|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Firefighting Tactics And Strategy|
This course is designed to include efficient and effective utilization of staffing, equipment, and apparatus, basic techniques of tactical priorities, life safety, fire control, and property conservation. Strategy and tactics are discussed in reference to company operations and command-level operations.
Fire Officer's Handbook of Tactics, 2nd edition - John Norman
|Expected Educational Results|
As a result of completing this course, the student will be able to:
a. Define roles, responsibilities, and functions of the incident commander.
b. Develop operating procedures for fireground operations.
3. Establish a single fireground commander for each incident
4. Place the FGC in an effective command position.
5. Develop situation evaluation approaches.
6. Use standard forms of information
7. Use fireground factors
8. Initiate, maintain, and control, efficient fireground communications
9. Develop standard approach for command transfer
10. Develop standard approach to operate the mid-point and final stages of command.
c. Make basic strategy decisions.
11. Use systematic method and approach
d. Develop and initiate an attack plan.
1. Develop effective fireground organization.
2. Use the sector system to decentralize geographic and functional responsibility.
3. Keep the attached plan current.
4. Locate, protect, and remove fire victims
5. Provide forcible entry, ventilation, and access as necessary
6. Position apparatus and equipment to utilize their functions to the best advantage.
7. Select fire stream type, size placement, timing ,and supply.
8. Extend aggressive, well-placed, and adequate fire attack
9. Keep property loss to a minimum.
e. Provide for firefighter safety and welfare.
10. Define Rules, procedures, and major factors required.
|General Education Outcomes|
I. This course addresses the general education outcome relating to communication through listening, reading, writing and speaking.
Students develop their reading comprehension skills by reading the text and handout materials. Students are required to collect and summarize articles on instructional techniques from current periodical sources.
Students develop their listening skills through lecture and small group problem solving. Lecture material is presented that is not included in the text or handout material and is included as part of the exams or tests.
Students develop their reading and writing skills through the use of problems and activities developed specifically to enhance their understanding of certain instruction principles. Students provide written or oral solutions to these problems in both individual and group format. They must also deal with short-answer type questions on course exams.
II. This course addresses the general education outcomes of mathematical concept usage and applies the scientific method as follows:
Students must apply mathematical concepts in the solution of problems designed to illustrate figuring square footage, travel distance and temperature conversions while teaching. Analysis of graphically presented material also test their mathematical skills as well as their ability to interpret and communicate quantitative data.
Students apply the scientific method in the set-up and solution of problems designed to illustrate the procedure for administering emergency care when confronted with a variety of symptoms in a simulated setting
III. This course addresses the general education outcome relating to identifying and evaluating patient assessment techniques.
FIREFIGHTING TACTICS AND STRATEGY
I. Introduction to the fireground and fundamental operating procedures
1. Importance and function
3. Size-up and developing a plan
B. Fireground factors
C. Tactical priorities
2. Fire control
3. Property conservation
1. Level I
2. Level II
F. Standard company operations
1. Engine company
2. Ladder company
3. Rescue company
G. Communications on the fireground
H. On-scene reporting
II. Fireground decisions
A. Low risk
B. High risk
C. Intuition, knowledge, and fact
D. Offensive operations
E. Defensive operations
F. Safety considerations for Firefighting personnel
III. Utilization of resources
A. Apparatus placement
B. Fire stream management
C. Water supply
1. Forward pumper concept
2. Attack teams
D. Support activities
1. Forcible entry
a. Common roof styles
b. Horizontal vs. vertical
3. Access to concealed spaces
E. Managing additional resources
IV. Fighting fires in structures
A. Residential and small commercial occupancies
B. Multi-story occupancies
C. Multiple occupancies
D. Buildings under construction
E. Shake shingle roofs
F. Vacant structures
G. Structures with limited access
H. Hazardous occupancies
|Assessment of Outcome Objectives|
The course grade will be determined by the individual instructor (under the guidelines of the division) using a variety of methods such as quizzes, homework, group projects and exams. Graded activities are designed to measure students' abilities to use higher order thinking skills in their understanding and applying of Life Safety and Inspection concepts. A comprehensive final exam is required. This exam must count for no more than 25% of the course grade.
FIRE 2901 will be assessed every 5 years in the fall. The committee will develop a time-line to monitor the assessment process during the five-year cycle to ensure that assessment activities are occurring in order to have sufficient data to undertake a formal assessment at the end of the cycle. Assessment will consist of:
a. An attitudinal survey addressing students' career and professional goals and perceptions of the quality and usefulness of the course.
b. A set of objective test items keyed to expect learning outcomes. These items will be balanced with respect to content and level of cognitive demand.
c. A pilot administration for the objective assessment instrument. The results of the pilot assessment will be used to determine how well the test items are functioning in terms of discrimination, difficulty, and test reliability. The information obtained from item analysis will be used to eliminate or rewrite test items not functioning properly.
d. The revised assessment instrument will be administered during the assessment cycle at a time established by the committee.
USE OF ASSESSMENT FINDINGS
The FIRE 2901 Assessment Committee will analyze the results of both the pilot testing and the formal assessment data as well as the attitudinal survey. The committee will use assessment results to determine the effectiveness of the course by seeking answers to the following questions:
a. Are students performing at a pre-determined minimal level of performance on:
1. The course as a whole
2. On individual learning outcomes
b. Which learning outcomes are students' performance acceptable or above average?
c. Which learning outcomes are students' performance below minimal level?
d. What factors are contributing to student performance on those learning outcomes below minimal level of performance?
e. What changes or modifications in course content or instructional strategies are needed to help improve student performance on learning outcomes below minimal level of performance?
Last Revised: Aug. 08, 2011