Search Results

Catalog Description Hours: 54 lecture Description: Provides an overview to fire protection and emergency services; career opportunities in fire protection and related fields; culture and history of emergency services; fire loss analysis; organization and function of public and private fire protection services; fire departments as part of local government; laws and regulations affecting the fire service; fire service nomenclature; specific fire protection functions; basic fire chemistry and physics; introduction to fire protection systems; introduction to fire strategy and tactics; life safety initiatives. (C-ID FIRE 100X) (CSU-with unit limitation) Course Student Learning Outcomes CSLO #1: Illustrate the history and culture of the Fire Service. CSLO #2: Compare and contrast the components and development of Fire and Emergency Services agencies. CSLO #3: Analyze careers in fire and emergency services fields. CSLO #4: Conclude whether or not to pursue a career in the fire service and chart a career pathway. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe the components and development of the fire and emergency services. 2. Recognize Illustrate the history of the fire service. 3. Recognize careers in fire and emergency services. 4. Illustrate and explain the history and culture of the fire service. 5. Analyze the basic components of fire as a chemical chain reaction, the major phases of fire, and examine the main factors that influence fire spread and fire behavior. 6. Differentiate between fire service training and education and explain the value of higher education to the professionalization of the fire service. 7. List and describe the major organizations that provide emergency response service and illustrate how they interrelate. 8. Identify fire protection and emergency-service careers in both the public and private sector. 9. Define the role of national, State and local support organizations in fire and emergency services. 10. Discuss and describe the scope, purpose, and organizational structure of fire and emergency services. 11. Describe the common types of fire and emergency service facilities, equipment, and apparatus. 12. Compare and contrast effective management concepts for various emergency situations. 13. Identify the primary responsibilities of fire prevention personnel including, code enforcement, public information, and public and private protection systems. 14. Recognize the components of career preparation and goal setting. 15. Describe the importance of wellness and fitness as it relates to emergency services. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Following an instructor lead classroom discussion regarding Fire Service Organizations such as the NFPA , IAFF , CPF , IFSAC . Students will identify and discuss the main purpose of each and how it will affect them when they become professional Firefighters Objective Examinations Example: Students will take a multiple choice test on fire chemistry and the phases of fire. Standard grading. Example question: What is the first phase of fire? Projects Example: Following a lecture, students will diagram the Incident Command System as it relates to a large structure fire. Students will be graded on the accuracy of their diagram of the command and general staff. Reports Example: Students will write a report on an assigned fire service-related topic. Students will research the given topic and write a 2-page report on the given topic. Reports will be graded based upon a rubric that is provided to the students. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead an in class discussion of public and private support organizations at national, federal, state and local levels. Students will work in small groups to list how each of the identified organizations influences an individual fire department. Following the lecture on the need for pre-incident planning, the students will work in their assigned groups and develop a preplan map of an assigned building. Distance Learning Following a brief introduction video and reading assignment of how to diagram fire department support functions, the students will diagram all fire department support functions for their chosen agency as part of their term paper. Following a brief intro video and reading assignment of how to differentiate the educational requirements, duties, and information sources for various occupations in fire protection; the students shall discuss this subject in a discussion board both with the instructor and other students with in the class. Typical Out of Class Assignments Reading Assignments Students will write a report on an assigned fire service related topic. Students will research the given topic and write a 2-page report on the given topic. Reports will be graded based upon a rubric that is provided to the students. Writing, Problem Solving or Performance 1. Following the instructors presentation on resumes, prepare a resume for a firefighter position. 2. Research and write an outline of items to be presented during a public education presentation of an assigned topic. Other (Term projects, research papers, portfolios, etc.) 1. Students may be assigned research papers on assigned topics. Required Materials Introduction to Fire Protection and Emergency Services Author: Robert Klinoff Publisher: Jones and Barlett Publishing Publication Date: 2022 Text Edition: 6th Classic Textbook?: Yes OER Link: OER: Fire and Service Services Orientation and Terminology Author: IFSTA International Fire Service Training Association Publisher: IFSTA Publication Date: 2023 Text Edition: 7th Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Face to Face - On Ground Classes Only ---Uniform T-Shirt - Fire Technology Sierra College. Approximate cost $20.00 (optional)

The Fire Technology program prepares students for a career in the fire service and provides educational and training opportunities for employed and volunteer firefighters.

Catalog Description Advisory: Completion with grade of "C" or better or concurrent enrollment in FIRE 0001 Hours: 54 lecture Description: Fundamental knowledge relating to the field of fire prevention. Topics include: history and philosophy of fire prevention; organization of a fire prevention bureau; use and application of codes and standards; plans review; fire inspections; fire and life safety education; and fire investigation. (C-ID FIRE 110X) (CSU-with unit limitation) Course Student Learning Outcomes CSLO #1: Identify laws, codes, ordinances and regulations as they relate to Fire Prevention CSLO #2: Compare and contrast code enforcement as it impacts life and property loss CSLO #3: Compare and contrast the relationship between fire safety education and fire prevention. CSLO #4: Compare and contrast the evolution of fire prevention into Community Risk Reduction. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify laws, codes, ordinances, and regulations as they relate to fire prevention; 2. Outline code enforcement as it impacts life and property loss; 3. Define the national fire problem and role of fire prevention; 4. Identify and describe fire prevention organizations and associations; 5. Define laws, rules, regulations, and codes, and identify those relevant to fire prevention of the authority having jurisdiction; 6. Define the functions of a fire prevention bureau; 7. Describe the functions of a fire prevention bureau; 8. Describe inspection practices and procedures; 9. Identify and describe the standards for professional qualification for Fire Marshal, Plans Examiner, Fire Inspector, Fire and Life Safety Educator, and Fire Investigator; 10. List opportunities in professional development for fire prevention personnel. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Following a lecture and reading assignment on the functions of the Fire Prevention Bureau, through discussion, students will identify the various functions and duties of the Fire Prevention Bureau and staff. Students are evaluated based on correctness of responses and participation. Objective Examinations Example: Students will take a multiple choice test on Fire Prevention Laws, Rules, Regulations and Codes. Standard grading. Example: List five areas typically regulated by property maintenance codes. Reports Example: Students will research and write a report on the National Fire Problem and the role of Fire Prevention. Students will be evaluated based on an instructor provided rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will present, in lecture and PowerPoint format, the code adoption process for model codes. Instructor will lead class in a discussion to identify and and explain each step, the importance of this process, and how it applies in fire prevention activities. Instructor will divide students into groups and give each group a set of "construction plans" to identify at least five (5) various codes and standards that need to be applied to the plans. Instructor will then have each group present their findings to the class identifying the codes and standards applied to their assigned project. Distance Learning In the Occupancy Module the instructor will provide written lecture, pdf handouts of the Building Standards, written assignment instruction, and an assignment worksheet. Each student will review the Module materials and complete the assignment worksheet identifying the correct occupancy type(s) based on the information given. Each student will post his/her worksheet on the Discussion Board, receive feedback from other students, and provide feedback to at least 2 other student postings. The instructor will review all student postings and provide feedback. In the Public Education Module the instructor will provide written lecture, pdf handouts, PowerPoint presentation, and written assignment instruction. The assignment requires each student to develop a Public Educational Fire Safety Program outline using the 5-Step Method as outlined in the module materials and the course text. Each student will post his/her Public Educational Fire Safety Program outline using the 5-Step Method on the Discussion Board, receive feedback from other students, and provide feedback to at least 2 other student postings. The instructor will review all student postings and provide feedback. Typical Out of Class Assignments Reading Assignments 1. Read the chapter in the assigned textbook on Early Fire Prevention Efforts in America. Be prepared to discuss the outcome of the "America Burning" report in the next class session. 2. Read the handouts on the California Building Code: Exiting Requirements. Be prepared for group exercises using the Building Code materials. Writing, Problem Solving or Performance 1. Review the article on the Hamlet and Tyson Chicken Plant fires; compare and contrast four (4) different elements of each case. Prepare a written listing for each comparison and contrast. 2. Given the five (5) step process for the development of a Public Safety Program (Identification, Selection, Design, Implementation, and Evaluation), prepare an outline of a fire safety program using the five steps. Be prepared to present in a classroom presentation format. Other (Term projects, research papers, portfolios, etc.) 1. Students will develop a thesis statement on a fire prevention topic and construct a written term project/research paper formulating theory and application. Example of thesis: "The Stop, Drop, and Roll Program developed by the National Fire Protection Association is an integral part of America's public education of fire safety." Required Materials Principles of Fire Prevention Author: Diamontes, David Publisher: Jones and Bartlett Learning Publication Date: 2020 Text Edition: 4th Classic Textbook?: Yes OER Link: OER: Fire Prevention and Code Enforcement Author: IFSTA Publisher: IFSTA Publication Date: 2022 Text Edition: 9th Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion with grade of "C" or better or concurrent enrollment in FIRE 0001 Hours: 54 lecture Description: Provides information relating to the features of design and operation of fire alarm systems, water-based suppression systems, special hazard fire suppression systems, water supply for fire protection and portable fire extinguishers in accordance with local, state and national guidelines. (C-ID FIRE 120X) (CSU-with unit limitation) Course Student Learning Outcomes CSLO #1: Differentiate types, components, and operation of fire protection systems and equipment. CSLO #2: Compare detection, alarm and supervisory devices and systems. CSLO #3: Differentiate and analyze types, classifications, and effectiveness ratings of fire extinguishers, their distribution, installation, and test requirements. CSLO #4: Distinguish state and federal laws relating to detection and suppression systems for residential and commercial applications. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify and describe various types and uses of fire protection systems; 2. Describe the basic elements of a public water supply system as it relates to fire protection; 3. Explain the benefits of fire protection systems in various types of structures; 4. Describe the basic elements of a public water supply systems including sources, distribution networks, piping and hydrants; 5. Explain why water is a commonly used extinguishing agent; 6. Identify the different types and components of sprinkler, standpipe and foam systems; 7. Review residential and commercial sprinkler legislation; 8. Identify the different types of non-water based fire suppression systems; 9. Explain the basic components of a fire alarm system; 10. Identify the different types of detectors and explain how the detect fire; 11. Describe the hazards of smoke and list the four factors that can influence smoke movement in a building; 12. Discuss the appropriate application of fire protection systems; 13. Explain the operation and appropriate application for the different types of portable fire protection systems. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Following a lecture on Triangle Shirtwaist fire, students will actively engage in a discussion regarding how the tragedy could have been prevented. Students are evaluated based on their participation and the accuracy of their responses based on actual events. Objective Examinations Example: Students will take a multiple choice test on the components of a wet pipe sprinkler systems from water delivery from a domestic water system to a standard sprinkler head. Standard grading. Example: What type of sprinkler head hangs down? A. Upright B. Pendent C. Sidewall D. None of the above Problem Solving Examinations Example: Students will perform the calculations necessary to determine the required fire flow for a given occupancy taking into consideration construction type, allowable square footage and fire protection provisions. Pass/Fail Grading based on industry standards. Reports Example: Students will complete a, minimum, 500 word essay on an assigned tragic fire incident. Students will be evaluated based on an instructor provided rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on how to develop a pre-fire plan for a business. Students will then work in groups to select a business, visit the business site and develop a pre-fire plan for the occupancy. The group will then present their plan to the class. The instructor will lead a discussion explaining and defining a mass notification alert system. Students will be asked to provide examples of where and why such a system should be installed. Distance Learning The instructor will lecture on the purpose of several types of fire protection equipment and systems and how they relate to pre-incident planning. The student is expected to visit various buildings to identify, describe and document selected fire protection equipment and systems. Having a good understanding of the purpose of these systems is critical to future fire service personnel and is an important element of pre-incident planning. Select a minimum of ten (10) of the listed (provided by instructor) fire protection systems or equipment. Visit various buildings and identify your chosen systems or equipment. Document in the form of photographs. Prepare a PowerPoint presentation in which you will provide photographs to illustrate the systems and equipment you chose, as well as any related components such as controllers, valves, etc. Provide a detailed explanation of the purpose of the system or equipment and provide details of the specific building you visited, i.e., name of business, address, occupancy, operations, industrial process(s), etc. Assignment shall be submitted electronically via LMS. Typical Out of Class Assignments Reading Assignments 1. Read case histories of failed fire protection systems and be prepared to discuss in class the deficiencies found and corrective actions taken to eliminate future failures. 2. Read the chapter on standpipe systems and when and where they shall be installed. Then complete the provided exercise performing calculations of fire flow and locating the fire department connection. Writing, Problem Solving or Performance 1. Using a provided building occupancy, identify the proper smoke management system including where it should be installed and how it should be maintained. 2. Using a provided scenario and the mathematical calculations given in class, determine if a given water supply is adequate for fire sprinkler systems and hydrant flow for a proposed commercial development. Other (Term projects, research papers, portfolios, etc.) 1. There will be a group term project consisting of the development of a pre fire plan for a business of their choice, approved by the instructor. The group will present their plan to the class. Required Materials Fire Detection and Suppression Systems Author: IFSTA Publisher: Fire Protection Publications Oklahoma State University Publication Date: 2017 Text Edition: 5th Classic Textbook?: Yes OER Link: OER: Fire Protection Systems Author: A. Maurice Jones Jr. Publisher: Jones and Bartlett Learning Publication Date: 2021 Text Edition: 3rd Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion of FIRE 0001 and 0008 with grades of "C" or better strongly recommended Hours: 54 lecture Description: Introduces the general practices involved in fire investigation. Topics include determining the cause of fires (accidental, suspicious, and incendiary); types of fires; related laws; introduction to incendiary fires; motives for starting fires; recognizing and preserving evidence; interviewing witnesses and suspects; and arrest, detention, and court procedures. (CSU) Course Student Learning Outcomes CSLO #1: Explain how to investigate Vehicle Fires, Structure Fires, and Wildland Fires. CSLO #2: Outline the evidence collection process. CSLO #3: Explain how to interview witnesses and suspects. CSLO #4: Explain the Fire Investigator's role in court procedures. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe how to recognize, protect, and preserve evidence of fire cause 2. Explain the techniques relating to court procedures 3. Explain the techniques for interviewing witnesses and suspects 4. Diagnose the point of origin at a fire scene 5. Describe the scientific method of fire investigation General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Essay Examinations Example: Students will write an essay on the arrest and detention procedures. Rubric Grading. Objective Examinations Example: Students will take a multiple-choice examination on Fire Cause Determination. Standard Grading. Example Question: What is the process used by the investigator to identify the ignition source? A. The scientific method, B. Ignition sequence assessment, C. Ignition source analysis, D. All of the above. Problem Solving Examinations Example: Students will be given a wildland fire scenario and are to determine where the fire started. Rubric Grading. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on recognizing, protecting and collecting evidence of fire cause. Students will then outline the proper procedure for collecting evidence during an instructor provided scenario. The instructor will lecture on diagnosing the point of origin for a wildland fire. Students will then determine points of origin for a given scenario. Distance Learning Following an on-line lecture on fire scene evidence, students will be given a fire scenario with video and photos. Students are to review the scenario and describe how to recognize, protect, and preserve evidence of fire cause. Students will post their findings for an on-line discussion. Typical Out of Class Assignments Reading Assignments 1. Read chapter in text book on Planning an Investigation and be prepared to discuss in class. 2. Read chapter in text book on motor vehicle fires and complete "In Action" review questions at the end of the chapter. Writing, Problem Solving or Performance 1. Following a lecture on writing a fire investigation report, students will write a 2 page report on an instructor provided fire scenario. 2. Given instructor provided photographs of an extinguished residential structure fire, students are to determine the point of origin by outlining specific fire scene indicators. Other (Term projects, research papers, portfolios, etc.) Required Materials Fire Investigator Principles and Practice Author: IAFC -NFPA-International Association of Arson Investigators Publisher: Jones and Barlett Publication Date: 2022 Text Edition: 6th Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion with grade of "C" or better or concurrent enrollment in FIRE 0001 Hours: 54 lecture Description: Theory and fundamentals of how and why fires start, spread, and are controlled; an in-depth study of fire chemistry and physics, fire characteristics of materials, extinguishing agents, and fire control techniques. (C-ID FIRE 140X) (CSU-with unit limitation) Course Student Learning Outcomes CSLO #1: Compare, differentiate and explain terminology, definitions, and phenomena of fire chemistry and dynamics. CSLO #2: Assess and justify various methods and techniques to use in fire extinguishment. CSLO #3: Compare and contrast desirable and undesirable characteristics of water, and recommend its most appropriate application, given a structural fire scenario. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify the fundamental theories of fire behavior and combustion; 2. Differentiate the various types of extinguishing agents; 3. Identify Physical properties of the three states of matter; 4. Categorize the components of fire; 5. Explain the physical and chemical properties of fire; 6. Describe and apply the process of burning; 7. Define and use basic terms and concepts associated with the chemistry and dynamics of fire; 8. Discuss various materials and their relationship to fires as fuel. 9. Explain the characteristics of water as a fire suppression agent. 10. Articulate other suppression agents and strategies. 11. Compare other methods and techniques of fire extinguishments. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Following a lecture and through an instructor lead discussion, students are list the four main classes of fire extinguishers and give an example of what type of fire each would be properly used for. Students will be evaluated on the correct responses based on industry standards. Objective Examinations Example: Students will take a multiple choice test on the phases of fire. Standard grading. Example: What is the first phase of fire? Problem Solving Examinations Example: Following a lecture, students will work in groups and explain the spontaneous ignition process. Students will be evaluated based on logical reasoning and the ability to properly explain how spontaneous ignition occurs. Example Question: How does a rag saturated with a flammable liquid spontaneously ignite? Reports Example: Students will write a report on why backdraft occurs and the effects it has on fire behavior and spread. Reports will be evaluated by an instructor provided rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will explain how to use the periodic table of elements and students will then answer questions on a handout pertaining to atomic weight, number or symbol of a given element. The instructor will give demonstrations of reactions such as oxidation/reduction, combustion, exothermic/endothermic reactions and students will identify the circumstance where they may encounter these reactions. Distance Learning Following a brief introduction video and reading assignment of how to identify the proper extinguishing agent for a specific product, the students will research the proper extinguishing agent for two combustible products of their choice as part of their term paper. Following a brief intro video and reading assignment describing the difference between a "bi-directional flow path" and a "uni-directional flow path"; the students shall discuss this subject in a discussion board both with the instructor and other students with in the class. Typical Out of Class Assignments Reading Assignments 1. The student will read the material on classification of fire and extinguishing agents and then complete a worksheet identifying the correct extinguishing agent to be used on a particular class of fire. 2. The student will read the material on the Department of Transportation hazard classes and then complete a worksheet identifying the nine hazard classes. Writing, Problem Solving or Performance 1. Write an essay outlining the characteristics of the classes of hazardous materials, how they impact responders and what resources are available to assist responders. 2. Determine the atomic number, symbol and atomic weight of a given element using a periodic table of elements. Other (Term projects, research papers, portfolios, etc.) Required Materials Principles of Fire Behavior and Combustion Author: Robert G. Gann Publisher: Jones & Bartlett Publication Date: 2015 Text Edition: 4th Classic Textbook?: OER Link: OER: Fire Behavior and Combustion Author: Ray Shackleford, Alfred J. Rager, Jeffery J. Zolfarelli Publisher: Jones and Barlett Publication Date: 2024 Text Edition: 2nd Classic Textbook?: Yes OER Link: OER: Fire Behavior and Combustion Author: Michael Mckenna Publisher: Kendall Hunt Publishing Publication Date: 2024 Text Edition: 2nd Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion with grade of "C" or better or concurrent enrollment in FIRE 0001 Hours: 54 lecture Description: Principles and techniques for maintaining and operating fire service pumping and other mobile apparatus. Fire service equipment and apparatus troubleshooting; principles and techniques of preventive maintenance; construction and operation of fire service pumps and pump accessories; basic highway operating techniques for fire apparatus; fire apparatus specifications and testing procedures. (CSU-with unit limitation) Course Student Learning Outcomes CSLO #1: Compare and contrast various types of fire service pumping apparatus. CSLO #2: Describe a preventive maintenance program for pumping apparatus. CSLO #3: Examine proper emergency vehicle operation and positioning at emergencies. CSLO #4: Determine the advantages and disadvantages of using water as a fire extinguishing agent. CSLO #5: Compare and contrast the efficiency and effectiveness of a fog nozzle versus a smooth bore nozzle. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Assess the skills and physical abilities needed by the driver operator; 2. Compare and contrast various types of fire service pumping apparatus; 3. Examine the reasons for a routine inspection and maintenance program for fire apparatus; 4. Analyze a preventive maintenance program for pumping apparatus; 5. Evaluate troubleshooting procedures for fire service pumps; 6. Compare basic operations of emergency vehicles; 7. Examine proper emergency vehicle operation and positioning at emergencies; 8. Evaluate theoretical pressure calculations; 9. Calculate basic fire ground hydraulics using flow meters, calculators, charts and the hand method; 10. Investigate water supply sources available to the fire service; 11. Evaluate the effectiveness and efficiency of relay pumping operations versus water shuttle operations; 12. Compare firefighting foam equipment and systems and foam concentrate classifications; 13. Evaluate the advantages and disadvantages of using water as a fire extinguishing agent; and 14. Compare and contrast the efficiency and effectiveness of a fog nozzle versus a smooth bore nozzle. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Essay Examinations Example: In a short essay the student will explain the difference between a centrifugal pump and a positive displacement pump. Rubric Grading. Objective Examinations Example: Students will take a multiple-choice examination on fire apparatus types. Standard Grading. Example question: An engine with a Class A pump, 1200 feet of hose and a water tank is considered: A. Class A, B. Class B, C. Class C, D. none of the above. Problem Solving Examinations Example: After watching a scenario on apparatus inspections which has an inspector missing several key elements of the inspection, students are to identify what items were missed. Rubric Grading. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead a discussion on the use of the "hand method" of fire calculations and field hydraulics. The students will then work in small groups to solve field hydraulic problems. The instructor will lecture on relay pumping operations and then the students will complete a worksheet showing various relay pumping diagrams and they will calculate proper pump pressures for each apparatus in the diagram. Distance Learning Following an online lecture on relay pumping, students, in a report will outline the effectiveness and efficiency of relay pumping operations versus water shuttle operations and post their reports for other students to review and provide comments. Students must review and post on a minimum of 5 other students reports. Typical Out of Class Assignments Reading Assignments 1. The student will read the chapter in the textbook on types of fire apparatus equipped with a fire pump and then be prepared to discuss in class the benefits and limitations of centrifugal pumps and positive displacement pumps. 2. The student will read the material on foam equipment and systems and then prepare a list comparing the benefits of the various types of class B foams. Writing, Problem Solving or Performance 1. Using a diagram, identify the water flow through a centrifugal pump. 2. Develop a matrix showing the proper sequence of steps to troubleshoot a centrifugal pump that does not obtain its "prime". Other (Term projects, research papers, portfolios, etc.) Required Materials Fire Apparatus Driver/Operator Author: International Association of Fire Chiefs; National Fire Protection Association Publisher: Jones and Barlett Publication Date: 2025 Text Edition: 4th Classic Textbook?: Yes OER Link: OER: Pumping and Aerial Apparatus Driver/ Operator Handbook Author: FIRE PROTECTION PUBLICATIONS Publisher: IFSTA Publication Date: 2024 Text Edition: 4th Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of FIRE 0001 with grade of "C" or better or equivalent as determined by the Fire Technology Program Coordinator Hours: 54 lecture Description: Provides the principles of fire control through utilization of manpower, equipment, extinguishing agents, fire command and control procedures. This course is recommended for working professional firefighters who are seeking to promote to the Company Officer Rank (Lieutenant or Captain); it is not recommended for entry level Fire Tech Students. (C-ID FIRE 160X) (CSU) Course Student Learning Outcomes CSLO #1: Outline strategic goals and tactical objectives for responding to residential fires and multiple-family dwelling fires. CSLO #2: Outline strategic goals and tactical objectives for responding to commercial and high-rise fires. CSLO #3: Prepare strategic goals and tactical objectives for wildland and wildland–urban interface fires. CSLO #4: Explain the purpose of termination plans, formal post-incident analysis, and the critical incident stress management system. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Create a strategy and implement appropriate tactics to mitigate emergency incidents. 2. Illustrate a working knowledge and execution of ICS/NIMS at the incident. 3. Analyze the principles of fire tactics in fire ground operations. 4. Assess the components of a pre-fire plan. 5. Develop pre-fire plans for various types of occupancies. 6. Analyze a fire and develop a plan of action. 7. Determine the life safety possibilities and probabilities in a fire situation. 8. Demonstrate exposure protection principles to prevent fire spread. 9. Discuss confined space operations. 10. Analyze various ventilation operations. 11. Examine various salvage operations to prevent unnecessary damage. 12. Assess overhaul operations. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: Students will be given a multiple-choice test pertaining to construction types. Standard grading will be used to evaluate student success. Example question: Of the following, which best describes wood frame construction? A. Type I, B. Type II, C. Type III, D. Type V. Problem Solving Examinations Example: While working in groups, students will be given a case scenario and develop an action plan to mitigate the emergency. Students will be graded on a standard instructor designed rubric. Projects Example: Students will draft a pre-incident plan. Student will be graded using an instructor created rubric that is shared with students. Reports Example: Students will research a Firefighter line-of-duty death and prepare a report outlining the circumstances and contributing factors that lead to the death. Reports will be graded using an instructor designed rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead an in-class discussion on company operations at a single-family dwelling fire. After presenting a case study, students will work in groups and outline tactics and strategies necessary to successfully mitigate the incident. (Objective 13) After the instructor lectures on the need for a post-incident analysis, students will work in groups and prepare a post-incident analysis based on a fire scenario. Distance Learning Following an on-line instructor lecture on strategic goals and tactical objectives regarding commercial structure fires, students will outline, post and discuss general strategic goals and tactical objectives for fighting fires in commercial structures, as well as firefighting considerations applicable to these structures. Typical Out of Class Assignments Reading Assignments 1. Read chapter in the textbook on Coordination and Control and be prepared to discuss the difference between strategic goals, tactical objectives and tactical methods. 2. Read chapter on pre-incident planning and prepare pre-incident plan to be shared with class. Writing, Problem Solving or Performance 1. Following the instructor's presentation on Fire Fighter Safety, students will prepare a safety plan. 2. Research an actual incident and prepare a organizational chart to include Command and General Staff positions. Other (Term projects, research papers, portfolios, etc.) Required Materials Firefighting Tactics and Strategies Author: James Angle , William L. Lombardo , et all Publisher: Jones and Barlett Publication Date: 2021 Text Edition: 4th Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion with grade of "C" or better or concurrent enrollment in FIRE 0001 Hours: 54 lecture Description: This course provides the components of building construction related to firefighter and life safety. The elements of construction and design of structures are shown as key factors when inspecting buildings, preplanning fire operations, and operating at emergencies. (C-ID FIRE 130X) (CSU-with unit limitation) Course Student Learning Outcomes CSLO #1: Assess the importance of studying building construction as it relates to firefighter safety and fire ground operations. CSLO #2: Compare and contrast the various types of building construction and how they behave under fire conditions. CSLO #3: Describe the construction materials used in different building types. CSLO #4: Analyze and discuss theoretical concepts of how fire impacts major types of building construction Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify various classifications of building construction; 2. Outline theoretical concepts of how fire impacts major types of building construction; 3. Describe building construction as it relates to firefighter safety, building codes, fire prevention, code inspection, firefighting strategy, and tactics; 4. Classify major types of building construction in accordance with a local/model building code; 5. Analyze the hazards and tactical considerations associated with the various types of building construction; 6. Explain the different loads and stresses that are placed on a building and their interrelationships; 7. Identify the function of each principle structural component in typical building design; 8. Differentiate between fire resistance, flame spread, and describe the testing procedures used to establish ratings for each; 9. Classify occupancy designations of the building code; 10. Identify the indicators of potential structural failure as they relate to firefighter safety; 11. Identify the role of GIS as it relates to building construction. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Following a lecture on different loads and stresses that are placed on a building, students are expected to participate in a discussion providing examples of loads and stresses in buildings they most frequent, i.e. stores, malls, homes, gas stations, etc.. Students are evaluated on participation, rational and correctness of responses. Objective Examinations Example: Students will take a multiple choice test on the various types of building construction. Standard Grading. Objective 4. Example: Name the five types of building construction? Problem Solving Examinations Example: While working in small groups, students are to identify and differentiate occupancy classifications from building photos provided by the instructor. Students/groups are evaluated based upon their ability to correctly identify and/or differentiate occupancy classifications. Reports Example: Students will write a report on structural failure and/or collapse. They are to identify the indicators of potential structure failure as they relate to firefighter safety. Students will be evaluated based on a rubric provided to the students. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will give a PowerPoint presentation on building components. During an onsite tour of a building under construction, the student will be able to identify construction components of the building that had been shown in the presentation. The instructor will lecture on building collapse and students will complete a worksheet where they will identify drawings of the various types of building collapse. Distance Learning From the text on Fire Resistive Construction, the instructor will provide written lecture, pdf handouts of the various types of construction, written assignment instruction, and an assignment worksheet. Each student will review the Module materials and complete the assignment worksheet identifying the correct construction materials based on the information given. Each student will post his/her worksheet on the Discussion Board, receive feedback from other students, and provide feedback to at least 2 other student postings. The instructor will review all student postings and provide feedback. (Objective 8) In the Firefighting Concerns of Green Construction chapter, the instructor will provide written lecture, pdf handouts, PowerPoint presentation, and written assignment instruction. The assignment requires each student to outline using the concerns. Each student will post his/her work on the Discussion Board, receive feedback from other students, and provide feedback to at least 2 other student postings. The instructor will review all student postings and provide feedback. Typical Out of Class Assignments Reading Assignments 1. The student will read the section of the textbook pertaining to building loads and will produce a list of examples of each type of load. 2. The student will read the portion of the textbook concerning building construction classification and be prepared to discuss construction types in class and provide one example of each type of construction. Writing, Problem Solving or Performance 1. The student will build a scale model of a Type V, wood construction building at the framing stage. All structural members of the foundation, walls and roof will be labeled and identified. 2. Given a set of blue prints, determine the correct construction classification of a building. Other (Term projects, research papers, portfolios, etc.) Required Materials Brannigan's Building Construction for the Fire Service Author: Francis L. Brannigan & Glenn P. Corbett Publisher: Jones and Bartlett, Oklahoma State University Publication Date: 2022 Text Edition: 6th Classic Textbook?: Yes OER Link: OER: Building Construction related to the Fire Service Author: IFSTA International Fire Service Training Agency Publisher: IFSTA Publication Date: 2016 Text Edition: 4th Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of FIRE 0001 with grade of "C" or better; HSCI 0002 or equivalent with a valid course completion or possession of a current Emergency Medical Technician certificate; possession of a Candidate Physical Agility Test (CPAT) card dated within 12 months; and, submission of a physician's physical verification, including a spirometry test Corequisite: Concurrent enrollment in FIRE 0100A Hours: 580 (181 lecture, 399 laboratory) Description: Designed for entry level firefighters. Approved by the California State Board of Fire Services and California State Fire Marshal's Office. Fulfills all educational and training requirements for Firefighter I and II. Leads to State and/or National Firefighter I certification and upon completion of experience requirement, certification of Firefighter II. Includes: Structural Firefighting, Wildland Firefighting, Hazardous Materials, Incident command system, Auto Extrication, and Firefighter Survival. Certificate of Completion issued with grade of "C" or better in both FIRE 100 and 100A. Physically demanding program. Materials fee required. (not transferable) Course Student Learning Outcomes CSLO #1: Assess the role of a firefighter in fire department organizations; and then successfully integrate themselves into an appropriate role within the organization. CSLO #2: Explain basic fire chemistry and physics to extinguish different types of fires. CSLO #3: Assess safety and risk management techniques to all functions and aspects of firefighting, personal protective equipment, fire suppression equipment and building construction. CSLO #4: Apply and maintain firefighting equipment used by firefighters in the suppression of different types of fires, rescues and hazard mitigation. CSLO #5: Apply basic laboratory skills learned in a methodical, expedient, safe and strategic manner in real life simulations. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 580 Outside of Class Hours 362 Total Student Learning Hours 942 Course Objectives Lecture Objectives: FF1A Introduction: 1.Identify the different levels of certification in the Fire Fighter certification track 2.Identify the prerequisites for certification 3.Identify the course work required for certification 4.Identify the exams required for certification 5.Identify the task book requirements for certification 6.Identify the experience requirements for certification 7.Identify the position requirements for certification 8.Describe the certification task book process 9.Describe the certification examination process 10.Describe the organization of the fire department 11.Define the role of Fire Fighter 1 in the organization 12.Describe the mission of the fire service 13.Describe fire department standard operating procedures 14.Describe fire department rules and regulations as they apply to the Fire Fighter 1 15.Describe the value of fire and life safety initiatives in support of the fire department mission and to reduce fire fighter line-of-duty injuries and fatalities 16.Identify the role of other agencies as they relate to the fire department 17.Explain the principles and basic structure of the Incident Command System (ICS) 18.Describe the National Incident Management System (NIMS) management characteristics that are the foundation of the ICS 19.Describe the ICS functional areas and the roles of the Incident Commander and Command Staff 20.Describe the General Staff roles within ICS 21.Identify how NIMS management characteristics apply to ICS for a variety of roles and discipline areas 22.List common types of accidents and injuries and identify their causes 23.Describe how physical fitness and a healthy lifestyle correspond to fire fighter performance 24.Define the critical aspects of NFPA 1500: Standard on Fire Department Occupational Safety and Health Program (current edition) 25.Describe how fire and life safety initiatives support a fire department’s mission to reduce fire fighter line-of-duty injuries and deaths 26.Explain the importance of standards for structural personal protective ensemble 27.Identify the components of structural PPE 28.Describe the protection provided by structural PPE 29.Describe the limitations of structural PPE 30.Identify manufacturer guidelines for correct PPE use 31.Identify when and how to doff PPE 32.Describe how improper usage or maintenance can compromise PPE effectiveness 33.Describe proper method for inspecting, cleaning, and maintaining structural PPE 34.Identify when and describe how to remove PPE from service 35.Outline how to Inspect, clean and maintain structural PPE 36.Define “IDLH” 37.Identify conditions requiring respiratory protection 38.Explain the importance of standards for SCBA 39.Describe the protection provided by, uses of, and limitations of SCBA 40.Describe potential long-term consequences of exposure to products of combustion 41.Identify the components of SCBA 42.Describe operational inspection procedures for SCBA 43.Describe different donning procedures 44.Identify manufacturer guidelines for correct SCBA use 45.Describe how improper fit, usage, or maintenance can compromise SCBA effectiveness 46.Identify when to doff respiratory protection 47.Identify how to doff respiratory protection 48.Identify proper methods for inspecting, cleaning, and maintaining SCBA 49.Identify when and describe how to remove SCBA from service 50.Describe different breathing techniques 51.Describe how to monitor and manage air consumption 52.Describe emergency indicators and emergency procedures for SCBA 53.Identify physical requirements of the SCBA wearer 54.Identify and troubleshoot problems associated with SCBA use 55.Identify the purpose and benefits of gross decontamination 56.Identify parts of the body most susceptible to contaminate exposure 57.Identify common routes of exposure 58.Describe how to conduct on-site gross decontamination 59.Describe how to doff SCBA and PPE to reduce exposure to field contaminants 60.Describe how to tag and transport contaminated SCBA and PPE 61.Identify personal decontamination processes 62.Describe mounting and dismounting procedures for riding an apparatus 63.Identify hazards and ways to avoid hazards associated with riding an apparatus 64.Describe prohibited practices 65.Identify different types of department PPE and their use(s) 66.Describe proper procedures for mounting and dismounting an apparatus in traffic 67.Identify potential hazards involved in operating on emergency scenes 68.Describe procedures for safe operation at emergency scenes 69.Identify the PPE available for members’ safety on emergency scenes and work zone designations 70.Describe how to work with electrical hazards at an emergency scene 71.Operate in protected work areas as directed 72.Explain the procedures for reporting an emergency 73.Identify department SOPs for taking and receiving emergency information 74.List information needs of dispatch center 75.Identify different types of fire department communications equipment 76.Outline how to record and relay information 77.Identify components of a fire department radio 78.Describe fire department procedures and etiquette for using the radio 79.Identify basic types of fire department radios 80.Identify operations of fire department radios 81.Describe how to activate radio emergency distress button/signal 82.Identify the difference between routine and emergency radio traffic 83.Identify rope terminology 84.Identify rope types, differences, and uses 85.Describe how to use rope(s) to support response activities 86.Identify guidelines for cleaning, inspecting, and maintaining rope 87.Describe methods for cleaning ropes 88.Identify when and how to remove rope from service 89.Describe types of knots to use for different ropes and webbing 90.Describe types of knots to use for different situations 91.Identify knot types and uses 92.Describe hoisting methods for tools and equipment 93.Identify types of knots used to hoist tools 94.Identify basic construction tools and equipment (hammers, saws, pliers, etc.) 95.Identify basic mechanic tools and equipment (screwdrivers, wrenches, socket sets, etc.) 96.Describe types and uses of hand tools 97.Describe types and uses of power tools 98.Identify safety considerations for storing and transporting hand and power tools 99.Identify guidelines for cleaning, inspecting, and maintaining hand and power tools 100.Describe methods for cleaning hand and power tools 101.Identify when and how to remove hand and power tools from service 102.Describe safety principles and practices for portable electrical equipment 103.Identify power supply capacity and limitations 104.Describe light deployment methods 105.Describe common construction types 106.Describe basic construction of typical doors, windows, walls, floors, and roofs within the department’s community or service area 107.Describe common building materials 108.Identify the effects of each construction type and elapsed time under fire conditions on structural integrity 109.Identify dangerous building conditions created by fire 110.List physical states of matter in which fuels are found 111.Describe the stages of fire 112.Describe the classifications of fire 113.Describe the methods of heat transfer 114.Describe the relationship of oxygen concentration to life safety and fire growth 115.Describe fire behavior in a structure 116.Describe the principles of thermal layering within a structure fire 117.List the products of combustion found in a structure fire 118.Identify the signs, causes, effects, and prevention of backdraft/smoke explosion 119.Identify the signs, causes, effects, and prevention of flashover 120.Identify types of fire extinguishers 121.Identify rating systems for different types of fire extinguishers 122.Identify risks associated with different types of fire extinguishers 123.Describe the operating methods and limitations of portable extinguishers 124.Select an appropriate extinguisher based on the size and type of fire 125.Describe types of water supply systems 126.Describe components of municipal and rural water systems 127.Describe loading and off-loading procedures for a mobile water supply apparatus 128.Describe fire hydrant operations 129.Identify suitable static water supply sources 130.Describe procedures and protocols for connecting to various water sources 131.Describe fire hoses 132.Describe departmental procedures for inspecting a hose according to manufacturer guidelines, noting any defects, and removing it from service 133.Describe nozzles 134.Identify fittings, tools, and appliances 135.Describe how to apply each size and type of attack line 136.Describe cleaning and maintenance methods 137.Describe types of hose rolls 138.Describe types of hose loads 139.Outline how to mark defective hose 140.Identify the principles of fire streams 141.Describe types of supply line hose deployments (carries and drags) 142.Describe types of attack line hose deployments (carries and drags) 143.Identify precautions to be followed when advancing hose lines to the objective 144.Describe observable results that a fire stream has been properly applied 145.Prevent water hammer when shutting down nozzles 146.Describe properties and principles of and safety concerns for electrical systems 147.Describe properties and principles of and safety concerns for gas systems 148.Describe properties and principles of and safety concerns for water systems 149.Identify utility disconnect methods 150.Identify dangers associated with different utility disconnect methods 151.Describe how to use required safety equipment 152.Identify utility control devices 153.Assess for related hazards 154.Identify types of fire service ladders 155.Describe ladders 156.Identify the uses of ladders 157.Identify guidelines for cleaning, inspecting, and maintaining ladders 158.Describe methods for cleaning ladders 159.Identify when and how to remove ladders from service 160.Identify types of lifts and carries 161.Identify types of raises 162.Describe methods used to secure ground ladders 163.Describe safety limits to the degree of angulation 164.Identify different angles for various tasks 165.Describe the hazards associated with setting up ladders 166.Define what constitutes a stable foundation for ladder placement 167.Describe what constitutes a reliable structural component for top placement 168.Describe proper climbing techniques 169.Describe how to operate from ground ladders 170.Describe basic construction of typical doors, windows, and walls within the department’s community or service area 171.Describe types and uses of hand and power tools used in forcible entry 172.Describe operation of doors, windows, and locks 173.Identify the dangers associated with forcing entry through doors, windows, and walls 174.Define primary and secondary search techniques 175.Describe how to use tools, and equipment for search and rescue operations 176.Identify team members’ roles and goals in search and rescue operations within a structure 177.Identify considerations related to respiratory protection 178.Describe methods to determine if an area is tenable 179.Describe methods and indicators used to locate victims 180.Identify psychological effects of operating in obscured conditions and ways to manage them 181.Describe victim removal methods (including various lifts, carries, and drags) 182.Assess areas to determine tenability 183.Identify precautions to be followed when advancing hose lines to a fire 184.Identify principles of exposure protection 185.Describe attack and control techniques for below, at, and above grade level fires 186.Identify methods for locating and exposing hidden fires 187.List common types of accidents or injuries and their causes 188.Describe observable results that a fire stream has been properly applied 189.Define the role of the backup team in fire attack situations 190.Describe horizontal ventilation 191.Describe how to ventilate a structure using different ventilation methods 192.Describe safety considerations when venting a structure 193.Describe the importance of communication and coordination between fire attack and ventilation teams 194.Identify guidelines for cleaning, inspecting, and maintaining horizontal ventilation tools 195.Describe methods for cleaning horizontal ventilation tools 196.Identify when and how to remove horizontal ventilation tools from service 197.Describe vertical (top-side) ventilation 198.Describe how to ventilate a structure using different ventilation methods 199.List the techniques and safety precautions for venting flat roofs, pitched roofs, and basements 200.Identify the effects of construction type and elapsed time under fire conditions on structural integrity 201.Describe basic indicators of potential collapse or roof failure 202.Describe the importance of communication and coordination between fire attack and ventilation teams 203.Identify guidelines for cleaning, inspecting, and maintaining vertical ventilation tools 204.Describe methods for cleaning vertical ventilation tools 205.Identify when and how to remove vertical ventilation tools from service 206.Describe the purpose of property conservation and its value to the public 207.Identify salvage tools and equipment 208.Identify guidelines for cleaning, inspecting, and maintaining salvage tools and equipment 209.Describe methods for cleaning salvage tools and equipment 210.Identify when and how to remove salvage tools and equipment from service 211.Describe methods used to protect property 212.List types of and uses for salvage covers 213.Describe operations at properties protected with automatic sprinklers 214.Describe how to stop the flow of water from an automatic sprinkler head 215.Identify the main control valve on an automatic sprinkler system 216.Describe procedures for protecting possible areas of origin and potential evidence 217.Describe forcible entry issues related to salvage 218.Describe the purposes and methods of overhaul 219.Describe the types of fire attack lines and water application devices most effective for overhaul 220.Describe water application methods for extinguishment that limit water damage 221.Identify types of tools and methods used to expose hidden fire 222.Describe hazard mitigation associated with overhaul 223.Identify reasons for protecting a fire scene 224.Describe obvious signs of arson, area of origin, or cause 225.List techniques for the preservation of fire cause evidence 226.Describe recommendations for developing a fire fighter survival attitude 227.Describe how to recognize and evaluate a potentially hazardous situation 228.Describe how to prevent, recognize, call, and deal with a fire fighter emergency 229.Describe how to resolve obstacles and SCBA emergencies faced during a fire fighter survival emergency 230.Describe types of exterior fires 231.Describe the types of attack lines and water streams appropriate for attacking stacked or piled materials and outdoor fires 232.Identify water application methods for exposure protection and fire extinguishment 233.Describe hazards associated with stacked and piled materials 234.Describe hazards associated with storage building and container fires 235.Describe various extinguishing agents and their effect on different material configurations 236.Identify tools and methods used in breaking up various types of materials 237.Describe the difficulties related to complete extinguishment of stacked and piled materials 238.Identify obvious signs of origin and cause 239.List techniques for the preservation of fire cause evidence 240.Describe hazardous conditions created during a passenger vehicle fire 241.Identify passenger vehicle fuel types 242.Identify alternative fuels and their associated hazards 243.Identify precautions to be followed when advancing hose lines toward a passenger vehicle 244.Describe principles of fire streams as they relate to fighting passenger vehicle fires 245.List observable results that a fire stream has been properly applied 246.Describe common types of accidents or injuries related to fighting passenger vehicle fires and how to avoid them 247.Describe how to access locked passenger, trunk, and engine compartments 248.Identify methods for overhauling a passenger vehicle 249.Describe types of ground cover fires 250.Describe parts of ground cover fires 251.Describe methods to contain or suppress 252.Describe safety principles and practices 253.Determine exposure threats based on fire spread potential 254.Outline how to Protect exposures 255.Define types of stress 256.Describe the signs and symptoms of and reactions to stress 257.List common stressors found in various situations and environments: 258.Describe the physiological and emotional impacts of stress 259.Describe behaviors associated with unmanaged stress 260.Outline the self-assessment process 261.Describe the role of nutrition, sleep, exercise, relaxation techniques, and rest in mediating and mitigating stress 262.Explain relaxation techniques 263.Describe healthy and unhealthy coping mechanisms 264.Identify potential consequences of unhealthy coping mechanisms 265.Describe the role of communication in coping with stress 266.Describe resources available in the AHJ, such as: 267.Describe external resources, such as: 268.Describe cancer prevalence in the fire service 269.Define carcinogenic agent • Occupational 270.List risk factors specific to the fire service 271.List risk or protective factors specific to lifestyle or personal life 272.List sources of exposure 273.List common states of carcinogenic chemicals 274.List common categories of carcinogenic chemicals 275.List routes of exposure 276.List common sources of exposure found in various situations and environments 277.Identify unmodifiable factors 278.Identify modifiable factors 279.Define exclusion (hot) zones, contamination reduction (warm) zones, and support (cold) zones on a fireground 280.Identify and demonstrate the best practices for minimizing contaminant exposure and risk during fire suppression, overhaul, mop-up, and postincident activities 281.Identify and demonstrate the best practices for PPE that minimize contaminant exposure and risk 282.Identify and demonstrate the best practices for equipment that minimize contaminant exposure and risk 283.Identify and demonstrate the best practices that minimize contaminant exposure and risk at the station 284.Identify and demonstrate the best practices that minimize contaminant exposure and risk at home 285.Outline the Fire Service Application Process 286.Describe the typical Fire Service interview 287.Identify the Qualities, traits, values of leadership. 288.Examine the value of good ethical behavior within the fire service. Laboratory Outcomes: FF1A 1.Don structural PPE 2.Doff structural PPE 3.Demonstrate controlled breathing techniques 4.Replace SCBA air cylinders 5.Use an SCBA to exit through restricted passages 6.Initiate and complete emergency procedures in the event of SCBA failure or air depletion 7.Demonstrate how to return PPE to a ready state 8.Perform operational inspection for a self-contained breathing apparatus 9.Monitor and manage air consumption 10.Locate information in departmental documents and standard or code materials 11.Deploy traffic and scene control devices 12.Dismount an apparatus 13.Operate fire department communications equipment 14.Operate fire department radios and equipment 15.Tie knots various fire service knots 16.Hoist tools using specific knots based on the type of tool 17.Transport, operate, and maintain hand and power tools 18.Operate department power supply and lighting equipment 19.Deploy cords and connectors 20.Reset ground-fault interrupter (GFI) devices 21.Safely carry portable fire extinguishers 22.Approach fire with portable fire extinguishers 23.Operate portable fire extinguishers 24.Clean different types of hose 25.Operate hose washing and drying equipment 26.Document all exposures, injuries, and illnesses within AHJ reporting system 27.Replace coupling gaskets 28.Open, close, and adjust nozzle flow and patterns 29.Couple and uncouple various hose line connections 30.Roll hose 31.Carry hose 32.Reload hose 33.Replace burst hose sections 34.Hand lay a supply hose 35.Connect and place hard suction hose for drafting operations 36.Deploy portable water tanks and the equipment necessary to transfer between and draft from them 37.Make hydrant-to-engine hose connections for forward and reverse lays 38.Connect a supply hose to a hydrant 39.Fully open hydrant when hose is connected 40.Fully close hydrant when operation ends 41.Operate utility control valves or switches 42.Lift and carry ladders 43.Move and place ladder to avoid obvious hazards 44.Raise and extend ladders and lock flies 45.Secure ground ladders 46.Demonstrate proper climbing techniques 47.Operate from ground ladders 48.Demonstrate leg lock method 49.Mount, ascend, dismount, and descend ladders 50.Transport and operate hand and power tools used in forcible entry 51.Force entry through doors, locks, windows, and walls using assorted methods and tools 52.Demonstrate a primary and secondary search 53.Demonstrate victim removal methods 54.Set up and use different types of ladders for various types of rescue operations 55.Remove the victim down a ladder 56.Rescue a fire fighter with functioning respiratory protection 57.Rescue a fire fighter whose respiratory protection is not functioning 58.Rescue a person who has no respiratory protection 59.Use SCBA to exit through restricted passages 60.Apply water using direct, indirect, and combination attacks 61.Advance charged and uncharged hand lines of 1½-inch diameter or larger up ladders and up and down interior and exterior stairways 62.Operate charged hand lines of 1½-inch diameter or larger while secured to a ground ladder 63.Demonstrate how to attack fires below grade, at grade, and above grade 64.Locate and suppress interior wall and subfloor fires 65.Transport and operate ventilation tools and equipment and ladders 66.Use safe procedures for breaking window and door glass and removing obstructions 67.Horizontally ventilate a structure 68.Transport and operate ventilation tools and equipment and ladders 69.Select, carry, deploy, and secure ground ladders for ventilation activities 70.Determine that a wall and roof will support the ladder 71.Judge extension ladder height requirements 72.Deploy roof ladders on pitched roofs while secured to a ground ladder for vertical ventilation 73.Carry ventilation-related tools and equipment while ascending and descending ladders 74.Hoist ventilation tools to a roof 75.Sound the surface for integrity 76.Cut roofing or flooring materials to vent flat roofs, pitched roofs, or basements 77.Clear an opening with hand tools 78.Retreat from the area when ventilation is accomplished 79.Cluster furniture 80.Deploy covering materials 81.Roll and fold salvage covers for reuse 82.Construct water chutes and catch-alls 83.Remove water 84.Cover building openings, including doors, windows, floor openings, and roof openings 85.Stop the flow of water from a sprinkler with sprinkler wedges or stoppers 86.Operate a main control valve on an automatic sprinkler systems 87.Deploy and operate an attack line for overhaul 88.Apply water for maximum effectiveness 89.Expose and extinguish hidden fires in walls, ceilings, and subfloor spaces 90.Remove floor, ceiling, and wall components to expose void spaces without compromising structural integrity 91.Recognize and preserve obvious signs of arson, area of origin, and cause 92.Separate, remove, and relocate charred material to a safe location while protecting the area of origin for cause determination 93.Evaluate for complete extinguishment 94.Demonstrate how to overcome a variety of obstacles and SCBA emergencies faced during a fire fighter survival emergency. 95.Operate hose lines and other water application devices 96.Operate handlines or master streams 97.Break up material using hand tools and water streams 98.Evaluate and modify water application for maximum penetration 99.Search for and expose hidden fires 100.Assess patterns for origin determination 101.Evaluate for extension 102.Evaluate for complete extinguishment 103.Assess and control fuel leaks 104.Open, close, and adjust the flow and pattern on nozzles 105.Advance 1½-inch or larger diameter attack lines on a passenger vehicle fire 106.Apply water for maximum effectiveness while maintaining flash fire protection 107.Expose hidden fires by opening all passenger vehicle compartments 108.Construct a fire line or extinguish with hand tools 109.Maintain integrity of established fire lines 110.Suppress ground cover fires using water 111.Document all exposures, injuries, and illnesses within AHJ reporting system 112. Demonstrate Interview techniques Lecture Objectives: FF1B 1.Identify the role of awareness personnel at a hazardous materials/WMD incident per CCR Title 8, §5192(q)(6)(A), First Responder, Awareness Level (FRA): 2.Identify the location and contents of the AHJ emergency response plan 3.Describe standard operating procedures for awareness personnel 4.Describe how to recognize hazardous materials and WMD 5.List basic hazards associated with classes and divisions 6.Identify indicators to the presence of hazardous materials including: 7.Describe how to access information from the Emergency Response Guidebook (ERG) (current edition) using name of the material, UN/NA identification number, placard applied, or container identification charts 8.List types of hazard information available from: 9.Recognize indicators to the presence of hazardous materials/WMD 10.Identify hazardous materials/WMD by name, UN/NA identification number, placard applied, or container identification charts 11.Describe how to use the ERG, SDS, shipping papers with emergency response information, and other approved reference sources to identify precautions to be taken to protect responders and the public 12.Describe policies and procedures for isolating the hazard area and denying entry 13.Identify the purpose of and methods for isolating the hazard area and denying entry 14.Recognize precautions for protecting responders and the public 15.Identify isolation areas 16.Outline Deny entry 17.Describe how to avoid or minimize hazards 18.Identify policies and procedures for notification, reporting, and communications 19.Identify six general information items needed for mandatory notifications 20.List types of approved communications equipment 21.Describe how to operate equipment 22.Identify the role of operations level responders at a hazardous materials/WMD incident per CCR Title 8, §5192(q)(6)(B), First Responder, Operations Level (FRO) 23.Identify the location and contents of AHJ emergency response plan and standard operating procedures for operations level responders, including those response operations for hazardous materials/WMD incidents 24.Define hazard classes and divisions 25.Identify types of containers 26.Identify container identification markings, including piping and pipeline markings and contacting information 27.Identify types of information to collect during the hazardous materials/WMD incident survey 28.Identify the availability and location of transportation shipping papers and safety data sheets (SDS) at facilities 29.Describe types of hazard information available from and how to contact: 30.Describe how to communicate with carrier representatives to reduce impact of a release 31.Identify basic physical and chemical properties, including: 32.Identify the behavior and hazards of a material and its container based on the material’s physical and chemical properties and the surrounding conditions 33.List examples of potential criminal and terrorist targets 34.Identify indicators of possible criminal or terrorist activity for each of the following: 35.Describe additional hazards associated with terrorist or criminal activities, such as secondary devices 36.Determine the likely harm and outcomes associated with the identified behavior and the surrounding conditions 37.Describe types of PPE and the hazards for which they are used 38.Describe policies and procedures for PPE selection and use 39.Describe the importance of working under the guidance of a hazardous materials technician, an allied professional, an emergency response plan, or standard operating procedures when selecting and using PPE 40.Identify the capabilities and limitations of and specialized donning, doffing, and usage procedures for approved PPE 41.Describe procedures for approved PPE 42.Describe procedures for reporting and documenting the use of PPE 43.Describe how to clean, disinfect, and inspect tools, equipment, and PPE 44.Define contamination, cross contamination, and exposure 45.Describe contamination types 46.List routes of exposure 47.Identify types of decontamination 48.Describe the purpose, advantages, and limitations of emergency decontamination 49.Describe policies and procedures for performing emergency decontamination 50.Identify approved tools and equipment for emergency decontamination 51.Describe hazard avoidance for emergency decontamination 52.Select an emergency decontamination method 53.Identify policies and procedures for hazardous materials/WMD incident operations 54.List the basic components of an incident action plan (IAP) 55.Describe modes of operation 56.Describe types of response objectives 57.Describe types of action options 58.Identify types of response information available from: 59.Describe safety procedures 60.Describe risk analysis concepts 61.Identify the purpose, advantages, limitations, and uses of approved PPE to determine if PPE is suitable for the incident conditions 62.Explain the difference between exposure and contamination 63.Identify contamination types including sources and hazards of carcinogens at incident scenes 64.Identify response objectives and action options based on the scope of the problem and available resources 65.Identify emergency decontamination needs based on the scope of the problem 66.Describe scene control procedures 67.Explain the differences between these control zones: 68.Describe procedures for protective actions, including evacuation and sheltering-in-place 69.Describe procedures for ensuring coordinated communications between responders and to the public 70.List evidence recognition and preservation procedures 71.Identify incident command system factors at hazardous materials/WMD incidents 72.Describe how to recognize signs and symptoms of thermal stress 73.Identify safety precautions when working at hazardous materials/WMD incidents 74.Identify the need for gross decontamination in the field based on the task(s) performed and contamination received, including sources and hazards of carcinogens at incident scenes 75.Establish and maintaining scene control 76.Recognize and preserve evidence 77.Describe the importance of working under the guidance of a hazardous materials technician, an allied professional, an emergency response plan, or standard operating procedures 78.Define offensive control, confinement, containment, and extinguishment techniques 79.Define nonintervention control, confinement, containment, and extinguishment techniques 80.Describe policies and procedures for product control 81.Identify product control methods for controlling a release with limited risk of personal exposure 82.Describe safety precautions associated with each product control method 83.Identify the location and describe how to operate remote/emergency shutoff devices in cargo tanks and intermodal tanks in transportation and containers at facilities that contain flammable liquids and flammable gases 84.List characteristics and applicability of approved product control agents 85.Describe how to use approved tools and equipment 86.Identify requirements for reporting and documenting product control operations 87.List components of progress reports 88.Describe policies and procedures for evaluating and reporting progress 89.Describe how to use approved communication tools and equipment 90.Identify signs indicating improving, static, or deteriorating conditions based on IAP objectives 91.Describe how to recognize circumstances under which it would be prudent to withdraw from a hazardous materials/ WMD incident 92.Determine incident status 93.Determine whether the response objectives are being accomplished 94.Use approved communications tools and equipment 95.Communicate the status of assigned tasks Laboratory Objectives: FF1B 1.Use the ERG, SDS, shipping papers with emergency response information, and other approved reference sources to identify hazardous materials/WMD and their potential fire, explosion, and health hazards 2.Operate approved communications equipment and Communicate in accordance with policies and procedures 3.Inspect, maintain, store, don, work in, and doff PPE 4.Go through decontamination (emergency and technical) while wearing the PPE 5.Report and document the use of PPE 6.Set up emergency decontamination in a safe area 7.Select PPE for the assignment 8.Use PPE in the proper manner 9.Implement emergency decontamination 10.Prevent spread of contamination 11.Avoid hazards during emergency decontamination 12.Inspect, don, work in, go through decontamination while wearing, and doff approved PPE 13.Isolate contaminated tools, equipment, and PPE 14.Conduct gross decontamination of contaminated personnel, tools, equipment, and PPE in the field 15.Clean, disinfect, and inspect approved tools, equipment, and PPE 16.Select and use PPE 17.Select and perform product control techniques to confine/contain the release with limited risk of personal exposure 18.Use approved control agents and equipment on a release involving hazardous materials/WMD 19.Use remote control valves and emergency shutoff devices on cargo tanks and intermodal tanks in transportation and containers at fixed facilities 20.Perform product control techniques 21.Collect hazard information 22.Communicate with pipeline operators or carrier representatives Lecture Objectives: FF1C 1.Describe types of wildland fires 2.Describe the fire fighter’s role within the local incident management system 3.Describe basic safety roles and responsibilities of the wildland fire fighter 4.Describe basic wildland fire behavior 5.Identify wildland fire suppression techniques and tactics 6.Describe basic wildland fire behavior 7.Identify the three sides of the fire triangle 8.Identify environmental factors that affect the start and spread of wildland fire 9.Describe contributing factors that indicate potential for increased fire behavior that may compromise safety 10.Describe basic wildland fire safety •10 Standard Fire Orders •18 Watch-out Situations •LCES •Common Denominators of Fire Behavior on Tragedy Fires •Downhill line construction •Avoiding fire entrapment •Using a vehicle or a structure as refuge 11.Describe hazards associated with working around aircraft 12.Describe hazards associated with working around heavy equipment 13.Identify human performance factors in high-risk work environments 14.Describe basic verbal communications 15.Identify common barriers to good listening 16.Identify basic communication responsibilities 17.Identify the components of wildland PPE 18.Explain the importance of standards for wildland PPE 19.Describe the protection provided by and limitations of wildland PPE 20.Describe fireline safety and use of PPE 21.Identify manufacturer guidelines for correct PPE use 22.Identify when it is safe to doff wildland PPE 23.Identify AHJ policies and procedures for doffing wildland PPE 24.Describe how to inspect wildland PPE 25.Describe how to recognize when PPE should be removed from service 26.Describe proper cleaning procedures for wildland PPE 27.Describe how to maintain wildland PPE 28.Describe AHJ policy on fire shelter use 29.Describe the protection provided by and limitations of fire shelters 30.Describe how to inspect and evaluate a fire shelter 31.Describe how to select and prepare a shelter deployment site 32.Describe AHJ policy of fire shelter use 33.Identify items to take into and leave outside a fire shelter 34.Describe methods for deploying a fire shelter •Standing-to-sitting method •Standing drop-down method •Lying down method 35.Identify when to deploy and exit a fire shelter during an incident 36.Identify wildland fire fighting tools and equipment 37.Describe how to use wildland fire fighting tools and equipment 38.Describe how to inspect tools and equipment 39.Describe how to maintain and care for tools and equipment 40.Describe how to recognize when tools and equipment should be removed from service 41.Identify personnel and equipment requirements for response 42.Identify AHJ time standards 43.Identify special transportation considerations 44.Describe operational procedures for various response modes 45.Describe AHJ safety response guidelines 46.Describe basic wildland suppression strategy 47.Identify basic wildland suppression tactics 48.Describe the principles, techniques, and standards of fireline construction 49.Describe how to construct a handline 50.Describe how to perform mobile attack 51.Describe how to perform a simple hose lay 52.Describe how to perform a progressive hose lay 53.Describe how to retrieve hose 54.Describe fireline improvement techniques 55.Describe safety considerations 56.Describe how to use basic ignition devices 57.Describe wildland fire behavior within the wildland/urban interface 58.Describe how to reduce fuel for structure defense 59.Identify structure defense tactical actions 60.Identify structure triage categories 61.Identify the difference between a safety zone and a temporary refuge area (TRA) 62.Identify equipment and personnel capabilities within the wildland/urban interface 63.Describe principles, techniques, and standards for mop up 64.Describe the principles, techniques, and standards of patrol 65.Identify hazards associated with mop-up operations •Human hazards •Environmental hazards Laboratory Objectives: FF1C 1.Assume safe position for an air tanker drop 2.Use fireline flagging 3.Use the Incident Response Pocket Guide (IRPG) 4.Assume safe position for an air tanker drop 5.Use the Incident Response Pocket Guide (IRPG) 6.Don wildland PPE 7.Doff wildland PPE 8.Return PPE to a ready state 9.Deploy a fire shelter within 30 seconds 10.Perform required maintenance techniques 11.Sharpen assigned suppression equipment 12.Perform other maintenance techniques for assigned suppression equipment 13.Use required maintenance equipment 14.Use wildland tools correctly •Fusees •Drip torches •Back pumps •Round point shovel •Pulaski •Mcleod •Brush hook •Single and double bit axe •Wire broom •Rhino tool •Combi tool •Power equipment oChain saw oPump oPole saw 15.Construct a handline 16.Perform mobile attack 17.Perform a simple hose lay 18.Perform progressive hose lay 19.Retrieve hose 20.Apply fire streams 21.Apply extinguishing agents 22.Use basic ignition devices 23.Prepare a structure for structure defense 24.Conduct structure defense within the wildland/urban interface 25.Use basic tools to perform mop-up operations 26.Use basic techniques to perform mop-up operations 27.Assemble and operate a back pump Lecture Objectives: FF2A 1.Identify the different levels of certification in the Fire Fighter certification track 2.Identify the prerequisites for Fire Fighter 2 certification 3.Identify the course work required for Fire Fighter 2 certification 4.Identify the certification exams required for Fire Fighter 2 certification 5.Identify the task book requirements for Fire Fighter 2 certification 6.Identify the experience requirements for Fire Fighter 2 certification 7.Identify the position requirements for Fire Fighter 2 certification 8.Describe the certification task book process 9.Describe the certification examination process 10.Describe the responsibilities of the Fire Fighter 2 in assuming and transferring command within an incident command system (ICS) 11.Describe how to perform assigned duties in conformance with applicable NFPA standards, other safety regulations, and AHJ procedures 12.Identify the role of a Fire Fighter 2 within the organization 13.Determine the need for command 14.Organize and coordinate an incident command system until command is transferred 15.Function within an assigned role in an incident management system 16.Identify content requirements for basic incident reports 17.Identify the purpose and usefulness of accurate reports 18.Identify consequences of inaccurate reports 19.Describe how to obtain necessary report information 20.Identify required coding procedures 21.Determine necessary codes 22.Outline how to proof reports 23.Demonstrate fire department computers or other equipment necessary to complete reports 24.Describe standard operating procedures (SOPs) for alarm assignments 25.Describe fire department radio communication procedures 26.Describe how foam prevents or controls a hazard 27.List principles by which foam is generated 28.Identify causes of and corrective measures for poor foam generation 29.Describe the difference between hydrocarbon and polar solvent fuels and the concentrates that work on each 30.Identify the characteristics, uses, and limitations of fire-fighting foams 31.Describe the advantages and disadvantages of using fog nozzles versus foam nozzles for foam application 32.Describe foam stream application techniques 33.List hazards associated with foam usage 34.Describe methods to reduce or avoid hazards 35.Identify characteristics of pressurized flammable gases 36.List elements of a gas cylinder 37.Describe effects of heat and pressure on closed cylinders 38.Describe boiling liquid expanding vapor explosion (BLEVE) signs and effects 39.Describe methods for identifying contents 40.Describe how to identify safe havens before approaching flammable gas cylinder fires 41.Describe water stream usage and demands for pressurized cylinder fires 42.Describe what to do if the fire is prematurely extinguished 43.Identify valve types and their operation 44.Describe alternative actions related to various hazards and when to retreat 45.Describe how to select the nozzle and hose for fire attack 46.Describe how to select adapters and appliances to be used for specific fireground situations 47.Identify dangerous building conditions created by fire and fire suppression activities 48.Describe indicators of building collapse 49.List indicators of structural instability 50.Describe the effects of fire and fire suppression activities on wood, masonry (brick, block, stone), cast iron, steel, reinforced concrete, gypsum wallboard, glass, and plaster on lath 51.Describe coordinated search and rescue and ventilation procedures 52.Describe suppression approaches and practices for various types of structural fires 53.Describe the association between specific tools and special forcible entry needs 54.Choose attack techniques for various levels of a fire (e.g., attic, grade level, upper levels, or basement) 55.Incorporate search and rescue procedures and ventilation procedures in the completion of the attack team efforts 56.Determine developing hazardous building or fire conditions 57.Identify methods to assess fire origin and cause 58.List types of evidence 59.Describe means to protect various types of evidence 60.Identify the role and relationship a Fire Fighter 2 during fire investigations with Criminal investigators and Insurance investigators 61.Describe the effects and problems associated with removing property or evidence from the scene 62.Describe how to protect the evidence 63.Describe the fire department’s role at a vehicle accident 64.Describe points of strength and weakness in auto body construction 65.Describe dangers associated with vehicle components and systems 66.Describe the uses and limitations of hand and power extrication equipment 67.Describe safety procedures when using various types of extrication equipment 68.Identify types of rescue operations 69.Describe the fire fighter’s role at technical rescue operations 70Identify hazards associated with technical rescue operations 71.Describe types and uses of rescue tools 72.Identify rescue practices and goals 73.Identify and retrieve various types of rescue tools 74.Describe AHJ policy and procedures 75.List common causes of fire and their prevention 76.Describe the importance of a fire safety survey and public fire education programs to fire department public relations and the community 77.Identify referral procedures utilized by the AHJ 78.Describe parts of Fire Safety informational materials and how to use them 79.Identify basic presentation skills 80.Describe departmental standard operating procedures for giving fire station tours 81.Describe how to complete a “public contact report” 82.Describe AHJ requirements for a preincident survey and documentation 83.Describe how fire involvement impacts strategy and tactics 84.Identify water supply sources for fire protection 85.Identify basic components of fire suppression and detection systems 86.Identify common symbols used to diagram: 87.Identify the importance of accurate diagrams 88.Identify types of cleaning methods for power tools and equipment 89.Describe correct use of cleaning solvents 90.Describe manufacturer and AHJ guidelines for maintaining equipment and its documentation 91.Identify problem-reporting practices 92.Complete recording and reporting procedures 93.Describe procedures for safely conducting hose service testing 94.Identify indicators that dictate when hose should be removed from service 95.Describe AHJ procedures for documenting hose test results Laboratory Objectives: FF2A 1.Demonstrate proper operation of fire department communications equipment 2.Prepare a foam concentrate (or suitable substitute) for use 3.Assemble foam stream components 4.Master various foam application techniques 5.Approach and retreat from spills as part of a coordinated team. 6.Execute effective advances and retreats 7.Apply various techniques for water application 8.Assess cylinder integrity and changing cylinder conditions 9.Operate control valves 10.Choose effective procedures when conditions change 11.Operate hand and power tools used for forcible entry and rescue as designed 12.Use cribbing and shoring material 13.Use stabilization tools and equipment 14.Choose and apply appropriate techniques for moving or removing vehicle roofs, doors, seats, windshields, windows, steering wheels or columns, and the dashboard 15.Sketch the site, buildings, and special features 16.Operate power plants, power tools, and lighting equipment 17.Operate hose testing equipment and nozzles and record results 18.Assemble a team 19.Evaluate and forecast a fire’s growth and development 20.Select tools for forcible entry 21.Locate the fire’s origin area 22.Outline how to recognize possible fire causes 23.Establish public barriers 24.Assist rescue teams as a member of the team when assigned 25.Complete forms 26.Recognize hazards 27.Match findings to preapproved recommendations 28.Effectively communicate findings to occupants or referrals 29.Document presentations 30.Use prepared materials 31.Detect hazards and special considerations to include in the preincident sketch 32.Complete all related AHJ documentation 33.Select correct tools 34.Follow guidelines General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Classroom Discussions Example: Classroom discussions are used to evaluate students’ ability to verbally analyze fire ground safety problems. Students must demonstrate the ability to use correct vocabulary and terminology in relation to a given scenario. Pass/fail grading. Example topics include: Offensive and defensive attacks, ventilation modes, forward and reverse lays. Essay Examinations Example: Essay examinations related to lecture topics. For Example: students will describe how fire affects the four basic building materials in use today. Essay will be evaluated based upon accuracy and development of description. Rubric Grading. Objective Examinations Example: Students will be given a multiple choice test on vertical ventilation. The test will be evaluated using a standard grading system. Example Question: Venting a fire on the roof by cutting a hole through the covering to allow heat and smoke to escape is an example of: A. Horizontal Ventilation, B. Vertical Ventilation, C. Force Air Ventilation, D. None of the above. Problem Solving Examinations Example: Following a lecture on ventilating a single story residential structure, students will be given multiple fire scenarios and must determine the proper type of ventilation for each. Grading will be pass/fail according to industry standards. Projects Example: Following the lecture on firefighter fatalities, students will work in groups and prepare a power-point presentation outlining the circumstances surrounding an assigned firefighter fatality and present to class. Grading will be based on a rubric provided to the students. Reports Example: In a report define and provide an example of "stratification" as it applies to structural firefighting. Reports will be evaluated using a rubric developed by the instructor and shared with students. Skill Demonstrations Example: Following a lecture and instructor demonstration, students will demonstrate how to properly deploy a 1-3/4” hose line for fire attack. Grading is pass/fail according to industry standards. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: The instructor will lecture on care and maintenance of ropes and demonstrate how to tie knots and hitches used in the fire service. Students will then practice tying the knots and hitches demonstrated. Following a lecture on ladder placement for rescuing a victim from a 2nd story window, students will demonstrate proper placement of ladder and perform rescue. Lecture: The instructor will facilitate classroom discussion on case studies of firefighter injuries and deaths during wildland operations and identify how these incidents can be avoided based on current safety guidelines. Distance Learning Online instructor lecture on Personal Protection Equipment needed for structural firefighting. Following the lecture, students will Identify the components of structural PPE in a report and post their reports for other students to review and discuss. Typical Out of Class Assignments Reading Assignments 1. The students will read the assigned material on fire technology education and the firefighter selection process in the text. They will then develop a personal educational plan. 2. The students will read provided material on the proper procedures and processes for a response to an unknown hazardous material spill. They will break in to small groups, after which they will be provided with scenarios of hazardous materials spills. The groups will outline proper response procedures and present their plans to the class. Writing, Problem Solving or Performance 1. Given written scenarios, prepare a written response on how to manage an auto extrication rescue incident, applying information presented in class and from assigned text. 2. Working in groups using provided scenarios, solve problems related to fire suppression techniques in wildland incidents and present conclusions to the class. Other (Term projects, research papers, portfolios, etc.) Required Materials Fundamentals of Fire Fighter Skills and Hazardous Materials Response Author: National Fire Protection Agency (NFPA) and the International Association of Fire Chiefs (IAFC) Publisher: Jones & Bartlett Learning Publication Date: 2025 Text Edition: 5th Classic Textbook?: OER Link: OER: Incident NFES 002710 NEW GEN FIRE SHELTER PMS 411 Author: NWCG Publisher: NIFC Publication Date: 2023 Text Edition: Classic Textbook?: OER Link: OER: ICS FIELD OPERATIONS GUIDE 420-I Author: Firescope Publisher: State of California Publication Date: 2022 Text Edition: Classic Textbook?: OER Link: OER: NFES 1077 Incident Response Guide Author: NWCG Publisher: NIFC Publication Date: 2025 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as INT 1 Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: A study of the natural world and how it is influenced by human activity. This course will introduce and analyze the scientific basis of major environmental issues and evaluate potential solutions within the context of diverse human cultures and societies. Topics include principles of physical and biological systems, biogeochemical cycles, global climate, natural laws, land, air and water resources, consumption and waste, pollution, toxicology, human population growth, and sustainability on a local, regional and global level. (C-ID ENVS 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe the five interacting subsystems of the earth (biosphere, lithosphere, hydrosphere, atmosphere and anthrosphere) and explain how a change in one system will affect the others. CSLO #2: Apply scientific principles & social science concepts in evaluating environmental issues and solutions regarding the biodiversity crisis, global climate change, exponential human population growth, resource depletion and pollution. CSLO #3: Interpret and analyze scientific data and effectively make evidence-based claims about scientific questions. CSLO #4: Articulate the concept of ecological sustainability and assess whether or not human particular activities are truly sustainable. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through examinations, written work, group projects, and oral presentations, students will: I. Introduction A. Define the term environment and describe the field of environmental science B. Characterize the nature of environmental science C. Describe the scientific method and the process of science D. Analyze and interpret quantitative data and visual representations of data (throughout the course) E. Evaluate the importance of natural resources and ecosystem services to living organisms F. Distinguish between renewable and nonrenewable natural resources and energy G. Evaluate the consequences of human population growth and resource consumption H. Diagnose and illustrate some of the pressures on the global environment I. Articulate the concept of sustainability II. Earth’s Physical System A. Apply the fundamentals of matter and chemistry to real-world situations B. Differentiate among forms of energy and articulate the basics of energy flow in the earth system C. Apply Natural Laws (matter & energy) to photosynthesis, cellular respiration, and chemosynthesis, and summarize their importance to living things D. Explain how plate tectonics and the rock cycle shape the landscape and impact environmental systems E. List major types of geologic hazards and describe ways to mitigate their impacts III. Earth’s Biological System A. List the levels of ecological organization B. Assess logistic growth, carrying capacity, limiting factors, and other fundamental concepts in population ecology C. Explain natural selection and cite evidence for this process D. Describe how evolution influences biodiversity E. Discuss reasons for species extinction and mass extinction events F. Compare and contrast the major types of species interactions G. Characterize feeding relationships and energy flow, using them to construct trophic levels and food webs H. Distinguish characteristics of keystone species I. Characterize disturbance, succession, and notions of community change J. Perceive and predict the potential impacts of invasive species in communities K. Explain the goals and the methods of restoration ecology L. Describe biomes and identify the terrestrial biomes of the world M. Define ecosystems and evaluate how living and nonliving entities interact N. Compare and contrast how water, carbon, nitrogen, and phosphorus cycle through the environment (biogeochemical cycles) O. Evaluate human impacts on biogeochemical cycles P. Characterize the scope and importance of biodiversity on Earth Q. Evaluate primary causes of biodiversity loss: habitat destruction, invasive species, pollution, population growth, climate change, overconsumption (HIPPCO) R. Assess the science and practice of conservation biology IV. The Atmosphere A. Describe the composition, structure, and function of Earth’s atmosphere B. Relate weather and climate to atmospheric conditions C. Identify major pollutants, D. Evaluate the scope of outdoor and indoor air pollution, and assess solutions E. Apply Natural Laws to stratospheric ozone depletion V. Climate Change A. Describe Earth’s climate system B. Construct a visual model and written or verbal description of how radiation and gasses interact in the troposphere C. Explain the factors influencing global climate D. Describe how global climate has changed historically E. Characterize human influences on the atmosphere and on climate F. Summarize how researchers study climate G. Compare climate models and scenarios to predict future trends and impacts of global climate change H. Suggest ways humans may respond to climate change, differentiating between mitigation and adaptation VI. Ocean Systems A. Describe where water resources are located on earth. B. Utilizing data, determine percentage of water found in oceans, glaciers, groundwater, rivers, lakes, soil, the atmosphere and living organisms C. Evaluate how the oceans influence and are influenced by climate D. Assess impacts from HIPPCO on marine systems and determine solutions VII. Human Population A. Calculate human population growth B. Evaluate how human population, affluence, and technology affect environmental impact (I=PAT) D. Explain and apply the fundamentals of demography to human population growth models E. Outline and assess the concept of demographic transition F. Assess how social factors and environmental conditions impact population growth H. Describe the scale of urbanization, locally and globally C. Outline city and regional planning and land use strategies D. Evaluate sustainable development options VIII. Agriculture A. Evaluate the importance of natural resources and ecosystem services to agriculture B. Outline the goals, methods, and consequences of major developments in the history of agriculture, including the agricultural and green revolutions C. Summarize pathways to sustainable agriculture IX. Consumption & Waste A. Evaluate the rate of human resource consumption and degradation B. Summarize and compare the types of waste humans generate C. List the major approaches to managing waste D. Evaluate efficacy of approaches for reducing waste: source reduction, reuse, composting, and recycling X. Environmental Health & Toxicology A. Explain the goals of environmental health and identify major environmental health hazards B. Evaluate impacts of toxicants on human and environmental systems C. Describe the types of toxic substances in the environment and the factors that affect their toxicity C. Compare philosophical approaches to risk and how they relate to regulatory policy XI. Ethics, Economics, Policy & Sustainable Development A. Compare major approaches in environmental ethics B. Characterize the influences of culture and worldview on resource utilization and environmental impact C. Articulate how human economic systems exist within environmental systems D. Differentiate how classical, neoclassical, environmental and ecological economics view, utilize and impact natural capital E. Evaluate how/if environmental protection can enhance economic well-being by analyzing case studies such as the economic and environmental impacts of the Clean Air Act F. Describe environmental policy and assess its societal context by analyzing case studies such as the exemptions made to fracking companies exempting them from certain environmental laws G. Outline the environmental history of the United States H. Categorize the different approaches to environmental policy I. Analyze the role of science in policymaking J. Identify the institutions important to U.S. environmental policy and recognize major U.S. environmental laws K. Describe ways nations handle transboundary and international environmental issues XII. Sustainable Solutions (throughout course) A. Identify and brainstorm local and global approaches to sustainability B. Assess key approaches to designing sustainable solutions, identifying challenges and opportunities. (examples: environmental policy and law based upon sound science, conservation, land use planning, restoration, alternative and renewable energy and technology, public lands, zero waste, cradle to cradle, biomimicry, environmental heroes and heroines, NGOs, etc) C. Evaluate the scientific basis for proposed solutions General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Life Sciences AA/AS - Physical Sciences AA/AS - Social and Behavioral Sciences AA/AS - Natural Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B1 Physical Science CSUGE - B2 Life Science CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences Cal-GETC 5A - Physical Science Cal-GETC 5B - Biological Science IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4G Intrdis Social/Beha IGETC - 5A Physical Science IGETC - 5B Biological Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In small groups or with the whole class, discuss the differences of climate mitigation and adaptation, providing several examples of each, and evaluating the challenges and opportunities of each example. Essay Examinations Example: Answer an essay question addressing a major environmental problem (e.g.: ocean pollution), detailing several aspects of the problem (geographic, economic, ecologic, etc.). Identify the sources of the problem and identify solutions and practical (economic and otherwise) applications of such solutions. Objective Examinations Example: Take standard examination consisting of a variety of question formats, evaluating all levels of performance according to Bloom’s taxonomy, such as: "List the four types of biological diversity. Utilizing the photo and the description of the ecosystem provided, identify and describe why this ecosystem does or does not exhibit each type of biological diversity that you listed." Projects Example: Working in small groups, analyze biodiversity data, comparing the relationship between rainfall and amphibian species richness in ecosystems throughout California. Graph your data and develop a poster that displays background, methods, data and discussion. Present your poster to the class. Posters should include images, text and visual representations of data. All resources must be from robust, credible sources and cited properly. Reports Example: Conduct a field study of a protected ecosystem, and submit a written report that details physical and biological system present, human impacts observed, etc. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture and demonstrate topics (e.g.: Biological Diversity) as they relate to required readings by students. Time will be provided during each session for student reaction, review, evaluation and discussion of each topic. Instructor will provide students with a current events topic that relates to course topics, such as the Great Pacific Garbage Patch, the sailing of the Plastiki, and efforts to clean up plastic pollution in the oceans. Instructor will facilitate a discussion where students will be challenged to relate the current events to course topics including use of petroleum, solid waste management, water pollution, biodiversity crisis, and law of conservation of matter. Distance Learning After synthesizing the information from the textbook reading and the instructor-recorded lecture on climate change, students will participate in an online discussion. Some students will answer the following set of questions, and all students will comment on at least two student responses, providing constructive feedback based on the arguments provided. Instructor will assess posts and comments. (Post Topic, Climate Change. Address all aspects of the following: Define mitigation with regards to climate change. Provide three specific and feasible steps you think we should take to mitigate climate change. Support your answer. Define adaptation with regards to climate change? Provide three specific and feasible steps you think should take now to be better adapted for climate change. Support your answer. Do you think mitigation or adaptation is more important? Why? Support your claim, providing evidence and discussing certainty.) Typical Out of Class Assignments Reading Assignments 1. Read the chapter in your textbook: “Earth’s Physical Systems: Matter, Energy, and Geology.” Take notes and be prepared to discuss topics and ask questions during lecture. 2. Read the following peer-reviewed scientific journal article, take notes, and be prepared to discuss in class and complete an assignment based on the reading: Olsen, C., Kline, J., Ager, A., Olsen, K., & Short, K. (2017) Examining the influence of biophysical conditions on wildland-urban interface homeowners' wildfire risk mitigation activities in fire-prone landscapes. Ecology and Society, 22(1). Writing, Problem Solving or Performance Example #1. A written assignment: Scientific argumentation is the practice of making evidence-based claims about scientific questions. Throughout this assignment, you will engage in scientific argumentation as you explore the distribution of fresh water on Earth and learn about how various factors affect Earth's water supplies. You will watch videos, complete simulations, and interpret data. To complete this assignment, type your answers to the following questions: 1. What is the difference between a scientific argument and a regular argument? 2. Why do you think there is uncertainty in science? 3. Is talking about uncertainty important in science? Why or why not? 4. Scientific Claim: Based on the graph above, when was the the salinity of the water near Lee's Ferry the highest? (Tip: a good claim is based on evidence from charts, graphs and models provided by reliable resources) 5. Support the claim you made in the previous question. (Tip: A good explanation will cite specific evidence that backs up the claim. When there is a graph or table, you can cite evidence directly from the source. When there is a model, you can describe what happened in the model. A good explanation combines evidence with scientific knowledge.) 6. Certainty: Explain how certain you are (ranging from not certain at all to very certain) about the scientific claim you stated in question 4. (Tip: A good certainty explanation will explain why you are certain or uncertain about your response. This may be based on how well the scientific knowledge fits the evidence from models, charts, or graphs. It may also reflect on the source and quality of the evidence or investigation that produced the evidence. Some topics are more certain than others. Consider the completeness of the evidence, biases in the evidence, and changes that could affect the trends over time.) Example #2. A Written Assignment (Excerpt from a larger climate change assignment) The Sun, Earth's atmosphere, and other systems interact to create conditions favorable to life on Earth. This model shows a simplified Earth system with land, atmosphere, and solar radiation. The yellow arrows show ultraviolet and visible energy originating from the Sun and the red arrows show infrared energy radiating from the Earth system. As we begin this section, run the computer model, and experiment with the controls to see how the model works. Then manipulate the variables and answer the following questions. 1. Based on this model, what two things can happen when energy from the Sun interacts with the ground? 2. How does carbon dioxide (CO2) interact with the two types of radiation (sunlight and infrared) shown in this model? 3. How does atmospheric carbon dioxide affect global temperature? 4. What happens if you remove all of the carbon dioxide from the atmosphere? Explain your claim. 5. How certain are you of this claim? Explain why. (Tip: recall the "Scientific Argumentation" assignment) Other (Term projects, research papers, portfolios, etc.) 1. Students may write a field report based upon research, visitation, and observation of an appropriate facility, park, preserve, etc. The report will include: 1) description of the physical environment based upon research, 2) description of the biological environment based upon research, 3) personal observations of the environment, including field notes, 4)description of the type of legal protection afforded the area including management agency obligations, 5) analysis of direct and indirect human impacts on the system, and 6) reflection on values of public land. Formatting will follow scientific paper guidelines, with abstract, introduction, etc. 2. Students may research and write a term paper on a major environmental issue (problems, location, costs, solutions, etc.). Formatting will follow scientific paper guidelines, with abstract, introduction, etc. Required Materials Environment: The Science Behind the Stories, 6th ed Author: Withgott, Jay; Laposata, Matthew Publisher: Pearson Publication Date: 2017 Text Edition: 6th Classic Textbook?: OER Link: OER: Environmental Biology Author: Alexandra Geddes, Jonathan Tomkin, Kamala Doršner, Matthew R. Fisher, OpenStax, Tom Theis Publisher: OpenOregon Publication Date: 2017 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.