chapter 17 ffi
TRANSCRIPT
![Page 1: Chapter 17 ffi](https://reader034.vdocuments.site/reader034/viewer/2022052410/55545cfeb4c905aa798b46f0/html5/thumbnails/1.jpg)
Essentials of Fire Fighting6th Edition
Firefighter I
Chapter 17 — Fire Control
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Describe initial factors to consider when suppressing structure fires.
Learning Objective 1
17–2
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Selecting strategies and coordinating resources is based on three priorities.
17–3
Co
urte
sy of B
ob
Esp
osito
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Offensive suppression strategies usually entail interior operations.
17–4
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Defensive suppression strategies are selected based on several factors.
17–5
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Defensive suppression strategies work to isolate or stabilize the incident.
17–6
Co
urte
sy of C
hris M
ickal
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Defensive strategies are employed when certain conditions are present.
17–7
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Strategic transitions during suppression may occur at any time.
17–8
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Resource coordination is important during several points of fire attack.
17–9
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Correct hoseline selection is important for fire suppression operations.
17–10
(Cont.)
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CAUTION
A hoseline no smaller than 1½-inch (38 mm) should be used on an interior fire.
17–11
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Nozzle selection is based on several considerations found on scene.
17–12
Co
urte
sy of R
on
Jeffe
rs
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REVIEW QUESTION
What initial factors must be considered when suppressing structure fires?
17–13
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Summarize considerations taken when making entry.
Learning Objective 2
17–14
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You should know the considerations for hoseline use and placement when making entry .
17–15
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There are several tasks every member should perform before entry.
17–16
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You should understand what you may need to fulfill your role during entry.
17–17
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The firefighter assigned to the nozzle should do several tasks.
17–18
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CAUTION
DO NOT open the door until you have a charged hoseline and are ready to control the conditions encountered.
17–19
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There are several facts about making entry tactics that you should know.
17–20
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There are several general tactics for making entry that you should know.
17–21
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REVIEW QUESTION
What are the factors that must be considered when making entry?
17–22
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Describe direct attack, indirect attack, combination attack, and
gas cooling techniques.
Learning Objective 3
17–23
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Direct attack uses water most efficiently on free-burning fires.
17–24
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Indirect attack is used when entry is not possible due to intense heat.
17–25
Co
urte
sy of D
ick Gile
s
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Combination attack uses strategies from both direct and indirect attack.
17–26
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REVIEW QUESTION
How do direct attack and combination attack techniques compare with one another?
17–27
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Gas cooling is a way of reducing heat release from the hot gas layer.
17–28
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REVIEW QUESTION
What are the main differences between indirect attack and gas cooling techniques?
17–29
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Describe safety considerations that must be identified for upper level structure fires.
Learning Objective 4
17–30
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Fires in upper levels of structures can present unique considerations.
17–31
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REVIEW QUESTION
How does the presence or absence of a standpipe system impact upper level structure fires?
17–32
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Explain actions taken when attacking belowground structure fires.
Learning Objective 5
17–33
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Belowground structures fires may occur in residential basements.
17–34
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There are several factors that may contribute to basement fires.
17–35
(Cont.)
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There are several factors may contribute to basement fires.
17–36
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WARNING
Basement fires weaken the main floor of a structure creating a constant danger of structural collapse.
17–37
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Floor assemblies over basements may collapse before firefighters arrive.
17–38
Co
urte
sy of N
IST
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CAUTION
Thermal imagers (TI) will not always provide an accurate assessment of structural integrity of the floor system.
17–39
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Residential basement fires can present other considerations.
17–40
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REVIEW QUESTION
What are the main actions that should be taken when attacking
a belowground structure fire?
17–41
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Belowground fires can also occur in commercial basements and subfloors.
17–42
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REVIEW QUESTION
How quickly can floor assemblies over basements reach a point of collapse?
17–43
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Discuss methods of fire control through exposure protection
and controlling building utilities.
Learning Objective 6
17–44
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Exposure protection depends on location and resources available.
17–45
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Controlling building utilities helps control the fire and limits damage.
17–46
(Cont.)
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DISCUSSION QUESTION
Can fire department personnel remove the meter box, if necessary?
1–47
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Controlling building utilities helps control the fire and limits damage.
17–48
(Cont.)
Co
urte
sy of R
on
Mo
ore
an
d M
cKin
ne
y (TX
) FD
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WARNING
Solar panels generate current whenever there is a light source (sunlight, moonlight, artificial lighting) and are always energized.
17–49
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Controlling building utilities helps control the fire and limits damage.
17–50
(Cont.)
Co
urte
sy of R
on
Mo
ore
an
d
McK
inn
ey (T
X) F
D
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Controlling building utilities helps control the fire and limits damage.
17–51
(Cont.)
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CAUTION
Natural gas that leaks underground in wet soil can lose its odorant and become difficult to detect without instruments.
17–52
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Controlling building utilities helps control the fire and limits damage.
17–53
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REVIEW QUESTION
How can using exposure protection or controlling building utilities help in fire control?
17–54
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Describe steps taken when supporting fire protection systems at
protected structures.
Learning Objective 7
17–55
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Supporting fire protection systems is accomplished through several steps.
17–56
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REVIEW QUESTION
What are the steps that must be taken when supporting a fire
protection system at a protected structure?
17–57
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Explain considerations taken when deploying, supplying, and staffing master stream devices.
Learning Objective 8
17–58
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Deploying master stream devices requires an understanding of several considerations.
17–59
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Supplying master streams can be accomplished in several ways.
17–60
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CAUTION
Added water weight from master stream operations increases the potential for structural collapse.
17–61
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Staffing master stream devices usually requires two firefighters.
17–62
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Elevated master streams are used for upper stories in multistory buildings.
17–63
Co
urte
sy of C
hris M
ickal
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REVIEW QUESTION
How should a master stream device be properly deployed?
17–64
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Describe situations that may require suppression of Class C fires.
Learning Objective 9
17–65
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Suppression of Class C fires requires knowledge of energized equipment.
17–66
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WARNING
Before initiating fire suppression activities, stop the flow of electricity to the device involved.
17–67
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Class C fires may occur around delicate electronic equipment.
17–68
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REVIEW QUESTION
What situations may require suppression of a Class C fire?
17–69
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Transmission lines and equipment can be damaged and start fires.
17–70
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WARNING
Assume that all power lines are energized until the power company informs you otherwise.
17–71
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Fires in electrical transformers are relatively common.
17–72
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Underground transmission lines can create explosions which require firefighters remaining a safe distance away.
17–73
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WARNING
Only personnel who are properly trained and equipped for confined space entry should enter a utility vault.
17–74
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Commercial high-voltage installations require specific knowledge.
17–75
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CAUTION
Before cutting into walls and ceilings that may contain electrical wiring or gas piping, verify with the Incident Commander that electrical and gas utilities have been shut off.
17–76
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Identify hazards associated with suppressing Class C fires.
Learning Objective 10
17–77
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There are several consequences of the electrical hazards that are present at Class C fires.
17–78
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Several factors influence the seriousness of an electrical shock.
17–79
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You should know the guidelines for electrical emergencies.
17–80
(Cont.)
Establish exclusion zone
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You should know the guidelines for electrical emergencies.
17–81
(Cont.)
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You should know the guidelines for electrical emergencies.
17–82
(Cont.)
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You should know the guidelines for electrical emergencies.
17–83
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CAUTION
To exit a ground gradient area, keep both feet in contact with each other and hop or shuffle out of the affected area.
17–84
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REVIEW QUESTION
What are some safety guidelines that can be used when suppressing Class C fires?
17–85
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Describe actions associated with suppressing Class D fires.
Learning Objective 11
17–86
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Suppressing Class D fires can present unique problems.
17–87
Co
urte
sy of N
IST
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Suppressing Class D fires requires understanding certain characteristics.
17–88
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REVIEW QUESTION
How can a Class D fire be suppressed?
17–89
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Explain actions taken when suppressing a vehicle fire.
Learning Objective 12
17–90
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Vehicle fires are among the most common types of fires.
17–91
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You should know vehicle incident size-up considerations.
17–92
(Cont.)
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You should know vehicle incident size-up considerations.
17–93
(Cont.)
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You should know vehicle incident size-up considerations.
17–94
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Vehicle fire attack requires knowledge of several concepts.
17–95
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Fires in different parts of the vehicle require specific procedures.
17–96
Engine or trunk
compartment
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Alternative fuel vehicles may be apparent by certain visual indicators.
17–97
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CAUTION
There may be no visual indicators that a vehicle uses an alternative fuel source.
17–98
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There are several tactics to consider at alternative vehicle fuel fires.
17–99
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Natural gas is used in one of two forms and has specific properties.
17–100
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Liquefied petroleum gas is the third most common vehicle fuel type.
17–101
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Electric alternative fuel vehicles should have visible indicators.
17–102
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WARNING
Do not cut or contact any orange, blue, or yellow color-coded electrical cables or components in electric or hybrid electric vehicles.
17–103
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There are several other alternative fuel types that may be present.
17–104
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REVIEW QUESTION
What steps should be taken when suppressing a vehicle fire?
17–105
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Compare methods used to suppress fires in stacked and piled materials, small unattached structures, and trash containers.
Learning Objective 13
17–106
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Stacked and piled materials present unique suppression considerations.
17–107
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Small unattached structures are found in all jurisdictions.
17–108
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CAUTION
Chemicals used in the production of some illegal drugs are extremely toxic and volatile. Incidents involving them may require the assistance of trained hazardous materials personnel.
17–109
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Trash container fires vary in size and create toxic combustion products.
17–110
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REVIEW QUESTION
What are the factors that influence suppression methods in stacked and piled materials, small unattached structures, and trash containers?
17–111
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Summarize the main influences on ground cover fire behavior.
Learning Objective 14
17–112
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Ground cover fires vary in size, location, and causes.
17–113
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WARNING
Ground cover fires can be deadly to firefighters even if they are working in very light fuels or working during the overhaul phase of an operation.
17–114
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REVIEW QUESTION
What are a few of the main causes of ground cover fires?
17–115
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Compare types of ground cover fires.
Learning Objective 15
17–116
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There are several types of ground cover fires firefighters should know.
17–117
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REVIEW QUESTION
How do surface fires and crown fires compare with ground fires?
17–118
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Describe elements that influence ground cover fire behavior.
Learning Objective 16
17–119
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Ground cover fire behavior is influenced by fuel and its characteristics.
17–120
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Ground cover fire behavior is affected by certain weather factors.
17–121
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Ground cover fire behavior is influenced by topography.
17–122
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REVIEW QUESTIONS
What three elements influence ground cover fire behavior?
17–123
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Identify the parts of a ground cover fire.
Learning Objective 17
17–124
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Firefighters should be able to identify parts of a ground cover fire.
17–125
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REVIEW QUESTION
What are the parts of a typical ground cover fire?
17–126
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Describe protective clothing and equipment used in fighting
ground cover fires.
Learning Objective 18
17–127
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Wildland protective clothing and equipment is different from standard structural turnout clothing.
17–128
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REVIEW QUESTION
What types of protective clothing and equipment can be used when fighting ground cover fires?
17–129
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Describe methods used to attack ground cover fires.
Learning Objective 19
17–130
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Ground cover fires may be attacked directly or indirectly.
17–131
Co
urt
esy
of
Na
tion
al I
nte
rag
en
cy F
ire C
en
ter
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REVIEW QUESTION
How do direct attack and indirect attack methods for ground fires compare with one another?
17–132
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Summarize safety principles and practices when fighting ground
cover fires.
Learning Objective 20
17–133
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Size-up information at ground cover fires includes several categories.
17–134
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The LECS concept can help situational awareness be more effective.
17–135
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The ten standard fire fighting orders can also be used at ground cover fires.
17–136
(Cont.)
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The ten standard fire fighting orders can also be used at ground cover fires.
17–137
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There are other non-fire hazards you should be aware of as well.
17–138
(Cont.)
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There are other non-fire hazards you should be aware of as well.
17–139
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REVIEW QUESTION
What safety principles and practices should firefighters use when fighting ground cover fires?
17–140
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• Attacking fires early in development is an important aspect of a successful fire fighting operation. In addition, selecting and applying the most effective fire attack strategy and tactics are also important.
Summary
17–141
(Cont.)
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• Failing to do any of these things can result in a fire growing out of control, an increase in fire damage and loss, and possibly in firefighter injuries.
• Firefighters need to know how to safely and effectively attack and extinguish fires involving structures, vehicles, stacked and piled materials, and ground cover.
Summary
17–142
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Attack a structure fire using a direct, indirect, or combination attack.
This objective is measured in Skill Sheet 17-I-1.
Learning Objective 21
17–143
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Attack a structure fire above, below, and at ground level – Interior attack.
This objective is measured in Skill Sheet 17-I-2.
Learning Objective 22
17–144
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Turn off building utilities.
This objective is measured in Skill Sheet 17-I-3.
Learning Objective 23
17–145
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Connect supply fire hose to a fire department connection.
This objective is measured in Skill Sheet 17-I-4.
Learning Objective 24
17–146
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Operate a sprinkler system control valve.
This objective is measured in Skill Sheet 17-I-5.
Learning Objective 25
17–147
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Stop the flow of water of an activated sprinkler.
This objective is measured in Skill Sheet 17-I-6.
Learning Objective 26
17–148
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Deploy and operate a portable master stream device.
This objective is measured in Skill Sheet 17-I-7.
Learning Objective 27
17–149
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Attack a passenger vehicle fire.
This objective is measured in Skill Sheet 17-I-8.
Learning Objective 28
17–150
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Attack a fire in stacked or piled materials.
This objective is measured in Skill Sheet 17-I-9.
Learning Objective 29
17–151
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Attack a fire in a small unattached structure.
This objective is measured in Skill Sheet 17-I-10.
Learning Objective 30
17–152
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Extinguish a fire in a trash container.
This objective is measured in Skill Sheet 17-I-11.
Learning Objective 31
17–153
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Attack a ground cover fire.
This objective is measured in Skill Sheet 17-I-12.
Learning Objective 32
17–154