FIRE 1906This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 3
Course Title Industrial Fire Protection
Corequisite(s) None Specified
This course places emphasis on the study of detection, alarm, standpipe, sprinkler, and special extinguishing systems. It also includes interfacing and training of industrial fire brigades and public fire protection.
Expected Educational Results
Students should be able to:
1. Explain the responsibilities and duties of an organized fire brigade.
2. Discuss fire behavior.
3. Recognize and explain the uses of tools and appliances used in protection of private industry.
4. Recognize the different hazards and safety issues in industry.
5. Understand the components of the Incident Management System.
Industrial Fire Brigade Training Incipient Level First Edition (or most current) IFSTA Fire Protection Publications, ISBN 087939-119-7
I. FIRE BRIGADE ORGANIZATION AND RESPONSIBILITIES
Responsibilities of Management
Employee Emergency Action Plan
Fire Brigade Organizational Statement
Interaction with Outside Agencies
II. FIRE BEHAVIOR
What is Fire?
Sources of Heat Energy
Principles of Fire Behavior
Phases of Fire
Thermal Layering of Gases
Products of combustion
Fire Extinguishment theory
Chemical flame Inhibition
Classification of Fires and Extinguishment Methods
Class A Fires
Class B Fires
Class C Fires
Class D Fires
III. HOSE, NOZZLES, AND APPLIANCES
Care and Maintenance
Hose Tools and appliances
IV. PORTABLE FIRE EXTINGUISHERS
Extinguisher Rating System
Selecting Portable Fire Extinguishers
Using Portable Fire Extinguishers
Types of Portable Fire Extinguishers
Inspection, Maintenance, and Servicing
V. FIRE DETECTION AND ALARM SYSTEMS
Types of Alarm Systems
Automatic Alarm Systems
Supervising Fire Alarm Systems
VI. FIXED EXTINGUISHIG SYSTEMS
Automatic Sprinkler Systems
Carbon Dioxide Extinguishing Systems
Dry Chemical Extinguishing Systems
Foam Extinguishing Systems
Wet Chemical Extinguishing Systems
Halon Extinguishing Systems
VII. HAZARD RECOGNITION
Flammable and Combustible Liquids
Material Safety Data Sheet
Fire Safety Inspections
VIII. INCIDENT MANAGEMENT
Components of the IMS
Implementing the System
General Education Outcomes
I. This course addresses the general education outcome relating to communication through listening, reading, writing and speaking.
1. Students develop their reading comprehension skills by reading the text and handout materials. Students are required to collect and summarize articles on instructional techniques from current periodical sources.
2. Students develop their listening skills through lecture and small group problem solving. Lecture material is presented that is not included in the text or handout material and is included as part of the exams or tests.
3. Students develop their reading and writing skills through the use of problems and activities developed specifically to enhance their understanding of certain instruction principles. Students provide written or oral solutions to these problems in both individual and group format. They must also deal with short-answer type questions on course exams.
II. This course addresses the general education outcomes of mathematical concept usage and applies the scientific method as follows:
1. Students must apply mathematical concepts in the solution of problems designed to illustrate figuring sprinkler coverage, heat and smoke detector coverage and gallons per minute. Analysis of graphically presented material also tests their mathematical skills as well as their ability to interpret and communicate quantitative data.
2. Students apply the scientific method in the set-up and solution of problems designed to illustrate phases of fire, heat transfer, and fire science theory.
III. This course addresses the general education outcome relating to identifying and evaluating industrial fire protection techniques.
Assessment of Outcome Objectives
1. COURSE GRADE
The course grade will be determined by the individual instructor (under the guidelines of the division) using a variety of methods such as quizzes, homework, group projects and exams. Graded activities are designed to measure students' abilities to use higher order thinking skills in their understanding and applying of Life Safety and Inspection concepts. A comprehensive final exam is required. This exam must count for no more than 25% of the course grade.
2. DEPARTMENTAL ASSESSMENT
FIRE 1906 will be assessed every 5 years in the fall. The committee will develop a time-line to monitor the assessment process during the five-year cycle to ensure that assessment activities are occurring in order to have sufficient data to undertake a formal assessment at the end of the cycle. Assessment will consist of:
a. An attitudinal survey addressing students' Career and professional goals and perceptions of the quality and usefulness of the course.
b. A set of objective test items keyed to expect learning outcomes. These items will be balanced with respect to content and level of cognitive demand.
c. A pilot administration for the objective assessment instrument. The results of the pilot assessment will be used to determine how well the test items are functioning in terms of discrimination, difficulty, and test reliability. The information obtained from item analysis will be used to eliminate or rewrite test items not functioning properly.
d. The revised assessment instrument will be administered during the assessment cycle at a time established by the committee.
3. USE OF ASSESSMENT FINDINGS
The FIRE 1906 Assessment Committee will analyze the results of both the pilot testing and the formal assessment data as well as the attitudinal survey. The committee will use assessment results to determine the effectiveness of the course by seeking answers to the following questions:
a. Are students performing at a pre-determined minimal level of performance on:
1. the course as a whole
2. on individual learning outcomes
b. Which learning outcomes are students' performance acceptable or above average?
c. Which learning outcomes are students' performance below minimal level?
d. What factors are contributing to student performance on those learning outcomes below minimal level of performance?
e. What changes or modifications in course content or instructional strategies are needed to help improve student performance on learning outcomes below minimal level of performance?
Last Revised: Aug. 08, 2011Return to all courses