Fire Service Training Manual Cfbt

Fire Service Manual 4: Fire Service Training: Guidance and Compliance Framework. In the effective delivery of Compartment Fire Behaviour Training (CFBT).

Subsequent assistance messages A developing fire situation may require further assistance messages and the number of additional appliances should be added to the total requested in previous messages. For example, a first assistance message was ‘Make pumps five’. A further five pumps are needed and a subsequent assistance message would be ‘Make pumps ten’. If a further five pumps were needed the next assistance message would be ‘Make pumps fifteen’. Request for attendance of other fire and rescue services representative When the attendance of other fire and rescue services representative is required at an incident an assistance message is to be sent. For example: ‘From Station Officer Black at Mount Road. Gas Board required to shut off sUppIy’. Request for information When an Officer-in-Charge requires information to assist in dealing with an incident an assistance message should be sent. For example: ‘From Station Officer Black at Grays Inn Road, spillage of Sulphuric Acid Code 2P from overturned tanker. Request further information’.3. Informative messages An informative message is a message giving details of an incident and/or the progress of operations. Where lives are endangered a message is to be sent immediately (see 2(a) and 4(i)). All other informative messages can be sent back as soon as is practicable. (a) A first message should give the following information in the order shown. The correct address. The use to which the building is put unless the character of the building is well known, e.g., the Town Hall. Height of building (number of floors) and the approximate area of the site which it covers. This is expressed in terms of frontage and depth in metres. The part of the building involved. What is in use, e.g., two jets and BA. The Tactical Mode employed. (e.g. DEFENSIVE, OFFENSIVE, or TRANSIT10NAL).Appendix 2 13

A building comprising ground, first and second floors would be described as ‘abuilding of three floors’. Basements are not included unless they are involved orlikely to become involved. In this case the description would be ‘a building of threefloors, basement and sub-basement’.The approximate area of a building should be stated in the form I.. metres by ..metres’.Buildings of a special or unusual type such as oast houses, silos, etc., should beidentified by the name by which they are commonly known e.g., ‘a dutch barn 30 mby 10 m’, ‘a railway signal box 10 m by 5 m’, ‘a range of buildings of two, three andfour floors covering an area of 100 m by 25 m’.The location of the fire or other incident should be described by reference to thefloor or floors involved e.g., ‘first floor alight’ (meaning the floor above the groundfloor). If a ship (i) Type e.g., motor vessel, tanker, barge. (ii) Name. (iii) Where lying. (iv) Gross tonnage. (v) Cargo. (vi) Location and approximate extent of fire. (vii) What is in use e.g., two jets and BA. Property other than building or ship Such details of the fire, or other incident, as will give a concise description of the property involved and what is in use. The approximate areas covered by a woodland, heath or crop fire may be given in hectares or square kilometres or indicated by the approximate length and breadth of the area in metres or kilometres as appropriate. General If all the information cannot be obtained quickly enough, any information which is readily available should be sent leaving corrections or additional particulars to be sent in later messages. Subsequent informative messages should be to advise on progress of operations and should be sent at not more than half hour intervals. Similar messages should be sent from special fire and rescue services. Fire surrounded When the Incident Commander of a fire considers that sufficient personnel and equipment are deployed in such a way as to inhibit any further spread of fire, they can send back the message ‘Fire surrounded’. 0Fire and Rescue Service Manual - Youth Training and Development

4. Examples of informative messages From Station Officer Jones at Queen’s Hotel, The Esplanade. Persons reported. From Station Officer Black at Corporation Street. Furniture store seven floors 50 metres by 20 metres, three upper floors alight, four jets and BA in use, Defensive “DELTA’ Mode. From Station Officer White at Queen’s Hotel. Six floors about 60 metres by 40 metres by 20 metres, two upper floors alight. Four jets and BA in use, Offensive “OSCAR” Mode. All persons accounted for. From Sub. 0. Smith at Hackney road. Paint store four floors, basement and sub-basement about 30 metres by 20 metres. Basement and sub- basement alight, two jets and BA in use, Defensive “DELTA’ Mode. From Station Officer Clark at 21 High Street. Fire not yet located. BA search in progress, Offensive “OSCAR” Mode. From Divisional Officer Green at Narrow Street. Fire surrounded. From Station Officer Gray at MV Titanic lying at No. 6 Dock. Vessel of 8000 tonne laden with general cargo. Numbers one and two holds alight. Two jets and BA in use. From Sub. 0. Rose at Greek Street. Building collapsed following explosion, persons trapped. Jacking gear and crane in use. From Sub. 0. James on M3 motorway at Southwood, southbound carriageway. Multiple vehicle collisions, persons trapped, extrication proceeding. Police and ambulances in attendance. From Station Officer Jackson at Morpeth railway station. Passenger train derailed, four coaches overturned down embankment, persons trapped. Rescue operations in progress.Appendix 2 15

A ‘Stop’ message (the words ‘Stop for .. followed by the address of the incident) indicates that no more mobilising is required and that the personnel and appliances already in attendance, or requested, are sufficient, except for any necessary reliefs. A ‘Stop’ message should be sent from every incident as soon as it is certain that no further assistance is needed. ‘Stop’ messages may, according to individual fire and rescue service practice, be either (i) confined to the words ‘Stop for .. (address only), or (ii) they may include other brief information as follows. When a ‘Stop’ message follows an Informative message a repeat of the description details is unnecessary, but the number of jets and/or equipment in use may be included if they have changed since the last informative message e.g., ‘Stop for .. (address) .. six jets’. For small fires the ‘Stop’ message may be combined with an informative message e.g. ‘Stop for .. address. Garage 13 metres by 10 metres at rear. Hose-reel’. When persons have been reported trapped or unaccounted for, it is not always possible to send the message ‘All persons accounted for’ before the ‘Stop’ message. Where appropriate, the words should be added at the end of the ‘Stop’ message e.g. ‘Stop for Queen’s Hotel, Brighton. Back room top floor damaged by fire. Two hose reels. All persons accounted for’. If there is doubt that persons may still be unaccounted for when the ‘Stop’ message is sent, the words ‘All persons not yet accounted for’ can be added to the ‘Stop’ message giving a reason if necessary. Subsequently, when all persons have been accounted for, a further informative message should be sent.6. Sequence of messages Following the routine ‘Mobile’ and ‘In attendance’ messages, where used, the sequence of messages can normally be as follows. (i) Assistance message. (ii) Informative message. (iii) Further assistance and informative messages as necessary. (iv) Fire surrounded message. (v) Stop message. (vi) Further informative messages. Fire and Rescue Service Manual - Youth Training and Development

7. Messages using data transmissionI. Radio data systems facilitate the use of coded messages indicating appliance status and/or location and may also provide a limited range of ‘Stop’ message options. Such coded messages may also be used on voice radio systems to replace full text messages. Coded messages should not be sent to a mobilising control of a radio scheme other than that to which an appliance is normally attached, unless local arrangements for doing so have been made and the message is, therefore, capable of being understood. Some radio schemes may also facilitate the transmission, by radio data, of the full text of messages from an incident.Appendix 2 17

Appendix 3Operational Role InsigniaIncident command is built upon best practice in the management of emergencyincidents and has been developed throughout the UK over many years. The currentsystems, procedures and practices are based on the ‘Safe Person Concept’ andrepresent good practice critical to the health and safety of fire service personnel. A keyelement of which is the safe and competent command of operational incidents.The command system does not exist in isolation but forms part of comprehensivearrangements as detailed in the fire service manuals. The use of insignia, identifyingeach Role, is an essential component in the safe and effective command of operationalincidents.With the growing need for cross border operations, particularly in the context of NewDimension, all UK Fire and Rescue Services will follow the same Role identificationsystem. It is important to be able to identify the senior fire and rescue service officerpresent, particularlyfor fire and rescue crews and other emergency services or agenciesattending the incident.The helmet markings and collar insignia are easily identifiable and interpreted. In therole-based system the following insignia apply only to operational Personal ProtectiveEquipment [PPE]NOTE: In order to obtain a clear visual distinction between yellow and whitehelmets under all lighting conditions, combs of all white helmets should be paintedblack.Appendix 3 1

Worrying about how to convert get emails back from windows Outlook Express to Mac? Have you been migrated from Windows to Apple Mac OS? Dbx viewer for mac. Easy to use DBX to Mac Converter software to convert dbx to mac in instant steps. Convert DBX to MBOX with DBX to Mac converter to convert the Outlook Express dbx to mac enabled email programs like Apple Mac Mail, Microsoft Entourage & Mozilla Thunderbird. Using DBX to Mac Converter software available at SoftSpire Labs will help you convert emails from DBX to Mac (MBOX file).

$7 ae m 1 bmw C 2- :m2 Fire and Rescue Service Manual - Youth Training and Development

@ a, na, C 0 3 U a, E F xE 7 2 2 nmL?Appendix 3 .-t>- -v) m c. v) S a.- Is) gC 5 P 2I- z0C 3

0 Appendix 4 Ropes and KnotsStandard TermsThere are a number of standard terms in use for describing parts of a knot or rope, thefollowing should be understood by all:BendTo fasten a rope to another rope or to an object.BightThe looped or loose part of a rope between two ends. Hitch A simple fastening of a rope to some object by passing the rope round the0 object and crossing one part over another.Running End fl Standing partThe free end of a ropeRunning PartThe moving part of a rope that is loose and is used tohoist and lower.SeizingThe binding together of two or more ropes.Standing PartThe part of the rope that is fixed.WhippingThe-binding of the end of a rope with twine to prevent it unravelling.Standard KnotsA knot may be defined as the interlacement of cordage in specific patterns for thepurpose of stopping ends, joining ends, forming bights, securing equipment etc.The following is a list of knots, bends and hitches with which every person should betotally familiar. They are the basic knots for normal Fire and Rescue Service purposesand will be used in standard fire and rescue service techniques. The Fire and RescueService Manual - “Ropes and Associated Equipment” should be used as a reference forinformation on any additional or specialist knots that may be required.Appendix 4 1

Standard name Diagram Detail I L. JI Double Sheet Bend Used extensively in conjunction with other knots for securing suction, etc. II A secure method of joining two lines1Clove Hitch particularly of unequal thickness. Rolling Hitch II J Half Hitches I Used to secure a line to any round I object. Used to secure a line to any round object so that the knot will not slip along the object when a sideways pull is applied. I object. A non-slipping knot also known as the single bowline. Should only be used to secure a person where aRunning Bowline I ! A bowline in the form of a running noose. I 1% Used as a sling to lower or raise a person only where a purpose made harness or rescue strop is notTo ensure security every knot should be tied with sufficient length of running end or the runningend should be secured with a stopper knot. To economise on space in the diagrams the runningend is shown shorter than as in practice. 02 Fire and Rescue Service Manual - Youth Training and Development

Harnesses and Rope Equipment Risk assessment and subsequent planning of work activities should ensure that: + A harness or waist belt is used to attach a rope to a person + General purpose lines are not used for any purpose involving the lifting or + lowering of persons. Rope and associated equipment intended to be used for life safety purposes + is not used for any other task. harness or waist belt should fit correctly and be well adjusted. In relation to personnel safety, there are three distinct and separate work categories. Work restraint provides the highest level of protection, followed by work positioning and then fall arrest. These categories of work protection should only be applied in training where a suitably qualified instructor in rope working techniques is present. Work Restraint Used to restrict an individual’s travel so that access is prevented to any point from which there is a risk of a fall occurring. A waist belt and a means of attaching it to a suitable anchor point may be all that is required to achieve work restraint. Fall Arrest Used to arrest the fall of a person who is required to work in a position where there is the risk of a fall. This requires a full body harness and shock absorber with a means of attachment to a suitable anchor point. Work Positioning Used to gain access to a work site by suspending the person from the rope. As a general guide it can be considered that work positioning is being applied if the equipment is being used to support some or all of the person’s weight. This category includes the general area of work undertaken by specialist rope rescue teams (young people must not be put at this kind of risk).Appendix 4 3

Glossary of TermsAnchor Point The fixed point to which the various elements of PPE or ropes are finally attached.Ascender Equipment, which when attached to a rope will permit movement in one direction only.Edge Protection The provision and placement of equipment to protect ropes and slings where they pass over sharp edges.Fall Arrest The use of PPE to protect a worker who is required to work in a position where there is the risk of a free fall if controlled contact with the working surface is lost.Impact Load The force absorbed by the body of a worker when a fall is arrested.Rope Adjuster A mechanical device, generally relying on friction, which allows the movement of a rope under load to be easily controlled.Safety Rope A rope which is under the control of a competent person and connected via a rope adjuster to an anchor point in such a way that it will support a worker who gets into difficulties. It may also be known as a backup or secondary rope.Shock Load The additional load imposed on equipment and anchor points when the equipment stops a fall or sudden movement.Shock Absorber A device which limits the shock load on equipment and anchor points to less than 6 kN. It may do this by deforming under a shock load. An additional function is to minimise the impact load absorbed by the body of the falling worker.Static Rope Rope which has limited stretch under load. The amount of stretch is generally less than 5% at 80 kN.Work Positioning A system of work in which the worker’s weight is supported (in whole or in part) by PPE attached via a rope and rope adjuster to an anchor point.Work Restraint A system of work which uses PPE to prevent a worker reaching a point from which there is a risk of falling a distance likely to cause personal injury. Fire and Rescue Service Manual - Youth Training and Development

Appendix 5Introduction In all situations, we must establish arrangements for communications. When separated by distance, either horizontal or vertical, and the communication system must be effective in these circumstances. A backup to the main communication system should be considered and this is essential for safety. A backup system may involve hand signals, line signals or another method, but all personnel involved must understand whichever system is selected.Line signals There may be occasions when we have a need to maintain communication with others outside the immediatehisible area. In the rare circumstances that radios or other normal communication methods are unavailable, line signals may be used as a last resort. A line provided for signalling must not be used for other purposes. The following signals should be used: Signal on Line Given by Wearer Given by Attendant 1 pull I I am all right I 1 Are you all right?I I1 II I I I am paying out more line 2 pulls Pay out more line I am ceasing lowering2 pulls - pause - 2 pulls Stop loweringEvacuation of Premises SignaIs The signal recommended for the evacuation of premises is repeated short blasts on a whistle of the Acme 'Thunderer' type. Whistles should be used only for the standard evacuation signal and NOT for any other purpose. When hearing repeated short blasts from a whistle should make their way as quickly as possible out of the premises, but the withdrawal should be orderly so that a dangerous situation is avoided. Appendix 5 1I

Phamping Signals(See also Section 3.10)/Order Arm Signal -__ _ _ __ _____ --i.Water on The arm is raised sideways over the head to its fullest extent and lowered smartly to the side. This signal should never be given until the branchholder is ready and prepared. Increase As for “Water on” but repeated several times. Pump operators I pressure should increase pressure by 1 bar, unless otherwise instructed.~ One arm is extended horizontally from the shoulder and the other arm is raised vertically. The pressure should be reduced pressure by 1 bar, unless otherwise instructed.I /I Knock off The right arm is extended horizontally, swung across the chest and back again. Both arms are extended outwards and dropped to the sides.report to the The right arm is swung round the head and the hand is placedinitiator flat on the head. All visual signals should be acknowledged by repeating the signal.Whenever practicable the best way to convey orders is to send radio messages direct tothe pump operator. Alternatively a messenger could be used.There are occasions when messages or commands may be passed by signal - equallythere are times when they could result in confusion or danger.Examples of when wisual signals should NOT be used include:0 when two or more pumps are at work and a signal that is intended for one pump operator might be obeyed by another pump operator;@ instructions to raise or lower pressure when more than one branch is working from the same pump; at night or in poor visibility.2 Fire and Rescue Service Manual - Youth Training and Development

Manual Handling - Lifting Signals0 The following hand signals have been re-generated from Part 4 of the Schedule to the Health and Safety (Signs and Signals) Regulations 1996. The aim of this appendix is to assist fire and rescue services in standardising the hand signals used where lifting operations are taking place. General Signals Meaning: START Attention start of command. Description: Both arms are extended horizontally with the palms facing forward. Meaning: STOP Interruption. End of movement. Description: The right arm points upwards with the palm facing forwards. Meaning: END of the operation. Description: Both hands are clasped at chest height .Appendix 5 3

Vertical movements Meaning: RAISE Description: The right arm points upwards, with the palm facing forward and slowly makes a circle. Meaning: LOWER Description: The right arm points downwards, with the palm facing inwards and slowly makes a circle. Meaning: VERTICAL DISTANCE Description: The hands indicate the relevant distance. 04 Fire and Rescue Service Manual - Youth Training and Development

Horizontal movements Meaning: MOVE FORWARDS Description: Both arms are bent with the palms facing upwards, and the forearms make slow movements towards the body. Meaning: MOVE BACKWARDS Description: Both arms are bent with the palms facing downwards and the forearms make slow movements away from the body.0 Meaning: RIGHT to the signalman’s Appendix 5 Description:The right arm is extended more or less horizontally with the palm facing downwards and slowly makes small movements to the right. 5

Course Description

Compartment Fire Behavior Training (CFBT) Level I examines fire behavior in a structural environment. Critical learning outcomes include the ability to recognize fire behavior indicators, predict fire development, and implement appropriate control measures to improve firefighter safety and fire control effectiveness.

The CFBT Level I course provides participants with a fundamental understanding of fire behavior, fire development in a compartment, and develops foundational fire control skills.

Target Audience

CFBT Level I is intended for firefighters and fire officers. While this is an introductory level CFBT program, the case studies and hands-on exercises provide an excellent learning opportunity for both novices and experienced members.

Prerequisites

Participants must have completed the training required to participate in live fire training as outlined in National Fire Protection Association 1403 Standard on Live Fire Training (or the requirements of applicable state law, whichever is more stringent). Specifically students shall have received training to meet the job performance requirements for Fire Fighter I in NFPA 1001, Standard for Fire Fighter Professional Qualifications, related to the following subjects:

Participants must be medically and physically qualified to wear self-contained breathing apparatus (SCBA). Occupational Safety and Health Administration (OSHA) Respiratory Protection regulations (29 Code of Federal Regulations (CFR) 1910. 134) require that individuals who wear self-contained breathing apparatus (SCBA) receive an annual medical evaluation and be fit tested for the breathing apparatus used. In addition, this regulation prohibits conditions that may interfere with facepiece seal (e.g., facial hair in the area of the facepiece seal).

NFPA 1981 Standard on Open-Circuit SCBA for Emergency Services (2007) and NFPA 1500 Standard on Fire Department Occupational Safety and Health Program (2007) provide additional information on the medical and physical qualification for the use of SCBA.

Class Size

The interactive nature of classroom presentation and hands-on, live fire elements of this course generally limit class size to a maximum of 12 participants. Larger classes may be accommodated, but this requires use of additional instructors and logistical support to ensure participant safety and an effective learning environment.

Credit & Certification

This course is not designed to meet specific certification requirements (however the content of this course meets in part the requirements of NFPA Standard 1001 Firefighter Professional Qualifications (5.3.10, 5.3.11, 5.3.12, and 6.3.2).

Schedule

This 16-hour course is generally delivered over two consecutive days and integrates classroom instruction, case studies, small-scale lab demonstrations, and several live fire training sessions to provide an overview of compartment fire behavior, dynamic risk assessment and 3D firefighting concepts.

Learning Outcomes

Critical learning outcomes include the ability to recognize fire behavior indicators, predict fire development, and implement appropriate control measures to improve firefighter safety and fire control effectiveness. Specific learning outcomes are as follows:

Introduction (Classroom)

• Recognize the need for an in-depth theoretical and practical knowledge of fire behavior.
• Understand the underlying concept of compartment fire behavior training (CFBT.

Health and Safety (Classroom)

• Recognize the physiological stress that results from working in protective clothing and SCBA in a high temperature environment.
• Understand the rationale for medical monitoring during physiologically stressful training operations.

Fundamentals of Fire Behavior (Classroom)

• Describe the basic chemical and physical processes involved in combustion.Explain fire phenomena using the fire triangle and tetrahedron as simple models of combustion.
• Explain basic concepts of thermal dynamics, including: thermal energy, temperature, and methods of heat transfer.
• Describe the combustion process for gaseous, liquid, and solid fuels.
• Explain the concepts of heat of combustion and heat release rate.
• Describe the influence of the fuel/oxygen mixture on combustion.
• Explain the concept of chemical chain reaction as it relates to flaming combustion.
• Recognize characteristics of common types of combustion products.
• Be able to use terminology related to combustion and fire dynamics.

Fire Development in a Compartment (Classroom)

• Describe the general development of a fire and extension beyond a single room or compartment, including: Heat transfer methods, pressurization within the space, stages of fire development and transition from fuel controlled to ventilation controlled combustion.
• Identify building factors influencing fire development.
• Explain the concepts of fire load and ventilation profile.
• Explain the significance of the transition from a contents fire to a structural fire.
• Be able to use terminology related to fire development, including: plume, ceiling jet, hot gas layer, neutral plane, air track and gravity current.
• Explain the impact of the following factors on fire development in a compartment: Type of fuel, availability and locations of additional fuel, volume of the compartment, ceiling height, size, number, and arrangement of ventilation openings, and thermal properties of the enclosure (insulation).

Case Studies (Classroom/Out of Class Activity)

• Recognize how case studies can contribute to your knowledge of fire behavior.
• Use fire behavior theory to analyze incidents involving extreme fire behavior.

Fire Behavior Demonstration 1 (Live Fire)

• Describe anticipated fire behavior based on conditions experienced inside a compartment under actual fire conditions.
• Using visual observation under actual fire conditions, identify the following: Evidence of pyrolysis, neutral plane, air track, and rollover.

Extreme Fire Behavior (Classroom)

• Recognize the hazards presented by extreme fire behavior.
• Explain how the following three extreme fire behavior phenomena occur: Flashover, backdraft, smoke explosion.
• Explain the influence of changes in ventilation profile in each of the following burning regimes: Fuel controlled and ventilation controlled.
• Differentiate between the following: Ventilation, unplanned ventilation, tactical ventilation, and tactical anti-ventilation.
• Recognize the significance of fire behavior indicators in each of the following categories: Building, smoke, air track, heat, and flame.

Burning Down the (Dolls) House (Laboratory Exercise)

• Build and understanding of the process of fire development in a compartment and extreme fire behavior phenomena of flashover and backdraft using a small-scale demonstration.

Case Study Presentations (Classroom)

• Analyze case studies involving extreme fire behavior to identify: The type of extreme fire behavior phenomena involved, causal factors that contributed to the occurrence of extreme fire behavior, and mitigation strategies that could have changed the outcome of the incident.

Nozzle Techniques and Door Entry (Classroom and Hands-On)

• Identify and describe factors influencing the effectiveness of extinguishment by cooling.
• Describe the application of indirect attack, direct attack, and 3D gas cooling.
• Demonstrate the nozzle techniques for pulsing, penciling, and painting.
• Recognize key door entry size-up and dynamic risk assessment factors.
• Understand how integrated door control and gas cooling reduce the risk of extreme fire behavior during door entry.
• Demonstrate effective door entry procedures.

Fire Behavior Demonstration 2 (Live Fire)

• Describe anticipated fire behavior based on conditions experienced inside a compartment under actual fire conditions.
• Demonstrate the following nozzle techniques under actual fire conditions: Pulsing (short pulse), penciling, and painting.

Student Manual

CFBT-US provides clients with the Level I Student Manual in electronic (PDF) format for local duplication. This manual contains all of the required readings for the course as well as materials for in-class learning activities.

Learning Activities & Assignments

Learning activities include class discussion, oral presentation of individual and team findings related to three case studies, and participation in the hands-on elements of the course.

Facilities & Logistics

There are a number of facility and logistical requirements necessary for effective delivery of CFBT Level I. These include:

Classroom

Required classroom facilities include a white board, projection screen, data projector, and seating at tables for the number of learners who will be participating in the class.

Live Fire Facilities

Generally CFBT Level I is conducted using a single level or split level, container-based fire training prop. However, course delivery may be adapted to burn buildings designed for Class A or Class B (gas) fuel. Contact CFBT-US for additional information on facilities requirements.

Logistical Support

Logistical requirements include the following:

• Duplication of Student Manuals (PDF file provided)
• SCBA for each participant (including CFBT-US Instructors)
• Students must have personal protective euqipment as outlined in NFPA 1403.
• Cascade system or breathing air compressor for cylinder refill
• Drinking water for participant rehab
• Two fire apparatus capable of supplying multiple hoselines flowing 125 gpm
• Water supply to support hands-on training (continuous supply or 3000 gallons on-site)
• Dolls houses for fire development lab exercise (this simple prop is constructed from ¾” (16 mm) particle board (plans provided)
• Access to Emergency Medical Services (EMS)
• Fuel for live fire evolutions (approximately 16 sheets of ½” (12 mm) particleboard depending on the specific prop or live fire training facilities used).

During the initial live fire training evolution, the fuel requirements for this specific prop will be evaluated and adjusted. CFBT-US policy is to use the minimum amount of fuel that will meet specified training objectives (this minimizes risk to participants and waste of fuel materials). Fuel used during CFBT must meet the requirements outlined in NFPA 1403. Standard ½” (12 mm) particle board serves as a safe and effective fuel for compartment fire behavior training evolutions. This fuel provides predictable fire development and sufficient burn duration to conduct instructional activities. The evolutions conducted during this course typically require no more than 8 sheets of ½” (12 mm) particle board depending on container configuration. Use of varied types of fuel such as plywood, oriented strand board (OSB) results in a much higher heat release rate and shorter duration of burn. Pallets are an extremely variable fuel (type of wood, configuration, etc.). While these types of fuel are acceptable for some types of training activities, they are not generally used during basic CFBT.

Instructors

A minimum of two CFBT instructors are required for delivery of CFBT Level I (additional instructors may be needed depending on class size).

All CFBT-US instructors are experienced firefighters and fire officers who have completed CFBT Instructor program and have substantive experience in applying the knowledge and skills presented in this training program in an operational firefighting environment and in delivery of CFBT to diverse fire service audiences. See About CFBT for more information about our instructors.

Training Philosophy

CFBT-US believes that learning is more than simply being present and receiving information. Participants are expected to actively engage in class activities and develop an expanded and deeper understanding of course concepts and basic proficiency in hands-on skills. Classes provide both classroom based and hands-on demonstrations and application activities to provide learners with a variety of ways to develop skill and understanding.

Course Policies

Learners must meet all prerequisites in order to participate in the live fire training segments of this course. Individuals who do not meet these requirements may participate in classroom sessions and laboratory exercises, but will be given a certificate of attendance rather than a certificate of completion.

Members are encouraged to share their experience and be active participants during class sessions. It is likely that information will be presented (either by the instructors or fellow learners) that will challenge participants current views about fire behavior or firefighting methods. Please keep an open mind and evaluate the ideas presented on the basis of both scientific principles and your experience as a firefighter.

The CFBT Level I course includes one out of class assignment. This assignment involves reading three short case studies and preparing answers to a series of questions for each case study. Completion of this assignment is not optional in that discussion of the case studies is an integral part of class activity.

Additional Information

For additional information on the CFBT Level I course or to request a quotation or proposal, Contact CFBT-US.