EVIDENCE OF OTHER CRIMES
Slide 3-77
4. Some incendiary fires are set to cover up other crimes, such as burglary and homicide.
IG 3-44
FIRE CAUSES
M. Limited entry or view. LIMITED ENTRY OR VIEW
• Methods used to slow firefighters’ 1. Methods used to slow firefighters’ entry. entry.
• View into structure obscured to delay detection. a. Removal of door hardware.
Slide 3-78
b. Doors or windows nailed, bolted or wired shut. Slide 3-78
c. Contents moved to block doors or windows.
Must be able to prove that blocking was done prior to
the fire in order to slow entry/extinguishment.
WINDOWS COVERED TO 2. Occasionally, the view into the structure DELAY DETECTION will be blocked or obscured to delay
detection of fire.
Slide 3-79 Slide 3-79
PREVIOUS FIRES IN SAME N. Previous fires in same structure.
STRUCTURE • May indicate incendiarism.• Watch for “junk” 1. A second fire in the same structure over a
furniture.short period may indicate incendiarism.
2. The first fire may have been an
Slide 3-80unsuccessful arson attempt. Slide 3-80
3. The first fire may not even have been reported.
4. The second fire may involve large
quantities of flammable accelerants. 5. The second fire could result in injuries to
the firesetter.
IG 3-45
FIRE CAUSES
••
PRESENCE OF FUEL NEAR O. Discovery of flammable liquid containers. THE POINT OF ORIGIN
Readily available fuels.Question the reason. 1. Arsonists sometimes use readily available
materials on-scene to set fires. 2. Firefighters may detect flammable or
SliSlide 3-81
combustible liquid odors, since they can remain after extinguishment. de 3-81
3. If containers are used and not damaged, they may help to prove that fire was not accidental in nature.
4. If the container is retrieved and properly
preserved for investigators, it may be able to be processed for the presence of latent fingerprints.
P. Timing of incendiary fires.
FIRES ON HOLIDAYS OR 1. Fires on holidays or weekends at WEEKENDS commercial/industrial complexes.
• Necessary setup time.• Excuse for owner to be out of town. • Delayed detection and more burn time.• Arsonist believes there is less chance of a. Provides the arsonist with the
injury.necessary setup time while employees are away.
Slide 3-82 b. Provides excuse for owner to be Slide 3-82
out of town. c. Fewer people in the area often
causes a delayed detection and more burn time.
d. Arsonist believes there is less
chance of injury to others. 2. Time of day. a. Determine if fire cause or
occupant’s explanation of fire fits the time of the fire.
b. Kitchen fire (food on stove) at
odd times may (or may not) be an indication of incendiarism.
IG 3-46
FIRE CAUSES
c. Sofa fire (cigarette dropped into sofa) during daytime hours.
d. Often sofa/furniture fires caused
by cigarettes are discovered early in the fire’s progress if occupants are in the area.
3. Time of year. a. Fires during electrical storms or
bad weather. b. The arsonist may believe
lightning is a convenient “cover” for the set fire.
c. Snowstorms may delay response
by the fire department.
Slide 3-83
• Causes.– Poor housekeeping.– Temporary electrical
wiring.– Presence of liquid
accelerants.• Owner may decide to sell
the property to the insurance company.
FIRES DURING RENOVATIONS/ REMODELING
Slide 3-83
Q. Fires during renovations/remodeling. 1. Causes. a. Poor housekeeping. b. Temporary electrical wiring. c. Presence of flammable liquids.
2. Owner may decide to sell the property to
the insurance company. a. The structure was in worse
condition than originally thought. b. The would-be renovator found the
job to be too much work. c. Money ran out before the job was
completed.
IG 3-47
FIRE CAUSES
STATEMENTS BY OWNERS OR R. Any statements made by owners, occupants or OCCUPANTS other witnesses at the scene should be carefully
• Complaints about the structure.• Arguments with documented, since they can provide key
neighbors.• Domestic problems. information for the investigation.
Slide 3-84 Slide 3-84
COMPARE SIMILAR MATERIALS S. Personnel should also compare similar situations
AND SITUATIONS and circumstances involved in the current Did the fire produce the incident to others that they have previously results that one would anticipate when experienced. This can help determine whether compared to the many other fires in similar things “add up.” occupancies that you have observed?
Slide 3-85 Slide 3-85
V. SUMMARY (5 min.)
SUMMARY • Purpose and classifications of fire causes.• Determining fire causes. A. Purpose and classifications of fire causes. • Electrical systems.• Indicators of incendiarism.
B. Determining fire causes.
Slide 3-86 C. Electrical systems. Slide 3-86 D. Indicators of incendiarism.
IG 3-48
INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
UNIT 4: VEHICLE FIRES
TERMINAL OBJECTIVES The students will be able to: 4.1 Explain the basic methodology used to conduct a thorough vehicle fire examination. 4.2 Describe the three major compartments of a vehicle and their roles in fire spread. 4.3 Effectively preserve and document evidence that can be used by fire investigators as part of a follow-up
investigation.
ENABLING OBJECTIVES The students will be able to: 4.1 Identify and understand basic vehicle components and construction. 4.2 Recognize and understand potential ignition sources and materials capable of being ignited. 4.3 Preserve the scene and document information that is important to investigators.
VEHICLE FIRES
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IG 4-2
VEHICLE FIRES
APPLICATION/EVALUATION PLAN
Terminal Objectives Evaluated by Explain the basic methodology used to conduct a thorough vehicle fire examination.
Final Exam
Describe the three major compartments of a vehicle and their roles in fire spread.
Final Exam
Effectively preserve and document evidence that can be used by fire investigators as part of a follow-up investigation.
Final Exam
Enabling Objectives Course Component Evaluated by
Identify and understand basic vehicle components and construction.
Lecture Final Exam
Recognize and understand potential ignition sources and materials capable of being ignited.
Lecture Final Exam
Preserve the scene and document information that is important to investigators.
Lecture Final Exam
METHODOLOGY This unit uses lecture, discussion, a video and a large group activity.
(Total Time: 2 hr., 5 min.)
125 min. Lecture/Discussion/Activity Objectives IG 4-5 10 min. I. Reasons for Vehicle Fire Investigations and Motives IG 4-5 5 min. II. Probability of Accidental Vehicle Fires IG 4-8 5 min. III. Incident Scene Examination IG 4-9 10 min. IV. Examination of Vehicle’s Exterior IG 4-11 10 min. V. Examination of Vehicle’s Interior IG 4-14 5 min. VI. Examination of Vehicle’s Trunk IG 4-19 5 min. VII. Examination of Vehicle’s Engine Compartment IG 4-20 5 min. VIII. Examination of Vehicle’s Fuel System IG 4-21 10 min. IX. New Vehicle Fuel Systems IG 4-22 5 min. X. Examination of Vehicle’s Electrical Systems IG 4-27 5 min. XI. Ownership and Vehicle Identification Number IG 4-29 45 min. Large Group Activity 4.1 Vehicle Fire Examination IG 4-31 5 min. XII. Summary IG 4-37 Appendix Vehicle Fire Inspection Checklist IG 4-39
IG 4-3
VEHICLE FIRES
AUDIOVISUAL Slides 4-1 to 4-80 Video: “NFA Vehicle Fire Burn Exercise”
IG 4-4
VEHICLE FIRES
UNIT 4: VEHICLE FIRES
Slide 4-1
Slide 4-1
ENABLING OBJECTIVES
• Identify and understand basic vehicle components and construction.
• Recognize and understand potential ignition sources and materials capable of being ignited.
• Preserve the scene and document information that is important to investigators.
Slide 4-2 Slide 4-2
I. REASONS FOR VEHICLE FIRE INVESTIGATIONS AND MOTIVES (10 min.)
A. Vehicles often are burned for many of the same
CAUSES OF VEHICLE FIRES reasons as structures. • All motor vehicles contain sources of
ignition, as well as solid, liquid and vapor fuels.
• Causes of vehicle fires will be difficult to B. However, certain motives are usually found only determine in many cases due to the extent of damage. in vehicle arson.
• Even badly burned vehicles can provide information that will be of benefit to the investigator.
Slide 4-3 C. All fire-damaged vehicles can provide important information that can be used to determine cause Slide 4-3 and responsibility.
D. Vehicle fires can occur accidentally, and vehicles
may be destroyed by fires of various causes. 1. Improper or careless use of lighted
cigars/cigarettes. 2. Leaking flammable liquids in contact
with some ignition source. 3. Overheating of mechanical equipment. E. Accidental vehicle fires can cause vehicle
destruction.
IG 4-5
VEHICLE FIRES
F. Most accidental vehicle fires cause only localized damage.
G. Most total-loss vehicle fires are thought to be of
incendiary cause.
COMMON MOTIVES FOR VEHICLE ARSON
• Insurance fraud.• Crime concealment.• Vandalism.• Spite/Revenge.
Slide 4-4 Slide 4-4
H. Common motives for vehicle arson. 1. Insurance fraud. 2. Crime concealment. 3. Vandalism. 4. Spite/Revenge.
I. Uncertain economic periods affect the number of
vehicle fires. J. Ownership of the vehicle may have an effect on
the burning of the vehicle. 1. Company-owned (fleet, public, etc.)
vehicles are seldom destroyed by fire. 2. Privately owned vehicles (POVs) are
destroyed by fire. K. Many vehicle fires share the same motives as
structure fires. 1. Cost to repair mechanical problems with
vehicles sometimes may be a reason to burn the vehicle.
2. The vehicle may be a “lemon” or subject
to recall and has lost its value. L. Financed vehicles burn, while vehicles owned
outright seldom burn. Exceptions are: 1. Owner who is in dire need of ready cash. 2. Car is expensive to operate or maintain;
no one will purchase it.
IG 4-6
VEHICLE FIRES
M. Insured vehicles burn, while uninsured vehicles seldom suffer total-loss fires.
N. Fire injuries to operators/passengers may
indicate incendiarism. 1. Injuries may have been caused by
throwing flammable accelerants onto a burning vehicle.
2. Stories are often developed by injured
operators/passengers to cover incendiarism.
O. Other facts that point to incendiarism. 1. The time of the fire is related to possible
incendiarism — many cases of vehicle incendiarism occur late at night.
2. The area where the vehicle is located is
important; most incendiary vehicle fires occur on remote roads, back alleys, vacant lots, or in other locations that provide cover.
3. The area of the country may affect the
number of total-loss vehicle fires. This fact may be related to regional standards of living.
Example: highly populated area where standard of
living is important compared to rural or farm area where status is less important.
REASONS FOR VEHICLE FIRE EXAMINATIONS
• Reduce insurance costs. • Prevent loss of jobs, income and services.• Fire prevention/Public safety.• Criminality.• Liability.
Slide 4-5 Slide 4-5
P. Reasons for vehicle fire investigations. 1. Identify defective vehicle components
that may contribute to fire causes. 2. Identify fires of incendiary origin, and
reduce insurance fraud. 3. Fire prevention.
IG 4-7
VEHICLE FIRES
II. PROBABILITY OF ACCIDENTAL VEHICLE FIRES (5 min.)
COMBUSTIBILITY OF VEHICLES• Large amounts of flammable liquids.• Many electrical circuits.• Combustible interiors.• Vehicles have a compartmentalized
design. • Fuel systems are designed for safety.• Flame retardant fabrics are used.
Slide 4-6 Slide 4-6
A. Combustibility of vehicles. 1. Not all experts agree about the
combustibility of modern vehicles. 2. Modern vehicles have a
compartmentalized design and other system safety features to limit the potential for accidental fires.
MODERN VEHICLE SAFETY
DESIGN• Electrical systems.• Fuel systems.• Interior finishes.• Ignition systems.
Slide 4-7 Slide 4-7
B. Modern vehicle safety design. 1. Electrical overload protection helps limit
short-circuit damage. 2. Damage from short circuits is usually
limited to the wiring between the short and the first-line fuse.
3. Equipment and accessory short circuits
usually cause only localized damage. 4. Materials used as electrical insulation
seldom add to the overall fire damage. 5. Interior finishes and ignition systems also
have built-in safeguards to limit their role in fire cause.
6. Fuel systems that have protection are
limited in their ability to contribute to the fuel load or serve as a potential ignition source.
7. Newer fuel systems (nonvented) may
pose explosion hazards. 8. Older fuel systems usually do not pose
explosion hazards. a. Flammable vapors are released
from the storage tank.
IG 4-8
VEHICLE FIRES
b. Vapors usually burn away at or near the tank filler neck.
9. Metal fuel lines seldom melt if they
contain liquids to help dissipate absorbed heat.
10. Fabrics are often flame retardant. Foam
padding is often manufactured to resist attack from fire.
11. Vehicle designs usually provide the
maximum separation between fuel and ignition sources. Overall moderate ignition fire possibilities.
THINGS TO REMEMBER• Small compartment size in vehicles may
result in more rapid fire growth, depending on fuel and ignition source.
• Just because it has wheels, it doesn’t mean you can forget fire behavior.
• Many fire dynamics principles apply the same as in a structure fire.
Slide 4-8 Slide 4-8
C. Personnel should remember that basic fire science and fire dynamics principles that impact fire behavior apply equally to vehicle fires and structure fires.
III. INCIDENT SCENE EXAMINATION (5 min.)
TWO EXAMINATIONS MAY BE NECESSARY
• Incident scene examination.• Detailed vehicle examination.
Slide 4-9 Slide 4-9
A. Two examinations may be necessary. 1. Incident scene examination. 2. Detailed vehicle examination. At times, you will be unable to complete the detailed
examination of a burned vehicle at the incident scene. When this occurs, a second examination of the vehicle may be necessary after the burned vehicle has been moved from the incident scene.
IG 4-9
VEHICLE FIRES
B. The vehicle should be examined at the scene VEHICLE EXAMINATION prior to being moved, since movement may
• It is better to examine the vehicle before it is moved. destroy or alter valuable evidence.
• Valuable evidence is nearly always destroyed when the vehicle is moved.
Slide 4-10 Slide 4-10
OBJECTIVES OF A VEHICLE C. As is the case with structure fires, the primary
INVESTIGATION objectives of a vehicle fire investigation are to • Determine the fuel source.• Find the heat source. identify the fuel source, the heat source, and the • Determine what actions brought the fuel
source and heat source together. actions or circumstances that brought them • Identify the fire’s point of origin.
together.
Slide 4-11 Slide 4-11
D. A proper vehicle origin and cause investigation CONDUCTING THE PROPER ORIGIN
AND CAUSE INVESTIGATION must follow a systematic approach and should A systematic approach divides the vehicle into three or four separate areas: include an examination of the engine • Engine compartment.• Passenger compartment.• Trunk. compartment, passenger compartment, trunk • Underside. area, and underside of the vehicle.
Slide 4-12
Slide 4-12
ACCELERANT RESIDUE E. Accelerant residue may be recovered from soil IN SOIL located under or near the vehicle.
1. Accelerant may leak through from
vehicle interior.
Slide 4-13 2. Accelerant may be used as a trailer to allow arsonist to start fire some distance Slide 4-13 from vehicle.
3. Accelerant residue may be several inches
down into soil. 4. Accelerant container is often recovered at
incident area. a. Accelerant container may be
discarded by throwing into nearby cover.
IG 4-10
VEHICLE FIRES
b. Accelerant container may be thrown from vehicle used to transport arsonist after fire was set.
F. Damage to the surrounding area should be noted. 1. May be caused by ignitable liquids
(accelerants) on the ground. 2. May be caused by intense burning.
SHOEPRINT/TIRE IMPRESSION
Slide 4-14 Slide 4-14
G. Shoeprints can place the owner at the incident scene.
1. May contradict story of vehicle being
stolen and then burned. 2. May help to identify accomplices. 3. May indicate direction of departure from
the incident scene by people and/or vehicles.
EXAMINATION OF VEHICLE’S EXTERIOR
Slide 4-15 Slide 4-15
IV. EXAMINATION OF VEHICLE’S EXTERIOR (10 min.)
A. Personnel should begin their investigation with a
complete examination of the vehicle’s exterior. 1. At one time, the sagging of the vehicle’s
roof as a result of an intense fire was thought to indicate an incendiary fire.
a. The sagging of the roof should be
noted. b. The sagging of the roof does not
prove that the fire was incendiary. 2. On newer vehicles, a sagging roof can be
the result of burning certain types of seat padding.
IG 4-11
VEHICLE FIRES
3. Evidence of flammable accelerants on underside of vehicle.
a. Usually indicated by soot on
underside. b. Photograph and note. 4. Exterior fire damage — flammable
accelerants may show evidence of running or dripping on vehicle exterior.
MISSING FILLER TUBE CAP
Slide 4-16 Slide 4-16
B. Gas cap missing. 1. Search for missing cap, note and
photograph location if found. 2. Examine for evidence of explosion
damage — driver may claim the missing cap was “blown off.”
3. Discovery of gas cap may disprove
owner’s/operator’s story or alibi. Some newer vehicles no longer have a gas cap. The
gas cap is a part of the fuel door assembly.
COLLISION DAMAGE
Slide 4-17 Slide 4-17
C. Any collision damage should be noted and documented to determine if it was caused by a recent accident or if the damage occurred previously (i.e., weeks or months earlier).
IG 4-12
VEHICLE FIRES
MECHANICAL CONDITION OF D. One of the key pieces of information to obtain in VEHICLE a vehicle fire investigation is the mechanical
• The mechanical condition of the vehicle prior to the fire should be established. condition of the vehicle prior to the fire.
• Visual observations and owner statements Personnel can assist in this effort by should be documentedfor investigators. documenting their observations and any
statements obtained from the owner at the scene. Slide 4-18
Slide 4-18
E. The protected area between the rim and the TIRE PADS surface (ground) may provide an indication of
the condition of the tire(s) prior to the fire. 1. Pads will usually remain under vehicle
wheels (rims) and should be documented Slide 4-19
as evidence. Slide 4-19 2. Check for off-color wheel rims that were
changed prior to the fire.
F. The extent of tire wear/tread should be noted and TIRE WEAR/TREAD documented for investigators. The presence or
absence of any skid marks should be noted. The lack of skid marks may contradict a driver’s story.
Slide 4-20
1. Check tire tread for odd treads or uneven wear, which may indicate a change of Slide 4-20 tires prior to the fire.
2. Check for missing lugs that may indicate
haste in fire preparations. 3. Check for jack impressions in ground
around vehicle. 4. Original tires may be located on owner’s/
accomplice’s property.
G. Metal and metal components that are exposed to OXIDATION PATTERNS fire begin to oxidize (rust) soon after the fire has
• Metal components that are exposed to the most intense or prolonged heating will been extinguished. These patterns may be helpful begin to oxidize (rust) soon after extinguishment. in determining the fire’s origin, however their
• Oxidation patterns become more defined with time. value diminishes with time.
Slide 4-21
Slide 4-21
IG 4-13
VEHICLE FIRES
H. Soft metals, such as aluminum and plastic SOFT METALS materials, can help determine the direction of fire
• Soft metals and plastics can be a guide to the direction of fire travel. travel by displaying a combination of movement – Movement patterns.– Intensity patterns. and intensity patterns.
Slide 4-22 Some vehicles are designed with different tread Slide 4-22 patterns on front and rear tires.
I. The proper interpretation of all the information INTERPRETATIONS collected from examination of the vehicle is
• Do not assume that the presence of melted metals as an indicator of based on the totality of all the circumstances and accelerants.
• Metals melt at different temperatures, not on a single piece of data. especially alloyed metals, which will show varying degrees of damage when exposed to heat.
Slide 4-23
Slide 4-23
INTERPRETATIONS (cont’d)
• Remember, no one indicator makes a case.
• Common combustibles and ignitable liquids can produce the same flame temperatures.
Slide 4-24 Slide 4-24
EXAMINATION OF VEHICLE’S V. EXAMINATION OF VEHICLE’S INTERIOR
INTERIOR (10 min.)
Slide 4-25 Slide 4-25
A. Examine vehicle’s interior for evidence of
EXAMINE VEHICLE’S INTERIOR accessories having been removed. • Owner often removes accessories for
later use. • Owner may remove accessories to give or
sell to accomplices, relatives or friends. 1. Owner often removes accessories for • Extent of damage is related to time and
suppression activities. later use and gives or sells to accomplices, relatives or friends.
Slide 4-26 Slide 4-26
IG 4-14
VEHICLE FIRES
2. Examine vehicle’s glove compartment. a. An empty glove compartment is
usually considered suspicious. b. Glove compartment may contain
records of the vehicle’s repair history and may help to identify prior mechanical problems.
EXAMINE VEHICLE INTERIOR
(cont’d)• Most vehicle accessories will leave melted
material in mount holes or brackets.• Serial numbers and physical descriptions
of all accessories should be recorded for investigators.
Slide 4-27 Slide 4-27
3. Most vehicle accessories do not totally burn or melt.
4. Most vehicle accessories will leave
melted metal in mount holes or brackets. 5. Empty mounting brackets/holes should
be considered suspicious.
COMPARTMENTS• Engine, trunk and passenger.• Each needs to be examined.• Windshield delamination can play a pivotal
role.• A passenger compartment fire will
frequently cause failure at the top of the windshield and patterns that radiate on the hood.
Slide 4-28 Slide 4-28
B. The engine, trunk and passenger compartments always need to be carefully examined, as they can contain important information related to the fire’s origin and cause.
1. Windshield delamination may provide
clues concerning fire origin. 2. A fire that originates in the passenger
compartment usually causes failure at the top of the windshield.
ACCELERANT CONTAINERS
Slide 4-29 Slide 4-29
C. Accelerant containers often left inside vehicle. 1. Arsonist often believes container will be
totally consumed. 2. Most containers leave some evidence. a. Glass jugs — search for neck and/
or carrying ring. b. Plastic jugs — search for melted
plastic. c. Metal cans.
IG 4-15
VEHICLE FIRES
3. Discovery of accelerant container may help to discredit cover or story of owner.
4. Container may provide accelerant
comparison sample. D. Combustibles inside vehicle. 1. Often leave little evidence. 2. Combustibles under seats may survive
fire suppression activities. E. Accelerant residue may be recovered from
vehicle interior. 1. Accelerants usually settle to lowest level
and may be recovered: a. From floor carpets. b. On or under floor mats. c. In metal floor indentations. d. Around rubber grommets. 2. The sense of smell may not be effective
in locating accelerant residue. Gasoline odors are commonly found in vehicles.
AIR VENTS
Slide 4-30 Slide 4-30
F. Vehicle air vents may provide a means for an arsonist to intentionally spread fire from one part of the vehicle to another.
IG 4-16
VEHICLE FIRES
G. Vehicle seat cushions. SEAT CUSHIONS
1. Many types of foam rubber or synthetic materials are difficult to ignite without an open flame.
2. Certain types of foam rubber, polyfoam
Slide 4-31 or foamed plastics may be ignited readily Slide 4-31 by an open flame.
3. Once ignited, these materials often
produce large amounts of smoke and high heat.
H. Loss of spring temper in seats.
COLLAPSE OF SPRINGS 1. Extreme heat required. a. May be due to the burning of
foam or synthetic cushion or padding materials.
Slide 4-32 Slide 4-32 b. May be due to the presence of an accelerant or placement of combustible materials, such as newspapers.
2. Loss of spring temper does not mean that
the fire was incendiary.
SWITCHES, HANDLES AND I. Personnel need to determine the operating LEVERS positions of windows, gear shifts and ignition
• Determine “on or off,” if possible.• Window positions. switches to identify if they are normal or if there
– Window rails within the door.• Position of gear shift. is any indication of tampering. • Position of ignition switch.• Any indication of tampering can be of
assistance.
Slide 4-33 Slide 4-33
POSITION OF DOORS AND J. Position of vehicle doors and windows.
WINDOWS 1. Vehicle doors and windows are often left
open when vehicle is intentionally burned.
Slide 4-34 2. Ask whether firefighters had to open
doors. Slide 4-34
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VEHICLE FIRES
3. Open windows during very cold weather. 4. Closed windows during very hot weather.
However, air conditioning must be considered.
5. Fire may self-extinguish if windows are
closed. 6. If glass is melted, check window lift arms
to determine position of windows at the time of the fire.
7. Melted window glass does not prove the
fire was incendiary in nature.
STEERING LOCK ASSEMBLY
Slide 4-35 Slide 4-35
K. Steering lock assembly. 1. May discredit story of stolen vehicle. 2. May require examination by expert
locksmith to determine if assembly was damaged.
Instructor should emphasize that the vehicle needs to
steer, start and shift to be moved.
KEY FOUND IN DEBRIS UNDER STEERING ASSEMBLY
Slide 4-36 Slide 4-36
L. Examination of debris in vehicle’s interior. 1. Ignition key. a. Key may fall to floor when
ignition switch melts or remain embedded in the white metal of ignition assembly.
b. Finding a single key is usually not
normal, since most people carry more than one key.
2. Personal items.
IG 4-18
VEHICLE FIRES
a. All passengers should be questioned to determine items in the vehicle at the time of the fire.
b. Most items leave some type of
evidence of their presence. - Buttons. - Zippers. - Shoe soles. c. Inventory of the remains of
personal items may help to identify a possible fraud motive.
3. Evidence (remains) of incendiary devices
may be recovered from vehicle’s interior.
EXAMINATION OF VEHICLE’S TRUNK
• Most new vehicles are equipped with a spare tire.
• Trunks are usually not empty.• Personal effects may be present
throughout the vehicle.• Have tires been replaced?
Slide 4-37 Slide 4-37
VI. EXAMINATION OF VEHICLE’S TRUNK (5 min.) A. Spare tire. 1. New vehicle usually has a new spare tire,
which is often only a temporary one. 2. Compare wheel color or check local
dealer to determine proper wheel color. B. Jack (tools) should be present.
EXAMINATION OF VEHICLE’S TRUNK (cont’d)
• Personal items.• Vehicle accessories.• Vehicle fuel systems.• Other contents.
Slide 4-38 Slide 4-38
C. Empty trunk usually considered suspicious (except with very new vehicle).
Contents should be inventoried to confirm or
contradict statements made or proof of loss statements.
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VEHICLE FIRES
EXAMINATION OF VEHICLE’S VII. EXAMINATION OF VEHICLE’S ENGINE ENGINE COMPARTMENT COMPARTMENT (5 min.)
• Look for missing vehicle pieces in debris near the vehicle. – Gas cap.– Keys. A. Evidence of attempts to extinguish fire. – Door lock assemblies.
1. Check for dirt, sand or extinguishing
Slide 4-39 agents. Slide 4-39 2. Compare to owner’s story.
B. Examine motor supports. Motor supports seldom
receive extensive fire damage during accidental vehicle fires.
C. Examine radiator system. Solder in radiator
joints usually does not melt out during accidental fire.
D. Examine fan, generator and air-conditioner belts.
Belts are seldom destroyed in accidental vehicle fires.
E. Check for missing accessories in and around the
vehicle. Battery, carburetor, generator, starter, etc. are not destroyed.
F. Motor and drivetrain. 1. Check for missing or loose head bolts
around motor. 2. Check for missing or loose oil pan bolts
under the vehicle. 3. Check for damage to engine, such as
holes in block, cracked heads, etc. 4. Parts of drivetrain may be missing (such
as the universal). 5. Check to see if drivetrain is connected. G. Mechanical examination of engine and drivetrain
(may require services of an expert mechanic). 1. Attempt to start and run engine.
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VEHICLE FIRES
2. Disassemble and examine engine, transmission, etc.
EXAMINATION OF VEHICLE’S
ENGINE COMPARTMENT (cont’d)• Direct exposure of
hood/trunk struts tofire can cause explosions.– Tires.– Shock absorbers. Exploded Gas Strut– Gas-filled struts.– Hood or hatch.– Suspension.
Slide 4-40 Slide 4-40
H. Hood and trunk struts are under continuous pressure that can cause an explosion if directly exposed to fire.
Statements from witnesses prior to fire department
arrival may confirm minor explosions. Struts may also explode during suppression and become projectiles.
EXAMINATION OF VEHICLE’S FUEL SYSTEM
• Tank fill cap and spout.– Often removed to allow fuel siphoning.– Cap may be discarded. – Owner may claim that a fuel tank explosion
blew the cap off.– Check for damage to cap flanges.– Check for damage to filler spout.
• Fuel tank drain plug (may not be present in newer model cars).
Slide 4-41 Slide 4-41
VIII. EXAMINATION OF VEHICLE’S FUEL SYSTEM (5 min.)
A. Examine tank fill cap and spout. 1. Often removed to allow fuel siphoning. 2. Cap may be discarded by throwing into
nearby ground cover, inside vehicle, or along the roadway as the arsonist leaves the area.
3. Owner may claim that a fuel tank
explosion blew the cap off. a. Check for damage to cap flanges
(found on older vehicles). b. Check for damage to filler spout.
EXAMINE FUEL TANK AND EXHAUST SYSTEM
Punctured Fuel Tanks
Slide 4-42 Slide 4-42
B. The fuel tank and exhaust system should be carefully inspected for evidence of intentional damage (puncture holes, etc.) to obtain fuel.
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VEHICLE FIRES
C. Examine fuel lines. FUEL LINE TAMPERING
1. Connection may be loosened or fuel lines may be cut.
2. Check for evidence of tampering or
Slide 4-43 recent tool marks. Slide 4-43 D. Examine fuel pump and fuel line.
1. If connection comes off and the vehicle’s
motor is running, the fuel pump may continue to operate.
2. As long as the fuel pump is electrically
operated, it will continue to run.
E. Less gas is more vulnerable to blow, but gas GAS TANKS vapors will heat, vent and ignite, or plastic tanks
• Should be checked for crushing or penetrations. will fail, and all fluid comes out and ignites.
• Check for the presence or absence of the fuel cap.
Slide 4-44 Slide 4-44
GAS TANKS (cont’d) • Fuel tanks exposed to heat or flame
generally exhibit a line of demarcation that represents the fuel level at the time of extinguishment. – Many fuel tanks are plastic or a composite
material and are totally consumed by fire. • Check all fuel lines for tampering.
Slide 4-45
Slide 4-45
IX. NEW VEHICLE FUEL SYSTEMS (10 min.) NEW VEHICLE FUEL SYSTEMS • Clean Air Act of 1970.
– Vehicle emission control. A. Clean Air Act of 1970 required new vehicle – Fuel system vapor recovery.
designs. 1. Vehicle emission control.
Slide 4-46 2. Fuel system vapor recovery. Slide 4-46
B. Vehicle emission control systems.
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1. Uses catalytic converters to convert hydrocarbons and carbon monoxide to safer compounds.
2. Converter construction and operation. a. Usually covered by stainless steel
shell. b. Contains claylike compounds that
are treated to react with hydrocarbon emissions.
c. Converters have very large
interior surface areas. d. When operating, catalytic
converters generate heat (up to 1,600 F (871 C)).
- Usually, vehicle must
have heat shields to protect from excess heat.
- Some states require
converters to be covered on the bottom.
e. Fire dangers from converters. - Undercoating near
converter. - Installation near converter. f. If engine is not operating
properly, the converter may reach temperatures of up to 2,500 F (1,371 C) and may cause ignition of nearby combustibles.
- Ground cover. - Undercoating.
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VEHICLE FIRES
- Combustibles inside vehicle.
g. Converters and arson
investigations. - May be difficult to
determine cause. - May appear to be
incendiary. C. Fuel vapor recovery systems. 1. In some vehicles, fuel vapors escape
illegally from the tank. 2. Newer design may use closed fuel
systems. a. Recirculates vapor. b. Vapor collected for later burning
by vehicle engine. c. Fuel tanks not vented through
filler cap. 3. Fire hazards. a. May allow extreme pressure
buildup. b. May result in explosion of fuel
tank.
HOT SURFACE IGNITION SOURCES
• Surface temperatures can reach in excess of 1,020 F (550 C).
• Exhaust manifolds.• Turbochargers.• Catalytic converters.• Brake rotors.
Slide 4-47 Slide 4-47
D. Vehicles contain many metal surfaces, such as exhaust manifolds, turbochargers, catalytic converters and brake rotors, that can generate sufficient heat energy to ignite combustible materials in close proximity to them.
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VEHICLE FIRES
The reason why electric fans continue to operate after
the engine has been shut down is to cool hot surfaces.
CATALYTIC CONVERTERS• Catalytic converters have very high
external temperatures — greater than 2,000 F (1,093 C) (especially if malfunctioning).
• They can ignite combustible liquids (brake/ transmission fluid).
• They can also ignite ordinary combustibles that come in contact with them.
Slide 4-48 Slide 4-48
E. Catalytic converters typically operate at very high temperatures (i.e., greater than 2,000 F (1,093 C)) and, under certain conditions, can ignite combustible liquids, such as brake or transmission fluid or ordinary combustibles.
CATALYTIC CONVERTERS
(cont’d)
Slide 4-49 Slide 4-49
The next two slides show a catalytic converter and heat
shield that are typically found in most modern vehicles. They are there to prevent heat from being conducted through floor pans and igniting the interior. May be found missing.
HEAT SHIELD
Slide 4-50 Slide 4-50
Heat shields may become loose and fall off.
HOT SURFACES• A hot surface ignition of vehicle fluids is
not “impossible” but very improbable.– Gasoline vapors will normally ignite by an
electrical arc, spark or open flame.– Testing the hypothesis of a hot surface
ignition may be difficult.
Slide 4-51 Slide 4-51
F. A hot surface ignition of fluids commonly found in vehicles is not impossible, however it rarely occurs.
1. Gasoline vapors may ignite by an arc,
spark or open flame. 2. It may be difficult to confirm whether a
hot surface ignition has occurred.
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VEHICLE FIRES
3. Usually combustible or flammable liquid needs to be an atomized spray under pressure, such as fuel or transmission lines.
ENGINE HOSES AND BELTS
Slide 4-52 Slide 4-52
G. The condition of hoses and belts located in the engine compartment should be carefully inspected for signs of wear, tampering, etc.
FUEL INJECTION
Slide 4-53 Slide 4-53
H. Components of the fuel injection system may be tampered with or malfunction, which can play a role in the cause of the fire. Certified mechanics should be consulted to rule out the fuel injection system as a potential fire cause.
ALUMINUM ALLOY
CARBURETOR
Slide 4-54 Slide 4-54
I. Examine carburetor. 1. Accidental carburetor fires may self-
extinguish without damage to the entire vehicle.
2. Engine backfires can cause some damage
to the carburetor and surrounding area (check for missing air filter).
3. Evidence of a carburetor fire may be
observed by the evidence of burn patterns located on the hood of the vehicle directly above the carburetor’s location.
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VEHICLE FIRES
EXAMINATION OF VEHICLE’S X. EXAMINATION OF VEHICLE’S ELECTRICAL ELECTRICAL SYSTEMS SYSTEMS (5 min.)
• Most passenger vehicles are 12 volts, and current is limited to a few amperes (except for starters).
• Commercial vehicles and many A. Examine fuses and fusible links. recreational vehicles have 24-volt systems.
• Electrical causes of fires. – Sparks/Arcs.– Resistance heating.
Slide 4-55 Slide 4-55
EXAMINATION OF VEHICLE’S 1. Modern vehicles are well-protected from
ELECTRICAL SYSTEMS (cont’d) electrical short circuits and current • In modern vehicles, there are overcurrent
devices that shut down current when overloads; most accidental fires result in there are short circuits.– Fuses. only localized damage. – Fusible links.
Slide 4-56 Slide 4-56
2. All fuses and fusible links should be
FUSIBLE LINKS examined and noted. Local automobile Located in the wiring harness, often not visible without destruction or removal of the dealerships may provide assistance as to harness covering.
the location of fusible links.
Slide 4-57 Slide 4-57
B. Examine battery.
ELECTRICAL SYSTEMS (cont’d) • Was the battery in place?• Are the engine components and accessories 1. Battery may drain rapidly when a short
present?circuit occurs.
a. Battery that remains fully charged
Slide 4-58 was probably not involved. Slide 4-58 b. Check battery with tester or by
shorting terminals. Be extremely cautious of explosion potential.
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2. Fires that occur in the engine BATTERY DAMAGE compartment may result in extensive fire
damage to the battery, however its role in the fire must be evaluated.
Slide 4-59 Slide 4-59
ACCIDENTS, RECALLS, C. The vehicle owner should be asked if the vehicle
SHORTS AND ARCS has ever been involved in an accident or subject • Ask or attempt to determine if the vehicle
has ever been wrecked, salvaged or to a recall. A true victim may not know the recalled.
• A true victim may not know, especially on answers to these questions, especially if he or a recently purchased vehicle.
she has only owned the vehicle for a short period of time.
Slide 4-60 Slide 4-60
ACCIDENTS, RECALLS, D. Shorts and arcs can result from worn insulation
SHORTS AND ARCS (cont’d) or improper installation of accessories. • Arcs can result from worn insulation going
to ground. • Don’t forget that batteries can hold large
amounts of energy and deliver excessive amperage.
Slide 4-61 Slide 4-61
1. Personnel should establish if the vehicle
ELECTRICAL QUESTIONS was running prior to and at the time of • Was the vehicle running at the time of the
fire? the fire. • When was it last running?• As in a structure, what was tampered with
or bypassed?• Has any equipment been added, altered 2. The vehicle owner should be asked
or worked on?• Who did the work and when? whether they recently did any work on
Slide 4-62 the vehicle or if the vehicle has been serviced or is subject to a recall. Slide 4-62
3. Check with neighbors of vehicle owner. a. May have witnessed vehicle being
towed. b. May have witnessed repair work.
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VEHICLE FIRES
c. May have reported vehicle idle for long period.
d. May report complaints about
vehicle made by owner. Emphasize documentation and information gathering.
OWNERSHIP AND VEHICLE IDENTIFICATION NUMBER
• The vehicle identification number (VIN) plate is normally in front of the driver on the dashboard.
• If it survives the fire, it should be recorded and photographed, and the Rosette rivets that hold it in place should be closely examined for authenticity.
Slide 4-63 Slide 4-63
XI. OWNERSHIP AND VEHICLE IDENTIFICATION NUMBER (5 min.)
A. The vehicle identification number (VIN) plate is
normally found at the front corner of the driver’s side dashboard and should be photographed if it is present and/or survives the fire.
OWNERSHIP AND VEHICLE IDENTIFICATION NUMBER (cont’d)• Police.• National Insurance Crime Bureau (NICB).• Insurance company.• National Crime Information Center
(NCIC).• Confidential VINs.• Partial VINs.• You need to know where to go for help.• Police department auto theft units are a
good resource.Slide 4-64
Slide 4-64
B. VINs. 1. Prior to 1969, VINs were located in
various places on the vehicle (hidden VIN).
a. Contact police department, auto
theft division.
b. Contact the National Insurance Crime Bureau (NICB).
c. Contact local dealership.
VEHICLE IDENTIFICATION NUMBER PLATE
Slide 4-65 Slide 4-65
2. Since 1969, VINs are located on the left side of the dashboard.
a. Visible from outside the vehicle. b. Also found in other locations
(hidden).
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VEHICLE FIRES
VEHICLE IDENTIFICATION 3. Numbers found on door edge or door NUMBER PLATE ON DOOR jamb after 1969 model year.
a. May be warranty number. b. May not be VIN.
Slide 4-66 c. Environmental Protection Agency Slide 4-66
(EPA) and VINs should match.
VEHICLE IDENTIFICATION C. Compare VIN to insurance policy — the burned NUMBER PLATE ON DOOR (cont’d) vehicle may not be the insured vehicle.
D. Altered or missing VINs (indicators of
tampering).
Slide 4-67 1. Grind, file or sanding marks. Slide 4-67 2. Over stamps.
3. Plastic replacement numbers (check
Department of Motor Vehicles (DMV) for regulations covering new VINs and how to display them).
E. The common format for a VIN is a 17-digit
combination of alphanumeric characters that specify critical information in respect to the origin and history of the vehicle (e.g., assembly plant, model year, body type, engine size, manufacturer, etc.).
Slide 4-68 Slide 4-68
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VEHICLE FIRES
45 min. Large Group Activity 4.1
ACTIVITY 4.1Vehicle Fire Examination
Slide 4-69 Slide 4-69
ACTIVITY 4.1 Vehicle Fire Examination Purpose To apply fire investigation skills to vehicle fires.
Directions to Students 1. Show the slides to the students. 2. For each slide, ask students to report their observations. 3. After showing all the slides, display the video. Suggest students to use the Vehicle Fire Inspection
Checklist in the appendix.
Slide 4-70 Slide 4-70
ASK: According to what you just learned in the
Examination of Vehicle’s Exterior section, what do you observe in this picture?
Suggested response: This picture shows the front of
the vehicle with a moderate to heavy volume of smoke coming from the passenger compartment. The vehicle also appears to have front-end damage, and the rear passenger window is down.
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Slide 4-71 Slide 4-71
ASK: According to what you just learned in the
Examination of Vehicle’s Exterior section, what do you observe in this picture?
Suggested response: This picture shows a fire inside
the passenger compartment burning through the front windshield.
Slide 4-72 Slide 4-72
ASK: According to what you just learned in the
Examination of Vehicle’s Engine Compartment, Fuel System and Electrical Systems sections, what do you observe in this picture?
Suggested response: This picture shows the engine
compartment with only slight evidence of any heat or fire damage.
Slide 4-73 Slide 4-73
ASK: According to what you just learned in the
Examination of Vehicle’s Interior section, what do you observe in this picture?
Suggested response: This picture shows the passenger
compartment of the vehicle displaying heavy fire damage throughout, especially on the front passenger side.
Slide 4-74 Slide 4-74
ASK: According to what you just learned in the
Examination of Vehicle’s Trunk section, what do you observe in this picture?
Suggested response: This picture shows the trunk
area, which appears to have sustained moderate to significant fire/heat damage.
IG 4-32
VEHICLE FIRES
Slide 4-75 Slide 4-75
ASK: According to what you just learned in the
Examination of Vehicle’s Exterior section, what do you observe in this picture?
Suggested response: This picture shows the driver
side exterior of the vehicle with burn patterns extending from the driver’s door back to the trunk area.
Slide 4-76 Slide 4-76
ASK: According to what you just learned in the
Examination of Vehicle’s Exterior section, what do you observe in this picture?
Suggested response: This picture shows the passenger
side exterior of the vehicle with significant burn patterns on the passenger front door extending back toward the trunk area. Damage on right rear door prior to the fire.
Slide 4-77 Slide 4-77
ASK: According to what you just learned in the
Examination of Vehicle’s Exterior section, what do you observe in this picture?
Suggested response: This picture shows oxidation
patterns along the roof of the vehicle and distension of the roof, especially on the passenger side.
“NFA VEHICLE FIRE BURN EXERCISE”
DVD PRESENTATION
Slide 4-78 Slide 4-78
After showing the pictures, display the two videos (20 minutes), one prefire and one ignition and post-fire, “NFA Vehicle Fire Burn Exercise,” which highlight the damage that should validate the students’ observations, and discuss.
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Summary Stress that first responders will respond to many vehicle fires
and be faced with the responsibility of determining the cause of the fires.
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STUDENT ACTIVITY WORKSHEET
ACTIVITY 4.1
Vehicle Fire Examination
Purpose To apply fire investigation skills to vehicle fires. Directions 1. A series of pictures of a burned vehicle will be shown. 2. Report your observations.
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XII. SUMMARY (5 min.) SUMMARY
•
••
Reasons for vehicle fire investigations motives.Probability of accidental vehicle fires.Incident scene examination.
and A. Reasons for vehicle fire investigations and motives.
• Examination of vehicle’s exterior.• Examination of vehicle’s interior. • Examination of vehicle’s trunk. B. Probability of accidental vehicle fires.
Slide 4-79 C. Incident scene examination. Slide 4-79
D. Examination of vehicle’s exterior. E. Examination of vehicle’s interior. F. Examination of vehicle’s trunk. G. Examination of vehicle’s engine compartment.
H. Examination of vehicle’s fuel system. SUMMARY (cont’d)
•
•
Examination of vehicle’s engine compartment.Examination of vehicle’s fuel system.
I. New vehicle fuel systems. • New vehicle fuel systems. •
•
Examination of vehicle’s electrical systems.Ownership and vehicle identification
J. Examination of vehicle’s electrical systems. number.
Slide 4-80 K. Ownership and vehicle identification number. Slide 4-80
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APPENDIX
VEHICLE FIRE INSPECTION CHECKLIST
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Vehicle Fire Inspection Checklist
General Information Date of Fire Location Time of Fire Operator’s Name Phone Address City ZIP Driver’s License Number Birthday Hair Eyes Height Weight Legal Owner Phone Address City ZIP R/O (if not the operator) Address City ZIP Insurance Company Policy Number Coverage Vehicle Make Year Color Body Type License State VIN Motor Serial Number Transmission Number Mileage Special Equipment
Amount Owed on Vehicle Bank Amount of Payment Is it current? [ ] yes [ ] no Photographs taken? [ ] yes [ ] no Sketch made? [ ] yes [ ] no Search made for [ ] cans [ ] bottles [ ] matches
[ ] other (describe)
Describe footprints, tire marks, other evidence
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VEHICLE FIRES
Witnesses Name Address City/ZIP Phone Name Address City/ZIP Phone Name Address City/ZIP Phone
Notes
IG 4-42
VEHICLE FIRES
Exterior Examination Body Evidence of prior damage? [ ] yes [ ] no
Describe
Where was heat concentrated? Did the top panel sag or lose its temper? [ ] yes [ ] no Did the door panels sag or buckle? [ ] yes [ ] no Which bumper was damaged? [ ] front [ ] rear Which fender skirt was damaged? [ ] rf [ ] lf [ ] rr [ ] lr Under which fender was there fire damage? [ ] rf [ ] lf [ ] rr [ ] lr Was the hood burned? [ ] yes [ ] no Was the hood raised? [ ] yes [ ] no Was there a pattern of paint damage? [ ] yes [ ] no
Describe
Which doors were open during the fire? [ ] rf [ ] lf [ ] rr [ ] lr Was trunk compartment burned? [ ] yes [ ] no Was trunk cover burned? [ ] yes [ ] no Was trunk forced open? [ ] yes [ ] no
How? By whom?
Did spare fit the vehicle? [ ] yes [ ] no Were jack and lug wrench present? [ ] yes [ ] no Did they fit the vehicle? [ ] yes [ ] no Was gas cap on? [ ] yes [ ] no Was it burned? [ ] yes [ ] no Was it blown off? [ ] yes [ ] no Were the flanges damaged? [ ] yes [ ] no Were the license plates on the car? [ ] yes [ ] no
If “no,” were they found? [ ] yes [ ] no Was the antenna on? [ ] yes [ ] no Were the mirrors on? Right: [ ] yes [ ] no
Left: [ ] yes [ ] no Were they melted away? Right: [ ] yes [ ] no
Left: [ ] yes [ ] no Were any accessories removed before fire? [ ] yes [ ] no After? [ ] yes [ ] no Was dirt or sand thrown on car during fire? [ ] yes [ ] no After? [ ] yes [ ] no
IG 4-43
VEHICLE FIRES
Examination of Glass
Windshield Front Door Front Vent Rear Door Rear Vent Rt Lt Rt Lt Rt Lt Rt Lt Rt Lt
Smoked [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Cracked [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Left open [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Closed [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Melted [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Rear Quarter Back Window Rt Lt Rt Lt
Smoked [ ] [ ] [ ] [ ] Cracked [ ] [ ] [ ] [ ] Left open [ ] [ ] [ ] [ ] Closed [ ] [ ] [ ] [ ] Melted [ ] [ ] [ ] [ ] Examination of Wheels and Tires Wheels, Tires and Hub Caps
Right Front Left Front Right Rear Left Rear Spare Yes No Yes No Yes No Yes No Yes No
Signs of recent removal? [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Burned? [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Underneath burned? [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Percent of wear? Notes
IG 4-44
VEHICLE FIRES
Interior Examination Positive vehicle identification through VIN? [ ] yes [ ] no Floorboards burned? [ ] yes [ ] no
Evidence? Evidence of fire underneath floorboard?
Front floor mat burned? [ ] yes [ ] no Rear floor mat? [ ] yes [ ] no Front seat cushion burned? [ ] yes [ ] no Rear seat cushion? [ ] yes [ ] no Temper gone from front seat springs? [ ] yes [ ] no Rear seat? [ ] yes [ ] no Condition of instrument panel? Is there an odor of accelerants under the debris? [ ] yes [ ] no
If “yes,” where? Were there unusual objects in the vehicle? [ ] yes [ ] no
If “yes,” where? Was the headliner burned? [ ] yes [ ] no Was any upholstery left unburned? [ ] yes [ ] no
If “yes,” where? Are there signs of excessive heat? [ ] yes [ ] no
If “yes,” where? Is there evidence of personal belongings? [ ] yes [ ] no
If “yes,” what?
Were keys found? [ ] yes [ ] no If so, which ones? How many?
Who is known to have keys?
Notes
IG 4-45
VEHICLE FIRES
Examination of Accessories Is there a radio? [ ] yes [ ] no
If “yes,” is it burned? [ ] yes [ ] no Is there a tape deck? [ ] yes [ ] no
If “yes,” is it burned? [ ] yes [ ] no Is there a CD player? [ ] yes [ ] no
If “yes,” is it burned? [ ] yes [ ] no Is there a cellular phone? [ ] yes [ ] no
If “yes,” is it burned? [ ] yes [ ] no Other [ ] yes [ ] no
If “yes,” is it burned? [ ] yes [ ] no Notes Mechanical Condition of Vehicle Radiator: Core melted? [ ] yes [ ] no
Water in core? [ ] yes [ ] no Upper hose burned? [ ] yes [ ] no Lower? [ ] yes [ ] no Radiator cap in place? [ ] yes [ ] no Fan belt burned? [ ] yes [ ] no Other belts? [ ] yes [ ] no
Which?
Air ducts damaged or burned? [ ] yes [ ] no Soot under hood? [ ] yes [ ] no Oil level? [ ] normal [ ] low [ ] empty Block? [ ] broken [ ] intact Heads? [ ] bolts loose [ ] cracked Oil pan? [ ] broken [ ] cracked Manifold? [ ] loose [ ] secure Does engine run? [ ] yes [ ] no Gaskets recently removed? head: [ ] yes [ ] no
oil pan: [ ] yes [ ] no valve plate: [ ] yes [ ] no
IG 4-46
VEHICLE FIRES
Electrical System Spark plug wires connected? [ ] yes [ ] no Wires burned? [ ] yes [ ] no Distributor damaged? [ ] yes [ ] no Distributor burned? [ ] yes [ ] no Battery present? [ ] yes [ ] no Battery with power? [ ] yes [ ] no Battery burned? [ ] yes [ ] no Battery cover present? [ ] yes [ ] no Cover burned? [ ] yes [ ] no Cables intact? [ ] yes [ ] no Ignition system operational? [ ] yes [ ] no System shorted out? [ ] yes [ ] no Distributor points fused? [ ] yes [ ] no Voltage regulator intact? [ ] yes [ ] no Regulator burned? [ ] yes [ ] no Evidence of “hot wiring”? Notes
IG 4-47
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
UNIT 5: FIRE CAUSE DETERMINATION
TERMINAL OBJECTIVE The students will be able to: 5.1 Assess a fire scene and apply proper investigative techniques and procedures in determining the origin and
cause of a fire, when a fire scenario is given.
ENABLING OBJECTIVES The students will be able to: 5.1 Determine the area or point of origin and the cause of a fire, when given fire scenarios. 5.2 Defend the conclusions reached regarding the fire origin and cause determination, when given fire
scenarios.
FIRE CAUSE DETERMINATION
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IG 5-2
FIRE CAUSE DETERMINATION
APPLICATION/EVALUATION PLAN
Terminal Objective Evaluated by Assess a fire scene and apply proper investigative techniques and procedures in determining the origin and cause of a fire, when a fire scenario is given.
Final Exam
Enabling Objectives Course Component Evaluated by
Determine the area or point of origin and the cause of a fire, when given fire scenarios.
Lecture, Activity
Activity
Defend the conclusions reached regarding the fire origin and cause determination, when given fire scenarios.
Activity Activity
METHODOLOGY This unit uses lecture, discussion, videos and a small group activity.
(Total Time: 2 hr., 35 min.)
155 min. Lecture/Discussion/Activity Objectives IG 5-5
15 min. I. Fire Cause Determination IG 5-5 35 min. II. Application of Fire Investigation Skills IG 5-6 100 min. Small Group Activity 5.1 Fire Scene Examination IG 5-9 5 min. III. Summary IG 5-21
AUDIOVISUAL Slides 5-1 to 5-17 Videos: “NIST Chicago Fire Test Exercise”
“NFPA 921 Determining Origin and Cause”
IG 5-3
FIRE CAUSE DETERMINATION
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IG 5-4
FIRE CAUSE DETERMINATION
UNIT 5: FIRE CAUSE DETERMINATION
Slide 5-1
Slide 5-1
ENABLING OBJECTIVES
• Determine the area or point of origin and the cause of a fire, when given fire scenarios.
• Defend the conclusions reached regarding the fire origin and cause determination, when given fire scenarios.
Slide 5-2
Slide 5-2
I. FIRE CAUSE DETERMINATION (15 min.) FIRE CAUSE DETERMINATION • It is often the responsibility of first
responders to determine the cause of all A. It is often the responsibility of first responders to fires to which they respond.
• Knowing the process of fire origin and determine the cause of all fires to which they cause determination will help them to make more accurate decisions on the respond. circumstances of the fire.
Slide 5-3 B. Knowing the process of fire origin and cause
determination will help them to make more Slide 5-3 accurate decisions on the circumstances of the fire.
KEY FIRE INVESTIGATION C. Key fire investigation aspects.
ASPECTS • Behavior of fire.
– Understanding of basic scientific principles 1. Behavior of fire. related to fire ignition, growth and spread.
• Determination of area of fire origin. – Methodology required to successfully determine fire origin and cause. a. Did fire behave normally for the
materials or area involved? Slide 5-4
b. What was different about this Slide 5-4 fire?
2. Determination of area of fire origin. a. Understanding and evaluating
“V” patterns. b. Interpreting heat patterns.
IG 5-5
FIRE CAUSE DETERMINATION
c. Determining the path of fire travel.
• Accidental fire causes.– Understanding the most common causes of
accidental fires.• Incendiary fire causes and devices.
– Understanding the most common causes of incendiary fires and devices that may be used.
Slide 5-5
KEY FIRE INVESTIGATION ASPECTS (cont’d)
Slide 5-5
3. Accidental fire causes. a. Accidental fire causes found at
the area or point of origin. b. Evaluating other factors to
conclude fire cause was accidental.
4. Incendiary fire causes and devices. a. Incendiary fire causes found at the
area or point of origin. b. Absence of any accidental fire
cause at the area or point of origin.
• Vehicle fires.– Understanding of the most common causes
of vehicle fires and the recommended procedures for fire cause determination.
• Fatal fires.– Understanding of the procedures required to
properly secure and document a fatal fire scene.
Slide 5-6
KEY FIRE INVESTIGATION ASPECTS (cont’d)
Slide 5-6
5. Vehicle fires. a. Evaluating the extent of vehicle
damage to determine origin and cause.
b. Evaluating the compartmentation
of fire in vehicles for deliberate fire spread.
II. APPLICATION OF FIRE INVESTIGATION
SKILLS (35 min.) A. Application of skills. 1. They should help you to arrive at a
conclusion about the circumstances of the fire.
a. Accidental cause, no further
action involved. b. Accidental cause, follow-up
required.
IG 5-6
FIRE CAUSE DETERMINATION
- Juvenile involvement needs follow-up.
- Appliance failure needs
follow-up. 2. If you cannot reach a conclusion based
upon the evidence found, you need an investigator.
3. Incendiary fires require an investigator. B. Prepare report of fire response. C. Prepare fire origin and cause determination
report. 1. Write a report based on the findings,
regardless of the outcome. 2. Write notes about the incident. a. In case you are put on a witness
stand five years later and are asked details about the fire.
b. In most cases, personal notes will
not be admitted as evidence. c. You will be allowed to consult
them while on the stand. 3. The official report, plus other reports
prepared by fire investigators, will be entered as official evidence.
a. They may become the proof that a
fire did occur, and that all accidental fire causes were eliminated.
b. This information may lead
investigators to conclude that the fire was caused intentionally.
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FIRE CAUSE DETERMINATION
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IG 5-8
FIRE CAUSE DETERMINATION
100 min. Small Group Activity 5.1
ACTIVITY 5.1
ACTIVITY 5.1Fire Scene Examination
Slide 5-7 Slide 5-7
Fire Scene Examination Purpose To assess a fire scene and apply proper investigative techniques
and procedures in determining the origin and cause of a fire.
Directions to Students 1. Divide the class into small groups. 2. Show the slides (photographs) of the scenario. The
photographs are also available in the Student Manual (SM).
3. Allow 40 minutes for students to record their
observations and determine the area of fire origin and fire cause.
4. Have each group report its findings and provide reasons
for its conclusions. 5. Display the video of the fire scene after all groups report
their findings and conclusions.
IG 5-9
FIRE CAUSE DETERMINATION
Scenario At 0915 hours, fire department units responded to a residential
structure fire at 1680 Seton St. The occupancy is a two-story, wood-frame, duplex-style townhouse.
Slide 5-8 Slide 5-8
This picture shows Side A. ASK: What indicators would you document to assist
in the investigation? Suggested responses: Address of building; determine
if building was occupied; construction features; position of doors and windows versus condition of doors and windows upon arrival of the fire department; evidence of forcible entry on front door; smoke-staining on awning located above entrance to front door; door patterns/fire damage on any exterior surfaces of the structure; sign in window; and any items of evidence that may be located or discarded around the yard.
Slide 5-9 Slide 5-9
This picture shows right front corner of living room area (Side A/D).
ASK: What does the significance of damage (or lack
of damage) to the futon indicate? Suggested responses: The futon didn’t burn and only
sustained light scorching due to radiant heat and pyrolysis. There is no burn pattern in or around the futon that would be consistent with a fire originating in or near this item. Note the line of demarcation located approximately 3 feet below the ceiling produced by the hot gas layer descending toward the floor.
IG 5-10
FIRE CAUSE DETERMINATION
Slide 5-10 Slide 5-10
This picture shows the sofa, coffee table and chair
located in the living room of the structure between the entrance to the kitchen and stairway leading to the second floor.
ASK: Where do you think the area of origin is?
Suggested responses: In the corner behind the chair
between the sofa and stairway. There is an area of clean burn located behind the chair in the corner and the sofa appears to have significant fire damage on the side nearest to the chair.
(Note: These are not the correct answers, but do not
tell the students until you show the video at the end of the exercise, which will show that the fire actually originated on the opposite side of the sofa.)
Slide 5-11 Slide 5-11
This picture is a closer view of the burn pattern located in the area behind the chair.
ASK: Is this burn pattern consistent with a fire
originating in or around the chair? Suggested responses: Not necessarily; additional data
and evaluation of the entire room must be considered before making a conclusive origin and cause determination.
ASK: What might be an alternative explanation for
this damage and corresponding burn pattern? Suggested responses: This pattern and damage could
be caused by factors related to fire dynamics such as heat, fuel load (properties, type, etc.), ventilation or fire suppression efforts.
IG 5-11
FIRE CAUSE DETERMINATION
Slide 5-12 Slide 5-12
This picture shows the close-up view of the corner of
the sofa located in the living room. ASK: What do you notice about the damage to the
sofa and nearby coffee table?
Suggested responses: The sofa has more damage in the area at the bottom of the photo. There is some cushion remaining on the sofa near the top of the photo. However, the coffee table has significant damage on the side facing the stairway and chair.
Slide 5-13 Slide 5-13
This picture shows a downward view of the living room area.
ASK: Based on what is depicted in the photograph,
what is your opinion concerning the cause of the fire?
Suggested response: Space heater located behind the chair and the sofa.
(Note: The space heater is not really the cause of the
fire. The cause of the fire was application of open flame on newspaper which was located on the side of the sofa farthest away from the chair/space heater. You can see in the photo that there is a small, oval-shaped burn pattern on the wall behind the right side of the sofa. This pattern was generated in the early stages of the fire, before the upstairs window and front door were opened.)
Slide 5-14 Slide 5-14
This picture is a closer view of the area behind the chair where the space heater was located.
ASK: If you suspect the space heater as being the
cause of the fire, how would you proceed?
IG 5-12
FIRE CAUSE DETERMINATION
Suggested responses: Delay overhaul; document with
photographs; leave item in place and do not move it to prevent alternation or destruction of the item; provide information to investigators upon their arrival.
Slide 5-15
DVD PRESENTATION
Slide 5-15
Display the three-minute “NIST Chicago Fire Test Exercise” video. It is sped up four times. The video will show the actual origin and fire cause of the fire as well as the growth and spread of the fire throughout the room.
The cause of the fire was application of open flame on
newspaper, which was located on the side of the sofa farthest away from where the chair and space heater were located.
Summary Once a first responder has developed the basic skills of fire
origin and cause determination, the officer should be able to evaluate the clues left after a fire and determine the area or point of origin. Once the area of origin has been determined, a search for the cause should narrow to a specific area. If this is not possible, the officer needs to call an investigator.
IG 5-13
FIRE CAUSE DETERMINATION
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IG 5-14
FIRE CAUSE DETERMINATION
STUDENT ACTIVITY WORKSHEET
ACTIVITY 5.1
Fire Scene Examination Purpose To assess a fire scene and apply proper investigative techniques and procedures in determining the origin and cause of a fire. Directions 1. Your class will be divided into small groups. 2. Slides (photographs) of the scenario will be shown by your instructor. The photographs
are also available in your SM. 3. You have 40 minutes to record your observations and determine the area of fire origin
and fire cause. 4. Each group will report its findings and provide reasons for its conclusions. 5. A video of the fire scene will be displayed after all groups report their findings and
conclusions.
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FIRE CAUSE DETERMINATION
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IG 5-16
FIRE CAUSE DETERMINATION
STUDENT ACTIVITY WORKSHEET
ACTIVITY 5.1 (cont’d)
Fire Scene Examination Scenario At 0915 hours, fire department units responded to a residential structure fire at 1680 Seton St. The occupancy is a two-story, wood-frame, duplex-style townhouse.
Slide 5-8
Slide 5-9
IG 5-17
FIRE CAUSE DETERMINATION
STUDENT ACTIVITY WORKSHEET
Slide 5-10
Slide 5-11
IG 5-18
FIRE CAUSE DETERMINATION
STUDENT ACTIVITY WORKSHEET
Slide 5-12
Slide 5-13
IG 5-19
FIRE CAUSE DETERMINATION
STUDENT ACTIVITY WORKSHEET
Slide 5-14
IG 5-20
FIRE CAUSE DETERMINATION
DVD PRESENTATION Introduce the 30-minute “NFPA 921 Determining
“NFPA 921 DETERMINING ORIGIN Origin and Cause” video. Highlight the proper AND CAUSE”
procedures that should be used to conduct a thorough fire scene examination.
Slide 5-16 This video is a summary and review of the Web-based
and classroom modules/units. Slide 5-16
III. SUMMARY (5 min.) SUMMARY
• Fire cause determination.• Application of fire investigation skills. A. Fire cause determination.
B. Application of fire investigation skills.
Slide 5-17 Slide 5-17
IG 5-21
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
ACRONYMS
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
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INITIAL FIRE INVESTIGATION FOR FIRST RESPONDERS
ACRONYMS Btu British thermal unit CFL compact fluorescent light DMV Department of Motor Vehicles EPA Environmental Protection Agency HRR heat release rate HVAC heating, ventilating, and air conditioning IFIFR “Initial Fire Investigation for First Responders” kW kilowatt LEL lower explosive limits LPG liquefied petroleum gas MWs megawatts NCIC National Crime Information Center NFA National Fire Academy NFPA National Fire Protection Association NICB National Insurance Crime Bureau OSB Oriented Strand Board POV privately owned vehicle PPE personal protective equipment SFPE Society of Fire Protection Engineers SM Student Manual UEL upper explosive limits VIN vehicle identification number W watt
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