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Scaba Type and Uses
Scaba Type and Uses
Course
Firefighter I
Unit II
Safety and
Orientation
Essential
Question
Why is it
important to
understand how
to use SCBA
properly?
TEKS
130.299(c)
(10)(D)(E)(F)
(14)(A)(B)
Prior Student
Learning
- SCBA used by
the local fire
department(s)
- The human
bodys
respiratory
system
Estimated Time
4 hours total
Rationale
Wearing SCBA protects the firefighters respiratory system from superheated
atmospheres, toxic gases, and other hazards associated with atmospheres
that are Immediately Dangerous to Life and Health (IDLH). Firefighters can
suffer from the immediate short-term effects of not wearing SCBA and the
long-term effects from repeatedly exposing themselves to IDLH atmospheres.
With over 4,000 incidents of smoke inhalation suffered by firefighters each
year, it is imperative that firefighters understand the reasons for wearing
SCBA while performing their job.
Objectives
The students will be able to:
1. Describe the hazardous environments that require the use of
respiratory protection
2. Identify the types of self-contained breathing apparatus
3. Describe the safety features and the function of the open circuit selfcontained breathing apparatus
4. Describe the operational check of a SCBA and a (personal alert safety
system) PASS device
5. Demonstrate an operational check of SCBA and a PASS device
Engage
Lead students in a discussion about the respiratory hazards present in
common fire service responses including potentially fatal short- and long-term
effects. Some examples of respiratory hazards that may be discussed are
Oxygen deficient atmospheres (hypoxia)
Elevated temperatures that can cause injuries such as pulmonary
edema
Smoke and other toxic atmospheres such as irritants and toxicants that
can injure or kill firefighters
Use the Discussion Rubric for assessment.
Key Points
I. Respiratory Hazards
A. Oxygen Deficient Atmospheres
1. Occur when the fire consumes the oxygen in a compartment fire
2. Can occur in
a) Below-grade confined spaces
b) Chemical storage tanks
c) Grain bins and silos
d) Rooms protected by total flooding extinguishing systems
3. The Occupational Safety and Health Administration (OSHA) and
the National Fire Protective Association (NFPA) define oxygen
deficient atmospheres as containing less than 19.5% oxygen
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a) Compressed oxygen
b) Chemical oxygen
c) Liquid oxygen
III. Safety Features and Functions of the Open-Circuit SCBA
A. Personal Alert Safety System (PASS) alarm
1. Sometimes referred to as a Personal Alert Device (PAD)
2. Used to find lost, disoriented, or incapacitated firefighters
a) Many newer generation SCBA
(1) Have the PASS alarm integrated into the air supply
system
(2) Activate when the main air valve is opened
b) Detachable PASS alarms
(1) Are worn on the SCBA harness or on the turnout coat
(2) Must be manually turned on with a switch
3. Both types of units will automatically sound an alarm if the
firefighter wearing the unit remains motionless for approximately
30 seconds
4. Both types of units can be activated manually by the wearer if he
or she is conscious and senses the need for assistance
5. Rescuers follow the sound of the alarm to find the firefighter that
is in need
B. Bypass valve controls the direct airflow from the cylinder in the
event of a regulator malfunction
C. Remote pressure gauge shows the wearer what air pressure
remains in the cylinder
1. The remote pressure gauge should read within 100 psi of the
main gauge if the increments are in psi
2. If the measurements are shown as percentages or fractions, the
gauges should read the same
D. Low pressure alarm designed to activate when the cylinder
pressure drops below of its rated capacity (between 500 and 600
psi)
E. Facepiece seal designed to maintain positive air pressure within the
facepiece to prevent toxic smoke and gases from being inhaled by the
wearer
Activities
Operational Check of SCBA for Emergency Use. Have students demonstrate
and describe the operational check of a SCBA and a PASS device. Use the
Operational Check of SCBA for Emergency Use Checklist for the activity and
for assessment.
Assessments
SCBA Types and Uses Quiz and Key
Operational Check of SCBA for Emergency Use Checklist
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Discussion Rubric
Research Rubric
Writing Rubric
Materials
SCBA Types and Uses computer-based presentation
Open-Circuit SCBA used by local jurisdiction
PASS alarm
Resources
0135151112, Essentials of Firefighting (5th Edition), International Fire Service
Training Association (IFSTA), 2008
1428339825, Firefighter's Handbook: Firefighter I and Firefighter II (1st
Edition), Delmar Cengage Learning, 2008
Accommodations for Learning Differences
For reinforcement, students will imagine that they are a firefighter preparing to
entire a burning structure. They will write down what they must know about
SCBA prior to entry. They will describe and outline the operational check they
will do prior to coming on duty, and describe and explain the safety features
and functions of an open-circuit SCBA. Use the Writing Rubric for
assessment.
For enrichment, students will research and describe the different types and
uses of SCBA used in the fire service. Use the Research Rubric for
assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
130.299. Firefighter I (One to Two Credits).
(10) The student analyzes the internal systems that sustain life in the
human body and identifies the physical requirements of a selfcontained breathing apparatus wearer. The student is expected
to:
(D)
describe the hazardous environments that require the use
of respiratory protection;
(E)
identify the types of self-contained breathing apparatus;
and
(F)
describe the safety features and function of the open
circuit self-contained breathing apparatus.
(14) The student demonstrates the proper testing and operation of a
personal alert safety system device. The student is expected to:
(A)
explain the proper operation of a safety device; and
(B)
demonstrate the proper testing of a safety device.
College and Career Readiness Standards
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Name________________________________ Date__________________________
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7. _____ Which of the following is not one of the four basic components of an open
circuit self-contained breathing apparatus?
a. Backpack/harness assembly
b. Cylinder assembly
c. Low pressure alarm assembly
d. Facepiece assembly
8. _____ Emergency Breathing Support Systems use an emergency egress cylinder
that provides air for approximately how many minutes?
a. 35
b. 510
c. 1015
d. 1520
9. _____ Airline systems allow emergency service personnel to operate how many feet
away from their air supply source?
a. 300
b. 400
c. 500
d. 1000
10. ____ Personal Alert Safety Systems will automatically sound an alarm if the
firefighter wearing the unit remains motionless for approximately how many
seconds?
a. 30
b. 45
c. 60
d. 90
11. ____ Low pressure alarms are designed to activate when the cylinder pressure
drops below what percent of its weighted capacity?
a. 30%
b. 50%
c. 25%
d. 20%
12. ____ The low pressure alarm will activate when the air pressure falls to
approximately what psi range?
a. 200300 psi
b. 300400 psi
c. 400500 psi
d. 500600 psi
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13. ____ A SCBA cylinder rated for 30 minutes of use contains how much pressure
when it is full?
a. 2000
b. 2216
c. 4500
d. 4516
14. ____ To what percent must a cylinder be filled prior to donning it for an
emergency?
a. 60%
b. 70%
c. 80%
d. 90%
15. ____ When a 30-minute cylinder is 90% full, what will the pressure gauge read in
psi?
a. 2000
b. 2216
c. 4500
d. 4516
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Performance Objectives
Have students describe and demonstrate the following tasks:
Identify and verbalize that all of the components of the SCBA are
present: backpack and harness assembly, air cylinder assembly,
regulator assembly, and face piece assembly
Close the cylinder valve, relieve the pressure, and prepare the
SCBA for the next user
Instructors Signature
Date
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
N/A
Pts.
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Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Comments:
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Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
N/A
Pts.
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