class a foam cfa001 learning and assessment strategy

7/30/2019 Class a Foam CFA001 Learning and Assessment Strategy

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Program Stream

Class A Foam User

CFA001


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Learning and Assessment Strategy

Table of Contents


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Learning Materials Control Sheet

Record of Issues

Issue No Issue Date Nature of Amendment

1 4 July 2009 First developed

Contact for Enquiries and Proposed Changes

If you have any questions regarding this learning document please contact the responsible

area identified below:

Name Tony Duckmanton


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Class A Foam User CFA001Assessment Elements and Performance CriteriaElement Performance Criteria

Skills Recognition Knowledge and Skills Components

CFA001.1

Properties of Class A Foam

1.1 Identify the classes of fire

1.2 Identify wetting properties of Class A foam that

improve the effectiveness of water.

1.3 Describe/demonstrate the process of Class A

foam proportioning/induction.

1.4 Describe/demonstrate differences between non

aspirated and aspirated foam and equipment usedfor each.

CFA001.2

Health safety and

environmental Impact of

Class a Foam

2.1 Identify/demonstrate safe work practices and

precautions to be taken to avoid impacts on

human health and safety when handling and using

Class A foam concentrate and solution.

2 2 Identify/demonstrate appropriate levels of


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Element Performance Criteria

and wetting.

4.4 Identify/demonstrate foam type for application to

a range of wildfire fuels.

4.5 Identify/demonstrate foam type for use on a

range of non structural applications

4.6 Identify foam type and safety precautions whenapplying Class A foam to Class B hydrocarbon

fuels.

Critical aspects of evidence

It is essential for this unit that competence is demonstrated in:

Properties of Class A Foam.

Health safety and environmental Impact of Class a Foam.

Operate and maintain Class A foam equipment.

Application of Class A foam for a range of fire situations.


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Competency Map

Sessions

CFA required

UnderpinningKnowledge

Knowledge

Assesment

Skills

Assessment Remarks

Session 1

Classes of fire and propertiesof Class A Foam

Session 2

Occupational health andsafety & PPC/PPE

Session 3

Foam type and its application

Session 4

Use of Class A Foam onClass B hydrocarbon fuels

Session 5

Foam concentrate storage

and handling

Session 6

Environmental impactprecautions

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Session 7

Class A Foam systems, typeand operation

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Learning Strategy Time: 20 mins Introduction to Class A Foam User CFA001

Method Content Aids

Delivery options A range of delivery options can be used to facilitate Class A foam

training to meet Performance Criteria these may include;

1. Pre course reading of CFAs Use of Class A Foam in Wildfire

Operations and Non Structural Applications learner manual. This may

be a chosen option to reduce theory training time in the classroom.

2. The Powerpoint slide presentation has a hide slide function.

Therefore allowing the Instructor a choice of slides considered most

appropriate for the classroom theory component thus placing more or

less empasis and time to be spent on outdoor practical training to allow

participants to demonstrate the skills required for final assessment.

CFAs Use of Class A Foam in WildfireOperations and Non Structural

Applications learning manual.

Powerpoint slide presentation.

Handouts. User Guide Wildfire and nonstructural.

Class A Foam sytems and ancillaryapplication equipment.

For further information refer to:Appropriate Safety Data Sheet Class A foam Concentrate.

CFA (2003) Class A foam, WettingAgent and Your Property.CFA (2003) Class A foam, WettingAgentand Agricultural land: Adviceto CFA members.CFA (2003) CFA EnvironmentStrategy.CFA (2005) Chief Offi cers StandingOrder Environmental CareCFA (2005) Chief Offi cersStandardOperating Procedure: Foams andWettingAgent FirefightingDSE (1995) Code of Practice for Fire

Management on Public Land.

Learning Check

to be conducted throughoutthe training program

Opportunities should be provided throughout the session for

participants to ask questions or clarify content. At the end of each

session, Instructors should consider using a combination of self check

questions from CFAs Use of Class A Foam in Wildfire Operations and

Non Structural Applications learner manual and or direct questioning

24 August, 2009 Class A Foam User 168222689.doc Page 8 of 25


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Learning Strategy Time: 20 mins Introduction to Class A Foam User CFA001

Method Content Aids

techniques to check participants understanding of session content.

Material covered in earlier sessions/pre course reading may also be

checked in later sessions.

Help learners tofeel comfortableabout attending thistraining

Welcome participants.

Introduce yourself; name, background, qualifications to deliver thistraining program.

Conduct site induction and participant registration.

Explain that Class A foam;

Cools Insulates Isolates - Penetrates and Smothers

This acronym C I I P S will be reinforced throughout training

Show PPT slide 0 Title

Show PPT Slide 1 CIIPS

Inform learners ofmodule Elements:

1.Properties of Class A Foam2. Health safety and environmental Impact of Class a Foam3. Operate and maintain Class A foam equipment.4. Application of Class A foam for a range of fire situations

Discuss Performance Criteria from list above if felt nessesary for yourgroup

Show PPT slide 2 - Module objectives

Inform learners oftraining sessions andlearning andassessment timetable:

Sessions 1-7

Knowledge component approximately 4 hours

Skills component approximately 2 Hours

Assessment Knowledge and Skills approximately 2. hours

Show PPT slide 3 & 4 Sessions 1-7



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Learning StrategyTotal Session

Time: 20 minsIntroduction.

Method Content Aids

Stimulate recall ofprior/ prerequisitelearning?:

Explain that priciples of using Class A foam will have been covered inWildfire training within the Wildfire firfighter learning manual as will theapplication of water and use of pumps and equipment.This training will build on your existing skills.

Session intoduction This introduction provides an understanding of ;Use of Class A Foam - benefits and considerations.Use the table to reinforce the benefits over water alone.

Show PPT slide 5 benefits

Explain the CIIPS Priciples and reinforce. Show PPT slide 6 CIIPS

The need to conduct a risk assessment during size-up.Cosider human health and safety and the environment.

Show PPT slides 7 & 8



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Session 1

Total Session 1 Time:

45 mins

Session title: Classes of Fire and Properties of Class A Foam

Content Points Teaching optionsAids/Refs/Practice/Feedback and

Assessment

Properties of Class A Foam

Including;

Classes of fire.

properties of Class Afoam including:

concentrate;

solution;

Wetting properties

surface tensionfoam

proportioning/induction rates

Drain time.

density;

expansion;

From Content Points (Left)

Give an overview of topics to be covered in this session.

Reinforce prior learning regarding Classes of fire A/B/C/D/E/F and that

Class A foam is intended for use on Class A fuels.

Explain that

Properties of Class A foam include - read from left hand list, then,

Explain that;

Class A foam concentrate is a combination of:

surfactants (surface active agents thatreduce the surface tension of water);detergent foaming agents;inhibitors (to minimise the effects of corrosion on metals);

andpreservatives (to prolong shelf life).Class A foam should not be confused withwetting agents whose only role is to reduce the surfacetension of water.

Solution is a mixture of water and concentrate.

The adition of Class A foam to water imporves wetting and

Refer to chapter 1 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual.

Show PPT slide 9

Show PPT slide 10

Show PPT slide 11

Show PPT slide 12

Show PPT slide13




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spreading by lowering surface tension to spread across andpenetrate Class A fuels and that an increase in solutiontemperature further increases wetting. This is and advantagewhen applied to hot fuel beds.

Class A foam also attracts carbon for wetting out.

Proportioning/induction is the process of adding foamconcentrate to water and relates to the amount ofconcentrate added by percentage from 0.1% to 1%.

Draintime may be adjusted by increasing the proportioningrate I.e. to wet more dense tighly packed bark fuels moreslowly or by reducing the proportioning rate to wet porusfuels like grasses more quickly. When in doubt Wetter isBetter.

Density Is related to the amount of water held withinthe foam bubble mass. Non aspirated foam

has the highest density as it is mostly water. High expansionfoam has the lowest density as it is mostly air.

Expansion is the process of adding air to solution expansionmay differ.

The amount of air added is known as the expansion ratio.

Foam Types/expansion ratios there are four different foamtypes these are;Non aspirated,Low expansion,Medium expansion andHigh expansion (this type is not used for wildfire by CFA).

Each expansion ratio is generated using a specificallydesigned branchpipe.



Show PPT slide 20

Show PPT slides 21

Show PPT slides 22

Show PPT slides 23

Session 2


Session title: Occupational health and safety and personal protective clothing and equipment PPC/PPE



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20 mins


Assessment

This session covers:

health and safetyprecautions;

personal protectiveclothing and equipment;

safe work practices.



Explain that;All personnel involved in handling foam concentrates andapplying solutions should be competently trained andappropriately qualified in proper procedures to protect boththeir own health and safety and that of others and theenvironment.

Where applicable current OH&S work practices, CFAs ChiefOfficers Standing Orders and Standard Operating Proceduresare to be followed.

Using these slides reinforce the correct PPC/PPE to be worn whenhanling/decanting concentrate and using solution for both wildfire andnon structural application.

Reinforce the following safe work practices;firefighters must be trained and qualified to use Class A foam.

Conduct a risk assessment prior to using foam during the size up;wear appropriate ppc/ppe;notify others of its use;If sensitive to skin do not use;avoid splashing wash off with water;use barrier cream;

Slippery on tanker decks and groundDo not drive or walk through foam as it hides;trip hazards


Show PPT slide 24

Show PPT slide 25

Show PPT slide 26

Show PPT slide 27

Show PPT slide 28



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hot ash bedsdeep holes.

Session 3


50 Mins

Session title: Foam type and its application


Assessment


effects of Class A foamon the components ofthe fire triangle;

foam types;

proportioning rateversus foam typeversus drain time;

foam types and theiruse for wildfireapplications;

foam types andtheir use for non

structuralapplications.


Explain the relationship to C-I-I-P-S on the fire triangle as aspirated

foam and non aspirated solution.

Explain that there are 4 Foam types these are;

Solution Wet - Fluid and Dry.

Explain from the table on this slide how different combinations ofproportioning/induction rates alter both foam type and drain times.

Explain that;

When proportioned @ 0.1 - 0.2 % this produces solution whichhas many uses in wildfire and non structural firefighting. Use each

individual slide photo 1-9 and reinforce the type of use.

When proportioned @ 0.1 - 0.3 % this produces wet foam

Which has many uses in wildfire and non structural firefighting. Useeach individual slide photo 1-6 to reinforce the type of use.

When proportioned @ 0.1 - 0.5 % this produces fluid foam

Which has many uses in wildfire and non structural firefighting. Useeach individual slide photo 1-7 to reinforce the type of use.


Show PPT slide 29

Show PPT slide 30 & 31

Show PPT slide 32

Show PPT slide 33

Show PPT slide 34 Multiple photo

transition

Show PPT slide 35 Multiple phototransition

Show PPT slide 36 Multiple phototransition



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When proportioned @ 0.6 - 1 % this produces dry foam

Which has limited use in wildfire and non structural firefighting. Usethis slide to reinforce the type of use and limitations of dry foam.

CLASS A FOAM USERS GUIDE (Wildfire Applications)

Discuss the use of this card as a check list

CLASS A FOAM USERS GUIDE (Non Structural Applications)

Discuss the use of this card as a check list

Show PPT slide 37

Show PPT slide 38

Hand out

BlueCLASS A FOAM USERS GUIDE(Wildfire Applications)

Show PPT slide 39

Hand out

CLASS A FOAM USERS GUIDE(Non Structural Applications)



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Session 4

Total session 4 Time:

30 mins

Use of Class A foam on Class B hydrocarbon fuels


Assessment


understanding the useof Class A foam onClass B fuels;

Important cautionarynote;

fuel pick up;

flame/heat andburnback

ghosting; and

foam applicationmethods.



Explain that;

It is important to understand that Class B foam is thepreferred foam type for use on hydrocarbon Class B fuels and

where available it will be the most appropriate extinguishingagent. As an alternative, in areas of CFA where only Class Afoam and equipment is carried on tankers and these beingfirst on scene, Class A foam may be putto effective use for rapid knockdown ofshallow Class Bhydrocarbon fuel spills.If Class A foam is used as above, Class B foam may beapplied over Class A foam at any time to increase the level ofeffectiveness for both fire knockdown and security againstreignition.

Reinforce this cautionary note:If Class A foam is to be used tosecure against ignition or extinguish ClassB fires involving hydrocarbon fuel spills itshould initially be proportioned at 1% anddelivered via a Class A low expansion foambranchpipe. The foam blanket should not beentered by fi refi ghters.Class A foam is NOT suitable for use on watermiscible/soluble flammable fuels such as

Refer to chapter 4 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual

Show PPT slide 40Session Introduction

Show PPT slide 41



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alcohols.

From the slides relating to the following topics explain how toidentify risk/cautionary signs and apply the appropriatecorrective action for each.

Fuel pick upCautionary signs;discoloration of part orthroughout the foam blanket

Corrective action;apply more foam and cover over

Flame/heat and burnbackCautionary signs;rapid Increase in area of flame as foam cover is burnt off;increasing radiant heat as flame intensifies breaking downthe remaining foam cover further reducing burn back

resistance


GhostingCautionary signs;Fuel is picked up in the foam blanket this flashes over(ignites) and burns off eventually destroys the foam blanket.


Explain that;Direct application of low expansion foambest results are achieved when aspiratedClass A foam is applied as gently as possibleonto the fuel surface, thus avoiding foamdestruction by forceful plunging into or ontothe fuel.

Show PPT slide 42

Show PPT slide 43

Show PPT slide 44

Show PPT slide 45



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It should be understood that this methodis, in direct contrast to applicationto Class A fuel where more forcefulapplication is appropriate.

To achieve best results, low expansion foam should beapplied Up Wind (with the wind at your back) and be allowedto carry gently bythe rain down method onto or across the fuel surface.

Indirect application is when aspirated foam is applied away from thefuel surface and allowed to flow on.

For maximum firefighter safety explain thatfirefightersuse the bounce and roll or flow on method applying foam off a groundsurface to the leading edge of a fire pushing foam progressivelyacross the fuel surface extinguishing fire as it covers the fuel.

It may also include discharging foam onto another surface i.e.vertical wall or car/truck body to flow down onto the a shielded firebeneath,

Note;Fluid medium expansion foam may be usedover the top of the low expansion foam blanket once full fuelsurface cover and fire extinguishment has been achieved.

Show PPT slide 46

Session 5


20 mins

Foam Concentrate Storage and Handling


Assessment


storage;




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spills;

compatibility; and

topping up andrefilling.



Explain that;

As with any chemicals, strict adherence to storage andhandling guidelines and procedures are necessary to ensure

personal safety and prevent damage to equipment and theenvironment.

Storage on appliancesconcentrate will be stored only in the designated storage drum rack ortank provided

Storage of drum stocksClass A foam concentrate is to be kept in the original supplierscontainer appropriately labeled.Ideal storage conditions are as in a normal warehouse scenario.

Topping up refilling of tanks and replacement of 20 litre drums.appropriate PPC/PPE to be worn;carried out in accordance with FGPs/SOs/SOPs;use approved equipment provided;avoid spills into drains; contain and clean up if spilt;use manufacturers Safety Data Sheets for information.

1. Compatibility when using different brandsof Class A foam as solution or aspirated foam from different vehicleson the same fire and they come together.

This form of compatibility is acceptable practice and will beunavoidable from time to time.

2. Compatibility when mixing different brandsone manufacturers brand of Class A foam concentrate with anotherbrand.

Exhaustive testing has been carried out to determine that when mixed

Show PPT slide 47

Show PPT slide 48

Show PPT slide 49

Show PPT slide 50

Show PPT slide 51



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the following concentrates all are compatible;Chemguard First Class,Forexpan S andPhoschek WD 881 (the Class A foam brand used by DSE)

3. Mixing of Class A with Class B foam concentratethis must not be allowed to occur.

All CFAs A and B class foam containers are clearly labeled so checkbefore use.Only DMOs will be able to carry out the long process of cleaning outstorage tank and all associated pipe work and proportioningequipment if Class A & B foams are mixed.

Show PPT slide 52

Session 6


20 mins

Environmental Impact and Precautions

Content Points Teaching options Aids/Refs/Practice/Feedback andAssessment


the use of Class Afoam;

potential impacts ofClass A foam use;

precautions;foam storage, mixingand

filling sites; and

equipment cleaning.



Explain that;

There are a number of issues relating to environmentalimpact that need to be considered when storing, handlingand applying foam. CFA permits the use of Class A foam orwetting agent in accordance with Chief Officers StandingOrders, Standard Operating Procedures, CFA policies andrelevant legislation, which includes safe handling andenvironmental precautions. You need to be aware of, andcomply with, these guidelines.


Show PPT slide 53



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Section 30 of the CFA Act1958, empowers CFA to use Class A foamfor the protection of life and property.

Observe CFAs current;

Chief Officers Standing Orders;

SOPs and other relevant materials.

(refer to Class A foam learning manual chapter 6 )

Impacts/Precautions

A risk assessment will be carried out prior to use of Class A foam,

ensure that Class A foam does not enter waterways e.g. dams, lakes,swamps, rivers and creeks (minimum 50 metre buffer zone);

minimise the risk of pollution at training sites or facilities, fire stations,domestic water supplies and other foam storage and mixing sites andavoid the use of Class A foam on organic and certified properties

Flush equipment at the incident or training site after using foam. DoNOT flush equipment near water bodies, storm water drains oragricultural areas.

Show PPT slide 54

Show PPT slide 55

Show PPT slide 56

Grassfire Tanker TacticsVideo/CD.

This is the Class A foam chapter from Grassfire Tanker TacticsVideo/CD. This should be played to reinforce uses and precautionswhen using Class A foam.

This resource may be played to participants at any time deemedappropriate by the instructor during the theory presentation.

Show PPT slide 57

with embedded Video2 mins 9 sec

Session 7

Total session 7 Time:

20 mins

Class A Foam SystemTypes and Their Operating Components


Assessment



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low and high energyClass A foam systems;

proportioning orInduction methods;and

manually andautomaticallyregulated systems. From Content Points (Left)


Explain that;

There are many different types and confi gurations of Class Afoam proportioning and induction systems.This session gives a generic overview of Class A foamsystems only. You should consult the appropriate Operationand Maintenance Manual and FGPs to obtain specificinformation relating to the system(s) you may be expected tounderstand and operate.

Explain that this slide gives an overview ofsome of the Low Energyfoam sytems currently being used in CFA on tankers and pumpers.

Including;

Foam pro 1601 direct injection

Level 2 Inline induction

Quenchmaster around the pump

Dosatron direct injectionRobwen direct injection (limited number)

Hale balanced pressure

Foam pro 2001 Direct injection

Refer to chapter 7 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual.Further reference materialsCurrent - Manufactures Operations andmaintenance manuasl.CFAs appropriate vehicle information

data sheet/DVD. FGPs. CFA Level 2Information manual. Appropriate CFAPowerpoint presentations.

Show PPT slide 58

Show PPT slide 59



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Low energy systems and foam delivery components include;

appliance pump;

foam concentrate proportioning or induction device;

delivery nozzle either non aspirating type to deliver solution or alow energy air inducing foam branchpipe to deliver aspirated foam.

Low energy systems are the most common in use by CFA.

High energy systems are known asCompressed Air Foam Systems(CAFS).

Components include;

appliance pump;

foam concentrate proportioning or induction device;

air compressor for injection of compressed air into a delivery hoseto mix with solution;

delivery outlet open ended on/off valve or straight jet nozzle todeliver aspirated foam.

CAF Systems are common in use by DSE

Photo of a DSE CAF System.

Give an overview of the skills components to be comleted

Identify further training reference materials components forparticipants.

Further Training reference materials

Refer to appropriate CFA PowerPoint presentation for;

Pumpers;

Foam Pro 2000-2001.

Hale V series Class A foam systems.

Show PPT slide 60

Show PPT slide 61

Show PPT slide 62

Show PPT slide 63

Show PPT slide 64



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Tankers;

Foam Pro 1600-16001.

Quenchmaster CF700CFA.

Other reference materials

Level 2 Induction systems( CFA Level 2 Information Manual)

Robwen (Manufacturers Manual)Slip Ons - Dosatron (Manufacturers Manual).

Ask for any questions thank participants and close.

Show PPT slide 65



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Session/Module

Summary/Review: Use a combination of self check questions from the learner manual and or directed questioning techniques

Learning Check: Opportunities should be provided throughout the session for students to ask questions or clarify content. At the end

of each session, trainers should consider using a combination of self check questions from the learner manual and

or directed questioning techniques to check student understanding of session content. Material covered in earlier

sessions may also be checked in later sessions. Practical activities should be incorporated into the training to allow

participants to demonstrate the skills required.

On the Job Practice: Determined at Brigade level.

Support/EncouragementTechniques:

For example, a phone call from the trainer, a follow-up questionnaire that's completed by both participants and their

managers, or the manager having a development discussion with their team member.

Further Training: Determined at Brigade level. Any further learning that would enhance skills and knowledge (for example, further

courses to complete or books to read).

Program/ Unit Evaluation: Feedback is sought from trainers and participants. A post course review should be carried out to gather feedback

and seek ideas for improving course content and presentation.


class a foam cfa001 learning and assessment strategy

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