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FIRE 2911

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 3
Course Title Firefighters' Hydraulics
Prerequisite(s) NONE
Corequisite(s) None Specified
Catalog Description
The course is an application of the laws of mathematics and physics to properties of fluid states, force, pressure and flow velocities, study of water sources and distribution systems. Emphasis is placed on applying principles of

Expected Educational Results
Upon successful completion of this course, the student should be able to the following concepts relating to Fire, Water, and Fire Streams:
I. Fire and Water
A. The student shall demonstrate the principles of friction loss as they relate to:
1. Internal diameter of hose
2. Length of hose line
3. Manner in which hose lines are laid
4. Physical condition of hose
5. Pressure
6. Velocity of flow
B. The student shall identify the following types of pressure found in the fire service:
l. Flow pressure
2. Negative pressure
3. Normal operating pressure
4. Residual pressure
5. Static pressure
C. The student shall identify the following terms that relate to the basic principles of fire Service hydraulics:
l. Atmospheric pressure
2. Friction loss
3. Head pressure
4. Pound per square inch (psi)
5. Vacuum
6. Velocity
7. Water hammer
D. The student shall demostrate the properties of water as they relate to:
l. Law of specific heat
2. Law of latent heat of vaporization
3. Six principles of fluid pressure
4. Advantages of water as an extinguishing agent
5. Disadvantages of water as an extinguishing agent
II. Fire Streams and Nozzles
A. The students shall select the proper nozzle and hose size for various fire situations.
B. The student shall identify characteristics of given types of fire streams.
C. The student shall identify four special stream nozzles and demonstrate two uses for each.
D. The student shall identify and explain foam making equipment and appliances.
E. The student shall identify, select, and assemble those items required to develop at least three types of fire streams
F. The student, given a selection of nozzles and tips, shall identify their type, design operation, nozzle pressure and flow in GPM for proper operation of each.
G. The student shall demonstrate the principles of friction loss as they relate to the use of various nozzles.
ENTRY LEVEL COMPETENCIES
Upon entering this course the student is expected to be able to perform basic algebraic calculations.
TEXT:
Fire Service Hydraulics, 2nd edition; James F. Casey

General Education Outcomes
The student will develop and understanding of fire pump operations and principles, including the use of various appliances, hose sizes, and private protection systems.

Course Content
I.Principles of Hydraulics
a.water
b.pressure and force
II.Tank & Container Capacity
a.volume
b.weight
c.fire hose
III.Water Supply & Tests
a.types of systems
b.capacity and distribution
c.hydraulics and testing
d.emergency provisions
IV.Fire streams
a.solid streams
b.fog streams
c.reach and penetration
V.Flow (discharge)
a.estimating
b.formula
c.nozzles
VI.Friction Loss
a.principles
1.rules and formula
b.problems
1.hose lines
2.appliances
3.reducing friction loss
VII.Required Engine Pressures
a.single and wide lines
b.elevated and appliance application
VIII.Nozzle Pressures
a.reaction
b.flow
IX.Pump Capacity
a.standard ratings
b.testing
X.Standard Operating Procedures
a.initial pressures
b.tip size
c.master streams
d.pre-connect
XI.Fire Ground Operations
a.relay
b.tankers
c.operational consideration
d.drafting
XII.Special Systems
a.foam
b.stand pipes
c.automatic sprinklers

Assessment of Outcome Objectives
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 hydraulic concepts. A comprehensive final exam is required. This exam must count for no more than 25% of the course grade.
Divisional Assessment
FIRE 2911 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 expected learning outcomes. These items will be balanced with respect to content and level of cognitive demand.
c. A pilot administration for the objective assessment instrument. The results of the pilot assessment will be used to determine how well the test items are functioning in terms of discrimination, difficulty, and test reliability. The information obtained from item analysis will be used to eliminate or rewrite test items not functioning properly.
d. The revised assessment instrument will be administered during the assessment cycle at a time established by the committee.
Use of Assessment Findings
The FIRE 2911 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 of performance?
d. What factors are contributing to student performance on those learning outcomes below minimal level of performance?
e. What changes or modifications in course content or instructional strategies are needed to help improve student performance on learning outcomes below minimal level of performance?

Last Revised: Aug. 08, 2011
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