The Development of Fire Mitkit (Mitigation Kit) For Fire-Related Concerns For Our Lady of Peace School

Our Lady of Peace School
Antipolo City
Administered by the Sisters of St. Paul of Chartres
PAASCU Accredited
THE DEVELOPMENT OF FIRE MITKIT (MITIGATION KIT) FOR FIRE-
RELATED CONCERNS FOR OUR LADY OF PEACE SCHOOL
A High School Thesis Presented to

the Faculty of the High School Department of
Our Lady of Peace School,
Antipolo City
____________________________________________________________
In Partial Fulfilment of the Requirements

in Senior High School
by:
CASAS, ALYSSA GLAIR
DILLERA, MARC
VENTILACION, ALLYSA ZABELLE
FEBRUARY 2020
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents background information about the topic of this
research, the problem which motivated the researchers, the scope and limitations
of this study and the significance of the research.
Introduction
Fire is universally accepted as important to human life, with myriad
expressions and uses in the modern world (Gowlett, 2016) . In fact, according to
Charles Darwin, fire is the greatest discovery in the history of mankind alongside
language. Since back to approximately 440 million years ago, fire has been part
of the human tool kit (Scott, 2018). According to Gowlett, at first, the early
humans’ usage of fire was from natural wildfires caused by lightning strikes and
rare cases such as volcanic activities. They took advantage of these natural
phenomena and used it for hunting and foraging for food. Wildfires caused
animals to scatter thus making it easier for early humans to capture them.
Furthermore, after the fire had subsided, the burnt landscape would have allowed
for much easier foraging. Some of the foraged food such as bird eggs, rodents,
lizards and other small animals and other invertebrates would have already been
cooked by the wildfire and according to studies, cooked food is healthier and
more nutritious than when raw since fire holds purifying properties (Bell, 2017).
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Brains also need calories to thrive and cooked food provides more calories than
raw food. As a result, the brains of the early humans evolved and they became
more intelligent. They then realized that they need to preserve fire and
eventually, approximately 700 000 years ago, early humans figured out how to
create, control and manipulate fire. This led to revolutionary changes in early
human culture. Fire was used for warmth, protection against predators and
migration to climates that are initially inhabitable. Without a doubt, fire has proved
a primary mover in the evolution of civilization. It was essential to the
development of family structures, cuisine, agriculture, metallurgy, architecture,
and other industries (Encyclopedia Brittanica, n.d). In the present, fire is still
being widely used by humanity. Fire has underpinned the development of all
modern technologies—from ceramics, to metal working, to the nuclear industry
(Gowlett, 2016). Indeed, fire is truly useful but like all things, when handled
carelessly, becomes dangerous.
Fires can destroy lives, properties and the environment. The resulting
losses can be extraordinary, causing hundreds of deaths, widespread damage to
property and significant impacts on the environment. The most common fire
hazards are intoxication caused by alcohol, candles, cooking, electricity, matches
or lighters and smoking (Fire Monitoring of Canada Inc., n.d) A fire can start in an
instant and continue to rage until the fuel source is depleted and can destroy in a
matter of seconds. It can destroy families and communities and not only that fire
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accidents affect the person’s physical well-being, but it can also affect the mental
and emotional aspects of a person. It can also happen anywhere, in homes,
schools, workplaces and even in nature itself. Thus, being students, the
researchers are inclined to make their school a place for fellow students, faculty
and staff a safer institution to study and work in. The researchers aim to promote
fire safety in their school using the Fire MitKit. Fire MitKit is a shortened name for
Fire Mitigation Kit. For a fire to exist, it must have three elements: Oxygen, Heat
and Fuel (Smokey Bear, 2019). The Fire MitKit will have three elements also,
aiming to eliminate them. In line with that, the Fire MitKit has two compartments
containing said three elements which are: Fire Blanket, Water and Safety Gear.
The Fire Blanket’s purpose is to eliminate oxygen in the fire since when covered
completely, the fire gets smothered and the oxygen supply gets cut off. The
Water is to eliminate heat because of water’s cooling properties. Lastly, the
Safety Gear which are rubber insulating gloves, whistle, flashlight, protective
goggles and face mask that will be used during the scene of fires.
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Statement of the Problem
1) What are the requirements and criteria of the Fire MitKit development in terms
of:
1.1) Materials needed
1.2) Durability of Fire MitKit
1.3) Cost
1.4) Weight
2) What are the perception of the selected students, faculty and staff to the Fire
MitKit in terms of:
2.1) Ergonomics
2.2) Effectiveness
2.3) Portability
2.4) Improvement
3) What is the level of acceptance of Fire MitKit in Our Lady of Peace School
particularly its Junior and Senior High School Students, faculty, staff and
maintenance?
Hypothesis
Ha1: The Fire MitKit achieved the criteria in terms of purpose and
ergonomics.
Ha2: The Fire MitKit did not achieve the criteria in terms of purpose and
ergonomics.
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Scope and Limitations
This study will verify if the Fire MitKit is efficient and effective to be used
by junior and senior high school students and staffs alike against small fires such
as Chemical Fires, Electrical Fires, Paper Fires, and Wood Fires that may occur
in Our Lady of Peace School. Based from its name, Mitigation Kit, this study does
not fully extinguish large scale fires but can only avoid it. It can only mitigate or
lessen the effects and ameliorate the aftermath. The kit can only fully extinguish
small scale fires.
Significance of the Study
The researchers aim to promote fire safety and make the community a
safer place especially in OLPS and its students, staff and maintenance. The Fire
MitKit will be proven to be convenient, handy and manageable for them. It will be
carried easily and easy to understand and use thus lessening the vulnerability of
the school community when it comes to fire emergencies. The Fire MitKit can
also serve as tool for their awareness to be raised about Fire Safety and in result,
make them feel more comfortable which will reflect on their academic and work
performance in the school.
This study focuses on OLPS’ school community but this product can also
be significant to the following individuals:
Home owners who wish to make their homes more comfortable and less
vulnerable to fire accidents since the fire hazards present in the school are also
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present at homes.
Other schools, this could be a help for other schools to provide a safer and
more comfortable environment for their students and teachers especially to the
schools which are prone to fire hazards and fire accidents.
Travellers, since the researchers aim for the product to be handy and
manageable, travellers can also bring this and put it in their vehicles and use in
case of fire emergencies
The Bureau of Fire Protection, our product is one of the inventions which
aims to promote and raise awareness about Fire Safety in the community.
The whole community, with further research, the use of the Fire MitKit will
not only cover the common fire hazards in schools but possibly, other hazards
and types of fire as well and in turn, placed in many institutions such as offices,
hospitals etc in the whole community.
The future researchers, this study could provide them new knowledge and
relevant information about Fire and Fire Safety and possibly expand our
research.
Definition of Terms
For better understanding of the study, the following terms are defined
conceptually and/or operationally.
Chemical Fire – A chemical fire is any flame that begins due to a chemical
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reaction that ignites a solid, liquid, or gas chemical compound.
Electrical Gloves – These gloves provide protection against electric shock and
are usually made of rubber.
Electrical Fire – Fires that begin due to faulty wires, electrical outlets and old
outdated appliances, anything that emits electricity that is set on fire.
Ergonomics – It is the process of designing or arranging workplaces, products
and systems so that they fit the people who use them. The product must be
usable by the target audience.
Face Mask – A face mask is a protective mask covering the nose and mouth or
nose and eyes.
Fire – The phenomenon of combustion manifested in light, flame, and heat and
occurs whenever combustible fuel in the presence of oxygen at an extremely
high temperature becomes gas.
Fire Accidents – Accidents caused by fire which can result in serious injury and
damage to personal property.
Fire Blanket - A fire blanket is a safety device designed to extinguish incipient
(starting) fires.
Fire Emergencies – A situation in which fire may cause death or severe injury.
Fire Hazards – An object, building etc that could easily catch fire or cause a fire
and thereby endanger life
Fire Mitigation – Lessen the burning and effects of fire

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Fire MitKit – Abbreviation for Mitigation Kit
Fire Safety – Set of practices intended to reduce the destruction caused by fire
Flashlight - A flashlight is a small electric light which gets its power from
batteries and which you can carry in your hand.
Fuel – Fuel is any kind of combustible material that is characterized by its
moisture content, size, shape, quantity and the arrangement in which it is spread
over the landscape.
Heat – A heat source is responsible for the initial ignition of fire, and is also
needed to maintain the fire and enable it to spread.
Mitigation – Act of reducing risk of loss from the occurrence of any undesirable
event.
N95 Face Mask - An N95 face mask is a respiratory protective device designed
to achieve a very close facial fit and very efficient filtration of airborne particles.
Oxygen – It supports the chemical processes that occur during fire.
Oxidation – This is when fuel burns, it reacts with oxygen from the surrounding
air, releasing heat and generating combustion products.
Paper Fire – A fire on which paper is burned.
Portability – It is the ability to be easily carried or moved.
Protective Goggles - Goggles, or safety glasses, are forms of protective
eyewear that usually enclose or protect the area surrounding the eye in order to
prevent particulates, water or chemicals from striking the eyes.

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Safety Gear – These are protective clothing, helmets, goggles, or other
garments or equipment designed to protect the wearer's body from injury.
Water – Water extinguishes a fire by cooling, which removes heat because
of water's ability to absorb massive amounts of heat as it converts to water vapor.
Whistle – A whistle is a small wind instrument in which sound is produced by the
forcible passage of breath through a slit in a short tube.
Wood Fire – A fire on which wood is burned

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CHAPTER 2
REVIEW OF RELATED LITERATURE
This section presents the review of related literature which covers all the
previous studies that had given facts that would contribute in the accomplishment
of this thesis.
Fire-related incidents are storming the world today. From the Notre Dame
Cathedral Fire to the California Wildfires to the Forest Fires in Japan and to our
country’s very own, the Star City Amusement Park Fire, it is a no-brainer why
fires are a hot topic in Social Media. One of the examples of fire cases that
caught the attention of the whole world is the major fire in the historic Japanese
castle in Okinawa, Japan, according to an article from Rappler “the blaze had
consumed more than 4,800 square meters (51,667 square feet) of the castle
complex.” but according to Rappler and other articles the cause of the fire is still
not clear. There is also the wild fire in the Amazon forest, as per CNN “Since the
beginning of 2019, Brazil's National Institute for Space Research (known as
"INPE") has reported 72,843 fires in the country, with more than half of these
being seen in the Amazon region. This means more than one-and-a-half soccer
fields of Amazon rainforest are being destroyed every minute of every day, INPE
has stated.” also another wild fire that catches the attention of the world is in
California as per CNN there are now 17 fires actively burning across California
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and 129 million dead trees in California which add to fire risk. Fires are very
rampant but not only in other parts of the world but also in our country. In fact,
Philippines ranks the 124th country per incidents of fire and recently the most
famous fire incident in the Philippines is Star City, CNN Philippines quoted the
Pasay City Fire Marshal as saying that the dawn fire gutted 80% of the Star City
amusement park.
Fire cases are not only in forests, houses, malls and etc. but also in
schools. Two public schools were caught in fire as per Rappler “At the Dumanjug
Central School, where the blaze was believed to have originated from the
curtains, 4 classrooms were damaged. In a separate fire at the nearby Dumanjug
National High School, two rooms were damaged after books caught fire.” Also in
Zamboanga DelSur, an explosion happened, that is why the fire started.
According to Rappler, “Bureau of Fire Protection investigation showed that the
fire was deliberately set off using gasoline.” Schools are prone to fire because of
the study materials, the chemicals for laboratories, electrical stuffs, cooking stuffs
and etc. According to an article “the three leading causes of school fires were
cooking (42 percent), intentional action (24 percent) and heating (10 percent). As
stated in the Asian Parent Philippines the top 3 causes of fire in the Philippines is
the Cigarette Butts, Open flames from unattended stoves and Electrical
connection. Those causes may be also the cause of fire cases in schools except
for cigarette butts. Fire hazards in schools here in the Philippines are surprisingly
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common. According to Malipot (2019), “DepEd data showed that in a span of
almost a decade, there were 15,662 schools that have experience a fire incident
at least once. In School Year (SY) 2017-2018 alone, DepEd said that there were
1, 869 schools that reported fire incidents.” Reducing the number is very crucial
in order to lessen the negative impacts that can happen to the students, and
teachers alike.
Greenhouse-gas emissions from human activities are raising global
temperatures and changing the climate, leading to a likely rise in wildfire severity
and frequency (USCUSA, n.d). So, global warming creates higher temperatures
that make more dry fuel available to burn and also results in more persistent hot
and dry fire weather that lets fires intensify and spread. Fires have always been
man-made and natural but with the current climate state of the Earth, it is more
dangerous and more prone to happen so it’s important to be aware and make
Fire Safety one of the people’s priorities. According to Safeopedia Dictionary,
Fire Safety refers to planning and infrastructure design aimed at reducing the risk
of fire or impeding the spread of a fire when one does break out. Fire safety
encompasses the use of fire-resistant building materials, preventative actions,
safe work practices, fire safety training, flame-resistant protective clothing, and
more. Before, fire related incidents were very rampant in the Philippines and Fire
Safety Awareness was not yet given much importance by the government thus
brought many casualties and losses in the country. Examples of these kinds of
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fire related incidents are from 2015 and 2017. The Kentex Plastic Factory Fire in
Valenzuela City led to 74 people losing their lives on May 13 2015. Reports
stated that most of the victims were overcome by smoke from the burning
factory. According to an article from the Guardian Newspaper based in UK, the
Kentex Plastic Factory was apparently found not compliant with fire safety
regulations and failed by safety inspectors but was still given permission by our
local government to continue operating. There were no fire extinguishers, lack of
fire drills, alarm systems and sprinkler systems. Survivors also claimed that they
had to force open the building’s fire exit because it was locked. Another was the
fire on NCCC Mall in Davao City on December 23 2017. Similarly, the local mall
also failed to comply with the fire safety regulations. Candido, spokesman of the
Interagency Anti-Arson Task Force, said there were deficiencies in the building’s
fire alarm, sprinkler system and fire exits. According to reports, the sprinkler
systems in the third and fourth floor of the building were not functioning and the
Task Force also found that the alarm systems of the mall were not
interconnected and had to be manually activated which led to the deaths of 38
people. According to Mayuga (2018), The Bureau of Fire Protection is lacking
firemen to help in putting out fire,with a ratio of 1 fireman per 2,000 people. BFP
also lack fire trucks and stations, and equipment such as fire hoses, nozzles, and
breathing apparatus to do the job. In order to give a temporary solution to the
problem, one must improvise in fire mitigation. The response time is also a
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factor. Due to heavy traffics in highways, the fire trucks take a long time to reach
their destination.
At present, according to the CTIF Center of Fire Statistics, fire related
incidents in the Philippines declined by 50% than last year and according to the
Bureau of Fire Protection, they recorded 2,269 fires in January to February this
year — a 12-percent difference from the 2,577 cases recorded in the same
period in 2018. But according to an article in Philippine Inquirer Newspaper by
Christia Marie Ramos, even though fire-related incidents have lessened, fire-
related deaths have significantly increased. Chief Insp. Jude Delos Reyes,
spokesperson of the Bureau of Fire Protection, noted that in January and
February alone this year, 67 people died in fires which is a 113% increase
compared to more than 20 deaths recorded in the same period last year. Most of
the fires, he noted, happened at night while these people were asleep and the
structures they were in happened to have been fire traps that rescuers could not
enter, Delos Reyes said in an interview with Radyo Inquirer AM 990 on March 3
2019. “It’s really very important that the entryway to the house is clearly
accessible, and if possible there should always somebody there to lead
firefighters in case anyone is trapped inside,” he added. He noted that faulty
electrical wiring and cigarette butts left still lighted were the most common
culprits behind the fire incidents.
These incidents prompted our local government to act and so, the
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Proclamation No. 115-A signed by late President Marcos and Proclamation No.
360 in 1986 which declared that the month of March was Fire Prevention Month
was made importance. The campaign of Fire Safety Awareness is patrolled
around the country. The fire prevention month campaign, according to the
measure, promotes “safety consciousness among our people every day of the
year as a positive preventive approach to a problem that can be solved by more
caution, vigilance, sobriety, exercise of common sense and respect for the law."
March is one of the hottest months of the year and it marks the beginning of
summer season in the Philippines. It is also the month that has one of the most
alarming fire incidents in the country, based on data by the Bureau of Fire
Protection (BFP). State weather bureau PAGASA said the temperature and
humidity in March start to reach higher levels, with the hot, dry weather causing a
rise in reported fire cases around the country. According to Aguilar (n.d.), “Due to
high sensible temperature, every area across the country is fire-prone, especially
the clustered communities in both rural and urban areas.” Fire is a huge problem
here in the Philippines, both in rural and urban. In rural, there are less fire
respondents due to the distance with fire stations. In urban, fire stations might be
nearer, however, a heavy traffic can hinder the fire trucks.
As per the Fire Safety Awareness campaign, the researchers incline to
take part in it and bring it to Our Lady of Peace School. There are three types of
fire that can commonly occur at school. The first and most usual is the Class A or
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Ordinary Combustibles, such as papers, plastics, cloth, wood, and rubber require
water in order to be extinguished. The second one would be Class B or
Flammable Liquids, such as oils, gasoline, some paints, lacquers, grease,
solvents, etc. require foam, powder, or carbon dioxide extinguishers in order to
be put out. The third one is Class C or Electrical Equipment, such as computers
and other electrical sources require carbon dioxide or dry powder fire
extinguisher.
In the fire mitigation kit, there are two compartments designed to kill fire. It
is designed to eradicate the fire triangle which is heat, oxygen and fuel. The first
compartment contains the fire blanket. According to fireprotection.uk, A fire
blanket is a safety device which is used to extinguish small fires which are in their
starting stage. It is highly flame-resistant that so that it can be positioned over a
fire to stifle it. Fire blankets are ideally used to put out small household fires.
They are generally used in kitchens where a fire mishap can happen very easily.
As fire thrives on three things namely; heat, oxygen and fuel. If one of these is
removed, the fire dies. The fire blanket’s use is to cut off oxygen supply. Fire
blankets can also be wrapped around your body while exiting a building which is
on fire; it provides you protection against the flames from touching your body.
According to homesecurity.net, the fire blanket has many benefits. Aside from the
obvious one which is putting out fire, Fire blankets are very easy to use as it
requires no former training for use and can be used by anyone, be it an adult or a
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child and one of its greatest advantages is that it lets you to escape fires by
wrapping it around your body. Fire Blankets are also very affordable, inexpensive
and easy to store. They can be cleaned or washed and reused and lastly, their
availability is not an issue because although the most commercialized fire blanket
is made with glass fibre, you can also use a bath towel, provided that you wet the
blanket first before smothering the fire.
With the fire blanket, water is also located in the first compartment. How
can water put out a fire? According to Meira (2016), “Water puts out fire by
creating a barrier between the fuel source and the oxygen source (it also has a
cooling effect which has to do with the energy required to convert liquid water
into water vapor). It does this because it is a completely, 100% oxidized material.
It simply cannot oxidize any further so it will not “burn”. This smothers the fire.
The same thing would happen if you used the ashes that remained after a
completely spent fire.” In simple terms, water suffocates the fire from the oxygen
molecules around the fire.. According to Lanzafame (2019), “Carbon dioxide is
an odorless, colorless gas that is present in the air. People and animals breathe
in oxygen from the air and exhale carbon dioxide. That’s exactly what happens
when wood burns. The fire uses oxygen and expels carbon dioxide. So, carbon
dioxide is sort of already burned – it won’t burn if you throw it on a fire. Since
carbon dioxide is a gas, it is easy to store and distribute. If squeezed into a steel
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canister, the gas streams out as you open the nozzle. Carbon dioxide is denser
than oxygen. So when you spray the carbon dioxide on fire, it sinks under the
oxygen, separating the fire from oxygen. No oxygen, no fire.” However, water
contains Hydrogen, and Hydrogen is flammable. Why doesn’t it burn? Fisher
(n.d.) said that “When hydrogen combines with oxygen the result is water, where
the atoms of hydrogen and oxygen are linked together to make a molecule with
entirely different properties. You can’t burn pure water, which is why we use it to
put out fires instead of starting them. You can, however, break it down into
hydrogen and oxygen by putting energy into it, in the form of an electric current.”
We also have to remember that fire in schools can be a product of a
human error. According to Fire Monitoring of Canada Inc. (n.d.), Cluttering is also
a common fire hazard in schools. “It goes without saying that clutter is never a
good thing — but the problem could be magnified substantially in a small space
should there be a fire. Clutter, for instance, an excessive number of posters or
other things affixed to the wall, will only fuel a fire and cause it to get out of
control faster than would have otherwise been the case. So administrators
should restrict how much stuff students are allowed to put on their walls. Case in
point: some schools mandate that students can cover only up to 50% of their
walls with posters and the like.” In Our Lady of Peace School, we are always
reminded to remove all the plugged air conditioners, and televisions/projectors.
Thankfully, nothing terrible has ever happened. With this, we can already say we
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have prevented the occurrence of the Type C fire, or Electrical Equipment.
The second compartment contains fire safety gears which are Rubber
Insulating Gloves, Whistle and Face Mask. The Rubber Insulating Gloves is due
to fires concerning electricity or Electrical Fires. Protective gloves offer the first
line of defense against an array of hazards. Most often, they are used to protect
the hands against scrapes, cuts, chemical, biological, and electrical hazards--
with the goal of avoiding or limiting damage to the fingers, hands, wrists, and
lower arms. In some instances, the correct hand protection also helps to guard
against death. Current that travels through a person's body when it becomes part
of an electrical circuit, not voltage, causes damage to internal and external
organs and, frequently, death. The effect on a person depends on the amount of
current (measured in milliamps or amps) flowing through the body, the current's
path through the body, and the length of time the body remains in the circuit. The
effect can range from mild tingling sensations to heart paralysis and severe burns
of tissue and organs, often resulting in death.
According to the Bureau of Labor Statistics (BLS), electrocution is the fifth
leading cause of workplace fatalities in the United States with more than 2,000
fatal and more than 24,000 non-fatal electrical injuries reported in the last 10
years. That is why firefighters use gloves as part of their uniform. Aside the
dangers of heat, firefighters are also exposed to toxic fumes, sharp objects,
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uneven ground, slippery surfaces, biological fluids, spilt chemicals and electricity.
According to Fire and Rescue New South Wales Site, firefighters have different
types of gloves for protection against the variety of hazards that may be
experienced in their duties. For example, there are surgical gloves for protection
from biological hazards (e.g. body fluids), chemical resistant gloves, general
purpose gloves and thermal resistant gloves for general firefighting. There is no
single glove that can provide adequate protection from all risks. Training,
experience and supervision are needed to ensure the correct glove is being
worn. The fitting type of glove that must be used is the rubber insulating glove.
The second item in the compartment is the Whistle. It is needed for the
victims to call for back-up in extinguishing the fire or a call for help and safety.
According to Emergency Kits, whistles are one of the best bang-for-the-buck items
you can have with you in an emergency or survival situation. Whistles provide a
very loud sound that require very little blowing effort. The sound of a whistle will
attract rescue personal to your location. Some whistles have peas inside which
provides a distinct trill sound. This distinct sound will not be confused with howling
winds or other natural sounds that occur in hurricanes, storms, or when tornados
are present.
The third item in the compartment is the Flashlight. There are many
survival uses for a flashlight. Walking in a dark alley, a lonely street, a forested
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area or a dark parking lot can bring chills down your spine. This is because you
don’t know what is lurking in the dark. If you have ever been in this situation
before, then you know how crucial it is to have a flashlight, especially when you
hear some strange sounds from a nearby bush or suspect to see a shadow of a
person in a corner (Preppers Survive, 2018). So, having a flashlight in a fire
emergency is very helpful since you will able to see and avoid possible dangers
and hazards that can make the situation worsen.
The fourth item in the compartment is the protective goggles. According to
Fire Rescue1, faceshields, safety glasses and goggles are essential components
of a firefighter's personal protective equipment ensemble because work safety
experts say proper protective eyewear could prevent up to 90 percent of all eye
injuries. Fire department SOGs for the care and use of PPE should emphasize
this exposure risk and how firefighters can minimize the potential exposure risk
by keeping their protective firefighting goggles clean and unexposed to heat,
smoke and fire gases.
The fifth item in the compartment is the Face Mask. Face masks must be
used to prevent smoke inhalation which may cause headaches, breathing
problems, damaged corneas and skin damage. According to NSW Ministry of
Health, the best mask to use against smoke is an N95 respirator. It is a
respiratory protective device designed to achieve a very close facial fit and very
efficient filtration of airborne particles. Disposable P2/N95 face masks (also

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known as P2/N95 respirators) are able to filter out very fine particles from the air
when worn correctly. They help reduce exposure to smoke/ poor air quality and
associated health effects.
The Conceptual Framework
The Theoretical Framework
What makes a fire burn? According to Auburn Education, Fire is a
chemical reaction in which energy in the form of heat is produced. When forest
fuels burn, there is a chemical combination of the oxygen in the air with woody
material, pitch and other burnable elements found in the environment. This
process is known as Combustion. The combustion process or fire is sometimes

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called rapid oxidation. It is similar to the formation of rust on iron or the decay of
dead wood in the forest, except that the process is drastically speeded up, This
theory is from Antoine Lavoisier.
During Antoine Lavoisier’s time, chemistry was still mired in the legacy of
Greek philosophers in which they are still following the Theory of Phlogiston.
Developed by the German scientist Georg Ernst Stahl early in the 18th
century, he believed that every combustible substance contained a universal
component of fire, which he named phlogiston, from the Greek word for
inflammable. Phlogiston is oily or fatty earth. Because a combustible substance
such as charcoal lost weight when it burned, Stahl reasoned that this change
was due to the loss of its phlogiston component to the air. It followed that the less
residue a substance left after burning, the greater its phlogiston content. Turning
from organic substances to metals, Stahl knew that a metal calx (known today as
an oxide) heated with charcoal formed the original metal. He proposed that the
phlogiston of the charcoal had united with the calx. Therefore, metals, which
were thought to contain phlogiston, were also classified as combustibles. The
difficulty with this scheme was the reverse reaction. When metals were strongly
heated in air, the resulting calx weighed more than the original metal, not less, as
would be expected if the lead had lost the phlogiston component. This
inconsistency caused some phlogistonists to suggest that phlogiston might even
have a negative weight. (Royal Society of Chemistry, 2014)

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Back then, the existence of oxygen has not yet been discovered and after
many experiments done by himself, Antoine Lavoisier was convinced that
phlogiston is not what makes a fire burn. Lavoisier realized that combustion
actually involved air. Antoine Lavoisier’s Oxygen Theory of Combustion states
that fire is the reaction of a metal or an organic substance with that part of
common air he termed "eminently respirable." He believed his "pure air"
enhanced respiration and caused candles to burn longer because it was free of
phlogiston. By 1789, he announced to the Royal Academy of Sciences in Paris
that he found that most acids contained this breathable air. Lavoisier called it
oxygène, from the two Greek words for acid generator. (American Chemical
Society International Historic Chemical Landmarks, 1999).
In line with oxygen being one of the components of combustion, David B.
Kenyon, the former captain of the Chicago Fire Department and creator of the
Fireman’s pole, formulated the Fire Triangle Theory. The Fire Triangle Theory
states that three elements must be present for a fire to exist. These elements are
heat, fuel and oxygen. If any one of these elements on the three sides is to be
taken away, fire would cease to exist. In order to remove the heat, something
must be applied to the fire to absorb the heat or act as a heat exchanger. Water
is an agent used to accomplish this. Oxygen, as it exists in our atmosphere
(21%) is sufficient to support combustion in most fire situations. Removal of the

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air or oxygen can be accomplished by separating it from the fuel source or by
displacing it with an inert gas. Examples of separation would be foam on a
flammable liquid fire, a wet blanket on a trash fire, or a tight fitting lid on a skillet
fire. In the research’s case, it would be the fire blanket. Lastly, the fuel which is
the gases from the burning material, though in under many circumstances, it is
not practical to attempt to remove the fuel from the fire. The safety gear or the
electrical gloves can help with that.
Throughout history firefighters have used water to put out fires. In past
centuries people formed lines passing buckets of water to be tossed onto the fire.
The major useful property of water as an extinguishing agent is its capacity to
cool burning fuels to a temperature below which they cease to burn. In general
this capacity substantially exceeds that of other extinguishing agents, including
carbon dioxide and nitrogen. The exception is the inability of water to cool fuels
that can burn near or below normal ambient temperatures, particularly low flash
point liquids like gasoline. Water is normally applied to a fire in the form of a jet or
a spray. A jet allows the water to reach the fire area more easily, but has a very
limited capacity for rapid removal of heat whereas a spray can remove heat
rapidly. However when a jet reaches a solid surface it can break up into a spray
or form a film of water over the surface which improves its capacity to remove
heat. It can also be moved manually to similar effect.

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CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the method used in the study. It discusses the
research design used in conducting this dissertation, the locale to which the
study took place, the data gathering procedure and the data analysis done by the
researchers.
Research Design
This study will be using both experimental and non-experimental
quantitative research design. First, it will base its research method through
experiment, in which the researchers will test the effectivity of the product in a
controlled environment. Second, single subject quasi-experimental design,
because of the sampling that will be used on this research, convenience
sampling that aims to apply a condition to the available classes of learners,
particularly junior and senior high school students, teachers, and staffs in order to
find out the effects of the treatment to the classes involved.
The goal is to figure out if the Fire MitKit can improve the efficiency of
avoiding large-scale fires, by putting out the small fire, before it gets worse. In
order to identify if the product have done its purpose, the researchers request to
attain the approval of the target participants. The researchers will also be using
non-experimental design, a quantitative research design that does not involve

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manipulation or control features of the research, particularly, survey, in which it
defines the attitudes, preferences, and views of the participants for the Fire MitKit
(Baraceros, 2019)
Locale of the Study
The experimentation process up to the creation of the product will be
conducted at an open and safe area since the product should be tested in areas
that will not cause irreversible damage caused by fire. The study during the
survey process will be conducted inside of Our Lady of Peace School.
Research Instrument
The process that the researchers will use in collecting data through
experimentation is the components Treatment > Evaluation. The researchers will
seek for a solution to extinguish the chemical fires, electrical fires, paper fires and
wood fires that might happen in school and evaluated the effectiveness of the
product. The research instrument that the study will also be using is Survey
because the researchers aim to gather the thoughts of the target participants
about the product.

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Data Gathering Procedure
The researchers aim to discover the effectiveness in extinguishing small
scale fires of the Fire MitKit through an experiment. The Fire MitKit’s aim is to
extinguish common types of fire that may happen at school which are: Chemical
Fires, Electrical Fires, Wood Fires and Paper Fires. The researchers will also
require gathering the thoughts and perceptions of the target participants so the
researchers will be conducting a survey using the interval scale. The statements
may be declarative or interrogative and they would be close-ended. The choices
would be from 4-1 with 4 being the highest grade and 1 being the lowest.
In sampling, the research will be using Non-Probability Sampling,
specifically, Voluntary Sampling and Convenience Sampling or Availability
Sampling. The researchers’ product must be tested in a safe area where there
are less damages to occur since the study involves burning and fire which cannot
be done inside the school premises so the researchers needs to find people who
are part of the target participants that are willing to participate as respondents in
the research project. The respondents must also be part of the school, either
students or employees, because the study targets to benefit the school and its
members. The researchers plan is to select 10 Junior High School Students, 9
Senior High School Students, 11 faculty, staff and maintenance members of
OLPS which is 30 people overall who are willing to go outside the school grounds
to test the product themselves and respond to a survey about it. The respondents
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will also be receiving tokens as the researchers’ gratitude in agreeing to
participate in the success of the study. Beforehand, the researchers will
formulate a letter to get the consent of the school and stating that the school is
not liable to the study and will also acquire the consent of the parents (if needed).
Data Analysis
The data collected after the experiment will be listed in a table. By using a
table, the researchers would see the percentages of the perceptions of the target
participants. The table would be divided into categories namely the Junior High
School Students, Senior High School Students, Faculty Members and the Staff. It
will be helpful to see if the tests are acceptable to the audience and what aspects
must be changed or retained to make the product a success. The researchers
will conduct data analysis using the descriptive statistical technique because it
provides a summary of the orderly data obtained from the survey.. The
researchers will measure the data by having the mean of each data gathered and
will be using the Likert Scale to determine the average of the
participants’acceptance.
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CHAPTER 4
RESULTS AND DISCUSSION
This section presents the process the researchers have undergone to
achieve the data that they sought. This chapter also lists the information acquired
in the process.
The First Prototype of the Product
Figure 1. Prototype A “Wooden Fire MitKit”
The product is made of plywood; the product has a steel handle on topmost and
hinge lock for the three compartments. The first or upper compartment consist of
Pump Sprayer with 1.5 liters of water. In addition, there is a 4 feet hose on the
side connected to the pump sprayer. The second compartment consists of three
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1 kilogram sand buckets each and the last compartment contains diagonal pliers
and Rubber Insulating Gloves. The kit is 1 meter wide and a half meter long. It is
a luggage type.
The Consultation with the Bureau of Fire Protection
Since the chief and expert was not present on that day due to a meeting in
the City Hall, the researchers consulted Fire Officer 3 Jose Jeffrey Rivera about
the product. The researchers foremost introduced the thesis’ objectives and
subsequently, the product’s design. He inquired about its size and how it can be
made portable. He made notable remarks on the kit such as the weight of the
sand, hose and the water pressure and the fact that the kit is wooden makes it
heavier. The researchers listened to his criticisms and suggestions and
incorporated it to the new prototype.
The Second Prototype of the Product

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Figure 2. Prototype B “Fire Backpack”
Taking in consideration F.O3 Rivera’s criticisms, the researchers
developed the second prototype. It still consisted of the same elements inside but
the material on which the kit is made of is different: fabric. On account of its
portability, the researchers made it into a backpack that can easily be carried
around. Inside are the two compartments, the upper one being sand and the
bottom being the water in which the hose is connected to. The hose is located
outside of the bag for easier accessibility. In the topmost, there is a container that
can be opened through a zipper. Inside it are the safety gear which are electrical
gloves and wire cutter. The size of the backpack is 1 meter high and 0.5 meter
wide.
Consultation with the Philippine Red Cross
The researchers consulted three experts from different units of Philippine
Red Cross.
Mr. Don Ericson Orje, Technical Officer of Operation Emergency
Response Unit, stated that sand is not a good component for the kit because to
be able to extinguish a small type of fire, one bucket of sand is required which
weighs approximately six (6) kilos. For the sake of portability, it is too heavy for
the kit so he suggested replacing it with the fire blanket which is any type of cloth
with water. He stated that the fire blanket also does the same function as the
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sand which smothers the fire and remove the oxygen. He suggested adding
whistle, flashlight, face mask and protective goggles in part of the safety gear. He
also advised to remove the wire cutter since handling electrical wires and outlets
is extremely dangerous and out of the researchers’ expertise. The correct course
of action to do in an electrical fire is to turn off the fuse box of the building than to
cut the wire. In addition, Sir Orje recommended putting instructions in using and
handling the kit. The researchers and the expert discussed putting a small fire
extinguisher in the kit but eventually, decided against it.
After that, the researchers consulted with Mr. Von Ryan Ong, Manager of
Safety Services Unit. He is allegedly very skilful and accomplished in Research
along with Mr. Jaylord D. Abrigado, National Field Representative of the Safety
Services Unit. They provided tips and fresh insights in our thesis. They inquired
about our product. One of their questions is the location of the kit in the school.
The researchers intended the kit to be put per room but after further
consideration, made it per person specifically it will be placed on the back of the
arm chair. They also advised about the relevance and connection of the Review
of Related Literature to the product.

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Third Prototype of the Product
Figure 3.
Prototype C
“Fire MitKit”
The researchers changed the product to be a duffel bag since it is more
convenient than a backpack because two arms are used to wear but a duffel bag
only needs one and your body to support it. Instead of three compartments, there
are now two compartments. The biggest compartment contains the fire blanket,
water and fire safety gloves. The smallest compartment contains the fire safety
gear which are the flashlight, face mask, gloves and goggles.
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MATERIALS:
Figure 4. Water
Bottle
2L water bottle
2 yards bag strap
2 yards thick fabric
1 yard thin fabric Figure 5. Whistle
4 yards Velcro
Flashlight Figure 6. Sewing Kit
Whistle
Figure 7. Fabric
Goggles
Gloves
Sewing Kit
Figure 8. Velcro
Figure10.
Goggles
Figure 9. Gloves
PROCEDURES
1. Cut the thick fabric in varieties of sizes (for the bag, circular with a
diameter that fits the width of the bag, pocket, cover, face mask, hoodie,
12 inches wide and 4 inches tall for the hoodie strap, and blanket)
2. Sew the four edges of all the fabric pieces (except the circular one) and
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burn the edges of the circular cloth to avoid loose threads.
3. Sew the bag.
4. Sew the circular cloth below the bag and the cover of the bag.
5. Sew the soft side of the velcro on the bag, and the hard side on the cover.
Next, sew the strap behind the bag and the pocket located in front of the
bag.
6. Draw a mask shape on the cloth (both the thin & thick) designated for it.
7. Sew all the sides, except the top one, and then put the right amount of
cotton inside then Cut the two straps measuring 6 inches both, and sew it
on the left and right sides of the mask.
8. Sew the velcro on both straps and sew the smaller blanket on the top in
order to resemble hoodie. Sew the soft side of the velcro on the bottom
part of the hoodie.
9. Sew the hard side of the velcro on the top part of the larger blanket.
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10. Sew the 12 inches wide and 4 inches tall for the hoodie strap on the collar
bone part of the larger blanket.
11. Sew the hard side of the velcro on the strap and Sew the soft side of the
velcro on the larger blanket (connecting the strap to the other side)
12. Fill the 2L water bottle with water.
13. Put the blanket, hoodie, face mask, insulated rubber gloves and water
bottle on the main compartment.
14. Put the remaining equipment (whistle, goggles, flashlight) inside the
pocket of the kit.

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DOCUMENTATION
RESULTS
Figure 11. Documentation

Figure 13.
Fire Blanket
Figure 14. Figure 4. Fire Blan-

Fire Hoodie ket with attachable Prior Testing of the Product
hoodie
Due to the nature of the experimentation
which is fire, the experiment must be supervised and guarded by a
professional fire fighter to avoid any possible losses or casualties so the
researchers went to the Bureau of Fire Protection to request a fire fighter for
our safety. The researchers’ initial plan is to conduct the experiment in
Melendres Farm, a private property away from the school, but upon
consultation with SFO4 Gary Raymond Cantillon, he told us to just conduct

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the experiment in their personal testing area in Taktak Rd. but it will cost a lot
because they have to bring the fire truck and let us borrow the fire hole which
will amount to 1500 php. We also need to get a clearance permit from the
OPSS. Sir. Cantillon then told us to just conduct the experiment in the area of
the school so we can save money. He also made a point that fire drills are
being done in the school so it is not prohibited to start a fire there as long as
we have the right equipment and the fact that our product is for small scale
fires only. After further discussion, they agreed for FO3 Nicole Maniwang to
supervise us in the testing and told us to borrow two fire extinguishers from
the school. They also let us borrow their fire pit.
The researchers then inquired with Sir. Gatlabayan for possible
locations of testing in the school. Upon conversation, the researchers and the
school came in the decision to conduct said experiment in the school
quadrangle.
Materials Used in the Testing
The materials used in the testing process are the Fire Pit, 1 ½ bottles of
unleaded gasoline, pieces of papers, box of used wood given by Mang Tony in
the School’s Construction Department, wire given by Kuya Joey from the
School’s Electrical Department, 4 pieces of AA battery and matchstick.

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Figure 4. Paper
Figure 3. The Fire Pit
Figure 5. Box of Wood
Figure 6. Unleaded Gasoline
Figure 7. Battery
TESTING OF THE PRODUCT
RESEARCHERS’ TESTING
PROCESS DOCUMENTATION
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1. FO3 Maniwang, the fire fighter
assigned to supervise us,
arrived at the school at around 1
pm. He borrowed two Fire
Extinguishers.
2. With the fire fighter’s guidance,
the researchers tested their
product. The fire pit is in place
and the experiment started with
the Paper Fire using the pieces
of paper, unleaded gasoline for
the fuel and the match as the
fire starter.
3. The researchers extinguished
the paper fire with using water
only.
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4. Using the box of wood,
unleaded gasoline and the
match, the firefighter started the
wood fire. It can also be
extinguished by just using water.
5. The researchers then burned
the AA battery and pieces of
wire. It got extinguished by the
fire blanket.
Table 1. Process of the Researchers’ Product Testing
PARTICIPANTS’ TESTING
PROCESS DOCUMENTATION
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1. The first set of participants
are the Junior High School
Students. Before conducting
the experiment, the
researchers introduced and
briefed them about the
product. They were also
asked to wear or lift the kit in
order to know if it is portable
for them.
2. The experiment process is
the same. The tasks of
extinguishment were evenly
distributed. The Grade 7
students extinguished the
paper fire. The Grade 8 and
Grade 9 students
extinguished the wood fire.
The Grade 10 students
extinguished the electrical
fire. This time, the wood fire

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is extinguished by the fire
blanket.
3. The second set of
participants are the Grade 12
students and some Faculty
and Staff.
4. Unfortunately, due to
conflicting schedules, Grade
11 students and some of the
staff and maintenance
cannot conduct the
experiment. So the next day,
the researchers let them
watch the videos of the
testing and gave them a
survey to answer.
Table 2. Process of the Participants’ Product Testing and Survey
RESULTS OF THE QUESTIONNAIRE
The questionnaire consists of three categories namely Portability, Ergonomics
and Effectiveness/Purpose. The Portability category has 3 questions under it,

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Ergonomics category has 3 questions and Effectiveness/Purpose category has 7
questions. There is also a remarks/comments/suggestions part of the
questionnaire. There are 30 participants overall and they are divided into three
categories: Junior High School, Senior High School and Faculty, Staff &
Maintenance. Every one of the participants are all given the same questionnaire.
The researchers used the Likert Scale to determine the average
acceptance of the participants depending on the categories of the product.
LEVEL PARAMETER DESCRIPTION
4 3.26 – 4.00 Strongly Agree
3 2.51 – 3.25 Agree
2 1.76 – 2.50 Disagree
1 1.00 – 1.75 Strongly Disagree
Junior High School Students’ Perspective
There were 10 Junior High School Students who tested the product and
conducted the survey. There were two Grade 7 students, three Grade 8 students,
two Grade 9 students and two Grade 10 students. Below are the results of the
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said survey.
PORTABILITY SA A D SD MEAN DESCRIPTION

1 4 5 1 0 3.4 SA
2 7 3 0 0 3.7 SA
3 7 3 0 0 3.7 SA
OVERALL MEAN 3.6 SA
ERGONOMICS
1 9 1 0 0 3.9 SA
2 6 4 0 0 3.6 SA
3 7 2 1 0 3.6 SA
OVERALL MEAN 3.7 SA
EFFECTIVENESS/
PURPOSE
1 4 6 0 0 3.4 SA
2 6 4 0 0 3.5 SA
3 8 2 0 0 3.8 SA
4 4 6 0 0 3.6 SA
5 9 1 0 0 3.9 SA
6 10 0 0 0 4 SA
7 8 2 0 0 3.8 SA
OVERALL MEAN 3.714285714 SA
Table 3. JHS’ Results
A. Portability
According to the Cambridge English Dictionary, Portability is the quality of an
object to be small and light enough to be easily carried or moved. The
researchers find the portability of the kit to be necessary because in fire
emergency situations, the people will be relying on the kit as their tool for
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protection and safety so they need something that will be efficient and quick
in order to prevent larger losses or casualties. Portability is vital because the
kit is not only for fire extinguishment purposes but can also be used to escape
using the whistle, flashlight, face mask, gloves and goggles. The kit will be
carried around.
As shown in Table 3, in the first question, out of ten (10) JHS students,
four (4) strongly agreed, five (5) agreed and one (1) disagreed that the kit is
easy to carry. In the second question, seven (7) strongly agreed and three (3)
agreed that it is not painful to be carried. In the third question, seven (7)
strongly agreed and three (3) agreed that the kit’s weight does not hinder the
fast response during fire emergencies. The data results show that the Junior
High School Students strongly agree that the kit is easy to carry and use
during fire emergencies.
B. Ergonomics
Ergonomics, according to Doohrman Consulting, is the process of designing or
arranging workplaces, products and systems so that they fit the people who use
them. Basically, ergonomics is the usefulness of the product and its ability to
make tasks easier for the people who will use it. Ergonomics is very vital for our
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product because a small fire accident can lead to a life or death situation if not
handled properly. The kit must prove helpful and useful to the people.
As shown in Table 3, in the first question, nine (9) strongly agreed and
one (1) agreed that the kit is easy to use. In the second question, six (6) strongly
agreed and four (4) agreed that the kit aids the efficiency of the response. In the
third question, seven (7) strongly agreed, two (2) agreed, one (1) disagreed that
they do not need guidance in using the kit because the instructions pasted in the
product are easy to understand on their own. The data results show that the
Junior High School Students strongly agree on the ergonomics of the product.
C. Effectiveness/Purpose
The Fire Mitigation Kit’s main purpose is to extinguish small
different types of fire thru the water and fire blanket. Its secondary purpose
is for escape with the fire safety gear and the fire blanket with the
attachable hoodie.
As shown in Table 3, in the first question, four (4) strongly agreed and six
(6) agreed that the fire blanket successfully extinguished the chemical fire.
In the second question, six (6) strongly agreed and four (4) agreed that the
fire blanket successfully extinguished the electrical fire. In the third
question, eight (8) strongly agreed and two (2) agreed that the water alone
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can extinguish the paper fire. In the fourth question, four (4) strongly
agreed and six (6) agreed that the water alone can extinguish the wood
fire. In the fifth question, nine (9) strongly agreed and one (1) agreed that
the safety gears are easy to find or get in the kit. In the sixth question, all
(10) of them strongly agreed that the safety gears are useful during fire
emergencies. In the seventh question, eight (8) strongly agreed and two
(2) agreed that they understand the purpose of the fire blanket, water and
safety gear in fire emergencies. Overall, the data results show that the
Junior High School students strongly agree with the effectiveness of the
product.
D. Remarks/Comments/Suggestions
There are no comments.
Senior High School Students’ Perspective
There are 9 senior high school participants in the study. There are five Grade 11
students and four Grade 12 students. All of the Grade 12 students had
participated in the product testing but the Grade 11 students, due to the schedule
conflict, has only watched the testing thru a video and answered a survey.
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1 3 4 2 0 3.111111111 A
2 4 5 0 0 3.444444444 SA
3 1 6 2 0 2.888888889 SA
OVERALL MEAN 3.148148148 A
ERGONOMICS
1 6 3 0 0 3.666666667 SA
2 6 1 2 0 3.444444444 SA
3 5 3 1 0 3.444444444 SA
EFFECTIVENESS/PURPOSE
1 8 1 0 0 3.888888889 SA
2 8 1 0 0 3.888888889 SA
3 8 1 0 0 3.888888889 SA
4 8 1 0 0 3.888888889 SA
5 7 2 0 0 3.777777778 SA
6 5 4 0 0 3.555555556 SA
7 8 1 0 0 3.888888889 SA
Table 4. SHS Results
A. Portability
As shown in Table 4, in the first question, out of nine (9) JHS students,
three (3) strongly agreed, four (4) agreed and two (2) disagreed that the kit
is easy to carry. In the second question, four (4) strongly agreed and five
(5) agreed that it is not painful to be carried. In the third question, one (1)
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strongly agreed, six (6) agreed and two (2) disagreed that the kit’s weight
does not hinder the fast response during fire emergencies. The data
results show that the Senior High School Students agree that the kit is
easy to carry and use during fire emergencies.
B. Ergonomics
one (1) agreed that the kit is easy to use. In the second question, six (6)
strongly agreed and four (4) agreed that the kit aids the efficiency of the
response. In the third question, seven (7) strongly agreed, two (2)
agreed, one (1) disagreed that they do not need guidance in using the kit
because the instructions pasted in the product are easy to understand on
their own. The data results show that the Senior High School Students
strongly agree on the ergonomics of the product.
As shown in Table 4, in the first question, eight (8) strongly agreed and
one (1) agreed that the fire blanket successfully extinguished the chemical
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fire. In the second question, eight (8) strongly agreed and one (1) agreed
that the fire blanket successfully extinguished the electrical fire. In the third
question, eight (8) strongly agreed and one (1) agreed that the water
alone can extinguish the paper fire. In the fourth question, eight (8)
strongly agreed and one (1) agreed that the water alone can extinguish
the wood fire. In the fifth question, seven (7) strongly agreed and two (2)
agreed that the safety gears are easy to find or get in the kit. In the sixth
question, five (5) strongly agreed and four (4) agreed that the safety gears
are useful during fire emergencies. In the seventh question, eight (8)
strongly agreed and one (1) agreed that they understand the purpose of
the fire blanket, water and safety gear in fire emergencies. Overall, the
data results show that the Senior High School students strongly agree with
the effectiveness of the product.
There are no comments.
Faculty, Staff and Maintenance’s Perspective
There are 11 Faculty, Staff and Maintenance personnel who participated in our
study. There were 3 faculty teachers, 5 staff personnel from different areas and 3
maintenance personnel. Some faculty and staff employees had tested the
product themselves but other faculty, staff and maintenance employees just
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watched a video of the testing and answered the questionnaire due to busy
schedules.

1 5 6 0 0 3.454545455 SA
2 8 3 0 0 3.727272727 SA
3 8 3 0 0 3.727272727 SA
ERGONOMICS
1 9 2 0 0 3.818181818 SA
2 9 2 0 0 3.818181818 SA
3 9 2 0 0 3.818181818 SA
EFFECTIVENESS/PURPOSE
1 10 1 0 0 3.909090909 SA
2 10 1 0 0 3.909090909 SA
3 10 1 0 0 3.909090909 SA
4 10 1 0 0 3.909090909 SA
5 7 4 0 0 3.636363636 SA
6 9 2 0 0 3.727272727 SA
7 10 1 0 0 3.9090905.909 SA
Table 5. Faculty, Staff & Maintenance Results
A. Portability
As shown in Table 5, in the first question, out of eleven (11) faculty, staff
and maintenance personnel, five (5) strongly agreed and six (6) agreed
that the kit is easy to carry. In the second question, eight (8) strongly
agreed and three (3) agreed that it is not painful to be carried. In the third
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question, eight (8) strongly agreed and three (3) agreed that the kit’s
weight does not hinder the fast response during fire emergencies. The
data results show that the Faculty, Staff and Maintenance Personnel
strongly agree that the kit is easy to carry and use during fire
emergencies.
B. Ergonomics
two (2) agreed that the kit is easy to use. In the second question, nine (9)
strongly agreed and two (2) agreed that the kit aids the efficiency of the
response. In the third question, nine (9) strongly agreed and two (2)
agreed that they do not need guidance in using the kit because the
instructions pasted in the product are easy to understand on their own.
The data results show that the Senior High School Students strongly
agree on the ergonomics of the product.
As shown in Table 5, in the first question, ten (10) strongly agreed and
one (1) agreed that the fire blanket successfully extinguished the chemical
fire. In the second question, ten (10) strongly agreed and one (1) agreed
that the fire blanket successfully extinguished the electrical fire. In the third
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question, ten (10) strongly agreed and one (1) agreed that the water alone
can extinguish the paper fire. In the fourth question, ten (10) strongly
agreed and one (1) agreed that the water alone can extinguish the wood
fire. In the fifth question, seven (7) strongly agreed and four (4) agreed
that the safety gears are easy to find or get in the kit. In the sixth question,
nine (9) strongly agreed and two (2) agreed that the safety gears are
useful during fire emergencies. In the seventh question, ten (10) strongly
agreed and one (1) agreed that they understand the purpose of the fire
blanket, water and safety gear in fire emergencies. Overall, the data
results show that the Faculty, Staff and Maintenance Personnel strongly
agree with the effectiveness of the product.
> Faculty A suggested, “Bags should be in a different color so that it will
be easy to find the materials inside.”
> Staff A wrote, “I graded 3 for portability due to the fact that the kit must
have certain necessary equipment to complete its purpose, so it may hurt
one’s back when carried for a long time. However, portable enough to be
brought and on standby. The participants should also had been asked to
wear the safety gear during the testing. Very Good to coordinate with the
city government for the safety and effectiveness. The kit can also be used
by anybody and cost-effective.”

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CATEGORY OVER-ALL MEAN LIKERT SCALE
JUNIOR HIGH
3.71 STRONGLY AGREE
SCHOOL
SENIOR HIGH
3.82 STRONGLY AGREE
SCHOOL
FACULTY, STAFF &

3.84 STRONGLY AGREE
MAINTENANCE
Table 6. Overall Results of Participants
Table 6 shows the overall data gathered on the perspective of the OLPSian
Community. The researchers analyzed that the average of all the participant’s
answers in each category all achieved a 4 in the Likert Scale equivalent to
Strongly Agree. The level of acceptance of the OLPSian Community is high
especially the Faculty, Staff and Maintenance with a mean of 3. 84, next is the
Senior High School community having 3. 82 and the Junior High School
community with a 3.71.
CHAPTER 5
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This section presents the conclusions drawn based on the findings of the
study. Furthermore, this chapter presents and offers recommendations for
institutional improvement and further studies.

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Findings
The following findings are presented, and this is supported by the data
gathered by the researcher through the tests that they have conducted.
1. Based on the respondents and researchers’ responses, the Fire
Mitigation Kit achieved its criteria in Portability, Ergonomics and
Effectiveness. The kit’s weight and purpose will be useful during fire
emergencies.
2. Although, about ergonomics, the instructions taped on the kit got
removed and the other participants needed the researchers’ guidance
in order to properly use the kit.
3. During the experiment, instead of using water to extinguish paper and
wood fires, the researchers tried to use the wet fire blanket. The fire
blanket extinguished the fire easily. With this, the researchers realized
that it is more efficient and effective to use the wet fire blanket instead
of pouring just water on the fire. The water was consumed easily and
requires to be refilled. Thus, not a good option in case of real-life fire
emergencies.
4. The Fire Blanket can be reused many times and still achieve its
purpose.
5. Putting the wet fire blanket inside the kit decreases its portability since
some of the participants who arrived late in the testing carried the kit
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with the already wet fire blanket inside. They found it considerably
heavy and answered a ‘3’ on the portability area of the survey.
6. The Fire Blanket can be cleaned by just washing it like a normal
blanket.
Conclusions
The following conclusions have been made which sets its root to the
findings of this study:
1. The fire blanket can extinguish all types of fire indicated in the study
specifically Chemical Fires, Electrical Fires, Paper Fires and Wood Fires.
2. The Fire Mitigation Kit can also be a Fire Escape Kit. If the fire is too large
to extinguish, the fire blanket’s design makes it capable to be a coat
matched with the attachable hoodie. It just requires to be wet. The Fire
Safety Gear such as the flashlight, whistle, rubber insulating gloves, face
mask and protective goggles can also be helpful in escaping the fire
incident especially the whistle since blowing on it can alert other people
about the emergency.
3. The kit performed well and satisfied the researchers’ expectations based
on the experiment conducted and the participants’ response.
4. This study raised fire safety awareness especially to the participants.
Recommendations
The researchers look forward into the brighter future of this study that
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aims to cultivate the knowledge, thus the researchers offer the following
recommendations:
1. The Fire Mitigation Kit, as coined by its name, can only mitigate and
prevent large losses from happening. The researchers hope that this study
can help other researchers to expand on it and make it a kit that can
extinguish large scale fires while staying portable and affordable.
2. As suggested by Faculty A, the kit should have an innovative design that
can help the user more.
3. Since the researchers do not have enough budget for a large study, the
future researchers should experiment or test the product in a fire
emergency simulation to fully assess the kit’s capabilities.
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Our Lady of Peace School

THE DEVELOPMENT OF FIRE MITKIT (MITIGATION KIT) FOR FIRE-

RELATED CONCERNS FOR OUR LADY OF PEACE SCHOOL

A High School Thesis Presented to

In Partial Fulfilment of the Requirements

THE PROBLEM AND ITS BACKGROUND

This chapter presents background information about the topic of this

of this study and the significance of the research.

Fire is universally accepted as important to human life, with myriad

a primary mover in the evolution of civilization. It was essential to the

development of family structures, cuisine, agriculture, metallurgy, architecture,

modern technologies—from ceramics, to metal working, to the nuclear industry

carelessly, becomes dangerous.

losses can be extraordinary, causing hundreds of deaths, widespread damage to

hazards are intoxication caused by alcohol, candles, cooking, electricity, matches

and emotional aspects of a person. It can also happen anywhere, in homes,

Water is to eliminate heat because of water’s cooling properties. Lastly, the

Statement of the Problem

1.1) Materials needed

1.2) Durability of Fire MitKit

MitKit in terms of:

Scope and Limitations

small scale fires.

Significance of the Study

performance in the school.

be significant to the following individuals:

schools which are prone to fire hazards and fire accidents.

case of fire emergencies

hospitals etc in the whole community.

conceptually and/or operationally.

reaction that ignites a solid, liquid, or gas chemical compound.

Electrical Gloves – These gloves provide protection against electric shock and

are usually made of rubber.

outdated appliances, anything that emits electricity that is set on fire.

Ergonomics – It is the process of designing or arranging workplaces, products

usable by the target audience.

nose and eyes.

Fire – The phenomenon of combustion manifested in light, flame, and heat and

occurs whenever combustible fuel in the presence of oxygen at an extremely

high temperature becomes gas.

Fire Accidents – Accidents caused by fire which can result in serious injury and

damage to personal property.

Fire Blanket - A fire blanket is a safety device designed to extinguish incipient

Fire Emergencies – A situation in which fire may cause death or severe injury.

Fire Mitigation – Lessen the burning and effects of fire

Fire MitKit – Abbreviation for Mitigation Kit

Flashlight - A flashlight is a small electric light which gets its power from

batteries and which you can carry in your hand.

Fuel – Fuel is any kind of combustible material that is characterized by its

over the landscape.

needed to maintain the fire and enable it to spread.

N95 Face Mask - An N95 face mask is a respiratory protective device designed

to achieve a very close facial fit and very efficient filtration of airborne particles.

Oxygen – It supports the chemical processes that occur during fire.

air, releasing heat and generating combustion products.

Paper Fire – A fire on which paper is burned.

Portability – It is the ability to be easily carried or moved.

Protective Goggles - Goggles, or safety glasses, are forms of protective

prevent particulates, water or chemicals from striking the eyes.

Safety Gear – These are protective clothing, helmets, goggles, or other

garments or equipment designed to protect the wearer's body from injury.

Water – Water extinguishes a fire by cooling, which removes heat because

of water's ability to absorb massive amounts of heat as it converts to water vapor.