INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS®

Harold A. Schaitberger Vincent J. Bollon

General President General Secretary-Treasurer

Funded by
National Institute of Occupational Safety and Health
National Institute of Environmental Health Sciences

Copyright ©2005 International Association of Fire Fighters

1750 New York Avenue, N.W., Washington, D.C. 20006
(202) 737-8484 http://www.iaff.org
FIRST RESPONDER OPERATIONS INTRODUCTION
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Preface
This program, Hazardous Materials Training for First Responders, has been developed by the Hazardous Materials
Training Department of the International Association of Fire Fighters (IAFF) through grants from the National
Institute for Occupational Safety and Health (NIOSH) and the National Institute of Environmental Health Sciences
(NIEHS).

Background
The IAFF developed this course for those fire, rescue, Emergency Medical Service (EMS) personnel, and other
First Responders who may respond to incidents involving Hazardous Materials (HazMat) or Weapons of Mass
Destruction (WMD). The role of the First Responder is changing, along with the hazards and risks inherent in calls
that once were considered “common alarms.”

This course will focus on enabling students to:

— Protect their health and safety before, during, and after responding to potential or actual HazMat/WMD incidents
— Acquire the knowledge and skills needed to recognize and identify the clues that determine the presence of HazMat/
WMD
— Learn how to research and evaluate technical information
— Practice making decisions and executing First Responder actions in a team-based learning environment

This methodology will require First Responders to systematically apply a specific decision-making process for safely
operating at HazMat/WMD incidents. This course articulates a decision-making process, relating how to think along
with what to do and not do.

Compliance
This course, Hazardous Materials Training for First Responders (2005 edition), is designed to be compliant with current
laws and standards for hazardous materials emergency response at the operations level. The IAFF recognizes opera-
tions level training to be the minimum acceptable level for fire fighters. As such, this course meets or exceeds OSHA
regulation 29 CFR 1910.120 (HAZWOPER) and national consensus standard NFPA 472, when all prerequisite com-
petencies and course objectives are met.

The IAFF does not address topics routinely covered within fire department/fire academy training programs. When
coupled with standard fire academy training curricula, it is able to ensure compliance with all national regulations
and standards. Either before or immediately after participation in this 24-hour course, competencies that need to be
mastered include the ability to:
— Use the local emergency response plan and/or standard operating procedures
— Perform defensive control techniques (e.g., damming and diking; flowing foam)
— Use the personal protective equipment of the authority having jurisdiction
— Identify department decontamination procedures
— Communicate the status of the planned response
— Initiate the Incident Management System, recognizing:
A. Purpose, need, benefits, and elements
B. Considerations for determining command post location
C. Authority and responsibilities of the safety officer

If the jurisdiction being trained is unable to ensure that the aforementioned competencies are covered in addition to
the materials in this course, the IAFF can provide eight additional hours of instructional time (extending the training
from three to four days) that will ensure full compliance.

I
FIRST RESPONDER OPERATIONS
DISCLAIMER/COPYRIGHT INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Disclaimer
Disclaimer and Notice of Copyright © 2007

This program was developed by the International Association of Fire Fighters (IAFF). Its publication was supported
by Grant/Cooperative Agreement Number 5 U01 OH007869 from the Centers for Disease Control and Prevention
(CDC) - National Instituted for Occupational Safety and Health (NIOSH) and by grant number 3 U45 ES006167 from
the National Institute of Environmental Health Sciences (NIEHS), National Institutes of Health (NIH) and by grant
number. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of
the NIEHS, NIH.

Every effort has been made to ensure the information contained in these materials is accurate and reflects the latest
scientific knowledge on its subject matter. However, proper training for, and understanding of, any emergency response
situation is the responsibility of the responding agency or organization, and not of the IAFF. Furthermore, the IAFF
and/or its agents cannot warranty the material presented in this program complies with requirements found in local
policies or procedures.

To assist departments in building a self-sufficient training program, the IAFF provides train-the-trainer programs for
all curricula. Students who successfully complete a train-the-trainer program are authorized to make use of these IAFF
training materials to train others, in accordance with local, state, or provincial laws, regulations, or policies for training
programs.

These materials are copyrighted and may not be sold. Reproduction of these materials in the course of conducting any
for-profit training program is prohibited. Exact and complete copies of the materials may be reproduced solely for the
purpose of assisting departments in building a self-sufficient, non-profit training program. Permission to duplicate these
materials for any purpose may be revoked by the IAFF at any time for failure to comply with these terms.

Delivery of this program is free of charge by the IAFF, as federal funding permits. For information in obtaining
delivery of this program by the IAFF, please contact the Hazardous Materials / Weapons of Mass Destruction Training
Department at hazmat@iaff.org or 202-737-8484.

II august 2007
FIRST RESPONDER OPERATIONS INTRODUCTION
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Preface (continued)
How this Course has Changed from the Previous Edition
The most significant change from the previous edition of Hazardous Materials Training for First Responders is updated
content to ensure compliance with NFPA 472 (2002 edition). These changes include the addition of:
— A “laws and regulations” section
— WMD information and related teach-back exercises
— Live demonstrations of chemical and physical properties
— Revised Pre- and Post-Tests
— Illustrative photos depicting key concepts and principles
— Additional PowerPoint® presentations addressing containers, the Emergency Response Guidebook, and marking sys-
tems

Instructors will also note that the adult learning techniques have been modified to balance the amount of lecture, dis-
cussion, demonstration, and small group activities.

Text Layout
Facilitator notes are located on the left pages of this manual; the major or most significant points highlighted by a
circled star. The right pages of this manual duplicate those that appear in the student text. Also note that icons are
provided to indicate when multimedia should be presented (e.g., video and PowerPoint® presentations).

In an effort to increase instructor direction along with student application, independent reading is minimized and
performance is emphasized. Activities have been shifted from theoretical to practical, and include:
— Speed drills
— Case studies
— Field scenarios
— Current event improvisations
— Performance exercises
— Evaluated demonstrations

Rather than taking notes on content covered, the revised version offers opportunities to actually prepare:
— Pre-incident plans
— Exposure report forms
— HazMat recognition and identification sheets
— NFPA 472 competency self-evaluations

While we believe all of the information contained herein to be accurate, timely, and representative of the latest scien-
tific developments in hazardous materials safety and handling, we are in no way claiming this information the final
authority in emergency response. Where there are discrepancies between the material presented in this program and
local policies and procedures, those of your own jurisdiction will take precedence. NIOSH, NIEHS, and the IAFF
assume no responsibility based on any representations made in these materials.

Individual copies of the student text cannot be supplied by the IAFF. However, the IAFF authorizes qualified instruc-
tors to duplicate materials exactly and completely. These materials have been copyrighted under the copyright laws of
the United States. Permission to duplicate these materials is conditional upon meeting the criteria listed above and
may be rescinded by the IAFF for failure to comply.

III
INTRODUCTION FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Table of Contents

‹ Review the Table of Contents, focusing attention on the ten different chemical and physical properties to be
thoroughly discussed and demonstrated during Unit 1. Remind students that quizzes and case studies are included
throughout the course.

Note: the instructor has the option to conduct the chemical physical properties demonstration as a single block of instruction
or linked to each component of the chemical and physical properties section. Course size, class room configuration and at-
tendee profile will assist the instructor in determining the best option for performing the demonstrations. The goal of these
demonstrations is to reemphasize the chemical and physical properties materials in the lecture. As always, the instructor
should closely follow the instructions laid out in the instructors guide.

Materials Needed for Live Chemistry Demonstrations (otherwise, use the video):
— Protective equipment: goggles, jumpsuit, chemical and fire-retardant gloves, fire extinguisher
— Chemical demonstration supplies (in addition to two demonstration tables)
Vapor Pressure
— 2 small aluminum pans
— Small plastic bottle of fingernail polish remover with acetone as primary ingredient
— Small cup or container of water
— Small pouring device such as an eyedropper, measuring spoon, or pipette
Vapor Density (arrange this demonstration on a separate table)
— Thermal protective gloves
— plastic tarp (covering the table to the floor)
— Plastic tub, 12 x 18 x 6 in.
— 5 lbs. of dry ice (in a safe container)
— 1 or 2 qt. of water in a pitcher or bucket
— 4-6 small votive candles, tea light style
— Long-neck butane lighter or long-stick fireplace matches
Specific Gravity
— 100 mL graduated cylinder or clear plastic 8-oz. cup
— Container with 250 mL additional plain water
— Small plastic bottle of vegetable oil
— Small plastic bottle of isopropyl alcohol
— Dishwasher rinsing agent, such as liquid Jet Dry
— Food coloring: blue, red, and green
Corrosives (pH example)
— 4 graduated beakers (100 ml each), marked 1:1, 1:10, 1:100, and
1:1000 respectively
— 90 mL of water in each of the second, third, and fourth beakers
— About 100 mL vinegar
— Pipette
— Scaled pH strip
Flammable Range
— safety glasses and thermal protective gloves
— Plastic 2-gal. tea jar with a 1 in. hole bored into the side and into the lid
— Pipette
— Small jar of acetone-based nail polish remover with screw-on lid
— Long-neck butane lighter or long stick matches

IV
FIRST RESPONDER OPERATIONS INTRODUCTION
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Table of Contents

Unit 1 UNDERSTANDING Hazardous Materials

Unit 1 Objectives 1-3
Unit Description 1-5
Expected Course Outcomes 1-7
Laws and Regulations 1-9
Hazardous Materials Characteristics 1-21
Hazardous Materials Locations 1-23
Predicting Hazards: Team Activity 1-29
Hazardous Materials Response Case Study 1-31
Response Process (APIE) 1-47
Chemical and Physical Properties
States of Matter 1-37
Gas Compression 1-39
Vapor Pressure 1-41
Boiling Point 1-43
Vapor Density 1-45
Specific Gravity and Solubility 1-47
Flammability 1-49
Corrosivity 1-53
Chemical Reactivity 1-55
Radiation 1-59
Health and Safety Threats
Toxic Exposure Routes 1-65
Toxic Chemical Effects 1-69
Exposure Limits 1-73
Contamination 1-75
Common Terrorist Weapons 1-77
Indicators of Chemical and Biological Incidents 1-87
WMD Protective Measures and Response Strategies 1-91
WMD Terminology Quiz 1-93
Unit 1 Case Study 1-95

V
INTRODUCTION FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Table of Contents: (continued)

‹ Mention that personal health and safety is high on the course agenda because the intent is to establish well being
as a lifetime career goal.

‹ Draw attention to the many kinds of containers covered in Unit 2. Describe the basic types.

VI
FIRST RESPONDER OPERATIONS INTRODUCTION
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Table of Contents

Unit 2: RECOGNIZING Hazardous Materials

Unit 1 Review 2-3
Unit 2 Objectives 2-5
Unit Description 2-7
Medical Surveillance 2-9
Clues for Recognizing Hazardous Materials 2-17
Identification Clue #1 – Dispatch Information 2-19
Identification Clue #2 – Occupancy and Location 2-21
Identification Clue #3 – Container Shape and Size 2-23
Bulk Storage Tanks at Fixed Sites 2-25
Railroad Tank Cars 2-37
Highway Cargo Tanks 2-55
Intermodal Tank Containers 2-75
Intermediate Bulk Containers 2-85
Non-bulk Containers 2-91
Radioactive Materials Containers 2-99
Pipelines as Containers 2-105
The Behavior of Hazardous Materials 2-107
Identification Clue #4 – Placards, Labels and, Markings 2-113
DOT System Placards and Labels 2-115
UN Identification Numbers 2-137
Recognizing Hazardous Materials Case Study 2-139
NFPA 704 Marking System 2-147
Quiz on Placards, Labels, Markings 2-151
Hazardous Materials Identification System 2-153
Military Marking System 2-155
Pesticides Label Marking System 2-157
Emergency Response Guidebook 2-163
Telephone Hotlines, Software, Databases, and EPA Offices 2-167
Emergency Response Guidebook Quiz 2-173
Unit 2 Case Study 2-179

VII
INTRODUCTION FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Table of Contents: (continued)

‹ Have students glance through the remainder of the course contents and mention that this final unit provides
many opportunities to demonstrate acquired skills.

VIII
FIRST RESPONDER OPERATIONS INTRODUCTION
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Table of Contents: (continued)

Unit 3: RESPONDING to Hazardous Materials
Unit 2 Review 3-3
Unit 3 Objectives 3-5
Unit Description 3-7
Clues for Recognizing Hazardous Materials (continued)
Identification Clue #5 – Shipping Papers and Facility Documents 3-9
Shipping Papers 3-11
Material Safety Data Sheets 3-15
Other Facility Documents/Tier II Reports 3-19
NIOSH Pocket Guide to Chemical Hazards 3-21
Pre-Incident Planning
Hazard Identification 3-25
Hazard Analysis 3-25
Risk Assessment 3-27
Resource Analysis 3-27
APIE Process Applied to First Responder Actions 3-33
Analysis Stage 3-35
Planning Stage 3-51
Implementation Stage 3-89
Evaluation Stage 3-95
Final Course Simulation 3-97

APPENDIX for First Responder Operations

IX
INTRODUCTION FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Description
This program, Hazardous Materials Training for First Responders, was developed by the Hazardous Materials Training
Department of the International Association of Fire Fighters (IAFF) through grants from the National Institute for
Occupational Safety and Health (NIOSH) and the National Institute of Environmental Health Sciences (NIEHS).
As a result of this course, emergency responders will be able to apply basic strategies to safeguard their health and
safety during incidents involving potential exposure to hazardous materials.

Learners will recognize how to detect the presence of hazardous substances and subsequently how to implement
work practices minimizing the possibility of contamination. Prior training at the Awareness Level is assumed to
have occurred before enrollment in this course. Subsequent annual Refresher training is necessary to maintain First
Responder skills attained in this course.

The course includes 24 hours of instruction. It can be taught in three 8-hour days or it may be divided into other
blocks of time to accommodate schedules (e.g., during four 6-hour days). Class size of 20 to 24 students is recom-
mended.

While this information is intended to be accurate, timely and representative of the latest scientific developments in
hazardous materials safety and handling, we are in no way prescribing this information as the final authority in emer-
gency response. Where there are discrepancies between the material presented in this program and local policies and
procedures, those of the local jurisdiction take precedence. NIOSH, NIEHS, and the IAFF assume no responsibility
based on any representations made in these materials.

Individual copies of the Student Workbook cannot be supplied by the IAFF. However, the IAFF authorizes quali-
fied instructors to duplicate the Student Workbook exactly and completely so that each student will have a copy. In
addition, exact and complete copies of this training package may be made for the purpose of increasing distribu-
tion of the materials. Copies of the student materials or the training package may not be sold for a profit under the
provisions of public domain. These materials have been copyrighted under the copyright laws of the United States.
Permission to duplicate these materials is conditional upon meeting the criteria listed above and may be rescinded by
the IAFF for failure to comply.

Materials and Equipment Needed—Advance Preparation:

— Sufficient easels and pads of paper for teams to complete all exercises; colored markers
— Copies of the Department of Transportation’s Emergency Response Guidebook, the NIOSH Pocket Guide, and the
current USDOT placard chart for each class member to use
— Copies of the registration materials, tests, and answer keys
— Computer and media projection unit
— Chemical demonstration supplies (see the Unit 1 Table of Contents for a complete list), two demonstration tables
and protective equipment including goggles, jumpsuit, chemical and fire-retardant gloves, and a fire extinguisher
— In advance of teaching the course, collect examples of completed pre-incident plans, exposure reports, Tier II
reports and copies of departmental SOPs/SOGs, etc. to use for demonstration purposes.

X
FIRST RESPONDER OPERATIONS INTRODUCTION
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Description
This program, Hazardous Materials Training for First Responders, has been developed by the Hazardous Materials
Training Department of the International Association of Fire Fighters (IAFF) through grants from the National
Institute for Occupational Safety and Health (NIOSH) and the National Institute of Environmental Health Sciences
(NIEHS).

The course was developed in response to a growing concern over the increased risk of fire fighter exposure to toxic
substances. The risk has escalated in recent years due to the proliferation of chemical, biological and other types of
hazards. The United States is a growing manufacturer, consumer and shipper of hazardous materials.

The Federal Emergency Management Agency (FEMA) estimates that 4.5 million facilities manufacture, use, or store
hazardous materials; and more than 1,000 new synthetic chemicals are introduced each year. According to annual
Environmental Protection Agency (EPA) calculations, billions of pounds of hazardous substances are being transport-
ed to and from manufacturers, where they are used or stored. Given the wide production and distribution of these
materials, accidental releases are common: virtually any emergency scene might involve them.

As the First Responders to the scene of hazardous materials incidents, fire fighters, paramedics, and other emergency
personnel are at high risk of exposure and injury. Traditional fire fighting practices may be inappropriate in the pres-
ence of these materials. In addition, First Responders are often ill-equipped or untrained for the specialized action
needed to offensively confront hazardous materials—which very well could be present at any and every emergency.

This course is intended to provide emergency responders with the knowledge, skills, and personal health strategies
they need to safely and effectively:
— Respond to hazardous materials incidents that occur at fixed sites and during transport
— Rectify hazardous situations that develop within routine calls (e.g., exposure to household chemicals that may
involved/spilled during a residential fire)

Department of Transportation figures on daily hazardous materials shipments by mode of transportation

Route Shipments Percent of Shipments Tons Shipped Percent of Weight
Truck 768,907 94.00% 3,709,180 42.94%
Rail 4,315 0.53% 378,916 4.39%
Pipeline 873 0.11% 3,273,750 37.90%
Water 335 0.04% 1,272,925 14.73%
Air 43,750 5.35% 4,049 0.05%
Total 818,180 100.00% 8,638,820 100.00%
Source: The Office of Hazardous Materials Safety, Research, and Special Programs Administration, U.S. Department of Transportation.
Hazardous Materials Shipments.

XI
INTRODUCTION
FACILITATOR NOTES
Strategies for Effective Facilitation
– Help the learners identify significant
facts and generate ideas
– Encourage learners to draw upon and
share what they already know
– Engage learners in problem-solving
– Relate instruction to local events
– Ask for examples, exceptions,
conclusions
– Encourage debate
– Keep the presentation moving
– Ask questions requiring application:
» What information is now needed?
» What problems may arise?
» What is the principle shown here?
» What lesson does this teach us?
» What should be your first thought?
» How does this relate to our job?
» How might you respond next time?
» How do you suggest handling this?
» Why is this fact so important?
» Why worry about this?
» Why does this risk outweigh benefits?
XII
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Course Structure
During this course, students actively participate rather than passively
listen. Many of the learning activities take place in groups to encour-
age sharing of professional experience. Hands-on problem-solving ac-
tivities are based on real work simulations and case studies (see
http://www.iaff.org). Class discussions, practice exercises, speed drills,
question/answer periods, performance demonstrations and brainstorm
sessions enable practical application of new knowledge.
The course is led by two facilitators who guide the learning process.
Before class begins, they should determine whether they will take
turns leading an entire unit or take turns teaching parts of each unit.
At least one instructor should circulate during student team activities,
offering guidance. An important part of coaching is careful listening
and questioning. Facilitators are jointly responsible for creating a dy-
namic learning environment that encourages collaboration among all
students.
After a team completes its report-back, the facilitator should pose re-
lated follow-up questions to members of the other three teams. This
give-and-take enhances interactive learning.
Facilitator
Team 1
Reporter
Team 1 Team 2 Team 3 Team 4
FIRST RESPONDER OPERATIONS INTRODUCTION
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Structure
The purpose of this training course is to educate emergency responders about basic strategies to safeguard health and
safety when their work involves potential exposure to hazardous materials. This program teaches skills needed for:
— Detecting the presence of hazardous substances
— Consulting references for information
— Implementing defensive control measures that will minimize risks to health and safety

A variety of instructional strategies are incorporated to keep the course fast-paced and motivating. Many practical,
hands-on activities are incorporated. The student manual contains:
— Individual worksheet exercises, speed drills, and quizzes
— Team problem solving based on real case studies and emergency scenarios
— Readings to generate guided discussion; appended materials for future reference

This course fulfills training requirements for the First Responder Operations level according to OSHA regulation 29
CFR 1910.120.

The following table shows the job classification, role function, and OSHA minimum training required for each level
of instruction. Note: although this particular course exceeds the minimal legal requirements, annual refresher training
is necessary to develop and maintain essential skills.

Hazardous materials training requirements

Classification Anticipated outcome skills OSHA minimum length training IAFF Courses

First Responder- Discovers/notifies Competency No separate course for

Awareness awareness

First Responder Responds defensively 8 hours and competency Hazardous Materials

Operations (understand, recognize, and Training for
Level respond) First Responders

HazMat Responds offensively to stop 24 hours and competency Technician

Technician releases

HazMat Provides support to 24 hours and competency Technician

Specialist Technicians

On-Scene Assumes Commander re- 24 hours and competency HazMat Incident

Incident sponsibilities plus 16 hours in Hazardous Management
Commander Materials Incident Command Systems

XIII
INTRODUCTION FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Overview

‹ Ask students to glance through the many course topics to be covered and skills to be acquired.

XIV
FIRST RESPONDER OPERATIONS INTRODUCTION
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Overview
Unit 1: UNDERSTANDING Hazardous Materials
1.1 Recognize the specific laws and regulations that protect fire fighters
1.2 Name at least five different substances that are classified as hazardous materials
1.3 Identify four categories of sites where hazardous materials may be found
1.4 Relate incident location to type and quantity of hazardous materials present
1.5 Identify some of the hazards involved with specific sites
1.6 Apply the APIE process to the management of hazardous materials incidents
1.7 Recognize and apply chemical and physical properties
1.8 Describe the routes through which hazardous materials may enter the body
1.9 Describe toxic effects of exposure
1.10 Identify hazards that could be associated with an incident involving criminal or terrorist activity
1.11 Identify locations which may be criminal or terrorist targets

Unit 2: RECOGNIZING Hazardous Materials

2.1 Identify the purpose of medical surveillance
2.2 Identify the five basic hazardous materials identification clues
2.3 Apply knowledge of container shape and size to predict products carried in highway and rail tank cars
2.4 Use NFPA 704M, HMIS, DOT, and military marking systems to identify the presence of hazardous materials
2.5 Use the Emergency Response Guidebook to identify hazardous materials

Unit 3: RESPONDING to Hazardous Materials

3.1 Use shipping papers and facility documents to identify hazardous materials
3.2 Use the NIOSH Pocket Guide as a reference tool on chemical products
3.3 Recognize the purposes, resources, and components of pre-incident planning
3.4 Evaluate an incident utilizing the risk/benefit model
3.5 List ways to prevent or minimize exposure to hazardous materials
3.6 Explain the limitations and proper care of structural fire fighter protective clothing (SFPC) and self-contained
breathing apparatus (SCBA)
3.7 Explain the procedures for decontamination
3.8 Apply new skills and knowledge to safely manage an incident utilizing First Responder actions.

XV
INTRODUCTION FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Introduction

µ Welcome the students and thank them for taking the course. Tell them a little about yourself and your experience.
Ask for a show of hands by job title, years of experience, or home town to break the ice. Please refer to the IAFF
course entitled, Instructor Training for additional, more detailed icebreaker exercises.

µ Complete registration paperwork. Point out location of fire exits. Discuss frequency, duration, and timing of
breaks. Ask participants to turn off and refrain from using pagers and cell phones in the training room.

‹ Mention that the course is divided into three units. Solicit any general questions.
Unit 1: UNDERSTANDING hazardous materials
Unit 2: RECOGNIZING hazardous materials
Unit 3: RESPONDING to hazardous materials

µ Administer the Pre-Test. Explain to the students that the pre-test and post-test will be used to determine the
strengths and weaknesses of the program as well as provide a gauge of which topics need more emphasis. The IAFF
provides follow-up reports documenting Pre-Post score gains. Much of the information in the pre-test may be new to
the students. They should pick the single best answer from the choices given.

‹ In conjunction with the other course facilitator, identify items most frequently missed by the students; then em-
phasize these concepts throughout the course.

‹ After grading all Pre-Tests, return each test and answer sheet to the respective students. Give participants about
ten minutes with the test booklet and answer sheet to individually determine which questions they missed and note
areas for improvement.

XVI
 1
UNDERSTANDING Hazardous Materials
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Unit 1 Total Time: ä 8 hours
Index
What are expected results of the course?
[pg 1-3]
What laws and regulations protect fire
fighter rights? [pg 1-9]
What are hazardous materials? [pg 1-21]
Where are hazardous materials found?
[pg 1-23]
What process is used to resolve a hazard-
ous materials incident? [pg 1-33]
What are chemical and physical proper-
ties of hazardous materials? [pg 1-37]
How can hazardous materials affect
health and safety? [pg 1-65]
1-2
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Unit 1 Objectives
µ Briefly review the course goals and objectives for Unit 1:
Understanding Hazardous Materials.
This course includes how to think and respond to emergencies requir-
ing specialized knowledge and skills; emergencies that may initially
seem “routine” but in practice need to be treated as non-routine, be-
cause they involve hazardous materials.
Overall goals for the course are:
— Protect health and safety during a hazardous materials incident
— Recognize hazardous materials
— Prevent or minimize exposure to hazardous materials
— Defensively control hazardous materials incidents
‹ Discuss the importance of knowing about chemicals and their ef-
fects. Chemicals pose problems for First Responders because:
— They are widely produced, transported, and stored
— Many of them are very harmful, posing major health and safety
threats
— Some evaporate readily to form vapors that can easily be inhaled,
absorbed, and/or ignited
Show parts 1 and 2 of the Understanding Hazardous Materials
video. The video relates the dangers of hazardous materials.
The Everglades warehouse fire occurred in 1969, in Ft. Lauderdale,
Florida. By 1981, fire fighters who fought the blaze had begun to
develop chronic ailments, including cancer, central nervous system
impairments, bleeding disorders, and respiratory and cardiac abnor-
malities. The worker’s compensation case that resulted from the fire
was the first in Florida that linked a fire fighter’s chronic disease to a
specific incident.
Guide a very short class discussion on how hindsight might influence
the actions of future responders.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 1 Objectives Course Goals

1. Protect your health and safety during a
Welcome to First Responder Operations. This course is designed to pro-
hazardous materials incident
vide important health and safety information that will help ensure a
2. Recognize hazardous materials
safe response to hazardous materials incidents.
3. Prevent or minimize exposure to haz-
ardous materials
The course is divided into three units:
4. Defensively control hazardous materi-
Unit 1: UNDERSTANDING hazardous materials als incidents
Unit 2: RECOGNIZING hazardous materials
Unit 3: RESPONDING to hazardous materials
Questions to Consider
The first unit provides instruction that will enable you to: As you consider the 1969 Everglades fire:
1. Recognize the specific laws and regulations that protect fire fighters – Which skills were most applicable to
the fire fighters involved?
2. Name at least five different substances that are classified as hazard- – What might you do differently now,
ous materials knowing what they confronted then?
3. Identify four categories of sites where hazardous materials may be
found
4. Relate incident location to type and quantity of hazardous materi-
als present
5. Identify some of the hazards involved with specific sites
6. Apply the APIE process to the management of hazardous materi-
als incidents
7. Recognize and apply chemical and physical properties
8. Describe the routes through which hazardous materials may enter
the body
9. Describe toxic effects of exposure
10. Identify hazards that could be associated with an incident involv-
ing criminal or terrorist activity
11. Identify locations which may be criminal or terrorist targets

View two Unit 1 videos: Understanding Hazardous Materials,

Part 1 and Understanding Hazardous Materials, Part 2

1-3
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit Description

µ Have participants scan the Unit Description and consider what

kinds of chemicals could be present in the photographed scene (e.g.,
the toxic by-products of combustion like formaldehyde from carpet,
vinyl chloride from upholstery).

1-4
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit Description
According to FEMA’s U.S. Fire Administration, 110 fire fighters died
while on-duty in the U.S. during the year 2003 (an increase over the
100 deaths recorded in 2002). Leading causes of death were heart at-
tack and asphyxiation. And, according to IAFF’s Death and Injury
Survey (2000 edition), line-of-duty injuries are sustained by one out of
every five fire fighters. Among deaths linked to long term occupational
risks, nearly 60% were from cancer and approximately 30% were from
heart disease—both of which have been directly linked to chemical ex-
posure, the major topic of this course.

This course provides instruction in how to identify specific chemicals

and predict why a chemical might behave in a certain way, under cer-
tain conditions. For example, carbon monoxide might be present in
the scene pictured on the right. The course demonstrates how to use
two helpful reference books to determine which body organs would be Hazardous materials pose problems for
most vulnerable and what equipment would provide protection, given First Responders because:
the presence of this substance. A. They are widely produced, transport-
ed, and stored
In the interest of health and safety, you will learn how to protect your- B. Many of them are very harmful, pos-
self and others by planning and taking steps to prevent or minimize ing health and safety threats
personal and public exposure. C. Some evaporate readily to form gases
that can easily be inhaled, absorbed, or
Unit 1 explains how to quickly understand the dangers of hazardous ignited
materials. It emphasizes the prevalence of hazardous materials in the D. Many chemicals are known to cause
fire fighting environment, and the associated health risks. The proper- suffocation, skin burns, vomiting, and
ties of chemicals that can increase their danger are described, along chronic diseases such as cancer
with precautionary health and safety measures. E. They can be present in forms (e.g.,
blood, bodily fluids) as well as in loca-
tions (e.g., residential fires, dumpster
fires, multi-vehicle accidents) where
they are not normally expected to be
found

1-5
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
NOTE
This activity is an icebreaker. Students
brainstorm what they want to learn dur-
ing the course. Based on their learning
goals, the class will reach consensus on a
list of anticipated course outcomes.
Team Member Roles
– An Incident Commander or an Opera-
tions Chief to supervise the session.
This person should keep the team on
track and encourage everyone’s partici-
pation.
– An Administrative Chief or a Documen-
tation Officer to record the team’s ideas
on an easel pad. This person also helps
the team consolidate and refine ideas
using paraphrasing skills.
– A Public Information Officer to report
the team’s conclusions back to the
whole class using public speaking and
diplomacy skills.
– A Planning Chief or a Safety Officer.
This person makes sure that the team
completes its work in a safe, orderly,
and timely manner.
1-6
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Expected Course Outcomes
‹ Divide participants into four teams, ideally of four members each
(at times, groups may need to exceed four members each). Help each
team designate member roles. Then circulate among the teams as they
work, offering guidance and suggestions. Throughout the course,
members on each team should take turns assuming each of the four
roles so that classroom exercises are completed through teamwork—
under shifting leadership—as would be the case on the job.
µ Five minute activity:
Ask each team to brainstorm for five minutes or less and identify three
to five things they would like to learn from the course. Based on each
team’s goals, the class will create a short list of anticipated course out-
comes. The documentation person within each team should record
their learning goals on an easel pad to be shared with the rest of the
class during a report-back session.
‹ Each team’s Public Information Officer should share one of their
team’s learning goals with the rest of the class (one that has not previ-
ously been shared). One of the facilitators should list these goals on an
easel pad in front of the room.
‹ Reach a class consensus on the most important course outcomes,
making sure that protecting health and safety is among them. Note
that the whole course is devoted to building competencies from an
awareness to an operational level regarding hazardous materials.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Expected Course Outcomes

As a team, discuss what you want to learn from this course and have your Documentation Officer record your objec-
tives on an easel pad. After hearing from all teams, the class will reach consensus on the main course expectations.

What we want to learn from the course Course expectations

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

1-7
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Laws and Regulations ä20 Minutes (for entire section)

‹ Draw a timeline on the board or easel, tracking the dates of the

major protective laws Congress has passed. Evolution of such laws
and regulations has been prompted by tragic incidents. Trace how
safeguards have been put in place to get hazardous materials waste
sites cleaned up. Discuss the 1969 Florida Everglades fertilizer fire as
pre-dating today’s protective laws. Discuss the evolution of fire fighter-
related laws, subsequent regulations and standards, and how these lead
to local operating procedures.

’62 Rachel Carson’s book Silent Spring was published. It suggested

that the pesticide DDT may lead to death in apes and reproduc-
tive abnormalities in birds. The food chain links these risks to
humans: insects consume DDT, animals eat insects, and people
subsequently eat animals.
’69 The fire in Fort Lauderdale, Florida at Everglades Fertilizer
Company prompted the first worker’s compensation lawsuit that
identified a specific fire as the source of illness and death of fire
fighters exposed to toxic products of combustion.
’76 Love Canal becomes news. Tons of chemicals had been dumped
into this canal over a period of sixty years by nearby Hooker
Chemical Company. In 1953, the company filled in the canal,
developed housing on it, and sold a parcel of the property to
the Niagara Falls School Board for erection of a new elementary
school. Respiratory problems, immune disorders and cancer
rates became unexpectedly high. Such medical abnormalities
were noted by company officials and by the city government,
but not shared with the public. Under the Carter administra-
tion, the homes were evacuated and the school closed. These
events lead directly to Community Right-to-Know legislation
(SARA) providing residents access to information about chemi-
cals in their communities and Superfund authorization (requir-
ing chemical companies to pay for cleanup of hazardous waste
sites).
’84 A Union Carbide facility in Bhopal, India accidentally leaked
methyl isocyanate (MIC). MIC is subject to a chemical reaction
and subsequent gas release if mixed with water and/or warmed
excessively. Both factors were present, resulting in immediate
death of 3,800 people and 200,000 injuries. Around ten survi-
vors still die every month as a result of their initial exposure. A
similar leak at a facility in Institute, West Virginia, resulted in
120 hospitalizations the very next year.

µ Have students scan the provided information on laws and regula-

tions. Suggest these laws are summarized for future reference, but im-
portant enough to work through briefly as the course begins because
the hazards associated with many toxic materials have become increas-
ingly important historically.

1-8
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Laws and Regulations

Timeline of protective legislative action

1962 Silent Spring publication relates a pesticide to increased
human risk
1969 Florida Everglades fire negatively affects fire fighters
Land previously used as a chemical dump declared national disaster
area, leading directly to Community Right-to-Know law and
Superfund:
1976 RCRA
1980 CERCLA
Legislation to decrease casualties and injuries from accidents involving
chemicals:
1983 HAZCOMM (29 CFR 1910.1200)
1986 SARA
1986 OSHA HAZWOPER (29 CFR 1910.120)
1987 NFPA 471, 472, 473 Fire Fighter Standards
1989 EPA 40 CFR 311a (Defers to HAZWOPER)
a Note that EPA 40 CFR 311 covers fire fighters in states with no OSHA “state plan”

Following are descriptions of regulations that have pioneered changes

in emergency response, particularly in the areas of hazardous materials
and worker health and safety. This summary information is not in-
tended to be all inclusive or to provide legal interpretation.

1-9
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Reference
A special tax on the chemical industry
to help pay for cleanups expired in 1995.
Since the Superfund program began in
1980, the EPA has completed cleanups at
nearly 890 sites and now has more than
1,200 on its to-do list (it has taken twen-
ty-five years so far and the job is not even
half completed). According to John Hei-
lprin of the Associated Press (January 9,
2004), the three billion dollar Superfund
program currently has a shortfall of nearly
$175 million (slowing up and stretching
out cleanup time, and perhaps negatively
affecting cleanup quality).
1-10
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Laws and Regulations: Summary of Federal Regulations
‹ Note how legislative action evolved from regulating operators of
hazardous waste sites to actually creating funds for the cleanup of such
sites.
‹ Conclude that current legislation provides safeguards to protect fire
fighter health and safety. The fact that federal laws concern themselves
with our worker rights and safety should provide some comfort and
reassurance. A worker’s right to know information about hazardous
materials is not only protected, but provisions are in place to assure
workers have ready access to information. Furthermore, fire fighters
and others handling potentially hazardous materials must have access
to medical surveillance and training.
‹ Mention that the EPA has issued OSHA-like regulations (EPA
40 CFR 311) to protect and train workers and responders who may
handle hazardous chemicals (and that EPA worker laws related to
hazardous materials allow these regulations to be in effect in states
that do not follow OSHA standards—OSHA vs. non-OSHA states).
The DOT stipulates specifications, limitations, and labeling associated
with transporting hazardous substances. When transportation is not
involved, the EPA is in charge of controlling, managing, and licensing
potentially hazardous materials.
µ Briefly overview the existing laws from the standpoint that they are
intended to be directive. Laws dictate what fire fighters are expected to
do as well as what they are discouraged from doing, depending on their
level of training. According to OSHA training requirements, this oper-
ations-level course will train participants to do more than keep people
away from a hazardous materials incident and call for help, but does
not provide enough training for participants to be able to perform special-
ized, offensive control functions such as plugging or patching a chemical
container or replacing its valves.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Laws and Regulations: Summary of Federal Regulations

1. RCRA
In 1976, Congress passed the Resource Conservation and Recovery
Act (RCRA) which allowed federal government regulation of the
creators, transporters and treatment/disposal operators of hazard-
ous wastes. This was the federal government’s first effort at manag-
ing hazardous wastes and their effects on public health and the
environment. However, this act did not affect the many hazardous
waste sites created prior to the passage of RCRA—many of which
were abandoned and contained unknown quantities of unknown
wastes.

2. CERCLA
In order to address the cleanup of those sites not covered un-
der RCRA, Congress enacted the Comprehensive Environmental
Response, Compensation and Liability Act of 1980 (CERCLA).
CERCLA quickly became known as the Superfund Act, in part
because it created funds for the cleanup and proper reclama-
tion of abandoned and inactive hazardous waste disposal sites.
Specifically, this act created a five-year program that allowed the
government to spend $1.6 billion to clean up hazardous waste
sites. It further empowered the federal government to negoti-
ate with responsible parties for cleanup of hazardous waste sites.
Where negotiations broke down, the federal government was al-
lowed to seek legal actions forcing those parties to either clean up
the site or assume financial responsibility for the cleanup costs.

1-11
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Reference
Many materials once considered safe are
now known to be very hazardous to hu-
mans. DDT, an insect repellent used dur-
ing World War II, is now widely banned
because of its link to cancer. In more
modern times, Chlordane was labeled
and used as an all purpose residential
pesticide. Many older homes were treated
with this very toxic material. Associated
with cancer in the late 1970s, chlordane
has been banned from use in this country
since 1985. By staying abreast of these
changing environmental factors, First Re-
sponders should be able to take the neces-
sary steps to protect themselves against
associated harm.
1-12
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Laws and Regulations: Summary of Federal Regulations
µ Mention that funds were originally designated to regulate those
who create and dispose of hazardous wastes. Then Superfunds (SARA)
were allocated to actually clean up waste sites and train the workers
and emergency responders who are involved in the process. The IAFF’s
grant funding originated from the Superfund.
‹ Relate how OSHA regulations were expanded in 1986 to cover fire
fighters, increasing their protection under the law.
‹ Discuss how property developers are now buying land that was previ-
ously occupied by manufacturing plants or factories. Some land man-
agement companies are developing residential communities on top of
grounds that were previously waste sites: chemical dumping grounds,
shooting ranges (dangerous levels of lead remain), and armories that
stored old transformers containing toxic POLYCHLOROBIPHENYLS
(PCBs). Stress that fire fighters should be concerned about being ex-
posed to contaminants such as lead, heavy metals, and PCBs.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Laws and Regulations: Summary of Federal Regulations

3. SARA
In an effort to overcome these obstacles, and after much discus-
sion and many drafts, Congress passed the Superfund Amendments
and Reauthorization Act of 1986 (SARA). The overriding purpose of
SARA was to expand and accelerate the cleanup efforts originally
established by CERCLA. In order to do this, SARA provided addi-
tional funding ($7.5 billion) and time (an additional five years) to
the original Superfund program. SARA also made changes in the
law that promote speedier action and a more definitive direction
for the cleanup efforts.

4. 29 CFR 1910.120 (HAZWOPER)

HAZWOPER addresses six main issues that have an impact on
fire fighters and other emergency response personnel:
— Medical surveillance programs
— Training programs
— Emergency response planning
— Incident management systems
— Decontamination procedures
— Equipment selection and maintenance

Prior to 1986, Federal Occupational Safety and Health

Administration (OSHA) regulations did not apply to state and lo-
cal government employees, such as fire fighters. While some OSHA
regulations had already been established, they were designed to
protect standard workplace employees (primarily private sector)
who might be exposed to work-related hazards. In order to bal-
ance this inequity and extend protection to all workers, a special
regulation for public employees (29 CFR 1910.120) was written
and added to the OSHA law. At this point, EPA’s regulation (40
CFR 311) mirrors OSHA’s regulations (29 CFR 1910.120).

This new law also required the EPA to issue its own set of regula-
tions for workers who:
— Handle chemicals at hazardous waste sites (uncontrolled as
well as licensed sites)
— Respond to emergencies involving hazardous materials

1-13
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Key Point
Operations-level training, such as this
course, addresses some additional response
options over and above extinguishing a
fire. These options include:
A. Defending the area—blocking off the
area, containing the release, stopping
any spread (e.g., putting a dam or dike
in place, at times adding water to a
spill)
B. Mitigating the situation—lessening
any harmful effects (e.g., performing
decontamination, suppressing vapors)
C. Protecting the public, property, and
environment from contact
1-14
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Laws and Regulations: Summary of Federal Regulations
‹ Discuss how OSHA has stipulated specific training to occur in ad-
vance of responding to emergency incidents. Five levels of training
exist. Each level builds on content mastered at the previous level of
training. Progressing through these levels of training requires more
knowledge and specialized skills to be acquired because highly special-
ized responses require highly specialized training.
µ Differentiate the training available before and after Operations
Level:
Awareness Level instruction trains workers or those who discover the
incident to:
1. Recognize when an emergency involves hazardous materials, and
then
2. Take protective actions and notify the National Response Center
(telephone number listed in the ERG) as well as any other orga-
nizations involved that there has been a release (e.g., the shipper
in cases of shipping, the airlines in cases of plane transportation).
Basically, this means people who are trained at the Awareness
Level, can recognize the presence of hazardous materials, keep
people away, and call for assistance.
Operations Level instruction trains responders to the next higher level,
providing more power to act with options that need to remain defen-
sive:
1. This training enables them to isolate a chemical release and keep
it from spreading; however they typically do not have sufficient
protective clothing, equipment, or specialty skills to completely
resolve the situation.
2. Operations efforts are intended to minimize a problem’s effects,
not eliminate the causes.
‹ Mention that OSHA regulations are designed to assure workplace
hazardous materials are made known to workers.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Laws and Regulations: Summary of Federal Regulations

OSHA 29 CFR 1910.120(q) HAZWOPER specifies five levels of

training, each progressively leading to more response capability
and offensive actions. The five levels (in accumulating order of
complexity and responsibility) are:
— First Responder Awareness
Trained to recognize that a hazardous materials emergency
exists and then take protective actions and execute the notifi-
cation process—in other words, keep people away and call for
help.
— First Responder Operations
Trained to analyze the emergency and implement defensive
actions such as isolating the area, containing the release,
establishing decontamination, and initiating an Incident
Management System (IMS). This course provides training
to respond with such limited, defensive actions. Certification
comes from your employer, however, not from the IAFF or its
instructor.
— Hazardous Materials Technician
Trained to determine the hazards of the release and imple-
ment offensive actions by performing specialized control func-
tions to mitigate the emergency, e.g., repairing a container.
These skills are beyond those taught in this course.
— Hazardous Materials Specialist
Specialists support the Technician with specialized knowledge
and advise the Incident Commander about specific hazardous
materials present.
— Hazardous Materials Incident Commander
Training requirements include initial training to the
Operations Level, plus sixteen additional hours of Incident
Command training, specifically related to hazardous materials
response.

5. 29 CFR 1910.1200 (HAZCOM)

OSHA’s Hazard Communication Standard (29 CFR 1910.1200),
commonly known as the Worker Right-to-Know Rule, applies to
all employers and therefore protects the interests of all workers.
Specifically, this regulation is intended to provide all employees
easy access to information about hazards that might be associated
with the materials in and around their workplace. It requires
that employers make Material Safety Data Sheets (MSDSs) read-
ily available to the employee. It further requires that employers
provide annual training about MSDS storage and interpretation.
HAZCOM preempts state hazard communication laws in those
states without a state OSHA plan. It also requires federal OSHA
approval for those states that operate their own state OSHA pro-
gram.

1-15
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

NOTE Laws and Regulations: Summary of Federal Regulations

In 2003, a bill was signed into law that is
intended to provide some benefits to the
‹ Relate that the DOT regulates the transport of hazardous materials.
survivors of fire fighters who suffer heart
attacks and die in the line of duty. ‹ Explain the difference between laws and standards. Relate that stan-
Source: U.S. Department of Homeland Security, Of- dards are consensus documents that do not have the weight of law but
fice of State and Local Government Coordination. may be applied in civil cases. Standards are often used to carry out,
DHS Today 2, no. 33 (2004): 7.
delineate specific competencies, or expand on related laws.

µ Relate that NFPA Standard 472 defines First Responder training

competencies. To promote the health and safety of First Responders,
NFPA 472 suggests a process for thinking about and reacting to all
types of emergencies, regardless of where an emergency occurs or
what hazardous materials may be involved. Mention more time will
be spent on this APIE concept throughout the course (ANALYZE, PLAN,
IMPLEMENT, EVALUATE).

1-16
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Laws and Regulations: Summary of Federal Regulations

6. Hazardous Materials Transportation Act

This act gives the Department of Transportation (DOT) regula-
tory authority to protect the public from the possible risks associ-
ated with the transportation of hazardous substances. To that end,
the DOT establishes transportation regulations such as the plac-
arding and labeling of hazardous materials containers, and places
limitations on the quantities and/or types of materials that may be
transported under certain conditions. In addition, the DOT over-
sees inspection and compliance with these regulations. Detailed
information on DOT regulations can be found in Titles 33 and
49 of the Code of Federal Regulations.

7. Environmental Protection Agency (EPA)

The EPA is responsible for regulation, control, and management of
air and water pollution; hazardous waste disposal; and licensing of
pesticides, fungicides, and rodenticides. As previously mentioned,
the SARA legislation expanded EPA’s responsibilities to include
occupational health and safety. EPA law (40 CFR 311) applies the
OSHA regulation (29 CFR 1910.120) to those states and local
government workers not covered by OSHA law.

8. National Fire Protection Association (NFPA)

NFPA has identified training competencies that responders to
hazardous materials incidents should possess. They are specified
within Standard 472 for the purpose of reducing accidents, in-
juries, illnesses, disabilities, and deaths that occur during—and
result from—incidents involving hazardous materials.
This standard covers competencies for First Responders as they ac-
cumulate increasing levels of training. Each of the cumulative lev-
els of training includes minimum competencies for the responder.
When hazardous materials are involved, emergency personnel
need to respond in accordance to—and within the limits of—the
training they have received (any given response will also be af-
fected by the availability of appropriate protective equipment and
clothing, and other supplementary resources).

1-17
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Laws and Regulations: State and Local Regulations

‹ Emphasize employee responsibility to follow departmental Standard

Operating Procedures and Guidelines (SOPs and SOGs). They do not
appear out of thin air. They are designed to be legally interpretive and
professionally instructive.

‹ Mention that the Appendix includes web sites related to emergency

responder interests. Now may be a good time to have students go to
that section. Ask them to read through the entire list of appended ref-
erence materials and familiarize themselves with the array of resources
they will have to keep.

1-18
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Laws and Regulations: State and Local Regulations

Many state and local governments develop their own regulations per-
taining to the manufacture, storage, and transportation of hazardous
materials within their jurisdictions. While these regulations must at
least meet the minimum federal requirements and should not contra-
dict federal regulations, they may be somewhat different from federal
law. Such irregularities can create confusion from state to state and
possibly from jurisdiction to jurisdiction. Such confusion can seriously
burden companies that store or transport hazardous materials. The
transportation industry is currently working with local jurisdictions
and government agencies to alleviate discrepancies.

Title III of SARA mandates that each state establish a SERC (State
Emergency Response Commission). The SERC then determines how
many LEPCs (Local Emergency Planning Committees) or local emer-
gency planning districts should be established in the state. LEPCs
must include representatives from the state and local governments, po-
lice and fire departments, civil defense (homeland protection), public
health organizations, environmental agencies, medical treatment facili-
ties, industry, media, and community groups.

Each LEPC is expected to:

A. Develop a district-wide emergency response plan (which must be
exercised and validated annually)
B. Conduct commodity flow studies pertaining to hazardous materi-
als transportation
C. Help develop emergency plans for the storage and use of hazard-
ous materials
D. Conduct public education programs
E. Organize regular LEPC meetings and activities
F. Receive and publicly distribute Tier II information upon request
(reporting what chemicals are stored at specific sites)
G. Evaluate available resources

1-19
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
OBJECTIVE
This team activity helps participants syn-
thesize information by defining hazardous
materials in their own terms.
Key Point
Emphasize that this course intends to
help First Responders confront chemicals
in ways that will ensure health and safety
for themselves, the environment, and the
public as well as its property.
1-20
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Hazardous Materials Characteristics: Team Activity
µ Ask class members to close their books and ask teams to define haz-
ardous materials. Each team should record its definition on an easel
pad, and report back to the entire class. Then review the definitions
of various regulatory agencies, explaining that federal agencies vary
in their priorities. Finally, compare and contrast class definitions with
those of regulating agencies (which team tended to respond from a
predominantly environmental perspective, which from a commercial
transport point-of-view, which from the standpoint of worker safety).
Based on class discussion, try to reach consensus on a good way for
First Responders to define hazardous materials. Class definitions
should allude to hazardous materials as being either in a solid, liquid,
or gas state, with dangerous capabilities when released.
Definitions of hazardous materials according to the following sources:
— Team Definition: Should include something like Ludwig Benner’s
definition: something that hurts the things around it when it gets
out of its container
— NFPA 472: Any substance that causes or may cause adverse effects
on the health and safety of employees, the general public, or the envi-
ronment; any biological agent and other disease-causing agent, or a
waste or combination of wastes
— DOT: Any substance or material in a quantity or form which
poses an unreasonable risk to health, safety, and property when
transported in commerce
— EPA: Any substance designated under the Clean Water Act and
CERCLA which, when released into the environment above a cer-
tain amount, must be reported, and depending upon the threat to
the environment, may warrant authorization of federal involvement
— OSHA: Any substance, exposure to which results or may result in
adverse effects on the health or safety of employees
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Hazardous Materials Characteristics: Team Activity Key Point

Close your books, and work with your team to produce your best defi- As a First Responder, you will respond to
nition of hazardous materials. Have your Documentation Officer write a variety of emergencies that initially ap-
your team’s definition on an easel pad. Then compare your definition pear routine, but subsequently turn out
to involve hazardous materials which will
to those of regulatory agencies below.
require special handling. With respect to
hazardous materials, keep these factors in
mind:
Team definition of hazardous materials
A. Hazardous materials are virtually
everywhere—from the overturned
tanker to the EMS call. Furthermore,
many substances become hazard-
ous when heated or combined with
other substances—factors commonly
encountered during emergency inci-
dents.
B. Hazardous materials do not frequently
raise concern, because typically they
are contained or enclosed. They be-
come dangerous when they threaten
Hazardous materials are defined by various agencies: to, or actually get out of their contain-
— NFPA 472 (National Fire Protection Association): Any substance ers (exposing the public and poten-
that causes or may cause adverse effects on the health and safety of tially igniting).
employees, the general public or the environment ; any biological C. An understanding of hazardous mate-
rials and how they can affect you im-
agent and other disease causing agent, or a waste or combination
proves your ability to take the proper
of wastes
precautions to guard against being
— DOT (Department of Transportation): Any substance or mate- exposed to them.
rial in a quantity or form which poses an unreasonable risk to D. And, if you do not take the proper
health, safety, and property when transported in commerce safety precautions, you will put health
and safety at risk—your own, and that
— EPA (Environmental Protection Agency): Any substance des-
of others.
ignated under the Clean Water Act and CERCLA which, when
released into the environment above a certain amount, must be
reported, and depending upon the threat to the environment, may
warrant authorization of federal involvement
— OSHA: Any substance, exposure to which results or may result in
adverse effects on the health or safety of employees

In sum: a hazardous material is a substance or material capable of pos-

ing an unreasonable risk to health, safety, and property.

1-21
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Key Points
A. Hazardous materials pose an unrea-
sonable risk to health, safety, the envi-
ronment, and property.
B. Hazardous materials are everywhere
and fire fighters are constantly being
confronted with these types of inci-
dents.
C. There are four types of locations where
hazardous materials can be found:
1. Structural/residential
2. Commercial fixed sites
3. Transportation routes
4. Non-structural/outside locations
1-22
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Hazardous Materials Locations
‹ Note that hazardous materials can adversely affect many people in
a very short time period. For example, an accidental leak of anhy-
drous ammonia at a Honeywell refrigeration plant in Baton Rouge,
Louisiana on July 20, 2003 sent four workers to the hospital and
forced 600 residents to stay indoors (shelter-in-place).
‹ Conclude that chemicals are typically produced and transported in
large volumes so they have the potential of creating crises which could
negatively affect quality of life and seriously impair the health and
safety of First Responders.
As of April, 2003, more than 850,000 U.S. businesses use, produce,
or store toxic industrial chemicals in some form or another (e.g., flam-
mable liquids, corrosives, liquefied pressurized gases, poisons, oxidiz-
ers). Portland Tribune reporter, Todd Murphy, wrote in the October 3,
2003 edition that more than 800,000 loads of hazardous materials are
delivered in the U.S. by trains, trucks, and boats daily.
Numerous chemicals are readily found in homes, schools, office build-
ings, hardware, and grocery stores—in addition to:
— Industrial facilities such as paper mills
— Waste management facilities
— Plastic manufacturers
— Research labs
µ Have students individually complete the written exercise based on
hazardous material sites in the community. Call on individuals to re-
call locations of hazardous materials close to the training site.
A. Examples of hazardous materials at residences: gasoline, solvents,
pool products, paint, cleaners, carbon, carbon monoxide, aldehydes,
cyanide gases, chlorine, and phosgene
B. Examples of hazardous materials in commercial fixed sites: flam-
mable liquids/gases (butane, propane), corrosives (acids/bases), and
oxidizers
C. Discuss the photograph of the fixed site showing a container of
ammonia. Briefly discuss its flammability and related 704 NFPA
placards.
D. Examples of hazardous materials in transport: alternative fuels such
as propane, sulfuric acid, and poisons
E. Examples of hazardous materials in non-structural/outside loca-
tions: natural gas pipelines, transformer vaults, and landfills
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Hazardous Materials Locations

Fire fighters should expect hazardous materials anywhere, because they
are, in fact, present at virtually every call. Emergencies involving haz-
ardous materials can occur at various locations:
— Residences and other buildings or structures
— Commercial fixed sites
— Transportation routes
— Non-structural/outside locations

Residences account for the majority of all structural fires. You may not
consider residences as potential sites for hazardous materials. While it
is true that most homeowners do not store large quantities of hazard-
ous materials, they generally possess small amounts of many hazardous
substances (such as pesticides). In addition, even “routine” fires at resi-
dences will produce a variety of toxic chemicals. Carbon, for example,
is produced at all fires; frequent exposure to carbon (present in soot) is
highly correlated to cancer.

Give examples of hazardous materials in residences

Commercial fixed sites include structures housing businesses such as

medical and research facilities, manufacturing and agricultural centers.
Often the nature of the site itself can indicate presence of hazardous
materials, e.g., a plant named ACME Chemical Company probably
houses potential hazards. Always assume hazardous materials are pres-
ent, no matter what type of structure is involved in an emergency
incident.

Give examples of commercial fixed sites in your jurisdiction that

use or store hazardous materials

1-23
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Coverage of NFPA 472 Standard 5.2.1: Hazardous Materials Locations

Surveying the Hazardous Materials
Incident µ After students complete their written exercise, discuss the most
common hazardous materials found at fixed sites and transportation
routes.
A. Fixed sites often store:
» gasoline
» fuel oil
» jet fuel
» propane
» ammonia
» chlorine
B. Hazardous materials found along transportation routes:
» flammable liquids
» sodium hydroxide
» hydrochloric acid
» propane
» ammonia
» other liquefied gases

‹ Note that 90% of the transportations incidents involving hazardous

materials happen on the highway. The majority of hazardous products
transported are chemical or petroleum in type.

Number of Transportation Incidents Involving Hazardous Materials

Year Air Highway Rail Water Totals
2000 1,420 15,129 1,059 17 17,675
2001 1,080 15,825 897 5 17,805
2002 733 13,514 858 5 15,111
Totals 3,233 44,468 2,814 27 50,591

Types of Hazardous Materials Transported

Daily Annual
Product # of Shipments # of Movements Tons Shipped Tons Moved
Chemicals 500,000 900,000 530,000,000 850,000,000
Petroleum 300,000 300,000 2,600,000,000 3,030,000,000
Other 10,000 10,000 10,000,000 20,000,000
Totals 810,000 1,210,000 3,100,000,000 1,980,000,000
Source: The Office of Hazardous Materials Safety, Research, and Special Programs Administration, U.S. Department of Transportation.
Hazardous Materials Shipments.

1-24
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Hazardous Materials Locations

Transport of hazardous materials increases their danger. Cargo tank-
ers frequent the highways. They are constructed of thin, weight-saving
materials and often transport highly flammable fuels.

Although railway accidents occur less frequently than those on the

highway, major catastrophes can evolve because trains typically include
many cars and different types of hazardous materials.

Give examples of transportation corridors for hazardous materials

in your jurisdiction

Other non-structural /outside locations that contain or transport haz-

ardous materials include petroleum pipelines, electrical transformers,
landfills, and other waste disposal sites.

Give examples of hazardous materials in other locations

BECAUSE OF THEIR MIXED LOADS, DUMPSTER

FIRES MAY BE AMONG THE MOST HAZARDOUS
OF ROUTINE FIRE RESPONSES.

1-25
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Key Point
First Responders should keep their masks
on during overhaul, as toxic vapors may
still be emitted from combustibles after
the fire is out.
1-26
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Hazardous Materials Locations
‹ Mention that hazardous materials might not be as complex and dif-
ficult to manage if they were always readily visible or stored in perma-
nent locations. But often they are just not obvious to our senses.
— They could be buried underground and potentially contaminate
the water supply
— They may lie undetected as particles of soot on turnout gear which
could result in carbon exposure
— They might be invisible/odorless, such as carbon monoxide in a
small, enclosed area
µ Refer students to the Toxic products of combustion table in their man-
ual. The vigilant First Responder needs to consider where chemicals
are readily apparent and, in addition, predict where they might not
be readily apparent. They also need to be aware that some products
normally considered non-hazardous can become very hazardous if they
combust. Combustion can cause certain benign materials to produce
toxic products that can be extremely harmful to human beings and the
environment.
‹ Ask what is the most prevalent chemical transported on the high-
way. Many students will correctly guess flammable and combustible
chemicals such as petroleum products. Mention that propane, butane,
and propylene are the most common liquefied petroleum gases. Note
that they are highly flammable, and that their containers can fail with
explosive force. Suggest that complications such as a container tearing
open or a chemical exploding can quickly transform a fire fighting call
into a hazardous materials incident. This likelihood explains why it
is essential for First Responders to understand chemical and physical
properties such as flammable range and vapor pressure. Mention that
chemical properties will be discussed and demonstrated later in the
course.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Hazardous Materials Locations

All products of combustion should be considered toxic. Therefore, First Responders need to wear appropriate respira-
tory protection and take measures to protect people downwind from a hazardous materials fire.

Emergency responders must remain aware that products of combustion are dangerous in all fires. Most by-products of
combustion can be fatal in high concentrations. In most cases of combustion, the air should be monitored with spe-
cial devices before personal protective equipment, especially respiratory protection, is removed.

Toxic products of combustion

Toxic by-products Source of combustion Toxic effects
Hydrogen cyanide Wool, silk, nylon, polyacrylonitrile, Interferes with respiration at the cellular
polyurethane, paper level

Nitrogen dioxide and Fabrics (produced in small quantities), Irritant capable of causing immediate
other oxides cellulose nitrate and celluloid (fabrics death or delayed lung injury
produced in larger quantities)

Phosgene and Polyvinyl chloride (PVC) and some Respiratory irritant; can be absorbed onto
hydrogen chloride materials treated with fire-retardants solid particulates which are then inhaled

Other halogen gases Fluorinated resins or films and some fire- Respiratory irritants
retardant materials containing bromine

Isocyanates Polyurethanes and paints, foam cushions Respiratory irritants; may cause asthma-
like reactions

Acrolein Polyolefins, cellulose and wood Strong respiratory irritant; carcinogenic

containing materials capable of heating to
temperatures around 750°F

Carbon monoxide Anything containing carbon. Excess Affects the blood’s ability to exchange
concentration remains after virtually oxygen
every fire

1-27
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Predicting Hazards: Team Activity ä5 Minutes

µ Have students work in their teams to predict hazards based on

various conditions (team roles could be rotated). They should fill in
predicted hazards given the locations presented (answer key provided
below). Make the point that conditions can compound the potential
for hazardous incidents to occur.

Potential hazards by location

Construction sites:
Explosion hazards; Gas leaks; Pressurized containers; Temporary electri-
cal equipment; Hazards that might cause slipping, tripping; Sharps and
other physical hazards (nails)

Trenches, tanks, or other confined spaces:

Asphyxiants; Oxygen-deficient atmospheres; Other toxic gases

Residential fire:
Smoke; Natural gas; Pesticides/herbicides; Collapse

Commercial building:
Oxidizers (liquefied O₂); Flammable gases (butane); Corrosives;
Collapse

Trash, garbage, or other wastes (as well as unknown materials):

Solvents; Aerosols; Flammable liquids; Medical waste; Poisons

Electrical transformers:
Mineral oil; Polychlorinated biphenyls (PCBs); Electricity

Cargo tanks/Rail cars:

Corrosives; Gasoline and fuels; Solvents; Heated combustibles;
Pressurized gases; Irritants; Poisons; Containers under pressure;
Radiation; Flammable liquids

1-28
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Predicting Hazards: Team Activity

Work with your team to complete the following table. List two or
three potential hazards to anticipate at each location given. Conditions
severely affect the duration and intensity of resulting hazardous mate-
rials incidents and can increase their potential to create harm, injury,
and damage.

Potential hazards by location

Construction sites:

Trenches, tanks, or other confined spaces:

Residential fire:

Commercial building:

Trash, garbage, or other wastes (as well as unknown materials):

Electrical transformers:

Cargo tanks/Rail cars:

1-29
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Hazardous Materials Response Case Study

µ Have participants work in their teams to consider this case study

and determine what information is still needed in order to make in-
formed decisions regarding response.

Scenario: At 2200 hours, you respond to a motor vehicle accident on

a major highway. It is partly cloudy, with temperature in the mid 70s.
A tank truck has collided with a small four-door passenger car. The car
broadsided the trailer, running underneath the valve assembly in the
middle of the trailer.

The driver, a young mother of two, is trapped in the car. The children
are in their car seats, in the back seat of the vehicle. There is no fire. As
the first engine company arrives, they discover product spilling from a
damaged valve on the underside of the tank truck, where the car hit it.
The spilled material is beginning to pool. The truck driver is present,
and unhurt. He says he just loaded the trailer a few miles back, and is
trying to make a delivery in the morning, in a town about 200 miles
away.

Information needed BEFORE attempting to take action

at this incident
1. What is the product? Are there any defining clues to its identity?
2. What is its physical state: solid, liquid, or gas?
3. Is it toxic, flammable, and/or reactive?
4. Are there disturbing weather conditions, environmental factors,
vulnerable populations?
5. Is the local hazardous materials team available; are other resources
on-call?

‹ Mention that the course will be successful if it teaches First

Responders how to think. Emergency workers must accurately deter-
mine what chemical they are faced with, in order to safely and effec-
tively deal with it. Much of the work is investigative.

Under what circumstances can you take actions on your own to re-
solve an incident and probably do so safely and efficiently? When do
you clearly have no other choice but to wait for additional expertise
from those more aptly trained and equipped for the job at hand?

1-30
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Hazardous Materials Response Case Study

Scenario: At 2200 hours, you respond to a motor vehicle accident on
a major highway. It is partly cloudy, with temperature in the mid 70s.
A tank truck has collided with a small four-door passenger car. The car
broadsided the trailer, running underneath the valve assembly in the
middle of the trailer.

The driver, a young mother of two, is trapped in the car. The children
are in their car seats, in the back seat of the vehicle. There is no fire. As
the first engine company arrives, they discover product spilling from a
damaged valve on the underside of the tank truck, where the car hit it.
The spilled material is beginning to pool. The truck driver is present,
and unhurt. He says he just loaded the trailer a few miles back, and is
trying to make a delivery in the morning, in a town about 200 miles
away.

Discuss this chain of events with your team and then determine some
things you would like to know before attempting to respond to this
incident:

Information needed BEFORE attempting to take action

at this incident
1.

2.

3.

4.

5.

1-31
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

NOTE Response Process (APIE)

Mention that the APIE process is similar
to, but more in-depth than, the com-
‹ Set the stage for a subsequent discussion of the APIE process in Unit
monly-known Size-Up process.
3 by talking about how these twenty-four hours of training will be-
come second-nature once coupled with experience. The course teaches
how to order thoughts and sequence actions. So when they are faced
with a future hazardous materials incident, they will be equipped for
quick, correct response because they will plan before they act and con-
tinue to plan while they act.

‹ State that we’re going to take a disciplined, deliberate approach to:

A. Size up a situation
B. Strategically plan how to respond
C. Request any other needed resources
D. Implement the best options for resolving the crisis

‹ Relate that a high degree of concentration is required for timely,

accurate hazardous materials response. This course helps prepare the
mind to serve as a camera lens to:
1. Capture a big-picture view of the scene
2. Zoom in on the action
3. Zero in on the most important part
4. Focus for a sharp image

µ Walk students through the decision-making process as described in

their text and relate it to the case study just completed.

The first arriving officer establishes command; then the APIE process
follows:
— Decision 1: Is life saving required (are lives in direct jeopardy; can
they be saved?) If no, go ahead and respond routinely, following
departmental protocols. If yes, then: (a) determine the chemical
involved; (b) determine which properties pose any threat; (c) ana-
lyze how to protect against each threat; and (d) perform risk-ben-
efit analysis (see ERG under PPE)
— Decision 2: Does anything about the plan of action need to be
reconsidered? If no, perform defensive actions, again following
departmental protocols. If yes, then: repeat risk-benefit analysis. If
the benefits outweigh the risks, perform a quick in and out rescue,
if and only if: (a) proper PPE exists; (b) decon can be performed;
(c) First Responders have been adequately trained; and (d) needed
resources can arrive promptly
— When performing a rescue, proceed within the established com-
mand structure to: (a) create a tactical action plan; (b) prepare for
decon; (c) set up control zones; (d) isolate product and public; (e)
rescue viable victims; perform any needed decon; (f ) if necessary
evacuate or shelter the public in-place; and (g) contain or suppress
the product from spreading

1-32
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Response Process (APIE) Key Point

There is a science to processing images of an incident as it unfolds: This course intends to sharpen your
bringing the situation further and further into focus. The key is to take point-of-view and help you think sys-
mental pictures throughout the incident, and adjust your thoughts tematically as an effective team member
within an established command structure.
and actions as the situation evolves.

You will learn to ANALYZE clues that indicate when and where hazard-
ous materials may be present at an incident. With practice interpret-
ing and predicting how these chemicals might act, you will become
increasingly proficient in identifying the exact cause of a problem,
and then relating the cause to the type of harm that could result as a
consequence. This course teaches how to make those connections and
quickly draw conclusions that will protect health and safety.

The harmful effect and route of exposure of a chemical (it could be in-
haled, it might be absorbed) dictates the appropriate type of personal
protective equipment required for your protection. Typical fire fighter
protective clothing does not provide sufficient protection to guard
against most chemicals, so at times your PLAN to improve the emer-
gency situation will include seeking additional resources. Once you
and/or others are trained, prepared, and appropriately equipped, you
will be ready to IMPLEMENT planned actions to stabilize the incident.
Hazardous materials incidents are dynamic, so the tactics may need to
be adjusted according to ongoing EVALUATION.

The process of analyzing, planning, implementing, and evaluating

(APIE) is not necessarily linear: any or all stages may need to be repeat-
ed. The process is systematic but does not always progress in clear-cut,
linear steps. Rather, the steps often overlap and occur simultaneously.
For example, the analysis and planning phases may merge; the imple-
mentation and evaluation steps may need to be repeated.

1. ANALYZE the problem

2. PLAN the response
4. EVALUATE the progress

3. IMPLEMENT the plan

1-33
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Response Process (APIE)

‹ Discuss the flow chart as a decision tree: a rescue is determined on

the basis of specific yes/no decisions. Describe recognition or identi-
fication as reconsideration; and many opportunities exist in the flow
chart for reconsideration based on new or changing information that
may impact the response decision. In effect, the flow chart leads the
First Responder through a risk-benefit analysis, tipping the scale one
way or the other, depending on life threat.

µ Conduct a think-back activity, using your co-facilitator or an ad-

vanced student for this “improv” after you have described the scenario
to the class.

Scenario: Your unit is the first to arrive at a shopping mall where

several people are rubbing their eyes, coughing and stumbling as they
make their way toward the exit.
Facilitator: This course will instruct you to first isolate the area, make notifica-
tion, and establish a decon area. Assume those actions are in progress. What
is your assessment about the viability of your observed victims?
Responder: Well, they are still able to walk
F: What’s probably going on?
R: They are probably reacting to some exposure.
F: How did this happen, do you suppose?
R: They probably breathed in something toxic.
F: Do you sense an immediate danger to life and health?
R: Life is probably not in danger at present.
F: You have your SCBA with you to provide respiratory protection, right? So,
what would the Incident Commander, knowing the dictate of ERG pg. 364,
have you do: are you going to attempt a quick in-and-out rescue?
R: Yes, I probably would. From my current vantage point, I have sufficient
training and equipment (my SFPC and SCBA).
F: OK, that decision seems reasonable. Let’s say the incident continues to unfold,
and now you find yourself in the second arriving unit. At this point, you
observe the previously-walking shoppers to be lying motionlessly on the mall
floor, along with a couple of fire fighters in SFPC and SCBA who are also
down and not moving. What are the projected risks of going in? What is your
assessment of potential benefits? Which weighs heaviest on your decision in
this case: risks or the benefits? What is your best course of action? If you were
the commanding officer, would you allow your members to attempt any res-
cue?
R: No, I probably wouldn’t.
F: So is your job done; what kinds of things could you do at this point? Discuss
defensive actions and the importance of determining if additional resources
will be needed. Relate the go, no-go decision is rarely as straight-forward as in
these provided examples because in actuality a multitude of quickly-changing
variables influence the decision making process.

1-34
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Response Process (APIE)

First Responder actions

— Analyze clues: dispatch info; location and occupancy; container
ANALYZE

Pre-Incident Planning
information
— Establish IMS
— Survey the scene
— Identify and isolate hazards
— Notify involved agencies
Incident Response

— Develop action plan

PLAN

— Prioritize objectives
— Secure area
Life to be saved?
— Use appropriate PPE
— Assess defensive options
— Set up decontamination
NO — Request technical assistance

YES
— Assess vulnerable populations
— Evacuate or shelter-in-place

— Enforce scene control

IMPLEMENT

— Report found conditions

— Implement defensive actions: remote valve shut off; dam, dike,
Do the benefits
outweigh the and divert; vapor suppression; ventilation; dilution
risks? — Complete rescue, if appropriate
— Perform decontamination

NO
YES

Perform Quick Protected Rescue

— Consider progress and outcome

EVALUATE

— Recycle through APIE process

— Revise plan as necessary
Is the plan
working? — Communicate incident status
— Adjust strategies and tactics, if necessary

YES or NO

1-35
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: States of Matter

‹ First Responders must understand some of the basic chemical and

physical properties of the materials they respond to in order to com-
plete a safe hazard and risk assessment at any incident. This under-
standing can help with:
A. Identifying, choosing, and planning response actions
B. Anticipating the effects of other actions and reactions involving
rising temperature, impinging flames, dangerous chemical combi-
nations, etc.
C. Judging whether you can be adequately protected from exposure

Mention that this section includes live or video laboratory

demonstrations that illustrate key physical properties. If the
Chemical and Physical Properties video is to be used, show it now.

µ As students glance through the definitions in their text, ask a few

class members to explain the difference between a solid, liquid, and
gas. Note that a solid can change directly to a gas through a process of
sublimation (e.g., dry ice sublimates to carbon dioxide and moth balls
sublimate to naphthalene).

‹ The States of Matter for Water diagram on the corresponding student

page be used to demonstrate how temperature affects states of matter.

1-36
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: States of Matter States of Matter for Water
All elements exist in nature in one of three states: solid, liquid, or gas.
Substances can change from one state to another as changes occur in
temperature, pressure, or both. A toxic substance is often more hazard-
ous in the gaseous state than in the liquid state because it is easier to GAS
inhale as a gas and more difficult to control. First Responders must Boiling Point:

T E M P E R A T U R E
recognize these differences, because a change in a material’s physical 212 F° (100 C°)
state is likely to:
— Affect the degree of hazard posed by the material
— Influence the tactics needed to control the situation

Temperature is of paramount importance to both fire fighting and LIQUID

hazardous materials response because it changes a product’s physical
state. Temperature can affect all three states of matter.

Three different scales are used to measure temperature:

Centigrade (C), Fahrenheit (F), and Kelvin (K). The first two scales
Freezing/Melting Point:
are in common use and appear in reference textbooks and chemical 32 F° (0 C°)
databases. The Kelvin scale is used primarily in technical and scientific
settings. SOLID

Solids:
A solid is a substance that retains a definite size and shape under nor-
mal conditions. When most solids melt, they change to liquid. The
temperature at which this occurs is the melting point.
Two Most Common Temperature Scales
Liquids: Centigrade (sometimes called Celsius):
Liquids are substances that flow and have a specific volume but take A measure at which water boils at 100°
the shape of their container. The temperature at which a liquid freezes and freezes at 0°. To convert Centigrade
is called the freezing point. The temperature at which a liquid changes to Fahrenheit, use this formula:
to a gas is its boiling point. At this stage, bubbles of the liquid rise F° = (C° x 9/5) + 32
to the surface and enter the surrounding air as gas. Different liquids
reach their boiling points at different temperatures. Fahrenheit:
A measure at which water boils at 212°
Gases: and freezes at 32°. To convert Fahrenheit
A gas is a substance that expands or compresses readily and has no to Centigrade, use this formula:
independent shape or volume. Gases may condense to form liquids C° = (F° – 32) x 5/9
when the gas is cooled to, or below, its boiling point (depending on
the pressure, gases can also turn into solids). Gases may also be lique-
fied by exerting pressure on the gas. Materials that exist as gases have
low boiling points and vapor pressures greater than that of atmospher-
ic pressure.

View the third Unit 1 video: Chemical and Physical Properties

1-37
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Gas Compression

µ Have students glance through the table of liquefied gas expansion

ratios as you discuss why they need to be considered quite volatile.
Note: as a liquid’s boiling point goes down, its volatility goes up. Use
water as the benchmark of comparability.

‹ When explaining expansion ratios, ask the students to imagine chlo-

rine leaking from a container. Suggest that in the case of liquefied
natural gas (LNG), what they should be envisioning is not just one
container, but the equivalent of 600 containers: the expansion capabil-
ity of the product if released.

1-38
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Gas Compression

Compared with other states of matter, gases are the least dense and
most difficult to contain or control once released. They can be reduced
in volume by increasing pressure (or decreasing temperature) to force
the gas into a smaller volume. Certain gases are classified as cryogenic
because of their low temperatures. The DOT defines cryogenic gases as
those with boiling point temperatures at or less than -130°F.

Unlike other compressed gases, a cryogenic gas can be particularly

problematic because of its extreme coldness coupled with large expan-
sion ratios. Cryogenic containers are equipped with safety relief de-
vices which allow built up pressure to be vented. Applying water may
freeze these devices and cause the container to rupture.

Compressed gases can be dangerous because of their expansion ratios.

When a container fails, it can release the entire quantity of gas it is
intended to contain. The expansion ratio refers to a volume of the gas
compared to its volume as liquid. For example, liquefied natural gas
VENTING OF A CRYOGENIC CONTAINER
(LNG) has an expansion ratio of 1 to 600. This means that one cubic
foot of LNG will expand to 600 cubic feet of gas if released from its
container.

Liquefied gas expansion ratios

Liquefied oxygen (LOX) 860 times
Liquefied ammonia (NH₃) 800 times
Liquefied helium-3 (He) 757 times
Liquefied nitrogen (N₂) 696 times
Liquefied natural gas (LNG) 600 times
Liquefied carbon dioxide (CO₂) 553 times
Liquefied chlorine (Cl) 460 times
Liquefied petroleum gas (LPG) 270 times

1-39
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Vapor Pressure Chemical and Physical Properties: Vapor Pressure

Liquid:
– Water 18 mmHg bp 212°F
‹ Note that the warmer a product gets, the higher its vapor pressure
becomes. The higher the vapor pressure, the faster a product evapo-
– Ethanol 40 mmHg bp 173°F
rates. This demonstration illustrates why incidents involving gases
– Acetone 186 mmHg bp 133°F
tend to be highly problematic. An analysis of vapor pressure helps First
– Ethyl mercaptan 442 mmHg bp 94°F
Responders predict just how bad a situation may be, or become, if a
chemical that easily evaporates gets out of its container.

‹ The closer a material’s vapor pressure is to 760 millimeters of mer-

cury (mmHg), the quicker it will evaporate. Any material with a vapor
pressure lower than 760 mmHg is either a solid or a liquid. Anything
over 760 mmHg is a gas. Liquids with a vapor pressure greater than
760 mmHg are gases when released from a container.

‹ Emphasize that First Responders need to appreciate the danger posed

by a chemical released from a damaged container, e.g., on highway or
railcars. Vapor pressure combined with rising temperature and hot sur-
faces can provide ignition sources.

µ Vapor Pressure Demonstration:

1. Suggest that vapor pressure is a measure of a liquid’s tendency to
evaporate. All liquids evaporate, it is just a matter of time. A prod-
uct with a high vapor pressure evaporates faster than a product
with a lower vapor pressure.
2. Place about ten drops of acetone-based finger nail polish remover
in a small aluminum pie tin. Ask students if they can smell the
acetone; how far reaching is the odor?
3. Then place the same amount of water in another tin. Swirl each
product around a couple of times, in its own tin, for about thirty
seconds.
4. Turn each tin over. A little water will be left to spill out of its tin,
but nothing should be left in the one containing fingernail polish
remover.
5. Ask why. Explain that acetone gives off ten times more vapors
than water, so evaporates much quicker. Ask what is worse for a
First Responder, a product with high or low vapor pressure (high,
because the higher the vapor pressure, the more vapors are pro-
duced—which can potentially contaminate a wide region and
quickly put surrounding areas at risk).

‹ Mention that the vapor pressure of many petroleum products is stat-

ed as Reid Vapor Pressure (RVP). RVP differs only slightly from True
Vapor Pressure (TVP). RVP is recorded at 100°F, while most TVPs are
recorded at 68°F.

1-40
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Vapor Pressure 760mmHg = 1 atm = 14.7 psi = 1 bar
Vapor Pressure (VP ) is a measure of the force created when a liquid
evaporates. Evaporation is the process of changing from a liquid to a
gas state. Vapor pressure is often expressed in millimeters of mercury Key Points
(mmHg or simply mm), but other units such as atmospheres (atm) or The effect of temperature can be demon-
pounds per square inch (psi ) may also be used (1 atm = 760 mmHg = strated by comparing vapor pressures:
14.7 psi at sea level = 1 bar). Water at 212°F
= VP of 760 mmHg
The higher the vapor pressure, the faster the evaporation. Products (rapid evaporation at its boiling point)
with high vapor pressures are more volatile than those with low vapor
Water at 122°F
pressures and will give off more vapor. For example: = VP of 93 mmHg
Water at room temperature
Vapor pressures of select materials at 68°F = VP of 18 mmHg

Rock 0 mmHg Acetone 186 mmHg Water at 32°F

= VP of around 0
Water 18 mmHg Acetylene 33,592 mmHg

States of matter and vapor pressure The vapors of a liquid burn—rather than
the liquid itself. Vapor pressure indicates
Solids VP is almost always equal to or near 0 mmHg how quickly a flammable liquid vaporizes;
how quickly it reaches the lower explosive
Liquids VP less than 760 mmHg limit.
Gases VP equal to or greater than 760 mmHg

Vapor pressure also indicates how readily

VP is normally measured at 68°F. Temperatures greater than 68°F a chemical will contaminate the air. This
will cause products to evaporate quicker than usual. As temperature is important because inhalation is the
increases, the VP of a liquid also increases. If the temperature of the primary route of exposure.
product increases enough, the VP rises until it reaches atmospheric
pressure (760 mmHg or 1 atm). When it reaches its boiling point, the
liquid becomes a gas.

0 mmHg 10 mmHg 100 mmHg 760 mmHg (1 atm/14.7 psi)

SOLID Moderately Highly GAS

Volatile Volatile

V A P O R P R E S S U R E

Ethyl Mercaptan: 442 mmHg (bp 94°F)

Acetone: 186 mmHg (bp 133°F)

Ethanol: 40 mmHg (bp 173°F)

Water: 18 mmHg (bp 212°F)

1-41
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Boiling Point Example 1
In a car radiator, the cooling system is
pressurized so the water it contains can
absorb heat beyond its normal boiling
point (212°F). When a car overheats,
steam spews out when the radiator cap is
removed because the water, which is un-
der pressure and above its normal boiling
point, is exposed to normal pressure and
boils off instantly.
Boiling Point Example 2
A pressure cooker is a sealed container
that is pressurized by water-generated
steam in order to heat its contents beyond
212°F and thereby speed up the cooking
process.
1-42
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Chemical and Physical Properties: Boiling Point
µ Introduce the phenomenon of BLEVE during this discussion of
boiling point, emphasizing that any closed container with liquid inside
can BLEVE under a certain set of conditions.
1. Liquids turn into gases at 760 mmHg (1 atm).
2. Gases boil at lower temperatures than water—that is why they are
considered volatile.
— Water (a liquid): boiling point 212°F (18 mmHg)
— Ethyl mercaptan (boiling point 94°F (442 mmHg)
3. In order to liquefy gas, it is put under pressure.
4. The pressure in the tank raises the temperature of the liquefied gas
so that it can absorb heat beyond its boiling point.
5. Boiling point is a function of atmospheric pressure—the pressure
in the container is higher than 1 atm, so the boiling point is higher
than it would normally be.
6. When a tank gets damaged (e.g., through fire, breakage, corro-
sion), the pressure is released, and now matches the surrounding,
normal atmospheric pressure of 1 atm (the point at which a liquid
transfers back into a gaseous state).
7. It is the vapors from the liquefied gas, not the liquid, that burn—
so this transference back to gas is dangerous, and to be avoided
whenever possible.
8. The liquid boils off all at once in this case—expanding hundreds
of times as it moves from liquid to gas (the liquefied gas would
have been at a temperature well above the boiling point for 1 atm).
9. This expansion suddenly and dramatically increases the pressure
around the liquid, producing an exploding fireball. The enormous
force exerted can throw the broken pieces of tanker metal for very
long distances, further imperiling lives.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Boiling Point Boiling Point

The boiling point of water is 100°C or 212°F. As the temperature of a The temperature at which a liquid’s vapor
liquid increases, the molecules of a liquid gain energy and, as a result, pressure equals atmospheric pressure.
move around more. At the boiling point of the liquid, these molecules
enter the surrounding air as vapor. The higher a chemical’s vapor pres-
sure, the quicker it boils, producing more and more vapors.

The boiling point of a liquid is affected by atmospheric pressure, that

is, the pressure the atmosphere exerts on the liquid. Boiling point is
measured at one standard atmosphere, which equals 760 mmHg on
a barometer, or 14.7 psi (at sea level ). At levels above sea level, atmo-
spheric pressure decreases, resulting in quicker vaporization of liquids.

At its boiling point, 212°F (100°C), the vapor pressure of water is

equal to atmospheric pressure (760 mmHg). Boiling point is defined
technically as the temperature at which a liquid’s vapor pressure equals
atmospheric pressure.

When entering the gas state, a liquid product gives off many times its
original volume in vapor. Think of water in a teapot, heating up and
converting into steam. If the product were contained inside a closed
vessel with no mechanism for ventilation, the vapors generated as the
liquid heats exert increasing pressure on the vessel. Over-pressurization
can lead to catastrophic container failure.

1-43
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
DEMONSTRATION WARNING
Do not mix any oxidizers with any fuels.
Allow no dry ice bombs to be made. Do
not pour any solution back into the dry
ice bucket. Do not pour the dry ice down
a toilet or into a sink, as damage could
result.
Key Point: Vapor Density
Relate that most hazardous gases sink, so
they will hug low-lying areas. This fact is
very important for First Responders to
keep in mind during HazMat incidents,
because the people located downwind
in the lowest areas of a region will be in
greatest inhalation danger and may need
to either be evacuated or sheltered-in-
place.
1-44
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Chemical and Physical Properties
µ Vapor Density Demonstration:
1. In advance of the class session, set up a second demonstration
table. Place a chair beside the table (to simulate a decrease in land
elevation). Drape a plastic tarp over the entire table and to the
floor, covering the chair as well.
2. For the demo, place a shallow plastic pan on the table (12 x 18 x 6
in.). Tell the class the demonstration will create a gas with a Vapor
Density of 1.5. Ask whether it will sink or float. [If they guess that
air has a vapor density of 1—similar to water having a specific gravity
of 1—then they should predict that the gas will sink.]
3. Place candles at various locations on the table and chairs, and put
a couple of them on the floor (all on top of the tarp). Light the
candles; suggest they represent life.
4. At the point when everyone is watching, put on leather gloves and
take a few chunks of dry ice out of the cooler and place them into
the plastic pan with metal tongs. Pour water over the ice. Watch as
the vapors appear and their density pulls them down, displacing
the flames’ required oxygen.
5. Discuss why the candle flames did not survive. When water con-
tacted the dry ice, a chemical reaction produced carbon dioxide
(the dry ice moves directly from a solid to a gas state, through a
process known as sublimation). Carbon dioxide has a molecular
weight of 44 (1.5 times heavier than air), so it sinks. It is a simple
asphyxiant.
‹ Conclude with these facts about gases that sink. They include vapors:
— Of flammable liquids
— With molecular weights greater than 29 (the weight of air)—and
long chemical names
And dangerous gases that rise (lighter than air) are few, including:
acetylene, anhydrous ammonia, carbon monoxide, ethylene, helium,
hydrogen, illuminating gas, methane, and nitrogen.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Vapor Density Vapor Density

Vapor density is a measure of the weight of a gas compared to an equal A measure of the weight of a gas com-
volume of air. Vapor density is important when sampling the air, iden- pared to an equal volume of air.
tifying safe areas during an emergency, and predicting how a gas will
spread.
Commonly Encountered Lighter than
— Air has a vapor density of one (1). Air Gases
(i.e., having a vapor density < 1)
— Air has a molecular weight of 29.
— There are some common substances with vapor densities less than
Approximate Molecular
one—lighter than an equal volume of air. Being lighter than air,
vapor density weight
they rise through it. (See right column.)
HYDROGEN 0.07 2.02
— All liquids and many gases have vapor densities greater than
one—heavier than an equal volume of air. They will sink in air, HELIUM 0.14 4.0026
and often collect in low-lying areas or close to the ground.
HYDROGEN FLUORIDE 0.34 20.0
In order to determine whether a gas or vapor has a vapor density less HYDROGEN CYANIDE 0.93 27.03
than air, the molecular weight of the chemical can be used. The mo-
METHANE 0.55 16.043
lecular weight is the mass that is assigned to atoms or molecules that
make up a chemical. This unit of measure may be found in references ETHYLENE 0.96 28.01
such as the NIOSH Pocket Guide to Chemical Hazards. Gases with DIBORANE 0.96 28.01
molecular weights greater than 29 (the molecular weight of air) tend
to sink in air. Vapors of flammable liquids also tend to sink in air. ILLUMINATING GASa 0.60 25.5
Flammable gases may rise or sink, depending on the molecular weight CARBON MONOXIDE 0.96 28.01
of the gas. For example, propane sinks whereas methane rises.
AMMONIA 0.59 17.03
NEON 0.34 20.18
A B NITROGEN 0.96 28.01
ACETYLENE 0.90 26.04

acronym is HA HA MICEN

A. CHEMICAL SINKS IF: VAPOR DENSITY IS greater THAN 

AND MOLECULAR WEIGHT IS greater THAN 29
B. CHEMICAL RISES IF: VAPOR DENSITY IS less THAN 
AND MOLECULAR WEIGHT IS less THAN 29

1-45
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Key Point: Specific Gravity
Relate that the concept of specific gravity
is important for First Responders, because
a chemical that is lighter than water will
float (the heavier water sinks to the bot-
tom). Acids react with water and alcohol
dissolves because of specific gravity.
Floating products are easier to capture
and contain than sinking ones. In order
to keep the chemical away from the pub-
lic, emergency responders use specific
tactics to keep a floating product from
spreading further. (They might place a
dike at the source so no more product
would enter the water; put some hay on it
to act as a sponge; or build a dam or place
a boom in a low-lying ditch to siphon
floating product off the top.)
Key Point: Solubility
The attribute of miscibility is important
to First Responders, because if a chemi-
cal has the ability to mix with water, it
will sink below the water line, making it
impossible to soak up, dam up or divert it
from further spreading and affecting the
public.
1-46
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Chemical and Physical Properties
µ Specific Gravity Demonstration:
Ask the group what specific gravity means. Have them glance through
their reference notes. Class members may relate the concept of weight
pulling down, but they might not have considered a product’s weight
in terms of being lighter or heavier than water.
1. Place a drop of blue food coloring in the bottom of a clear, gradu-
ated 100 mL cylinder.
2. Pour some water in and point out how the color of the water has
turned to blue. Ask for the specific gravity of this blue water. [1]
3. Pour half of the blue water into another clear container; set it
aside for Step 9.
4. Pick up the bottle of cooking oil. Say it has a specific gravity of
0.9. Ask if 0.9 is less than or greater than water. [It is less than 1, so
less weight than water.]
5. Have the class predict whether the oil will sink or float. [It will
float because it is lighter than water.]
6. Gently pour about 15 mL of the oil into the water… it floats.
7. Pick up the bottle of Isopropyl Alcohol. Say it has specific gravity
of 0.7. Ask what will happen if you pour some in. [The alcohol will
float on top of the oil, because it is even lighter than oil.]
8. Gently pour about 10 mL of the alcohol (tinted green) on top of
the oil. It floats as well.
9. Now, pick up the other beaker that only contains some blue water.
Pour a small amount of alcohol in, and note it isn’t floating. Why?
Alcohol, even though it is lighter than water, is miscible in water
(but not miscible in oil). Explain miscibility, or solubility, as mix-
ability. Alcohols and ketones are soluble; hydrocarbons (petro-
leums) are insoluble.
10. Go back to the beaker with water, oil, and alcohol in it. This time,
gently pour some Jet-Dry on top (tint the Jet-Dry with red food
coloring before class, so its contrast will be striking).
11. Ask the class where the Jet-Dry went. [It sinks all the way to the
bottom] Ask what that indicates. [The specific gravity of Jet-Dry is
greater than 1, and it sinks because it is heavier than water.]
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Specific Gravity and Solubility Examples of Specific Gravity
Specific Gravity: Examples of materials that have a specific
Specific gravity is a concept used to measure the weight of solids and gravity of > 1:
liquids in comparison to an equal volume of water. – Sulfuric acid
– Hydrogen peroxide
— Water has a specific gravity of one (1).
— A solid or liquid that is heavier than an equal volume of water has Examples of materials that have a specific
gravity of < 1:
a specific gravity greater than one. This substance would sink in
– Gasoline
water.
– Most hydrocarbons
— A solid or liquid that is lighter than an equal volume of water has
a specific gravity less than one. This substance would float in water.

Examples of Solubility
A B Examples of materials that are soluble in
water:
– Methyl alcohol
– Acetone
Examples of materials that are insoluble
in water:
– Benzene
– N-Hexane

A. SPECIFIC GRAVITY less THAN ONE

B. SPECIFIC GRAVITY greater THAN ONE

Specific gravity has no unit of measure. It is only a relative value (rela-

tive to water). Specific gravity can also help determine response strat-
egy (for example, the type of dam or dike that is best suited to control
a liquid spill in water).

Solubility:
Solubility or miscibility refers to the degree that one substance mixes
with another substance. In such a mixture, the substance present in
greater amount is called the solvent. Water can be a solvent, although
the term usually relates to petroleum-based chemicals. In general, the
substance present in lesser amount is called the solute.

1-47
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Flammability

µ Describe flash point as the minimum temperature at which enough

flammable vapors are generated to form an ignitable mixture. It is a
relative concept. Compare gasoline, which has a flash point of -45°F
(it catches on fire at virtually any temperature) with diesel fuel, which
usually has a flash point of 100°F or more). Note: students may have
been taught differing thresholds.

Definitions of flash point

Flammable Combustible
DOT definition ≤ 140°F 141-200°F
NFPA definition ≤ 100°F 101-200°F

1-48
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Flammability

Flash Point:
Flash point is the minimum temperature at which a liquid releases
enough vapors to create an ignitable mixture near the surface of the
liquid. According to the DOT, a flammable liquid is a liquid with a
flash point less than 141°F. A combustible liquid is one with a flash
point above 141°F and below 200°F.

Flammable liquids with high vapor pressures tend to be more danger-

ous than those with low vapor pressures. They more readily form ignit-
able mixtures, becoming subject to inhalation.

Fire Point:
Fire point is the temperature at which a material will continue to
burn. Usually a material’s fire point is a few degrees higher than its
flash point.

Ignition Temperature:
References may list the ignition temperature of a chemical (also called
the auto-ignition temperature). This is the temperature at which a
material starts to burn without an ignition source. At this temperature,
gases or vapors are consumed in fire as rapidly as they are formed,
and the material continues self-sustained combustion. Many flam-
mable solids have ignition temperatures greater than 400°F, much
higher than flash points of flammable liquids. One notable exception
is phosphorus (white or yellow), with an ignition temperature of 86°F.
Phosphorus is pyrophoric (ignites in air) and is commonly shipped
immersed in water.

1-49
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
DEMONSTRATION WARNING
Do not put an excess of nail polish
remover in the container, and do not
repeat the demonstration using the same
container (an acetone build-up can cause
a sustained fire). Practice this demonstra-
tion before performing it.
Case in Point
For the Case in Point box, make sure to
emphasize defensive measures that the
Washington, D.C. fire fighters took when
an automobile ignition sparked a street
fire (HazMat technicians sealed the natural
gas leak; fire fighters, along with HazMat
crews, sprayed water on the fire). Ask stu-
dents what other lessons can be learned
from this scenario.
1-50
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Chemical and Physical Properties: Flammability (continued)
µ Explosive Limits Demonstration:
Explain that this demonstration shows how a flammable liquid reaches
its lower flammable limit through vaporization. Mention that fire
point is the temperature at which a material will continue to burn
once ignited from an external source.
The lower explosive limit (LEL) is the minimum concentration of
flammable vapor or gas in air that can support combustion. Below the
LEL, the atmosphere is “too lean.” At concentrations above the upper
explosive level (UEL), the atmosphere is “too rich” and cannot burn
because there is not enough oxygen.
1. Before class, and while wearing thermal protective gloves and
safety glasses, bore a hole (1 in. diameter), into the side, and also
into the lid of a plastic 2 gal. container.
2. Discuss flammable range and the meaning of LEL and UEL. Say
you are going to create a flammable range at its beginning—its
flash point or lower explosive limit.
3. Have a portable fire extinguisher nearby. Use an eyedropper to
add about ten drops of acetone-based finger nail polish remover
through the hole in the lid onto the bottom of the container.
Shake the container around for a few seconds.
4. Place the container on the table, then insert the Aim-n-Flame
through the side hole of the container and try to strike a flame.
The mixture probably will not ignite. Ask the class why [too lean].
5. Next, add ten more drops into the top of the container, shake
it up again for about thirty seconds, place it back on the table
and try to ignite it. Discuss the importance of using monitoring
instruments and encourage students to learn how to use combus-
tible gas indicators (CGIs) or whatever meters are available within
their department. If a CGI is available, consider using it during
the demonstration to show how monitoring devices help First
Responders determine when they are in a flammable environment
and when an environment is approaching the LEL.
6. Repeat the sequence until a flash is achieved (20-50 drops).
‹ Mention that vapors can leave an invisible path back to the source of
chemical leak or release, and might ignite an explosion and/or fire.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Flammability (continued) Case in Point

Explosive Limits: An ignition spark started a 2003 fire in
The explosive—or flammable limit—refers to the concentration of a Washington, D.C. A backhoe ruptured
flammable vapor or gas in the air. an underground natural gas line; no one
noticed as invisible vapors spread across
sidewalks and adjoining streets. It took
Below the Lower Explosive Limit (LEL), a mixture is “too lean” to two or three tries to get the engine of
ignite. There are not enough flammable vapors in the air to ignite. a nearby stalled car to turn over, which
Above the Upper Explosive Limit (UEL), the highly concentrated provided a spark sufficient to ignite the
mixture is oxygen deprived, and therefore “too rich” to ignite. vapors. Flames seemed to leap up out
of nowhere as the invisible vapor stream
Between the LEL and UEL, the mixture is explosive or flammable. drew fire down numerous sidewalks and
Remember that sources of electricity such as lights, motors, traffic, and streets. Fortunately, no one was hurt,
even static electricity can ignite mixtures between the LEL and UEL. even though fire fighters had to evacuate
a neighborhood hospital.
What other protective measures did the
fire fighters probably take?
Too rich
UEL
Increasing Concentration

Typical Ignition Sources Found at the

of Flammable Vapor

Flammable Range
Scene of HazMat Incidents
A. Lights and electrical switches
LEL B. Traffic (running engines)
C. Static electricity
FLASH POINT Too lean

Increasing Temperature

Imagine responding to a liquid chemical spill on an asphalt road sur-

face involving a material with a flash point of 100°F. If the air tempera-
ture is 80°F, the asphalt may very well register 100°F or higher. Because
the spilled chemical is near its flash point, it will be evaporating very
quickly. The concentration of vapors in the atmosphere will be in-
creasing. These vapors may burn (not the liquid itself ). Vapors from a
chemical will trail the initial product spill or release. A spark could set
this entire vapor path aflame, endangering everything along the way.
Static electricity, even sparks from a car’s ignition can be sufficient to
ignite a fire from these vapors.

1-51
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Reference
Acids are materials which donate protons
(H+) and bases are acceptors of protons
(OH-). The more ionized the material is,
the stronger the acid or base. In general,
the strength of an acid is inversely pro-
portional to the strength of the H+ bond.
Concentration refers to the amount of
available H+ or OH- in a liquid based
on weight. For example, you may have
solutions of both sulfuric acid and acetic
acid with similar strengths but dissimilar
concentrations.
1-52
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Chemical and Physical Properties: Corrosivity
‹ Corrosivity Demonstration:
1. Before class, mark four 100 mL graduated beakers accordingly:
#1 – 1:1; #2 – 1:10; #3 – 1:100; #4 – 1:1,000
2. Pour 100 mL of vinegar into beaker #1. Then, pour 90 mL of wa-
ter into each of the remaining beakers: beakers #2, #3, and #4.
3. Pour 10 mL from beaker #1 into beaker #2 and stir the mixture.
4. Then pour 10 mL from #2 into #3 and stir that mixture.
5. Finally, pour 10 mL from #3 into #4 and stir.
6. Explain that you have just created mixtures that are 1:1, 1:10, 1:100,
and 1:1,000 respectively. The pH scale is logarithmic. For each
position moved on the pH scale, there is a ten-fold increase or de-
crease in acidity or basicity.
7. Refer students to their manual, and ask for the pH scale range.
Draw a simple line chart of the pH scale in front of the class
(0 … 7 … 14). Identify neutral as having the value of 7, located at
the scale’s midpoint.
8. Tell the group you are going to check the pH of the first con-
tainer. Dip a scaled pH strip into beaker #1 (1:1 ratio of vinegar to
vinegar). Show the test strip results. It should be pH of 2. Ask if
it’s acidic or basic. Relate that for each position moved on the pH
scale, there is a tenfold increase or decrease in acidity or basicity.
9. Now place a scaled pH strip into beaker #2. It has a 1:10 ratio
mixture. Measure a pH of 3. For beaker #3: measure a pH of 4.
For beaker #4: measure a pH of 5. Each time that we dilute the
mixture by 90% there is a one-position scale shift in pH.
Relate the connection to the fire service: neutrality cannot be
achieved by simply diluting acid or caustic spills with water. If we
had a one gallon spill of acid with a pH of 1 and wanted to make
it neutral, one million gallons of water would need to be added to
render a pH of 7. Describe neutralization as a chemical reaction
that produces heat (energy).
11. Show how neutralizing with a caustic may be the alternative of
choice in cases where diluting acid with water would not be effec-
tive or efficient. Measure the pH of a pre-mixed solution of bak-
ing soda and water from another container (should be 12 or so).
12. Add some of the vinegar from beaker #1 into the baking soda-
water mixture. It bubbles, then settles down. The relatively more-
basic baking soda offset or neutralized the more-acidic vinegar.
Note that pH does not indicate concentration or strength, but rather
indicates the degree to which a product is caustic or acidic.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Corrosivity

Corrosive materials are characterized by the extent to which they con-
tain either acids or bases. The pH scale indicates a material’s corrosive
level. It ranges from 0 to 14, with 7 (the midpoint) being neutral.
Values lower than 7 indicate increasing acidity, while those higher than
7 indicate increasing basicity.

The pH scale is logarithmic: the difference in acidity from pH 6 to

pH 7 is small, while the difference from pH 3 to pH 4 is greater and
the difference in acidity between pH 1 and pH 2 is greater yet. The IS THIS MATERIAL BASIC OR ACIDIC?
difference between pH of 0 and 1 is even greater, with pH of 0 being
10,000,000 times more acidic than 1.

When dealing with acids and bases, it is also important to obtain in-
formation about the concentration and strength of the acid or base. A
high concentration of a weak acid can be equally as dangerous as a low
concentration of a strong acid.

Both acids and bases can cause injury. Materials with a low or high pH
are the most hazardous: any highly concentrated acids or bases should
be carefully assessed before action is taken. Base chemical burns can be
the most devastating of all eye injuries.

pH scale values
Relationship to neutral pH Range of pH values
10,000,000 times more acidic 0
1,000,000 times more acidic 1
100,000 times more acidic 2
10,000 times more acidic 3
1,000 times more acidic 4
100 times more acidic 5
10 times more acidic 6
neutral 7
10 times more basic 8
100 times more basic 9
1,000 times more basic 10
10,000 times more basic 11
100,000 times more basic 12
1,000,000 times more basic 13
10,000,000 times more basic 14

1-53
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Physical and Chemical Properties: Chemical Reactivity

‹ If time permits, consider recalling a recent HazMat incident such

as the following one.

Current Event Tragedy

Date: Thursday, February 19, 2004
Time: Incident begins about 4 AM in the morning

Scenario:
Twenty-four hours after railcars are loaded, a run-away train derailed and
caught on fire; fire fighters proceeded to extinguish 90% of the fire over a
five hour period, at which time the remains exploded.

Contents:
At least forty cars carrying fuel, industrial chemicals, cotton. Specifically:
— Seventeen cars of sulfur (what do we know about it: flammable solid)
— Six of gasoline (what do we know about it: highly flammable liquid)
— Seven of fertilizer (explosive when mixed with flammable liquids)
— Ten of cotton (high surface tension, difficult to extinguish)

Results:
Close to 500 injured. Of the known dead, 200 of 300 were fire fighters
and rescue workers caught in the explosion (including the local fire chief ).
Five local villages were devastated (three of them within 600 yards of the
blast), dozens of people believed to be trapped in their homes of mud and
clay, near the train tracks. Remaining local residents evacuated after the
blast.

Probes:
A. Do you think the fire fighters knew what products were burning?
How could they have tried to find out?
B. What probably happened? If the fertilizer, say ammonium nitrate
exploded, what chemical reactions lead up to the event? If mechanical
failure caused a BLEVE, what role did physical properties play?
C. What evacuation measures should have been taken—and when?
D. How would you have assessed the risks vs. the benefits as you began
to fight the fire? How would you have fought it—with what PPE?
What additional resources might have been helpful to call upon?
Would your risk-benefit analysis have changed at the point of the
explosion—in what ways? How would you have changed your ac-
tions—why?
E. How did such a volatile and deadly mix of materials come to be
transported in the same train? What preventative steps might fire de-
partments incorporate to help guard against future catastrophes?

1-54
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Physical and Chemical Properties: Chemical Reactivity Polymerization

Chemical reactions result when two or more substances combine to Small molecule “wants” to become a
form new chemicals which cause energy to be absorbed or released. big molecule through chemical reaction
Combustion, polymerization, and ionization are examples of chemical (linking)
reactions.

Some chemical reactions take place in an instant, like the reaction of

an ignited stick of dynamite. However, other reactions take months
(for example, the length of time required for a nail to rust). The rate of
reaction depends on various factors:
— Temperature:
Increasing temperature usually speeds reactions
— Concentration:
Increasing the concentrations of the reacting materials usually in-
creases the rate of reaction
— Presence of catalysts:
Catalysts increase the rate of chemical reactions, but are not them-
selves affected by the reaction

In addition to the factors listed above, the physical and chemical prop-
erties of reactive materials can influence reactions. For example, gases
and vapors react more readily than liquids and solids, and highly reac-
tive materials can spontaneously explode or ignite when exposed to
some other substance.

Some materials react when exposed to water. For example, sodium

metal is extremely water-reactive and may explode if it comes in con-
tact with water. It is stored dry or in mineral oil or kerosene. Air-reac-
tive materials, such as phosphorus, react when exposed to air. A related
term, pyrophoric, is used to describe a material (liquid or solid) that
spontaneously ignites in air at or below 130°F.

Polymerization:
Polymerization is the process of single chemical units (monomers)
combining to form larger chemical units (polymers). A monomer rep-
resents a link in a chain: all the units linked together form a polymer
chain. Ethylene (a monomer) can polymerize to form polyethylene (a
polymer). Inhibitors are added to materials to maintain their stability
during shipment. Should an inhibitor fail, the risk of polymerization
increases. Events that can cause inhibitors to fail include: exposure to
heat, time lapse, and vessel or load contamination. Polymerization in a
closed container can cause an explosion.

1-55
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
BLEVE Example
A propane tanker on fire: as long as there
is enough liquid in the tank to absorb the
heat of the fire, the container may stay
intact (note, but do not demonstrate, how
lighting a match to the part of a styro-
foam cup holding water will not cause the
cup to melt, because the liquid absorbs
the heat, to a point). The fire will poten-
tially thin and start to melt the walls of
the container. As more and more of the
liquid boils off, more and more pressure
builds up in the increasing vapor space.
If the container breaks open, any remain-
ing liquid boils off instantly upon contact
with normal, unpressurized atmosphere.
This lightning-speed jolt of extra pres-
sure causes an explosive reaction (before
the “boil off” when the container broke,
vapors had already built up within the
tank from the boiling liquid expanding
into gas caused by the heat from the fire).
BLEVE is literally an explosion caused
by liquid that is instantly “boiling off”
coupled with vapors that are greatly ex-
panding.
1-56
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Chemical and Physical Properties: Chemical Reactivity (continued)
µ Describe factors leading to a chemical’s high reactivity as students
follow along in their manuals.
‹ Discuss how the railroads, the gases industry, and the fire service
have all worked together to assure tank cars are retrofitted with ther-
mal protection to further guard against high temperatures that weaken
metal and set the stage for BLEVEs.
BLEVE lessons
Fact Response guidance
Relief valves may not be able to If a vertical torch shoots up from
relieve enough pressure to avoid a the relief valve and a shrieking
BLEVE sound can be heard, a BLEVE is
eminent; personnel should be out
of the area
Attempts to cool an LP-gas con- A cooling effort will probably fail
tainer to prevent a BLEVE requires without an immediate, steady, sub-
a lot of continually-applied water stantial water supply
According to NFPA 58, above Protective fencing should be veri-
ground piping and valves for fied within community pre-inci-
propane are to be protected from dent planning efforts
physical harm with fencing
The decision to protect exposed Stage at a distance when flames
buildings where there is no threat are impinging on a liquefied gas
to human life has imperiled—if tank. Think in terms of risk-benefit
not taken—the lives of many fire and do not risk being caught in a
fighters BLEVE to save property
Source: Wolf, A. “BLEVE Kills Two,” NFPA Online, February 17, 2004, http://www.
nfpa.org/Research/FireInvestigation/Articles.
‹ Query students about BLEVEs. What are you thinking if you:
A. See a vertical torch shoot up from a relief valve
B. Hear a relief valve shrieking
‹ Ask students what experiences they have had with oxidizers:
A. Name a few
B. Why are they so dangerous
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Chemical Reactivity (continued)

Explosion:
Explosions are sudden chemical reactions that release tremendous
energy. Explosions can be classified by how quickly gases are created.
Force is created when gases expand rapidly. The more gas created, the
greater the force. When high explosives such as dynamite detonate,
they release gas quickly. Low explosives such as ignited loose black
powder typically create gas at a slower rate, producing less force than
dynamite.
CONTAINERS IN TRANSPORT MAY HAVE
PRODUCTS WITH MORE THAN ONE PLACARD.
Boiling Liquid Expanding Vapor Explosion (BLEVE): THIS VEHICLE CONTAINS BOTH AMMONIUM
Flammable gases are particularly hazardous when transported or stored NITRATE AND FUEL OIL. WHEN COMBINED THEY
MAKE ANFO, A STRONG EXPLOSIVE.
in their liquefied form because there is added potential for this liquid
to create a BOILING LIQUID EXPANDING VAPOR EXPLOSION (BLEVE). A
vapor explosion could be caused by a ruptured container of liquefied
flammable gas, and could then result in an uncontrollable fire.

For example, a BLEVE can occur when a container is exposed to fire

and the flames impinge on the tank shell. The liquid inside the tank
begins to boil and vaporize. As vapor is vented from the relief value,
the level of liquid drops. After time, the relief valve is unable to suffi-
ciently vent the vapors. Heat and pressure build inside the tank, caus-
ing the container to weaken, tear, rupture. When the released product
hits the atmosphere, it triggers an explosive instantaneous ignition. A FULL SCENE SIZE UP MAY YIELD CLUES AS TO
THE CONTENTS. ON THE LEFT SIDE OF THE
PICTURE, YOU CAN SEE A PRESSURIZED FLAME.
Oxidation: A HIGH PRESSURE FLAME, ESPECIALLY WHEN
ACCOMPANIED BY A HIGH PITCH WHINE,
Oxidizers can make a fire burn hotter and faster or make materials INDICATES THAT A PRESSURIZED CONTAINER
that are not normally flammable burn. Their presence may result in HAS BEEN HEATED AND MAY SOON VIOLENTLY
FAIL.
explosions. Some oxidizers are unstable or very reactive. On its own,
oxygen is nonflammable. However, when combined with other mate-
rials (even nonflammable protective clothing) it becomes a powerful
oxidizer capable of dramatically accelerating combustion. Oxidizers
often continue to burn even when sources of air are removed from the
fire because they provide their own oxidizing capability, so they do
not need a continual air supply. Materials posing oxidation hazards
include:
— Inorganic peroxides
— Organic peroxides
— Chlorine
— Chlorates
— Perchlorates
— Iodine
— Fluorine
— Bromine

1-57
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Key Point
Distance reduces radiation exposure. By
doubling the distance from the source,
the original radiation is decreased to
25%.
Radiation Analogy
– Bunker gear would stop a cotton ball
just as it would provide appropriate
protection against alpha radiation.
– Bunker gear would also probably stop
a BB, fired from a BB gun, similar to
how it would protect against beta ra-
diation.
– No PPE protects against gamma rays:
the equivalent of a .30-06 bullet fired
from a rifle.
Inverse Square Example
If when 2 ft. away from a radiation
source, the reading on a meter is 20 rem,
then at 4 ft. from the source (doubling
the distance), the reading would be ½ x 2
or ¼ of the reading, or 5 rem. When 5 ft.
from the source, the reading would be
1⁄3 x 3 or 1⁄9 of the reading, or 2.22 rem.
1-58
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Chemical and Physical Properties: Radiation
µ Note that alpha and beta radiation particles have mass. Gamma
rays, like x-rays, have no mass. The threat from alpha and beta radia-
tion comes from their ability to penetrate the body through inhala-
tion, ingestion, or injection. Review the ERG section on radiation: it
gives measuring radiation levels lower priority than providing rescue,
first aid, and fire control.
‹ Note that monitoring equipment is not typically available upon
scene arrival, however, radiation detection is very important for inci-
dents involving explosions.
Inverse Square Law:
The inverse square law applies to all forms of radiation (from radio
waves, through the light spectrum to gamma rays).
When we move away from a light, it appears dimmer. When we move
closer, it appears brighter. Similarly, when we move away from a radia-
tion source, its effects are weaker and when we move closer, its effects
are greater. The inverse square law defines how much dimmer or weak-
er or brighter or stronger the electromagnetic radiation is.
It simply states that as you move further from the source, the effect of
the source is reduced by the inverse of the distance moved, squared.
That means: the effect = (1 ÷ distance) x distance.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Radiation Key Point

Radiation is the emission of electromagnetic energy, in either non- Distance reduces radiation exposure. By
ionizing or ionizing form. Non-ionizing radiation is present in soil, doubling the distance from the source,
fluorescent lights, the sun, and TV/computer monitors. Radioactivity’s the original radiation is decreased to
25%.
ability for certain elements to emit energy that can damage living
organisms is most threatening to humans in the form of ionizing
radiation from sources including x-rays, survey equipment, medical
diagnostic isotopes and radioactive materials. Ionizing radiation may Time, Distance, and Shielding:
be in the form of alpha, beta, and neutron radiation as well as gamma Protections Against Radiation
and x-rays.
Distance is the most effective means of
reducing exposure. Doubling the distance
Alpha radiation can only travel a short distance from its source (usu- from the source essentially quadruples the
ally a few centimeters in air), so it can be deflected by skin, a thin film amount of radiation protection. Wearing
of water, or a sheet of paper. The energy from beta radiation travels appropriate protective shielding and lim-
farther than alpha particles—most will be absorbed after traveling iting the amount of time spent near the
about a meter. It can penetrate about 1½ inches of wood and through source will also reduce the exposure.
½ inch of human skin. Beta radiation can cause serious skin burns and
harm eyes.

Gamma rays carry higher energy and are more penetrating than alpha
or beta particles. These rays are only blocked with dense shielding,
such as several inches of lead or several feet of concrete. Gamma rays
can easily penetrate the skin.

Neutron radiation is a form of high-speed particle energy. Neutrons

carry no electrical charge and ionize matter by direct collision with
electrons. Neutrons penetrate, so they can affect all the organs. Few
natural emitters of neutron energy exist: some inconsequential neu-
tron radiation is emitted when cosmic rays from outer space interact
with gas molecules in the atmosphere.

Lead Concrete

Alpha
Beta

Gamma
Neutron
ALPHA ENERGY:
STOPPED BY PAPER OR OUTER TURNOUT GEAR
BETA ENERGY:
STOPPED BY ALUMINUM FOIL
MAY PENETRATE PARTIALLY INTO GEAR, MAY PENETRATE EXPOSED SKIN
GAMMA RAY:
STOPPED BY A FEW INCHES OF LEAD
WILL PENETRATE GEAR AND BODY
NEUTRON ENERGY
WILL PENETRATE GEAR, BODY, LEAD, AND CONCRETE

1-59
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties

µ Refer to the chart on the corresponding student guide page as you
verbally quiz students about a few chemicals.

For propane:
1. Is it a solid, liquid, or gas? [gas]
2. Is it flammable? [yes]
3. Is it lighter or heavier than air? [heavier]
4. Is it toxic? [asphyxiate]
5. Is it corrosive?
6. Is it water-soluble?

Then ask, Why is this factor important? How will it effect your plan?

1-60
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties

Why are factors such as vapor pressure and specific gravity important?

Carbon Monoxide Acetone Acetylene

Vapor Pressure >35 atm 180 mmHg 44.2 atm
Molecular Weight 26 58.1 26
Lower Explosive Limits 12.5% 2.5% 2.5%
Upper Explosive Limits 74% 12.8% 100%
Flash Point n/a 0 n/a
Solubility 2% Miscible 2%
IDLH 1200 ppm 2500 ppm n.d.
Specific Gravity … .79 …

Kerosene Propane Gasoline

Vapor Pressure 55 mmHg 8.4 atm 38–300 mmHg
Molecular Weight 170 44.1 72
Lower Explosive Limits 0.7% 2.1% 1.4%
Upper Explosive Limits 5% 9.5% 7.6%
Flash Point 100–162 n/a -45
Solubility Insoluble .01% Insoluble
IDLH n.d. 2100 ppm Ca.
Specific Gravity .81 … .72

Ammonia Sulfuric Acid Sodium Hydroxide

Vapor Pressure 8.5 atm .001 mmHg 0 mmHg
Molecular Weight 17 96.1 40
Lower Explosive Limits 15% n/a n/a
Upper Explosive Limits 28% n/a n/a
Flash Point n/a n/a n/a
Solubility 34% Miscible 111%
IDLH 300 ppm 15 mg/m³ 10 mg/m³
Specific Gravity … 1.84 2.13

1-61
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Partner Activity ä5 Minutes

µ As a synthesis exercise, ask students to conclude the most important

things to remember about these properties. Review the provided ex-
ample.

First have individuals independently list two or three key items. Then
have class members compare their own list with one other person, and
prioritize each item on their combined list. Finally, ask each pair to
relate their top item to the entire class. As each pair reports, write the
suggestion on an easel pad, and briefly discuss their justification. Take
a class vote of who else listed that item as high priority to remember.
After all pairs report in, order the entire class list according to votes
received. Encourage participants to record the list in their manuals,
along with notes on how they will try to remember each point.

Points Worth Remembering about Chemical and Physical Properties:

— A solid becomes a liquid at its melting point; a liquid becomes a
vapor at its boiling point
— The higher a chemical’s vapor pressure, the more readily it can
change from a liquid to a gas; any chemical with a vapor pressure
above 760 mmHg is likely to be in the gaseous state at room tem-
perature
— Lower and upper explosive limits (LEL and UEL) refer to the
minimum and maximum concentrations of a flammable gas or
vapor that can be ignited
— Liquids and solids with a specific gravity greater than 1 will sink in
water; those with specific gravity less than 1 will float in water
— Vapors and gases with a vapor density greater than 1 will sink in
air; those with a vapor density less than 1 will rise in air
— A chemical with a pH less than 7 is acidic; a chemical with a pH
greater than 7 is basic
— Time, distance, and shielding minimize exposure to radiation

1-62
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical and Physical Properties: Partner Activity

List the most important points to remember about chemical and physical properties, and how you will try to remem-
ber each point. Try to relate each point to a vivid experience, instead of resorting to memorization.

Key point to remember Way(s) to remember the point

E.g., Lighter than air vapors rise Imagine a hot air balloon inflating
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

1-63
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Exposure/Contamination
Sample Demonstration
While discussing exposure, spray air
freshener in the class room. The air fresh-
ener will likely be smelled throughout the
room. While the attendees are exposed
to the air freshener, they should not have
any on their clothing, allowing them to
leave the room without being decontami-
nated.
While discussing decontamination, spray
silly string on a class volunteer (avoid
spraying on light colored fabric and
spraying in the eyes of participants). Since
the participant will need to remove the
silly string from their clothing, they are
contaminated.
1-64
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Health and Safety Threats: Toxic Exposure Routes
µ While participants scan material on toxic exposure routes in their
manuals, describe the various ways toxins can enter the body: through
inhalation, absorption, ingestion, and injection/ puncture. Discuss
areas of high absorption potential (e.g., scalp, armpits, groin), and the
fact that absorption of many substances occurs faster through the eyes
and mucous membranes than through the skin.
‹ Discuss examples such as air fresheners, x-rays, carbon monoxide, a
smudge of dried mud. Under what circumstances can you be exposed
to them? Is it possible to decontaminate? Help students remember the
distinction between exposure and contamination by relating that it
may be possible to “de-contaminate” a person, but it is not possible to
“de-expose” a person. It might be possible to get rid of a contaminant;
but once an exposure has occurred, it is only possible to minimize its
effects.
µ Team Speed Drill:
Assign each team a route to study in depth. Have each team draw
diagrams as necessary to help explain its assigned entry route to the
class-at-large.
As the teams report, mention factors that affect the degree of exposure
for each route:
A. Inhalation: Rate and depth of respiration
B. Absorption: Duration of contact, level of concentration, skin tem-
perature, areas with hair follicles, and the types of chemicals
C. Ingestion: Type of substance and amount ingested
D. Injection: Damage to skin allowing opening for chemicals; depth
of puncture
Also offer a way to prevent exposure for each route of exposure.
A. Inhalation: SCBA
B. Absorption: SFPC
C. Ingestion: Complete decon before you eat or drink
D. Injection: SFPC
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Health and Safety Threats: Toxic Exposure Routes
Exposure is the process by which people, animals, the environment
and equipment are subjected to or come in contact with a hazardous
material (a contaminant). Exposure can enable a toxic chemical, infec-
tious material or radioactive agent to enter the body.
Toxins are able to enter the body through:
— Inhalation
— Absorption: skin and eyes
— Ingestion
— Injection or puncture
Contamination is the presence of a hazardous material that physically
remains on or in people, animals, the environment, or equipment—
thereby creating a continuing risk of direct injury or a risk of exposure.
Sometimes contaminants can be removed from skin, hair, clothing,
accessories, and vehicles—thereby eliminating or minimizing negative
health effects. Once toxins enter the body, total reversal or removal
may not be possible; therefore, the goal is avoidance.
Inhalation:
Most toxic exposures are caused by inhaling dangerous gas vapors.
First Responders remain at high risk unless they wear their self con-
tained breathing apparatus (SCBA) until a determination has been
made regarding the presence of chemical products or by-products at
an incident scene.
The lungs act as a transfer point in the human body. Chemicals and
infectious agents can enter the body through inhalation, without no-
tice. The main reason solids are generally considered less toxic than
gases is because they are less likely to be inhaled. By contrast, even a
small amount of a gas such as chlorine can have very toxic effects if
inhaled. The rate and depth of respiration affect the amount of mate-
rial absorbed. Faster, deeper respiration increases exposure.
Absorption through the eyes:
Up to 90% of hazardous materials can be absorbed through the eyes.
The eyes can be negatively affected by exposure. Damaging and se-
vere injuries to the eyes can result from basic (alkali) splashes. Only
10% of all eye injuries involve hazardous chemicals—the most severe
ones result from chemical burns. Chemicals that are both water and
fat-soluble penetrate the farthest, doing the most damage. Common
chemicals that could cause severe or irreversible injury to the eye: so-
dium hydroxide/caustic soda/lye, quick lime, ammonia, sulfuric acid,
and hydrocarbons.
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
Common Sense Prevails
When verifying presence of hazards, use
as many clues as possible, including your
senses:
– Use aided, protected vision
– Listen for clues at the scene
– Do not use senses of taste, smell, or
touch (e.g., some materials have toxic-
ity levels below one’s ability to smell
them)
Factors Affecting Toxic Exposure
Some materials pose little threat if the
exposure time is short (acute) even if the
concentration of material is relatively
high. However, significant (chronic)
exposure can result from prolonged expo-
sure to a chemical.
Repeated exposure to such common haz-
ardous materials as gasoline is correlated
with liver as well as respiratory diseases.
Chronic health problems also result from
repeated exposure to diesel exhaust fumes
(sulfur dioxide, a by-product, is a known
carcinogen), therefore fire stations need to
be equipped with gas exhaust systems.
Acute Exposure
– High concentration of chemical
– Short duration of exposure
Chronic Exposure
– Low (or high) concentration of chemical
– Long duration of exposure or repeated
short durations of exposure
1-65
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

1-66
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Toxic Exposure Routes (continued)

Absorption through the skin:
Toxic substances can be absorbed through the skin, or enter the blood-
stream through broken skin. Absorption is influenced by several factors:
A. The longer a material is in contact with the skin, the greater the
amount absorbed.
B. The greater the concentration of the chemical, the greater the
amount absorbed.
C. Elevated skin temperature and greater blood flow increase the rate
of absorption.
D. Areas with hair follicles allow for greater absorption. For example,
the groin is 300 times more susceptible to absorption than the
foot.
E. The type of chemical affects exposure. For example, fat-soluble
chemicals, like solvents (e.g., carbon disulfide, dimethyl sulfox-
ide, benzene) are most readily absorbed through the skin and can
damage internal organs such as the liver.

The degree and severity of absorption can vary based on the integrity
of the skin. Skin can be damaged, and promote greater absorption
(hence exposure) if subject to trauma, heat/cold, humidity and mois-
ture, and/or previous chemical exposures.

Ingestion:
Toxic materials can be swallowed if they come in contact with the
mouth. Ingested materials can affect other organs as well as the gas-
trointestinal system. To avoid exposure through ingestion, always
complete decontamination before you eat or drink (procedures for re-
moving contaminants before they have a chance to enter the body are
discussed later in this course).

Injection and Puncturing:

Injections and punctures result from contact with physical agents
such as syringes, high pressure devices, or sharp objects (e.g., jagged
pieces of glass or metal). Injuries from injection and puncture can be
more serious than surface contact because chemicals can penetrate
deep into the tissues, closer to vital organs and the circulatory system.
Consequently, determining the extent of such an exposure may be
difficult. Injection pierces the skin, providing an opening for other
chemicals to enter.

1-67
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Toxic Chemical Effects

µ In reviewing the types of toxic chemicals with the students, have

them use the ERG to look up and note which type of PPE would pro-
vide adequate protection (against a couple of example chemicals). For
example, a positive pressure self-contained breathing apparatus would
be in order to protect against an asphyxiant; SCBA and Chemical
Protective Clothing (CPC) would protect against corrosives and ir-
ritants; and a combination of SCBA, SFPC, and CPC would be re-
quired to protect against sensitizers, carcinogens, and neurotoxins.

1-68
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Toxic Chemical Effects NOTE

Chemicals differ in the effect each has on the body. As mentioned For additional information on toxic ef-
previously, some effects are acute and others are chronic, depending on fects and your body, see the Appendix.
the length of exposure and concentration of the specific chemical. A
single chemical may produce a range of effects over time. The effects of
chemicals are not always well-researched, so First Responders should
document all exposures and any changes in normal body functions.
The NIOSH Pocket Guide offers information about toxic effects of
select hazardous substances.

The following chart lists types of toxic chemicals. The chart also pro-
vides a description of each type along with examples of those types of
hazardous materials.

Types of toxic chemicals

Category Description Examples

Asphyxiants — Gases that deprive the body tissue of oxygen Simple asphyxiants:
— There are two types: — Carbon dioxide
» Simple asphyxiants displace oxygen — Methane
» Chemical asphyxiants are gases that prevent oxygen — Nitrogen
use by the body’s tissues, even though enough — Propane
oxygen is inhaled
— Argon
— Signs of exposure include restlessness, agitation,
drowsiness, confusion, stupor, and coma Chemical asphyxiants:
— Carbon monoxide
— Hydrogen cyanide
— Hydrogen sulfide
— Sulfur dioxide
Corrosives — Can cause irreversible tissue damage — Caustic soda
— Acids — Sulfuric acid
— Alkalis (bases or caustics) — Hydrochloric acid
— Effects depend on concentration of chemical and — Nitric acid
strength of the acid or base — Calcium carbonate
— Mild tissue damage from a corrosive may resemble a — Potassium hydroxide
burn from heat
— Uranium hexafluoride
— Eyes, skin, mucous membranes highly susceptible to
effects — Alkylating agents such as potas-
sium permanganate
— Causes irritation, pain, and burning
— If inhaled, causes coughing, difficulty breathing

1-69
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Toxic Chemical Effects (continued)

‹ Review the rest of the table with class participants and if time per-
mits have them add their own sketches of respective placards to their
student manual pages.

1-70
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Types of toxic chemicals (continued)

Category Description Examples

Irritants — Can cause temporary, severe, inflammation of the — Sulfur dioxide
eyes, skin, or respiratory tract — Pepper spray
— Tear gas
Sensitizers — Can cause allergic reactions after repeated exposures — Gasoline
— Reactions may be different because some people are — Pesticides
more susceptible to the effects of sensitizers — Formaldehyde
— Repeated exposure may cause a rash on skin, or an — Nickel
asthma-like reaction if the sensitizer is inhaled
Carcinogens — Can cause cancer — Benzene (in gasoline; associated
— Cancers may take up to 20 years to develop, follow- with leukemia)
ing exposure — Vinyl chloride (associated with
— Levels of exposure may be difficult to document; liver cancer)
little is known about possible effects from exposure — Asbestos (associated with lung
to multiple carcinogens cancer)
— Radioactives
— Gasoline
Neurotoxins — Cause damage, either permanent or reversible, to — Some pesticides
the central nervous system or the peripheral nervous — Solvents
system
— Nerve agents (e.g., Sarin, VX)
— Symptoms include dizziness, headache, vomiting,
wheezing — Other neurotoxins

Biological — Most likely to occur at EMS calls involving blood — Hepatitis A, B, and C
Hazards borne pathogens or airborne pathogens — HIV
— Any container that carries a biohazard symbol po- — Herpes virus
tentially carries an infectious material
— Tuberculosis (TB)
— Keep in mind that laboratory specimens (e.g. ani-
mals, petri dishes) may be infectious
Convulsants — Psychotropic materials which cause changes to the — Belladonna
central nervous system — Night shade
— Designed as incapacitating agents — BZ
— Tend to be non-toxic and non-persistent — Mandrake root
— Use dates back to at least 200 BC — Jimson (loco) weed
— Atropine
— Scopolamine

1-71
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Exposure Limits

µ Have students read through the page in their manuals that lists
exposure terms and limits. Discuss the meaning of “immediately life
threatening.” Students will be expected to understand IDLH in test-
ing situations. Go over what the abbreviation stands for: IMMEDIATELY
DANGEROUS TO LIFE OR HEALTH. Place parts of this chart on an easel at
the front of the class to focus attention on differences in the classifica-
tions.

1-72
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Exposure Limits Key Point

Governmental organizations use the following abbreviations for ex-
posure limits. OSHA stipulations are a matter of law. Exposure limit
abbreviations such as these appear in references and on Material Safety
Data Sheets. These definitions are important, e.g., the IDLH value
may help determine if a victim who has been inside a tank for a long
time is likely to survive (viable).
If a chemical has data listed for any of the
exposure limit terms, the values are small
(ppms). The smaller the exposure limit,
the more toxic the material.
1% = 10,000 parts per million (ppm)

OSHA (Occupational Safety and Health Administration)

PEL PERMISSIBLE Average concentration
1 ppm = 1 inch in 15.78 mile
EXPOSURE LIMIT that must not be exceeded
during 8-hr. work shift of a 1 ppm = 1¢ in $10,000.00
40-hr. work week
STEL SHORT TERM 15-min. exposure limit
EXPOSURE LIMIT that must not be exceeded
during the work day

NIOSH (National Institute for Occupational Safety and Health)

REL RECOMMENDED Average concentration limit
EXPOSURE LIMIT recommended for up to a
10-hr. work day during a 40-
hr. work week
IDLH IMMEDIATELY Maximum concentration
DANGEROUS TO LIFE from which a person could
OR HEALTH escape (in the event of
respirator failure) without
permanent or escape-
impairing effects

ACGIH (American Council of Governmental Industrial Hygienists)

TLV-TWA THRESHOLD LIMIT Average concentration limit
VALUE – TIME for a normal, weighted
WEIGHTED AVERAGE average 8-hr. work day and
a 40-hr. work week that
should not cause adverse
effects
TLV-STEL THRESHOLD LIMIT 15-min. exposure limit that
VALUE – SHORT TERM should not occur more than
EXPOSURE LIMIT four times during any given
work day
TLV-C THRESHOLD LIMIT Concentration that should
VALUE – CEILING never be exceeded

1-73
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Contamination

‹ Stress the necessity of decontaminating to remove or neutralize

contaminants that may have accumulated on equipment, clothing or
the body. Decontamination is critical to health and safety at hazard-
ous materials response incidents. Decon is also important at routine
structural fires where responders become saturated with water—water
which may contain residual toxic and/or combustive products that
could adhere to clothing.

µ Review the definition of contamination according to NFPA 472.

Encourage students to ask questions after reading about contamina-
tion in their text.

NFPA 472 definition of contamination

Contamination is the process of transferring a hazardous material
from its source to people, animals, the environment, or equipment,
which may act as a carrier.

Points of clarification:
A. Exposure vs. Hazard
Hazards are associated with their potential to be contaminants.
B. Exposure vs. Contamination
Contamination can be eliminated and thereby reduce or mini-
mize toxic exposure effects.
C. Contamination vs. Secondary Contamination
Secondary contamination is the process through which con-
tamination is spread by interaction between the original con-
taminant and people, animals, equipment, or the environment.
D. Internal vs. External Radioactive Contamination
Radioactive particles will continue to be emitted until the
contamination is removed. So, if external radioactivity on your
PPE is not decontaminated before it passes into your body,
then this contaminant is now an internal source of exposure,
which can cause damage.

1-74
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Contamination

First Responders come in contact with toxic contaminants routinely
in the line of duty. For example, soot containing carbon residue may
cling to clothing, skin, hair, or equipment. The goal is to avoid expo-
sure by keeping contaminants away from routes of entry into the body
(inhalation, absorption, etc.). Because many toxins are invisible, this
goal is difficult to achieve, making the use of appropriate protective
fire fighting clothing extremely important.

Contamination may, or may not, lead to exposure. If the contaminant

has not penetrated one’s clothing (and nothing toxic has already been
inhaled), it might be possible to quickly remove the toxin (e.g., brush
or wash it off, disinfect it) and thereby avoid, discontinue, or mini-
mize exposure. However, if a toxic substance comes in direct contact
with one’s skin or hair (perhaps through saturated clothing), exposure
may very well occur, and will continue indefinitely unless, and until,
thoroughly removed. All personnel, clothing and equipment that are
potentially contaminated can be decontaminated by:
— Physically removing contaminants
— Disinfecting biological contaminants
— Using a combination of physical and chemical means, such as
neutralization for equipment

Debris and dirt that settle on clothing and equipment during fire
fighting may produce known and unknown toxins. PPE should be
decontaminated after every use before removing protective clothing and
respiratory protection. Gear is often scrubbed with a mixture of deter-
gent and water to sufficiently remove surface contaminants while the
clothing is still being worn. Then, a more thorough decontamination
occurs after removal of clothing. Unless decontamination measures are
taken, contaminants such as asbestos fibers can easily spread to the rid-
ing areas of apparatus and to the living areas of fire stations. Local fire
departments should have their own standard operating procedures for
handling contaminated turnouts when regular laundering is not suf-
ficient/appropriate.

Secondary Contamination (contamination from a secondary source):

Emergency responders who work with contaminated patients are
subject to exposure through all of the known routes of bodily entry.
Therefore, to avoid the spread of contamination between and among
patients and responders, patients with potential contamination need
to be decontaminated before administration of any emergency care
or transport. Emergency responders may also become contaminated
through contact with equipment that is contaminated or has been
improperly or incompletely decontaminated. Equipment needs to be
thoroughly decontaminated before reuse (or disposed of ) to protect
responders from exposure.

1-75
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
FACILITATOR NOTES
Targets and Hazards of Criminal or
Terrorist Activity
Potential Targets:
– Public assembly
– Public buildings
– Mass transit systems
– Places with high economic impact
– Telecommunications facilities
– Historic/symbolic places
– Military installations
– Airports
– Industrial facilities
Potential Hazards:
– Secondary events to incapacitate or
delay emergency responders
– Secondary contamination from han-
dling patients
– Armed resistance
– Use of weapons, booby traps
1-76
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Health and Safety Threats: Common Terrorist Weapons
‹ Note that many explosive Weapons of Mass Destruction (WMDs)
are home-made—comprised of ordinary objects, household chemicals,
and easily-purchased commercial explosives. They vary in size and
shape.
‹ Discuss the photograph on the adjacent student manual page which
depicts blast effect. Over-pressure—which forces air, furnishings, peo-
ple, buildings, etc., out from the explosion—is followed by negative
pressure which pulls air, debris, people, etc., back toward the explo-
sion.
µ Draw attention to the fact that First Responders are uniquely po-
sitioned to help determine whether an incident involves purposeful,
criminal use of harmful products and agents. Heightened awareness
plus accurate analysis are key to effective response. Review targets and
hazards of criminal or terrorist activity, according to NFPA 472, sec-
tions A.4.2.1(13) and A.5.2.1.6.
It might not be possible to quickly detect the presence of biological
agents. Regardless of the suspected agent, wearing protective clothing
and respiratory gear is the first line of defense.
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons

Targets for criminal and terrorist activity include public buildings,
mass transit systems, telecommunication and industrial facilities, mili-
tary installations, airports and places with high economic impact and/
or historical or symbolic significance.

Explosives and incendiaries are the most commonly used terrorist

weapons; they are used in about 70% of all terrorist acts. They are rela-
tively easy and inexpensive to construct and transport, and their effects
can be devastating. THE BLAST EFFECT OF THE BOMBING OF THE
MURRAH BUILDING IN OKLAHOMA CITY CAUSED
THE COLLAPSE OF A LARGE SECTION OF THE
Explosives: BUILDING. IN ADDITION, MANY BUILDINGS
WITHIN SEVERAL BLOCKS WERE DESTROYED
Explosive devices are tools designed as weapons to destroy a target us- OR DAMAGED. THE BLAST EFFECT ACTS AS A
ing a rapid and violent expansion of gas under increased air pressure. DESTRUCTIVE WAVE THAT IS COMPRESSED,
STRENGTHENED, AND CHANNELED BY
Examples: dynamite and ANFO (mixture of ammonium nitrate and BUILDINGS AS IT MOVES THROUGH THE BLAST
fuel oil). AREA.

Predictable explosive reactions include:

— Shrapnel and flying debris are the most common sources of injury
from an explosion. Shrapnel includes items such as nails, metal
shavings, etc., that have been intentionally added to the device
to increase its damaging potential. In addition, the use of organic
material may be doubly dangerous as it increases the potential for
infection.
Debris includes portions of an explosive device, such as the hous-
ing, timing mechanism, etc., that break up and are dispersed by
the detonation. Debris may also include structural components of
buildings, vehicle parts, living tissue, etc. Flying glass is often the OFF THE SHELF PRODUCTS, SUCH AS PIPE,
cause of injury. GUNPOWDER, MATCHES AND NAILS CAN BE
USED BY THEMSELVES, OR COUPLED WITH
Shrapnel and debris can fly for a distance over 300 feet for a small CHEMICAL, RADIOLOGICAL, OR BIOLOGICAL
device (pipe or letter bomb) to over 4,000 feet for a vehicle bomb. MATERIALS, TO MAKE A BOMB OR WMD
DISPERSION DEVICE.

— Blast overpressure is the rapid increase in air pressure caused by

rapid gas expansion. Over-pressure–which forces air, furnishings,
people, buildings, etc., out from the explosion–is followed by
negative pressure which pulls air, debris, people, etc., back in to-
ward the explosion.
Blast overpressure, from small devices such as pipe and letter
bombs, can cause fatal injuries to individuals as far away as 25
feet. Larger devices, such as vehicle bombs can be fatal to those as
far away as 500 feet. Degree of harm is related to size of the bomb
and proximity to the device.

— Thermal effects are caused by the rapid build-up of heat and the
expansion of gases at the site of the blast. These rapid thermal ef-
fects are similar to a flashover.

1-77
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons (continued)

‹ Explain that many nerve agents are persistent liquids (heavier than
air) that need to be aerosolized to work effectively as weapons.

‹ As needed, refer to the chart on the students’ page that lists the
Centers for Disease Control (CDC) categories of chemical agents.

µ After working through the material on WMD hazards with the

class-at-large, ask each team to choose and present one of the covered
topics to the entire class as a teach-back:
A. Nerve agents
B. Blood agents
C. Choking agents
D. Blister agents/vesicants
E. Incapacitating agents

1-78
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons (continued)

Categories and examples of
Incendiaries: chemical agents
The term incendiary is used to describe a type of device, or a compo-
nent of a device with the capability of starting fires (which may, or Biotoxins:
may not, be explosive). Incendiaries include gasoline as an example. – Ricin
– Strychnine
Chemical Agents: Blister Agents/Vesicants:
Chemical agents are materials that rely on chemical action to cause – Mustards and mustard gas
harm. These include common industrial chemicals such as chlorine or – Lewisites
ammonia. While the signs and symptoms of chemical exposure may – Phosgene oxime
differ depending on type of agent and severity of exposure, potential Blood Agents:
outcomes may include physical injury, acute and/or chronic illness, – Cyanides
and death. – Arsine
Caustics (acids):
— Nerve agents. Nerve agents are among the most toxic of the chemi-
– Hydrofluoric acid
cal WMDs, with the potential to cause symptoms within seconds
of exposure. They attack the nervous system, affecting nerve Choking/Pulmonary Agents:
impulses until the system can no longer control basic body func- – Chlorine
tions. A single drop of the most potent types can cause convul- – Phosgene
sions, loss of consciousness, and death. Most of these materials – Phosphine
are Class 2 (Division 2.3) or Class 6 (Division 6.1) hazardous ma- Incapacitating Agents:
terials. – BZ
Most nerve agents, both military and commercial, are organo- – Opioids
– Phenothiazines
phosphates. They are highly toxic and prevent the proper trans-
– LSD
mission of nerve impulses. Examples include sarin (GB), tabun
(GA), soman (GD), and VX. Carbamates, also used as nerve Metals:
agents, tend to be less toxic and present the most serious health – Arsenic
problems for geriatric and very young victims. – Mercury
– Thallium
In addition, there are a number of commercially available pes-
ticides that, while generally not as potent as the military agents, Nerve Agents:
have very similar effects (both acute and chronic) on body sys- – Sarin
tems. These include organophosphates and carbamates. Examples of – Cyclosarin
– VX
each are:
» Carbamates: Furacarb®, Furadan®, Carbofuran, Carbaryl, Sevin® Organic Solvents:
» Organophosphates: Malathion, Spectracide®, Diazinon – Benzene

Exposure to nerve agents can cause pervasive health problems. In Riot Control Agents/Tear Gas:
fact, many of the hospital and emergency workers who were ex- – Chloropicrin
– Chloroacetophenone
posed to sarin in the Tokyo subway incident of 1995, are still suf-
fering problems with vision, hearing, and balance. Toxic Alcohols:
– Ethylene Glycol
— Blood agents. Blood agents (also known as chemical asphyxiants)
Vomiting Agents:
prevent the body’s cells from either receiving or using oxygen,
– Adamsite
depending on the specific agent involved. In either case, cells die – Diphenylchloroarsine
rapidly from lack of oxygen, with brain tissue often affected first. – Diphenyleyanoarsine
Most of these materials will also be classified within more than
Source: CDC Emergency Preparedness & Re-
one division of the DOT system. (See the previous section on sponse Database, http://www.bt.cdc.gov/agent/
Toxic Chemical Effects for more information.) agentlistchem-category.asp.

1-79
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons (continued)

µ Explain that blood agents keep the oxygen in red blood cells from
being released and used. They can also prevent the cells from releasing
energy. Cellular asphyxiants keep red blood cells from taking oxygen
from the lungs and waste products from the cells. Mustard agents,
while painful and cruel, do not often cause death.

1-80
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons (continued)

Two types of blood agents are considered likely WMDs:

» Cyanides prevent the body’s cells from using the blood’s oxygen.
Of cyanide-based blood agents, two are significant WMDs:
Hydrogen cyanide (more lethal than other cyanides; death can
occur in fifteen minutes) and Cyanogen chloride (death can oc-
cur within minutes).
A PHOTO OF A VESICANT INJURY. NOTE THAT
» Arsine is the most volatile blood agent and is generally dispersed THE PATIENT WAS WEARING A SHORT SLEEVE
as a vapor. It is an industrial chemical that can have the effect of SHIRT THAT OFFERED LIMITED PROTECTION
WHEN COMPARED TO THE OPEN SKIN OF THE
a WMD. LOWER ARM.
Carbon monoxide is a chemical asphyxiant. It produces body sys-
tem effects that are very similar to the blood agents. Symptoms of
blood agent exposure include headache, rapid breathing, nausea,
weakness, dizziness, confusion, and blue skin/lips (cyanosis). Most
of these materials are Class 6 (Division 6.2) or Class 2 (Division
2.3).

— Choking agents. Choking agents are respiratory irritants. Many

of these chemicals are routinely used in industrial processes. The
most common choking agents (Division 2.3) are:
» Anhydrous ammonia
» Chlorine
PEPPER SPRAY IS AN INCAPACITATING AGENT
» Phosgene
Symptoms of exposure to choking agents include eye irritation,
difficulty breathing, and/or chest pain.

— Blister agents/Vesicants. Exposure to blister agents comes through

inhalation and direct skin contact, resulting in tissue damage and
the subsequent formation of large blisters. Over time, the blisters
can leave large open wounds that are susceptible to infection.
Mild effects may resemble industrial corrosive burns. Some mili-
tary blister agents (Class 6.1) are:
» Mustards
» Phosgene oxime

— Incapacitating agents. Incapacitating agents were originally devel-

oped to subdue and gain control over opposing military troops
without causing any long-term negative effects.
Such agents include vomit agents, pepper spray, and tear gas.
Their effects are immediate and usually last from 10–30 minutes.
Irritants (Class 6, Division 6.2; or Class 2, Division 2.3) are used
as riot control agents. Pepper spray and tear gas are actually fine
powders, usually mixed with a liquid for spraying.

1-81
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons (continued)

µ Compare and contrast the effects and implications of chemical and

biological agents as students glance through the reference material in
their manuals.

1-82
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons (continued)

Biological Agents:
Biological agents are living entities or their by-products. They can be
distributed to the air through an aerosol sprayer, so they can adversely
affect a large area very quickly.

— Pathogens. Pathogens are living organisms and therefore may be

able to multiply once they are released into the environment.
Pathogens can be spread through food and water, and through an-
imals and humans. Pathogens spread through the air, blood, and
other body fluids. Symptoms from pathogen exposure are often
delayed several days to weeks. Pathogens include disease-produc-
ing bacteria and viruses (e.g., anthrax, smallpox, hepatitis B virus,
ebola virus).

— Toxins. Toxins are not living organisms and cannot multiply after
dispersion. Therefore, they are not contagious and do not cause
epidemics. Symptoms of toxic exposure usually develop within
minutes to hours. Examples of toxins include aflatoxin, ricin, and
botulinum. Other, more commonplace examples include: poison
ivy, poison oak, and snake venom.

1-83
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons (continued)

µ Ask students a couple of questions to make sure they can use the
WMD summary chart quickly and correctly. For example, ask:
A. How do blood agents act?
B. What is the physical state of vomiting agents?

‹ Mention that the New York City Health Department monitors over-
the-counter sales of gastro-intestinal and cold medicines to look for
spikes in sales. Houston’s Medical Director conducts a public health
survey when call volume exceeds 10% above normal.

1-84
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Common Terrorist Weapons (continued)

Summary of major chemical WMD agents

Chemical type Examples Physical state Actions Signs and symptoms
Blood agents Hydrogen cyanide Solids, liquids, and Act by keeping the Deep and rapid
(AC), Cyanogen chlo- gases which are usually blood from either ab- breathing; Shortness
ride (CK), Carbon dispersed as vaporized sorbing oxygen from of breath; Irregular
monoxide liquid or gas the lungs or releasing breathing; High blood
oxygen to the cells pressure followed by
low blood pressure;
Redness; Fast heart
rate; Unconsciousness;
Death

Choking agents Chlorine (Cl), Liquids which are read- Inhibit breathing by Coughing; Breathing
Phosgene (CG), ily converted to gases causing choking and difficulty; Pulmonary
Anhydrous ammonia or gases gagging edema; Skin blis-
tering; Tearing;
Unconsciousness;
Death

Blister agents Mustard (H, HD, HN, Solids (CX) which Cause blistering to Burning; Edema of
HT), Phosgene oxime readily vaporize or va- tissue, including skin, skin and respiratory
(CX), Lewisite (L) porized liquids eyes, and respiratory tract; Eye irritation;
tract Light sensitivity (eyes);
Pain

Vomiting agents Diphenylchloroarsine Crystalline solids that Cause intense un- Sneezing; Coughing;
(DA), Diphenyla release smoke when controllable sneezing, Nausea; Vomiting
minochloroarsine heated coughing, nausea, and
(Adamsite – DM), vomiting. May be re-
Diphenylechanoarsine leased in the presence
(DC) of another chemical
to inhibit wearing of
protective breathing
equipment.

Nerve agents Sarin (GB), Tabun Generally liquids with Interfere with acetycho- Twitching; Seizures/
(GA), Soman (GD), low vapor pressures linesterase, preventing Convulsions;
VX which freeze at normal cells from functioning Constricted pupils;
temperatures normally Diarrhea; Nausea;
Vomiting; Respiratory
depression and arrest;
Paralysis; Drooling;
Tearing; Urination

1-85
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats:

Indicators of Chemical, Biological, and Radiological Incidents

µ Compare and contrast the effects and implications of chemical and

biological incidents as students glance through the reference material
in their manuals. Ask how these incidents differ between HazMat and
WMD scenarios.

1-86
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats:

Indicators of Chemical, Biological, and Radiological Incidents
Both chemical and biological agents can be spread through air, water,
or surface contact. Distribution methods are many and varied: from
simply opening a container, to using a garden sprayer as a dispersion
device, to actually detonating an explosive.

Chemical Incidents:
Chemical incidents should be suspected if medical symptoms of duress
or illness occur quickly, are widespread, or involve multiple victims.
Increased medical calls for the following symptoms could also indicate
the occurrence of a chemical incident: nausea; disorientation; diffi-
culty breathing; convulsions; localized sweating; reddening of the eyes
and/or skin; and water-like blisters, welts, and rashes.

Other indicators of a chemical attack include sudden, disproportion-

ately high death rates:
— Human Fatalities—downwind if outside, close to ventilation sys-
tems inside
— Dead insects or animals—many dead animals, birds, fish, insects
— Dead vegetation—trees, shrubs, bushes, crops; lawns that are dead
or discolored

Other observable clues include unexplained or inconsistent:

— Colored residue (powder, granules)
— Surface contamination, including water with oily droplets/film
— Munitions-like material, especially those containing a liquid sub-
stance
— Low-lying vapor clouds or fog-like conditions
— Odors: smells that are sharp, pungent, bitter (like those associ-
ated with fruits, flowers, garlic, horseradish, almonds, peaches, or
mown hay.) Note that the fading of chemical odors does not nec-
essarily indicate reduced vapor concentrations—some chemicals
deaden the senses and give a false impression that the chemical is
gone.

Biological Incidents:
Biological incidents are harder to determine because symptoms typi-
cally do not show up for hours to days (depending on the agent in-
volved). Biological agents have the ability to affect a very large area.
Those infected may be unaware that they are contagious and unknow-
ingly spread the agent well beyond its initial release point. Biological
agents do not leave signs. They are usually odorless and colorless,
thwarting recognition and identification.

Indicators of a biological attack, although rare, may include unsched-

uled or unusual spraying over a region after nightfall or abandoned
spray devices which may or may not have distinct odors.

1-87
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats:

Indicators of Chemical, Biological, and Radiological Incidents
(continued)

µ Conduct a brief student-led discussion on radiological materials in-

cidents, using the material from the student page as a guide. Ask stu-
dents to talk about any experiences they have had with radiation and
how they protected themselves from it.

1-88
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats:

Indicators of Chemical, Biological, and Radiological Incidents
(continued)
Radiological Materials Incidents:
Radiological materials include radiological pharmaceuticals, radioac-
tive sensing devices, or waste from radioactive industrial sources.

Radioactive materials emit alpha or beta radiation particles or gamma

rays. Radioactive materials may be extremely hazardous to fire fighters.
They can be inhaled and deposited in body tissues such as the bones, TIME, DISTANCE, AND SHIELDING CAN
MINIMIZE EXPOSURE TO RADIATION
kidneys, liver, lungs, and spleen where they can cause severe long-term
health impairments. These agents can affect the cells of the body in
various negative ways, including destroying them. Positive pressure
SCBA is effective protection against inhaling radioactives and SFPC
provides protection from the penetrative effects of alpha and beta ra-
diation particles.

In an emergency situation, you may know only that a material is ra-

dioactive. You may not know which type of radiation is being emitted.
Minimize your exposure to radiation by:
A. Limiting the time that you are near the source of radiation (e.g.,
rotate crew to decrease time spent in the Hot Zone).
B. Increasing the distance between you and the source. This is the
single most important precautionary action. The farther a mate-
rial has to travel to reach you, the weaker it usually becomes.
C. Shield yourself with appropriate protective clothing or some kind
of substantial mass such as earth, concrete, or a piece of fire appa-
ratus. Whereas SCBA and bunker gear can shield you from most
alpha and beta radiation, lead shielding may be necessary to shield
you from gamma rays. Always wear SFPC and SCBA to protect
against all avoidable exposures.
External radioactive contamination will continue until any con-
taminated clothing is decontaminated to remove the radioactive
substance. If not decontaminated, exposure and the potential
spread of contamination could continue until decontamination
takes place or the clothing is removed and disposed of. Once ra-
dioactive agents (e.g., x-rays) enter the body (internal radioactive
contamination), decontamination is not possible.

1-89
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats:

WMD Protective Measures and Response Strategies

µ Summarize protective WMD measures as listed in the respective

page of the student text. Note that the National Response Center
(NRC) should be the primary contact for response planning in the
event of a WMD incident.

‹ Ask participants if they have ever faced a terrorist scare and how they
handled it.

1-90
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Health and Safety Threats: Emergency Numbers

WMD Protective Measures and Response Strategies
NRC: 1-800-424-8802
— Consider the safety of yourself and other responders CHEMTREC: 1-800-424-9300
— Wear protective clothing and respiratory protection
— Maximize distance between you and the suspect agent
— Minimize exposure time Government Agency Leaders
— Try to predict the cause of the incident, based on observable clues Responding to Terrorism
associated with WMD; call the National Response Center (NRC), The law enforcement, or crisis manage-
CHEMTREC, and other agencies for help identifying chemicals ment response to terrorism is conducted
and planning for response by the FBI. It provides training on topics
— Estimate the likely effects; begin and continue risk-benefit analyses such as evidence collection and preserva-
tion, intelligence gathering related to the
— Isolate the area and secure the scene prevention of terrorist activities, and pur-
— Isolate potentially contaminated people, and begin decontamina- suit of offenders.
tion: Consequence management relates to the
» Follow standard decontamination procedures (flush-strip-flush) emergency response of an actual event,
excluding law enforcement. The Fed-
» Mass decontamination should begin as soon as possible by uti- eral Emergency Management Agency
lizing decontamination procedures appropriate for the situation (FEMA) is the lead federal agency for
(keeping in mind the safety, security, and privacy of all persons this, separate, function. It provides train-
involved) ing in responding to terrorism, working
» If biological agents are involved or suspected, the most impor- with communities to build reinforced
infrastructure, and coordinating federal
tant and effective decontamination will be that done within the
response in the likelihood of terrorist
first one or two minutes, and careful brush washing with soap events.
and water will probably be more effective than flushing
Source: U.S. Department of Transportation, Research and Special Programs
Administration, Office of Hazardous Materials Initiatives and Training. Emergency
Response Guidebook (Washington, DC, 2000): 368–371. Additional Hazards Associated with an
Incident Involving Criminal or Terror-
ist Activity
– Secondary devices
– Water resistance
– Use of weapons
– Booby traps
– Secondary contamination

1-91
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

WMD Terminology

µ Have students complete the WMD Terminology Matching Exercise. Then review the correct answers and address
any apparent areas of confusion.

Answer Key (per NFPA 472, 2002 ed.):

1. C – Blood Agents Also known as chemical or cellular asphyxiants preventing the body’s
(DOT Class 2.3) cells from either receiving or using oxygen, depending on the specific
agent involved. In either case, cells die rapidly from lack of oxygen.
Examples include hydrogen cyanide, cyanogen chloride, and arsine.

2. A – Nerve Agents The equivalent of pesticides for humans, they are the most toxic of the
(DOT Class 6.1) chemical WMDs, with the potential to cause death within minutes of
exposure, depending on the concentration. A single drop of the most
potent types can cause convulsions, loss of consciousness, and death.
Examples include tabun, sarin, soman, and VX.

3. D – Choking Agents These respiratory agents were the first military chemical WMDs, and
(DOT Class 2.3 and 6.1) many are routinely used in common industrial processes. Examples
include chlorine and phosgene.

4. E – Irritants (riot control agents)
(DOT Class 2.2 and 6.1)
These agents were primarily developed to subdue and gain control
over opposing troops without long-term effects. Two types were devel-
oped including lacrimators and vomit agents. The lacrimators quickly
became popular crowd control tools for law enforcement personnel.
Examples include mace, tear gas, and pepper spray.

5. B – Vesicants (blister agents) Primarily a skin contact hazard resulting in the formation of large
(DOT Class 6.1) blisters. These materials burn and blister the eyes, skin, mucous mem-
branes, and the respiratory system (should they be inhaled.) Mild ef-
fects may resemble industrial corrosive burns. Examples include mus-
tards, lewisite, and phosgene oxime.

6. F – Biological Agents and Toxins
(DOT Class 6.1 and 6.2)
Incidents involving these agents will probably unfold gradually, and
magnify as time passes. They may affect EMS personnel more than
other First Responders with the possibility of pathogens being spread
from one person to another. Examples include anthrax, ebola virus,
and ricin.

7. H – Radiation Materials which threaten responders because they can cause cell
(DOT Class 7) changes (ionize).

8. G – Explosives Materials used for demolition and excavation, that can rapidly deto-
(DOT Class 1.1-1.6) nate or burn.

1-92
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

WMD Terminology
Directions: Match these terms with their corresponding definitions below.

Terms:
A. Nerve Agents (DOT Class 6.1)
B. Vesicants (blister agents) (DOT Class 6.1)
C. Blood Agents (DOT Class 2.3 and 6.1)
D. Choking Agents (DOT Class 2.3)
E. Irritants (riot control agents) (DOT Class 2.2 and 6.1)
F. Biological Agents and Toxins (DOT Class 6.1 and 6.2)
G. Explosives (DOT Class 1.1-1.6)
H. Radiation (DOT Class 7)

Definitions:

1. Also known as chemical or cellular asphyxiants preventing the body’s cells from either receiving
or using oxygen, depending on the specific agent involved. In either case, cells die rapidly from
lack of oxygen. Examples include hydrogen cyanide, cyanogen chloride, and arsine.

2. The equivalent of pesticides for humans, they are the most toxic of the chemical WMDs, with
the potential to cause death within minutes of exposure, depending on the concentration. A
single drop of the most potent types can cause convulsions, loss of consciousness, and death.
Examples include tabun, sarin, soman, and VX.

3. These respiratory agents were the first military chemical WMDs, and many are routinely used
in common industrial processes. Examples include chlorine and phosgene.

4. These agents were primarily developed to subdue and gain control over opposing troops
without long-term effects. Two types were developed including lacrimators and vomit agents.
The lacrimators quickly became popular crowd control tools for law enforcement personnel.
Examples include mace, tear gas, and pepper spray.

5. Primarily a skin contact hazard resulting in the formation of large blisters. These materials
burn and blister the eyes, skin, mucous membranes, and the respiratory system (should they
be inhaled.) Mild effects may resemble industrial corrosive burns. Examples include mustards,
lewisite, and phosgene oxime.

6. Incidents involving these agents will probably unfold gradually, and magnify as time passes.
They may affect EMS personnel more than other First Responders with the possibility of
pathogens being spread from one person to another. Examples include anthrax, ebola virus,
and ricin.

7. Materials which threaten responders because they can cause cell changes (ionize).

8. Materials used for demolition and excavation, that can rapidly detonate or burn.

1-93
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This case study assesses student Unit 1 Case Study

understanding of 472 Standard 5.3.1:
Describing Response Objectives for µ Have each team read and react to the case study. Assign one of these
Hazardous Materials Incidents. questions to each team for analysis. The Public Information Officer for
each team should then discuss its conclusion with the class-at-large.

The team questions, with an answer key follows:

1. What is the likely bodily route of entry for the toxin(s) involved?
Inhalation

2. Are the response personnel probably contaminated; potentially

exposed?
Contaminated

3. How will the hazardous material(s) behave from a chemical point of

view? (E.g., heavier/lighter than air, vaporize slowly/quickly)
Lighter than air, mixes with water, may be affected by temperature, ex-
pands rapidly when released

4. In order to address the health and safety concerns of First

Responders, what should the initial response include?
Isolate area, deny entry (60 m initially, 1.1 km when possible) then evacu-
ate, wear PPE (especially SCBA), control runoff

5. How should decontamination proceed?

Water wash, remove garments

‹ If time permits before the afternoon is over, have each team create
its own case study. Ask a team member to start by inventing the first
thing to happen at a mock incident scene and writing it at the top of
a sheet of paper. That team member then passes the paper along to the
next team member, who independently generates the next simulated
event and writes it second on the paper. The paper gets passed around
team members until a scenario has completely unfolded, awaiting
response. Have the teams swap case studies, solve them as groups,
and summarize their decision making process to the class at large (if
time runs short, this final step could be saved for the beginning of the
course’s second day).

Show the Unit 1 Review PowerPoint® to reinforce content cov-

ered throughout the day.

1-94
FIRST RESPONDER OPERATIONS UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 1 Case Study

Read this case study, then work with your team to answer the listed questions and note any concerns or questions.

Scenario: On April 9, 2001, shortly before 4:00 AM, fire fighters in Lincoln County, Missouri respond to a chemical
leak from a tank at a large agricultural service company. Upon arrival, responders observe a vapor cloud hanging over
a three-acre area, caused by a product flowing from an open valve. The cloud is being temporarily held in place by a
flood levy surrounding the plant.

The vapor cloud drifted more than 400 yards and eventually surrounded the first responding units (perhaps the wind
changed, or the release rate increased). Five fire fighters were transported to a local hospital for treatment. Responders
retreated upwind approximately a quarter of a mile away from the cloud. Mutual aid from nearby St. Charles and
Warren counties was called for.

Hazardous materials response teams were able to determine the leak was coming from an 18,000-gallon horizontal
storage tank of anhydrous ammonia. Fire fighters were able to get upwind from the cloud and move in from the
north side, closing the main valve to the tank. Officials believe the major release of anhydrous ammonia, which is
used in farming operations, was caused by someone trying to tap the chemical’s tank for an illegal methamphetamine
laboratory. Someone had sliced through a high-pressure hose to the tank, hack-sawed through the locks on the valves,
and then beat the caps off the valves in order to off-load the product. The tank was about 67% full prior to the leak,
and dropped to about 60% before the leak could be controlled at the main valve. Investigators later determined that
about 200 gallons of anhydrous ammonia had been released.

The initial evacuation effort involved removing residents within a one-mile radius, including a section of Interstate
Highway 70. About 250 people were evacuated from about 100 homes and another 5,000 were asked to stay indoors.
Fire fighters in full protective gear also drove through the town to make sure that no one remained outdoors during
the event.

1. What is the likely bodily route of entry for the toxin(s) involved?

2. Are the response personnel probably contaminated; potentially exposed?

3. How will the hazardous material(s) behave from a chemical point of view? (E.g., heavier/lighter than air, vaporize slow-
ly/quickly)

4. In order to address the health and safety concerns of First Responders, what should the initial response include?

5. How should decontamination proceed?

1-95
UNIT 1: UNDERSTANDING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

1-96
 2
RECOGNIZING Hazardous Materials
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 1 Review
‹ Ask students to recall what topics were covered previously, in Unit 1: laws, chemicals, the APIE process, etc. For
each, ask: Why is this important? How could this affect you?

‹ Within a question and answer session, ask students:

1. Name one gas produced during residential fires? [Acrolein, nitrogen, oxides, phosgene]
2. If spilled gasoline soaks through your station uniform, are you contaminated and/or exposed? [Probably both]
3. What does APIE stand for? [The systematic process of analyzing, planning, implementing, and evaluating any strate-
gic solution]
4. What is the primary route of exposure, regardless of hazard involved? [Inhalation]
5. What are routes of exposure for HIV? [Ingestion or puncturing]
6. What are time, distance, and shielding best defenses for? [Minimizing radiation exposure]
7. Which of the following states of matter is most dangerous for fire fighters—solids, liquids, or gases? [Gases]
8. Name one carcinogenic chemical? [Benzene, vinyl chloride, asbestos, carbon]
9. Name a hazardous product commonly found at dry cleaning facilities? [Solvents, perchloroethylene (PCE)]
10. Which kind of transportation emergencies are most frequent? [Highway]
11. Are most household chemicals hazardous? [Yes]
12. If a chemical enters the body through direct contact with the skin, has exposure occurred? [Yes]
14. Does an asphyxiant increase the body’s oxygen level? [No]
15. Will SCBA and SFPC shield you from most alpha and beta radiation? [Yes]
16. Is it true that hairy parts of the body absorb substances most readily, and therefore are more vulnerable to chemi-
cal exposure than those areas without deep pores? [Yes]

‹ Have students complete the Unit 1 Review Quiz.

1. A – Acid pH of 0–7

2. C – Expansion Ratio Volume conversion from the liquid state to gas

3. B – Boiling Point Temperature at which a liquid changes to a gas

4. H – pH Measures acid or alkali

5. F – Flash Point Minimum temperature at which vapors flash and then self-extinguish

6. D – Flammable Range Range between LEL and UEL where materials may burn

7. I – Ignition Temperature Same as auto-ignition temperature

8. J – Vapor Pressure Amount of force exerted by a product’s evaporation

9. G – Miscibility/Solubility Measures the ability of one product to be mixed with another product

10. E – Vapor Density Relative weight compared to air (air = 1)

2-2
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 1 Review
Directions: Match the following terms with their definitions. Only
use each letter once.
A. Acid
B. Boiling Point
C. Expansion Ratio
D. Explosive Range
E. Vapor Density
F. Flash Point
G. Miscibility/Solubility
H. pH
I. Ignition Temperature
J. Vapor Pressure

1. pH of 0–7

2. Volume conversion from the liquid state to gas

3. Temperature at which a liquid changes to a gas

4. Measures acid or alkali

5. Minimum temperature at which vapors flash

and then self-extinguish

6. Range between LEL and UEL where materials

may burn

7. Same as auto-ignition temperature

8. Amount of force exerted by a product’s evapo-

ration

9. Measures the ability of one product to be

mixed with another product

10. Relative weight compared to air (air = 1)

2-3
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 2 Total Time: ä 8 hours Unit 2 Objectives

µ Briefly review the objectives for Unit 2: Recognizing Hazardous

Index Materials.
How can medical surveillance and expo-
This unit provides instruction in how to analyze clues indicating prob-
sure reporting be beneficial? [pg 2-9]
able presence of hazardous materials. How to:
What clues are most revealing in order to
— Use several major reference tools to help analyze problems involv-
identify hazardous materials? [pg 2-17]
ing chemicals
– Clue #1: Dispatch Information
[pg 2-19] — Make quick decisions based on analysis of information available
– Clue #2: Location and Occupancy — Interpret chemical labels and markings for information on danger-
[pg 2-21] ous effects
– Clue #3: Container Shape and Size
[pg 2-23]
– Clue #4: Placards, Labels, Markings
[pg 2-113]
How can the Emergency Response Guide-
book be used as a reference in identifying
hazardous materials? [pg 2-163]

2-4
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 2 Objectives
Competencies covered in the second unit include:
1. Identify the purpose of medical surveillance
2. Identify the five basic hazardous materials identification clues
3. Apply knowledge of container shape and size to predict products
carried in highway and rail tanks
4. Use NFPA 704M, HMIS, DOT and military marking systems to
identify the presence of hazardous materials
5. Use the Emergency Response Guidebook (ERG) to identify hazard-
ous materials

A POTENTIALLY DANGEROUS HIGHWAY CONTAINER: A CONTAINER WITH ROUNDED ENDS

HOLDS MATERIAL KEPT UNDER PRESSURE, WHICH MAY BE SUBJECT TO EXPLOSIVE RE-
LEASE—IN THIS CASE, A PRESSURE CARGO TANK FILLED WITH COMPRESSED LIQUEFIED
PETROLEUM GAS

2-5
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit Description

µ Have students read through the short description of Unit 2.

Prepare them for the fact that the unit contains many technical items.
Mention there will be an opportunity to summarize key points. Ask
them to keep safety in mind throughout the content presentation.

2-6
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit Description
Fire fighter health is subject to deterioration over the course of a ca-
reer, so extra measures are necessary to maintain a healthy status. A
healthy lifestyle is encouraged; and the importance of routine medical
exams is emphasized, as is the need for follow-up testing when and if
any troubling symptoms continue.

Along with these protective measures, other proactive strategies to

pinpoint the exact nature of hazardous materials incidents are dis-
cussed. First Responders are taught to look for specific clues indicating
whether and which toxic products might be involved in an accident: a VERY COMMON INSULATED LOW PRESSURE
significant clue being the size and shape of a product’s container. HIGHWAY CARGO TANK (HORSESHOE SHAPE)

Other pertinent clues relate to specific labels and markings which ap-
pear on containers and packages that carry such potentially threaten-
ing materials; therefore the course provides many examples of the most
predominant placards. Participants are also provided practice in using
chemical reference books that provide directions for how to respond to
a given chemical emergency.

2-7
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

IAFF Death and Injury Survey Results Medical Surveillance

– Nearly one in five fire fighters are in-
jured in the line of duty
Show the Unit 2 video on Health and Safety, and review its
– The incidence of fire fighter job-re-
content.
lated injury is over three times that of
workers in private industry
– While fire suppression accounts for ‹ Note that fire fighter deaths occur most frequently at two distinct
only 7.5% of all reported alarms, fire- time periods during a typical career: during the first five years on the
ground injuries represent 55.3% of all job due to traumatic injury and inexperience, and then again during
injuries occuring at the scene of emer- eighteen to thirty years of service due to heart disease and cancer.
gency incidents
Source: The International Association of Fire Fight-
ers. 2000 Death and Injury Survey (Washington,
µ Suggest students glance through their material on medical surveil-
DC: IAFF, 2004). lance while you review key points.

‹ Ask what students know about medical surveillance. Relate the

importance of collecting and documenting health data, and the need
to establish a baseline of test results early in one’s career (before any
symptoms of illness develop). Baseline test results enable future chang-
es in health status to be tracked relative to work history.

‹ Emphasize that fitness-for-duty reports from physicians typically

do not disclose the onset of specific conditions or diseases. They only
specify any limitations the worker faces that are directly related to job
duties and expectations.
— Should a doctor recommend follow-up diagnostic testing, the em-
ployer is notified of that fact, but not provided details. Fire fight-
ers should make sure to get such recommendations in writing and
keep them.
— If follow-up testing is prescribed, it would be advisable to get a
second opinion, perhaps from a family doctor who could inde-
pendently review all work physicals and conduct any diagnostic
testing that seems warranted.

‹ Encourage participants to be aware that exposure is a source of fire

fighter injury: being aware can help prevent the occurrence.

2-8
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance Organizations that Address Medical

Surveillance
Medical surveillance is the ongoing, routine practice of collecting and
– Occupational Safety and Health
interpreting health data. Medical surveillance enables early detection Administration (OSHA): 29 CFR
of changes in health status so that potential problems can be prevented, 1910.120
and quality of life can be maintained. Medical surveillance that is con- – Environmental Protection Agency
ducted by an employer or local health department is not meant to take (EPA): 40 CFR 311
the place of good health and safety practices, or serve as a replacement – National Fire Protection Associa-
for annual medical exams with a private physician. tion (NFPA): Standard 1500 on fire
department occupational and safety
If medical surveillance indicates exposure: health programs
A. Affected responders should receive appropriate treatment and fol-
low-up
B. Department procedures should be reviewed for adequacy NFPA Findings on Deaths and Injury

Fire fighters die all too often from traumatic injuries at emergency Deaths in 2002 Type of duty
scenes. The number of deaths that result from occupational exposures 47% Fireground
to hazardous materials should decrease given wider use of in-depth
medical surveillance. Illness stemming from exposures can be very 20% Responding to or
subtle and may take years, even decades, to surface. Heart and lung returning from
alarms
diseases and cancer are a few of the many health conditions now asso-
ciated with fire fighting and hazardous materials response. 11% Other on-duty
11% During training
10% Non-fire
emergencies
Source: NFPA Journal (July/August, 2003): 58

DETECTING EARLY CHANGES IN HEALTH STATUS

THROUGH MEDICAL SURVEILLANCE CAN
PREVENT PERMANENT HEALTH PROBLEMS

2-9
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance: Baseline Physical Assessments

‹ Discuss the importance of medical surveillance in detecting early

changes in health status so that subsequent health problems can be
prevented.

‹ Mention that it is very important to investigate family history to

determine potential pre-existing tendencies toward conditions (e.g.,
high blood pressure, history of heart disease) and other behavioral fac-
tors that can increase the vulnerability to disease (obesity, alcoholism,
tobacco use) and increase the risk of suffering negative effects from
hazardous materials.

µ A comprehensive physical exam should be scheduled annually. This

annual exam should include vision, hearing, and heart (EKG) tests;
blood workups (an elevated white blood count can indicate infection);
cancer and infectious disease screening; and relevant protective immu-
nizations. Mention that the (Appendix-15) includes a list of tests, lab
work, and vaccinations that the IAFF recommends for annual physical
exams.

‹ Make these points about potential exposure:

— If exposure is suspected, affected responders should receive ap-
propriate treatment and follow-up, according to stipulated depart-
ment procedures.
— Any suspected exposure should be documented because these re-
cords are useful during annual medical reviews. In the future, they
could also serve as claims evidence in workers compensation cases.

2-10
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance: Baseline Physical Assessments

To effectively track your health status, you must have a baseline physi-
cal assessment followed by routinely scheduled evaluations. Health as-
sessments are based on a variety of sources. These include:
— Questionnaire data
— Physical examinations
— Diagnostic medical testing
— Biological monitoring

Periodic Medical Examinations:

Hazardous materials responders need to get medical reviews or inter-
val examinations annually so that new medical data can be compared
to baseline information, increasing the chance for early detection of
any changes in body systems. Changes can indicate a need for further
testing or medical treatment. Test results can also substantiate changes
needed to improve personal protective equipment or work practices.

These examinations can be performed more frequently if necessary,

based on special hazards, exposures, symptoms, age, and previous
health conditions. Any exposures during the interval since the last
exam should be discussed and further exams considered (targeting or-
gans most likely affected by exposures.) Specific exposure information,
medical history and results of the physical exam all help determine
follow-up testing. For example, liver enzyme testing may be indicated
if a First Responder has been exposed to large amounts of petroleum-
based solvents.

A fire fighter’s department generally does not receive details, should a

medical problem or disease be detected. When a physician communi-
cates information to the fire department regarding the results of a fire
fighter’s medical examination, the notification is typically limited to
whether the employee:
A. Can work
B. Can work in a limited capacity
C. Cannot work

2-11
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance: Record Keeping

‹ Suggest that medical surveillance may identify conditions that a

fire fighter was not previously aware of. Some conditions may require
follow-up care through another provider. Encourage fire fighters to get
follow-up care when it is recommended and to make sure that none of
their work practices increase the risk of exposures.

‹ Restate the First Responder’s right to written documentation of re-

sults from all medical exams, routine physicals and follow-up diagnos-
tic testing, as well as biological monitoring of exposure. Mention that
First Responders have a right to see and possess any personal medical
documentation maintained by their employer, so they should ask for a
copy of this information to keep filed at home.

‹ Discuss whether line of duty exposures are documented in partici-

pants’ local jurisdictions and if so, where they are kept, and by whom
within their departments.

‹ Relate that NFPA 1500, Section 10.6.1 stipulates that every fire
department, “shall have an officially designated physician who shall be
responsible for guiding, directing and advising the members with re-
gard to their health, fitness, and suitability for various duties.”

2-12
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance: Record Keeping OSHA 29 CFR 1910.120

Medical Surveillance Program
Maintenance of and access to your medical records by your employer for Fire Fighters
must be in accordance with OSHA regulations. The procedures set
forth in NFPA 1500 should also be included in department policies. If Fire fighters are entitled to medical sur-
veillance when they:
you are exposed, OSHA regulations require that your medical records
be maintained by your department for thirty years after you leave em- A. Operate as members of a Hazardous
Materials team
ployment.
B. Are exposed to hazardous substances
for thirty or more days per year, at or
The results of medical tests must be made available to you on request.
above exposure limits: OSHA permis-
The employer is only informed about limitations in your work duties, sible exposure limit (PEL)
not specific information about medical conditions. Medical surveil- C. Become injured or suffer an illness due
lance programs are intended to provide confidentiality. If confidential- to overexposure from an emergency
ity cannot be expected, workers may not use medical monitoring to incident involving hazardous substances
maximum benefit. Without the trust afforded by confidentiality, the
program might be severely compromised.

You should routinely document your own work-related exposures and

keep a copy for your records. Medical record keeping needs to involve
your employer, as well. The employer typically retains:
— Records indicating your name
— The physician’s written opinion
— Any employee medical complaint related to exposures
— A copy of information provided to the examining physician by the
employer regarding employee exposures

By routinely recording occupational injuries and illnesses, weaknesses

in current equipment and department procedures can be pinpointed
for improvement.

Some local unions and state associations also keep exposure records.
Such documentation can support needed changes and improvements
in emergency operations. Documentation also plays a crucial role in
diagnosis, treatment, and insurance coverage for some medical condi-
tions.

2-13
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Key Points
A. Emphasize the importance of staying
alert to the possibility of exposure.
B. Stress the fact that SFPC does not
provide adequate protection against
many hazardous materials. Hazardous
materials can pass through SFPC and
contact the skin.
C. Relate areas of the body most prone
to exposure (uncovered head, neck,
hands).
D. Mention it is easier to avoid con-
tamination from a solid or granular
substance than from a vapor or gas.
The physical form of the material can
change during an incident if tempera-
ture and/or pressure changes.
E. Introduce the NIOSH Pocket Guide as
a reference relating specific chemicals
to symptoms of victims. Note how
symptoms can be delayed for hours or
days.
2-14
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Medical Surveillance: Exposure Reporting Procedures
‹ Before the class session, obtain a copy of the department’s exposure
form, if available. Discuss its contents, when it should be completed
and what purposes it serves. If it is not available, refer students to the
sample located in the (Appendix-14).
‹ Ask participants if anyone has previously completed an exposure
form. Interview a few participants about their experience. Did they
keep a copy of the completed form? Where is it currently kept? Who
has access to it? Based on their current health, is the recorded informa-
tion sufficiently accurate, complete, and protective?
µ Have the entire class brainstorm steps to follow whenever expo-
sure is suspected. Encourage individuals to list these steps on the cor-
responding page in their student manuals. Then ask participants to
reach consensus on the order these steps should be followed.
You have just arrived back at the station from a call that involved
potentially hazardous materials.
What would you do, and in what order?
1. Clean yourself; personal hygene/decontamination
2. Clean your gear; decontaminate/isolate uniform, check PPE
3. Fill out a medical exposure form, documenting the name and ef-
fects of the substance, how long and at what distance you were
around it, what PPE was worn and whether it failed
µ Then, ask class participants to work in their teams to list the in-
formation that is needed to adequately document an exposure. Have
teams compare their lists.
What is important to document?
Location, case number, nature of call, material involved, route of expo-
sure, amount of material, medical treatment received, results of medi-
cal exam, others exposed, copy of run report, copy of reports from other
agencies (e.g., EPA), and signs or symptoms
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance: Exposure Reporting Procedures

You have just arrived back at the station from a call that involved
potentially hazardous materials.

What would you do, and in what order?

1.

2.

3.

What is important to document?

2-15
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Coverage of NFPA 472 Standard
5.2.2: Collecting Hazard Response
Information
2-16
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials
µ Explain that there are five useful clues to help First Responders
determine whether an incident involves hazardous materials. These
clues are ordered according to when they may become apparent dur-
ing an actual response (what tends to come into focus first, second,
etc.). Generally speaking, the senses of sight and hearing are the most
reliable for analyzing clues (more useful and less potentially dangerous
than smelling, feeling, and tasting).
These clues can singularly or jointly:
— Help narrow the possibilities
— Collaborate other evidence
— Predict chemical reactions
— Instruct appropriate actions
— Expedite emergency response
Every incident should be assumed to involve hazardous materials until
and unless proven otherwise. As soon as the clues prove that hazardous
materials are not present, the response can proceed as routine. Clues to
help determine the presence of hazardous materials include:
1. Dispatch information
2. Occupancy and location
3. Container shape and size
4. Labels, placards, and other markings
5. Shipping papers and other facility documents
‹ As an advance organizer activity, ask students to predict the clue(s)
illustrated by the photograph in their student manual that depicts a
container of anhydrous ammonia. Note that the car depicted was built
of steel in 1977. Its safety valve releases at 247.5 lbs. Talk about the
properties of ammonia.
Show the Unit 2 video on Recognizing Hazardous Materials.
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

Certain signs indicate the possible presence of hazardous materials at
an emergency scene. First Responders use these signs to identify and
characterize the specific chemical involved, and to subsequently plan
appropriate response actions.

The most revealing telltale clues will be described in depth on the fol-
lowing pages.

Clue #1: Dispatch Information

Clue #2: Occupancy and Location

Clue #3: Hazardous Material Container Shape and Design

Clue #4: Placards, Labels, and other Markings

Clue #5: Shipping Papers and Facility Documents

WHAT CLUES CAN YOU FIND IN THIS PHOTOGRAPH?

2-17
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #1 – Dispatch Information

µ After students have had the opportunity to scan their text, call on
individual class members to offer types of dispatch information that
would be most helpful in ruling out the presence of hazardous materi-
als. Discuss how pieces of dispatch information may hint that hazard-
ous materials are involved. Perhaps:
— Victims are obviously coughing or sick (suspect exposure)
— The incident is at or near a chemical plant
— A release of the product is visible as a vapor cloud or spill

‹ Encourage responders to double check any dispatch information

that is incomplete or unclear.

‹ Ask a few participants to relate how their local dispatch system

works, and the extent to which fire fighters have been able to learn
more by calling back for additional information about a particular
emergency.

2-18
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Identification Clue #1 – Dispatch Information
Whoever discovers a hazardous materials incident unfolding typically
reacts by calling for help. They usually phone 9-1-1. The call taker at
the dispatch center asks for an incident description. The caller’s de-
scription will range from very detailed to somewhat vague depending
on their ability to recall and convey pertinent, complete information.

Emergency Dispatchers normally ask callers what type of material is

involved, what type of leak is occurring, and whether fire is involved.
They request information such as the name of the building or com-
pany; call back numbers; and whether anyone is injured, exposed, or
unaccounted for. Some newer dispatch systems automatically send
information out to fire fighters (which may even include wind speed
and direction). However, even with the newer dispatch systems, the
amount of information relayed to the fire station’s alert system is lim-
ited.

When incomplete information is received, responders should request

specific details to help analyze the situation and plan an appropriate
response. Request:
A. The name of the product involved (or at least its UN number,
type of placard, size, or type of container)
B. What kinds of and how many injuries/victims are involved
C. The location, and whether inside or outside of a particular building
D. What actions are currently being taken at the scene

Dispatch information can provide a key piece of the recognition and

identification puzzle. On the way to the scene, consider the informa-
tion provided by the caller or dispatcher. Were there any indications
that hazardous materials might be involved (e.g., report of a suspicious
odor, odd color of smoke, hissing sound, a victim collapsed in a con-
fined space)?

Time spent en route to an emergency can also be used to look up UN

numbers and other needed product information, and to check the
ERG guide pages for directions on appropriate actions to take in order
to safely respond to incidents involving hazardous materials.

As you approach the scene, use your detective abilities to recognize

other clues or pieces of evidence signaling the potential presence of
hazardous materials. Beginning this analysis process before entering the
scene saves time and effort in the long run.

2-19
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #2 – Occupancy and Location

µ Have participants glance over the material regarding clues based on

where the emergency site is located and what is contained at that site.

‹ Discuss the role of pre-incident planning to help predict locations

that are vulnerable to hazardous materials incidents, such as places that
store chemicals and residential areas near businesses that manufacture
or use chemicals.

‹ Refer students to the appended list of web sites and point out the
EPA location where Superfund sites can be found:
— http://cfpub.epa.gov/supercpad/cursites/srchsites.cfm

2-20
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #2 – Occupancy and Location
The occupancy and location of an emergency site can provide valuable
clues regarding the potential for hazardous material involvement.

If the processes, materials used or products manufactured at a par-

ticular site are known to be hazardous materials, First Responders can
begin to speculate about the hazards that might result.

Hazardous materials incidents are not confined to industrial settings.

A shopping center, dry cleaning facility, hardware store, or automobile LOADING RACK FOR PETROLEUM AT BULK
repair shop could also be the site of a leak, spill, or fire involving haz- STORAGE TANK FARM (NON-PRESSURE PRODUCT
ardous materials. CARGO TANK)

Often, the people who use these materials are not aware of the poten-
tial hazards unless they work with the fire department to prepare in
advance for an emergency situation. Later in this course, you will learn
how to use pre-incident planning as a preventative measure before
problems arise, and as a means of educating yourself and the public
about the safe use and storage of hazardous materials in the local com-
munity.

VIRTUALLY ANY INDUSTRY OR BUSINESS CAN

STORE OR USE HAZARDOUS MATERIALS

2-21
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size ä90 Minutes (for entire section)

‹ Explain that there are two types of containers used to transport

hazardous materials: large bulk containers and smaller non-bulk con-
tainers. Bulk containers are covered in the following section. These
containers include highway cargo tanks and rail cars.

Containers are classified as bulk when their capacities meet or exceed

the following quantities:
— Maximum capacity of more than 119 gal. (450 L) for liquids
— Maximum net capacity of more than 882 lbs. (401 kg) for solids
— Water capacity greater than 1,001 lbs. (454 kg) for gases
Note: All other containers, classified as non-bulk, have far less ca-
pacity.

‹ Direct attention to the table in the ERG which displays bulk trans-
port container types. Point out that railroad, highway tanks, and in-
termodal forms of transportation share a commonality in that all three
carry non-pressure, pressure, and cryogenic containers.

µ Note that pressurized tanks pose the most potential danger, so

their size, shape, and identifiable features form valuable clues leading
to quick, safe resolution of any problems that arise.

‹ Sketch this chart on an easel pad; determine anything class mem-

bers already know about hazards in transport, and interview them
about what they would like to know more about.

How hazardous materials are transported

Known Unknown
E.g., many are flammable Not sure of product names

Use the Unit 2 Container PowerPoint® presentation to illus-

trate points as students follow along in their manuals. Have
students add notes to their respective pages. Present the slides quickly,
as the entire container section is only anticipated to last about 90 min-
utes. Skip or hide any slides that may not have local relevance (for ex-
ample, the marine containers will be of little relevance for participants
working at a substantial distance inland).

2-22
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size
The ability to recognize hazardous materials is particularly important
in transportation accidents, especially if little or no information is ini-
tially available.

The shape, size, and design of containers used in transportation and

storage may provide clues about the type and physical state of the ma-
terial in the container, and indicate if the contents include hazardous
materials.

Container shape may indicate whether the material is kept under pres-
sure (capable of explosive release). A compressed gas, for example, is
typically transported in a cylindrical container with rounded ends.
Because some compressed gases can be quite dangerous, it is impor-
tant to use extreme caution when approaching an emergency situation
involving a container with rounded ends.

2-23
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Respond to any questions using these Clues for Recognizing Hazardous Materials:
reference notes: Clue #3 – Container Shape and Size (continued)
A. Most fixed site tanks are built to safely
store a specific product or products µ Direct student attention to the bulk storage tanks shown in the
with similar properties. photographs in their text. Encourage students to fill in the available
sections as you list the many and varied problems experienced by tanks
B. These tanks include several types: that store hazardous materials above-ground:
atmospheric (up to 0.5 psig), low pres-
sure (0.5–15 psig), pressure, and cryo- — Accidents
genic. — Weathering
C. Most of these tanks contain several — Slopover
thousand gallons of product. Quanti-
ties of materials in these tanks are — Overfill
usually stated in terms of barrels. One — Rust producing leaks
barrel equals 42 gal. in the petroleum
— Tanks are vulnerable to criminal activity
industry.
— They are subject to fire when being loaded. If a fire breaks out
D. Most are built and operated to stan-
under a container suspended in air, then the container’s metal sup-
dards approved by the American Pe-
troleum Institute (API), or the Ameri- ports could weaken and cause the container to tilt over, break, and
can Society of Mechanical Engineers release its hazardous contents.
(ASME), or the NFPA.
E. Some of these tanks are equipped with ‹ Note that the acronym psig is used frequently in this section: a
fixed or semi-fixed foam or deluge sys- measure of pressure (under which loaded product is carried) according
tems for fire protection. to a POUNDS PER SQUARE INCH GAUGE.
F. Most of these tanks are built of steel,
but may also be constructed of stain- ‹ Emphasize specifications according to NFPA 472 5.2.1.2 (B):
less steel, aluminum, composite mate- — Markings often include NFPA 704 product name, site identifica-
rials, or fiberglass. Most are required to
tion tank number, tank capacity, and an emergency contact num-
have built-in containment or diking to
ber.
hold at least the contents of a full tank
in case of a tank failure.
G. Pre-incident planning and assistance
from industry are essential ingredients
for effective emergency preparedness
at a facility that has large fixed storage
tanks.
H. Valve control should be done under
the direction of—or by—facility per-
sonnel who are familiar with their own
plumbing system.
I. Most departments do not have suf-
ficient fire fighting foam to control
fires in large capacity containers. Pre-
planned mutual aid agreements help
handle such incidents.

2-24
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
Bulk Storage Tanks at Fixed Sites:
Most storage tanks are designed to meet the specific characteristics of
certain commodities. Tanks are built to withstand the properties of
their intended contents. Markings may include product name, site
identification tank number, tank capacity, and sometimes an emer-
gency contact number. Like other forms of storage and transportation
containers, fixed facility storage tanks have certain revealing character-
istics. For example:
— Atmospheric tanks, or tanks under low pressure, generally have
flat ends or cone roofs. Most of these tanks are equipped with
some type of vent or pressure/vacuum relief device.
— Pressurized tanks have rounded ends and pressure relief valves that
may be visible.

The diagrams on the following pages illustrate the variety of atmo-

spheric, low pressure, pressurized, and cryogenic bulk storage tanks
that can frequently be found at fixed sites.
WHAT ARE SOME OF THE PROBLEMS
EXPERIENCED WITH ABOVE-GROUND BULK
STORAGE TANKS?

2-25
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Open floating roof tank. Emphasize specifications according to NFPA 472 5.2.1.1 (D):
— Tanks contain flammable and combustible liquids (gasoline and crude oil are common).
— First Responders at the operations level should not enter the inside roof area of this tank without specialized
training and assistance from facility personnel.

Reference notes:
A. Some of these tanks are in excess of 200 ft. in diameter. Tank shell thickness varies with the diameter.
B. Identifying features include a wind girder around the top of the tank and a ladder to the roof.
C. The roof is a pontoon that floats on top of the product, reducing vapors in the tank’s top.
D. The roofs are equipped with drains to remove rain water.
E. There are several different types of seals that are used between the tank shell and the floating roof. Fires caused by
lightning strikes are common in these seal areas.
F. Fire control in large diameter floating roof tanks usually takes more resources than most fire departments have.
Extinguishing fires in these tanks takes extensive pre-incident planning efforts and the resources of multiple agen-
cies.
G. Many of these tanks are equipped with fixed foam systems that are painted red and visible from all sides of the
tank.
H. During fires in crude oil tanks, water in the tank bottom may convert to steam during a fire, resulting in a
boilover.

‹ Open floating roof tank with geodesic dome. Emphasize specifications according to NFPA 472 5.2.1.1 (D):
— These tanks contain flammable liquids (e.g., finished products like gasoline, jet fuel, and diesel).
— Responders should not enter the dome area. A permit is required to enter this confined space.

Reference notes:
A. These tanks are the same as open roof tanks, except they are equipped with a lightweight aluminum or composite
material geodesic dome to prevent vapor emissions and to keep water and snow off the roof.
B. Responders at the operations level should not open dome roof access hatches or enter these areas. The area be-
tween the floating roof and the dome could contain dangerous concentrations of oxygen-deficient vapors.
C. Many of these tanks are equipped with fixed foam extinguishing systems.
D. Fire fighting and logistical needs are generally the same as for those encountered with any large diameter floating
roof tank.

2-26
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

OPEN FLOATING ROOF TANK

Construction
A. Roof floats on contents and
moves up and down with vary-
ing levels
B. Have a ladder along the side
Contents
A. Flammable liquids
B. Combustible liquids

OPEN FLOATING ROOF TANK WITH GEODESIC DOME

Construction Contents
Same design as an open floater, A. Flammable liquids
except it is covered by a geodesic B. Combustible liquids
dome

2-27
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Covered floating roof tank. Emphasize specifications according to NFPA 472 5.2.1.1 (D):
— Tanks contain flammable liquids (e.g., finished products like gasoline, jet fuel, diesel).
— Responders should not enter the covered area of these tanks (permit-required confined space).
— As with the cone roof tank, responders should NEVER walk on the roofs of these tanks. Internal corrosion can
weaken the roof creating a severe life hazard to responders.

Reference notes:
These tanks are basically the same as the open floating roof tanks with a geodesic dome, except that the roof assembly
will not fail as quickly during a fire as would the lighter weight geodesic dome.

‹ Cone roof tank. Emphasize specifications according to NFPA 472 5.2.1.1 (D):
— These tanks usually contain flammable or combustible liquids.
— Some store corrosives and hazardous waste posing a variety of hazards.
— Responders should NEVER walk on tank roofs. Internal corrosion can weaken the roof creating a severe life haz-
ard to responders.

Reference notes:
A. Tank has vertical walls that support a cone roof.
B. Tank shell thickness varies with the diameter of the tank.
C. Most are atmospheric pressure tanks (0–0.5 psig).
D. Pressure/vacuum vents are located on top of the roof and are sometimes visible from the ground.
E. Cone roof tanks have a weak roof-to-shell seam purposefully designed to fail during an internal explosion.
F. Insulation is common on these tanks that store heavy oils, molten sulfur, and asphalt.
G. Containment walls or dikes are designed to hold at least the contents of a full tank.
H. When responders encounter hazardous waste stored in these tanks, they should be aware of product contamina-
tion that can multiply hazards. For example: spent sulfuric acid occasionally contains hydrocarbons which add
flammability potential to the corrosive material.

2-28
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size: (continued)

COVERED FLOATING ROOF TANK

Construction
A. Fixed cone-shaped roof covers
inner floating roof
B. Vents around the top side of
the tank
Contents
A. Flammable liquids
B. Combustible liquids

CONE ROOF TANK

Construction
Circular, with a cone-shaped roof
Contents
A. Flammable liquids
B. Combustible liquids
C. Corrosives
D. Non-hazardous materials

2-29
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Underground storage tank (UST ). Emphasize specifications according to NFPA 472 5.2.1.1 (D):
— Tanks contain flammable and combustible liquids and other hazardous materials such as compressed gases or liq-
uids, including gasoline and dry cleaning chemicals.
— USTs are considered low pressure or atmospheric pressure tanks.
— These tanks are constructed of composite steel and fiberglass.

Reference notes:
A. EPA regulations require that older USTs be removed and replaced with newer tanks having improved leak resis-
tance and installation requirements.
B. New UST tanks must pass rigid testing before they are approved for use.
C. Occasionally First Responders will encounter old abandoned tanks that are leaking. Determining responsible
parties and gauging the quantity of the product involved can be difficult.
D. Some USTs have been replaced with Above Ground Storage Tanks (AST). These tanks require triple contain-
ment to prevent the release of fuel into the environment. These ASTs resemble horizontal storage tanks, but the
requirements for containment are much stricter.

‹ Dome roof tank. Emphasize specifications according to NFPA 472 5.2.1.1 (D):
— These tanks contain flammable and combustible liquids, fertilizers, and chemical solvents.
— Operating pressures are 2.5–15 psig, depending on the product stored.

Reference notes:
A. These tanks are considered low pressure, however some of these vertical dome roof tanks resemble higher pressure
tanks designed to store liquefied petroleum gas (LPG) and anhydrous ammonia. Responders should always gath-
er further information from facility personnel or documents before drawing conclusions about tank contents.
B. Some of these tanks are insulated to maintain product temperature.
C. Tanks are equipped with pressure relief devices located on top of the tank.
D. Tanks are sometimes equipped with fixed water deluge systems to protect the tank shell in the event of fire expo-
sure.

2-30
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #3 – Container Shape and Size (continued)
UNDERGROUND STORAGE TANK (UST)
Construction
Gauges and controls are above
ground
DOME ROOF TANK
Construction
A. Vertical rather than horizontal
B. Fixed dome-shaped roof
C. Internal pressure up to 15 psi
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
Contents
A. Liquids and gases
B. Usually contains petroleum
products
Contents
A. Flammable liquids
B. Combustible liquids
C. Corrosive liquids
D. Fertilizers
E. Chemical solvents
F. Non-hazardous materials
2-31
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Horizontal tank. Emphasize specifications according to NFPA 472 5.2.1.1 (D):

— These tanks contain flammable and combustible liquids, corrosives, poisons, fertilizers, and some non-hazardous
products.
— They are considered to be a low pressure or atmospheric pressure tank.
— These tanks are mounted above ground on legs, saddles, or blocks.

Reference notes:
A. The structural integrity of the tank supports is critical to safety. If the supports fail, the tank can fail.
B. Some older tanks are bolted or riveted in construction, but most tanks built since the 1950s are welded.
C. Most of these tanks are not insulated or thermally protected from flame impingement.
D. These tanks are equipped with pressure relief devices mounted on the top of the tank.
E. They are required to include fixed containment to hold at least the amount contained in the tank.

‹ Pressure horizontal tank. Emphasize specifications according to NFPA 472 5.2.1.1 (D):
— These tanks store LPG, anhydrous ammonia, and compressed or liquefied flammable gasses.
— Pressures in the tanks range from 100–500 psig.
— These tanks have round cross-sections and rounded ends, which are characteristic of all pressure vessels.

Reference notes:
A. The quantity stored in these tanks varies from less than 1,000 gal. to over 30,000 gal. depending on the facility
and type of material stored.
B. These tanks are usually constructed of steel. Some of these tanks are insulated or thermally protected from flame
impingement. Fixed water deluge systems are common in high hazard fixed facilities.
C. They are painted white or another highly reflective color to keep heat absorption to a minimum.
D. Pressure relief devices are located on top of these tanks and can include visible stacks to direct released product
above the tank shell. Applying water to the relief valve may result in ice formation that could prevent the tank
from venting.
E. The bottom outlets are equipped with excess flow valves and back flow preventives to control the release of prod-
uct if downstream lines fail.

2-32
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Sizes (continued)

HORIZONTAL TANK
Construction Contents
A. Horizontal tank on legs or A. Flammable liquids
blocks B. Combustible liquids
B. Use is restricted or banned be- C. Corrosives
cause of susceptibility to tank/
leg failure D. Poisons

PRESSURE HORIZONTAL TANK

Construction Contents
A. Horizontal tank with rounded A. Process gases
ends B. Octane boosters
B. Usually set on legs or supports C. Anhydrous ammonia
C. Usually painted white or reflec- D. Liquefied petroleum products
tive color (e.g., propane)
D. Pressure relief devices on top of
tank
E. Some residential and com-
mercial LPG tanks are buried
underground

2-33
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Spherical tank. Emphasize specifications according to NFPA 472 5.2.1.1 (D):

— Tanks contain LPG, vinyl chloride, butadiene, and other liquefied gases.
— Pressures in these tanks range from 100–500 psig.
— This tank is a round ball supported on vertical legs (usually thermally protected).

Reference notes:
A. Quantity stored is up to 600,000 gal., which produces a very large vapor release if this container fails.
B. Tank shell is constructed of steel and sometimes insulated or thermally protected. Fixed water deluge systems are
very common on these tanks.
C. They are painted white or another highly reflective color.
D. Pressure relief devices are located on top of these tanks and sometimes have visible stacks to direct any released
product above the tank shell.
E. The bottom outlets are equipped with excess flow valves and back flow preventives to control the release of prod-
uct if downstream lines fail.

‹ Cryogenic liquid storage tank. Emphasize specifications according to NFPA 472 5.2.1.1 (D):
— Tanks contain gases such as liquid oxygen (LOX), liquid nitrogen, liquid carbon dioxide, and other gases like liq-
uid hydrogen, which are super-cooled and liquefied under pressure.
— Tanks are designed to accommodate pressures up to 250 psig.
— Most cryogenic tanks are vertical and mounted on legs, but these tanks are also commonly mounted in a hori-
zontal position, as with liquefied carbon dioxide.

Reference notes:
A. Capacity ranges from a few hundred to over 1,000 gal. at some facilities. Some low pressure cryogenic tanks de-
signed to contain liquefied natural gas (LNG) and anhydrous ammonia store over two million gallons near ma-
rine and pipeline terminals.
B. They are designed to be a tank-within-a-tank (like a thermos bottle). They are heavily insulated so water sprayed
on the tank does not affect the product temperature inside.
C. These tanks are frequently found at hospitals, steel fabrication plants, large marine ports, and other facilities that
have a high demand for gases that are liquefied by extreme cooling.
D. These tanks are usually equipped with redundant safety relief devices. They are also equipped with heat exchang-
ers to build pressure as these cold liquids evaporate. It is common to see ice on the piping under these tanks.
E. Due to the complicated design features of these containers, responders should seek specialist advice before at-
tempting to operate any valves or fittings on these tanks (most of these tanks display emergency telephone num-
bers).

2-34
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size: (continued)

SPHERICAL TANK
Construction Contents
A. Ball-shaped A. Methane
B. Usually painted white or reflec- B. Propane
tive color C. LPG
C. Pressure relief devices on top of D. Other gases
tank
D. Under very high pressure

CRYOGENIC LIQUID STORAGE TANK

Construction Contents
A. Vertical tank with rounded roof A. Liquid oxygen
B. Heavily insulated B. Liquid nitrogen
C. Pressure relief devices on top of C. Liquid carbon dioxide
tank
D. Set on legs rather than on
ground

2-35
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Key Point Clues for Recognizing Hazardous Materials:

Non-pressure, pressure, and cryogenic Clue #3 – Container Shape and Size (continued)
containers frequent all transportation
routes: railways, highways, and water- ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (A)(D):
ways. — Tank cars are classed as bulk containers in 49 CFR (DOT).
— Tank cars transport both hazardous and non-hazardous cargo.
— Tanks cars are classed according to their construction features
Reference notes: and fittings. These features determine what the DOT allows to be
A. Most tank cars carry only a single
shipped in a particular type of tank car.
commodity, although there are some — Reporting marks and numbers (for example: UTLX 54336) are
exceptions. Some non-pressure cars are located on both of the sides and both ends of the car. Responders
multi-compartmental. must locate these numbers on the consist (train list) in order to
B. These tank cars transport between determine the type and quantity of the material being transported.
4,000–45,000 gal. of product. — Tank cars are divided into several different categories:
C. Non-pressure cars are also referred to » Non-pressure tank cars
as General Service Cars.
» Pressure tank cars
D. Most pressure tank cars are insulated
» Cryogenic liquid tank cars
as well as equipped with head shields
and couplers to reduce the amount of » Pneumatically unloaded hopper cars
damage and product loss during de- » High-pressure tube cars (extinct/no longer in service)
railments.
— Note: non-pressure, pressure, and cryogenic containers are used in ev-
E. The tank rests on the wheels (trucks)
ery mode of transportation.
with a center pin. The weight of the
tank and contents hold the tank in
place on the trucks. During derail-
ments it is common for the tank to
separate from the trucks.
F. Typically, one end of the car has a
brake wheel. This end is referred to as
the “B” end of the car. The opposite
end is referred to as the “A” end.

2-36
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials: Key Point

Clue #3 – Container Shape and Size (continued)
Railroad Tank Cars:
Railroad tank cars are bulk containers used to carry both hazardous
and non-hazardous materials by rail. A tank’s construction, as well as
its size, fittings, and linings are customized to fit the demands of the
materials it transports.
Although there are exceptions, most tank cars carry only a single com-
modity. In general, they all look very similar, with circular cross-sec-
tions and semi-rounded heads. Because they are similarly designed,
many tank car characteristics need to be studied to reveal the com-
modity in transport.
When a rail incident occurs, railroad
personnel are often the best source of
information to help identify any potential
hazardous materials involved. They are
the experts on rail car design and use, and
can provide information that could save
lives. First Responders need to become
familiar with local railroad companies
before any incidents occur.

Tank cars are categorized according to transport and product type.

The most common categories are discussed in this section. Any one of
these three types of containers–railroad, highway, and intermodal–
can transport non-pressurized, pressurized, and cryogenic products.
Note: intermodal refers to containers that can be transported via more
than one mode.

Reporting Marks Product

Capacity Tank and Car Information

2-37
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. These tank cars are commonly called Clue #3 – Container Shape and Size (continued)
General Service Cars because of the
wide variety of products they trans- ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (A)(D):
port. — The most common type of tank car.
B. Corrosive liquid tank cars are non- — This tank car is described as non-pressure in 49 CFR (DOT).
pressure tank cars. However, these cars have pressure ratings from 35–100 pounds per
C. Most of these cars are equipped with square inch gauge (psig), meaning they do contain some pressure.
bottom outlet valves. — Even this amount of pressure is considerable, and can cause injury
D. The most common specifications are or death to a responder who may expect to find no pressure in this
the DOT 111 and DOT 103. type of container.
E. A Tank Train is a series of non-pres- — They transport flammable liquids, oxidizers, organic peroxides,
sure tank cars interconnected with a poisons, corrosives, and a variety of non-hazardous substances.
series of flexible hoses so that they can — These cars have multiple fittings on top of the car that can be used
be loaded or unloaded in sequence to identify them by type. Some older non-pressure tank cars have
from one end.
an expansion dome which allows for product expansion during
F. Insulated and non-insulated cars can shipment.
be differentiated by the narrow welds
on the seams of the insulation jacket
covering the tank shell. Cars without
insulation have very distinctive wide
smooth welds on the tank shell seams.
G. Pressure relief devices (PRDs) on these
cars include pressure relief vents (rup-
ture disks), self closing pressure relief
devices, and vacuum breaker vents.

2-38
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

NON-PRESSURE RAILROAD TANK CAR (DOT 111)

WITH EXPANSION DOME

WITHOUT EXPANSION DOME

Distinguishing features What it transports

A. Designed for pressures below 100 psig at 105°F–
115°F
B. Tank test pressures are either 60 or 100 psig
C. Capacities typically range from 4,000–45,000 gal-
lons, with 25,000 gallons being most common
D. Distinguished from pressure tank cars by manway
and visible fittings at top and/or bottom of tank
E. Some older non-pressure cars have an expansion
dome
Physical state of material inside Physical state if released
Liquid Liquid
A. Transports flammable liquids, oxidizers and organic
peroxides, poisons, and corrosives
B. Also transports non-hazardous materials, such as
edible and inedible animal oils, fruit and vegetable
juices, tomato paste, and molasses
Hazard class
3, 4, 5, 6, 8, and 9

2-39
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Reference notes:
A. These cars are typically equipped with
safety vents (rupture disks). If this vent
or rupture disk activates, it will not
re-close, which could place responders
at risk of being exposed to corrosive
liquids.
B. Although most of these cars do not
have bottom outlets, some do have a
wash out or sump on the bottom of
the car that can produce leaks.
C. If product is leaking from the tank
shell, it is corroding from the inside
out, potentially thinning the tank shell
to the breaking point.
D. Remember that most of the products
transported in corrosive liquid tank
cars are very water reactive, so use cau-
tion and consult the ERG before using
water to mitigate vapor clouds or liq-
uid leaks.
E. The most common specification for
this car is DOT 111.
2-40
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #3 – Container Shape and Size (continued)
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (A)(D):
— Corrosive liquid tank cars are non-pressure cars with fittings de-
signed for corrosives. Some of these cars are lined with corrosive
resistant material.
— Common Class 8 corrosives transported in this car are sulfuric
acid, hydrochloric acid, and caustic soda solution.
— Pressures in these “non-pressure” cars can range from 35–100 psig.
— Because corrosive materials are usually much denser than other
hazardous liquids, these cars typically have less capacity than other
non-pressure cars.
— Many of these cars have a protective coating around the fittings
where the product gets loaded and unloaded. Sometimes this coat-
ing is of a contrasting color such as black on a white car.
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

NON-PRESSURE CORROSIVE LIQUID RAILROAD TANK CAR (DOT 111)

Distinguishing features What it transports

A. It is a non-pressure tank car in shape and design Transports corrosive materials (e.g., hydroflouric acid,
B. Can sometimes be distinguished by staining sulfuric acid, hydrochloric acid)
around manway
C. Mid section may be painted with vertical stripe of
corrosion-resistant paint
D. 25,000 gallon capacity
Physical state of material inside Physical state if released Hazard class
Liquid Liquid 8

2-41
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. With rare exceptions, pressure tank Clue #3 – Container Shape and Size (continued)
cars have thermal protection jackets.
Jacketed cars can be identified by the ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (A)(D):
narrow welds on the insulation jacket — This is the second most common type of tank car (non-pressure
material. A few sprayed-on thermal cars are most predominant).
protection cars remain in service: they
— They are designed for pressures from 100–600 psig.
are recognizable by an off white color
with a rough surface finish. — All of the fittings are located in a single protective housing on top
B. Relief valves are located inside the
of the car; pressure cars do not have bottom outlet valves.
tank shell to prevent damage during a — These cars most commonly transport gases liquefied by pressure;
derailment. The most common type is examples include propane, chlorine, and anhydrous ammonia.
a spring-loaded, self-closing pressure
— It is also common for these tank cars to transport high vapor pres-
relief device that automatically resets
whenever pressure in the tank falls sure flammable and toxic liquids.
below a safe level. These devices typi-
cally operate at 75% of the working
pressure of the car.
C. For cars designed to transport toxic
corrosive materials like chlorine, the
relief device is mounted outside the
tank shell, protected from the product
by a rupture disk.
D. The most common specifications are
DOT 105, DOT 112, and DOT 114.

2-42
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

PRESSURE RAILROAD TANK CAR (DOT 105/112/114)

Distinguishing features (DOT 105/112/114) What it transports

A. Designed for pressures from 100–600 psig A. Transports flammable and nonflammable com-
B. Capacity is from 4,000–34,500 gallons, with pressed gases or poisonous compressed gases (e.g.,
33,000 gallons being most common; the size of propane, chlorine, anhydrous ammonia)
this car reflects the amount of product it can hold B. Some pressure tank cars also transport high hazard
C. Often equipped with jacketed thermal protection or high vapor pressure Class 3 Flammable Liquids
D. Fittings are inside a single protective housing cen-
tered on top of tank
E. Cars transporting hazardous materials are outfitted
with a protective head shield
F. Markings, including painted stripes, may be phased
out as a homeland security measure
Physical state of material inside Physical state if released Hazard class
Liquid Gas or liquid 2.1, 2.2, 2.3, 3, and 8

2-43
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Cryogenic liquid tank cars are com- Clue #3 – Container Shape and Size (continued)
prised of a tank-within-a tank: an alloy
(stainless or nickel) steel inner tank ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (A)(D):
supported by a strong outer tank. The — They carry extremely cold refrigerated liquids (minus 130°F and
space between the inner tank and the below); pressure up to 25 psig.
outer tank is filled with insulation
— They typically contain argon, oxygen, nitrogen, refrigerated ethyl-
kept under a vacuum.
ene, and hydrogen.
B. The contents of most of these cars are
protected for about thirty days, mak-
— These cars are readily recognizable: they have clean lines and fit-
ing shipment time-sensitive. tings for loading and unloading and are located in the ground
level cabinets at diagonal corners of the car if not in the center of
C. These materials warm during ship- the car.
ment, enabling the liquid to expand
and turn to vapor. Like cryogenic
highway cargo tanks, these cars are
equipped with relief devices to vent
this pressure. Some venting may be
visible, even under normal conditions.
D. Cryogenic liquids can greatly expand
when released from a container. Some
are capable of expanding up to 700
times.
E. While it may be possible to disperse
vapor clouds of some products with
a water fog, water will not reduce the
pressure. Any application of water
fog to relief devices should be done
with extreme caution because the re-
lief devices might freeze—preventing
pressure relief and causing container
failure.
F. This type of tank car accounts for only
about 1% of the total fleet on all rail-
roads.
G. The specifications for this tank car are
AAR 204 and DOT 113.
H. These cars are not refrigerated cars;
they keep the product cold through
vacuum bottle design combined with
insulation.

2-44
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

CRYOGENIC LIQUID RAILROAD TANK CAR (DOT 113/AAR 204)

Distinguishing features What it transports

A. Transports low pressure (typically less than 25 psig) Transports liquid oxygen, liquid nitrogen, hydrogen,
refrigerated (cryogenic) liquids at minus 130°F and argon, ethylene
below (according to DOT’s definition)
B. Designed as an insulated tank-within-a-tank (vacu-
um bottle design)
C. Steel inner tank supported with a strong outer
tank, space in the middle filled with insulation and
kept under vacuum pressure
D. Shipments may be kept at desired temperature for
up to thirty days
E. Product may vent under normal conditions
F. Since the product is very cold, applying water to
the valve may freeze or block it
Physical state of material inside Physical state if released Hazard class
Cryogenic Liquid (-130°F or less) Liquid which rapidly turns to a gas 2.1 and 2.2

2-45
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. TOFCs and COFCs both transport Clue #3 – Container Shape and Size (continued)
the same types of hazardous materials.
The running gear and wheels are per- ‹ Mention features beyond NFPA specifications:
manently attached on a TOFC; they — Acknowledge that recognizing these cars is not required by NFPA
are not attached for a COFC. Portable 472, however they frequent the railways often enough to warrant
tank COFCs can be transported inter- referencing in this course.
modally. Highway cargo tanks are not,
however, allowed to be carried on flat
cars.
B. A TOFC is sometimes lighter in
weight than the COFC, and usually
spans a length of 40 feet; the COFC
usually spans a length of 20 or 40 feet.
C. Flat cars are designed specifically
to transport a trailer or a container.
When responders need to learn the
contents of a TOFC/COFC, they
must locate and look up the reporting
mark and number on each individual
TOFC/COFC.
D. Responders can expect to find almost
any type of hazardous material in these
containers. When foreign containers
enter the U.S. transportation system
they are required to meet all of the
DOT regulations regarding placard-
ing. However, many COFCs are never
opened in the U.S., therefore adher-
ence to these regulations is not always
closely monitored.

2-46
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

TRAILER ON FLAT CAR (TOFC) and CONTAINER ON FLAT CAR (COFC)

TOFC

COFC

Distinguishing features What it transports

a. Traditional highway cargo vans (box trailer) loaded Almost anything
on special flatcar
B. With few exceptions, there are no Federal Railroad
Administration restrictions limiting what hazard
classes can be shipped in TOFCs
C. Regulations prohibit highway cargo tanks (MC/
DOT) on flat cars
Physical state of material inside Physical state if released Hazard class
Solid, Liquid, or Gas Solid, Liquid, or Gas All

2-47
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Gondola cars typically have low sides Clue #3 – Container Shape and Size (continued)
and no bottom outlets. They are used
to transport heavy ore, scrap iron, con- ‹ Mention features beyond NFPA specifications:
taminated soil, solid waste, and other — Note that 472 does not require knowledge of the gondola car,
solid materials. however, their prevalence poses sufficient threat to warrant inclu-
B. Response agencies should be aware sion in an overview of railcar types.
that these shipments may transit their
jurisdictions. These cars are suitable
and commonly used for transporting
Low Specific Activity (LSA) soil from
dismantled nuclear production and
processing facilities to the western
states for disposal.
C. Because these specially designed gon-
dola cars are in dedicated service for
radioactive materials only, they are
covered to protect the contents. Many
shipments of radioactive soil use a
Unit Train—a train that only trans-
ports this one specific product. Such
a train leaves the nuclear facility and
goes directly to its destination without
adding to or switching out any of its
original cars. These trains are frequent-
ly tracked using GPS technology. The
originating facility typically has a 24/7
response capability to guard against a
derailment or other problem.

2-48
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

GONDOLA RAILROAD CAR

Distinguishing features What it transports

Typically uncovered, with low sides and ends. Transports bulk ores, scrap iron, and other solid materi-
als. When used to carry Low Specific Activity (LSA)
radioactive materials, these cars are covered.
Physical state of material inside Physical state if released Hazard class
Solid Solid 4 and 7

2-49
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Emphasize specifications according to NFPA 472 5.2.1.1 (A), 2002

Edition:
— These cars are no longer in service, but some recruits may still be
required to identify these cars for their respective state certifica-
tion programs. The cars, however, will be out of circulation in the
future.
— Most of these cars were previously used to transport helium. They
were typically owned by the U.S. government, which controlled
the production and sale of helium for many years.

2-50
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous

Materials: Clue #3 – Container Shape and Size (continued)

HIGH PRESSURE RAILROAD TUBE CAR

Distinguishing features What it transports

A. Box type open frame with seamless, non-insulated Transports helium gas most frequently, although they
cylinders arranged horizontally. may also transport hydrogen and oxygen in a gas state.
B. These cars are no longer in-service and they are be-
ing dismantled; however, some state certification
agencies may still require fire fighters to be able to
identify these cars for test purposes.
Physical state of material inside Physical state if released Hazard class
Gas (never a liquefied gas) Gas 2.1, 2.3, and 2.3

2-51
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Pneumatically unloaded hopper cars Clue #3 – Container Shape and Size (continued)
do not always have a round cross-sec-
tion. Some are semi-circular. Regard- ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (A)(D):
less of cross-section shape, these cars — These cars are built to tank car standards because they are similarly
operate similarly. Closed hopper cars loaded and unloaded using air or an inert gas.
designed to carry grain have mechani-
— Tank test pressures range from 20–80 psig.
cal hatches on the bottom of the car
and are unloaded through the force of — Hopper cars are often erroneously identified as tank cars because
gravity. both are similarly shaped. Although both have a circular cross-
B. Plastic pelletized materials are fre- section, Hopper Cars are so named for their distinctive V-shaped
quently transported in closed hopper hopper which is located on the bottom of the car so contents can
cars. Some of these plastics go through be easily unloaded.
a curing process in which they give off — Dry caustic soda and some oxidizers are frequently transported in
flammable gases that have accumu- these cars.
lated in the upper portion of the car.
Historically, flash fires have occurred
when the manways of these cars were
opened and static discharges ignited
these vapors, subsequently injuring
facility personnel and increasing re-
sponder risk.
C. The more typical (open) top hopper
car carries coal and wood chips.

2-52
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

PNEUMATICALLY UNLOADED RAILROAD HOPPER CAR

Distinguishing features What it transports

A. Test pressures range from 20–80 psig Transports dry caustic soda, grain, plastic pellets, coal,
B. Designed to carry dry commodities and wood chips
C. They are unloaded by applying air or an inert gas
Physical state of material inside Physical state if released Hazard class
Solid Solid 4, 5, 6, 8, and 9

2-53
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Historic Point
The Department of Transportation
(DOT) regulates the type of highway
cargo tank built to MC (motor carrier)
specifications, such as MC 306, MC
307, etc. New cargo tanks can no longer
be built to old specifications, but many
tanks built to these older specifications
are still in service. New cargo tanks (built
after 1993) are built to DOT specifica-
tions. Examples are DOT 406, DOT
407, and DOT 412. Specification MC
331, MC 330 (pressure cargo tanks), and
MC 338 (cryogenic cargo tanks) were not
changed to DOT prefixes.
2-54
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #3 – Container Shape and Size (continued)
‹ Mention these facts:
— Highway shipments of hazardous materials originate from virtu-
ally every community. Highway tank trucks carry many different
types of commodities including water and fruit juice, which are
not regulated so do not need to be placarded (they can, however
be hazardous: milk, for example, can have an asphyxiant effect on
marine life). However, in this day and age, a tanker that is carry-
ing a hazardous substance may not be placarded due to criminal
intent, load size, or negligence. So, placards—and lack thereof—
can be misleading, which explains why it is extremely important
to collect and compare various clues about any potentially hazard-
ous substance.
— The shape and features of a cargo tank provide clues to some of
the basic characteristics and inherent dangers of products trans-
ported in the container (how they will behave if accidentally re-
leased or caught on fire). The ERG drawings of cargo tankers can
be used along with the relevant guide page to plan a response.
‹ Refer students to the pie chart in their manuals which shows the
majority of hazardous materials incidents on the highways involve
non-pressure cargo tanks (those carrying petroleum products are most
vulnerable). Relate that numbers like 1203, 1075, and 1993 (gasoline,
propane, and diesel) will become second nature to recall because so
many tankers carrying these placards travel our roads.
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials: Proportion of

Clues #3 – Container Shape and Size (continued) Highway Cargo Tanks by Type
E F
Highway Cargo Tanks:
Virtually all hazardous materials are transported in one of four cargo
tank types: D

— Non-pressure
C
— Low Pressure
— Pressure
— Corrosive A

B
Non-pressure cargo tanks comprise 57% of the containers in trucks on
the road. Being frequently on the highways, most hazardous materials
incidents involve products transported on trucks of this type.

A. Non-Pressure 57%
B. Low Pressure 21%
C. Corrosive 12%
D. Pressure 10%
E. Cryogenic < 1%
F. Tube < 1%

Source: Office of Hazardous Materials Safety, Re-

search and Special Programs Administration, U.S.
Department of Transportation. (Washington, DC,
October, 1998).

2-55
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. This type of cargo tank accounts for Clue #3 – Container Shape and Size (continued)
57% of the nation’s total fleet and
makes more than 100,000 deliveries ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (C)(D):
per day. It is used for more hazardous — Has an operating pressure of 4 psig or less.
materials shipments than any other cargo
— Up to a 12,000 gallon capacity.
tank.
— Transports petroleum products such as gasoline, fuel oil, solvents,
B. These tanks usually have five compart-
crude oil, and a variety of non-regulated materials.
ments with internal baffles. Some
tanks have single bulkheads between — Tanks are elliptical in cross-section with flat heads.
compartments while others have dou- — Typically constructed of aluminum; regulations allow some steel
ble bulkheads.
to be used.
C. These cargo tanks are bottom loaded. — Emergency shut-offs are located on the left front and sometimes
The piping to each compartment is
the right rear.
“wet” (filled with product) and can
hold as much as 50 gallons of product
until the compartment is unloaded.
D. Although most of these tanks have The Importance of Approach
elliptical cross sections, those used to
haul crude oil have round cross sec- Scenario:
tions. These tanks sometimes have vis- On March 25, 2004 in Bridgeport, Connecticut, a truck carrying 12,000
ible external stiffening rings. gallons of fuel oil collided with a car, sparking a huge fire. Witnesses said
E. This cargo tank is equipped with they heard explosions and saw a gigantic fireball shoot into the sky. The
spring loaded pressure/vacuum (PV) fire was so hot it damaged the steel support beams of a new overpass;
valves. Internal valves located on the when it sagged, it created a pool of burning fuel oil.
bottom of each compartment are
spring loaded and have a “shear sec- Probes:
tion” designed to break away in a col- A. What should approaching fire fighters have been thinking and in
lision and maintain the product inside what order? (Emphasize the importance of an up-hill, up-wind ap-
the tank. proach).
F. During fires, these aluminum shell tanks B. Are there things that could be done to protect the integrity of a road-
will melt down to the level of the liquid way while also guarding against exposure and efficiently controlling
in the compartment. Responders ap- the fire?
proaching burning tanks in the “wheels
up” position should use extreme caution;
as the tank shell becomes weak, the com-
partment can compress, fail, and rapidly
spread fire.
G. Specifications for this cargo tank in-
clude MC 306 (old specification) and
DOT 406 (new specification).

2-56
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

NON-PRESSURE HIGHWAY CARGO TANK (MC 306/DOT 406)

Distinguishing features What it transports

A. Operating pressure of 4 psig or less Transports petroleum products such as gasoline, fuel
B. Up to 12,000 gallon capacity oil, solvents, and non-hazardous products
C. Elliptical cross-sections and flat ends
D. Usually compartmented, each compartment having
its own manhole assembly
E. Number of discharge valves beneath the tank indi-
cates number of compartments
F. Have rollover protection running the length of the
tank (called a catwalk)
G. May be permanently marked with owner’s name
and/or type of material being transported
H. Remote shut-off located behind the driver on the
front left side of a trailer (some carriers also have a
remote shut-off on the right rear of the trailer)
I. May carry different products in different compart-
ments
Physical state of material inside Physical state if released Hazard class
Liquid Liquid 3

2-57
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Low pressure cargo tanks account for Clue #3 – Container Shape and Size (continued)
21% of the fleet of all highway cargo
tanks. ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (C)(D):
— Operating pressures of 25–35 psig.
B. These cargo tanks are sometimes called
the “work horse of the chemical indus- — 6,000–7,000 gallon capacity depending on the weight of the
try.” product.
C. Stainless steel is harder than aluminum — The shape may vary from a round cross-section with visible stiff-
or mild steel and is more brittle, so ening rings for tanks that are not insulated, to a horseshoe shape
when heated will loose its integrity for cargo tanks that are insulated.
much faster than will mild steel.
— Are typically single-compartment, but multi-compartment tanks
D. These cargo tanks may be either top or are not unusual.
bottom loaded. Responders should be
aware that product could be trapped — Transports liquid products like flammable and combustible chem-
under the body discharge piping. icals (xylene and toluene), mild corrosives (caustic soda solution),
poisons (epichlorohydrin), organic peroxides, and a wide variety
E. Insulated (horseshoe shaped) tanks are
of Class 9 Hazardous Waste.
more common than tanks that are not.
— Usually constructed of stainless steel, but regulations permit alu-
F. Some of these tanks may slant down-
minum and mild steel.
ward to the center for more efficient
off-loading of product. — A remote emergency shut-off is located on the left front of the
trailer.
G. These tanks are usually equipped with
spring loaded pressure/vacuum (PV)
valves to prevent tank failure. Many
of these tanks have fusible (venting)
clean-out caps on each compartment.
H. Specifications for this cargo tank in-
clude MC 307 (old specification) and
DOT 407 (new specification). The
DOT 407 may be air-pressurized to
expedite off loading.

2-58
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

LOW PRESSURE HIGHWAY CARGO TANK (MC 307 or DOT 407)

Non-insulated

Insulated
Distinguishing features What it transports
A. Operating pressure 25–35 psig Transports flammable or combustible liquids, mild cor-
B. 6,000–7,000 gallon capacity rosives, poisons, and almost all other types of liquid
chemicals
C. Circular or horseshoe shaped cross-sections and flat
ends
D. One or two compartments are most common
E. Insulation is common on this type of cargo tank: if
a tank is insulated, it may appear (from behind) to
have a horseshoe-shaped cross-section
F. May slant noticeably downward toward the un-
loading piping in the middle
G. May have rollover protection extending from front
to back of tank
H. Remote shut-off located behind driver on left side
of trailer
I. These cargo tanks have a pressure/vacuum relief
device; the devices vary based on design
Physical state of material inside Physical state if released Hazard class
Liquid Liquid — 3, 5.1, 5.2, 6, 8, and 9
— Also non-hazardous products

2-59
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Reference notes:
A. Account for 12% of the nation’s cargo
tank fleet.
B. The tank has a round cross section
with vertical stiffening rings. If the
tank is insulated and jacketed, these
will not be visible.
C. These tanks are typically single shell
without internal baffles.
D. They are either top loaded or loaded
and unloaded pneumatically using air
or inert gas pressure to push the prod-
uct.
E. Specifications for this cargo tank in-
clude MC 312 (old specification) and
DOT 412 (new specification).
2-60
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #3 – Container Shape and Size (continued)
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (C)(D):
— Operating pressures up to 75 psig.
— 5,000–6,000 gallon capacities depending on the density of the
product.
— Primarily transports corrosives, like sulfuric and hydrochloric acid,
but may also transport other high density Class 3, 5, 6, and 9 liq-
uids. Hydrogen peroxide is a common Class 5 product. Because
vacuum trucks are also built to this specification, they can trans-
port hazardous wastes as well.
— Most of these tanks are built of mild steel and stainless steel. Some
of these tanks are lined with rubber and other coatings to prevent
corrosion of the tank shell.
— Although these tanks have the same basic configuration as the low
pressure cargo tank, they are smaller in diameter. These tanks are
built relatively small to keep the overall weight as low as possible,
given the heavy liquids that they transport (as much as 17 lbs./
gal.). Some of these tanks are insulated and jacketed. And, like the
low pressure cargo tank, they have a horseshoe-shaped cross-sec-
tion.
— The remote emergency shut-off is located on the left front of the
trailer.
The Power of Physical Properties
Scenario:
On March 18, 2004 in Falls River, Massachusetts, an estimated 100 gal-
lons of sodium hydroxide spewed 3-4 feet into the air when a truck driver
tried to get a sample of the product before unloading it at a pigment
plant. Perhaps the driver had not put the cover back on the tanker correct-
ly. When the driver pressurized the tank to begin the unloading process, a
product release occurred.
What do you imagine were the consequences?
A. Police were forced to close streets surrounding the spill for much of
the day
B. Fire fighters had to isolate and dike the spill so it would not get into
the snow drains
C. On-site plant personnel neutralized the sodium hydroxide
D. A private cleanup crew was called in to decontaminate the area
E. A police officer needed to be treated at a local hospital for burns to
the head and neck
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

CORROSIVE LIQUID HIGHWAY CARGO TANK (MC 312 / DOT 412)

Distinguishing features What it transports

A. Operating pressure of 75 psig Transports corrosives such as caustic soda, hydrochloric
B. 5,000–6,000 gallon capacity acid, sulfuric acid, nitric acid, and hazardous waste as
well as other high-density, non-hazardous liquids
C. Same basic configuration as low pressure cargo
tanks
D. Circular cross-sections and flat ends; tanker may
appear horseshoe-shaped if insulated
E. Relatively smaller diameter than other cargo tanks
because they transport dense products
F. Most have visible stiffening rings running vertically
around the tank (stiffening rings may not be visible
on insulated tanks)
G. Have rollover protection across the top of the con-
tainer, and may be equipped with splash protection
(a spill box)
H. Because of corrosive cargo, are often discolored
from splashed product
I. Some vacuum trucks are built to this specification
J. Remote shut-off located behind driver on left side
of trailer
Physical state of material inside Physical state if released Hazard class
Liquid Liquid — 3, 5, 6, 8, and 9
— Also non-hazardous products

2-61
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Reference notes:
A. Account for 10% of the nation’s cargo
tanks.
B. These tanks are designed to contain
pressures required to maintain prod-
ucts in a liquid state (e.g., propane,
anhydrous ammonia). Tank shell
thickness can be up to 0.375 (3⁄8) in.
and heads can be up to 0.250 (1⁄4) in.
C. These tanks typically have two spring
loaded pressure relief valves on top. In
addition, the loading and unloading
valves are protected with fusible links
and excess flow valves to prevent un-
controlled release of product.
D. In some parts of the country, high va-
por pressure flammable and toxic/cor-
rosive liquids are transported in these
cargo tanks, warranting Class 3, 4, 6,
or 8 placards. Cryogenic liquids like
oxygen, nitrogen and helium may be
transported in insulated pressure cargo
tanks. Carbon dioxide, a refrigerated
liquid that can pose problems, falls
short of the cryogenic definition, so
is routinely transported in insulated
pressure cargo tanks.
E. Specifications for this cargo tank
include MC 330 and MC 331 (speci-
fications for this cargo tank did not
change in 1993 as many of the others
did).
2-62
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #3 – Container Shape and Size (continued)
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (C)(D):
— Account for 10% of the nation’s cargo tanks.
— Designed to contain pressures of from 100–500 psig and carry
products with very high expansion ratios:
» Propane = 270 times
» Chlorine = 460 times
— 11,500 gallon capacity.
— Transports gases that are liquefied under extreme pressure.
Examples include: propane, butane, anhydrous ammonia, and
chlorine. These cargo tanks also transport high vapor pressure
flammables like aluminum alkyls and toxic liquids like anhydrous
hydrogen fluoride.
— Most of these tanks are made of steel that is post-weld heat-treated
to add strength.
— This tank has a rounded shell and heads. The top two thirds must
be painted white or some other reflective color, or must be cov-
ered with a non-tarnishing jacket.
— A smaller version of this tank, called a “Bob Tail,” is common in
rural areas for the delivery of propane and anhydrous ammonia.
— Remote emergency shut-offs are on the left front and right rear of
these cargo tanks.
— This is the highway cargo tank commonly associated with the po-
tential for BLEVE.
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

PRESSURE HIGHWAY CARGO TANK (MC 331)

Distinguishing features What it transports

A. Operating pressure, typically around 300 psig A. Transports gases liquefied through compression
B. 11,500 gallon capacity (e.g., propane, butane, butadiene, anhydrous am-
monia, chlorine, carbon dioxide)
C. Have rounded cross section and heads
B. High vapor pressure flammable liquids and alumi-
D. In some instances, insulation is used on these tanks num alkyls
E. Top two-thirds of the tank is highly reflective or C. Anhydrous hydrogen fluoride
painted white
F. Remote shut off located behind driver on left side
or right rear of trailer
G. Some have a protective housing similar to a pres-
sure railcar
Physical state of material inside Physical state if released Hazard class
Liquefied compressed gas or liquid Gas or liquid 2.1, 2.2, 2.3, 3, 4.2, 4.3, 6.1, and 8

2-63
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Cryogenic cargo tanks make up only a Clue #3 – Container Shape and Size (continued)
small portion of the cargo tank fleet.
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (C)(D):
B. Most of these tanks are made of steel,
— Design pressure of 25.3–500 psig.
with heavy insulation under a vacuum.
They are designed to act like a very — Capacity up to 8,000 gallons.
large thermos bottle—keeping the ex- — Transports gases liquefied through temperature reduction (will be
tremely cold liquids at their intended
at least -130°F). Examples are: liquid oxygen, liquid nitrogen, liq-
temperature for an extended period of
time.
uid hydrogen, and liquid helium.
— Tank-within-a-tank design with a round cross section and clean
C. As the product in the tank cools, low
pressure venting normally appears as lines. Some of these cargo tanks have valve cabinets or a dog house
it escapes from the road-relief valve on the rear of the tank.
on the rear of the trailer. Products like — These tanks have redundant relief devices and an emergency shut-
liquid oxygen and nitrogen vent under off in the valve cabinet.
normal conditions.
D. These are very specialized cargo tanks
and may require manufacturer advice
during an emergency.
E. One specification for this cargo tank is
MC 338, although there are others.

2-64
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials: Clue #3 – Container Shape and Size
Highway Cargo Tanks (continued)

CRYOGENIC LIQUID HIGHWAY CARGO TANK (MC 338)

Distinguishing features What it transports

A. Operating pressure of 25.3–500 psig Transports gases liquefied through temperature reduc-
B. Capacity up to 8,000 gallons tion (e.g., liquid oxygen, nitrogen, hydrogen, helium)
C. Vapors discharge from relief valves
D. Circular cross-sections and rounded ends
E. Tank within a tank, similar to a large vacuum
bottle
F. Heavily insulated with piping and valves typically
found in a rear cabinet
G. Visible venting from road relief valve is normal
H. Remote shut-off located behind driver on left side
of trailer
Physical state of material inside Physical state if released Hazard class
Extremely cold liquid (minimum of Extremely cold liquid that quickly 2.1, 2.2, and 2.3
minus 130°F, according to DOT’s becomes a gas
definition)

2-65
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Reference notes:
A. These containers account for only a
small percentage of highway transpor-
tation.
B. Cylinders are seamless steel, and each
cylinder has its own relief device—
usually a rupture (burst) disc.
C. The cylinders work in tandem like a
breathing air cascade system.
D. The DOT does not class tube trailers
as cargo tanks.
E. DOT specifications for the individual
cylinders are 3A, 3AA, 3AX, 3AAX,
and 3T.
2-66
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #3 – Container Shape and Size (continued)
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (C)(D):
— Design pressure up to 5,000 psig.
— Cylinders usually have a minimum water capacity of 1,000 lbs.
— Designed to transport gases under pressure like oxygen, nitrogen,
ethane, ethylene, methane, and hydrogen chloride. They do not
transport liquefied gases.
— All cylinders carry the same gas.
— All cylinders are cascaded together to a single discharge manifold.
— Cylinders range from 9–24 inches in diameter.
— Their distinct design makes them easily distinguishable from other
cargo tankers.
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

COMPRESSED GAS TUBE TRAILER

Distinguishing features What it transports

A. Operating pressure of 3,000–5,000 psig Transports non-liquefied gases under pressure: argon,
B. Cylinders usually have a minimum water capacity carbon dioxide, helium, hydrogen, nitrogen, oxygen,
of 1,000 lbs. and refrigerant gases (e.g., freons)
C. Protected valves in rear
D. Unique design makes them easily distinguishable
E. Modified semi-trailers with long, thin cylinders or
tubes that are connected together and permanently
mounted on a semi-trailer
F. DOT does not classify tube trailers as cargo tanks
G. Each cylinder is independently piped and valved
H. All cylinders contain the same compressed gas
I. The cylinders operate like a breathing air cascade
system
Physical state of material inside Physical state if released Hazard class
Gas Gas 2.1, 2.2, and 2.3

2-67
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. This cargo tank accounts for a small Clue #3 – Container Shape and Size (continued)
percentage of the total fleet.
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (C)(D):
B. Tank may be constructed of steel,
— Working pressures of 20–80 psig. Most of these tanks do not have
stainless steel, or aluminum.
any residual pressure during transit because they are full. Air or
C. These tanks transport solids or slurries, inert gas pressure is used to load and unload product from these
so they can be very heavy loads. Loads tanks.
may shift, so caution should be exer-
cised when standing by during transfer — These tanks can hold several thousand pounds of product, de-
and while up-righting. pending on the product density.
D. Large static charges can build up — Transport solid products like fertilizers, oxidizers, and plastic pel-
when products are transferred through lets.
hoses. — Have a round to V-shaped cross section. Unloading compartments
E. Uncured plastic pellets have the ten- that are W-shaped are located on the bottom of the trailer.
dency to give off flammable gas. Such
built-up gas vapors could ignite with
a static discharge or other ignition
source.
F. These cargo tanks are described as
non-specification because they do not
rise all the way up to DOT 49 CFR
requirements for cargo tanks; however,
they are sufficiently strong to with-
hold working pressures of 20–80 psig.
When used to transport hazardous
materials, they are required to be plac-
arded.

2-68
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

NON-SPECIFICATION CARGO TANKS – DRY BULK CARGO TANKS

Distinguishing features What it transports

A. Working pressure 20–80 psig A. Transport dry materials such as fertilizers, oxidizers,
B. Large, heavy, sloping W-shaped unloading com- and plastic pellets
partments are located at the bottom of the trailer B. Some materials may be water reactive
C. Some have a rear-mounted air compressor
D. Pneumatically unloaded
E. They are not DOT 49 CFR specification cargo
tanks, but are meant to be placarded whenever they
transport hazardous materials
Physical state of material inside Physical state if released Hazard class
Solid or slurry Solid or slurry 5.1 and 9

2-69
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Molten sulfur cargo tanks are not Clue #3 – Container Shape and Size (continued)
DOT 49 CFR regulated tanks. These
tanks are sometimes referred to as ‹ Mention features beyond NFPA specifications:
Non-Spec cargo tanks. The term Non- — Although not required within NFPA 472 competencies, this type
Spec does not mean that the tank is of cargo tank is still sufficiently prevalent to warrant discussion.
not a quality container.
— Hazards for fire fighting include risk of slopover if water gets in-
B. Whereas most hazardous materials side container.
need to be transported in specifica-
tion tanks, non-specification tanks are
sufficient for certain products, such as
molten sulfur—a Class 9 UN 2448
material. The trailer will be placarded
and stenciled: Molten Sulfur UN 2448.
C. This tank resembles an insulated low
pressure cargo tank.
D. It is common to see a bright yellow
sulfur residue spilled around the man-
way in the center of the tank. These
tanks are heavily insulated to maintain
product temperatures of about 325°F.
Steam coils are located inside the tank
to maintain temperature while the
load is in transit.
E. Some of these trailers are equipped
with a large breathing air cylinder lo-
cated near the ladder at the center of
the trailer. Some facilities require per-
sonnel loading and unloading molten
sulfur trailers to wear a supplied air
breathing apparatus to guard against
inhaling sulfur dioxide and hydrogen
sulfide.

2-70
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

NON-SPECIFICATION HIGHWAY CARGO TANKS – MOLTEN SULFUR TANK

Distinguishing features What it transports

A. Looks similar to an insulated low pressure cargo Molten sulfur
tank
B. Tank is heavily insulated to retain the heat of the
product
C. Steam coils are mounted inside the shell so that
sulfur stays molten
D. They are not DOT 49 CFR specification cargo
tanks, but will be placarded and stenciled: Molten
Sulfur UN 2448
E. May have a high pressure breathing air cylinder
mounted on the bottom of the trailer near the lad-
der
Physical state of material inside Physical state if released Hazard class
Extremely hot liquid about 325°F Extremely hot liquid 9

2-71
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Asphalt trailers are not DOT 49 Clue #3 – Container Shape and Size (continued)
CFR regulated tanks. These tanks are
sometimes referred to as Non-Spec ‹ Mention features beyond NFPA specifications:
cargo tanks. The term Non-Spec does — Again, knowledge of these tanks is not stipulated within NFPA
not mean that the tank is inferior in 472 requirements, however problematic tendencies of these tanks
quality. Hot asphalt does not require warrant that they be covered in this course.
containment in a specification tank, as
do many other hazardous materials. A
non-specification tank is ideally suited
to transport hot asphalt.
B. This tank resembles both the insulated
low pressure as well as the non-pres-
sure cargo tank.
C. Spilled black residue typically appears
around the manway in the center of
the tank and near the unloading valves
on the rear of the trailer.
D. These tanks are heavily insulated to
maintain product temperatures during
transit.
E. There are no steam coils inside these
tanks, but some asphalt trailers have
burner tubes and may carry propane
bottles to fuel the burners.
F. Responders be aware: a mixture of as-
phalt plus a flammable or combustible
liquid in its hot state (asphalt cutback)
could readily burn if released from the
tank.
G. These tanks are usually stenciled and
placarded: Hot UN 3257.

2-72
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

NON-SPECIFICATION CARGO TANKS: ASPHALT TRAILER

Distinguishing features What it transports

A. Looks similar to non-pressure or insulated low Asphalt or asphalt cutback (flammable or combustible)
pressure cargo tank
B. Tank is heavily insulated to retain the heat of the
product
C. They are not DOT 49 CFR specification cargo
tanks, but may be placarded: Hot UN 3257
D. May have burner tubes and carry propane bottles
to fuel burners
Physical state of material inside Physical state if released Hazard class
Extremely hot liquid that could be Extremely hot liquid that could be 9
combustible combustible

2-73
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Mention that intermodal means interchangeable between trans-

portation modes. These containers can be transported by train along
railways, then moved onto a truck for transport across highways, then
loaded onto a ship to be carried across the ocean.

2-74
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:
Clues #3 – Container Shape and Size (continued)
Intermodal Tank Containers (IMs):
Intermodal tank containers consist of a single metal tank mounted
inside a sturdy metal supporting frame. This unique frame structure
enables their transport via more than one mode (rail, highway, water).
The tank is generally built as a cylindrical tank enclosed within a steel
frame. Its capacity is generally less than 6,340 gallons (about 24,000
liters). Other tank shapes and configurations are rare, as are tanks with
multiple compartments.
United States Serves as a “Land Bridge”
Containers of hazardous materials can
circle the world by passing through the
U.S., without necessarily being unloaded.
Product can be moved off of a ship,
loaded onto a rail or highway carrier, then
reloaded back onto another ship during
transport.

Over 90% of all tank containers are non-pressure intermodal tank

containers. They generally transport liquid materials at MAXIMUM AL-
LOWABLE WORKING PRESSURES (MAWP) of up to 100 psig. Tanks are
tested to at least 1½ times the MAWP.

NON-PRESSURE TANK CONTAINER (IM 101/IMO TYPE 1)

2-75
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Reference notes:
A. Non-pressure tank containers make up
the majority of all tank containers.
B. Most tank containers are single com-
partment without baffles. A minimum
amount of outage is maintained to
allow for product expansion and to
minimize the movement.
C. The tank is equipped with pressure
vacuum vents (PV) similar to those
found on low pressure cargo tanks.
D. The tank container can be shipped in
almost any mode of transportation,
but is commonly shipped by rail and
highway service.
E. Specification plates are located on
the discharge end of the container.
These plates contain details about the
container’s specification number and
construction.
F. The international specification mark-
ings on tank containers are in accor-
dance with the International Maritime
Organization (IMO).
G. Reporting marks and numbers similar
to those found on railcars are located
on the right side of the container and
on the top of the frame.
2-76
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #3 – Container Shape and Size (continued)
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (B)(D):
— Working pressures:
» IM 101 from 25.4–100 psig
» IM 102 from 14.5–25.4 psig
— Capacity 6,300 gallons (24,000 liters).
— Transports Class 3, 5.1, 5.2, 6, 8, and 9 materials. E.g., acetone,
hydrogen peroxide, methyl ethyl ketone peroxide (MEKP), so-
dium hydroxide, pesticides, and food products like beer and whis-
key.
— The tank is usually built of stainless steel with insulation covered
by an aluminum or stainless steel sheet metal jacket.
— The tank has a round cross-section and is enclosed inside a steel
frame that is 20 feet long by 8 feet wide and 8–8½ feet high.
— Although these two types of non-pressure intermodal portable
tanks are designed for different pressures, their outside appearance
is basically the same.
— The remote shut-off for this container is located on the right side
of the tank when facing the discharge valve end of the container.
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

IM 101 NON-PRESSURE TANK CONTAINER (IMO TYPE 1)

IM 102 NON-PRESSURE TANK CONTAINER (IMO TYPE 2)

Distinguishing features What it transports

A. Working pressures: A. Both hazardous and non-hazardous products
» IM 101 from 25.4–100 psig B. Toxic materials, corrosives, flammables, fertilizers,
» IM 102 from 14.5–25.4 psig and pesticides
B. Capacity will not exceed 6,300 gallons (24,000 li- C. Food grade products like beer and whiskey
ters)
C. Tank is permanently mounted in a steel frame
D. Designed like a low pressure highway cargo tank,
without wheels
E. Built to rigid international specifications
F. Insulated tanks are very common
G. Emergency shut off is located on the right side of
the container, when facing the discharge valve end
of the container
Physical state of material inside Physical state if released Hazard class
Liquid Liquid 3, 5.1, 5.2, 6, 8, and 9

2-77
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Account for only a small percentage of Clue #3 – Container Shape and Size (continued)
the total fleet of intermodal tank con-
tainers. ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (B)(D):
— Design pressures from 100–500 psig.
B. Equipped with spring-loaded safety
relief valves similar to those found on — Capacity up to 5,500 gallons.
pressure tank cars and highway cargo — Designed like a high pressure highway cargo tank, without wheels.
tanks.
Transports liquefied gases and high vapor pressure liquids like
C. Loading/unloading valves consist of propane, anhydrous ammonia, methyl bromide, and aluminum
vapor and liquid lines. alkyls.
D. Specification plates are located on — Constructed of steel and may be insulated.
the discharge end of the container.
— Remote shut-off is located near the loading/unloading valves.
These plates contain details about the
containers specification number and
construction.
E. Reporting marks and numbers similar
to those found on railcars are located
on the right side of the container and
on the top of the frame.

2-78
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

PRESSURE TANK CONTAINER DOT SPEC. 51 (IMO TYPE 5)

Distinguishing features What it transports

A. Working pressures 100–500 psig
B. Capacity up to 5,500 gallons
C. Designed like a high pressure highway cargo tank
without wheels
D. Built to rigid international specifications
E. Tank is permanently mounted in a steel frame
F. Containers can be either insulated or non-insulated
G. Location of emergency shut-off is determined by
the design of the container
Physical state of material inside Physical state if released
Liquefied gas or liquid Liquid or gas
A. Transports liquids or gases liquefied under pressure
B. Liquefied gases like propane, anhydrous ammonia,
methyl bromide
C. Liquids like motor fuel antiknock compound and
aluminum alkyls
Hazard class
2.1, 2.2, 2.3, 3, 4.2, 4.3, 6, 8, and 9

2-79
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Cryogenic tank containers account for Clue #3 – Container Shape and Size (continued)
only a small percentage of all intermo-
dal tank containers. ‹ Emphasize specifications according to NFPA 472 5.2.1.1 (B)(D):
— Designed like a cryogenic highway cargo tank without wheels.
B. These containers are constructed to
serve as a tank-within-a-tank vacuum — Working pressures are 25 psig or less.
bottle. — Capacity up to 5,000 gallons.
C. Most of these containers are equipped — Transports gases liquefied by extreme cold (< -130°F).
with coils that act as heat exchang-
ers to produce pressure for unloading — Examples are: liquid oxygen, argon, nitrogen, ethylene, and hy-
product. drogen.
D. Specification plates are located on the
discharge end of the container. These
plates include the container’s specifica-
tion number and type of construction.
E. Reporting marks and numbers similar
to those found on railcars are located
on the right side of the container and
on the top of the frame.

2-80
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

CRYOGENIC TANK CONTAINER – DOT SPEC. 51L (IMO TYPE 7)

Distinguishing features What it transports

A. Working pressures of 25 psig or less Transports gases liquefied by extreme cold (< -130°F, by
B. Capacity up to 5,000 gallons DOT’s definition): oxygen, argon, nitrogen, ethylene,
and hydrogen
C. Designed like a cryogenic highway cargo tank,
without wheels
D. Built to rigid international specifications
E. Tank is mounted in a steel frame
F. Tank-within-a-tank design (vacuum bottle)
G. Location of emergency shut off is determined by
the design of the container
Physical state of material inside Physical state if released Hazard class
Extremely cold liquid Extremely cold liquid that rapidly 2.1, 2.2, 2.3, 6, 8, and 9
gases off

2-81
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

A. Tube modules account for a very small Clue #3 – Container Shape and Size (continued)
percentage of all intermodal containers.
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (B)(D):
B. The number of tubes and capacity of a
— Seamless tanks with design pressures from 3,000–5,000 psig.
tube module will vary with its design
and product. Typically, intermodal — Designed like a highway tube trailer without the wheels.
tube modules have fewer cylinders — Transports non-liquefied compressed gases like hydrogen, helium,
than the corresponding highway tube
carbon dioxide, and boron trifluoride.
trailer.
— All the cylinders contain the same gas.
C. The compressed gas tubes in these
modules are built to rigid international — Each cylinder is equipped with a pressure relief device and prod-
standards. uct control valve.
D. Tube modules operate as a cascade
system (similar to breathing air refill
systems).

2-82
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

INTERMODAL TUBE MODULE

Distinguishing features What it transports

A. High pressures 3,000–5,000 psig Transports non-liquefied gases under pressure: argon,
B. Designed like a highway tube trailer without carbon dioxide, helium, hydrogen, nitrogen, oxygen,
wheels and refrigerant gases (e.g., freons)
C. Built to rigid international specifications
D. Tank is mounted in a steel frame
E. Each cylinder is independently piped and valved
F. All cylinders contain compressed gas
G. System operates in cascade (similar to breathing air
refill systems)
Physical state of material inside Physical state if released Hazard class
Gas Gas 2.1, 2.2, and 2.3

2-83
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Mention that Intermediate Bulk Containers (IBCs) come in the

form of super sacks and totes that can be mechanically handled with a
forklift. These containers can hold several hundred pounds of product.
Some are dedicated to a particular type of cargo, making them reus-
able.

‹ Bulk bags or super sacks are made of a woven plastic fabric and are
used to transport a wide variety of both hazardous and non-hazardous
materials.

‹ Totes come in many different sizes and shapes. Some are construct-
ed of steel or stainless steel, while others are made of plastic (which is
sometimes dropped into a steel cage). Totes are designed to transport
any class of a hazardous or non-hazardous material that might other-
wise be transported in steel or poly drums.

2-84
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clues #3 – Container Shape and Size (continued)
Intermediate Bulk Containers (IBCs) – Super Sacks and Totes:
Intermediate bulk containers are rigid or flexible portable packaging
(other than cylinders or portable tanks) designed for mechanical han-
dling. These containers, intended to replace steel and plastic drums,
are typically dedicated to single product use so they can be recycled.
They may be as large as 3½–4 feet wide and tall. They are used to
transport greater quantities of the same materials that are usually
stored in drums.

Totes come in many different sizes and shapes. Some are constructed
of steel or stainless steel; others are made of plastic (which is some-
times dropped into a steel cage). Totes are designed to transport any
INTERMEDIATE BULK CONTAINER: SUPER-SACK
class of a hazardous or non-hazardous material that might otherwise
be transported in steel or poly drums.

INTERMEDIATE BULK CONTAINER: TOTES

2-85
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Mention that portable tanks are designed to be transported though

virtually any mode.

‹ Note that these tanks are mounted on skids, and many are
equipped with lifting lugs to support the weight of a loaded container.

‹ Relate that they have the same general design and safety features as
the intermodal tank container, except that they are not enclosed in a
frame and do not hold as large a quantity of material.

‹ These portables are usually DOT Spec. 51 tanks, used extensively

to export products, and therefore are regulated by several international
agencies.

‹ Point out the photograph of the horizontal portable tank, and

mention that the fish with the X on it signifies a marine pollutant
(1649).

2-86
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
Portable Tanks:
Portable tanks usually have a circular cross-section. They are equipped
with skids or frames to facilitate handling and may be shipped in every
mode of transportation. They transport both hazardous and non-haz-
ardous materials liquids including corrosives, flammables, toxics, food
grade commodities, whiskey, and liquid fertilizer.

VERTICAL PORTABLE TANK

HORIZONTAL PORTABLE TANK

HORIZONTAL PORTABLE TANK

2-87
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Key Points: Chlorine Clues for Recognizing Hazardous Materials:

A. According to The Chlorine Institute, Clue #3 – Container Shape and Size (continued)
Inc., 12.5 million tons are produced
each year in the U.S. ‹ The DOT refers to the one-ton container as a Multi-Unit Tank
(http://www.cl2.com) Car Tank (DOT 106 or DOT 110 specification). In cold weather, the
level of contents may be revealed by the frost line.
B. Chlorine containers are equipped
with fusible plugs in the heads of the
container that will melt in an attempt ‹ Note that safety relief valves are prohibited on certain poisonous
to relieve excess pressure. Once these and noxious materials.
plugs melt, the product inside the
container will continue to be released
until the pressure is greatly reduced
‹ Relate that one-ton containers are most often associated with the
transportation of chlorine, which is a liquefied gas. Other common
or the center of the fusible plug is
patched.
transported gases are sulfur dioxide, phosgene, refrigerant or disper-
sant gases, and other specialty liquefied gases. These containers are
C. When a chlorine ton container de- equipped with two valves: an upper vapor valve, and a lower liquid
velops an uncontrolled release, it will valve.
release product until it is empty. Chlo-
rine expands 460 times and is about
2½ times heavier than air, so a release ‹ Mention a few relevant key points about chlorine (see left column).
from this large of a container would be
quite serious.
D. First Responders should know where
Chlorine Kits are located in their ju-
risdictions and who is qualified to use
the kits during an emergency.

2-88
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
One-ton Containers:
One-ton containers are cylindrical in shape with rounded heads weld-
ed to the cylinder. They range in liquid capacity from 180–320 gallons.
Tank test pressures range from 500–1,000 psig.

When shipped by rail, one-ton containers are carried:

— On special flat cars
— In box cars or gondola cars
— In trailer-on-flat-cars or container-on-flat-cars

All fittings are located in the heads, including fusible plugs. Safety re-
lief devices are prohibited for certain poisonous or noxious materials.

One-ton containers transport gases such as:

A. Chlorine (most common)
B. Butadiene
C. Anhydrous ammonia
D. Phosgene
E. Sulfur dioxide
F. Refrigerant or dispersant gases

ONE TON CONTAINERS ARE CYLINDRICAL IN

SHAPE WITH CONCAVE HEADS WELDED TO THE
TANK SHELL

2-89
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Summary Comparison of all Containers Clues for Recognizing Hazardous Materials:

Non-pressure containers Clue #3 – Container Shape and Size (continued)
(bulk, non-bulk, and fixed storage):
– Contain low vapor pressure liquids
‹ Emphasize specifications according to NFPA 472 5.2.1.1 (E):
(Flammable, Poison, Corrosive, etc.) — A non-bulk container is the most common container type that
– Some contain solid materials or slurries the First Responder is likely to encounter. It is always best to de-
– Could contain any Hazard Class, ex- termine the contents of these containers by their labels. If those
cept Class 2 (gases) labels are missing or damaged, the construction of these smaller
– Lightweight construction that is more quantity containers can provide helpful clues regarding the pos-
susceptible to damage sible chemical and physical characteristics of their contents.
Pressure containers — Some non-bulk containers are over-packed in fiberboard, card-
(bulk, non-bulk, and fixed storage): board or wooden boxes, as is the case with multi-cell packages.
– Contain high vapor pressure liquids,
or compressed or liquefied gases ‹ As a wrap-up to the container section, review the similarities and
– Contain Class 2, 3, 4, 5, 6, and 8 ma- differences among containers (see left column).
terials
– Designed to contain pressure: those
with welded seams are low pressure,
and those designed for higher pres-
sures are seamless
Cryogenic containers
(bulk, non-bulk, and fixed storage):
– Contain materials that are cooled to
extremely low temperatures in order
to liquefy them (by DOT definition,
colder than -130°F)
– Contain Class 2 (gases)
– These containers are designed like
vacuum bottles
– Dewars have loose fitting caps to re-
lieve pressure in the container, while
larger non-bulk and bulk cryogenic
containers have safety vents and pres-
sure relief valves

2-90
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
Non-bulk Containers:
Containers are classified as non-bulk when their capacities are less
than the following quantities:
A. 119 gallons (450 liters) for liquid
B. 882 pounds (401 kilograms) for net solids
C. Water capacity of 1,001 pounds (454 kilograms) for gas

The contents of non-bulk containers is hard to determine solely on the

basis of shape and design of the container. Non-bulk packaging for
hazardous (as well as non-hazardous) materials includes:
— Drums
— Cylinders
— Dewars
— Carboys
— Bottles
— Bags
— Fiberboard and wooden boxes
— Multi-cell packages

These containers are everywhere—around warehouses, retail outlets,

and homes; in boxcars, cargo vans, and semi-trailers. Contents of
such containers are hard to identify at a distance. In most cases, First
Responders have to rely on proper markings and shipping papers to
determine whether the contents could potentially be hazardous.

When labels and other markings are missing or not legible on these
containers, the following chart can serve as a reference to determine
possible contents.

2-91
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

µ Review the following chart of smaller packaging. Ask students

what products can be contained in each type.

‹ Emphasize their prevalence and warn against assuming their con-

tents are benign.

2-92
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clues #3 – Container Shape and Size (continued)

DRUMS (INCLUDING PAILS)

Construction Contents
A. Metal Drums may contain almost any form of
B. Fiberboard hazardous material, including powders,
liquids, pastes, and slurries
C. Plastic

BOTTLES AND JARS

Construction Contents
A. Glass Liquid and solid hazardous and non-
B. Plastic hazardous materials
C. Occasionally made of ceramic or
metal

BAGS
Construction Contents
A. Plastic Liquid and solid hazardous and non-
B. Paper hazardous materials
A. Dry corrosives
B. Explosives
C. Flammable solids
D. Oxidizers
E. Poisons

2-93
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

2-94
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clues #3 – Container Shape and Size (continued)

MULTI-CELL PACKAGES
Construction Contents
A. Polystyrene or fiber-board fitted A. Corrosives
form containers B. Flammables
B. Boxes must be designed to provide a C. Poisons
snug fit to contents
D. Oxidizers

BOXES
Construction Contents
A. Wooden Most types of hazardous material
B. Fiberboard

CARBOYS
Construction Contents
A. Glass A. Corrosive liquids
B. Plastic B. Flammable liquids
C. Encased in specially cushioned boxes C. Poison or toxic liquids
made of either wood or cardboard

2-95
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

2-96
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clues #3 – Container Shape and Size (continued)

DEWARS
Construction Contents
A. Non-pressurized, heavily insulated Cryogenic materials such as liquefied
containers nitrogen, oxygen, and helium
B. Usually with a vacuum space be-
tween the inner and outer shells
(this is sometimes called a jacketed-
vacuum)

CYLINDERS
Construction Contents
A. Short, broad cylinders are generally A. Compressed gases
used for low pressure materials B. Liquefied gases
B. Tall, thin cylinders are usually used C. Flammables
for high pressure materials
D. Toxics
Note: not color-coded
E. Radioactive materials
F. Corrosives

2-97
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ Emphasize specifications according to NFPA 472 5.2.1.1 (E):

— Mention that the level of hazard of a radioactive materials package
is generally revealed by its container. Characteristics of a package
(e.g., material it is constructed of, weight) indicate its degree of
danger. Home smoke detectors are packaged in light weight card-
board boxes with bubble packs because they represent a very low
level radioactive source which needs very little shielding.
— By contrast, Type B containers are designed to transport radioac-
tive sources that would present a radiation hazard to the public or
the environment should they be released. These substantial con-
tainers are designed to withstand the most severe of conditions.

2-98
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
Radioactive Materials Packaging:
These containers may be made from a variety of materials, depend-
ing on the level of radioactivity of the contents. Low level radioactive
materials may be packaged in glass bottles that are further packed in
cardboard, fiberboard, wooden boxes, or steel drums. Higher level
radioactive materials (such as spent nuclear fuel) require more secure
packaging, such as steel containers lined with lead or depleted ura-
nium. These large cylindrical casks may be surrounded by reinforcing
rings. RADIOACTIVE MATERIALS IN TRANSPORT

In general, containers for radioactive materials are distinctive because

they are:
A. Bulkier than other packages of similar size
B. Better secured against spills, leaks, and other accidents than most
other packages
C. Usually well marked

Transporting Radioactive Materials:

All shipments of radioactive materials, whether from industry or gov-
ernment, must be packaged and transported according to strict federal
regulations. These regulations protect the public, transportation work-
ers, and the environment from potential exposure to radiation.

2-99
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)

‹ As students glance through the information on radiological pack-

aging, make the point that the durability of the packaging is propor-
tionate to the level of radiation it is expected to contain.

2-100
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
Types of Radioactive Packaging:
The most effective way to reduce the risks associated with transporting
radioactive material is to follow the appropriate packaging standards
specified by DOT and, when required, NRC regulations. The type of
packaging that should be used depends on the type and form of mate-
rial to be shipped. Four basic types of packaging are used:
A. Excepted packaging
B. Industrial packaging
C. Type A packaging EXCEPTED PACKAGING
D. Type B packaging

Another option, strong-tight packaging, is still available for some do-

mestic shipments of radioactive materials.

A. Excepted Packaging. Materials with extremely low levels of radioac-

tivity are shipped in excepted packages. Typical shipments include
limited quantities of medical materials, medical diagnostic instru-
ments, and articles such as smoke detectors.
B. Industrial Packaging. Industrial packages are suitable for shipping
materials with radioactivity levels that are lower than that which
would pose an exposure threat. The container is designed to retain
and protect the contents during normal transportation. Examples
of items routinely shipped in industrial packages include contami-
nated equipment and radioactive waste that has been solidified in
material such as concrete.

INDUSTRIAL PACKAGING

2-101
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

2-102
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
When the level of a material’s radioactivity exceeds that allowed for
shipment in either excepted or industrial packaging, Type A and B
packaging provide two higher levels of protection. These packages
must demonstrate their ability to withstand a series of tests without
releasing the contents. Regulations require that the package protect its
contents and maintain sufficient shielding under conditions normally
encountered during transportation.
C. Type A Packaging. Typically, Type A packages are used to transport
radiopharmaceuticals (radioactive materials used in medical diag-
nostics) and certain regulatory-qualified industrial products.
TYPE A PACKAGES ARE MADE OF FIBERBOARD,
D. Type B Packaging. Radioactive materials that exceed the limits of WOOD, OR STEEL AND OFTEN HAVE SOME
SHIELDING MATERIAL FOR LSA (LOW SPECIFIC
Type A package requirements must be shipped in Type B packag- ACTIVITY) RADIOACTIVE MATERIALS
es. Shippers use this type of package to transport materials capable
of presenting a radiation hazard to the public or the environment
in the case of a major release. For this reason, a Type B package
must be fail-proof under simulated shipping conditions (capable
of sustaining severe accidents).

RADIOACTIVE MATERIALS THAT EXCEED THE

LIMITS OF TYPE A PACKAGE REQUIREMENTS
MUST BE SHIPPED IN TYPE B PACKAGES

ANOTHER EXAMPLE OF TYPE B PACKAGING

2-103
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Reference notes: Clues for Recognizing Hazardous Materials:

– Pipelines can be found in almost all Clue #3 – Container Shape and Size (continued)
areas of the country. Because they are
buried underground, they go unno- ‹ Emphasize specifications according to NFPA 472 5.2.1.3 (A):
ticed for the most part. They generally — Mention the following information is found on a pipeline marker:
provide safe transportation, but pres-
» Product (crude oil, LPG, natural gas, etc.)
ent significant hazards when they fail.
The most common cause of pipeline » Owner (pipeline company operating the line)
failure is third party damage: someone » Emergency telephone number usually answered by pipeline
other than the pipeline company digs control office.
into or otherwise damages the pipeline
allowing contents to escape.
– Pipelines range in size from small
lines (for residential service) to lines
as large as 40 inches in diameter (for
cross country transmission). Pipeline
pressures can range from a few pounds
in residential lines, to over 1,000 psig
in transmission lines. Pipelines trans-
port most of the country’s finished
petroleum products (gasoline and
diesel fuel), as well as almost all of our
natural gas. They serve as gathering
lines for most of the nation’s domestic
crude oil supply. In industrial areas, re-
sponders can expect to find almost any
chemical or gas in pipelines running
between industrial facilities.
– Pipeline right-of-ways are everywhere.
In some areas, they run adjacent to
railroads, risking damage from de-
railed railroad cars. Pipelines are bur-
ied at different depths and have block
valves at different distances along the
line. These block valves can be manu-
ally operated, but in most cases they
are operated remotely from pipeline
control offices in different parts of
the country. Even if a pipeline is shut
down immediately following a prob-
lem, it may take hours for the flow
and pressure in the line to stop. Re-
sponders should never close block valves
unless directed to do so by the pipeline
company.
– Many pipelines are dedicated to a
single product; others transport mul-
tiple products (e.g., finished product
petroleum lines).

2-104
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
Pipelines as Containers:
Pipelines are used primarily to carry liquid petroleum products as well
as natural and manufactured gas. They are buried at various depths
underground (so can be difficult to locate). Identifying pipeline mark-
ers are placed over buried pipelines at railroad crossings, most public
road crossings, by waterways, and along the right of way of the pipe-
line.

Markings for petroleum pipelines are usually placed on poles extend-

ing up from the ground. They usually display the word “Warning”
plus information on the type of product carried through the pipeline
along with the carrier’s name and telephone number.

Familiarize yourself with community pipeline locations and plan in PETROLEUM PIPELINE MARKER
advance for worst-case scenarios.

Right-of-way markings

DOT MARKER FLAT FIBERGLASS MARKER PAINTED METAL,

(ON A POST, AT GROUND CONCRETE, OR
LEVEL, OR ON A CURB) PLASTIC PIPE

Additional pipeline markings GAS PIPELINE MARKER

AERIAL MARKER CORROSION TEST STATION CASING VENT PIPE

2-105
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
Coverage of NFPA 472 Standard 5-2.3:
Predicting the Behavior of a Material
and Its Container
2-106
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #3 – Container Shape and Size (continued)
µ Before moving on to ways containers pose problems, have student
teams work on a short exercise to culminate their study of container
types. Draw the following table on an easel pad. Ask each team to
summarize a couple of points essential for every fire fighter to remem-
ber about containers, along with a justification for why each item
is important. As teams report in, have other class members vote on
whether each suggested item is essential. Circle the essential items and
encourage class members to write them in their manuals.
Remember this Why it is important
‹ If time permits, and the class members are experienced, use the
next table as an ice breaker for container behavior. Assign one type
of harm to each team (thermal, radiation, asphyxiation, chemical,
etiological, mechanical). Have team members relate their personal re-
sponse experience with the topic along with a lesson learned or piece
of advice for their colleagues.
Here’s what happened Lesson learned
Thermal
Radiation
Asphyxiation
Chemical
Etiological
Mechanical
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Thermal

STRESS
Clue #3 – Container Shape and Size (continued)
The Behavior of Hazardous Materials: Chemical
The hazardous materials behavior model looks at several factors relat- Mechanical
ing to the characteristics of the container and the product, and how
Disintegration

BREACH
failures of the container create hazards. These factors include:
A. Properties of the material: physical state (solid, liquid, gas) and Runaway linear cracking
chemical composition
Closures open up
B. Characteristics of the container: rigidity, shape, pressure, and con-
struction features Punctures
C. Natural laws of physics and chemistry: gravity, thermodynamics, Splits or tears
and chemical reactions
Detonation

RELEASE
There is an interrelationship among these factors that will determine
Violent rupture
the behavior of the material, the container, and the stored chemical
energy of the system during an incident. Rapid relief

Spill or leak

Cloud

DISPERSION
Plume

Cone

Stream

Pool

Irregular deposits

Hemisphere

Short-term
IMPINGE

Medium-term

Long-term

Thermal
HARM

Radiation

Asphyxiation

Chemical

Etiological

Mechanical
Source: Ludwig Benner, Jr. Hazardous Materials
Emergencies, 2nd Edition. (Oakton, Virginia).

2-107
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-108
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
Stress:
A force or group of forces that act upon a container to strain, de-
form, or otherwise affect the container’s integrity. There are three
types of stresses:
A. Thermal: the heating of the container and its contents. The
effects of this heating can result in the material reaching its
boiling point inside the container, enabling existing gases to
further expand inside, subsequently causing a structural weak-
ening of the container.
B. Mechanical: the transfer of energy from one object to another.
The effects of this energy transfer can be a result of abrasion
which may decrease the shell thickness of the container or
be caused by a deformity of the container and/or its closures
from dents, gouges, etc.
C. Chemical: the interaction between materials and/or their
container. This stress can cause corrosion of the container, or
generate internal temperature and pressure changes that may
result in polymerization.

Breach:
The development of unwanted openings in a container when it
is stressed beyond its recovery capacity. There are five types of
breaches:
A. Disintegration: the container suffers a cataclysmic failure (e.g.,
an explosion)
B. Runaway linear cracking: a rapidly growing crack in a drum or
pressure vessel that will encircle the container, violently break
it into two or more pieces, and potentially cause a container
failure—this is what happens during a BLEVE event
C. Closures opening up: the attachments such as valves or pressure
relief devices that open or are sheared off during the incident
D. Punctures: an object pushes through the container wall
E. Splits or tears: the container is ripped or abraded to the point
of container failure

Releases:
The escape of matter and energy from a breached container. The
harm is related to the speed of the release. There are four types of
releases:
A. Detonation: a rapid, violent ignition of the product
B. Violent ruptures: where the product is released under force in
less than one second
C. Rapid relief: a release from a pressurized container that may
last from seconds to minutes
D. Spills or leaks: a low or atmospheric pressure release that may
last from minutes to days

2-109
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-110
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #3 – Container Shape and Size (continued)
Dispersion:
The formation of predictable dispersion patterns leading away
from the point of release. These patterns depend on the physical
state of the material released.
A. Cloud: formed by gas expanding in volume
B. Plume: a cloud of product that has shape and buoyancy
C. Cone: has a linear and radial dispersion that expands as it
moves away from the point of release
D. Stream: a liquid release that spreads around the ground and
follows a downgrade slope
E. Pool: collection of liquid in a low-lying area
F. Irregular deposits: residue penetrating the ground or materials
entering open waterways
G. Hemisphere: a dome shape, such as that formed by an explo-
sion

Impingement:
The duration of time that the material has contact with another
object (life, critical systems, property, or environment).
A. Short-term: exposure or harm that results from minutes to
hours
B. Medium-term: exposure or harm that results from days to
months
C. Long-term: exposure or harm that results from months to
years

Harm:
The types of harm resulting from hazardous materials are ex-
pressed by the mnemonic: TRACEM.
— Thermal: exposure to extreme temperatures (hot or cold)
— Radiation: exposure to energy in the form of waves or particles
(alpha and beta) or gamma rays
— Asphyxiation: inability to take in or process oxygen in the
body
— Chemical: exposure to toxic or corrosive materials
— Etiological: exposure to biological agents
— Mechanical: harm, abrasions, cuts, punctures, falls, etc.

2-111
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings

µ Explain to students that placards, labels, and markings provide in-

formation about the types and hazards of products being transported
or stored: perhaps the most important clue in hazardous materials
identification. They will learn in detail about the two most common
marking systems: DOT and NFPA. Pesticide and Military Marking
Systems are covered in less detail.

‹ Distribute copies of the DOT placard chart and/or display them

around the training room.

µ Have students locate the placard on the container photograph

shown in their text. Can they make out the affixed number? What are
other apparent clues to the container’s contents?

‹ Mention that just because highway tankers are required to show

placards does not necessarily mean placards will actually appear every
time a hazardous material is in transit.

2-112
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings
Product labeling provides an extremely valuable clue in hazardous ma-
terials identification. Locations housing hazardous material and their
storage containers are often required to be labeled according to prod-
uct type and hazard potential.

For materials being transported, regulations are specific regarding

what materials get classified as hazardous, how they may be shipped,
and under what circumstances they should be labeled with identifying
placards.

The most common placarding and labeling systems, DOT and NFPA,
are discussed in this section along with information on descriptive la-
beling of pesticides.
DOT MARKINGS MAY PROVIDE THE INITIAL
AND MOST VALUABLE CLUE REGARDING ANY
HAZARDOUS MATERIALS ABOARD

PLACARDS ARE REQUIRED ON BACK, FRONT, AND BOTH SIDES OF HIGHWAY CONTAINERS

2-113
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

µ Go over Table 1 and 2 requirements, breaking up the material with

as many demos and questions as possible. Use actual placards as
flashcards for practice in quick recall.

µ Before leading students through the section in their manual on

placard markings, ask several participants to come to the front of the
room and draw how they might depict a/an:
A. Explosion
B. Flame
C. Poison

Make the point that many of the required markings are self-explana-
tory (i.e., they closely resemble what they stand for), making them
easy to remember.

‹ Note that some hazardous materials belong to more than one

hazard class (e.g., a material can be corrosive as well as flammable). A
classification system exists for determining which placard a material
will carry when it has properties of more than one hazard class (49
CFR 173.2a). According to this system, a poison liquid product poses
more of a hazard than a corrosive one, so a product with both features
should be placarded according to the higher of its potential hazards, in
this case poison liquid (6.1).

Another example: Uranium hexafluoride is a radioactive, corrosive,

poison. It would be placarded according to the highest level on the
following chart: radioactive.

2-114
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Department of Transportation (DOT) System Placards and Labels:
The Department of Transportation regulates labels and placards that
must appear on hazardous materials containers and vehicles in trans-
port.

DOT placards are diamond-shaped signs that are 10¾ inches square.
They are required to be affixed on each side and each end of any vehi-
cle carrying hazardous materials. A placard will contain a background
color, a symbol, and a class number. It may also include a 4-digit
identification number in cases of bulk shipment. Except for wordless
placards, the name of the hazard class will be indicated.

Placarding requirements are very specific. Placards indicate the prima-

ry hazard of the material. For example, a cargo tank shipment of gaso-
line must be placarded as a Flammable (Class 3); one carrying chlorine
must be placarded as a gas posing an Inhalation Hazard (Class 2.3).

Materials are categorized as Table 1 or Table 2 materials in 49 CFR.

Materials categorized as Table 1 are intended to display an identifying
placard, regardless of amount of product in transport. Table 1 products
include:
A. Explosives (Classes 1.1, 1.2, and 1.3)
B. Poison Gas (Class 2.3)
C. Dangerous When Wet (Class 4.3)
D. Organic Peroxides, Type B temperature-controlled solids and liq-
uids (Class 5.2)
E. Poison (Class 6.1, only those that are inhalation hazards)
F. Radioactive (Class 7, in Radioactive III packaging, only)

All other classes of hazardous materials are categorized as Table 2. Bulk

shipments 1,001 pounds or more of one specific material need to have
a respective hazard class appear on the placard when being transported
between states.

The Dangerous placard can be used if a shipment contains a mixed

load of non-bulk packages. A freight container, unit load device,
transport vehicle, or rail car which contains non-bulk packagings with
two or more categories of hazardous materials that require different
placards specified in Table 2 may be placarded with DANGEROUS
placards instead of the specific placards required for each of the ma-
terials in Table 2. However, when 1,000kg (2,205lbs) or more of one
category of material is loaded at one loading facility, the placard speci-
fied in Table 2 must be applied.

2-115
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-116
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
DOT labels are 4-inch diamonds affixed to non-bulk packages of haz-
ardous materials. Generally, they are required for the same materials
which require placards. Labels must be affixed to two opposite sides of
a package, or on the side and the top of drums.

When only one label is required, it must be affixed on or near the

package closure. If two or more different labels are required, they must
be positioned next to one another. Labels must be affixed near the
shipping name of the material. The class number must be displayed on
a subsidiary label when the material has multiple hazards.

Both DOT placards and labels convey information by their color and
symbol, the United Nations (UN) class number, and hazard class de-
scription or four-digit ID number.

2-117
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-118
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

DOT placards as defined by 29 CFR

Background color Hazard
Orange Explosive: substance, article, device designed to function via an extremely rapid release
of gas and heat, or functions in a similar manner by chemical reaction
Red A. Flammable Liquid: any liquid with a flash point of not more than 60.5°C (141°F).
B. Combustible Liquid: any liquid that does not meet the definition of any other hazard
class and has a flash point about 60°C (140°F) and below 93°C (200°F).
Red Flammable Gas: any material that is a gas and has a boiling point at 20°C (68°F) or
less and 101.3 kPa (14.7 psi) of pressure, and is ignitable at 101.3 kPa (14.7 psi) when
in a mixture of 13% or less by volume with air, or has a flammable range of 101.3 kPa
(14.7 psi) with air of at least 12% regardless of the lower limit
Green Non-flammable Gas: any material (or mixture) that exerts in the packaging an absolute
pressure of 280 kPa (41 psia) at 20°C (68°F)
White Poisonous Material: materials other than gases known or presumed to be so toxic to
humans that they afford a hazard to health during transportation
White with vertical Flammable Solid: consists of wetted explosives, self-reactive materials, or readily com-
red stripes bustible solids
White over red Spontaneously Combustible: pyrophoric or self-heating material
Blue Dangerous When Wet: material that, by contact with water, is liable to become spon-
taneously flammable or give off flammable or toxic gas at a rate greater than 1 L/kg of
the material per hour
Yellowa A. Oxidizer: materials that can cause or enhance combustion
B. Organic Peroxide: any organic compound containing oxygen in the bivalent struc-
ture that can be considered a derivative of hydrogen peroxide
Yellow over white Radioactive Material: any material having a specific activity greater than 0.002 micro-
curies per gram
White over black Corrosive Material: a liquid or solid that causes visible destruction or irreversible al-
terations in human skin tissue or a liquid that has a severe corrosion rate on steel or
aluminum
Black stripes over white Miscellaneous Hazardous Materials: a material that presents a hazard during transport,
but is not included in another hazard class
Red with a white band Dangerous: placard for a container, vehicle, or rail car containing non-bulk packag-
in the center ing with two or more categories of hazardous materials that require different placards
specified in Table 2
aNote: oxygen may be shipped as a Class 2 Compressed Gas with a yellow label

2-119
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
FACILITATOR NOTES
What is LC₅₀?
LC₅₀ is the lethal concentration, expressed
as parts per million (ppm) per volume,
that kills half of the lab animals in testing
conditions.
2-120
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #4 – Placards, Labels, and Markings (continued)
µ Relate to class members that hazard Class 1.1 poses the greatest
hazard (explosives with a mass explosion capability). Work through
the rest of the DOT chart together, noting which hazards are tabled 1,
2, or both.
‹ Discuss LC as the initials for LETHAL CONCENTRATION and suggest
participants might want to write this definition in their own materials.
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

DOT placards (continued)

Symbol Hazard
EXPLOSIVE
Table 1: Classes 1.1, 1.2, 1.3 Table 2: Classes 1.4, 1.5, 1.6

FLAMMABLE
Table 2: Class 3

POISONOUS MATERIAL
Table 1: Classes 2.3, 6.1 Table 2: Class 6.1
(inhalation hazard) (other than inhalation)

OXIDIZING MATERIAL OR ORGANIC PEROXIDE

Table 1: Class 5.2 Table 2: Class 5.1, 5.2

NON-FLAMMABLE GAS
Table 2: Class 2.2

RADIOACTIVE
Table 1: Class 7

CORROSIVE
Table 2: Class 8

INFECTIOUS SUBSTANCE
On labels only

2-121
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Refer to these notes, as needed, when discussing hazard class divisions.

Class 1 – Explosives:
1.1 Explosives that have a mass explosion hazard. A mass explosion hazard is one that affects the entire load instanta-
neously. Examples include black powder, dynamite, and TNT.
1.2 Explosives that have a projection hazard, but not a mass explosion hazard. Examples include aerial flares, deto-
nating cord, and power device cartridges.
1.3 Explosives that have a fire hazard and either a minor blast hazard and/or a minor projection hazard but not a
mass explosion hazard. Examples include liquid-fuel rocket motors and propellant explosives.
1.4 Explosive devices that present a minor explosive hazard. No device in this class may contain more than 0.25 g
(0.9 oz.) of detonating material. The effects are largely confined to the package and no projection of appreciable
size is expected. Examples include line-throwing cartridges, practice and starter ammunition.
1.5 Explosives that have a mass detonation hazard but are very insensitive, so there is little likelihood of initiation or
transition from burning to detonation under normal transport conditions. Examples include ammonium nitrate-
fuel oil mixtures (ANFO).
1.6 Explosives which are extremely insensitive and do not pose a mass explosion hazard.

Class 2 – Gases:
2.1 Flammable gases. Any material that is a gas at 20°C (68.5°F) or less and 101.3 kPa (14.7 psi) and has these proper-
ties: (a) is ignitable when in a mixture of 13% or less by volume with air and (b) has a flammable range of at least
12% regardless of the lower limit. Examples include butadienes, methyl chloride, and propane.
2.2 Non-flammable, non-poisonous compressed gas (including compressed, liquefied, pressurized cryogenic and com-
pressed gases). Gases in solution in a package that exert an absolute pressure of 280 kPa (41 psia) at 20°C (68°F).
Note: oxygen may be shipped as a Class 2 Compressed Gas with a yellow label.
2.3 Poisonous gas. Materials which are gases at 20°C (69°F) or less and a pressure of 101.3 kPa (14.7 psi) and possess
these properties: (a) known to be so toxic to humans as to pose a hazard to health during transportation and (b)
in the absence of adequate data on human toxicity, is presumed to be toxic to humans because, when tested on
laboratory animals, it has an LC₅₀ value of not more than 5,000 ppm. Examples include anhydrous hydrogen
fluoride, arsine, chlorine, and methyl bromide.
Hazard zones (TOXIC INHALATION HAZARD (TIH) materials):
A: LC₅₀ less than or equal to 200 ppm
B: LC₅₀ greater than 200 ppm and less than or equal to 1,000 ppm
C: LC₅₀ greater than 1,000 ppm and less than or equal to 3,000 ppm
D: LC₅₀ greater than 3,000 ppm and less than or equal to 5,000 ppm

Class 3 – Liquids:
Flammable liquids. Liquids having a flash point of not more than 60.5°C (141°F). Examples include gasoline,
methyl alcohol, and toluene.
Combustible liquids. Liquids that do not meet the definition of any other hazard class and have a flash point be-
tween 60°C (141°F) and 93°C (200°F). Flammable liquids with flash points above 38°C (100°F) can be reclassi-
fied as combustible. Examples include mineral oil, peanut oil, and Number 6 fuel oil.

2-122
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

The nine DOT hazard classes

Example of placard Class, color, and divisions
CLASS 1: EXPLOSIVES
Orange
1.1 Explosives with a mass explosion hazard
1.2 Explosives with a projection hazard
1.3 Explosives with predominantly a fire hazard
1.4 Explosives with no significant blast hazard
1.5 Very insensitive explosives: blasting agents
1.6 Extremely insensitive detonating agent

Typical routes of exposure: inhalation and absorption

CLASS 2: GASES
Yellow, Red, White and Green
OXYGEN 2.1 Flammable gases
2 2.2 Non-flammable, non-toxic compressed gases or oxygen
NON-FLAMMABLE
GAS
FLAMMABLE
GAS
2.3 Gases toxic by inhalation
2 2

INHALATION Typical routes of exposure: inhalation and absorption

HAZARD
2

CLASS 3: LIQUIDS
Red
FLAMMABLE COMBUSTIBLE Flammable liquids are those with flash points of 141°F and lower.
3 3 Combustible liquids have flash points greater than 141°F but less than
200°F. There are no actual divisions for this class.

Typical routes of exposure: inhalation and absorption

1219 1993
3 3

FLAMMABLE W/UN# COMBUSTIBLE W/UN#

2-123
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Refer to these notes, as needed, when discussing hazard class divisions.

Class 4 – Flammable Solids:
4.1 Flammable solids.
A. Wetted explosives: explosives wetted with sufficient water, alcohol, or plasticizers to suppress explosive prop-
erties.
B. Self-reactive materials: materials that are liable to undergo, at normal or elevated temperatures, a strong exo-
thermic decomposition caused by excessively high transport temperatures or by contamination.
C. Readily combustible solids: solids that can cause fire through friction and any metal powders that can be ig-
nited (e.g., magnesium and nitrocellulose).
4.2 Spontaneously combustible material.
A. Pyrophoric material: a liquid or solid that can ignite within five minutes of coming into contact with air.
B. Self-heating material: a material that is liable to self-heat when in contact with air lacking an energy supply
(e.g., aluminum alkyls, charcoal briquettes, magnesium alkyls, phosphorus).

Class 5 – Oxidizers:
5.1 Oxidizers. Materials that can cause or enhance the combustion of other materials (e.g., ammonium nitrate, bro-
mine trifluoride, calcium hypochlorite).
5.2 Organic peroxides. Materials of any organic compound containing oxygen in the bivalent –O–O– structure that
can be considered a derivative of hydrogen peroxide, where one or more of the hydrogen atoms have been re-
placed by organic radicals. These materials are assigned to one of the following types:
A. Type A: organic peroxide that can detonate or deflagrate rapidly as packaged for transport. Transportation of
Type A organic peroxides is forbidden.
B. Type B: those that neither detonate nor deflagrate rapidly, but can undergo a thermal explosion.
C. Type C: those that neither detonate or deflagrate rapidly and cannot undergo a thermal explosion.
D. Type D: those that detonate only partially or deflagrate slowly, with medium to no effect when heated under
confinement.
E. Type E and Type F: definitions found in 49 CFR 173.128(b).

Class 6 – Poisons:
6.1 Poisonous materials. Poisonous materials, other than gases, that either are known to be toxic to humans during
transportation, or in the absence of adequate data on human toxicity, are presumed to be toxic to humans.(e.g.,
aniline, arsenic compounds, carbon tetrachloride, hydrocyanic acid, tear gas).
6.2 Infectious substances. Consisting of viable micro-organisms, or their toxins, that cause or can cause disease in hu-
mans or animals (e.g., anthrax, botulism, rabies, tetanus).

2-124
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings DOT System Labels and Placards (continued)

The nine DOT hazard classes (continued)

Example of placard Class, color, and divisions
CLASS 4: FLAMMABLE SOLIDS
White with vertical red stripes, White over Red, Blue
FLAMMABLE
SPONTANEOUSLY
COMBUSTIBLE 4.1 Flammable solids
SOLID

4 4 4.2 Spontaneously combustible materials

DANGEROUS WHEN
WET 4.3 Dangerous When Wet materials
4
Typical route of exposure: inhalation

CLASS 5: OXIDIZERS
Yellow
5.1 Oxidizers
OXIDIZER ORGANIC
5.2 Organic peroxides
PEROXIDE
5.1 5.2

Typical route of exposure: inhalation

CLASS 6: POISONS
White
POISON PG III 6.1 Toxic materials
6 6 6.2 Infectious substances (no placard)
INHALATION
HAZARD
6 Typical routes of exposure: inhalation, ingestion, and absorption

2-125
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Refer to these notes, as needed, when discussing hazard class divisions.

Class 7 – Radioactives:
Radioactive material. Any material having a specific activity greater than 0.002 microcuries per gram (uCi/g)
(e.g., yellow cake, cobalt, uranium hexafluoride).

Class 8 – Corrosive Material:

Corrosive material. Any liquid or solid that causes visible destruction or irreversible alterations in human skin tis-
sue at the site of contact or a liquid that has a severe corrosion rate on steel or aluminum (e.g., nitric acid, phos-
phorus trichloride, sodium hydroxide, sulfuric acid).

Class 9 – Miscellaneous Hazardous Materials:

Miscellaneous hazardous materials. Materials that present a hazard, but that are not included in another hazard
class (e.g., adipic acid, PCB, molten sulfur). Characteristics include:
A. Any material that has an anesthetic, noxious, or other similar property that could cause extreme annoyance
or discomfort to a flight crew member so as to prevent the correct performance of assigned duties
B. Any material that is not included in any other hazard class but is subject to DOT requirements, such as haz-
ardous waste.
ORM-D. Any material that presents a limited hazard during transportation due to its form, quantity, and pack-
aging (e.g., small arms ammunition).
Forbidden. Any material prohibited from being offered or accepted for transportation.
Marine pollutant. Any material that has an adverse affect on aquatic life.
Elevated temperature material. Any material that, when offered for transportation in a bulk package, meets one of
the following:
A. Liquid at or above 100°C (212°F)
B. Liquid with a flash point at or above 37.8°C (100°F) that is intentionally heated and is transported at or
above its flash point
C. Solid at a temperature at or above 240°C (464°F)

2-126
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings DOT System Labels and Placards (continued)

The nine DOT hazard classes (continued)

Example of placard Class, color, and divisions
CLASS 7: RADIOACTIVES
Yellow over white
Radioactive materials
RADIOACTIVE I
CONTENT _______________
ACTIVITY _______________
There is no division to Class 7, however there are three levels of radioac-
7 tive labels: Radioactive I, II, and III. The levels are indicated by red vertical
RADIOACTIVE II RADIOACTIVE III
bars. Radioactive III represents the highest level and a placard is required
CONTENT _______________
ACTIVITY _______________
CONTENT _______________
ACTIVITY _______________
for any quantity of it.
7 7

Typical routes of exposure: inhalation and ingestion

CLASS 8: CORROSIVES
White over black
Corrosive materials
CORROSIVE There is no division to Class 8 materials. These consist of both acids and
8 alkalis.

Typical routes of exposure: absorption, inhalation, and ingestion

CLASS 9: MISCELLANEOUS
Black stripes over white
Miscellaneous dangerous goods
There is no division to Class 9 materials. These may include Other
9
Regulated Materials (ORMs) and some hazardous wastes.

Typical routes of exposure: inhalation, absorption, and ingestion

2-127
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Go through the DOT chart of placards. If a set of placards is avail-

able, pass them out to individual students and call on various partici-
pants to relate as much as they know about their particular placard.

2-128
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Certain categories of materials must always be placarded with their primary hazard placards, regardless of the amount being
transported. These are referred to as Table 1 materials because they appear in Table 1 of the placarding section of the
Code of Federal Regulations (49 CFR 172.500).

DOT Table 1 materials

If vehicle contains a material classified as: Then it must show this placard: Examples of materials:
Explosives (Division 1.1) TNT
Explosives (Division 1.2) Black powder
Explosives (Division 1.3)
Dynamite

ORANGE

Poison Gas (Division 2.3) Arsine

Phosgene
INHALATION
HAZARD
2
Chlorine

WHITE

Dangerous When Wet (Division 4.3) Calcium carbide

DANGEROUS WHEN
WET
Potassium

4
Sodium

BLUE

Organic Peroxide, Type B, liquid or solid, Dibenzoyl peroxide

temperature-controlled (Division 5.2) Peroxyacetic acid
ORGANIC
PEROXIDE
5.2
Diacetal peroxide solution

YELLOW

Toxic Materials, Inhalation Hazard Zone, Aniline

A or B (Division 6.1) Phenol
INHALATION
HAZARD
6

WHITE

Radioactive (Class 7, those substances in Cobalt

Radioactive III packaging only) Uranium
RADIOACTIVE
7

YELLOW OVER WHITE

2-129
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Provide DOT’s definition of flammable gas and point out that

they can be different than the NIOSH Guide values. A gas is flam-
mable when it meets either of the following criteria:
1. LEL of less than 13% (by volume)
2. Flammable range greater than 12% (regardless of the LEL)

µ After students have reviewed which materials are Table 2, illustrate

criteria for flammability by listing a few examples from the following
chart on an easel pad, leaving the right-hand column blank. Explain
the criteria for DOT’s Flammable Gas definition. Then ask the stu-
dents which, if any, of the listed gases are flammable according to the
above-stated criteria.

Class activity: DOT Flammable Gas definition

Name of gas LEL UEL Flammable Gas/Explantion
Methane 5.0% 15.0% Yes: Meets first criterion
Butane 1.6% 8.4% Yes: Meets first criterion
Propane 2.1% 9.5% Yes: Meets first criterion
Acetylene 2.5% 100.0% Yes: Meets both criteria
Carbon 12.5% 74.0% Yes: Meets both criteria
monoxide
Ammonia, 16.0% 25.0% No: Not considered flammable ac-
anhydrousa cording to these criteria
Methylene 13.0% 23.0% No: Meets neither criteria
chlorine
(about
100˚F)
aAlthough DOT placards ammonia as a Non-flammable Gas, it burns if allowed to
accumulate to its flammable range (16-25%) and an ignition source is introduced.
This happened in Shreveport, LA (Dixie Cold Storage) and Houston, TX (Borden’s
Ice Cream Plant). Fire fighters were injured and/or killed after being caught in/near
ammonia environments in which the ammonia ignited.
Note: Mention that according to the NIOSH Pocket Guide, anhydrous ammonia falls
within their flammable range of 15-28%, a span wider than the twelve points required
in order for a product to be placarded as Flammable.

2-130
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Table 2 includes all other hazardous materials that need to be placarded. However, these materials do not need to be
placarded unless 1,001 pounds or more are being carried (of any one, or a combination of two or more Table 2 mate-
rials). In other words, any quantity of Table 1 material must be placarded, but Table 2 materials require placards only
if the gross weight is 1,001 pounds or more.

DOT Table 2 materials: 1,001 lbs. or more

If vehicle contains a material classified as: Then it must show this placard: Examples of materials:
Explosives (Division 1.4) Fireworks
Ammunition

ORANGE

Explosives (Division 1.5) Ammonium nitrate fuel oil

mixture (ANFO)

ORANGE

Explosives (Division 1.6) Articles, explosive, extremely

insensitive or Articles, EEI

ORANGE

Flammable gas (Division 2.1) Propane

LEL < 13% or flammable range > 12% Acetylene
FLAMMABLE
GAS
2

RED

Non-flammable gas (Division 2.2) Carbon dioxide

Anhydrous ammonia
NON-FLAMMABLE
GAS
Oxygen
2

GREEN

2-131
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Explain that flammable Class 3 materials are distinguished from

combustible materials based on the flash point of each product. A
flammable liquid has a flash point of < 141°F while a combustible liq-
uid has a flash point of 141-200°F.

Mention that manufacturers have been known to load a shipment

with precisely 1,000 lbs. of a product in order to avoid having to plac-
ard the container. Therefore, do not assume a lack of placarding means
that a container’s contents are safe.

‹ Emphasize that Division 5.2 is a member of both Table 1 and 2: it

will be classified according to one or the other based on concentration
and shipping temperature.

2-132
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

DOT Table 2 materials: 1,001 lbs. or more (continued)

If vehicle contains a material classified as: Then it must show this placard: Examples of materials:
Flammable liquid (Class 3) Gasoline
Diesel fuel
FLAMMABLE 1219
3 3

RED

Combustible liquid (Class 3) Fuel oil

COMBUSTIBLE 1993
3 3

RED

Flammable solid (Division 4.1) Nitrocellulose

FLAMMABLE
SOLID

WHITE WITH VERTICAL RED STRIPES

Spontaneously combustible (Division 4.2) Phosphorous

SPONTANEOUSLY
Aluminum alkyls
COMBUSTIBLE

WHITE OVER RED

Oxidizer (Division 5.1) Ammonium nitrate

Fertilizer
OXIDIZER
Hydrogen peroxide
5.1

YELLOW

Organic peroxide: other than Type B, Dibenzoyl peroxide

liquid or solid, temperature controlled
(Division 5.2) ORGANIC
PEROXIDE
5.2

YELLOW

2-133
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

2-134
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

DOT Table 2 materials: 1,001 lbs. or more (continued)

If vehicle contains a material classified as: Then it must show this placard: Examples of materials:
Toxic materials: other than Inhalation Arsenic
Hazard Zone A or B (Class 6.1)
POISON
6

WHITE

Corrosive (Class 8) Nitric acid

Sulfuric acid
CORROSIVE
Hydrochloric acid
8

WHITE OVER BLACK

Miscellaneous (Class 9) Dry ice

PCBs
Pharmaceuticals
9
Certain cosmetics
VERTICAL BLACK STRIPES OVER WHITE
Molten sulfur

ORM-D: other regulated materials, per- None Charcoal

haps hazardous due to form, quantity, and Consumer commodities
packaging
Small arms ammunition

Mixed Loads:
The Dangerous placard can be used if a shipment contains a mixed load of non-bulk packages.
A freight container, unit load device, transport vehicle, or rail car which contains non-bulk
packagings with two or more categories of hazardous materials that require different placards
DANGEROUS
specified in Table 2 may be placarded with DANGEROUS placards instead of the specific
placards required for each of the materials in Table 2. However, when 1,000kg (2,205lbs) or
more of one category of material is loaded at one loading facility, the placard specified in Table
2 must be applied.

2-135
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Briefly review the combinations of labels and markings found

in the United Nations Identification Numbers located on the corre-
sponding page of the student manual.

‹ Mention that hazard identification codes, referred to as hazard

identification numbers under European and some South American
regulations, may be found in the top half of an orange panel on some
intermodal bulk containers. The 4-digit identification number is in the
bottom half of the orange panel.

As a review, lead the class through the Labeling and Marking

Systems PowerPoint.® Emphasize frequently encountered iden-
tification numbers.

2-136
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials: Frequently Encountered Placards

Clue #4 – Placards, Labels, and Markings (continued)
Placard number Product
United Nations (UN) Identification Numbers:
UN identification numbers can be incorporated into a DOT placard, 1001 Acetylene
or posted on a separate orange panel next to the placard. For example, 1005 Ammonia
the numbers may be displayed:
1017 Chlorine
A. In 4-inch black numbers on a 6¾ x 15¾ inch orange panel adja-
cent to the placard 1075 Propane
1202/1993 Diesel
1203 Gasoline
1830 Sulphuric acid
1203 FLAMMABLE 2020 Solid chlorophenol

3
Infrequently Encountered Markings

B. In the center of the placard (except on Explosive, Radioactive, and

Dangerous)

MARINE POLLUTANT

1671
HOT
6

MUST BE DISPLAYED ON: (1) Tank Cars, Cargo Tanks, Portable Tanks, and other-
Bulk Packagings; (2) Vehicles or containers containing 4000 kg (8,820 lbs) in
non-bulk packages of only a single hazardous material having the same proper
shipping name and identification number; and (3) 1,000 kg (2,205 lbs) of mate-
rials poisonous by inhalation in Hazard Zone A or B.

2-137
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

µ Recognizing Hazardous Materials Case Study:

Have each team consider the case study (all teams read all three seg-
ments of the case study). To share their thought process as the scenario
unfolds, call on the first team to report back on the first segment of
the case study; call on the second team to report back on the next seg-
ment, etc.
A. What is your reaction to each part of the scenario as it evolves?
B. What factors should you, as a First Responder, be considering at
this point?
C. What additional information would have been helpful?

2-138
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Recognizing Hazardous Materials Case Study:
Work with your team to analyze this case study and start to plan response strategy options.

1. Here’s what happened first in the sequence of events:

On the evening of May 25, 2000, at 1955 hours, a caller to 9-1-1 reports seeing a tank truck traveling along the
interstate with what looks like a cloud wafting out of the top, near the back of the trailer. The cloud appears to
be light grey in color. The truck had been traveling west on Interstate 610. This section of the freeway has four
lanes of traffic traveling in each direction, separated by a concrete barrier. It is located in an area of town with a
mix of residential and commercial buildings. Traffic is moderate and traveling at 60 m.p.h.

A passing motorist signals to the truck driver that something is wrong; the truck driver pulls over onto the shoul-
der and parks underneath a freeway overpass. Some people live under this bridge—their belongings are stacked
near a support column, and sleeping bags are laid out where the bridge structure abuts the embankment.

Weather conditions are:

A. Temperature – 88°F
B. Humidity – 75%
C. Cloudy skies with no rain expected for the next several hours
D. Calm winds

Reaction to this sequence of events

1. What factors should you, as First Responders, be considering at this point?

2. What additional information is needed?

2-139
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-140
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

2. Here’s what happened second in the sequence of events:

Upon arrival, fire fighters discover what appears to be a pressure cargo tank, with a cloud of vapor venting from
the rear lower portion of the tank. The cloud is white in color. It extends around the cargo tank for a distance of
about 10 feet. They catch a faint smell of mercaptan as they park their engine some 150 feet away, in the direction
of travel. This places their unit on the side of the highway, just east of the involved tanker.

Fire fighters determine the tank to contain liquefied petroleum gas. The product is placarded as a Class 2
Flammable Gas. Its UN # is 1075.

Reaction to this sequence of events

1. What factors should you, as First Responders, be considering at this point?

2. What additional information is needed?

2-141
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-142
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

3. Here’s what happened third in the sequence of events:

Fire fighters on first arriving companies begin to survey the conditions. They notice vapors coming from what
appears to be the loading/unloading valves in the back of the cargo tank. They determine the product to be flam-
mable and start to plan for supplying water. The officer on the engine calls for two additional engine companies
to assist, as well as a District Chief, a Medic Unit and the Fire Department’s Hazardous Materials Response
Team. The Hazardous Materials Team is not available for service, having been previously called to another inci-
dent that would keep them occupied for hours.

The fire fighters lay hose from a hydrant 2,500 feet away, located on the service road. Fire fighters then begin to
consider isolation/evacuation of the area.

Reaction to this sequence of events

1. What factors should you, as First Responders, be considering at this point?

2. What additional information is needed?

2-143
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Have the whole class consider and discuss these questions after the
teams have reported on the three segments of the scenario.

Consider the Whole Scenario:

1. What should be the fire fighters’ concerns regarding their health
and safety?
2. What should be the fire fighters’ concerns for the residents’ health
and safety?
3. What type of exposure might the fire fighters experience during
the course of working at this incident?
4. How can fire fighters reduce exposure during their activities?
5. What are the construction features of a pressure cargo tank?
6. What is the approximate capacity of this type of container?
7. Is the product leaking as a gas or liquid? If it is leaking as a liquid,
what is the expansion ratio?
8. What actions can First Responders initiate?

2-144
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

Reaction to this sequence of events

1. What should be the fire fighters’ concerns regarding their health and safety?

2. What should be the fire fighters’ concerns regarding the residents’ health and safety?

3. What type of exposure might the fire fighters experience during the course of working at this incident?

4. How can fire fighters reduce their exposure during their activities?

5. What are the construction features of a pressure cargo tank?

6. What is the approximate capacity of this type of container?

7. Is the product leaking as a gas or liquid? If it is leaking as a liquid, what is the expansion ratio?

8. What actions can First Responders initiate?

2-145
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Discuss the NFPA marking system, and distinguish it from the

others based on its use at fixed sites (or on vehicles stored in build-
ings).

µ Walk through the example shown on the bottom of the student

text page.

2-146
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials: Key Point

Clue #4 – Placards, Labels, and Markings (continued)
NFPA 704 Marking System:
The National Fire Protection Association (NFPA) has developed a
marking system for fixed sites to indicate the dangers associated with
various hazardous materials handled at a location. This marking sys-
tem is not used in transportation, and is not federally regulated or
required. However, it can be mandated by local ordinance.
The NFPA marking system (detailed in NFPA 704) uses a diamond
divided into four color-coded quadrants. Each quadrant is a specific
color and indicates hazard type:
— Health Hazards: Blue
— Flammability Hazard: Red
— Reactivity Hazards: Yellow
— Special Hazards: White
Since different hazardous materials may
be stored together at a fixed site, the
NFPA 704 numbers displayed often rep-
resent a cumulative hazard rating for all
of the materials stored. Alone, very few
materials have an NFPA 704 rating of 4-
4-4, although First Responders are likely
to see such a rating at a fixed site where
multiple different products are manufac-
tured or stored.
NFPA Diamond Example
B

The health, flammability, and reactivity hazards are ranked from zero
3
to four. Zero indicates no risk and four indicates the greatest possible
risk. The hazard area may contain a special symbol or letter to indicate
A
4 2 C

a specific danger. W
NFPA recognizes two types of special hazard symbols: D
A. OX indicates an oxidizer
B. W indicates a water-reactive material A. Health Hazard Blue
B. Flammability Hazard Red
Although not recognized by NFPA, some localities may insert the let-
C. Reactivity Hazard Yellow
ters ALK for alkaline materials and ACID for acidic materials. A trefoil
D. Special Hazards White
indicates radioactive, COR indicates corrosive, and SA indicates simple
asphyxiant. The pre-incident planning stage affords an ideal opportu-
nity to note such local practices.

A NFPA 704 diamond is shown in the right column. The numbers in

this example indicate a very significant health hazard (4), a significant
flammability hazard (3), and moderate reactivity (2). The W indicates
the special hazard of water-reactivity.

2-147
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-148
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials:
Clue #4 – Placards, Labels, and Markings (continued)
NFPA 704 Marking System
Number Health Hazard
4 Very short exposure could
cause death or major residual
EXTREME
injury.
3 Short exposure could cause
serious temporary or residual
HIGH
injury.
2 Intense or continued (but not
chronic) exposure could cause
MODERATE
temporary incapacitation or
possible residual injury.
1 Exposure could cause irrita-
tion, but only minor residual
SLIGHT
injury.
0 Exposure under fire conditions
would present no hazard be-
LEAST
yond that of ordinary combus-
tible material.
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
Flammability Hazard
Very flammable gases
or very volatile flammable liq-
uids. Shut off flow and keep
cooling water streams on ex-
posed tanks or containers.
Materials which can be ignited
under almost all normal tem-
perature conditions. Water may
be ineffective because of the
low flash point.
Materials which must be mod-
erately heated for ignition to
occur. Water spray extinguishes
fire because material can be
cooled below its flash point.
Materials that must be pre-
heated before ignition can oc-
cur. Water fog gently applied to
the surface of the material will
extinguish the fire.
Material that will not burn.
Reactivity Hazard
Capable of detonation or ex-
plosive reaction at normal tem-
peratures and pressures; sensi-
tive to mechanical or localized
thermal shock.
Capable of detonation or ex-
plosive reaction if exposed to
a strong ignition source or if
heated under confinement;
may react explosively with
water.
Readily undergoes violent
chemical change at elevated
temperatures and pressures;
may react violently with water.
May become unstable when
exposed to heat and pressure;
may react with water, but not
violently.
Normally stable, even under
fire conditions; not water reac-
tive.
2-149
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

µ Ask students to independently complete the quiz. The correct answers are provided below.

Match the 704 symbol below with the most nearly correct description below. Some symbols may be used more
than once.
C 1. Poses the greatest health hazard
A 2. The most flammable product
B 3. The most reactive product
A 4. The water-reactive product

3 2 1
2 1 2 3 3 0
W
A B C

Match the placards and labels below with the most nearly correct descriptions. Some placards may be used more
than once; some are not used at all. Mark ‘N’ if no answer is correct.
D 1. A product with a flash point equal to or less than 141°F
E 2. A product that may release oxygen
F 3. Medical waste
G 4. TNT
C 5. Radioactive material
N 6. Organic peroxide
B 7. A product with a flash point greater than 141°F
A 8. Corrosive product

CORROSIVE COMBUSTIBLE RADIOACTIVE FLAMMABLE OXIDIZER INFECTIOUS EXPLOSIVES

SUBSTANCE *
8 3 7 3 5.1 6 1

A B C D E F G

2-150
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Quiz:

Match the 704 symbol below with the most nearly correct description below. Some symbols may be used more
than once.
1. Poses the greatest health hazard
2. The most flammable product
3. The most reactive product
4. The water-reactive product

3 2 1
2 1 2 3 3 0
W
A B C

Match the placards and labels below with the most nearly correct descriptions. Some placards may be used more
than once; some are not used at all. Mark ‘N’ if no answer is correct.
1. A product with a flash point equal to or less than 141°F
2. A product that may release oxygen
3. Medical waste
4. TNT
5. Radioactive material
6. Organic peroxide
7. A product with a flash point greater than 141°F
8. Corrosive product

CORROSIVE COMBUSTIBLE RADIOACTIVE FLAMMABLE OXIDIZER INFECTIOUS EXPLOSIVES

SUBSTANCE *
8 3 7 3 5.1 6 1

A B C D E F G

2-151
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Note the similarities between HMIS® and the previously covered

NFPA marking systems. HMIS, often found in industry, uses the
same color-coding and number indicators, but the marker is displayed
as a bar rather than as a diamond and the HMIS identifier has space to
insert a personal protective equipment code.

2-152
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Hazardous Materials Identification System:
The Hazardous Materials Identification System is very similar to the
NFPA marking system. HMIS® uses the same color-coding and num-
ber indicators, but the marker is displayed as a bar rather than as a dia-
mond and it has space to insert a personal protective equipment code.
— Source. HMIS was originally developed for the coatings industry.
— Label Purpose. HMIS labels are used in everyday workplace set-
tings to provide a rapid indication of the occupational hazards as-
sociated with chemicals used in the workplace.
— Who uses the labels? HMIS is used by industries and organiza-
tions that must comply with OSHA’s Hazard Communication
Standard.

Name of Material

HEALTH BLUE

FLAMMABILITY RED

REACTIVITY YELLOW

PROTECTIVE WHITE
EQUIPMENT

2-153
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Note that the military marking system consists of seven symbols

that identify detonation, fire, and special hazards. The Class 1–4 sym-
bols use black numbers on an orange background.

2-154
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Military Marking System (Fire and Explosion Hazards):
The military has developed its own marking system, which is used on military shipments and at fixed site facilities.
This system consists of seven symbols that identify detonation, fire, and special hazards. The seven military class
markings are as follows. The Class 1–4 symbols have an orange background with black numbers.

Military marking system

Class 1: Chemical Hazard Symbol:

1
Mass Detonation Hazard Highly toxic chemical agents

ORANGE BACKGROUND BLUE BACKGROUND

BLACK TEXT RED TEXT

Class 2: Chemical Hazard Symbol:

Explosion with Fragmentation Harassing agents
2 Hazard

ORANGE BACKGROUND
BLUE BACKGROUND
YELLOW TEXT
BLACK TEXT

Class 3: Chemical Hazard Symbol:

3 Mass Fire Hazard

ORANGE BACKGROUND
White phosphorus munitions

BLUE BACKGROUND
BLACK TEXT WHITE TEXT

Class 4: Apply No Water

Moderate Fire Hazard

4
WHITE BACKGROUND
ORANGE BACKGROUND BLACK AND RED TEXT
BLACK TEXT

Wear Protective Mask or

Breathing Apparatus

BLUE BACKGROUND
WHITE TEXT

2-155
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Recommend that participants call Poison Control for specific in-

formation on pesticide exposures (1-800-POISON 1).

µ Point out to students that their manual contains a reference chart

on signal words indicating degree of hazards associated with pesticides.

‹ Discuss the degree of toxicity associated with signal words located

on pesticide labels.

2-156
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Pesticides Label Marking System:
The U.S. Environmental Protection Agency (EPA) monitors the use
and labeling of agricultural chemicals and pesticides, including those
materials regulated by DOT for interstate transport. EPA labeling re-
quirements are usually incorporated into the manufacturer’s product
labels, which must include:
A. The name of the product
B. The name and address of the manufacturer
C. The product number registered with EPA (pest control number in
Canada)
D. Active ingredients
E. Specific warning statements (warning statements typically appear
SAMPLE PESTICIDE LABELS
on the back label and describe the health effects of the pesticide
and instructions for avoiding contact)

Signal Word:
The EPA signal word, usually found at the center of the front pan-
el of the product label, indicates how hazardous the pesticide is.
However, under extreme conditions, some low toxicity pesticides
can become much more hazardous. One of three signal words
must appear on the front of the label.
1. Danger: required for highly toxic materials (the word Poison
may also appear if the pesticide is easily absorbed into the
body)
2. Warning: required for moderately toxic materials
3. Caution: required for materials with relatively low toxicity

People tend to take these signal words lightly because they are so
accustomed to seeing them on agricultural products. The fact is,
many of these materials can be extremely dangerous, especially
in uncontrolled situations such as fire. For example, Dieldrin (an
insecticide used in termite control) is only required to be labeled
with the EPA signal word Caution, however it may produce high-
ly poisonous gases when heated.

Signal words indicating degree of hazard (pesticides)

Hazard Indicators I: Danger II: Warning III: Caution
Oral ≤50 50 – 500 500 – 5,000
LD₅₀ ₍mg/kg₎
Dermal/Skin Contact ≤200 200 – 2,000 2,000 – 20,000
LD₅₀ ₍mg/kg₎
Inhalation ≤0.2 0.2 – 2 2 – 20
LC₅₀ ₍mg/L₎

2-157
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Mention that RUP on the package indicates RESTRICTED USE PES-

TICIDE (and herbicide), and requires a license to purchase.

2-158
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Precautionary Statement:
A statement of practical treatment, also called the first aid state-
ment, may appear near the signal word on the front panel. The
statement may include both precautionary information and in-
structions about what to do in case of exposure. There may also be
a note to the physician giving antidotal or treatment information.
The note to the physician and practical treatment statement may
be located together.

Hazard Statement:
Some pesticide labels may also include a statement about physical
or chemical hazards. This statement will be on a side panel of the
label and will list any special flammability, explosion or chemical
hazards that the product may have. Caustics, acids, oxidizers and
pressure containers will have such precautionary statements.

Name of Pesticide:
The product’s chemical and brand names will appear on the front
panel. Use this information to obtain the correct spellings and full
names of the product so that you can consult other sources for
additional information.

Active Ingredient:
All pesticide containers must have ingredient labels. The ingredi-
ents are listed as active or inert. Active ingredients must be listed
by chemical name. Sometimes the common name is also listed.
Inert ingredients usually are not named, only their total percent-
age is given. Remember, however, that inert ingredients can also
be hazardous.

EPA Registration Number:

The EPA registration number must also appear on every pesticide
label. This number is essential to positively identify the product
and formulation. All pesticides sold in the U.S. must bear an EPA
registration number. This number appears as a hyphenated num-
ber, such as: 1234-56 or 1234-56-789. For example, the EPA regis-
tration number for Prentox Cube® Flea and Tick Dip (rotenone) is
655-688. When referring to the number, indicate all dashes.
A. The first set of numbers identifies the manufacturer
B. The second set of numbers identifies the specific product
C. The third set of numbers, if present, is an alternate formula of
the specific product

Note: a United States Department of Agriculture number may

appear on products registered prior to 1970.

2-159
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

Use the Marking Systems PowerPoint® at this point for review

purposes before starting the section on ERG.

2-160
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
In addition to helping identify a product, the EPA registration num-
ber allows poison control centers and pesticide hotlines to access more
specific information in emergencies.

Other parts of labels may give information on product storage and dis-
posal, and potential environmental or wildlife hazards.

All labels must be clearly visible and placed in a conspicuous location.

For example, when a pesticide container is enclosed in an outer wrap-
per/package that obscures the container label, another label must be
securely attached to the outer wrapper/package. When pesticides are
transported in bulk—such as in cargo tanks or tank cars—a copy of
the label must accompany the shipping papers. If the bulk container
is stationary, a copy of the label, including directions for use, must be
attached to the container near the discharge valve.

Name of Pesticide

Active Ingredient

Hazard Statement

Precautionary Statement

SAMPLE PESTICIDE LABEL

2-161
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Coverage of NFPA 472 Standard 5-2.4: Clues for Recognizing Hazardous Materials:
Estimating the Potential Harm Clue #4 – Placards, Labels, and Markings (continued)

Use the ERG PowerPoint® to elaborate on student text and

Key Point focus practice on a couple of realistic examples.
Although the Emergency Response Guide-
book can assist you in making decisions ‹ Reiterate the decision making process associated with first response
about response actions, remember that as students read through the list on their corresponding text page.
it is only one source of information. You
should always check the recommended
actions with at least two other sources,
including your jurisdiction’s standard op-
erating procedures (SOPs).

2-162
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Emergency Response Guidebook:
The DOT Emergency Response Guidebook (ERG) should be carried
in every emergency response vehicle. It is designed to assist the First
Responder in making defensive tactical decisions during the initial
response phase of a hazardous materials emergency. It aids hazardous
materials identification and suggests First Responder actions.

Steps for using the ERG:

1. Determine the material from it’s placard, shipping papers, or other
evidence such as container shape.
2. If you have the material’s ID number, locate it in the yellow-bor-
dered pages. If you know the material’s name, look it up by name
in the blue-bordered pages.
3. If the product poses a toxic inhalation hazard, it will be highlight-
ed. Look up TIH details in the green-bordered pages. Response Decision-Making Process
4. Having located the material’s three-digit emergency response When responding to any suspected haz-
guide number; turn to its appropriate guide (orange pages). Read ardous materials emergency, your own
the entire guide carefully and follow its suggestions for response safety should be your highest priority as
you (avoid contact with the material and
actions. The product’s predominant hazard is listed first on these
its vapors):
guide pages (e.g., health or fire).
1. Approach cautiously from uphill and
upwind
The ERG’s five sections:
2. Secure the scene without entering the
1. White. Contains explanations, references, and glossaries.
immediate area
2. Yellow. Lists hazardous materials according to UN identification 3. Isolate the area and make sure that
numbers. others are safe
3. Blue. Lists hazardous materials in alphabetical order. 4. Identify the hazard
4. Orange. Contains sets of two-page guides recommending response 5. Assess the situation and consider:
actions for hazardous materials. – What personal protective equip-
ment is needed to safely operate at
5. Green. Contains tables of protective action distances and toxic in-
the emergency?
halation hazard details.
– Do you have the needed personal
protective equipment?
– Is there a spill or leak?
– What are the weather conditions?
– What is the terrain like?
– Who/what is at risk?
– Would the probable benefits of en-
try outweigh the assessed risk?
– What actions should be taken?
– Are additional resources and sup-
port needed? Can they arrive in
time?
6. Respond in an appropriate manner

2-163
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-164
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)
Upon arrival at a hazardous materials emergency you should do the
following:
1. Notify your agency of your findings
2. If possible, contact the emergency phone number listed on the
shipping papers
3. If the emergency phone number is not listed on any available
shipping papers, contact one of the emergency response agencies
listed in the ERG

Be prepared to provide as much of the following information as is possible:

A. Your name, call back telephone number, and fax number
B. Location and nature of the problem (spill, leak, fire, etc.)
C. Name and identification number of the material(s) involved
D. Shipper/Consignee/Point of origin of the shipment
E. Carrier name/Rail car or truck number
F. Container type and size
G. Quantity of material being transported and released
H. Local conditions (weather conditions, terrain, exposures, runoff
potential, etc.)
I. Injuries and number/type of exposures
J. Emergency response agencies already notified

WHO TO CALL FOR ASSISTANCE

Upon arrival at the scene, a first responder is expected to recognize the presence of dangerous goods,
protect oneself and the public, secure the area, and call for the assistance of trained personnel as soon as
conditions permit. Follow the steps outlined in your organization’s standard operating procedures and/or local
emergency response plan for obtaining qualified assistance. Generally, the notification sequence and requests
for technical information beyond what is available in this guidebook should occur in the following order:
1. ORGANIZATION/AGENCY
Notify your organization/agency. This will set in motion a series of events based upon the information
provided. Actions may range from dispatching additional trained personnel to the scene to activating
the local emergency response plan. Ensure that local fire and police departments have been notified.
E

2. EMERGENCY RESPONSE TELEPHONE NUMER

Locate and call the telephone number listed on the shipping document. The person answering the
PL

phone at the lised emergency response number must be knowledgeable of the materials and mitigation
actions to be taken, or must have immediate access to a person who has the required knowledge.
3. NATIONAL ASSISTANCE
Contact the appropriate emergency response agency listed on the inside back cover of this guidebook
when the emergency response telephone number is not available. Upon receipt of a call describing
the nature of the incident, the agency will provide immediate advice on handling the early stages of
M

the incident. The agency will also contact the shipper or manufacturer of the material for more detailed
information and request on-scene assistance when necessary.
Contact and provide as much of the following information as can safely be obtained to your chain-of-
command and specialists contacted for technical guidance:
SA

Your name, call back telephone number, FAX number

Location and nature of problem (spill, fire, etc.)
Name and identification number of material(s) involved
Shipper/consignee/point of origin
Carrier name, rail car or truck number
Container type and size
Quantity of material transported/released
Local conditions (weather, terrain, proximity to schools, hospitals, waterways, etc.)
Injuries and exposures
Local emergency services that have been notified

2-165
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-166
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials: Emergency Numbers

Clue #4 – Placards, Labels, and Markings (continued)
CHEMTREC: 1-800-424-9300
Telephone Hotlines, Software and Databases, and EPA Offices:
Telephone hotlines can provide general information about hazards and NRC: 1-800-424-8802
possible responder actions. When calling a hotline in an emergency, be CHEM-TEL, INC.: 1-800-255-3924
prepared to give all the information you can regarding the situation.
CANUTEC: 1-613-992-4624
Hotlines frequently used by emergency response personnel include the SETIQ: 91-800-00-214
following:
CECOM: 91-800-00-413
— CHEMTREC (Chemical Transportation Emergency Center)
provides 24-hour information for transportation incidents. This ATSDR: 1-404-639-0615 or toll free
at 1-888-422-8737
organization carries MSDSs for most chemicals manufactured in
the U.S. and is funded by the chemical industry. CHEMTREC Poison Control: 1-800-POISON 1
provides information on fixed site and transportation hazardous
materials emergencies, and will give you immediate advice on the
nature of the product and the steps you should take to handle the
early stages of a problem. They will not, however, give you specific
tactical advice. Tactical measures are specific to your department
depending on personnel skills, knowledge, and resources. After
providing you with initial information, CHEMTREC will then
contact the shipper of the hazardous material for more detailed
information and on-scene assistance if necessary.
CHEMTREC also maintains a current list of state and federal
radiation authorities who provide information and technical assis-
tance on handling incidents involving radioactive materials. Calls
to CHEMTREC should be limited to emergencies only. Their
phone number is found in the Emergency Response Guidebook:
1-800-424-9300.
— National Response Center. They maintain an emergency hotline
for transportation incidents involving hazardous materials. They
also provide a routing service to alert federal authorities, if called
regarding potential WMD incidents. Their number is found in
the Emergency Response Guidebook: 1-800-424-8802; or in the
Washington, D.C. area, 1-202-267-2675.
— CHEM-TEL, INC. is another emergency response communica-
tion service that works collaboratively with other organizations to
inform emergency responders.
CANUTEC provides a similar service in Canada. CANUTEC
is the Canadian Transport Emergency Centre. It is located in
Ottawa and is operated by the Transport Dangerous Goods
Directorate of Transport Canada. CANUTEC provides a national
bilingual advisory service and is staffed by professional chemists
experienced and trained in interpreting technical information and
providing emergency response advice.
CHEMTREC, CHEM-TEL, INC., and CANUTEC all assist
one another in providing information to emergency responders.
Their telephone numbers are cited near the front of the Emergency
Response Guidebook.

2-167
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-168
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

— SETIQ and CECOM Serve similar functions in Mexico. SETIQ is

the Emergency Transportation System for the chemical industry.
CECOM is the National Center for Communications of the Civil
Protection Agency. Telephone numbers for SETIQ and CECOM
can be located in the Emergency Response Guidebook.
— ATSDR (Agency for Toxic Substances and Diseases Registry) pro-
vides technical assistance on the health effects of poison and toxic
substances. They can be reached via telephone at 1-404-639-0615
or toll free at 1-888-422-8737.
— Poison Control can provide information to assist in the treatment
of exposed individuals.
— Many manufacturers and shippers maintain telephone help lines.
During the pre-planning process, contact area chemical manufac-
turers about hotlines or resources they recommend for you to use
in the case of an emergency.
— Other hotlines. In addition, you can maintain a list of regional,
state, and local emergency resource numbers. These may include
regional response teams from the Environmental Protection
Agency, response teams from the Department of Energy, or re-
gional/local resources in your area.

2-169
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

‹ Mention that the EPA’s web site is http://www.EPA.gov. Guide

students to the list of relevant web sites located near the end of the
Appendix.

2-170
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials:

Clue #4 – Placards, Labels, and Markings (continued)

EPA Offices

EPA Region I EPA Region VI

1 Congress Street 1445 Ross Avenue, Suite 1200
Boston, MA 02114-2023 Dallas, TX 75202
1-888-372-7341 1-214-665-6444

EPA Region II EPA Region VII

290 Broadway 901 N. 5th Street
New York, NY 10007 Kansas City, KS 66101
1-212-637-3000 1-800-223-0425

EPA Region III EPA Region VIII

1650 Arch Street 999 18th Street, Suite 500
Philadelphia, PA 19103-2029 Denver, CO 80202-2466
1-215-814-5000 1-303-227-8917

EPA Region IV EPA Region IX

Atlanta Federal Center 75 Hawthorne Street
61 Forsyth Street, S.W. San Francisco, CA 94105
Atlanta, GA 30303-3104 1-415-947-8000
1-800-241-1754

EPA Region V EPA Region X

77 W. Jackson Blvd. 1200 6th Avenue
Chicago, IL 60604 Seattle, WA 98101
1-800-621-8431 1-206-553-1200

2-171
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Emergency Response Guidebook Quiz

1. What is the initial isolation zone and downwind protective action distance day and night when there is a
small leak from a highway cargo tanker with the placard pictured here?

Isolation zone: 30 m, 100 ft. 1005

Protective distance day: 0.2 km, 0.1 mi.
2
Protective distance night: 0.2 km, 0.1 mi.

2. What is the primary hazard of the product with the ID number UN 1824?
Health

3. What type of fire fighting foam should be used on a large spill fire involving the product in this highway
cargo tanker placard?

2398

2398

Alcohol-resistant foam

4. What type of protective clothing should be worn to handle a spill involving hydrofluoric acid solution?
Chemical protective clothing specifically recommended by the manufacturer

5. In case of accidental eye contact with methanol, what actions should you take?
Immediately flush skin or eyes with running water for at least 20 minutes

6. What are the recommended extinguishing agents for the materials with this UN number?

2288

Small fires: Dry chemical, CO₂, water, regular foam; Large fires: water spray, fog, regular foam

7. Which guide number should be used for the product spilled from the 55-gallon drum in this picture?

111

2-172
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Emergency Response Guidebook Quiz

1. What is the initial isolation zone and downwind protective action distance day and night when there is a
small leak from a highway cargo tanker with the placard pictured here?

Isolation zone: 1005

Protective distance day:
2
Protective distance night:

2. What is the primary hazard of the product with the ID number UN 1824?

3. What type of fire fighting foam should be used on a large spill fire involving the product in this highway
cargo tanker placard?

2398

2398

4. What type of protective clothing should be worn to handle a spill involving hydrofluoric acid solution?

5. In case of accidental eye contact with methanol, what actions should you take?

6. What are the recommended extinguishing agents for the materials with this UN number?

2288

7. Which guide number should be used for the product spilled from the 55-gallon drum in this picture?

2-173
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Emergency Response Guidebook Quiz (continued)

8. What is the recommended evacuation distance if a truck load of explosives with this placard is involved?

Large spill: 800 m, ½ mi. all directions; If fire: 1600 m, 1 mi. in all directions

9. Identify the hazards and product name of the display found on an intermodal container.

866
Corrosive, toxicity; bromine, bromine solution 1744

10. What is the initial isolation for sarin, UN 2810 when used as a weapon?
155 m, 500 ft.

11. Which guide number should be used for emergency response information with a spill involving material
with this placard?

FLAMMABLE
GAS
2
118

12. If a highway cargo tanker is involved in a fire, what sights or sounds should cause an immediate withdrawal
of emergency response personnel, according to this guide page?
Rising sound from venting safety valve or discoloration of tank

13. For the product methyl dichloroacetate, what unusual health information is listed?
Extremely irritating/lachrymators

14. What does the ‘P’ stand for when you look up styrene monomer, inhibited?
Polymerization hazard

2-174
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Emergency Response Guidebook Quiz (continued)

8. What is the recommended evacuation distance if a truck load of explosives with this placard is involved?

9. Identify the hazards and product name of the display found on an intermodal container.

866
1744

10. What is the initial isolation for sarin, UN 2810 when used as a weapon?

11. Which guide number should be used for emergency response information with a spill involving material
with this placard?

FLAMMABLE
GAS
2

12. If a highway cargo tanker is involved in a fire, what sights or sounds should cause an immediate withdrawal
of emergency response personnel, according to this guide page?

13. For the product methyl dichloroacetate, what unusual health information is listed?

14. What does the ‘P’ stand for when you look up styrene monomer, inhibited?

2-175
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Emergency Response Guidebook Quiz (continued)

15. You arrive on the scene and find a worker down on a loading dock near a 55-gallon plastic drum. He is con-
scious and yelling, “Help me!” As you continue to survey the scene, you observe a portion of the DOT label.
It is white on top and black on the bottom.

What type of material is this? Wearing your SFPC and SCBA, would you assist this individual?
Corrosive

16. You are returning to your station from an EMS response and come upon a vehicle accident that has just hap-
pened. A car has rear-ended a small delivery truck. The rear cargo door of the truck has opened as a result of
the crash and a cardboard box has rolled out across the hood of the car and through the windshield, bursting
open and contaminating the driver of the car. As you approach the vehicle, you observe a blue DOT placard
on the truck and a blue DOT label on the box. There is only minor damage to the vehicle, but the driver can-
not extricate himself from the car and is screaming, “I’m burning!”

What type of material is this? Wearing your SFPC and SCBA, would you assist this individual?
Dangerous when wet

2-176
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Emergency Response Guidebook Quiz (continued)

15. You arrive on the scene and find a worker down on a loading dock near a 55-gallon plastic drum. He is con-
scious and yelling, “Help me!” As you continue to survey the scene, you observe a portion of the DOT label.
It is white on top and black on the bottom.

What type of material is this? Wearing your SFPC and SCBA, would you assist this individual?

16. You are returning to your station from an EMS response and come upon a vehicle accident that has just hap-
pened. A car has rear-ended a small delivery truck. The rear cargo door of the truck has opened as a result of
the crash and a cardboard box has rolled out across the hood of the car and through the windshield, bursting
open and contaminating the driver of the car. As you approach the vehicle, you observe a blue DOT placard
on the truck and a blue DOT label on the box. There is only minor damage to the vehicle, but the driver can-
not extricate himself from the car and is screaming, “I’m burning!”

What type of material is this? Wearing your SFPC and SCBA, would you assist this individual?

2-177
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 2 Case Study

µ Have small groups of participants work through the case study

and answer all five questions. Then call on each team to share their
response to one of the questions.

The team questions, with an answer key follows:

1. What placard would be on this cargo tanker?

1203

2. What color would the placard be and what hazard class is the
product?
Red, hazard class 3, flammable liquid

3. How many placards would be required on this truck and

where would they be placed?
A 1203 placard should be placed on both sides plus front and rear

4. Is this vehicle carrying a single product or multiple products?

How can you tell?
Non-pressure cargo tanks transportating different grades of gas and
diesel fuel, typically have a single placard.

5. In order to address the health and safety concerns of First

Responders, what would your initial action be?
Call CHEMTREC, isolate area immediately for 25–50 m in all
directions, keep others away, stay upwind, keep out of low areas,
ventilate

Show the Unit 2 Review PowerPoint® to reinforce content cov-

ered throughout the day.

2-178
FIRST RESPONDER OPERATIONS UNIT 2: RECOGNIZING HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 2 Case Study

Work with your team members to respond to this set of events.

Scenario: A non-pressure cargo tank truck has just filled up at a major gasoline distribution terminal and is in the
process of making deliveries. After leaving the terminal, the driver has to travel on a major interstate highway within
the city limits of a major metropolitan area. Traveling east after reaching the freeway, the truck approaches a junction
of where interstate highways met. The time of day is approximately 1030 hours.

The driver smells smoke while traveling along the interstate and pulls to the side of the highway to investigate. When
he leaves the cab of the tractor, he notices that he has a brake fire on the passenger side of the tractor. He immediately
grabs a 20 lbs. dry chemical extinguisher and proceeds to fight the fire. He depletes the dry chemical without sup-
pressing the fire, which is impinging on the fuel saddle tank. Both tanks on the tractor are full, the driver having just
started his delivery route.

In the area, a DOT Safety Vehicle notices the smoke and responds. This vehicle patrols the interstate and helps driv-
ers in need of fuel, flat tires, etc. The driver of this vehicle calls the fire department and reports a tank truck on fire at
the junction of I-55 and I-240. Upon arrival, the DOT employee grabs a dry chemical extinguisher and also tries to
extinguish the blaze, again without success. The fire has extended to the cab of the tractor, which becomes fully in-
volved within a matter of moments. The shipping papers, located in the door pocket of the cab, go up in flames.

The interstate is three lanes in both directions with an emergency shoulder lane. Ramps from the interchange are ap-
proximately 75 feet from the incident. There is no water supply on the freeway itself. A creek on one side within a
heavily wooded area borders the interstate. The creek is not accessible for drafting. The closest water supply is across
all lanes of traffic in a nearby residential area.

1. What placard would be on this cargo tanker?

2. What color would the placard be and what hazard class is the product?

3. How many placards would be required on this truck and where would they be placed?

4. Is this vehicle carrying a single product or multiple products? How can you tell?

5. In order to address the health and safety concerns of First Responders, what would your initial action be?

2-179
UNIT 2: RECOGNIZING HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

2-180
 3
RESPONDING to Hazardous Materials
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 2 Review

‹ Hold a verbal question and answer period asking:

1. What is the hazard associated with an orange DOT placard? [Explosive]
2. Where does the United Nations ID number appear on a placard? [Center]
3. A blue placard, showing a flame at the top and the number 4 on the bottom designates what? [Dangerous When
Wet]
4. When shipped, what do boxes usually carry? [Almost anything]
5. What does the NFPA 704 symbol for water-reactive look like? [A lowercase ‘w’ with a line through it]
6. The NFPA 704 symbol for reactivity is what color? [Yellow]
7. How are the vast majority of hazardous materials shipments transported? [Highway]
8. Which DOT-regulated hazardous material must be placarded, regardless of amount being shipped? [Table 1]
9. What products are DOT Class 5? [Oxidizers, organic peroxides]
10. A placard with Hazard Class 8 at the bottom indicates what hazard class? [Corrosive]
11. A railcar with valves encased in a protective housing on top is most likely pressure or non-pressure? [Pressure]
12. What does the non-pressure railcar look like? [It has multiple, visible fittings on top]
13. A Class 3 product, within the DOT labeling system, indicates what? [Flammable/combustible liquid]
14. What are two resource guides helpful in identifying hazardous materials? [ERG and NIOSH Pocket Guide]
15. Why are propane vapors dangerous? [They sink to low areas and move downwind, and are flammable]
16. A product with a Class Division number of 5.2 is what? [Organic peroxide]
17. What does the Dangerous placard indicate? [More than one Table 2 material (mixed load)]
18. Does DOT classify ammonia gas as non-flammable? [Yes, because it does not meet the definition of a flammable gas,
however it should be treated as flammable]
19. When must Table 2 materials be placarded? [Only if there are 1,001 or more lbs. on board]
20. Name the primary emergency center to contact for help identifying chemicals. [CHEMTREC]

‹ Give the Unit 2 quiz and then review the correct answers. Here are the questions and answers:

1. What is the primary hazard of the product with the UN identification Health
number 1824?
2. What is the initial isolation zone and protective action distance for a large 2.5 miles
spill at night for the product with a UN identification number of 1744?
3. Which emergency action guide number should be used for an unidentifi- Guide 111 (ERG)
able liquid product spilled from a 55-gallon drum?
4. What type of protective clothing should be worn to handle a spill involv- SCBA and CPC specifically rec-
ing hydrofluoric acid solution? ommended by the manufacturer
5. Which emergency action guide number should be used for emergency re- 153
sponse information in handling a release of a material placarded UN 3265?

3-2
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 2 Review
Individually complete these review questions using the ERG to make
sure you are ready for Unit 3.

1. What is the primary hazard of the product with the UN ID

number 1824?

2. What is the initial isolation zone and protective action dis-

tance for a large spill at night for the product with a UN ID
number 1744?

3. Which emergency action guide number should be used for

the liquid product that is spilled from the 55-gallon drum in
this picture?

4. What type of protective clothing should be worn to handle a

spill involving hydrofluoric acid solution?

5. Which emergency action guide number should be used for

emergency response information in handling a release of a
material placarded UN 3265?

3-3
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 3 Total Time: ä 8 hours Unit 3 Objectives

Introduce Unit 3 by showing the video on Pre-Incident

Index
Planning and First Responder Actions and reviewing its con-
How can shipping papers provide clues to tent through a whole-group discussion. Relate that it applies all of the
hazardous materials identification? foundation material learned so far to actual First Responder actions at
[pg 3-9] an incident scene.
How is the NIOSH Pocket Guide used as
a reference source? [pg 3-21]
‹ Emphasize that documentation, about hazardous materials in ques-
How is pre-incident planning conducted? tion, is one of the five major clues to identifying hazardous materials.
[pg 3-25]
What resources should be considered ‹ Briefly review the objectives for Unit 3: Responding to Hazardous
when pre-incident planning? [pg 3-27] Materials. This section of the course integrates all previous learning
How does the APIE process apply to First into highly participative synthesis exercises.
Responder actions? [pg 3-33]
What role does PPE play in minimizing
exposure? [pg 3-61]
What are steps to effective decontaminia-
tion? [pg 3-83]
How does isolation perimeter relate to
safety zones? [pg 3-89]
Which First Responder actions can be ap-
plied to a simulated hazardous materials
incident? [pg 3-97]

3-4
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit 3 Objectives
Competencies covered in this third unit include:
1. Use shipping papers and facility documents to identify hazardous
materials
2. Use the NIOSH Pocket Guide as a reference tool on chemical
products
3. Recognize the purposes, resources, and components of pre-inci-
dent planning
4. Evaluate an incident utilizing the risk-benefit model
5. List ways to prevent or minimize exposure to hazardous materials
6. Explain the limitations and proper care of structural fire fighter
protective clothing (SFPC) and self-contained breathing apparatus
(SCBA)
7. Explain the procedures for decontamination
8. Apply new skills and knowledge to safely manage an incident, uti-
lizing First Responder actions

3-5
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit Description

‹ Mention that written evidence can also be helpful in determining

a specific substance. For this reason, First Responders need to know
where such documents can be found, and how to decipher them.
Documents to seek out include shipping papers, MSDSs, and other
facility documents.

‹ Ask the participants to look at the photograph in their manual and

decide if the responders are dressed appropriately.

3-6
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Unit Description
All skills learned so far in the course will be combined and put to test
as participants perform First Responder actions and use relevant refer-
ence sources within the context of a realistically simulated hazardous
materials incident. Demonstrated performance is assessed in terms of
required NFPA 472 competencies. Teamwork through an established
command structure is demonstrated and practiced.

The selection and use of appropriate personal protective equipment is

presented in depth. The purposes and benefits of planning are empha-
sized because planning is key to incident prevention and resolution.
First Responders will be encouraged to remain flexible throughout the
response decision-making process, and to realize when retreating from
an incident may be the best decision.

SELF-CONTAINED BREATHING APPARATUS AND STRUCTURAL FIRE FIGHTING PROTECTIVE

CLOTHING MAY BE APPROPRIATE FOR RECON AT A VEHICLE ACCIDENT SITE

3-7
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents

‹ As a means of introduction for this section, refer students to the

set of shipping papers located in Appendicies 37, 38, 39 and 40. Point
out key information items contained in each, especially where to lo-
cate information about the potential hazardous effects of the materials
being transported (and emergency medical information).

3-8
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents
All shipments of hazardous materials, as defined by DOT, must be
accompanied by shipping papers. Shipping papers vary depending on
the mode of transportation. Documents for hazardous materials at
fixed sites are also required. These facility documents include Material
Safety Data Sheets (MSDSs). In this section you will learn how to use
shipping papers and facility documents to recognize the presence of
hazardous materials.

MSDS FORMS ARE REQUIRED TO BE STORED AT

ALL FACILITIES THAT MANUFACTURE, STORE, OR
For examples of Shipping Documents, see appendicies 37, 38, 39 and USE HAZARDOUS CHEMICALS.
40

For examples of MSDS, see appendicies 21-36

SHIPPING PAPERS ARE REQUIRED FOR

HAZARDOUS MATERIALS IN ALL FORMS OF
TRANSPORTATION.

3-9
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents (continued)

µ Discuss types of information typically contained on shipping pa-

pers. Explain that shipping papers provide detailed information about
the contents of the shipment. Shipping papers provide clues regarding
the presence of hazardous materials. Ask participants to relate relevant
experiences with shipping documents.

‹ Note that the form requires the shipper to enter identifying in-
formation. These entries can indicate potential danger. Some of the
categories of information on shipping papers may not get filled in
completely at the point of shipping. Incomplete shipping papers may
not reveal whether (and what) hazardous material might be on board.
It takes close scrutiny to conclude the exact nature and type of poten-
tially dangerous material involved (they do not behave uniformly, and
vary in appearance), but a determination is necessary so that effective
prevention and mitigation can be attempted.

‹ Mention the typical location of shipping papers. For highway

transportation shipments, they can usually be found within arm’s
reach of the driver if he/she is in the cab. If the driver has left the
vehicle, the papers must be on the seat or in a pocket on the inside
of the driver’s door. If the truck has tipped over, the papers may have
dropped on the floor.

3-10
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials Key Point

#5: Shipping Papers and Facility Documents (continued) As valuable as shipping papers are, keep
Shipping papers: in mind that they are not always com-
Shipping papers provide detailed information about the contents of plete, and sometimes even required entries
are missing.
the shipment. They signal the presence of hazardous materials through
a variety of required entries. Properly completed shipping papers are
supposed to describe:
— Name of material, hazard class and division, DOT Identification
Number, container location
— REPORTABLE QUANTITY (RQ) indicates an amount that must be
reported if spilled. E.g., if RQ is 101 lbs. and you spill more than
101 lbs., you must report the spill to the NRC
— PACKING GROUP (PG) I, II, or III indicates the degree of danger
represented by the material (I = great danger, II = medium danger,
III = minor danger).
— Emergency Contact: Phone number for shipper or CHEMTREC
— The notation TOXIC INHALATION HAZARD (TIH), is to appear on
the shipping papers when a respiratory hazard is present.
These hazard zones are meant to categorize hazardous material
shipments into groups relative to their potential lethality and serve
as a guideline regarding how deadly some agents may become
when volatilized.
— Note that TIH hazard zones are listed in the green section of the
��������������������������� ��������
ERG.
�������������������������������������������

��������������

�����������������������������������������������������������������������������������
����������������������������������������
� �
��������������
������������������ �
����������������������������
������������� �������������������������������
���������������������� �������������������������������������������

��������� ���������������������
������ �����������������������
��������� �����������
���������������������������������������������
���������������� �������������������
��������������������������������������������
����®�
������� �����������������������������������
������ �������������������� �����
��������� ��������������� ��������
���������������� ������������������ ���������������
����®�
�������������������������� ����������������������

��������®��������������������������������������® ������������������������������������������������

�������� ������� � ���������������������������������������������������� ������ ����� ������

����� ���� �� ����������������������� ����� ��������� ����

� ������������ � ����������������������������������������������������������� ����� ���� ��

� ������������ � �������������������������������������� ����� ���� ��

� ���������� � �������������������������������� �� ���� �

����������� �����

����������������������������������������������������������������������

����������������������������������������������������������������������������������������������������������������������������������������������������������
����������������������������������������������������������������������������������������������������������������������������������������

����������������������������������������������������������������������������������������������������������������

������������������������������������������������������������������������������������������������������������������������������������������������������
����������������������������������������������������������������������������������������������������������������������������������������������������������
������������������������������������������������������������������������������������������������������������������������������������������������

������� �������
������������� �����������������

������������������������ ����������������������������������������������

T.J. Jackson

�����������

3-11
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Thought Questions about Shipping Clues for Recognizing Hazardous Materials

Papers #5: Shipping Papers and Facility Documents (continued)
Bill of Lading:
µ Have students glance through the reference chart displaying differ-
1. What is the UN number for the first
ent shipping papers used for various forms of transportation, and have
hazardous material listed; how can
this information be used if the mate- them use the sample shipping papers in Appendicies 37, 38, 39 and 40
rial was spilled during a motor vehicle to answer the thought questions in the left column. On these example
incident with the truck? shipping documents, point out where to look for the most important
2. How many containers of sulfuric acid information about the potential effects of materials in transport.
are in the load; what is their DOT
hazard class? ‹ Encourage them to become familiar with the types of shipping
Rail Consist: documents used locally. If possible, obtain examples before the train-
1. What is the reporting mark and num- ing, to show during class.
bers for car number 8 on this consist?
What hazardous material does it con- ‹ Note that some rail lines list cars on consists from rear to front;
tain? What is the DOT hazard class of others list from front to rear.
this material?
2. Are the railcars on this consist listed
in order from front to rear or rear to ‹ Mention that the document known as the Air Bill lists freight
front? Why is it important? How does charges for air shipments.
knowing this information help the
emergency responder? ‹ Note that a document entitled Shipper’s Declaration is perhaps the
Dangerous Cargo Manifest: most helpful document for determining hazardous cargo on the water-
1. What is the UN number for the third ways.
hazardous material listed, and how can
this information be used if the mate-
rial was spilled on deck during ship-
ping?
2. What are the health hazards of para
nitro toluene? Which ERG guide page
should be referred to for guidance in
handling an emergency involving this
product?
Shipper’s Declaration:
1. Are there any cylinders of hazardous
material aboard? If so, is the hazardous
material in the cylinders flammable?
2. What is the purpose of listing the
chemical name, tetraethylene-
pentamine, in parentheses, after the
proper shipping name (amines, solid
corrosive)?

3-12
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents (continued)

Shipping papers by mode of transportation a

Title of shipping paper Location of shipping papers Responsible person
Highway Bill of Lading or Freight Bill Cab of vehicle within reach of Driver
the driver
Rail Consist and/or Waybill Locomotive Conductor or Engineer
Water Dangerous Cargo Manifest Wheelhouse or pipe-like con- Captain or Master
tainer on barge
Air Air Bill with Shipper’s Certification Cockpit (may also be outside of Pilot
for Restricted Articles packages or attached to the out-
side of packages)
a The Appendicies 37, 38, 39 and 40 includes sample shipping papers from these various modes of transportation.

3-13
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents (continued)

µ Ask students to read the section on Material Safety Data Sheets

(MSDSs).

µ Have students analyze and compare the appended MSDSs (chlo-

rine, nitric acid, gasoline, and diazinon) to determine which of the
materials has the lowest boiling point. Ask if boiling point should af-
fect the manner in which a product is shipped.

APPENDICIES:

Chlorine 25-29
Nitric acid 22-24
Gasoline 32-34
Diazinon 30 and 31

3-14
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials Key Point

#5: Shipping Papers and Facility Documents (continued)
Material Safety Data Sheets:
Documents for fixed facilities include MATERIAL SAFETY DATA SHEETS
(MSDSs) and related reports. The owner or manager of the facility is
required to keep MSDSs for all hazardous materials (above an estab-
lished quantity) handled or stored at the facility.
Like all documents, the information that
you find on an MSDS should be veri-
fied with other sources of information.
The information on an MSDS may be
incorrect, incomplete, or irrelevant. And,
a particular MSDS may be hard to inter-
pret because formats vary.

MSDSs may take many forms, but they will always include the follow-
ing information:
— Chemical name
— Hazardous ingredients/chemical identity
— Physical characteristics
— Fire and explosion data
— Reactivity
— Health hazards
— Usage, handling, and storage
— Special protection and precautions

MSDSs are made available to local emergency responders for pre-inci-

dent planning. Any pre-incident plan should include information on
where the facilities in a specific jurisdiction keep MSDSs. MSDSs may
be kept in an office some distance from the storage building or they
may be kept in a container on-site that is set aside specifically for use
by emergency responders. Obviously, if a location has not been sub-
jected to pre-incident planning, no guidance will exist for specifically
where to look for any MSDSs.

APPENDICIES:

Chlorine 25-29
Nitric acid 22-24
Gasoline 32-34
Diazinon 30 and 31

3-15
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents (continued)
Team Activity—MSDS Documentation:
Have each team report their answers for either chlorine of nitric acid (having studied the MSDSs located in the
Appendix). Go back and forth between teams comparing and contrasting MSDSs to keep everyone involved in the
activity. The activity answer key is below.

Mention that written evidence can also be helpful in determining a specific substance. For this reason, First
Responders need to know where such documents can be found, and how to decipher them. Documents to seek out
include shipping papers, MSDSs, and other facility documents.

Hazard and response information
a. Physical and chemical properties
b. Health hazards
c. Signs and symptoms of exposure
d. Routes of entry
e. Permissible exposure limits
f. Manufacturer
g. Precautions for safe handling
h. Applicable control measures, PPE
i. Emergency and first-aid procedures
Chlorine (Appendix 25-29)
Heavier than air gas. It is not
flammable; supports combustion;
reactive.
Corrosive to skin, eyes, and mu-
cous membranes; causes pulmonary
edema
Frostbite, burning eyes, respiratory
signs and symptoms
Inhalation
0.05 ppm
ABC Chemical
Keep out of reach of children
SFPC provides limited protection
in fires; ineffective in spills
Wash, respiratory support
Nitric acid (Appendix 22-24)
Fuming liquid. It is not combus-
tible; it is an oxidizer produces
corrosive, toxic fumes.
Irritates skin, eyes; causes dental
erosion, bronchitis, pneumonitis
Irritates skin, eyes, respiratory tract
Inhalation, ingestion, and absorp-
tion
2 ppm
Mid-Kan Chemical, Inc.
Store in clean, cool, well-ventilated
area
SFPC provides limited protection
in fires; ineffective in spills
Decon with water, respiratory sup-
port

3-16
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents (continued)
Team Activity—MSDS Documentation:
With your team, discuss and determine these information items for your assigned chemical. Use any appropriate ref-
erence materials and the MSDSs for nitric acid and chlorine that are located in the Appendix.

During the report-back, be sure to correct your answers, if needed, and write in the appropriate response for the
chemical addressed by the other team.

Hazard and response information Chlorine Nitric acid

a. Physical and chemical properties

b. Health hazards

c. Signs and symptoms of exposure

d. Routes of entry

e. Permissible exposure limits

f. Manufacturers contact

g. Precautions for safe handling

h. Applicable control measures, PPE

i. Emergency and first-aid procedures

3-17
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
FACILITATOR NOTES
Threshold Planning Quantities
(TPQ)
Threshold planning quantities (TPQ) for
Extremely Hazardous Substances (EHS)
are defined by SARA. Please note that the
TPQ for all of the EHS is either the TPQ
listed or 500 lbs., whichever is lower.
For any chemical that is not an EHS, but
is a Hazardous Chemical under OSHA
regulations, and therefore requires the
preparation and availability of a MSDS,
the TPQ is 10,000 lbs.
Extremely Hazardous Substances
(EHS)
EHS include any of the 406 chemicals
identified by EPA as toxic, and listed un-
der SARA Title III. The list is subject to
periodic revision.
3-18
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials
#5: Shipping Papers and Facility Documents (continued)
µ Try to obtain a copy of a completed Tier I or Tier II report for the
class to examine. Otherwise, have student refer to the example in the
Appendix 36. Mention that facilities are often required to document
any chemical inventory and share this information with the local fire
department via a Tier II report.
‹ Tier II reports are due in March for the previous year. Because the
information is somewhat dated, it should not be considered reliable.
These reports are supposed to include the name, quantity, and location
of hazardous materials that a given facility stores, processes, or uses as
part of their business.
‹ Mention that the reports are required by the EPA if the facility
stores or uses hazardous chemicals at or above the Threshold Planning
Quantity (TPQ) or 10,000 lbs., whichever is less.
‹ Emphasize the need for evaluating these reports while developing a
pre-incident plan for a given facility.
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials
#5: Shipping Papers and Facility Documents (continued)
Other Facility Documents/Tier II Reports: ( Appendix 36)
Every year, facilities covered by the Emergency Planning and
Community Right to Know Act (EPCRA) must submit an emergency
and hazardous chemical inventory form to the Local Emergency
Planning Committee (LEPC), the State Emergency Response
Commisson (SERC), and the local fire department. Most facilities
complete a Tier II form. Tier II forms require basic facility identifica-
tion information, employee contact information for both emergencies
and non-emergencies, and information about chemicals stored or used
at the facility, including:
A. The chemical name or the common name and health hazards as
indicated on the MSDS
B. An estimate of the maximum amount of the chemical present at
any time during the previous calendar year and the average daily
amount
c. A brief description of the container and conditions the chemical is
stored in
D. The location of the chemical at the facility
E. An indication of whether the owner of the facility elects to with-
hold location information from disclosure to the public
F. Emergency contacts
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
Contents of a Tier II Report
Section 1: Facility Identification
Every location of chemicals within a
facility is required to have a separate,
completed report including full name and
address.
Section 2: Emergency Contacts
This section includes space to record the
name, address and phone number of the
facility owner or operator.
Section 3: Chemical description,
Hazards, Amounts, Locations
Specific information concerning the na-
ture of the stored chemicals is required
to be included, and is provided to emer-
gency personnel to aid response. The in-
ventory section asks for a maximum daily
amount, the average daily amount, and
the total number of days/year the chemi-
cal is present at the facility. The form also
includes space to report the type of con-
tainer each chemical is stored in, whether
it is stored under pressure or held at other
than normal temperature.
Section 4: Certification
The owner, operator, or officially desig-
nated representative of the facility must
certify that all information included in
the Tier II report is true, accurate, and
complete before filing it with the Depart-
ment of Environmental Quality.
3-19
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
FACILITATOR NOTES
Key Points
A. The NIOSH Pocket Guide indexes
specific chemicals according to their
physical properties, toxicity, and ap-
propriate personal protective equip-
ment.
B. It is important to consider this in-
formation simultaneously with that
provided by other recognition clues:
dispatch information, container shape
and size, etc.
C. Never rely on a single clue or resource
to dictate actions at a hazardous mate-
rials incident.
3-20
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Clues for Recognizing Hazardous Materials
#5: Shipping Papers and Facility Documents (continued)
µ Look up one chemical with the students to demonstrate how to
use the NIOSH Pocket Guide (print and digital versions). Ask frequent
questions to make sure everyone becomes familiar with the various
sections. Ask several participants to relate how they have personally
benefited from expedient use of the Pocket Guide.
‹ Have students read the NIOSH Pocket Guide section of their
manuals. Then have them individually complete the related workbook
task, using either the print text or the digitized version of the Pocket
Guide. Explain that the front pages of the Pocket Guide explain how
the contents are organized.
‹ Walk through these examples with the class, demonstrating use of
the Pocket Guide:
1. What does CAS stand for? [Chemical Abstract Service]
2. What is the CAS number for hydrogen peroxide? [7722-84-1]
3. What are the target organs for exposure to hydrogen fluoride?
[Eyes, skin, respiratory system, and bones]
4. What material has a CAS number of 108-88-3? [Toluene]
5. What is the NIOSH Pocket Guide explanation of IDLH?
[Immediately Dangerous to Life or Health—a condition that poses
a threat of exposure to airborne contaminants when that exposure
is likely to cause death or immediate or delayed permanent adverse
health effects or prevent escape from such an environment]
Then ask participants to independently answer these questions using
the Pocket Guide:
1. What does hydrochloric acid react violently with? [Water]
2. What is the molecular weight of hexane? [86.2]
3. What is the IDLH for chlorine? [10 ppm]
4. What is the LEL and UEL for ethylene oxide? [3–100%]
5. What is the IDLH for chlorine? [10 ppm]
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials What are Chemical Abstracts Service
#5: Shipping Papers and Facility Documents (continued) (CAS) registry numbers?

NIOSH Pocket Guide To Chemical Hazards:
The NIOSH Pocket Guide helps First Responders initially weigh risks
and benefits of entry at a hazardous materials scene based on chemi-
cal and physical properties of the probable product(s) involved. The
Pocket Guide provides descriptions of many chemicals along with their
properties and effects as well as recommended precautions and re-
sponse guidance. The data is consolidated by using abbreviations and
codes.
CAS numbers reflect each chemical’s
unique structure/formula. These chemi-
cal registry numbers expedite computer-
ized database searches.
A page index of CAS registry chemicals is
located in the back of the Pocket Guide to
help locate a specific substance.

The Pocket Guide includes the following information:

— Chemical name and structure
— Chemical Abstract Service (CAS) and Registry of Toxic Effects of
Chemical Substances (RTECS) numbers
— DOT identification number
— ERG guide number
— Synonyms, trade names, conversion factors
— Exposure limits
— Immediately dangerous to life or health (IDLH) concentrations
— Physical description
— Chemical and physical properties
— Incompatible and reactive substances
— Measurement method
— Personal protection and sanitation
— Recommended respirator
— Route of health hazard
— First aid
— Target organs affected by exposure

3-21
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents (continued)
Workbook Task:
Encourage students to be as fast and accurate as possible as they use the NIOSH Pocket Guide to answer the work-
book task questions. Knowing how to think—then thinking and acting quickly—are key to an effective, efficient
incident response. Suggest students take about 10 minutes to complete this activity (one minute or less per question).

Instructions: Answer these questions using the NIOSH Pocket Guide to Chemical Hazards as a reference source.

1a. What is the CAS Number for hydrogen peroxide?

7722-84-1
1b. How many synonyms are listed for hydrogen peroxide?
5
1c. What are two of those synonyms?
Hydrogen dioxide and high strength hydrogen peroxide, hydroperoxide, peroxide, hydrogen peroxide
2. What is the UN# for a >60% solution of this product?
2015
3a. What does IDLH stand for?
Immediately Dangerous to Life and Health
3b. What is the time period associated with this term?
30 min.
4. What is the IDLH for hydrogen chloride?
50 ppm
5. What are the four symptoms of exposure to sodium hydroxide?
Irritated eyes, skin; Pneuitis; Eye and skin burns; and Temporary loss of hair
6. What are the target organs for exposure to hydrogen fluoride?
Skin, eyes, respiratory system, bones
7. What is the LEL and UEL for ethylene oxide?
3% - 100%
8. What is the meaning of Ca under the IDLH column?
Carcinogenic
9. What are the routes of exposure to HF?
Inhalation, absorption, ingestion, contact
10. What are the last two symptoms of exposure to hydrogen peroxide?
Skin vesicles, bleaching hair

3-22
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Clues for Recognizing Hazardous Materials

#5: Shipping Papers and Facility Documents (continued)
Workbook Task:
Use the NIOSH Pocket Guide to Chemical Hazards to answer these questions. Speed with accuracy is the goal here, as
is the case when responding to an actual hazardous incident.

1. What is the CAS Number for hydrogen peroxide?

1a. How many synonyms are listed for hydrogen peroxide?

1b. What are two of those synonyms?

2. What is the UN# for a >60% solution of this product?

3. What does IDLH stand for?

3a. What is the time period associated with this term?

4. What is the IDLH for hydrogen chloride?

5. What are the four symptoms of exposure to sodium hydroxide?

6. What are the target organs for exposure to hydrogen fluoride?

7. What is the LEL and UEL for ethylene oxide?

8. What is the meaning of Ca under the IDLH column?

9. What are the routes of exposure to HF?

10. What are the last two symptoms of exposure to hydrogen peroxide?

3-23
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning

‹ Try to acquire copies of a completed jurisdiction pre-incident plan

to share with the class. Relate that pre-incident planning is an integral
component of fire fighter safety because it helps First Responders un-
derstand the potential hazards they may face at a given facility.

µ Discuss pre-incident planning as having the following compo-

nents. Point out to students where respective information is located in
their texts.

Hazard identification:
It is essential for First Responders to identify facilities containing haz-
ardous materials before any problems arise (including commercial,
industrial, and recreational).
A. Recognize indicators that hazardous materials might be present
B. Obtain specific data on each potentially hazardous material
C. Review each facility’s emergency plan
D. Look at what each facility is manufacturing, how supplies are
stored, and what kinds of equipment are used

Hazard analysis:
Potential harm must be assessed.
A. Determine the properties or characteristics that might make a ma-
terial hazardous
B. Consider prospective harm to life, environment, and property
C. Identify vulnerable populations and surrounding areas
D. Imagine various dangerous scenarios, including a worst case sce-
nario at particular locations (along with what actions and resourc-
es would be needed)

Risk assessment:
The likelihood of emergencies must be determined.
A. Collect data from inspections, facility files, and reference books
B. Consider negative effects on fire service personnel, civilians, and
property

Resource analysis:
All personnel, supplies, equipment, and funding for emergency man-
agement must be projected.
A. Make a categorized inventory of actual resources available locally
B. Specify capabilities and limitations of the fire department
C. Plan how available resources would be used
D. Locate and obtain other necessary resources, getting assistance
from external organizations such as:
» Public health agencies
» State and local environmental agencies
» The water authority; utility companies

3-24
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning
Pre-incident Planning Component #1—Hazard Identification:
Before visiting a facility, prepare for the on-site survey. Obtain infor-
mation from public records such as Tier II reports and risk manage-
ment plans (RMPs) regarding:
— What the facility manufactures
— How supplies are stored
— What equipment is being used

In addition to fixed-site facilities, also develop pre-incident plans for:

A. Transportation corridors: highways, waterways
B. Landfills
C. Construction sites
D. Retail areas
E. Underground storage tanks
F. Utility right-of-ways
G. Rail yards
ACCESS POINTS TO KNOWN HIGH HAZARD
AREAS SHOULD BE IDENTIFIED EARLY
Pre-incident Planning Component #2—Hazard Analysis:
For work areas where hazardous materials exist, fire fighters focus on
the complexities of dealing with individual product hazards. Other
workplace hazards must also be recognized and managed to ensure
the safest working environment possible and reduce associated risk.
Common work area hazards include:
A. Terrain and dangerous work surfaces
B. Slip, trip and fall hazards
C. Confined spaces
D. Geographic separation
E. Obscured visibility
AN IMPORTANT FUNCTION OF THE SAFETY
F. High noise environment OFFICER IS TO ASSESS HAZARDS SUCH AS
DANGEROUS WORK SURFACES AND UNSTABLE
G. Static electricity LOADS
H. Operations requiring hoisting/lowering
I. Unstable loads
J. Lighting

3-25
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning (continued)

3-26
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning (continued)

Component #3—Risk Assessment:
To assess risks, obtain information regarding:
— Transportation frequency and routes
— Specific risks to people and property in vulnerable areas
— Past experiences with the material and the facility
— Existing control and safeguard mechanisms

A thorough hazard identification and risk assessment identifies fixed

facilities posing the most concern to a community. Site-specific pre- IT IS VITAL TO BECOME FAMILIAR WITH
SPECIFIC FACILITY MARKINGS AND HAZARD
incident plans should be developed for those facilities. Before conduct- LOCATIONS
ing an actual inspection of a site, review all available information on
the facility:
— Previous inspection reports
— Any prior pre-incident plans
— Drawings
— Permit applications
— History of fires or chemical incidents
— MSDSs or lists of chemicals
— Exposures
FREQUENT REVIEW OF PLANS ALLOWS ALL
RESPONDERS TO EFFECTIVELY PERFORM THEIR
Component #4—Resource Analysis: ROLES DURING AN EMERGENCY
Specify all resources that would be needed to control an incident such
as:
A. Personnel
B. Supplies
C. Equipment
D. Funding
E. Knowledge
F. Expertise
G. Access to other agencies
H. Regulatory processes

After determining what resources will be needed to appropriately re-

spond to an incident, inventory the actual resources and obtain neces-
sary extras. Plan for ways to reduce risks, limit the consequences, and
improve response capabilities.

3-27
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning: Team Activity

µ Have students apply material from the pre-incident planning sec-

tion to complete a pre-incident plan for a specific location.

‹ Refer class participants to the Appendicies 49, 50 and 51 for refer-

ence materials including:
— Suggestions for how to survey a site for pre-planning purposes
— A sample blank pre-incident plan form
— A pre-incident planning resource identification survey

µ Have the class use these references to develop a list of the most
important items that they think should be included in a pre-incident
plan.

‹ Using the questions they generated, or a copy of the appended

form, have teams work on sections of a pre-incident plan for a readily
accessible area location (e.g., building supply store, a discount ware-
house). All teams should pre-plan the same location.

Assign each team several sections of the pre-plan form to complete.

Upon completion of their small group work, call on each team to give
a report-back on their completed pre-plan sections. Encourage class
members to make suggestions based on prior experience.

‹ Ask each team a few follow-up questions such as these:

1. What are the building features and safety devices you would eval-
uate during a pre-incident plan walk-through?
2. What areas of the site are vulnerable, and why?
3. What steps could you take to protect these areas or reduce the risk
of exposure?

Optional Reinforcement Activity:

‹ Time permitting, encourage students to complete a copy of the
pre-incident plan form (see Appendicies 49, 50 and 51) to summarize
one of the department’s pre-incident plans, if available.

Invite students to share the appended blank copy of the pre-incident

plan form locally if a standardized format has yet to be adopted.

3-28
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning: Team Activity

Many characteristics of an incident can affect your response plan. List
the contents that a complete pre-incident plan should include.

Then, as a team, develop a pre-incident plan for a local facility us-

ing the blank copy of a pre-incident planning form located in
Appendicies 49, 50 and 51.

Contents of a pre-incident plan

Describe the occupancy:

Determine building construction features:

Identify the hazardous materials present:

Analyze the risks associated with the hazard:

Identify available resources:

3-29
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning: Team Activity (continued)

Here are the kinds of information participants should have included in
their pre-incident plan:

Contents of a pre-incident plan

Describe the occupancy:
— What type of business/product
— Location/exposures
— Building access/egress
— Topographical and environmental concerns
— Waterways/storm sewers
Determine building construction features:
— Type of construction/fire load
— Water supply
— Work area hazards
— Utilities
— Fire protection features and systems
Identify the hazardous materials present:
— Tier II reports
— Facility documents (MSDSs)
— Type of chemicals
— Container shapes and sizes
— Quantity of chemicals
— Chemical storage location within facility
Assess the risks associated with the hazard:
— What is the probability of exposure to a hazardous material?
— What factors should limit your response at the operations level?
— Work schedules/number of employees and occupants
Identify available resources:
— Emergency resources
— Facility emergency plans
— Local emergency response capabilities
— Emergency medical support

3-30
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning: Team Activity (continued)

Use this table as a checklist to verify your plan’s completeness.

Contents of a pre-incident plan

Describe the occupancy:
— What type of business/product
— Location/exposures
— Building access/egress
— Topographical and environmental concerns
— Waterways/storm sewers
Determine building construction features:
— Type of construction/fire load
— Water supply
— Work area hazards
— Utilities
— Fire protection features and systems
Identify the hazardous materials present:
— Tier II reports
— Facility documents (MSDSs)
— Type of chemicals
— Container shapes and sizes
— Quantity of chemicals
— Chemical storage location within facility
Assess the risks associated with the hazard:
— What is the probability of exposure to a hazardous material?
— What factors should limit your response at the operations level?
— Work schedules/number of employees and occupants
Identify available resources:
— Emergency resources
— Facility emergency plans
— Local emergency response capabilities
— Emergency medical support

3-31
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
FACILITATOR NOTES
First Responder Acts as News Reporter
Like a news reporter, a First Responder
conducts a targeted search for a story’s
explanatory details.
Who:
– Who could help identify the hazard-
ous product involved?
– Who is needed to safely respond?
What:
– What are the product’s characteristics
(form, behavior, quantity, etc.)?
– What are the anticipated negative ef-
fects and warranted precautions?
When:
– When is the incident occurring (time
of day, weather conditions, etc.)
– When might the associated dangers
increase?
Where:
– Where will the incident have the worst
and longest effects?
– Where should victims be sheltered or
evacuated to?
3-32
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
APIE Process Applied to First Responder Actions
‹ Reintroduce the APIE process as bringing logic and order to the
way hazardous materials incidents need to be considered. This way of
thinking should become second nature, like the step-by-step proce-
dures followed in establishing an incident command system.
µ Relate that NFPA 472 stipulates following the APIE process
(Section 5.1.2.1). It specifies that the First Responder who is trained at
the operations level shall be able to:
— Analyze a hazardous materials incident to determine the magni-
tude of the problem in terms of outcomes.
— Plan an initial response within the capabilities and competencies
of available personnel, personal protective equipment, and control
equipment.
— Implement the planned response to favorably change the out-
comes consistent with the local emergency response plan and the
organization’s standard operating procedures.
— Evaluate the progress of the actions taken to ensure that the re-
sponse objectives are being met safely, effectively, and efficiently.
‹ Note that specific First Responder actions will be described and
considered in this text according to the stage of the APIE process when
each action is normally performed. Talk about the First Responder
actions as they would progress through the four stages. Note that the
actions taken during any phase will depend on how a particular inci-
dent unfolds, and the extent to which actions taken within the previ-
ous phase were effective.
µ Describe the APIE process as systematically narrowing in on de-
finitive facts: similar to the process of investigative news reporting.
(See left column.)
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

APIE Process Applied to First Responder Actions

A four-stage process is used to think through and carry out an emergency response:

1. ANALYZE the problem

2. PLAN the response

4. EVALUATE the progress

3. IMPLEMENT the plan

The APIE process can be applied to all types of emergencies, such as those at commercial fixed sites, along transporta-
tion corridors, at non-structural locations, and at residences. Each stage of the process requires a set of standardized
actions from First Responders, as shown below.

APIE process First Responder actions

ANALYZE — Consider dispatch information
the problem — Initiate an Incident Management System; Designate a Safety Officer
— Survey the scene: Utilize a pre-incident plan; consider occupancy/location, container
shapes/sizes, placards, and shipping papers/facility documents; take weather conditions into
account
— Collect and interpret information: Determine the hazards; use the ERG, Pocket Guide, and
MSDSs; contact shipper, manufacturer, and CHEMTREC
— Conduct risk-benefit analysis
PLAN — Determine response objectives and defensive options
the response — Determine the appropriate Personal Protective Equipment
— Identify emergency decontamination procedures
— Assess vulnerable populations; Consider evacuation versus shelter-in-place
IMPLEMENT — Establish and enforce scene control procedures
the plan — Implement the response plan
— Perform defensive control functions: Extinguishment, vapor suppression, defensive spill
control, vapor dispersion, remote valve shut-off
— Perform decontamination
— Conduct rescue/recovery
— Don, work in, and doff the appropriate PPE
EVALUATE — Evaluate the status of the implemented plan
the progress — Communicate the status of the planned response

3-33
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage

µ Review how the initial arriving officer typically establishes com-

mand and acts as scene safety officer until that role is delegated. A
Safety Officer is required by 29 CFR 1910.120 and NFPA 472 (to be
selected when setting up an incident command structure).

‹ Emphasize the importance of determining any site safety concerns

for an incident prior to the initiation of entry-level tactical control
operations.

Explain that the analysis stage of the response includes:

1. Consider dispatch information
2. Initiate an incident management system
3. Survey the scene
4. Collect and interpret information
5. Conduct a risk-benefit analysis

3-34
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Key Point

Analysis Stage Site-specific safety information, when
present in pre-planning documents, aids
1. Consider Dispatch Information efficient and effective resolution of emer-
First Responders are encouraged to ask for additional informa- gency incidents.
tion to supplement the facts that were initially dispatched. If the
involvement of a specific chemical can be ascertained, it can be
researched while on the way to the scene to optimize response effi-
ciency and effectiveness and to take appropriate safety precautions. Topics for Safety Briefing (for all
personnel operating at an incident)
– Chemical Hazards
2. Initiate Incident Management System
Typically, command is assigned to the company officer of the first – Use of the Buddy System
arriving unit. This Incident Commander must be identifiable and – Physical Hazards
located at the Command Post as soon as practical. – Decontamination
– Control Zones
Though the Incident Commander has overall responsibility for – Site Map
the safety and health of fire department members at the scene, the – Communications
Incident Safety Officer is appointed to help manage this task. The – Personal Protective Equipment
Safety Officer assesses hazardous and unsafe situations at emergen-
cy incidents. In order to function effectively, this individual has
the emergency authority to prevent or stop unsafe acts that pres-
ent an immediate danger to life or health. The Safety Officer has
an obligation to advise the Incident Commander of his actions.

First Responders must secure the scene and control access to the
area as early as possible during the incident. In most cases, the
establishment of controlled access areas should start at an outside
perimeter and work toward isolation of the contaminated area.
The Hot Zone should be established after the isolation perimeter
is secured.

Numerous government agencies and private firms may become

involved in hazardous materials incidents. Coordination of co-
operating agencies may become too complex for the Incident
Commander, so a Liaison Officer may need to be designated to
assist in this function, thereby helping the Incident Commander
maintain a manageable span of control.

The safety and security of response personnel and others in an area

of an emergency response incident site is the Incident Commander’s
top priority. The use of a site safety plan helps assure the safety
and health of responders on the site (OSHA 29 CFR 1910.120
HAZWOPER). Ideally, a site safety plan will be present at a loca-
tion, in which case it can instrumentally inform, instruct, and
protect everyone involved.

3-35
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)

‹ Interview a couple of students about what it means to survey a

scene. Then have the students scan the respective information pro-
vided in their texts.

‹ Note that when using detection devices (monitoring equipment),

fire fighters need to understand how these devices operate. Briefly
discuss the use of monitoring instruments to identify the presence
and quantity of flammable gas/liquid environments. Talk about using
monitors such as CGIs to help establish Hot Zone boundaries.

‹ Relate the discussion of surveying the scene to the local fire depart-
ment and the specific equipment they use. Have examples of local
equipment on hand for demonstration and discussion.

3-36
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)

3. Survey the Scene

Surveying, or sizing-up, hazardous materials incidents is the same
process used for other fire department responses. This process be-
gins before the response, and continues beyond termination of the
incident. Strategic priorities are the same: life safety (emergency
responders and civilians), incident stabilization, environmental
and property conservation. When conducting a size-up, position
yourself uphill and upwind of any release and consider terrain and
weather conditions. Determine the identities, quantities, handling BOTH HAZARDOUS MATERIALS AND THE
WEATHER CAN CONTRIBUTE TO COLD AND
considerations, and locations of the involved hazardous materials; HEAT INJURIES.
by what means the material is spreading; and the hazards likely to
result from the spill or release.

The appropriate evacuation distance for each incident must be

based on release rates, hazards of the materials, environmental
considerations (weather, topography), and time required for tak-
ing protective actions in specific areas. Detection devices can be
used by trained personnel to assist in this decision-making pro-
cess. It is also important to be alert for any signs and/or symptoms
of exposure among personnel, civilians, or animals including in-
sects, birds, and fish.

3-37
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)

‹ Lead a general class discussion of injuries that can occur from

too much cold or too much heat. Have students check the responses
against the information provided in their manuals.

‹ During the discussion of weather-related heat and cold injuries,

mention that the body can lose or gain heat in several ways.

How heat loss or gain occurs

Method of heat loss or gain What causes the loss or gain
Conduction Direct contact
Convection Air and/or water currents
Radiation Heat waves
Evaporation Drying
Respiration Breathing

3-38
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)
Consider Weather Conditions:
Temperature extremes, lightning, humidity, precipitation, and wind will negatively affect the outcome of an inci-
dent. High temperatures coupled with humidity are measured as humiture.

Humiture index
104 98 104 110 120 132
102 97 101 108 117 125
Humiture Danger Category/Injury Threat
100 95 99 105 110 120 132
Above 130 Extreme Danger: Heat stroke
98 93 97 101 106 110 125
imminent
96 91 95 98 104 108 120 128
94 89 93 95 100 105 111 122
105 – 130 Danger: Heat cramps and heat
Temperature (°F)

92 87 90 92 96 100 106 115 122

exhaustion likely; heat stroke
90 85 88 90 92 96 100 106 114 122 possible if exposure is prolonged
and there is physical activity
88 82 86 87 89 93 95 100 106 115
90 – 105 Extreme Caution: Heat cramps and
86 80 84 85 87 90 92 96 100 109
heat cramps possible if exposure
84 78 81 83 85 86 89 91 95 99 is prolonged and there is physical
activity
82 77 79 80 81 84 86 89 91 95
80 – 90 Caution: Fatigue possible if
80 75 77 78 79 81 83 85 86 89
exposure is prolonged and there is
78 72 75 77 78 79 80 81 83 85 physical activity
76 70 72 75 76 77 77 77 78 79
Below 80 None: Little or no danger under
74 68 70 73 74 75 75 75 76 77
normal circumstances
10% 20% 30% 40% 50% 60% 70% 80% 90%
Relative Humidity

Heat Injuries:
All personnel should be monitored for heat stress whenever the humiture level exceeds 80; special precautions
must be taken should the humiture level exceed 90. Emergency responders are subject to heat cramps, heat ex-
haustion, and life-threatening heat stroke from excessive heat and fluid loss. A heat stress injury leaves a person
predisposed to similar injuries in the future, making prevention a high priority goal.
— Heat Cramps: Minor cramping (primarily large muscle) caused by fluid and electrolyte loss. Treatment in-
cludes cooling and fluid/electrolyte replacement.
— Heat Exhaustion: Caused by fluid loss from sweating and other dehydrating conditions. The body experiences
difficulty replacing the fluid loss, as exhibited by profuse sweating, cool skin, dizziness, loss of motor func-
tion, and sometimes loss of consciousness. Treatment includes cooling, fluid replacement, and potentially
hospitalization.
— Heat Stroke: When suffering from this extreme heat emergency, the brain loses its ability to control the body’s
temperature, so the body overheats from the inside out. Symptoms include hot skin that may be dry or wet
if preceded by sweating; loss of motor control; and diminishing consciousness. Required emergency medical
attention usually includes rapid cooling and hospitalization.

3-39
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)

‹ For training in parts of the country that experience cold weather,

discuss the magnifying effects of wind chill and place a couple of ex-
amples from the chart below on an easel pad. At -25°F to -75°F, flesh
may freeze even when clothed properly, and below -75°F flesh may
freeze within 30 seconds.

3-40
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)
Cold-induced Injuries:
Low temperatures combined with windy conditions create a danger of cold induced injuries. Wind chill is an in-
dex of how the body perceives this combination of temperature and wind.

Wind chill chart: equivalent temperatures on exposed flesh (°F)

40 1 -4 -15 -22 -29 -36 -45 -54 -62 -69 -76 -87 -94
35 3 -4 -13 -20 -27 -35 -43 -52 -60 -67 -72 -83 -90
30 5 -2 -11 -18 -26 -33 -41 -49 -56 -63 -70 -78 -87
M.P.H.

25 7 0 -7 -15 -22 -29 -37 -45 -52 -58 -67 -75 -83
20 12 3 -4 -9 -17 -24 -32 -40 -46 -52 -60 -68 -76
15 16 11 1 -6 -11 -18 -25 -33 -40 -45 -51 -60 -65
10 21 16 9 2 -2 -9 -15 -22 -27 -31 -38 -45 -52
35 30 25 20 15 10 5 0 -5 -10 -15 -20 -25
Air Temperature (°F)

First Responders are subject to three forms of cold injury, all of which are typically treated with gentle warming,
supportive care and hospitalization.
— Frost Nip: Minor damage caused from the skin actually freezing. Signs include changes in skin color and a
sensation of numbness.
— Frost Bite: Local cold injury in which the freezing causes deeper tissue damage. Signs include frozen skin that
appears waxy.
— Hypothermia: Loss of body heat which results in a decrease in body temperature. Signs include shivering, loss
of touch or sensation, stiff joints or rigid posturing, drowsiness or reduced consciousness, poor motor func-
tion, rapid pulse, and slow breathing.

3-41
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)

‹ Discuss the analysis stage as being ongoing throughout the inci-

dent response.

µ Ask participants why knowledge of container shapes and sizes is

important during the data collection and interpretation stage of re-
sponse. Ask why an understanding of chemical and physical properties
is helpful at this point in the APIE process.

3-42
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process Analysis Stage: Collect and Interpret
Analysis Stage (continued) Information
Topics already covered in depth previ-
4. Collect and Interpret Information ously in this text:
Determine what, if any, containers are in use, magnifying the
– Determining hazards
image by using binoculars if possible so that you are able to maxi-
– Using the ERG and MSDSs
mize the distance between yourself and the hazard area. Examples
– Contacting information sources such
of containers include:
as the shipper, manufacturer, CHEM-
— Bulk Containers: bulk bags, bulk bottles, cargo tanks, covered TREC
hopper cars, freight containers, gondolas, pneumatic hop-
per trailers, portable tanks and bins, protective overpacks for
radioactive materials, tank cars, one-ton containers, and van
trailers
— Non-Bulk Containers: bags, bottles, boxes, carboys, cylinders,
drums, multicell packages, and wooden barrels
— Facility Containers: buildings, piping, reactors (chemical and
nuclear), storage bins, tanks and storage vessels

Responders must evaluate container markings and estimate the

amount of hazardous materials present, as well as the form of the
material and the point of release. Reference materials must be con-
sulted and a response action recommendation confirmed through
more than one source.

Conditions surrounding the incident must be considered; re-

sponders should monitor the scene continuously for possible igni-
tion sources. Accessibility must be evaluated and weather condi-
tions, including general wind direction and forecasted conditions,
should be noted.

3-43
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process

Analysis Stage (continued)

‹ Discuss the risk-benefit examples provided and call on individual

students to provide additional examples for each cell of the grid.

3-44
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Key Points

Analysis Stage (continued) A. When actions are directed toward
property conservation only, fire fight-
5. Conduct a Risk-Benefit Analysis ers should only be subjected to low
Many fire fighters learn from early training that aggressive tactics risk environments. Risk nothing for
are necessary for success. They are taught to visually assess a build- people and property already lost.
ing for entry potential in a fire situation. The usual response is to B. When actions are directed toward the
enter the structure, search for trapped occupants, and conduct fire rescue of trapped victims who have a
department operations that lead to extinguishment. This strategy low probability of survival, fire fight-
exposes response personnel to the hazards of fire fighting: hazard- ers may be subjected to moderate risk
environments.
ous materials that are generated by the fire, and materials that may
be stored in the structure and released in the course of the inci- C. When actions are directed toward the
rescue of trapped victims who have a
dent. In suspected hazardous materials incidents, such aggressive
high probability of survival, fire fight-
tactics are not wise without clear information about the hazards. ers must weigh high risk environments
against the odds of saving a viable life.
The risks taken by response personnel must be justified—and out-
weighed—by the likely benefits of their actions.

The appropriate choice between offensive and defensive opera-

tions in a hazardous materials incident may not always be evident,
especially if victims are involved. You must carefully consider the
points listed on the next page.

Risk-benefit analysis:
substantial risk requires prospect of substantial benefit
Low Risk High Risk
Perform Offensive Perform Defensive Operations
Low Benefit

or Defensive Operations Example: Fiery motor vehicle

Example: Abandoned office build- crash with obvious fatality and
ing at night with a fire alarm hazardous materials involvement
sounding. There is no visible
smoke or fire and no sprinkler
activation
Perform Offensive Operations Perform Offensive
High Benefit

Example: Conscious and alert or Defensive Operations

victim of vehicle crash involving Example: A fiery motor vehicle
hazardous materials carrier with crash involving a lightly entan-
no spill, leak, or fire. gled, conscious, and alert driver
screaming to be rescued.

3-45
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)

‹ Review the rescue checklist, noting that with experience it becomes

second nature to go through this mental checklist again and again as
an incident evolves.

3-46
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Analysis Stage (continued)
Rescue Checklist:
It is important to consider all of these factors when developing a
strategy. No rescue should be attempted when the level of risk to the
rescuer(s) is unacceptably high.

The rescuers
[ ] Are rescuers adequately skilled and experienced? What is their level of
training?
[ ] Are necessary environmental monitoring devices available to rescuers?
[ ] Is available Personal Protective Equipment (PPE) appropriate for the
hazardous material(s) involved?
[ ] Is adequate staffing available for support positions such as fire sup-
pression, safety, and backup crews?
[ ] How much time will the extrication and rescue require?
[ ] Could conditions change/worsen over time?
[ ] Are proper tools available to initiate extrication and treatment?
[ ] If necessary, has a decon area been established?

The hazardous material(s)

[ ] What is the identity of the material(s)?
[ ] If the released material is visible, is it pooling or vaporizing in the area
around the victim?
[ ] What are the properties of the involved material?
[ ] Are ignition sources present? Is a large fire or explosion likely?
[ ] How much material is involved? What is the release rate of the haz-
ardous material?
[ ] Is there any information regarding the concentration of material in
the area surrounding the victim?
[ ] If a container or vehicle is involved, what is its condition? Is it stable?

The victims(s)
[ ] Has the person(s) requiring rescue been seen or are they otherwise
known to exist?
[ ] How long has the victim been trapped or exposed to the hazardous
material? Is he or she viable?
[ ] Is the victim trapped by a vehicle or other debris?

3-47
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
FACILITATOR NOTES
Key Points
A. For property conservation only: First
Responders should not take risks
B. Victims with low probability of sur-
vival: Moderate risk may be assumed
for potentially moderate gain
C. Victims with a high probability of
survival: High risk for prospect of high
gain
3-48
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
Workbook Task in Risk-Benefit Analysis
Give students the opportunity to practice their risk-benefit analysis
skills. Have them close their books as they listen to you read each of
the following incident scenarios. Ask students to work within their
team to quickly reach a response consensus. Call on each team to
present its solution to one problem. Ask all other teams to react. All
responses need to include use of SFPC and SCBA.
You arrive at the scene of an incident where a van has overturned
on a major highway. You notice that there is a Radioactive Placard,
Class 7 on the side of the van. The driver of the van is obviously
injured, but able to move. Would you attempt to rescue the driver?
Why?
Attempt to rescue the driver of the van. Do not delay the rescue due to threat
of radiation. Low activity level radioactive materials can be transported in
common parcel-delivery type vehicles. The greater the radioactive threat, the
more substantial the packaging will be. In lesser level shipments, if packaging
is broken, the potential of exposure is not usually life threatening to the rescuer.
See Public Safety section of ERG Guide 163.
At 3 AM on a Tuesday morning, you arrive at a mobile home park-
ing lot where there is a propane leak from a 200-gallon tank. There
is a visible vapor cloud three feet high surrounding several mobile
homes. Is it a gas or liquid leak? What are your first actions?
Your first actions should be to disperse the vapors with water fog (gas leak),
then evacuate residents.
You respond to a call at a small chemical plant. Upon your arrival at
the scene you are told by the plant manager that there is a fire in a
processing unit. Plant workers report that two coworkers are in the
area of the fire and the explosion. The fire is impinging on several
closed containers in the processing unit. What should you do in
this situation? If you need more information before making a de-
cision, what do you need to know?
You need more information before making any decisions. You should find out
what chemicals are involved in the fire and if there is a water supply to control
the fire. You should also get confirmation on the last known whereabouts of the
workers.
At 10 AM on a Monday morning, you respond to an incident at a
construction site. Upon arrival, you discover an unconscious worker
slumped over the controls of a piece of heavy machinery that has
apparently ruptured a natural gas pipeline. What are your actions if
there is no fire yet?
Given SCBA is available and worn, attempt a quick rescue.
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Workbook Task in Conducting Risk-Benefit Analysis

Listen to the following scenarios and then make a decision about whether First Responders should attempt a rescue
of victims at the scene. Be sure to defend your answer.

You arrive at the scene of an incident where a van has overturned on a major highway. You notice that there is a
Radioactive Placard, Class 7 on the side of the van. The driver of the van is obviously injured but is able to move.

Would you attempt to rescue the driver? Why or why not?

At 3 AM on a Tuesday morning, you arrive at a mobile home parking lot where there is a propane leak from a 200-
gallon tank. There is a visible vapor cloud three feet high surrounding several mobile homes.

Is this a gas or liquid leak? What are the appropriate first actions?

You respond to a call at a small chemical plant. Upon your arrival the plant manager points toward a fire in a pro-
cessing unit. Plant workers say two of their coworkers are still in the area of the fire, close to where they heard an
explosion. The fire is impinging on several closed containers in the processing unit.

What should you do in this situation? If you need more information before making a decision, what do you
need to know?

At 10 AM on a Monday morning, you respond to an incident at a construction site. Upon arrival, you discover an
unconscious worker slumped over the controls of a piece of heavy machinery that has apparently run over and
ruptured a natural gas pipeline.

What are your actions if there is no fire yet?

3-49
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage

µ Explain that the planning stage of any response needs to include

the following:
1. Determine response objectives and defensive options, and whether
any additional resources are needed
2. Determine the appropriate Personal Protective Equipment
3. Identify emergency decontamination procedures, including mass
decon
4. Assess vulnerable populations—when to evacuate, when to shel-
ter-in-place

Fire fighters have an array of offensive and defensive measures at their

disposal to treat routine fires. However, when hazardous materials are
involved, First Responders at the Operations Level of training need to
limit their actions to isolating the dangerous material with defensive
tactics. More than one of these strategies may be used in the course of
mitigating any one hazardous materials incident. Summarize defense
options as students follow along in their texts.
— Extinguishment: Extinguishing, or putting out a fire, can be ac-
complished using a variety of materials, such as water or foam. It
is important to note that applying water may not be appropriate
at an incident involving hazardous materials such as corrosives or
metals that may also be water reactive. An understanding of physi-
cal and chemical properties helps determine how materials will
behave and subsequently which extinguishment method(s) will
have the highest probability of being effective.
— Vapor suppression: Keeping vapors down can be accomplished with
water fog or with foam, depending on the material involved. As
with any tactical operation, full personal protective equipment
must be worn.
— Vapor dispersion: Vapor dispersion consists of moving gas/vapor to
another area or diluting its concentration in air to reduce hazard-
ous effects.
— Absorption: Absorbents can be used to soak up some released ma-
terial like a sponge. Typical absorbent materials include sand, saw-
dust, commercial bagged clay, and cat litter.
— Dilution: Dilution reduces the concentration of a hazardous mate-
rial to a non-hazardous or less hazardous state by adding a com-
patible, non-hazardous material, such as water.
— Remote valve shut-off: Product flow can often be stopped simply by
closing or tightening a valve or associated nuts/bolts in a location
away from the immediate hazard area. This is one of the simplest
and most common control procedures and should be considered
and evaluated early in a response.
— Diking, damming, diverting, and retaining: Constructing dikes,
dams, diversion, and retention areas control the flow of spilled
material.

3-50
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage

1. Determine Response Objectives, Defensive Options, and Need

for Additional Resources

Extinguishment:
Extinguishment can be accomplished using a variety of materials,
such as water, foam or dry sand. The most common fire fighting
technique is water application. However, applying water to some
hazardous materials would be inappropriate, especially if the ma-
terial is water-reactive or the application of water could result in
toxic run-off that cannot be contained.

Most fire fighting foams are designed to extinguish Class B fires

(flammable liquids), though some foams are used exclusively on
Class A fires (ordinary combustibles). In general, foams extinguish
fire by blanketing the burning material. The foam blanket pro-
vides a physical barrier between the burning materials (the vapors)
and the flames; it also provides a barrier between the fuel and oxy-
gen in the air; suppressing vapors that would ordinarily rise.
UTILIZING TERRAIN, WEATHER, AND PPE
ALLOW RESPONDERS TO SAFELY RESPOND TO
Foam effectiveness is directly related to its blanketing and sealing HAZARDOUS CONDITIONS.
capability. A variety of different foams have been formulated be-
cause the same one does not work on all burning liquids. All fire
fighting foams are relatively expensive, requiring specialized equip-
ment and knowledge for application. The most widely used foams
are protein foam, fluoroprotein foam, polar solvent alcohol-resis-
tant foam, aqueous film-forming foam (AFFF), hazardous materi-
als foam, and high expansion foam. Consult the ERG for the type
of foam to use on a specific product.
A. Protein foams are designed for use on hydrocarbon fuels.
Careful application is critical because this type of foam loses
effectiveness if it becomes coated with the hydrocarbon liquid.
In addition, protein foams do not flow or seal as well as the
newer fluoroprotein foams, and they are not effective on polar
solvents. Protein foams will break down with application, and
breakdown is faster when the foam is heated.
B. Fluoroprotein foams are protein foams fortified with fluorinat-
ed solvents that enable them to shed hydrocarbon liquids, so
they remain effective even when submerged. They can be used
in subsurface foam injection systems in fuel storage tanks.
C. Aqueous film-forming foam (AFFF) was designed to fight air-
craft fuel fires; it shares characteristics of fluoroprotein foams.
AFFF forms a film on the fuel’s surface, which allows it to
spread quicker than other fluoroprotein foams and reseal if
the seal is broken. AFFF can rapidly extinguishing fires, but
does not tolerate heat and direct flame impingement as well
as some of the other foams. Even a small fire can destroy the
blanket.

3-51
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

µ Discuss the advantages of training with foam. Encourage the class

to take available opportunities to practice for foam emergencies with
live foam drills. Explain the various types of foam concentrates and
how they work, going in the order that they are presented in the stu-
dent manual.

‹ Relate the course materials to the specific foams used by the fire
department in attendance. Under what conditions are different types
effective?

‹ Discuss the importance of quickly deployed hand lines when vapor

dispersion is the goal. Explain the need for diluting a flammable gas to
a concentration less than the LEL.

‹ Talk about liquefied gas leaks. If a cloud is visible, it is most prob-

ably being caused by leaking liquid, not leaking gas. Discuss the rel-
evance of expansion ratios.

3-52
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

D. Polar solvent alcohol-resistant type concentrate foams are not

destroyed by alcohols, polar solvents, and other water soluble
liquids as are most other fire fighting foams. While polar sol-
vent foams do not break down when used on polar solvents,
they are expensive to use because they must be applied in
higher concentrations. It is an alcohol-type concentrate, re-
ferred to as ATC.
E. Hazardous materials foams are used primarily to suppress va-
pors from released corrosive materials. They also reduce the
chance of ignition or re-ignition
F. High expansion foams can expand up to 1,000 times their vol-
ume while most other foams do not expand beyond 100 times
their volume. These foams were designed to extinguish Class
A fires in confined spaces by completely flooding the area.
They displace vapor, heat, and smoke. As they break down,
they convert to steam, absorb heat, and reduce oxygen in the
confined atmosphere.

Vapor Suppression:
Vapor suppression uses water fog or foam, depending on the
hazardous material involved. As with any tactical operation, full
personal protective equipment must be worn. In cases where turn-
outs and SCBA cannot provide adequate protection, you must not
subject yourself to any potential exposures or contamination.

Vapor Dispersion:
Vapor dispersion consists of moving gas/vapor to another area or
diluting its concentration in air to reduce its hazardous effects. A
large caliber fog stream or fan can move great amounts of air via
hydraulic ventilation, which explains its effectiveness on gas/vapor
releases. This method only moves the hazard to another area or
reduces its concentration—which may be all that is necessary to
protect the endangered area. When fog streams are used on water
soluble gases or vapors, the product itself may be absorbed by
the water. This may cause a residual hazardous, evaporating solu-
tion—not ideal but perhaps necessary for the protection of an
area.

3-53
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

‹ If possible, obtain a sample of absorbent pad. Demonstrate the

ability of the pad to absorb hydrocarbons while not absorbing H₂O.

‹ Discuss the application of pads/booms at hazardous materials inci-

dents.

µ Discuss dilution of materials with water. Refer the class back to the
chemistry section and the logarithmic nature of pH. Emphasize that
trying to dilute a corrosive spill with H₂O would most probably result
in the creation of a larger spill—so it should be avoided. Explain that
neutralization may be the best option in many cases, but is considered
outside the purview of responders trained at the Operations Level and
therefore is usually conducted by Hazardous Materials Technicians
(who have received training at the next higher level).

3-54
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)
Absorption:
Absorbents soak up released material like a sponge. Typical absor-
bent materials include sand, sawdust, commercial bagged clay, and
cat litter. Some absorbents may be designed for specific chemicals.
One disadvantage of using absorbents is that you must work in
very close proximity to the spilled material. So, absorption should
only be attempted if turnout gear and SCBA can provide adequate
protection against the material.

Dilution:
Dilution reduces the concentration of hazardous material to a
non-hazardous or less hazardous state by adding a compatible,
non-hazardous material, such as water. The diluting substance
must be evaluated to ensure that it will be effective on the haz-
REMOTE VALVE SHUT-OFF VIA SATELLITE
ardous material. If dilution is attempted but is not effective, the
amount of hazardous material that must be disposed of will be
much greater than the original release. Where dilution would
require a very large quantity of diluting substance, neutraliza-
tion may be an effective alternative as it usually does not increase
the material in terms of amount. Neutralization may create ad-
ditional problems such as the generation of heat and/or off-gas-
ing and, therefore, should be done only by Hazardous Materials
Technicians, not by First Responders.

Remote Valve Shut-off:

Although basic control techniques are often complex, simple
procedures for controlling a release should be considered early in
a response because they can be easy and effective. For example,
many releases are caused by open or loose valves and fittings.
Often, product flow can be stopped simply by closing a valve. This
is one of the simplest and most common control procedures and
should be considered and evaluated early in a response. In fixed
site locations, valves are often distanced far away from the actual
leak or spill area, so can be accessed easily without jeopardizing
close-up exposure.

3-55
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

µ Refer class members to the diagrams on the next page. Have them
look at and then discuss use of the various control measures. Explain
an underflow dam if time permits (illustration included in student
text). Entertain questions about spill control.

‹ Note how heavy equipment brought to an incident scene can in-

troduce yet another source of hazard, warranting extra precautions.

3-56
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)
Dikes, Dams, Diversion, and Retention Areas:
Dikes, dams, diversion, and retention areas prevent the spread
of spilled material. Dikes are used to control releases on land,
especially around a leaking container. Diking involves building a
raised partition of soil, clay, or a combination of materials around
the spill.

DIKE PLYWOOD SPILLED MATERIAL

UNDERFLOW DAM

MANHOLE COVER

DIKING AROUND A MANHOLE COVER

CURB STORM SEWER SORBENT BOOM

DIKE SPILLED MATERIAL

DIKING AROUND A SEWER

Dams are barriers, usually built in ditches, streams, or creeks that

stop the downstream movement of released material. Diversion
barriers channel spilled material into a containment area and re-
quire the same type of equipment and materials as diking.

Retention areas include holding pits and ponds used to catch and
hold released material until it can be disposed of. Digging reten-
tion areas can require use of heavy equipment, which can intro-
duce its own health/safety risks over and above those posed by the
incident.

Using dikes, dams, retention areas, and various diversion meth-

ods requires the ability to estimate the amount of material that
may be released and create a barrier before the hazardous material
enters the area. Turnouts and SCBA must be adequate to protect
you from any harmful effects. If available gear cannot provide ad-
equate protection, control plans need to be revised.

3-57
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process

Planning Stage (continued)

‹ Note that spill control techniques are most effectively illustrated by

physically building them, and there might not be sufficient time to do
so during this course. Encourage class members to practice these skills
whenever possible, perhaps during the final course drill/field scenario.

3-58
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)
Booms are composed of materials that float on top of the water,
providing a barrier against the movement of floating insoluble ma-
terials. Booms are used to contain the released hazardous material.
There are two types of booms:
— Absorbent Booms: These booms collect the hazardous material
release as it comes in contact with the boom.
— Retaining Booms: This type of boom contains a curtain or skirt
that hangs under water to collect hazardous materials.

BOOMS

FLOW

FLOATING HAZARDOUS MATERIAL

EXAMPLES OF FILTER FENCES

BOOM SYSTEM, OVERHEAD VIEW

The filter fence is staked in flowing water within streams and rivers
and uses available sorbent (such as hay or wheat straw) to catch
contaminated materials (given they are lighter than water).

WIRE MESH FLOATING HAZARDOUS MATERIAL

FLOW

STRAW BALES, BRUSH, PEAT MOSS, ETC.

BRACE STAKE

FILTER FENCE

3-59
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Coverage of NFPA 472 Standards 5.3.3 First Responder Actions within the APIE Process:
and 5.4.3: Determining and Using Ap- Planning Stage (continued)
propriate Personal Protective Equip-
ment ‹ Relate a story about PPE that occurred on October 10, 1989 in
Atlanta, GA. The fire fighter was involved in a structural fire opera-
tion. The fire got so intense that a fire fighter left the building. Upon
PPE Lessons Learned exit, his gear continued to glow for over 10 seconds (an average after-
– Toxic soot and carbon particulate be- glow is about 2 seconds for an uncontaminated piece of Nomex). An
come embedded in turnout clothing estimated 40% of the Nomex shell plus the Gore-Tex vapor barrier
– Contaminates from turnouts can be had burned away, and his helmet and SCBA were severely damaged (as
absorbed or inhaled by fire fighters
reported by Matthew S. Manfredi). High amounts of contamination
– Contaminates in turnouts can ignite were found to have been trapped in the coat fibers.
and pose a threat to fire fighters
– Turnout gear should be regularly
scheduled for regular maintenance and
cleaning
– Cleaning of PPE should be in accor-
dance with the manufacturer’s specifi-
cations

3-60
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Fires Create Their Own Hazardous
Planning Stage (continued) Materials
Exposures can include:
2. Determine Appropriate Personal Protective Equipment
– Smoke and particulate matter
The purpose of personal protective equipment (PPE) is to shield
– Carbon monoxide
or isolate responders from the chemical, physical, and biologi-
cal hazards encountered during most routine fire fighting calls. – Nitrogen cyanide
The set of PPE normally available to First Responders consists – Sulfur dioxide
of Structural Fire Fighting Protective Clothing (SFPC) and Self- – Acrolein
Contained Breathing Apparatus (SCBA). This combination of – Formaldehyde and acetaldehyde
equipment generally provides some protection against flame, heat, – Benzene and many other organic
and smoke; and limited protection from chemicals and biological chemicals
agents. – Arsenic pentoxide (from treated wood)
Many of these exposures cause acute ef-
Today, many fire and rescue departments order customized fects, but others may cause chronic effects
SFPC to match their own particular local needs. SFPC should such as respiratory health problems and
be inspected for damage upon initial delivery and after each use. decreased lung function from repeated ex-
Cleaning and repairs should be performed according to manufac- posures to diesel exhaust, benzene, poly-
turer specifications. cyclic aromatic hydrocarbons, asbestos, or
formaldehyde.
For SFPC to provide its intended level of protection, it must be: Therefore NIOSH recommends:
— Well fitting 1. Wear appropriate PPE at all incidents
2. Wear and activate the PASS device
— Regularly cleaned and maintained
3. Check your SCBA to assure it is in
— Donned and worn appropriately good working order and has been
properly maintained
SFPC offers limited protection against toxic gases, most chemicals, 4. Use a buddy system whenever wearing
radioactive materials and very high tempatures. These conditions SCBA
require customized operating procedures and use of more special- 5. Have radio communication capability
ized PPE than is typically available to fire fighters. Source: National Institute of Occupational Safety
and Health. Summary of Health Hazard Evaluations,
NIOSH Publication No. 2004-115 (January, 2004).
http://www.cdc.gov/niosh.

3-61
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

µ Go over the student material on SFPC and then review the ERG
section on SFPC.

‹ Explain to the class that they need to use their SFPC routinely to
protect themselves. Even though SFPC only offers limited protection
against hazardous materials, it is usually the only protective clothing
available to First Responders. Refer to the current ERG section on
SFPC which describes the Incident Commander’s responsibilities in
ensuring fire fighters are protected. It is far better to be properly wearing
SFPC and SCBA than to not be wearing any protection at all when ap-
proaching an incident scene.

‹ Note the outer SFPC shell can be constructed of Nomex, Kevlar,

PBI, or a combination of these substances. The addition of Kevlar
and/or PBI reduces overall weight of a garment, increases the amount
of thermal heat it accepts before breaking down (escape time) and
adds what the manufacturers refer to as “rip or tear strength” to the
Nomex fabric.

As shown in the Atlanta case, Nomex is inherently flame retardant,

however not completely fireproof. While it will not support a flame,
it will nonetheless melt at extremely high temperatures (temperatures
above flashover and back draft: temperatures beyond human endur-
ance).

µ Query students about what they know concerning their own

SFPC:
A. Type, weight, and construction of material
B. Ability to be rendered ineffective by some chemicals (e.g., chlo-
rine)

3-62
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)
Structural Fire Fighter Protective Clothing:
In order to make sound decisions regarding personal safety dur-
ing emergency situations, it is imperative that First Responders
understand the appropriate use and limitations of Structural Fire
Fighter Protective Clothing (SFPC). When determining which
level of protection is best for a given situation, the degree of haz-
ard (or risk) and life saving potential are key considerations.

SFPC is designed to provide personnel with limited thermal pro- SFPC PROTECTS FIRE FIGHTERS FROM HEAT AND
FLAME, BUT NOT FROM CHEMICALS
tection and protection from the toxic by-products of combustion.
SFPC is not designed to withstand direct flame impingement
(contact). It is only capable of providing thermal protection from
heat and toxic smoke situations routinely encountered by fire
fighters.

SFPC is constructed to provide limited protection from heat and

cold, but is not designed to provide adequate protection from
harmful vapors and liquids that can be produced during hazard-
ous materials incidents. No layers or components of SFPC are de-
signed to protect against chemicals.

A set of SFPC consists of a helmet, coat, pants, boots, gloves, and

a hood to cover parts of the head not protected by the helmet and
facepiece. The coats are generally made of three layers:
1. The outer layer provides durability, tear resistance, and some
thermal protection and is typically reinforced with Kevlar and
PBI
2. The middle layer is usually made of water-proof material, to
serve as a moisture/steam barrier
3. The inner layer is designed for thermal protection only, and
may be covered with Kevlar or Nomex

In cases where SFPC can be expected to reliably provide limited

protection, the responder who is wearing SFPC along with Self-
Contained Breathing Apparatus (SCBA) may be able to perform
a quick “in-and-out” operation (to attempt an immediate rescue
or turn off a remote valve to control a leak, for example). The
Incident Commander makes the decision for unit(s) to approach
the hazard area if, and only if, potential benefits outweigh pre-
dicted risks.

3-63
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Five NFPA Standards Adopted by U.S.
Department of Homeland Security
NFPA 1951:
Standard on Protective Ensemble for
USAR Operations
Relates to technical rescue incidents involv-
ing building or structural collapse, vehicle
accidents, confined spaces, trench cave-ins,
scaffolding collapses, high angle climbing
accidents, and other similar incidents.
NFPA 1981:
Standard on Open-Circuit Self-Con-
tained Breathing Apparatus for Fire and
Emergency Services
Specifies minimum requirements for the
design, performance, testing and certifica-
tion of open-circuit SCBA and combination
open-circuit SCBA and supplied air respira-
tors for protection in unknown IDLH or
potentially IDLH atmospheres.
First Responder Actions within the APIE Process:
Planning Stage (continued)
µ After working through the student material on SFPC limitations,
mention that PASS devices can be activated manually by the wearer
whenever a fire fighter senses danger. Note that PASS devices are inte-
grated into the newer SCBA units.
‹ Relate that in March, 2004 the U.S. Department of Homeland
Security (DHS) adopted five NFPA standards for personal protective
equipment for First Responders. These adoptions are intended to assist
state and local procurement officials select the best available protective
equipment. These standards are intended to protect First Responders
against chemical, biological and other hazards at emergency incidents.
DHS also adopted three other standards from the National Institute
of Occupational Safety and Health for respirators to protect against
chemical/biological/radiological/nuclear environments.

NFPA 1991:
Standard on Vapor-Protective Ensembles
for Hazardous Materials Emergencies
Specifies the minimum requirements for
vapor-protective ensembles and individual
protective elements for chemical vapor
protection. Optional criteria are provided
for ensembles and individual protective ele-
ments that provide protection for chemical
flash fire escape, liquefied gas, chemical and
biological warfare agents, and chemical and
biological terrorism incidents.

NFPA 1994:
Standard on Protective Ensembles for
Chemical/Biological Terrorism
Specifies the minimum requirements for
protective ensembles operating at domestic
terrorism incidents. The intent is that the
ensembles would be designed for single expo-
sure use, be available in quantity, and easily
donned and used.

NFPA 1999:
Standard on Protective Clothing for
Emergency Medical Operations
Specifies minimum requirements of single-
use and multiple-use emergency medical
protective clothing, including garments,
gloves, footwear, and emergency medical
operations for protection against exposure to
blood and body fluid-borne pathogens.

3-64
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)
Limitations of SFPC:
In most cases, SFPC is the only protection available to fire fight-
ers even though they respond to various kinds of incidents. SFPC
may not be sufficiently protective for either initial or extended use
at many emergency scenes.

Safe and successful use of SFPC depends on heeding known

limitations, gaining proper training, and using safe work habits.
Known limitations include:
A. SFPC is easily permeated or penetrated by most hazardous
chemicals which may enter through closures, rips, or tears; or A NON-INTEGRATED PASS DEVICE ATTACHED
get trapped up under overlapped clothing TO A SCBA HARNESS SHOULD BE TURNED ON
WHENEVER AN SCBA IS DONNED.
B. Direct contact with sunlight and chemicals—including
splashes or soaking—may result in serious exposure by way of
direct skin contact
C. SFPC is not tested against chemicals, so it cannot be expected
to provide reliable protection from chemical exposure
D. It is virtually impossible to assure adequate decontamination
and subsequent integrity of garments without sophisticated
laboratory testing
E. Hardware and closure systems may fail or malfunction
F. Repeated chemical and heat exposure may lessen material
strength, cause component failure, and reduce the usable life-
time and protective qualities of a garment
G. Repeated use of contaminated SFPC results in chronic expo-
sure to the wearer

PASS Devices:
Personal Alert Safety Systems (PASS) serve as fire fighter motion
detectors and emergency alarms. They emit a high pitched audible
alarm when a fire fighter remains motionless for an extended peri-
od of time or if the wearer manually activates the alarm: signaling
being lost, trapped, or injured.

Because they are designed to protect and enhance occupational

safety and health, OSHA regulates these devices, and NFPA has
adopted standards on their use.

NFPA requires that the latest generation of SCBA units include

an integrated PASS that activates upon the complete loss of air
supply. Many fire departments require both the integrated system
(with SCBA) as well as the stand-alone unit be attached to the fire
fighter’s coat in case the SCBA is removed before he or she be-
comes incapacitated.

3-65
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

This page is intentionally left blank.

3-66
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Key Point

Planning Stage (continued) OSHA 1910.134 Respiratory Protection
Respiratory Protection: Standard requires fit testing for employees
Inhalation is a major route of chemical exposure. Fire fighters who are required to wear breathing ap-
paratus as a result of their potential for
require protection from toxic products of combustion as well as
exposure to respiratory hazards.
from other hazardous materials that may be present at the emer-
gency incident. Protection of the respiratory system is critical to
the survival of fire fighters when operating in a hazardous atmo-
sphere. Therefore, respirator use, care, and maintenance are strictly
regulated by government and industry standards.

There are three types of respirators typically available for use:

1. Positive Pressure Self-Contained Breathing Apparatus (SCBA)
2. Supplied Air Respirator (SAR)
3. Air Purifying Respirator (APR) and powered APR (PAPR)

Fire fighters use positive pressure self-contained breathing ap-

paratus (SCBA) as the only means of protecting their respiratory
systems when responding to emergencies. While there are other
types of respirators that general industry employs, only those units
supplying a constant flow of air inside a mask are approved for use
in IDLH atmospheres.

SARs and APRs are primarily used by industry, so they have lim-
ited use in emergency operations. SARs have supply lines that re-
SCBA MAINTAINS POSITIVE PRESSURE IN THE
strict movement and are limited to 300 feet from the air source. FACEPIECE AT ALL TIMES

Air purifying respirators depend on a normal level of oxygen in

the atmosphere, as well as ambient temperature. They also require
chemical-specific cartridge filters. Powered air-purifying respira-
tors (PAPR) are air-purifying respirators that use a blower to force
the ambient air through air-purifying elements to the inlet cover-
ing. The airflow is normally much higher than the wearer needs to
breathe, and the excess flow creates a positive pressure as it passes
through the mask. This pressure pushes air out, and keeps con-
taminants from leaking in. Protection factor for a PAPR is 1,000
whereas the protection factor for an SCBA is 10,000.

3-67
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Another Quick Way to Explain an First Responder Actions within the APIE Process:
Oxygen Shortage Planning Stage (continued)

20.9% Normal O2 reading µ Thoroughly describe the advantages and limitations of SCBA as
- 20.5% Reading listed in the student text.
0.4% Of something replacing the oxygen
x 5.0 ‹ Talk about signs of failure (from heat, specifically) of an air pack
2.0% or 20,000 ppm
mask (rippling, layer separation, etc.).

1.0% = 10,000 ppm

2.0% = 20,000 ppm of something
Note: most IDLHs are well below 20,000 ppm,
usually around 10 ppm to 200 ppm.
‹ Discuss the new, integrated accountability systems which incor-
porate PASS devices into a fire ground management tool (computer
based/electronic based).
‹ Mention that some fire departments use closed circuit SCBAs for
longterm entry into tunnels and other confined spaces. Cryogenic air
packs are now under development by NASA contractor, Oceaneering
Engineering. It uses liquefied air and has a cool water garment built
into it. The wearer has around 60-90 minutes of air time. Weight is
comparable to standard SCBA.

‹ Talk about respiratory fit testing.

µ Discuss the fact that the air we breathe contains 20.9% oxygen.
When monitoring the oxygen level of a particular emergency envi-
ronment, should an oxygen sensor detect a 1% drop of oxygen, that
means the atmosphere has been displaced or replaced with a substance
equal to 5% or 50,000 ppm. A 1% drop may not sound significant,
but this would represent one-twentieth of the area’s oxygen, meaning
5% of the atmosphere’s oxygen is no longer available (a potentially
deadly substance might now occupy this space). This occurrence
would indicate a substantial drop in available oxygen that could po-
tentially elevate harmful consequences, increasing the risk level.

Consider drawing a rectangle and dividing it into five parts. Circle one
of the five parts to represent the proportion of our atmosphere com-
prised of oxygen. Then divide the circled segment into twenty equal-
sized portions, and highlight one of these portions. Then do the same
for the other four zones to represent the entire 1% oxygen decrease.

‹ Stress the importance of closely monitoring the performance of

APRs and PAPRs in emergency situations. Should the concentra-
tion level of the chemical increase into the IDLH, or the oxygen level
drop, the responder needs to withdraw from the area—without close
monitoring, there would be no way of knowing that a potentially life-
threatening condition exists.

‹ Remind participants that PAPRs only provide respiratory protec-

tion. Other protective clothing should be selected from the depart-
ment’s inventory, based on specific hazard assessment and operating
conditions.

3-68
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
First Responder Actions within the APIE Process:
Planning Stage (continued)
A. Self-Contained Breathing Apparatus (SCBA). SCBA consists
of a facepiece connected by a hose to a regulator carrying air.
The apparatus provides positive pressure to the user and offers
protection against many types and levels of airborne contami-
nants.
B. Supplied Air Respirator (SAR). SARs provide positive pressure,
full face-piece protection without a supply cylinder and har-
ness assembly. These respirators reduce or eliminate some of
the constraints and physiological stress sometimes associated
with conventional SCBA. A high pressure hose line from a
remote source provides an almost limitless, uninterrupted
supply of breathing air. The unit can be re-supplied by gradu-
ally switching to full bottles while others are being refilled.
C. Air Purifying Respirators (APR) and Powered Air Purifying
Respirators (PAPR). Air purifying respirators have limitations
in emergency response. Cartridges on the respirator mask fil-
ter contaminants in the environment, but there is no supply
of fresh air. If the environment is oxygen-deficient, then the
air taken through the mask is oxygen-deficient as well. This
could be extremely hazardous in an environment where oxy-
gen is being displaced or consumed, as in combustion. Also,
the user must know the type and concentration of material
present in order to select the appropriate cartridge for the at-
mosphere.
The air we breathe is composed of 20.9% oxygen. APRs and
PAPRs are useful in environments in which the oxygen is in
the normal range. These specialized respirators should only be
used in conjunction with monitoring devices. These devices
depend on the hazardous material being identified before
use so that the appropriate cartridge can be selected and the
measured concentration can be analyzed (they are not capable
of providing protection in an IDLH or low oxygen environ-
ment). They provide no additional oxygen to the wearer.
POWERED AIR PURIFYING RESPIRATOR (PAPR):
PROVIDES SPECIFIC PROTECTION AGAINST KNOWN
CHEMICALS IN A NORMAL OXYGEN ENVIRONMENT
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
Advantages of SCBA
– Provides respiratory protection
– Provides untethered access to nearly all
portions of an emergency scene
Limitations of SCBA
– Decreases worker mobility (particu-
larly in confined areas) due to bulk
and weight
– Limited air supply
– High temperatures can compromise
effectiveness
Advantages of Positive Pressure SAR
– Provides extended operational periods
– Reduced weight and profile increase
ability to move around with decreased
physical stress
– Provides the same protection against
airborne contaminates as conventional
SCBA
Limitations of Positive Pressure SAR
– OSHA/NIOSH regulations limit SAR
supply hose to no more than 300 feet
from the air source
– OSHA/NIOSH approved emergency
response SAR’s must include a five-
minute emergency egress supply sys-
tem
– Hose line may get tangled and impair
mobility
– Hose line is subject to damage or
degradation by physical or chemical
hazards
– Egress or escape may be hampered by
having to retrace steps to follow airline
– Requires supervision/monitoring of
the air supply line (additional staffing)
– Not appropriate for use in emergency
response because the air line may
become damaged or may prevent the
responder from exiting the area using
the safest route
3-69
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Questions to Consider Regarding First Responder Actions within the APIE Process:
Personal Protective Equipment: Planning Stage (continued)
A. How many of them regularly inspect
their gear?
‹ Review the various inspections required for PPE that are presented
in the student manual. Then ask for answers to questions related to
B. Do they attribute much importance to their attitudes and actions regarding how students treat their own PPE
gear inspection? (and recommend improvements that would be easy to integrate into
C. Do they clean their gear as recom- normal routines).
mended by the SFPC manufacturers
(i.e., refer to label)?
D. Has anyone ever refused to clean their
gear?
E. When was the last time you cleaned
your helmet? (Note the scalp’s absor-
bency.)
F. How many have worn dirty fire boots
into the dormitory?
G. How many have laundered their dirty
gear in the family washing machine?
Specify that NFPA’s Standard 1581 on
Fire Department Infection Control
Program (2002 Edition) 6-4.5 reads,
“to avoid the possibility of spreading
infectious diseases by cross-contami-
nation, the cleaning of contaminated
personal protective equipment, sta-
tion/work uniforms, or other clothing
shall not be done at home.”

3-70
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
First Responder Actions within the APIE Process:
Planning Stage (continued)
Inspecting Personal Protective Equipment:
An effective PPE inspection program should include five different
inspections. All five types of inspections should be conducted as a
matter of routine.
You must also conduct any SCBA inspections mandated by law:
for example, periodic cylinder testing according to DOT regula-
tions. Each inspection covers different areas with varying degrees
of depth. Personnel responsible for PPE inspection should follow
inspection procedures suggested by the manufacturer. Damaged or
deteriorated PPE must be assessed for either replacement or repair.
(Note: Appendix 42 includes a generic inspection checklist.)
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
PPE Inspections
1. Inspection and operational testing of
equipment when it is received from
the factory or distributor per the man-
ufacturers instruction
2. Inspection of equipment as it is se-
lected for a particular response activity
3. Inspection of equipment after use or
training, and prior to maintenance
4. Periodic inspection of stored equip-
ment
5. Periodic inspection when a question
arises concerning the appropriate-
ness of selected equipment, or when
problems with similar equipment are
discovered
3-71
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

‹ Try to have actual samples of CPC on hand for class demonstra-

tion. If possible, obtain at least one each of Level A and Level B (non-
encapsulating as well as encapsulating). Demonstrate the Level A
garment, discussing compatibility, decontamination, and permeation.
If Level A and B garments are both available, point out the physical
differences (Level A provides relatively more protection via a rubber
coated zipper and poly-coated material on inside and outside of the
garment).

3-72
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)
Types of Protection Not Typically Available to First Responders:
First Responders generally do not have immediate access to these
types of protection:
— Level A, B, C and Level D Protection
— High Temperature Clothing

WHEN PERFORMING DECONTAMINATION, THE

A. Level A Protection. Level A protection affords the highest level DECONTAMINATION TEAM WILL WEAR PPE
of both respiratory and skin protection. THAT IS ONE LEVEL BELOW THAT OF THE ENTRY
TEAM.
The NFPA standard for Level A protective garments is NFPA
1991, Standard for Vapor-Protective Suits for Hazardous
Chemical Emergencies. Suits meeting this standard are called
for in NFPA 471—Recommended Practice for Responding to Level A Advantages
Hazardous Materials Incidents. Compliant garments will have – Can virtually eliminate possibility of
a label on the inside of the suit stating that it is compliant. contact with environmental hazards
The suit will also come with a chart that lists the chemicals (provides its own environment)
the garment protects against and how quickly it will be weak- – Best protection known at this time
ened. As with other types of PPE, remember that there is no
one garment style or material that can protect against all types
of chemicals.
Level A Limitations
Indications for use of Level A protection: – Bulky—requires manpower to don
— Highest level of respiratory protection is needed (SCBA and doff
or SAR with escape pack) – Physically stressful—no cooling or
heating
— Highest level of skin protection is required (skin-absorb-
able materials) – Psychologically stressful (confinement)
– Work duration limited due to heat
— Highest level of eye protection is required (obtained by
– Reduced mobility, dexterity—increases
wearing SCBA face piece) response time
— Constant high concentration exposure (offensive work – Communication may be difficult
activities such as plugging/patching) – Will not survive fire conditions
— Suspected or confirmed carcinogens
— Vapor hazard is present

3-73
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

‹ Discuss the difference between an encapsulated Level B and a

non-encapsulated Level B (coverall). Discuss the use of Level B while
performing decon.

3-74
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Level B Advantages

Planning Stage (continued) – High level of respiratory protection
– Increased mobility/dexterity (theoreti-
B. Level B Protection. Level B protection affords the user with the cally)
highest level of respiratory protection and protection against – May be cooler
contact with product from spills and splashes. This level of – Compliant garments have good pen-
protection should never be used when there is a possibility of etration resistance
contact with a dangerous vapor/gas.
The NFPA standard for Levels B and C protective garments is
NFPA 1992, Standard for Splash-Protective Suits for Hazardous
Level B Limitations
Chemical Emergencies (2000 Edition). Suits meeting this stan-
dard are called for in NFPA 471—Recommended Practice – Not gas/vapor tight—not designed to
protect from vapors/gases
for Responding to Hazardous Materials Incidents. Tests done
– Not designed or tested (NFPA 1992)
on NFPA 1992 suits are for penetration, not permeation. The
to be used at scenes involving carcino-
standard was written to stipulate construction for splash re-
gens or skin absorbable chemicals
sistance in order to guard against liquid leaks through seams,
– Offers no thermal protection
closures, and attachments (rather than through the clothing
material itself ). This is a critical issue to understand. The stan-
dard also eliminated testing for protection against chemicals
in gas form, those considered to be a hazard by skin contact
or absorption, and those with a history of being carcinogenic.
Level B suits may be encapsulating or non-encapsulating.
Indications for use of Level B protection:
— The highest level of respiratory protection is necessary,
but a lesser level of skin protection is needed
— Probable exposure to low concentrations—incidental
splash
— Chemical is mainly a respiratory hazard ENCAPSULATING LEVEL B SUIT

NON-ENCAPSULATING LEVEL B SUIT

3-75
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

‹ If an air purifying respirator is available, demonstrate how it would

create a Level C configuration if used with a Level B garment. Since
the only difference between Level B and Level C is in the level of
respiratory protection, note that a Level B coverall matched with an
SCBA would render Level B protection.

‹ NFPA 1993—Support Function Garments was dropped with the

revision of NFPA 1992, 2000 Edition.

3-76
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Level C Advantages

Planning Stage (continued) – Reduced respiratory stress (both
physical and working time) because of
C. Level C Protection. Level C protection illustrates the difference PAPR/APR use
between NFPA and EPA requirements for protection. The – Tested against limited penetration and
EPA stipulation is the same with respect to splash protection liquid integrity
for both Level C and B suits. However, EPA’s requirement for – Light weight, less physical stress
Level C respiratory protection is less stringent than that for – More comfortable
Level B. Compliance with EPA standards for Level C only – Designed to be disposable (no reuse
requires Air Purifying Respirators. testing required)
By contrast, NFPA’s Level C requirements include the use
of APRs but add garment specifications not required by the
EPA. Although the EPA and NFPA have different require-
Level C Limitations
ments for protective features of Level B and of C clothing,
– Can only be used in very controlled
they both aim to provide protection against hazards that are
situations
identifiable and measurable as insignificant exposure hazards,
– Offers no thermal protection
regardless of state.
– Requires oxygen-sufficient atmosphere
NFPA standard 1992 specifies requirements making protec- – Cannot be used in IDLH (Immedi-
tive garments suitable in Hazardous Chemical Operations ately Dangerous to Life and Health)
(Support Function Protective Clothing). NFPA standard 472 environment
requires that First Responders know the appropriateness of – Can only be used after a thorough site
any given garment is situation-dependent. NFPA’s Standard assessmentt
471 also includes recommendations for how these various
garments should actually be used in responding to incidents
involving hazardous materials.
Indications for use of Level C protection:
— Reduced level of respiratory protection needed
— Well characterized and measured products
— Splashes or incidental contact with product will not cause
harm to skin or be absorbed.

LEVEL C GARMENT WITH FULL FACE AND

RESPIRATORY PROTECTION PROVIDED BY AN AIR
PURIFYING RESPIRATOR.

3-77
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

‹ Note that while the EPA recognizes a Level D garment, the NFPA
does not. The NFPA does, however, include guidelines for station
uniforms. Most EPA Level D garments (and NFPA-compliant station
uniforms) provide at least some limited thermal protection.

3-78
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Level D Advantages

Planning Stage (continued) – Allows for more efficient work activi-
ties around mechanical hazards
D. Level D Protection. EPA regulations for Level D protection,
and NFPA guidelines for station uniforms, address normal
workplace protections. Level D protection is much more
commonly used in routine industrial operations than in the Level D Limitations
fire service. Different workplace environments and varying – Provides no chemical protection
work activities require different protective clothing/equip- – Provides limited thermal protection
ment. There is no NFPA standard for Level D garment con- – Provides no respiratory protection
struction.
Features of Level D protection:
— Eye protection
— Coveralls
— Boots/shoes that are steel-toed, shanked
— Hard hat
— Gloves
Indications for use of Level D protection:
— Atmosphere contains no known hazard
— Work activities preclude splashes, immersion, or the po-
tential for unexpected inhalation or contact with hazard-
ous materials

LEVEL D PROTECTION IS DESIGNED FOR

CHEMICAL PROCESS INDUSTRY WORKERS FOR
DAY TO DAY OPERATIONS.

3-79
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

3-80
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

D. High Temperature Protective Clothing. Two types of high tem-

perature protective clothing are designed for specific thermal
environments that specialized response teams work in:

— Proximity Suits: Proximity suits are designed for exposures

of short duration and close proximity to flame and radi-
ant heat, such as an aircraft crash fire requiring rescue
operations. The outer shell is a highly reflective, alumi-
nized fabric over an inner shell of a flame-retardant fabric.
These ensembles are not designed to offer any substantial
chemical protection.
Proximity suits are available as a separate coat and pants
ensemble or as coveralls. In either case, a hood must be
used. The outer shell must be kept clean to ensure maxi-
mum reflection of radiant heat. The outer shell of aged FIRE ENTRY SUITS ARE GARMENTS WHICH
PROVIDE SIGNIFICANT THERMAL PROTECTION
suits will commonly begin to crack or flake off after sever- FOR SHORT-TERM ENTRY INTO EXTREMELY HOT
al years of regular use. At this point, the protection factor AREAS.
drops significantly, and the suit should be replaced. Older
proximity suits may incorporate loose asbestos fibers in
their design. Because of the asbestos hazard, they should
be bagged and properly disposed of.

— Fire Entry Suits: Fire entry suits offer complete, effective

protection for short duration entry into a total flame en-
vironment. They are designed to withstand exposures to
radiant heat levels up to 2,000°F. Entry suits consist of
a coat, pants and separate hood assembly. They are con-
structed of several layers of flame-retardant materials; the
outer layer is often aluminized.
Entry suits are useful for accomplishing operations such
as valve shutdowns in a flammable gas or liquid facility.
However, there is a lack of mobility and flexibility when
attempting these manipulations. Fire entry suits are usu-
ally a low priority item for most fire departments and
hazardous materials response teams.

3-81
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
FACILITATOR NOTES
Coverage of NFPA 472 Standard
5.3.4: Identifying Emergency
Decontamination Procedures
3-82
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
First Responder Actions within the APIE Process:
Planning Stage (continued)
‹ Ask class participants if they would make an effort to separate men
and women in a situation where they were called upon to decontami-
nate a large group of exposed people. If yes, which line would the chil-
dren go through? If people are asked to disrobe, what could be done
to insure privacy? What might be done to protect their belongings? If
their belongings are likely to be confiscated as evidence, what measures
could be initially taken to insure return to the rightful owner in the
future.
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Emergency Decontamination

Planning Stage (continued) Advantages:
– Readily available
3. Identify Emergency Decontamination Procedures
NFPA 472 defines decontamination as the physical process of im- – Quick for life saving
mediately reducing contamination of individuals in potentially – Minimizes exposure time
life-threatening situations. Decontamination procedures provide – Helps prevent secondary contamination
an organized process, a series of sequential steps to reduce con- Disadvantages:
tamination. – Not always completely effective
– Privacy may be difficult to arrange and
Decontamination strategies need to be applicable to a wide variety achieve
of environments, and modifiable during inclement weather. Local
standard operating procedures for decontamination, including
alternative options, should be developed and practiced in coopera-
tion with other affected organizations, such as hospital emergency
departments.

Fire fighters routinely perform decontamination of their

own clothing and equipment from fires and medical calls.
Decontamination of civilians and unprotected responders can
become warranted for a variety of reasons in emergency situations
such as preventing severe injury or loss of life, and eliminating the
possibility of transferring contamination between people, equip-
ment, and vehicles. DURING EMERGENCY DECONTAMINATION,
CONTAMINATED RUN-OFF IS OF LESS CONCERN,
First Responders should use deck guns, ladder pipes, or un- ALTHOUGH IT SHOULD BE COLLECTED AS SOON
AS PRACTICAL
manned 2½ inch fog nozzles set on a wide fog pattern at low noz-
zle pressure to provide a large amount of water for emergency de-
con of groups. To further guard against secondary contamination,
clothing that has been contaminated and undergone emergency
decontamination should be placed in plastic bags for further de-
contamination and/or disposal at a later time.

It is also for protective purposes that a decontamination staging

area must be located some distance away from the scene—away
from potential exposure—as soon as possible. Nobody (including
EMS transport patients) should be allowed to leave a scene that is
suspected of being contaminated, until they are decontaminated.

3-83
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

µ Discuss the importance of systematically performing decontamina-

tion steps according to those provided in the student text. Share point-
ers.

‹ Note that decontamination procedures should be flexible. For

emergency rescue of exposed victims, appropriate decon may be as
simple as providing a hose line wash.

‹ Ask if anyone has ever performed mass decon in area hospitals. Do

local hospitals have designated decon areas? If so, are they protected
from or exposed to the weather? Why would weather matter?

‹ Emphasize that First Responders need to keep their respiratory

protection on until the last possible moment during their own decon-
tamination procedures.

3-84
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Typical Progression of Steps to Perform
Planning Stage (continued) Decontamination on Responders

Decontamination Guidelines:
Generally speaking, outer, more heavily contaminated items (e.g., When in the decontamination area
outer boots, gloves) should be decontaminated and removed first, 1. Keep SCBA on and in use
followed by decontamination and removal of inner, less contami-
2. Brush off heavy particles of material
nated items (e.g., jackets, pants).
3. Use hand line without nozzle to
All equipment used for decontamination must also be decontami- rinse SFPC, top down
nated and/or disposed of properly. Buckets, brushes, clothing, 4. After thoroughly rinsing, step into
tools, and other contaminated equipment should be collected, the clean area
placed in containers, and labeled. An attempt should be made to
collect and dispose of spent solutions and wash water.
When in the clean area
Important things to remember about decontamination include:
Remove SFPC—Make sure to re-
— Visible, dry contaminants should be removed with a brush, move SCBA face piece last
rags or gauze
— Removal of clothing, in many cases, will reduce a large por- Once back at quarters
tion of contaminants from coming into contact with the
body; however, privacy must be insured 1. Take a long, soapy shower
— Affected skin and mucous membranes (including the eyes) 2. Don a clean uniform
should be flushed with water
3. Clean and inspect your SFPC and
— When multiple areas of the body are affected, priority should SCBA
be given to particularly vulnerable areas, such as the eyes
4. Complete an exposure form
— Large amounts of water must be used when corrosives are in-
volved 5. Clean or dispose of dirty uniform,
as appropriate
— Start at the top, have victims remain standing yet bent over
for hair washing; then proceed downward

Note: In some instances, it might be most appropriate to remove

clothing before—rather than after—flushing. The extent and type
of contaminant determines the proper sequence for decontamina-
tion steps.

3-85
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Planning Stage (continued)

µ Have students use the ERG to look up the evacuation distance for
a large chlorine release. Ask if an evacuation of such a large area is fea-
sible. Discuss when evacuation should be used; note potential types of
complications and alternatives to consider instead of taking evacuation
actions.

‹ Discuss pros and cons of sheltering-in-place protection, and the

types of conditions that indicate this action instead of evacuation. Ask
what guarantees the air in a shelter is adequate. Discuss the length of
time that shelter-in-place is good for. Ask if the jurisdiction has a way
to communicate information to citizens being sheltered-in-place (e.g.,
an Emergency Broadcast System). Suggest that First Responders need
to know how such a system could be activated.

3-86
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: In-place Protection

Planning Stage (continued)
4. Assess Vulnerable Populations
The Incident Commander evaluates the need for rescue and de-
termines appropriate protective actions when groups of people
are involved. Rescue of endangered individuals at hazardous ma-
terials incidents should not be performed unless the rescuers can
do so safely. Initial rescue actions should be devoted to removing
able-bodied persons from immediate danger. Complicated rescues
or difficult extrications should be evaluated thoroughly before at-
tempted. The dangers of exposure to an unknown chemical or a
potential explosion may make the risks outweigh the benefits. In
making this decision, the Incident Commander must consider risk
potential as well as outcome likelihood.
In-place protection may be a viable al-
ternative to evacuation and should be
considered if:
A. Fire spread potential is minimal
B. The release is expected to be short-
term and low-level
C. Vulnerable populations, such as the
elderly and the sick, could sustain
greater injury during evacuation than
by staying in place and taking appro-
priate protective actions
D. Vulnerable populations can be safely
sheltered in place

When contaminated individuals are rescued, the Incident

Commander must arrange for the isolation, decontamina-
tion, triage, and treatment of these patients and the rescuers.
Contaminated patients may have to be held in an isolated area
until they can be decontaminated.

It may become necessary to initiate protective actions for large

groups of people in areas surrounding a hazardous release to pre-
vent exposure, injury, or death. The two protective actions for
vulnerable populations are evacuation and sheltering-in-place.
The decision to evacuate or shelter-in-place must be based on the
released material’s physical and chemical properties, atmospheric
and ground conditions, rate of release, and the likely duration.
The information gathered from direct observation, input from
other unit members, and consultation with references and other
resources should guide the Incident Commander in making this
decision.

For example, areas surrounding the site of a possible explosion

are likely to require evacuation. A toxic plume may threaten the
health of residents downwind, so anyone who will remain shel-
tered in their homes should be given instructions.

Your department should have specific procedures for both in-place

protection and evacuation of vulnerable populations. Keep in
mind that the Emergency Response Guidebook deals only with the
initial phase of response following the release. Additional protec-
tive actions may have to be taken after that initial phase.

3-87
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
FACILITATOR NOTES
Coverage of NFPA 472 Standard 5.4.1:
Establishing and Enforcing Scene
Control Procedures
3-88
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
First Responder Actions within the APIE Process:
Implementation Stage
‹ Mention that we have moved through the analysis and planning
stages, and now are moving into the study of implementation. The
implementation stage includes:
1. Establish and enforce scene control procedures
2. Implement the response plan, including conducting rescue/recov-
ery and putting on/working in/taking off PPE
3. Perform defensive control functions to isolate the hazard—extin-
guishment, vapor suppression, defensive spill control, vapor dis-
persion, remote valve shut-off
4. Perform decontamination
5. Conduct rescue/recovery
6. Don, work in, and doff the appropriate PPE
µ Ask students a couple of questions such as the following. If most of
the participants do not know the answers, allow time for students to
read the information in their texts.
A. Who generally establishes the Hot Zone boundary?
B. When is the boundary established?
C. On what basis are the boundaries decided?
D. What may cause the boundaries to change?
E. Are monitoring devices used to help delineate these boundaries?
F. If so, should these monitors be calibrated? How often?
G. To your knowledge, is calibration typically documented?
H. How can you assure that the right meter is used to assess the haz-
ard? Note that a combustible gas indicator (CGI) will not detect
corrosivity. A carbon monoxide detector will not measure or de-
tect other toxic materials. A single gas detector like NH₃ (ammo-
nia) will not detect other gases.
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Implementation Stage

1. Establish and Enforce Scene Control Procedures

The first unit responding to an emergency restricts public access
by establishing boundaries to assure control of the site, avoid
spread of contaminants, and enable safe movement of people and
equipment around the hazard site.

Hot Zone/Exclusion Zone:

The Hot Zone is the area in which the hazardous material is actu- THE COMMAND POST SHOULD BE LOCATED IN
ally located: where contamination does or could occur. The goal THE COLD ZONE AND SHOULD BE SECURE
FROM INTERFERENCE FROM UNINVOLVED
is to isolate the hazard at its origin and keep the public away from PARTIES.
it. This zone is restricted to essential personnel using appropriate
protective clothing and equipment: ideally, a HazMat unit. Access
to this area is tightly controlled at a single entry point, and limited
to an assigned Entry Team.

Time within the Hot Zone must be minimized through careful

planning and monitoring. The entry team must have communica-
tion devices and alternate plans for communication if radios do
not function. There must be an emergency recall system in case it
becomes necessary to rapidly evacuate the area.
ENTRY INTO THE HOT ZONE MUST BE
Warm Zone/Contamination Reduction Corridor: CONTROLLED TO PREVENT ACCIDENTAL INJURY
AND ILLNESS.
The Warm Zone is a transition area between the Hot Zone and
the Cold Zone (clean area). Decontamination takes place in this
Warm Zone, which requires personnel to use protective equip-
ment appropriate to the level of hazard present. For incidents
involving hazardous materials, chemical protective clothing is
needed to operate in the decon corridor. The line that separates
the Hot Zone from the Warm Zone is the Hot Line, which may
be marked with barrier tape, safety cones, or other highly visible
devices.

Cold Zone/Support Zone:

The Cold Zone is the area farthest from potential contamination.
The public is also excluded from this area to allow the fire depart-
ment and other emergency response agencies space to function.
The general public is limited to an outer perimeter established
beyond the cold zone. The command post, treatment area for de-
contaminated patients, rehabilitation area for emergency response
personnel, and all other emergency response personnel work in
the Cold Zone.

3-89
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Implementation Stage (continued)

µ Team Activity: Have participants work within their teams to establish zones on this neighborhood map and then
safely position various groups in an appropriate zone.

‹ Quiz students on their understanding of control zones by asking these questions:

1. What resource could you use to establish an initial Isolation Zone? [The Emergency Response Guidebook]
2. In what zone is contamination most likely? [Hot Zone]
3. Under what circumstances can a First Responder enter the Hot Zone? [When a risk-benefit analysis indicates ben-
efit outweighs risk]

µ Have participants organize potential responders according to which zone they would operate in. Review the cor-
rect answers to the questions. Encourage discussion with the entire class. Refer participants back to the APIE deci-
sion-making flowchart (Text page 1-35), and discuss how variables (such as viable victims, availability of appropriate
PPE) would influence response decisions.

Zone Scenario: Imagine that you respond to a spill of 3,000 gallons of sulfuric acid fuming from a rail car in the
rail yard at 1300 hours on a weekday. Wind is blowing from the east at 5 m.p.h. The terrain is flat or slightly sloping
toward the water. The illustrated plot represents an area 2 miles wide and 1 mile deep. Where would you establish
each zone? Establish demarcation lines for each zone on your copy of the neighborhood map. Then place each of the
following groups in an appropriate zone. Note that some responders may legitimately work in more than one zone,
depending on the incident.

Potential Responders and Other Groups on the Scene (local protocol may vary):
1. Command 5. EMS 9. Civilians
2. Fire Units 6. Entry Team 10. Media
3. HazMat Units 7. Backup Team 11. Communications
4. Decontamination 8. Law Enforcement 12. Research

Which groups could be positioned in the Hot Zone? [6]

Which groups could be positioned in the Warm Zone? [2, 3, 4, and 7]
Which groups could be positioned in the Cold Zone? [1, 5, and 8 (edge of cold zone)]
Which groups should be positioned beyond the Isolation Perimeter of the Cold Zone? [9, 10, 11, and 12]

3-90
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process:

Implementation Stage (continued)
Team Activity: Complete this site control exercise within your team. First determine and mark a demarcation line
around each zone, then situate interested parties where they could safely function.

Potential Responders and Other Groups on the Scene (local protocol may vary):
1. Command 5. EMS 9. Civilians
2. Fire Units 6. Entry Team 10. Media
3. HazMat Units 7. Backup Team 11. Communications
4. Decontamination 8. Law Enforcement 12. Research

Chemical: Amount: Location:

Emergency Response Guide

Action guide #: Toxic Inhalation Hazard?
Initial isolation: Protective actions:
Potential hazard
Health: Fire or Explosive:
Public safety
Evacuation distance: Protective clothing:
Emergency response
Fire: Spill or leak: First aid:
2nd St.

3rd St.

North
1st St.

™
Factory
Public Park
Hospital
Main St.

School Railroad Yard

John St.

Hotel
West St.

Lake
Note: shaded area shown is 2 miles wide and 1 mile deep

3-91
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
FACILITATOR NOTES
Coverage of NFPA 472 Standard 5.5.1:
Evaluating the Status of Defensive
Actions
3-92
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
First Responder Actions within the APIE Process:
Implementation Stage (continued)
‹ Hold a group brainstorm requiring students to conclude when to
withdraw from a hazardous materials incident. Record their responses
on an easel pad and have them list these circumstances in their manuals.
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process: Variables to Consider When
Implementation Stage Implementing an Incident Response
PPE usage:
2. Implement the Response Plan Will the protection provided by SFPC be
This training will help responders think quickly and respond ac- sufficient? If not, is chemical protective
curately. Although there are many things to consider, time is of equipment available?
the essence. Given application of the course material, and experi- Decontamination:
ence on the job, seasoned responders try to consider all of these Can decontamination be effective? What
variables simultaneously (as if one set of conditions). They should resources are available?
reassess the situation throughout the response phase.
Rescue/recovery:
Is a rescue attempt appropriate?
Under what circumstances would it be wise to withdraw from a Remote valve shut off:
HazMat incident? Can remote valves be safely closed?
Spill control techniques:
Are resources available? Is spill control
appropriate?
Requesting additional resources:
Have needed resources been identified?
Are they available in a timely fashion?
Fire control:
Can control be effected while successfully
managing risk?

3-93
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
FACILITATOR NOTES
Coverage of NFPA 472 Standard 5.5.1:
Evaluating the Status of Defensive
Actions
3-94
FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS
First Responder Actions within the APIE Process:
Evaluation Stage
‹ Relate that steps in the evaluation phase of incident response in-
clude:
1. Evaluate the status of the implemented plan, and
2. Communicating the status of the planned response.
Remind students that these steps, like all phases in the process, may
need to be repeated.
µ Refer to the APIE flow chart again (Text page 1-35), and emphasize
that the evaluation phase is dynamic. Ask students what kinds of deci-
sions need evaluated, and if they are hesitant, then allow class time for
the group to read through the related section in their text. Responders
need to constantly consider whether their actions are having a positive
impact on the circumstances they are facing.
Evaluation may reveal the need for revision. This may mean a small or
large adjustment in the plan of action. If an adjustment is made, en-
sure all parties are informed of the intended change(s).
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

First Responder Actions within the APIE Process

Evaluation Stage

1. Continue to Evaluate and Communicate the Status of the

Response Plan
Make decisions based on new information. As you gather new in-
formation, you should utilize the APIE process to help you make
decisions. Throughout the incident, members must determine the
extent to which response objectives are being met. The following
questions should be considered:
— Does the strategy ensure personnel safety? Is the span of con-
trol manageable?
— Are personnel being tracked during the incident? Are crews
adequately supervised?
— Are strategic priorities being met? If not, changes should be
planned and initiated.

2. Communicate the Status of the Incident

Plans and strategies can change drastically—and frequently—de-
pending on how a given incident evolves. All involved units and
support personnel should be continually appraised of response sta-
tus until the incident can be formally terminated. Keeping lines of
communication open and disseminating accurate information are
difficult tasks to accomplish during the process of actually remedi-
ating an emergency but are needed for coordinated, safe, efficient
incident resolutions.

Termination of a hazardous materials incident may include trans-

fer of command. It will also involve record keeping, debriefing,
and post-incident analyses. Records to be collected include logs
from all leaders, including the Decontamination Officer notes,
the Incident Safety Officer’s report or log, the Operations Chief
and Hazardous Materials Branch Director reports, and docu-
ments generated or collected by the Incident Commander (e.g.,
MSDSs). Ensure exposure and injury reports for all members are
completed and filed according to the department’s standard oper-
ating procedures and guidelines.

If possible, responders as a group should look back on how things

went. This debriefing should occur as soon as possible after the
incident has been stabilized. Health effects and concerns should
be addressed, problems resolved, and participants thanked for a
job well done.

All aspects of the incident should be reviewed again with the

benefit of hindsight, after some time has passed. All procedures
and responses should be considered and critiqued for the sake of
improvement. Standard operating procedures may need to be de-
veloped or revised, or more training may need to be provided.

3-95
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation

Show the Unit 3 Review PowerPoint® to reinforce content cov-

ered throughout the day.

‹ Ask each team to study the final scenario. Use the NFPA 472 skills
checklist (Appendix 1-91, 92) on the respective facilitator note pages to
evaluate performance during the scenario.

3-96
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation

On August 24, 2001, a call was made to 9-1-1 at 6:45 AM reporting a man down in the rear loading dock at a com-
pany called Performance Materials Chemical Company. Further questioning revealed that the man was lying by a
chemical drum surrounded by a haze and a pungent odor.

Upon arrival, First Responders from the Hudson Fire Department saw a haze engulfing the loading dock area and
smelled an apparent odor. There was a male victim lying approximately three feet from a 55-gallon drum. A prelimi-
nary investigation revealed that the drum contained nitric acid. A leak created by a packaging defect had allowed
moisture from the prior morning’s rain to enter the container. The ensuing chemical reaction caused the corrosive to
fume. The victim appeared to have received multiple burns from the corrosive vapor cloud issuing from the damaged
drum.

Student questions:

What clues lead you to suspect the involvement of hazardous materials? (When answering this question, don’t
forget your knowledge of the five basic recognition and identification clues.)
A. Dispatch information:

B. Occupancy and location:

C. Container shape and size:

D. Marking systems:

E. Shipping papers and facility documents:

3-97
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

µ Ask each team to complete as much of the hazardous materials identification worksheet as possible regarding
nitric acid by using the MSDS located in the Appendix. Encourage students to use any and all available reference
materials.

‹ Ask students what clues they used. Why did they pick each clue?

‹ Give some “What if ” scenarios. For example, what if a fixed site incident involved a transportation container
parked on-site? What different clues might you rely on? Why?

‹ Ask why is it important to consider all the clues at every incident, despite first impressions? Stress the importance
of using as many clues as possible at an incident.

Product / Chemical Name: Nitric Acid Reference Used: NIOSH P.G.

Chemical and Physical Properties

Physical State: Liquid Form: Liquid Vapor Pressure: 48 mmHg / ATM

Flammable: Yes / No LEL: N/A % UEL: N/A %

Flash Point (Fl P): N/A °F / C Ignition (Auto) Temperature: °F / C

Boiling Point (BP): 181 °F / C Flash Point (Fl P): -44 °F / C

Molecular Weight (MW): 63.0 Vapor Density (VD): 1-3 depending on concentration
Lighter / Heavier than Air: Volatility:
Specific Gravity (SpG): 1.5 (NIOSH) / 2.12 (MSDS) Solubility (Sol): Miscible
Corrosive: 1.0 pH Reactive (with): Combustible materials, carbides, metal
powders, alcohols, hydrogen sulfide

Polymerization (potential): Yes / No

Radioactive: No / Yes Alpha: Beta: Gamma:

Health
Toxic: No / Yes Routes of Exposure: Inhale / Ingest / Conc. / Inject

Exposure Limits: TLV-TWA: 2 ppm TLV-STEL: 4 ppm

TLV-C: PEL/REL: 5 mg/m³ IDLH: 25 ppm

2 ppm
Comments: LC 50-67 ppm

3-98
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

Complete this worksheet for nitric acid. What does this information mean in terms of response?

Product / Chemical Name: Reference Used:

Chemical and Physical Properties

Physical State: Form: Vapor Pressure: mmHg / ATM

Flammable: Yes / No LEL: % UEL: %

Flash Point (Fl P): °F / C Ignition (Auto) Temperature: °F / C

Boiling Point (BP): °F / C Flash Point (Fl P): °F / C

Molecular Weight (MW): Vapor Density (VD):

Lighter / Heavier than Air: Volatility:
Specific Gravity (SpG): Solubility (Sol):
Corrosive: pH Reactive (with):

Polymerization (potential): Yes / No

Radioactive: No / Yes Alpha: Beta: Gamma:

Health
Toxic: No / Yes Routes of Exposure: Inhale / Ingest / Conc. / Inject

Exposure Limits: TLV-TWA: TLV-STEL:

TLV-C: PEL/REL: IDLH:

Comments:

3-99
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

Use the Unit 3 Final Scenario PowerPoint® to show the simulation unfolding. Note students have copies of
these photos on the adjacent page of their manuals.

µ Have the teams complete the forms included for all stages of the APIE process. Students should decide what First
Responder Actions they would include in a safe and effective response plan. The teams need to decide whether to at-
tempt a rescue of a viable victim exposed to the material. Elicit verbal responses from each team. Compare and con-
trast reactions to the simulation.

‹ Use the following checklists to make sure participants are complete in their scenario response. Highlight any
competencies that appear to require more practice, and discuss any specific follow-up recommendations on an indi-
vidual basis.

GENERAL
NFPA 472 Standards: Minimal Competency:
5.1.2.1 (1)(a) [ ] Identifies containers involved and determines if a release has occurred
5.1.2.1 (1)(b) [ ] Collects and interprets hazard and response information
5.1.2.1 (1)(c) [ ] Predicts behavior of released material
5.1.2.1 (1)(d) [ ] Estimates potential harm
5.1.2.1 (2)(b) [ ] Describes defensive options
5.1.2.1 (2)(c) [ ] Determines appropriate PPE for defensive action
5.1.2.1 (2)(d) [ ] Identifies emergency decontamination procedures
5.1.2.1 (3)(a) [ ] Establishes and enforces scene control procedures including:
[ ] control zones
[ ] emergency decon
[ ] communications
5.1.2.1 (3)(b) [ ] Initiates an IMS for hazardous materials incidents
5.1.2.1 (3)(c) [ ] Dons, works in, and doffs PPE provided by the authority with jurisdiction
5.1.2.1 (3)(d) [ ] Performs defensive control functions identified in the plan of action
5.1.2.1 (4)(a) [ ] Evaluates the status of the defensive actions taken in accomplishing the response objectives

3-100
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

Imagine that you are the first-arriving engine company to this incident at Performance Materials Chemical Company
described in the simulation. What are your options and what are your First Responder actions?

3-101
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

ANALYSIS
NFPA 472 Standards Minimal Competency:
5.2.1.1 (E)(4) [ ] Identifies drums
5.2.1 (B) [ ] Identifies the markings indicating container size, product contained and/or site identification
numbers for facility containers
5.2.1.4 [ ] Identifies and lists the surrounding conditions that should be noted by First Responders when
surveying hazardous materials incidents
5.2.1.5 [ ] Gives examples of ways to verify information obtained from the survey of a hazardous materials
incident
5.2.2 (1) [ ] Using MSDS; CHEMTREC/CANUTEC/SETIQ, authorities, and shipper/manufacturer con-
tact, matches the associated definitions
[ ] Using an MSDS, identifies
5.2.2 (3)(a) [ ] physical and chemical characteristics
5.2.2 (3)(b) [ ] physical hazards of the material
5.2.2 (3)(c) [ ] signs and symptoms of exposure
5.2.2 (3)(e) [ ] routes of entry
5.2.2 (3)(f ) [ ] exposure limits
5.2.2 (3)(h) [ ] precautions for safe handling
5.2.2 (3)(i) [ ] applicable control measures including PPE
5.2.2 (7) [ ] Identifies the procedures for contacting local, state, and federal authorities as specified in the
emergency response plan or SOPs
[ ] Determines the significance and impact of the following on a container or its contents
5.2.3 (1)(a)(ii) [ ] chemical reactivity
5.2.3 (1)(a)(ii) [ ] corrosivity (pH)
5.2.3 (1)(a)(vii) [ ] physical state
5.2.3 (1)(a)(viii) [ ] specific gravity
5.2.3 (1)(a)(ix) [ ] toxic products
5.2.3 (1)(a)(x) [ ] vapor density
5.2.3 (1)(a)(xi) [ ] vapor pressure
5.2.3 (1)(a)(xii) [ ] water solubility
5.2.3 (2) [ ] Identifies three types of stress that cause release of container contents
5.2.3 (3) [ ] Identifies five ways in which containers can breach
5.2.3 (4) [ ] Identifies four ways in which containers can release their contents
5.2.3 (5) [ ] Identifies at least four dispersion patterns that can be created upon release of a hazardous material
5.2.3 (8)(d) [ ] Identifies the health hazard associated with irritant/corrosive
5.2.4 (1) [ ] Identifies resources for determining the size of an endangered area of a hazardous materials incident
5.2.4 (2) [ ] Estimates the number and type of exposures within endangered area
5.2.4 (3) [ ] Identifies resources available for determining the concentrations of a related hazardous material
within an endangered area
5.2.4.6 [ ] Describes the prioritization of emergency medical care and removal of victims from hazard area
relative to exposure and contamination

3-102
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

What actions are needed for a safe and effective response plan to this simulation?

ANALYSIS STAGE

1. Consider dispatch information

Who?
What would you do?
How would you do it?
Any special considerations?

2. Initiate an Incident Management System

Who?
What would you do?
How would you do it?
Any special considerations?

3. Survey the scene

Who?
What would you do?
How would you do it?
Any special considerations?

4. Collect and interpret information

Who?
What would you do?
How would you do it?
Any special considerations?

5. Conduct risk / benefit analysis

Who?
What would you do?
How would you do it?
Any special considerations?

3-103
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

PLANNING
NFPA 472 Standards: Minimal Competency:
5.3.1 (1) [ ] Identifies the steps for determining the number of exposures that could be saved by the First
Responder with the resources available
5.3.1.(2) [ ] Describes the steps for determining defensive response objectives
5.3.1 (3) [ ] Describes how to assess the risk to a responder for each hazard class in rescuing injured persons
5.3.2 (1) [ ] Identifies the defensive options to accomplish a given response objective
5.3.2 (2)(b) [ ] Identifies the purpose for, procedures, equipment, and safety precautions used with dike, dam,
diversion, retention
5.3.3 (1)(a) [ ] Identifies three types of respiratory protection and the advantages and limitations of each
5.3.3 (2)(b)(i) [ ] Identifies the purpose, advantages, and limitations of structural fire fighting protective clothing
5.3.4 (1) [ ] Identifies ways that personnel, PPE, apparatus, tools, and equipment become contaminated
5.3.4 (3) [ ] Identifies the purpose of emergency decontamination procedures
5.3.4 (4) [ ] Identifies the advantages and limitations of emergency decontamination procedures

3-104
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

PLANNING STAGE

1. Determine response objectives and defense options

Who?
What would you do?
How would you do it?
Any special considerations?

2. Determine the appropriate Personal Protective Equipment

Who?
What would you do?
How would you do it?
Any special considerations?

3. Identify emergency decontamination procedures

Who?
What would you do?
How would you do it?
Any special considerations?

4. Assess vulnerable populations

Who?
What would you do?
How would you do it?
Any special considerations?

3-105
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

IMPLEMENTATION
NFPA 472 Standards Minimal Competency:
5.4.1 (1) [ ] Identifies the procedures for establishing some control through control zones
5.4.1 (4) [ ] Identifies considerations associated with locating emergency decontamination areas
5.4.1 (5) [ ] Demonstrates the ability to perform emergency decontamination
5.4.2 (4) [ ] Identifies the considerations for determining the location of the command post
5.4.2 (5) [ ] Identifies the procedures for requesting additional resources
5.4.2 (6) [ ] Identifies the authority and responsibilities of the safety officer
5.4.3 (3) [ ] Identifies safety precautions to be observed when approaching and working at an incident
5.4.3 (9) [ ] Demonstrates donning, working in, and doffing PPE and SCBA

3-106
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

IMPLEMENTATION STAGE

1. Establish and enforce scene control procedures

Who?
What would you do?
How would you do it?
Any special considerations?

2. Initiate the response plan

Who?
What would you do?
How would you do it?
Any special considerations?

3. Perform defensive control functions

Who?
What would you do?
How would you do it?
Any special considerations?

4. Perform decontamination
Who?
What would you do?
How would you do it?
Any special considerations?

5. Conduct rescue/recovery
Who?
What would you do?
How would you do it?
Any special considerations?

6. Don, work in, and doff the appropriate PPE

Who?
What would you do?
How would you do it?
Any special considerations?

3-107
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

EVALUATION
NFPA 472 Standards Minimal Competency:
5.5.1 (1) [ ] Identifies the considerations for evaluating whether defensive options are effective
5.5.1 (2) [ ] Describes the circumstances under which it would be prudent to withdraw from an incident
5.5.2 (2) [ ] Identifies methods for immediate notification of the incident commander and other response
personnel about critical emergency conditions

3-108
FIRST RESPONDER OPERATIONS UNIT 3: RESPONDING TO HAZARDOUS MATERIALS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Simulation (continued)

EVALUATION STAGE

1. Establish the status of the implemented plan

Who?
What would you do?
How would you do it?
Any special considerations?

2. Communicate the status of the planned response

Who?
What would you do?
How would you do it?
Any special considerations?

Key Points:
— When should command have been established? What is the purpose of establishing command? How can estab-
lishing command early affect safety and health?
— What are some key size-up elements in this case study?
— Where did you go for needed information?
— How would you begin the process of recognizing container damage? How can this be accomplished safely? What
kind of damage was likely in your case study?
— How should scene security be accomplished? What special problems can occur with respect to scene security?
— Could First Responders take any steps to safely isolate the hazard in this case? What measures?
— What does it mean to continue to evaluate the hazard? If you were responsible for the evaluation in this case,
how would you accomplish it?

3-109
UNIT 3: RESPONDING TO HAZARDOUS MATERIALS FIRST RESPONDER OPERATIONS
FACILITATOR NOTES INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Final Course Evaluation

Students will evaluate what they learned throughout the course, take
the Post-Test, and receive their certificates.

‹ If time permits, discuss key skills and knowledge that participants

think they acquired from the course. Compare them with the list of
expectations that the class generated on the first day of class. Discuss
the extent to which expectations were met. Start at the top of the list
and ask students to speculate on how the outcomes will actually be
applied.

‹ Before administering the Post-Test, ask a few review questions

such as:
1. What two positions must always be established at all hazardous
materials incidents? [Incident Commander and Safety Officer]
2. What area serves as the staging area for the backup team (also the
area beyond the range of potential contamination)? [Cold Zone]
3. Name some defensive control measures. [Extinguishment, diking
and damming, vapor suppression]
4. Which zone does decontamination take place in? [Warm Zone]
5. When is it not a good idea to use water as an extinguishing agent?
[When water reactivity is an issue]
6. Who is qualified to neutralize most hazardous materials spills?
[Hazardous Materials Specialist or Technician (training beyond this
Operations course)]
7. Name one emergency center that provides identification support
for responders concerning chemicals. [CHEMTREC]

‹ Have participants complete the Post-Test; entertain questions and

review correct answers.

‹ Ask students to complete the course evaluation.

3-110
APPENDIX for First Responder Operations
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Appendix Table of Contents

Unit 1: UNDERSTANDING Hazardous Materials
Regulations and Standards 3
Chemical /Physical Properties Identification Form 7
Health and Safety Materials
Medical Surveillance 8
Proactive Health Strategies 12
Exposure Report Form 14
Medical Exam Items 15

Unit 2: RECOGNIZING Hazardous Materials

Comparison of UN/US DOT Hazard Classes 20
Material Safety Data Sheets
Nitric Acid 22
Chlorine 25
Diazinon 30
Leaded Gasoline 32
MSDSs and Trade Secrets 35
Tier II Report Form 36
Shipping Papers
Bill of Lading 37
Example of a Consist (Train List or Wheel Report) 38
Dangerous Cargo Manifest 39
Shipper’s Declaration for Dangerous Goods 40

Unit 3: RESPONDING to Hazardous Materials

Cleaning Personal Protective Equipment 41
Sample PPE Inspection Checklist 42
Sample Standard Operating Procedures 43
Sample Pre-Incident Plan Form 49
Conducting an On-Site Incident Pre-Planning Survey 53
Pre-Planning Resource Identification Survey 54
Summary of Work Area Hazards 55
Incident Management System 61
Terminating the Incident 64
Critical Incident Stress Debriefing 66

Web Sites Related to Emergency Response 67

References 69

NFPA 472 Materials

Course Content Indexed by NFPA 472 Standards 70
Glossary of NFPA 472 Terms 84
NFPA 472 Competency Checklist (Items Demonstrated in Final Course Simulation) 90

APPENDIX-2
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Regulations and Standards

This material was designed to provide emergency responders with background information on some of the regula-
tions that have pioneered changes in the fire service, particularly in the areas of hazardous materials and worker
health and safety. This information has been carefully summarized to address fire service interests, and is not intended
to be all-inclusive or to provide legal interpretation. To find out specific information, refer to the Code of Federal
Regulations and your local and state regulations.

Standards Promulgated by OSHA:

OSHA is responsible for promulgating legally enforceable standards. OSHA standards fall into four categories:
— General Industry
— Maritime
— Construction
— Agriculture

Occupational Illness and Injury:

Facilities with 11 or more employees must maintain records of occupational injuries and illnesses as they occur. An
occupational injury is an injury such as a cut, fracture, sprain, or amputation that results from a work-related acci-
dent or from exposure involving a single incident in the work place. An occupational illness is any abnormal condi-
tion or disorder other than one resulting from an injury, caused by exposure to environmental factors associated with
employment. Included are acute and chronic illnesses or diseases that may be caused by inhalation, absorption, inges-
tion, or direct contact with toxic substances or harmful agents.

Safety and Health Programs:

All employees are required to comply with a health and safety program. Most facilities choose to extend this program
to contractors, subcontractors, visitors, regulatory agency personnel, and site owners or their representatives. The
rights and responsibilities of employees and the employer are described by OSHA. OSHA has several standards that
apply to the health and safety of workers, including:
29 CFR 1910.1200 Hazard Communication
29 CFR 1910.120 HAZWOPER
29 CFR 1910.146 Confined Space
29 CFR 1910.1030 Bloodborne Pathogens
29 CFR 1910.147 The Control of Hazardous Energy
29 CFR 1910.133 Eye and Face Protection
29 CFR 1910.134 Respiratory Protection
29 CFR 1910.135 Occupational Head Protection
29 CFR 1910.136 Occupational Foot Protection
29 CFR 1910.138 Occupational Hand Protection
29 CFR 1910.95 Occupational Noise Exposure

The following pages comprise an overview of these standards.

APPENDIX-3
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Hazard Communication Standard (OSHA 29 CFR 1910.1200)

OSHA has written a standard that requires employers to identify the hazards present in the work place. The hazard
communication standard, written in 1987, outlines methods for identifying and communicating the presence of haz-
ards. Also known as the employee Right-to-Know law, the hazard communication standard applies to all chemicals
that pose hazards to workers. This standard categorizes chemicals based on their threat to human health. Hazards
at hazardous waste operations and emergency response sites can be classed into two categories: safety hazards and
chemical hazards.

Chemical hazards pose either a health hazard or a physical hazard to the worker. While there are two broad categories
of hazards, the hazard communication standard only addresses the chemical hazards present in the work place.

Safety hazards consist of hazards such as noise or thermal extremes. Safety hazards result from conditions in the work
place that might harm workers and can be identified using good hazard communication labels. Safety hazards in-
clude:
— High noise levels
— Oxygen deficient or enriched conditions
— Shock hazards
— Static discharges
— Mechanical hazards
— Thermal extremes
— Poor ergonomics
— Hazards from welding/cutting/brazing operations
— Excavation hazards
— Hazards from ionizing radiation

APPENDIX-4
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

HAZWOPER (OSHA 29 CFR 1910.120)

OSHA’s 29 CFR 1910.120 deals with hazardous waste operations and emergency response. The standard targets three
separate groups of workers including employees who:
— Work at RCRA facilities
— Respond to emergencies
— Work at clean-up sites dealing with hazardous substances

Regulation 29 CFR 1910.120 is divided into 17 paragraphs, a through q, and includes requirements such as medical
monitoring, health and safety plans, and site characterization. Employees who work at RCRA facilities are covered by
paragraph p. Employees who work at clean-up sites are covered by paragraphs b through o. Fire fighters who handle
emergency response are covered by paragraph Q, which is described below.

Paragraph Q — Emergency Response

This paragraph covers employees who are responding to an emergency response regardless of the location. Elements
of paragraph Q include:
— Development of an Emergency Response Plan with the following elements:
» Pre-emergency planning with outside parties
» Personnel roles, lines of authority and communication
» Emergency recognition and prevention
» Safe distances and places of refuge
» Site security and control
» Evacuation routes and procedures
» Decontamination procedures
» Emergency medical treatment and first aid
» Emergency alerting and response procedures
» Critique of response and follow-up
» PPE and emergency equipment
— Procedures for handling emergency response
— Skilled support personnel
— Specialist employees
— Training levels in a hierarchy based on training requirements and responsibility for responding to an emergency:
1. First Responder Awareness Level: Use senses and job knowledge to be alert to an emergency and initiate the
emergency response team
2. First Responder Operations Level: Recognize an emergency and take a defensive posture by isolating the area
and containing the release
3. Hazardous Materials Technician: Recognize the hazards of the release and take an offensive posture by stop-
ping the release
4. Hazardous Materials Specialist: Support the technician with a more specialized knowledge of the hazards
present
5. On-site Incident Commander: The most senior official at the scene who is responsible for making the deci-
sions and assigning duties
— Trainers
— Refresher training
— Medical surveillance and consultation
— Chemical protective clothing
— Post-emergency response operations (include possible removal of hazardous substances, health hazards, and con-
taminated materials)

APPENDIX-5
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Other OSHA Standards

1910.146
The Confined Space Standard identifies requirements for confined space entry and practices/ procedures to protect
employees from the hazards of permit-required confined spaces.

1910.1030
The Bloodborne Pathogen Standard covers occupational exposure to blood or other potentially infectious materials.
This standard focuses on communicable disease such as HIV, Hepatitis B, and Hepatitis C.

1910.147
The Control of Hazardous Energy, more commonly known as Lockout/Tagout (LO/TO) Standard establishes mini-
mum performance requirements for control of energization (start up) of machines or equipment, or the release
of stored energy that could cause injury. This standard requires employers to publish a written LO/TO program.
Facilities are required to institute policies and procedures which protect workers from mechanical hazards during rou-
tine maintenance.

1910.133
In 1910.133, OSHA identifies acceptable eye and face protection. Eye and face protection are required when a reason-
able probability of injury exists.

1910.134
The primary objective of the Respiratory Protection Standard is to control occupational disease caused by breathing
contaminated air. Breathing air is contaminated when harmful dusts, fogs, fumes, mists, gases, sprays, or vapors exist
in the work place.

1910.135
The Occupational Head Protection Standard requires workers to wear protective helmets when working in areas where
the potential for head injury exists due to falling objects.

1910.136
The Protective Footwear Standard protects employees working in areas where harmful foot exposure exists. Protective
footwear must be issued when hazards from falling and/or rolling objects, objects piercing the sole, or even electrical
hazards are present in the work place.

1910.138
Protective hand protection is mandated when employees’ hands are exposed to one or more of the following condi-
tions: skin absorption of harmful substances, severe cuts or lacerations, severe abrasions, punctures, chemical burns,
thermal burns, and/or temperature extremes.

1910.95
The Occupational Noise Protection Standard identifies the type of protection necessary against a variety of noise expo-
sures. In addition, the standard requires facilities to establish a hearing conservation program and communicate the
effects of noise exposure.

APPENDIX-6
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Chemical/Physical Properties Identification Form

Product / Chemical Name: Reference Used:

Chemical and Physical Properties

Physical State: Form: Vapor Pressure: mmHg / ATM

Flammable: Yes / No LEL: % UEL: %

Flash Point (Fl P): °F / C Ignition (Auto) Temperature: °F / C

Boiling Point (BP): °F / C Flash Point (Fl P): °F / C

Molecular Weight (MW): Vapor Density (VD):

Lighter / Heavier than Air: Volatility:
Specific Gravity (SpG): Solubility (Sol):
Corrosive: pH Reactive (with):

Polymerization (potential): Yes / No

Radioactive: No / Yes Alpha: Beta: Gamma:

Health
Toxic: No / Yes Routes of Exposure: Inhale / Ingest / Conc. / Inject

Exposure Limits: TLV-TWA: TLV-STEL:

TLV-C: PEL/REL: IDLH:

Comments:

APPENDIX-7
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance
Several federal regulations mandate medical surveillance for fire fighters and EMS personnel. The federal
Occupational Safety and Health Administration establishes minimum requirements in a number of hazardous ma-
terials emergency response areas. One area covers the provision of a medical surveillance program for employees.
Equal protection for workers not covered by OSHA is provided by similar requirements in Environmental Protection
Agency (EPA) 40 CFR 311 regulations. The OSHA respiratory protection standard, 29 CFR 1910.134, also requires
medical surveillance for personnel who use respiratory protection equipment such as SCBA. In addition to these reg-
ulations, the National Fire Protection Association (NFPA) developed the NFPA 1500 Standard on Fire Department
Occupational Safety and Health Programs. This standard specifically addresses the need for a comprehensive ap-
proach to the health and safety of fire fighters and emergency medical care providers.

How Is My Health Assessed?

To effectively track the status of your health, you must have a baseline physical and assessment followed by routinely
scheduled evaluations. Your health assessments are based on a variety of sources. These include:
A. Questionnaire data
B. Physical examinations
C. Diagnostic medical testing
D. Biological monitoring

A. Questionnaire Data
Questionnaires provide important information regarding your:
— Medical history
— Occupational history
— Family history
— Current symptoms that might be related to hazardous materials exposure

A key component of the questionnaire is determining risk factors. Risk factors are areas that might predispose you to
a negative health effects. For example, someone with cardiac or respiratory disease history might not be able to wear
fully encapsulating chemical protective clothing or self-contained breathing apparatus in strenuous situations.

Other risk factors include:

— Chronic Obstructive Pulmonary Disease (COPD)
— Severe asthma
— Previous heart attack
— Current obesity

In addition to risk factors, questionnaires should also include an area devoted to occupational history. This section
looks at current job duties, previous employment, and part-time work. This type of information, including non-
occupational exposures, (perhaps from hobbies such as car repair) can help to pinpoint areas of potential concern.
Previous known exposures to asbestos and solvents such as benzene are other examples.

Physician’s Written Opinion

The physician writes his or her opinion regarding the employee’s fitness for duty. Copies of the written opinion must
be sent to both the employer and the employee. Medical records regarding specific conditions that the employee may
have are confidential, so they must be maintained separate from personnel records.

APPENDIX-8
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance (continued)

The opinion must include:
— Results of the medical exam and tests (available to employees only)
— Physician’s opinion as to whether the employee has any detected medical conditions that could increase risk of
health impairment
— Physician’s recommended limitation, if any, on the employee’s assigned work
— A statement that the employee has been informed by the physician of the results of the medical exam and any
medical conditions that require further exams or treatment
— The written opinion obtained by the employer should not reveal specific findings or limitations unrelated to oc-
cupational exposure

Types of Physicians
The physician conducting surveillance exams must be well acquainted with the fire/rescue service and the special
needs of hazardous materials emergency responders. Physicians trained in occupational medicine or toxicology are
ideally suited to conduct surveillance programs. It is essential that all physicians be familiar with OSHA/EPA require-
ments and NFPA standards as well as common work practices. Physicians must also be aware of and follow applicable
confidentiality and reporting requirements. This exam should not replace your routine health care follow-up.

B. Physical Examinations
There are a variety of medical examinations that may be appropriate during your participation in a comprehensive
medical surveillance program. Some of these examinations are routine and others are specific to known or possible
exposures. Knowing the different types can help to ensure that you participate successfully.

Your employer must provide specific information to the health care provider conducting a medical surveillance exam
under the OSHA or EPA regulations. If you are being sent to a community hospital or private clinic, this informa-
tion should be made available in order to help the physician or other provider understand the nature of your work.

This information includes:

— A copy of 29 CFR 1910.120, The Hazardous Waste Operations and Emergency Response Standard
— A description of the employee’s duties as they relate to his or her exposure
— The employee’s previous exposure levels and anticipated exposure levels
— A description of any personal protective equipment used or to be used
— Information from the employee’s previous medical exams that is not readily available to the examining physician

Pre-Placement Physical Exams

A pre-placement exam is given at the time of hiring or change in job duties. It is an important opportunity to gain
baseline or initial data for use in future comparisons. It allows the physician to determine if you can safely wear pro-
tective equipment while working in a hazardous environment.

Pertinent history includes:

— Allergies
— Illnesses
— Risk factors
— Dietary and exercise habits
— Occupational history

APPENDIX-9
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance (continued)

Minimal items included in the comprehensive physical examination include:
— Physical evaluation
— Body composition
— Laboratory tests
— Vision tests
— Hearing evaluation
— Spirometry
— EKG
— Cancer screening

Post-Exposure Monitoring
Post-exposure monitoring may be necessary even if responders are not experiencing symptoms. Testing may also be
required even after medical treatment has been completed. In some cases, depending on the type of exposure, specific
tests can be administered to quantify the exposure. These tests can serve as the basis for determining whether addi-
tional medical treatment is necessary.

It is very important that all confirmed or suspected exposures be carefully documented in written form. These records
are very useful during the annual medical review and can also be used as claims evidence in applicable workers com-
pensation cases.

These evaluations are designed to assist in the early identification of illness or injury that may be related to the ad-
verse effect of a work site exposure or the working environment. In addition, any employer having workers with oc-
cupational exposures to infectious diseases is required to establish a written exposure control plan designed to elimi-
nate or minimize exposures and to handle them properly when they occur.

Exit Physical Examinations

This examination is performed when you leave your department or transfer to work that does not involve continued
exposure to hazardous materials. The purpose of an exit exam is to establish the state of a member’s health at the con-
clusion of a specific job assignment. The components of the exam are similar to those of the periodic exam.

C. Diagnostic Medical Testing

Diagnostic medical testing evaluates target organs. Diagnostic tests may include:
— Blood tests
— Urinalysis
— Lung function testing
— Electrocardiogram
— Stress tests

D. Biological Monitoring
Biological monitoring measures the level or effects of a specific agent. It is usually done only if you are exposed to an
agent for which tests are available, such as:
— Pesticides
— Lead exposure

APPENDIX-10
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Surveillance (continued)

Acute Medical Care
There is always a chance that hazardous materials responders will require medical attention as a result of operations
at the scene of an emergency. First Responders may become injured or ill from exposures or heat stress. It is essential
that provisions be made for emergency medical care at the site. Because of the nature of the work, Advanced Life
Support should be available to treat and transport responders requiring attention.

As part of your pre-incident planning process, identify hospitals in your area that are equipped to handle chemical
and toxicological emergencies. These facilities may have specially trained providers and equipment that could make
the difference in an emergency.

What Is Included In An Annual Program Review?

Just like any other program, the medical surveillance component should undergo review to ensure that it is effective.
This review, which should occur annually at a minimum, can also help to identify injury trends and special health
effects. Review elements should include:
— Assessments of injuries and illnesses to determine the cause. This process allows you to modify health and safety
procedures when necessary.
— A review of medical testing for exposures and environmental monitoring to ensure that they are useful.
— An examination of emergency response capabilities and treatment procedures and an updated list of emergency
contacts and facilities. Through the on-going planning process, response capabilities should address new hazards
and possible exposures.
— A careful analysis of group data to detect trends that may not be apparent through individual results. From these
findings, deficiencies in such areas as training or personal protective equipment can be corrected.
— A review of hazardous materials responses, medical records, and exposure reports to ensure that responders are
receiving proper follow-up care.
— A review of confidentiality procedures and safeguards to ensure that member privacy is protected. An audit of
reporting procedures can ensure that only information on work status and restrictions is communicated to man-
agement. This element builds trust in the medical surveillance system and will encourage members to participate
fully and completely in the process.

APPENDIX-11
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Proactive Health Strategies

The goal is to remain as healthy as possible through a comprehensive personal program that takes into account our
physical, emotional, and medical needs. If you pay daily attention to these needs, you will reap significant benefits in
emergency performance. The benefits of a sustained commitment to well-rounded personal health include:
— Less risk of death or injury or a disabling disease
— Improved physical performance
— Decreased levels of stress, tension, and anxiety
— Enhanced ability to rest and sleep
— Better ability to bounce back from strenuous events

Some key components of a proactive health strategy are:

A. Medical review
B. Fitness
C. Stress management
D. Nutrition

A. Medical Review
An annual medical review helps ensure that emergency responders are well informed about their physical health. A
life-long, consistent comparison of essential health data can help detect changes that require follow-up to eliminate
the possibility of disease. It is a critical element in a proactive health strategy.

B. Fitness
Physical fitness is critical to your overall health and your ability to perform safely and effectively as an emergency
responder. Higher levels of aerobic fitness, good flexibility, and muscular strength and endurance are key assets in the
emergency response profession. All responders participating in fitness programs should be medically cleared prior to
doing so. This clearance can establish a health baseline and rule out any existing medical issues that might preclude
participating in a fitness program.
— Aerobic Capacity. Aerobic capacity is an integral part of a fitness program. Improved aerobic capacity leads to bet-
ter cardiovascular fitness and keeps blood pressure, weight, and body chemistry in the normal ranges. There is
little debate that a high aerobic capacity is a prime goal for fire fighters and other emergency responders.
— Flexibility. Because emergency response work is physically demanding and often requires intense physical labor
in restricted areas, the majority of injuries are sprains and strains. In addition, many fire fighters are forced into
retirement each year because of disabling back injuries. An important part of injury prevention is a flexibility
program that creates full range of movement for joints and muscles.
— Muscular Strength and Endurance. Muscular endurance is defined as the ability of a muscle group to perform
work over a period of time sufficient to cause muscle fatigue. Fire fighting and emergency response work fre-
quently requires maximum exertion. Maintaining an appropriate level of muscular strength not only allows you
to perform your work efficiently, it establishes a reserve that can prevent sprains and strains. A routine strength-
training component is a standard part of responder fitness.

C. Stress Management
To manage stress effectively you must first be aware that you are subject to a variety of stressors. Among these are
typical job stress, critical incident stress, stress from financial and legal concerns, family relations, and stress from is-
sues such as infectious disease exposure. To manage stress, you need to recognize common symptoms such as loss of
appetite, trouble sleeping, and anger. Every responder needs to make full use of programs to combat stress.

APPENDIX-12
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Proactive Health Strategies (continued)

Such programs include professional counseling, peer support, and education. The value of regular exercise as a tool to
relieve stress should also be emphasized.

D. Nutrition
Proper nutrition is a key part of proactive health maintenance. The daily diet can provide the basic fuel necessary to
respond safely and effectively to emergencies. The higher the quality of the fuel you consume, the more effective and
efficient you can be. High quality nutrition improves the quality of life and the performance of emergency respond-
ers. Some of the positive aspects of a good diet are:
— Increased energy
— Shortened recovery time
— Improved resistance to diseases

HIGH RISK BEHAVIORS

Substance abuse:
The abuse of alcohol is by far the largest concern. An effective program to educate responders and new hires about
the problems associated with alcohol and drug abuse is an important part of health promotion. In addition, treat-
ment at reasonable cost should be made available for those who require it.
Tobacco use:
The use of tobacco in any form is associated with a wide range of negative health effects including heart disease
and cancer. Effective programs to stop the use of tobacco are essential.

APPENDIX-13
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Exposure Report Form

Name: ID #:
Incident #: Date: Location:
List Incident Type: Fire Other Not Listed
# 1. Structural 6. EMS 11. Other
2. Trash/Dumpster 7. HazMat Spill
3. Vehicle 8. Rescue
(explain)
4. Marine 9. Fire Station
5. Wildland 10. Training Site
List Primary Activity Type: 1. Extinguishment 7. HazMat Response
# 2. Search/Rescue 8. Vehicle Extraction
3. Ventilation 9. Command
4. Salvage 10. Rehabilitation
5. Support 11. Undetermined/Not Reported
6. Medical Care 12. Other (explain):
Check PPE Worn: Fire/Rescue EMS HazMat
[ ] 1. Helmet [ ] 1. Gloves: Latex [ ] 1. Level A
[ ] 2. Coat [ ] 2. Eye Protection [ ] 2. Level B
[ ] 3. Trousers [ ] 3. Mask: HEPA [ ] 3. Level C
[ ] 4. Boots [ ] 4. Mask: Surgical [ ] 4. Level D
[ ] 5. Gloves [ ] 5. Fluid Resistant
[ ] 6. Hood Clothing
[ ] 7. Eye Protection Other
[ ] 8. SCBA [ ] 1. Hearing Protection
[ ] 9. Respirator [ ] 2. Other (specify):
Check Area(s) Exposed: Check Type(s) of Exposure:
[ ] 1. Face/Neck [ ] 1. Airborne
[ ] 2. Hand/Arm/Fingers [ ] 2. Skin Infection
[ ] 3. Trunk [ ] 3. Blood/Body Fluid Contact
[ ] 4. Legs/Foot [ ] 3a. Boots
[ ] 5. Lungs/Respiratory Track [ ] 3b. Gloves
[ ] 6. Other (explain): [ ] 3c. Hood
[ ] 3d. Eye Protection
[ ] 4. Other (explain):
Check Symptom(s):
[ ] 1. None at this time [] 6. Nose/Throat/Lung Irritation
[ ] 2. Eyes burn [] 7. Ears ringing
[ ] 3. Cough [] 8. Headache
[ ] 4. Cuts/Bruises [] 9. Skin irritation/Rash
[ ] 5. Dizziness/Nausea [] 10. Other (explain):
Medical Attention Required: [ ] Yes [ ] No Length of Exposure:
List Specific Toxins: List Type of Agent (e.g., biological, chemical):

Signature: Date:

APPENDIX-14
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Exam Items

Follow-up or Referral to Health Care Practitioner
The IAFF Wellness-Fitness Initiative recognizes the importance of consultation and/or referral to outside health care
providers and/or specialists. Aspects of the follow-up and referral program include:
— Abnormal findings on the annual physical must be addressed by follow-up or referral
— Revaccination or intervention following exposures must be managed by follow-up or referral
— Managed care or other provider referrals are appropriate for non-service connected problems
— Return to work determinations require clearance by the fire department physician or other provider following a
consult with an outside physician or after extended leave
— Follow-up on findings from annual examinations must be reviewed by the fire department physician

The health care provider (organization or individual) shall provide written documentation regarding their follow-up/
referral program or procedures.

Individualized Health Risk Appraisal

Written feedback to uniformed personnel concerning health risks and health status is required following the annual
examination. Reporting findings and risks and suggesting plans for modifying risks improves the physician-patient
relationship and helps uniformed personnel claim ownership of their health status. Individualized health risk ap-
praisals also must include questions that attempt to accurately measure the uniformed personnel’s perception of their
health. Health perception can be a useful indicator of potential problems.

Medical History Questionnaire

An initial pre-employment history questionnaire must be completed to provide baseline information with which to
compare future medical concerns. A periodic medical history questionnaire must be completed to provide follow-up
information. Periodic questionnaires focus on changes in health status.

Hands-on Physical Examination

An initial pre-employment history questionnaire must be completed to provide baseline information with which to
compare future medical concerns. A periodic medical history questionnaire must be completed to provide follow-up
information. Periodic questionnaires focus on changes in health status.

Hands-on Physical Examination:

— Vital Signs
— Head, Eyes, Ears, Nose and Throat
— Neck
— Cardiovascular
» Inspection, auscultation, percussion and palpation
— Pulmonary
» Inspection, auscultation, percussion and palpation
— Gastrointestinal
» Inspection, auscultation, percussion and palpation
— Genitourinary
» Hernia exam (also, see cancer screening)
— Rectal
» (See cancer screening)

APPENDIX-15
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Exam Items (continued)

— Lymph Nodes
» The examination of organ systems must be supplemented with an evaluation of lymph nodes in the cervical,
auxiliary and inguinal regions
— Neurological
» The neurologic exam for uniformed personnel must include a general mental status evaluation and general as-
sessment of the major cranial/peripheral nerves (motor, sensory, reflexes)
— Musculoskeletal
» Includes an overall assessment of range of motion (ROM) of all joints. Additionally, observation of the person-
nel performing certain standard office exercises or functions is helpful in assessing joint mobility and function.

Body Composition
This evaluation is optional since the accuracy, reliability and practicality of evaluation methods vary. Technical re-
search and data review is continuing which will allow a future determination to be made regarding the most accurate
and consistent method for evaluating body composition of uniformed personnel. For the purposes of this initiative,
the international database will not record body composition until such efforts are complete. Fire departments within
the Initiative will continue to assess body composition using different methods to assist in the research.

Blood Analysis
The following are components of the blood analysis. At a minimum, laboratory services must provide these compo-
nents in their automated chemistry panel (aka SMAC 20) and complete blood count (CBC) protocols:
— White Blood Cell Count
— Differential
— Red Blood Cell Count (Hematocrit)
— Platelet Count
— Liver Function Tests
» Includes SGOT/AST, SGPT/ALT, LDH, Alkaline Phosphatase, and Bilirubin
— Triglycerides
— Glucose
— Blood Urea Nitrogen
— Creatinine
— Sodium
— Potassium
— Carbon Dioxide
— Total Protein
— Albumin
— Calcium
— Cholesterol
» Includes Total Cholesterol, Low Density Lipoprotein (LDL-C) level, High Density Lipoprotein (HDL-C)
level, and Total Cholesterol/HDL Ratio
— Urinalysis
» Dip Stick: includes pH, Glucose, Ketones, Protein, Blood, and Bilirubin

APPENDIX-16
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Exam Items (continued)

— Microscopic
» Includes WBC, RBC, WBC Casts, RBC Casts, and Crystals

Heavy Metal and Special Exposure Screening

Baseline testing for heavy metals may be assessed on the initial physical but is not required under the Initiative since
the utility of such testing has not been medically established. However, evaluations are required to be done under
special circumstances, such as following a known exposure, for recurrent exposures, or where required under federal,
state, or provincial regulations (e.g., OSHA standards).
— Arsenic (urine)
— Mercury (urine)
— Lead (urine)
— Lead (blood)
— Aluminum
— Antimony
— Bismuth
— Cadmium
— Chromium
— Copper
— Nickel
— Zinc
— Organophosphates (RBC cholinesterase)
— Polychlorinated Biphenyls (blood)

Vision Tests
Assessment of vision must include evaluation of distance, near, peripheral, and color vision. Evaluate for common
visual disorders including cataracts, macular degeneration, glaucoma, and diabetic retinopathy.

Hearing (Audiogram)

Pulmonary (Spirogram)

Chest-X-Ray
— Initial Baseline
— Repeat Chest X-Ray (every three years – optional)
— Repeat Chest X-Ray (every five years – mandatory)

EKG (Resting)

Cancer Screening Elements

— Clinical Breast Examination
— Mammogram
» Annual beginning at age 40
— Pap Smear

APPENDIX-17
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Exam Items (continued)

— Prostate Specific Antigen

» Annual on all male uniformed personnel who have a positive family history of prostate cancer or are African-
Americans beginning at age 40. All male uniformed personnel beginning at age 50.
— Digital Rectal Exam
— Fecal Occult Blood Testing
— Skin Exam
— Testicular Exam

Immunizations and Infectious Disease Screening

— Tuberculosis Screen (Mandatory annual PPD)
— Hepatitis C Virus Screen (Baseline)
— Hepatitis B Virus Vaccine (Mandatory)
— Tetanus/Diphtheria Vaccine (Booster every 10 years)
— Measles, Mumps, Rubella Vaccine (MMR)
» Vaccine is required for all uniformed personnel born in or after 1957 if there is no medical contraindication
and no evidence of at least one dose of live vaccine on or after one’s first birthday.
— Mumps Vaccine
» Vaccine is required for all uniformed personnel born in or after 1957 if there is no documentation of physician-
diagnosed mumps, no adequate immunization with live mumps after their first birthday and no evidence of
laboratory immunity.
— Rubella Vaccine
» Vaccine is required unless proof of immunity is available
— Polio Vaccine
» Vaccine shall be given to uniformed personnel if vaccination or disease is not documented.
— Hepatitis A Vaccine
» Vaccine shall be offered to high risk (HazMat, USAR, and SCUBA) and other uniformed personnel with fre-
quent or expected frequent contaminated water exposures.
— Varicella Vaccine (Required to be offered)
— Influenza Vaccine (Required to be offered)
— HIV Screening (Required to be offered)
» HIV testing should be offered on a confidential basis as part of post-exposure protocols and as requested by the
physician and patient.

Annual Fitness Evaluation

— Aerobic Capacity
» Gerkin Protocol (Treadmill)
» FDNY Protocol (Stairmill)
–»Maximal cardiopulmonary test with EKG
— Push-up Evaluation
— Leg Strength Evaluation
— Arm Strength Evaluation

APPENDIX-18
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Medical Exam Items (continued)

— Grip Strength Evaluation

— Curl-up Evaluation
— Flexibility Evaluation

APPENDIX-19
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Comparison of UN/US DOT Hazard Classes

U.S. classes and divisions U.S. Classes Examples of materials by General hazard properties
based on UN system (pre-January, 1991) U.S. classes and divisions (not all-inclusive)
Class 1 Explosive; exposure
to heat, shock, or
Division 1.1 – Explosive Class A Explosive Dynamite, TNT
contamination could
with mass explosion
result in thermal and
hazard
mechanical hazards
Division 1.2 – Explosive Class A Explosive/Class B …
with projectile hazard Explosive
Division 1.3 – Explosive Class B Explosive Black powder
with fire, minor blast, or
minor projection hazard
Division 1.4 – Explosive Class C Explosive Propellant explosives,
device with minor rocket motors, special
explosion hazard fireworks
Division 1.5 – Very Blasting Agent Common fireworks, small
insensitive explosives arms ammunition
Division 1.6 – Extremely Dangerous Ammonium nitrate-fuel
insensitive explosives oil mixtures
Class 2 Under pressure: container
may rupture violently
Division 2.1 – Flammable Flammable Gas Propane, butadiene,
(fire and non-fire); may
Gas acetylene, methyl chloride
be flammable, poisonous,
Division 2.2 – Nonflammable Gas Carbon dioxide, corrosive, asphyxiant and/
Nonflammable, Non- anhydrous ammonia or oxidizer; may cause
poisonous Gas frost-bite
Division 2.3 – Poisonous Poison A Arsine, phosgene, chlorine
Gas methyl bromide
Class 3 Flammable; container
may rupture violently
Flammable Liquid Flammable Liquid Acetone, amyl acetate,
from heat/fire; may be
gasoline methyl alcohol,
corrosive, toxic and/or
toluene
thermally unstable

APPENDIX-20
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Comparison of UN/US DOT Hazard Classes (continued)

U.S. classes and divisions U.S. Classes Examples of materials by General hazard properties
based on UN system (pre-January, 1991) U.S. classes and divisions (not all-inclusive)
Class 4 Flammable, some
spontaneously; may be
Division 4.1 – Flammable Flammable Solid Nitrocellulose,
water-reactive, toxic
Solid magnesium ribbon
and/or corrosive; may
Division 4.2 – Flammable Solid and Phosphorus, pryophoric be extremely difficult to
Spontaneously Liquid liquids and solids extinguish
Combustible Material
Division 4.3 – Dangerous Flammable Solid and Calcium carbide,
When Wet Material Liquid potassium, sodium
Class 5 Supplies oxygen to
support combustion;
Division 5.1 – Oxidizer Oxidizer Ammonium nitrate
sensitive to heat,
fertilizer
shock, friction, and/or
Division 5.2 – Organic Organic Peroxide Dibenzoyl peroxide, contamination
Peroxide peroxyacetic acid, diacetal
peroxide solution
Class 6 Toxic by inhalation,
ingestion, skin, and
Division 6.1 – Poisonous Poison B Irritant, Aniline, arsenic, tear gas,
eye absorption; may be
Material ORM-A carbon tetrachloride
flammable
Division 6.2 – Infectious Etiologic Agent Anthrax, botulism, rabies,
Substance tetanus
Class 7 May cause burns and
biologic effects
Radioactive Material Radioactive Material Cobalt, uranium
hexafluoride
Class 8 Disintegration of
contacted tissues; may be
Corrosive Material Corrosive Material Hydrochloric Acid,
fuming, water-reactive
Sulfuric Acid, Sodium
Hydroxide, Nitric Acid,
Hydrogen Fluoride
ORM-B Unstaked Lime, Metallic
Mercury
Class 9 …
Miscellaneous Hazardous ORM-C/ORM-E Dry Ice, Molten Sulfur
Materials Adipic Acid, PCBs
Combustible Liquid Combustible Liquid Fuel oils …
ORM-D ORM-D Consumer commodities …

APPENDIX-21
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Nitric Acid

Mid-Kan Chemical, Inc.
12113 Hoffman Rd.
Abilene, Kansas 30345
Phone: 435-555-1212 MSDS #: 1025
FAX: 435-555-1313 24-Hr Emergency: 1-800-424-9300 Date: _____________
E-mail: safetyresponse@mid.com Supercedes MSDS: 5262

SECTION 1 – PRODUCT IDENTIFICATION

Trade Name: Blended Nitric Acid Chemical Name: Nitric Acid, HNO₃
Synonyms: Nitric Acid
Product Appearance & Odor: Clear to yellowish/brown fuming liquid. Pungent odor.

DOT Hazard Shipping Description:

If more than 70% Nitric Acid: Nitric Acid 8 UN 2031 I RQ*
If less than or equal to 70% Nitric Acid: Nitric Acid 8 UN 2031 II RQ*
*RQ required only if container has 1,000 pounds or more of Nitric Acid

NFPA Hazard Classification: HMIS Classification:

Health (Blue) = 3 Health = 3
Flammability (Red) = 0 Flammability = 0
Reactivity (Yellow) = 1 Reactivity = 1
Special Hazard (White ) = Corrosive PPE = K

SECTION II – HAZARDOUS INGREDIENTS

CAS #: 7697-37-2 % Range: 66-85 ACGIH-TLV: 5 mg/m3 OSHA-PEL: 5 mg/m3

SECTION III – PHYSICAL DATA

Boiling Point: 116 - 121°C (241-250°F) Vapor Pressure: 6.7 – 14.2 mmHg at 20°C
Vapor Density: 2.2 (Air = 1) Density: 1.40 – 1.47 g/cc at 20°C
% Volatile by Volume: 100 at 122°C Solubility in Water: Complete
Evaporation Rate: ≥ 1 (Butyl Acetate=1) Melting Point: -30 to -45°C (-22 to -49°F)

SECTION IV – FIRE AND EXPLOSION HAZARD DATA

Flash Point: Not applicable Flammable Limits: Not applicable
Extinguishing Media: Water Special Fire Fighting Procedures: Soak with water. Use water spray to cool con-
tainers and reduce or knock down vapors. Apply water from as far away as possible and avoid directing water into
the acid. Neutralize small amounts of spilled acid with crushed limestone, soda ash or lime. Wear self-contained
breathing apparatus and full fire fighting protective gear.
Unusual Fire and Explosion Hazards: Will emit oxides of nitrogen upon heating. Strong oxidizer. May cause spon-
taneous combustion when in contact with organic or combustible materials. Reacts vigorously with water to liber-
ate heat, fumes of nitric acid or nitrogen oxides, especially in higher concentrations.

APPENDIX-22
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Nitric Acid (continued)

Pg. 2, MSDS # 1025 – Nitric Acid

SECTION V – HEALTH HAZARD DATA

Effects of Overexposure:
— Eyes: Will produce very severe, immediate damage and may result in permanent damage.
— Skin: Will produce immediate, penetrating chemical burns.
— Ingestion: Will cause chemical burns to digestive tract. Based on toxicity data for other acids, not expected to
be toxic by oral exposure as defined by OSHA.
— Inhalation: Highly toxic by inhalation as defined by OSHA. Will cause burning of the eyes, nose, and throat.
Extreme inhalation may cause difficulty breathing, loss of consciousness. Lung damage may appear after a delay
of up to 48 hrs. after exposure.
Emergency and First Aid Procedures:
— Eyes: Irrigate with running water for at least 15 min. Seek immediate medical attention.
— Skin: Immediately remove contaminated clothing. Flush with running stream of water for at least 15 min.
Wash with soap. Seek medical attention.
— Ingestion: Do not induce vomiting. Drink three or more glasses of water or milk to dilute acid. Seek immediate
medical attention.
— Inhalation: Remove from exposure immediately. Restore or support respiration. Seek medical attention.
— Special Considerations: If exposure occurs, medical observation should continue for 24-48 hrs. Delayed reac-
tion may cause pulmonary edema.

SECTION VI – REACTIVITY DATA

— Stability: Stable under normal conditions.
— Conditions to Avoid: Avoid exposure to sunlight, which promotes oxide formation.
— Materials to Avoid (Incompatibility): Bases. Organic and combustible materials. Will corrode most metals.
Beware of containers, pumps, and hoses of inadequate construction and/or contamination by incompatible
chemicals.
— Hazardous Decomposition Products: Nitrogen Oxides (NOx )
— Hazardous Polymerization: Will not occur.

SECTION VII – SPILL OR LEAK PROCEDURES

Steps to be Taken if Material is Released or Spilled: Evacuate unnecessary personnel to safe area upwind of spill.
Nitric acid vapor is denser than air and will concentrate in low spots. If necessary to enter spill area, wear full pro-
tective clothing including boots and proper breathing apparatus. Dike large spills and pump to salvage. If not pos-
sible to salvage, neutralize with soda ash or lime. If possible, carefully dilute the acid or the neutralizing material
with water to slow down exceedingly vigorous neutralization reactions. Water spray can be used to reduce/knock
down the vapors. Apply water from as far away as possible; avoid directing it into the acid. Do not get water in
salvage containers since a violent reaction may occur. Notify authorities in accordance with emergency response
procedures. Only personnel trained in emergency response should respond. Follow federal, state, and local spill re-
porting requirements.

APPENDIX-23
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Nitric Acid (continued)

Pg. 3, MSDS # 1025 – Nitric Acid

SECTION VII – SPILL OR LEAK PROCEDURES, continued

Waste Disposal Method: Disposal must comply with federal, state, and local regulations. If product becomes a
waste, it is potentially regulated as a hazardous waste as defined under the Resource Conservation and Recovery Act
(RCRA) 40 CFR, Part 261. Review disposal requirements with a person knowledgeable with respect to environ-
mental law (RCRA) before disposing of any hazardous material.

SECTION VIII – SPECIAL PROTECTION INFORMATION

— Ventilation: Mechanical ventilation and/or local exhaust is recommended where needed to meet the TLV re-
quirement.
— Respiratory Protection: Not required for normal operations. For abnormal conditions, such as a spill, self-
contained breathing apparatus is recommended. Acid gas respirators are suggested when acid is transferred or
sampled.
— Protective Clothing: PVC gloves are required. Where spill or splash potential exists, chemical resistant PVC
suits are strongly recommended.
— Eye Protection: Acid proof goggles and face shield should be used where acid is transferred, sampled, or where
people are otherwise potentially exposed. Provide eye baths if possible.
— Other Precautions Required: Provide safety showers and eyewash in immediate vicinity.

SECTION IX – SPECIAL PRECAUTIONS

— Precautions to be Taken in Handling and Storage: Store in clean, cool, well-ventilated area away from organic
chemicals, bases, and metal powders.
— Other Precautions: Avoid hydrocarbon lubricants and packing materials. Corrosion-resistant materials such as
stainless steel must be used.

SECTION X – SPECIAL INFORMATION

This product contains the following substances that are subject to the reporting requirements of Section 313 of Title
III of the Superfund Amendments and Reauthorization Act of 1986 and 40 CFR Part 372.
Chemical Name: Nitric Acid CAS Number: 7697-37-2 % by Weight: 66-85%
Moderately toxic to aquatic organisms based on algae data and on fish data for other acids as defined by USEPA.

DISCLAIMER
The information contained herein is provided for reference purposes only and is intended only for persons having
relevant technical skills. Because conditions and manner of use are outside of our control, the user is responsible for
determining the conditions of safe use of the product. While the information is believed to be correct, MID-KAN
Chemical, Inc. shall in no event be responsible for any damages whatsoever, directly or indirectly, resulting from
the publication or use of or reliance upon the information contained herein. (No warranty, either expressed or
implied, of merchantability or fitness for a particular purpose, or of any nature with respect to the product or
to the information, is made herein.)

APPENDIX-24
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Chlorine

Product Information: Company Information:

— Product Name: CHLORINE ABC Chemical
— Trade Name: Chlorine, Liquid Chlorine 1243 Solomon Street
North Kansas City, MO 20001
— Color: Greenish-yellow Telephone: 816-555-0400
— Value: CGA 660. Naval Brass 1.030 in. 14 tpi right FAX: 816-555-0506
hand external thread using a flat seat with washer
Composition/Information on Ingredients: Physical and Chemical Properties:
— Chemical Name: Chlorine — Chemical Symbol: CI₂
— Chemical Family: Halogens — Molecular Weight: 70,906
— CAS No.: 7782-50-5 — Specific volume: 335.8 ml/g
— UN No.: 1017 — Relative density of gas: 2,473
— ERG No.: 124 — Taste: Antiseptic
— Haz Chem Warning: Oxidizing substance — Odor: Pungent, disagreeable
Regulatory Information:
Risk Phrases: Safety Phrases:
R 8: Contact with combustible material may cause fire S 1: Keep locked up
R 20: Harmful by inhalation S 2: Keep out of reach of children
R 21: Harmful in contact with skin S 4: Keep from living quarters
R 34: Causes burns S 8: Keep containers dry
R 36: Irritating to eyes S 9: Keep container well-ventilated
R 37: Irritating to respiratory system S 15: Keep away from heat
R 40: Possible irreversible effects S 17: Keep away from combustibles
R 41: Possible serious damage to eyes S 18: Handle containers with care
R 44: Explosion risk if heated, confined S 24: Avoid contact with skin
R 48: Serious risk if exposure prolonged S 25: Avoid contact with eyes
R 50: Very toxic to aquatic organism S 30: Never add water
S 36: Wear suitable PPE
Stability and Reactivity:
Conditions to avoid: Incompatible materials:
Chlorine gas is stable. Reacts with organic compounds At ordinary temperatures, chlorine reacts with alumi-
to form chlorinated derivatives and hydrogen chloride. num, arsenic, gold, mercury, selenium, tellurium, and
Reactions can be explosive, including those with hydro- tin. Titanium reacts violently with dry chlorine. Moist
carbons, alcohols, ethers. Other incompatible materials: chlorine is corrosive to most common metals.
hydrocarbons, ammonia, ether, hydrogen, acetylene,
turpentine, powdered metals, and other reducing
agents.

APPENDIX-25
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Chlorine (continued)

HAZARD IDENTIFICATION:
— Main Hazards: All cylinders are portable gas containers, and must be regarded as pressure vessels at all times.
Chlorine is toxic, and irritating to the skin, eyes, nose, and mucous membranes. Liquid chlorine causes severe
irritation and blistering of the skin. Oxidizer: may explode or accelerate combustion in contact with reducing
agents.
— Adverse Health Effects: Exposure in low concentrations causes a stinging or burning sensation in the eyes,
nose, and throat; and sometimes headache, due to irritation of the accessory nasal sinuses. Inhalation of chlo-
rine in higher concentrations effects both the upper and lower respiratory tract, and also produces pulmonary
edema.
— Chemical Hazards: Chlorine forms an explosive mixture with hydrogen. Many finely divided metals will burn
in an atmosphere of chlorine. Wet chlorine is highly corrosive to most common metals.
— Biological Hazards: Chlorine produces no cumulative effects and complete recovery occurs after mild expo-
sure. As chlorine is particularly irritating to persons afflicted with asthma and certain types of chronic bronchi-
tis, such persons should avoid exposure to chlorine at all times.
— Vapor Inhalation: Corrosive and irritating to the upper and lower respiratory tract and all mucosal tissue.
Symptoms include lachrimation, cough, labored breathing, and excessive salivary and sputum formation.
Excessive irritation of the lungs causes acute pneumonititis and pulmonary edema which could be fatal.
Residual pulmonary malfunction may also occur.
— Eye Contact: Corrosive and irritating to the eyes. Contact with the liquid or vapor causes painful burns and
ulcerations. Burns to the eyes result in lesions and possible loss of vision.
— Skin Contact: Corrosive and irritating to the skin and all living tissue. It hydrolyses very rapidly yielding
hydrochloric acid. Skin burns and mucosal irritation are like that from exposure to volatile inorganic acids.
Chlorine burns cause severe pain, redness, possible swelling, and early necrosis.

FIRST AID MEASURES:

Prompt treatment of anyone overcome, or seriously exposed to chlorine, is of the utmost importance. The patient
should be removed from the contaminated area and medical assistance obtained as soon as possible. If breathing
has not ceased, the patient should be placed in a comfortable position. Firmness and assurance will help alleviate
patient anxiety. Slow, deep breathing should be encouraged. Trained personnel should administer oxygen as soon
as possible. The victim should be kept warm and remain at rest until medical help arrives. Call a physician imme-
diately. Caution: never give anything by mouth to an unconscious or convulsing patient. If breathing has appar-
ently ceased, the victim must be removed to fresh air. Artificial respiration by acceptable means, such as mouth-to-
mouth, should be started immediately. Avoid breathing the exhaled contaminated breath of the victim. If the heart
has stopped, CPR should be started by a trained person. Oxygen should be administered by first aid attendants
trained in the use of the specific oxygen equipment.
— Eye Contact: Persons with potential exposure should not wear contact lenses. Flush contaminated eye(s) with
copious quantities of water. Part eyelids to assure complete flushing. Continue for a minimum of 15 min. Seek
immediate medical attention.
— Skin Contact: Liquid chlorine, or high concentration of gas, in contact with the skin will cause marked irrita-
tion, and possibly blistering on the exposed area. Contaminated clothing should be removed at once, and the
affected skin washed thoroughly with soap and water. No attempt should be made to neutralize the chlorine
with chemicals, nor should ointments be applied for 24 hrs. The exposed area can be covered with a gauze or
cotton cloth soaked in salt water (one teaspoon of salt in 500 ml of water).

APPENDIX-26
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Chlorine (continued)

FIRE FIGHTING MEASURES:

— Extinguishing Media: Chlorine is non-flammable and does not form any hazardous combustion products. A
suitable extinguishant should be used for the surrounding fire.
— Specific Hazards: If a non-leaking container cannot be moved, it should be kept cool by spraying water onto
it. If the container is leaking, water should not be used. Chlorine and water react, and acids are formed that
will corrode the container, and the leak will worsen. However, where several containers are involved and some
are leaking, it may be prudent to use water to prevent rupture of the non-leading containers. All unauthorized
persons should be kept at a safe distance. Never immerse, or throw a leaking container into a body of water
because the leak will be aggravated and the container may float when still partially full of liquid, allowing gas
evolution at the surface.
— Emergency Actions: Immediate steps should be taken to find and stop chlorine leaks, as soon as there is any in-
dication of chlorine in the air. Evacuate all personnel from affected area. Use appropriate protective equipment.
If outdoors, keep all persons upwind from the leak. Also, if possible, keep all persons in locations higher than
the leak. Unless there is a fire-caused updraft, gaseous chlorine tends to lie close to the ground, or floor, because
it is approximately 2.5 times heavier than air. Cylinders which have been exposed to excessive heat should be
clearly identified and returned to the supplier.
— Protective Clothing: Suitable respiratory protective equipment should be available for handling emergencies
and should be located outside the probable location of any likely chlorine contamination. Most chlorine releas-
es are at low concentrations where the oxygen content in the air is greater than 19.5% and chemical cartridge
respirators (up to 10 ppm), or canister masks (25 ppm, maximum) would offer adequate protection. However,
without chlorine-monitoring equipment for sampling air in the vicinity of the leak, the use of positive pressure
self-contained breathing apparatus (SCBA), with full facepiece, is required.
— Environmental Precautions: Chlorine is only slightly soluble in water, and normally there would be little ab-
sorption in water from a cloud of chlorine gas. Many forms of aquatic life are adversely affected by chlorine in
concentrations well below 0.1 ppm, but harmful concentrations are unlikely, unless chlorine or wastes contain-
ing chlorine are directly discharged into water. Atmospheric releases of chlorine, where possible to contain,
should be absorbed in an alkali solution. Chlorine affects most vegetation, sometimes retarding growth rate or
yield.

ACCIDENTAL RELEASE MEASURES:

— Personal Precautions: Since chlorine gas, even at low concentrations, has a harmful effect on the respiratory
system, it is highly desirable that all persons handling chlorine be provided with gas masks of a type approved
for chlorine service. Gas masks should be located at readily accessible points away from the area likely to be
contaminated. All persons should be periodically instructed in the use and care of gas masks. It should be em-
phasized to all that a faulty gas mask is worse than no mask.
— Small Spills (Equipment and Piping Leaks): If a leak occurs in equipment in which chlorine is being used, the
supply of chlorine should be shut off and the chlorine which is under pressure at the leak should be properly
disposed of, such as in an alkaline solution.

APPENDIX-27
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Chlorine (continued)

ACCIDENTAL RELEASE MEASURES (continued):

— Large Spills (Container Leaks): If confronted with container leaks other than the valves, take one or more of
the following steps:
» if possible, turn the container so that gas instead of liquid escapes (the amount of chlorine that escapes from a gas leak is
about 1/15 the amount that escapes from a liquid leak through the same size hole).
» apply appropriate emergency kit device, if available
» call for emergency assistance
» if practical, reduce pressure in the container by removing the chlorine as a gas (not as a liquid) for processing or disposal
» move the container to an isolated spot remote from personnel
— Valve Leaks: Leaks around shipping container valve stems can usually be stopped by tightening the packing nut
or packing gland. If this does not stop the leak, the container valve should be closed, and the chlorine which is
under pressure in the outlet piping should be properly disposed of.
— Leaks in Transit: If a chlorine leak develops in transit through a populated area, it is generally advisable to
keep the vehicle moving until open country is reached, in order to minimize the hazards from the escaping gas.
Appropriate emergency measures should then be taken as quickly as possible.

HANDLING AND STORAGE:

At regular points in areas of chlorine storage and use, provisions should be made for emergency disposal of chlo-
rine from leaking containers. Chlorine may be absorbed in solutions of caustic soda or soda ash. Protect cylinders
from physical damage. Store in cool, dry, well-ventilated areas of non-combustible construction away from heav-
ily trafficked areas and emergency exits. Do not allow the temperature where cylinders are stored to exceed 52°C.
Cylinders should be stored upright and firmly secured to prevent falling or being knocked over. Full and empty cyl-
inders should be segregated. Use a “first in – first out” inventory system to prevent full cylinders from being stored
for excessive periods of time. Compliance with all relevant legislation is essential. Keep out of reach of children.

EXPOSURE CONTROLS/PERSONAL PROTECTION:

— Occupational Exposure Hazards: All employees handling or working around chlorine should be trained to
handle it properly and safely with special emphasis placed on actions to be taken and equipment to be used in
case of emergencies such as leaks.
— Engineering Control Measures: All precautions necessary for the safe handling of any non-flammable toxic gas
must be observed with chlorine. Chlorine equipment and handling systems should be designed by engineers
familiar with chlorine. Periodic inspection by knowledgeable persons should be made to ensure that the equip-
ment is used appropriately and that the system is kept in suitable operating condition. Every installation should
have an ongoing safety program. Periodic training sessions and safety inspections should be conducted. Special
attention should be paid to the appropriateness of emergency plans and equipment.
— Personal Protection: Persons who use chlorine should be required to wear the following personal protective
equipment:
» full face shield or non-ventilated chemical goggles
» aprons or jackets made from rubber, or other chemical resistant material
» long sleeve shirts and long trousers
» closed-toe shoes (no sandals)
» when entering high concentrations of chlorine gas, wear protective rubber clothing and goggles, as a safeguard to skin
and eyes

APPENDIX-28
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Chlorine (continued)

TOXICOLOGICAL INFORMATION:
— Acute Toxicity: A concentration of 1,000 ppm by volume in air is rapidly fatal after a few deep breaths.
Exposure to a concentration of 40-60 ppm by volume in air for 30-60 minutes is highly dangerous. TLV 1
ppm.
— Skin and Eye Contact: Highly irritating.
— Chronic Toxicity: Chlorine produces no known systemic effects. All symptoms and signs result directly or in-
directly from the local irritant action.

DISPOSAL CONSIDERATIONS:
Do not attempt to dispose of residual waste or unused quantities. Return to the supplier in the shipping container
properly labeled, with any valve outlet plugs or caps secured.

APPENDIX-29
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Diazinon

Section I—General Information: Company Information:

— Product Name: Diazinon ABC Chemical
— Trade Name: DIAZINON INSECTICIDE 1243 Solomon Street
North Kansas City, MO 20001
— Chemical Name: Phosphorothioate (O, O-Diethyl Telephone: 816-555-0400
0-Isopropyl-6-Methyl-4-Pyrimidinyl) FAX: 816-555-0506
— EPA Registration Number: 19713-91 ChemTrec: 1-800-424-9300
— Signal Word: Caution
Section II—Ingredients: Section III—Physical Data:
— Name: Diazinon — Boiling Point: 190°C
— Class: Hazardous — Vapor Pressure: 2 mmHg
— CAS No. 33415 — Vapor Density: NA
— % by Weight: 48.2 — pH: Neutral
— TLV: 0.1 mg/m3 — Specific Gravity: 0.997 gms/cc
— Contains non-hazardous inerts: 51.8 % — Solubility in Water: Emulsifies
— ERG Guide: 131 — Appearance: Tan liquid, solvent odor
Section IV—Fire and Explosion Data: Section V—Reactivity Data:
— Flash Point: more than 100°F - Combustible — Stability: Stable
— Extinguishing Media: Dry chemical, carbon diox- — Conditions to Avoid: Extreme temps
ide, halon, water spray, or foam — Incompatibility: Avoid contamination in water,
— Fire Fighting Procedures: Assure self-contained acids or alkalies
breathing apparatus is worn. Stay upwind. Prevent — Hazardous Decomposition Products: Oxides of
runoff from entering waterways. carbon and nitrogen
— Hazardous Polymerization: Will not happen
Section VI—Health Hazard Data: Section VII—Special Precautions:
— Carcinogenicity: Not applicable — Keep out of reach of children.
— Toxicity Data: Oral LD₅₀ (Rat) = 1,250 mg/kg — Follow label directions carefully.
(Tech). Dermal LD₅₀ (Rabbit) = greater than 2,020 — Wash thoroughly after handling.
mg/kg (Tech)
— Store away from heat or open flames.
— TLV: 0.1 mg/m3 (Skin)
— Keep away from foodstuffs.
— NFPA: Health=3, Fire=2, Reactivity=0
(4 = Extreme) — DOT Description: Organophosphorus Pesticides,
Liquid, Toxic, Flammable (Diazinon/Xylene), 6.1,
— Effects of Overexposure: Headache, blurred vision, UN-3017, PG-111, Marine Pollutant
nervousness, weakness, nausea, cramps, salivation,
respiratory difficulty

APPENDIX-30
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Diazinon (continued)

SECTION VIII—EMERGENCY PROCEDURES:

— If Swallowed: Call a poison control center or doctor immediately for treatment advice. Have person sip a glass
of water if able to swallow. Do not induce vomiting unless told to do so by a poison control center or doctor.
Do not give anything by mouth to an unconscious or convulsing person.
— If in the Eyes: Hold eye open and rinse slowly and gently with water for 15-20 min. Remove contact lenses, if
present.
— If on the Skin or on Clothing: Rake off contaminated clothing. Rinse skin immediately with plenty of water
for 15-20 min.
— If Inhaled: Move person to fresh air. If person is not breathing, call 911 or an ambulance, then give artificial
respiration, preferably mouth-to-mouth, if possible.
— Call a poison control center or doctor for treatment advice: Have the product container or label with you
when calling a poison control center or doctor, or going for treatment. For information on this pesticide
product (including health concerns, medical emergencies, or pesticide incidents), call the National Pesticide
Telecommunications Network at 1-800-858-7378.
— Note to Physician: This product contains Diazinon, an organophosphate that inhibits cholinesterase. If symp-
toms of cholinesterase inhibition are present, atropine sulfate by injection is antidotal. 2-PAM is also antidotal,
but should be administered only in conjunction with atropine.

SECTION IX—SPILL OR LEAK PROCEDURES

— Steps to be taken in case of material leak or spill: Pick up spills with absorbent clay or material and place in
suitable containers. Mop area with soap and water. Assure protective clothing is worn.
— Waste Disposal Method: Dispose of in accordance with local, state, and federal regulations.

SECTION X—SPECIAL PROTECTION INFORMATION

— Respiratory Protection: NIOSH-approved organic vapor respirator
— Ventilation: Local exhaust recommended
— Protective Gloves: Chemical resistant
— Eye Protection: Chemgoggles
— Other: Long-sleeved shirt and long pants, shoes plus socks

The information presented herein for consideration, while not guaranteed, is true and accurate to the best of our
knowledge. No warranty or guaranty is expressed or implied regarding the accuracy or reliability of such information
and we shall not be liable for any loss or damages.

APPENDIX-31
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Leaded Gasoline

MATERIAL SAFETY DATA SHEET: GASOLINE (LEADED) — 9130-00-142-9457

===================== Product Identification =====================

Product ID: GASOLINE (LEADED)
MSDS Date: 01/01/1987
FSC: 9130
NIIN: 00-142-9457
MSDS Number: BHFXZ
=== Responsible Party ===
Company Name: IRVING OIL CORP.
Address: WASHINGTON JUNCTION RD
Box: 1089
City: ELLSWORTH
State: ME
ZIP: 04605-0646
Country: US
CAGE: KO245
=== Contractor Identification ===
Company Name: IRVING OIL CORP
Address: WASHINGTON JUNCTION RD
Box: 1089
City: ELLSWORTH
State: ME
ZIP: 04605-0646
Country: US
Phone: 207-667-4646
CAGE: 70151
Company Name: IRVING OIL CORP.
Address: WASHINGTON JUNCTION RD
Box: 1089
City: ELLSWORTH
State: ME
ZIP: 04605-0646
Country: US
CAGE: KO245

============= Composition/Information on Ingredients =============

Ingred Name: GASOLINE
CAS: 8006-61-9
RTECS #: LX3300000
Fraction by Wt: 100%
OSHA PEL: 300 PPM/500 STEL
ACGIH TLV: 300 PPM/500 STEL; 9192

Ingred Name: BENZENE (SARA III)

CAS: 71-43-2
RTECS #: CY1400000
Fraction by Wt: <4%

APPENDIX-32
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Leaded Gasoline (continued)

OSHA PEL: 1PPM/5STEL; 1910.1028

ACGIH TLV: 10 PPM; A2; 9192
EPA Rpt Qty: 10 LBS
DOT Rpt Qty: 10 LBS

Ingred Name: TETRAETHYL LEAD (SARA III)

CAS: 78-00-2
RTECS #: TP4550000
Fraction by Wt: <1%
OSHA PEL: S, 0.075MG/M3 (PB)
ACGIH TLV: S, 0.1 MG/M3 (PB) 9192
EPA Rpt Qty: 10 LBS
DOT Rpt Qty: 10 LBS

===================== Hazards Identification =====================

LD₅₀ LC₅₀ Mixture: ORAL RAT LD₅₀ 18,800 MG/KG
Routes of Entry: Inhalation: YES Skin: NO Ingestion: NO
Reports of Carcinogenicity: NTP: YES IARC: YES OSHA: YES
Health Hazards Acute and Chronic: PRODUCT IS IRRITATING TO EYES, SKIN, RESPIRATORY TRACT
AND DEPRESSES THE CENTRAL NERVOUS SYSTEM. CHRONIC OVER EXPOSURE MAY CAUSE
LIVER, KIDNEY, OR CENTRAL NERVOUS DAMAGE.
Explanation of Carcinogenicity: CONTAINS BENZENE; LISTED BY ALL THREE. ALSO, AN API STUDY
FOUND LIVER CANCER IN MICE EXPOSED TO GASOLINE VAPORS.
Effects of Overexposure: EYE/SKIN CONTACT: TRANSITORY IRRITATION. INHALED: RESPIRATORY
IRRITATION, CENTRAL NERVOUS SYSTEM DEPRESSION INCLUDING, EUPHORIA, HEADACHE,
DIZZINESS, DROWSINESS, FATIGUE, TREMORS, CONVULSIONS, NAUSEA, VOMITING, DIARRHEA,
LOSS OF CONSCIOUSNESS AND FINALLY DEATH. INGESTED: G/I IRRITATION, PLUS SYMPTOMS
SIMILAR TO THOSE UNDER “INHALED”.
Medical Condition Aggravated by Exposure: PRE-EXISTING EYE, SKIN CONDITIONS OR IMPAIRED
LIVER, KIDNEY FUNCTIONS MAY BE AGGRAVATED BY THIS PRODUCT.

======================= First Aid Measures =======================

First Aid: EYE: FLUSH WITH WATER 15 MIN. SKIN: WASH WITH SOAP & WATER. REMOVE
CONTAMINATED CLOTHING; LAUNDER BEFORE REUSE. INHALED: REMOVE TO FRESH
AIR.RESUSCITATE OR GIVE OXYGEN AS NEEDED. GET MEDICAL CARE. INGESTED: GET
IMMEDIATE MEDICAL ATTENTION. DO NOT INDUCE VOMITING. IF VOMITING OCCURS,
MINIMIZE ASPIRATION HAZARD.

===================== Fire Fighting Measures =====================

Flash Point Method: TCC
Flash Point: -45°F
Lower Limits: 1.3 Upper Limits: 7.6
Extinguishing Media: DRY CHEMICAL, CARBON DIOXIDE, FOAM, AND WATER FOG. WATER MAY BE
INEFFECTIVE, AS PRODUCT WILL FLOAT AND MAY SPREAD FIRE.
Fire Fighting Procedures: WEAR SELF CONTAINED BREATHING APPARATUS IN ENCLOSED AREAS.
WATER SPRAY MAY BE USED TO COOL FIRE EXPOSED CONTAINERS.
Unusual Fire/Explosion Hazard: VAPORS ARE HEAVIER THAN AIR, ACCUMULATING IN LOW AREAS,
TRAVELING ALONG GROUND AND MAY FLASH BACK FROM DISTANT IGNITION SOURCE

APPENDIX-33
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Material Safety Data Sheet: Leaded Gasoline (continued)

================== Accidental Release Measures ==================

Spill Release Procedures: ELIMINATE IGNITION SOURCES. ISOLATE AREA. USE PROTECTIVE
EQUIPMENT AS NECESSARY. STOP LEAK AND CONTAIN SPILL. DIKE AS NEEDED TO KEEP SPILL
FROM DRAINS, WATER WAYS ETC. WATER FOG MAY BE USED TO REDUCE VAPOR & PERSONAL
HAZARD. REPORT SPILL PER LAW.
Neutralizing Agent: NONE

====================== Handling and Storage ======================

Handling and Storage Precautions: STORE IN A COOL, DRY, ISOLATED, WELL VENTILATED AREA.
KEEP IGNITION SOURCES AWAY. GROUND CONTAINERS TO PREVENT DISCHARGE DURING
TRANSFERS.
Other Precautions: FIRE EXPLOSION IS THE ACUTE HAZARD OF THIS PRODUCT. TAKE
EXTRAORDINARY STEPS TO PREVENT THEM.

============= Exposure Controls/Personal Protection =============

Respiratory Protection: IF NEEDED, USE NIOSH/MSHA RESPIRATOR WITH ORGANIC VAPOR
CARTRIDGE OR PREFERABLY, A POSITIVE PRESSURE AIR SUPPLIED RESPIRATOR OR SELF
CONTAINED BREATHING APPARATUS.
Ventilation: USE EXPLOSION PROOF VENTILATION EQUIPMENT TO MAINTAIN EXPOSURE BELOW
PEL/TLV.
Protective Gloves: IMPERVIOUS RUBBER OR POLYMER.
Eye Protection: SAFETY GLASSES, OR SPLASH GOGGLES.
Other Protective Equipment: SAFETY SHOWER/EYE WASH. WORK CLOTHING AS NEEDED TO
PROTECT FROM PROLONGED/REPEATED CONTACT.
Work Hygienic Practices: USE GOOD CHEMICAL HYGIENE PRACTICE. AVOID UNNECESSARY
CONTACT. MINIMIZE ALL CONTACT.
Supplemental Safety and Health: IRVING OIL SUPPLIES GASOLINE FROM SEVERAL REFINERS UNDER
OWN MSDS.

================== Physical/Chemical Properties ==================

HCC: F2
Boiling Pt: B.P. Text: 105°F
Vapor Density: 3.5 (AIR)
Spec Gravity: 0. 72 - 0.76
Solubility in Water: NEGLIGIBLE
Appearance and Odor: CLEAR RED LIQUID; GASOLINE ODOR
Percent Volatiles by Volume: 100

================= Stability and Reactivity Data =================

Stability Indicator/Materials to Avoid: YES STRONG OXIDIZERS
Stability Condition to Avoid: HEAT, SPARKS, AND OTHER IGNITION SOURCES; VAPOR
ACCUMULATIONS
Hazardous Decomposition Products: CARBON DIOXIDE, CARBON MONOXIDE

==================== Disposal Considerations ====================

Waste Disposal Methods: DISPOSE I/A/W FEDERAL, LOCAL REGULATIONS. PRODUCT QUALIFIES
AS IGNITABLE WASTE AND CANNOT BE LANDFILLED. IF RECOVERY OR RECYCLE ARE
UNACCEPTABLE, INCINERATION MAY BE ACCEPTABLE FOR DISPOSAL.

APPENDIX-34
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

MSDSs and Trade Secrets

Material Safety Data Sheets do not solve all of the problems associated with hazardous materials transport. First
Responders need access to information about hazardous products in order to effectively and safely resolve associated
incidents, and they appreciate product information being readily available when accidents occur outside normal busi-
ness hours or at inconvenient locations.

Manufacturers do not necessarily share these incentives for wanting product information close by. By sharing too
much product information, which could be accessed by their competitors, they might lose competitive edge. They
consider many factors, including competitive advantage, when deciding how much, and what types of, information
to disseminate.

OSHA has tried to strike a balance by allowing the company to protect its secrets by just supplying information to
responders and other users. OSHA has allowed companies to protect competitive advantage by listing protected in-
gredients as “Trade Secrets.” A manufacturer can not protect common ingredients in this manner. They must be able
to prove an ingredient is a trade secret in case OSHA investigates them. In the example above, the only information
provided on the product is that its chemical identify is being withheld as a trade secret.

In the example below, the manufacturer does not list any ingredients but states that product has been tested as a
whole, which isn’t instructive.

Work with local shippers and manufacturers to get product information at the pre-incident planning stage, in ad-
vance of an emergency. They can be very supportive and provide suggestions to help protect responder health while
simultaneously maintaining their own product security.

APPENDIX-35
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Tier II Report Form

TIER TWO EMERGENCY AND HAZARDOUS CHEMICAL INVENTORY

Facility Identification:
Name:
Street:
City: County: State: Zip:
Owner/Operator:
Name:
Mail Address:
Emergency Contacts:
Name: Telephone:
Name: Telephone:
Chemical Descriptions (complete extra copies of this form to fully report inventory):
Chemical 1: CAS ® ® ® ® ® ® – ® ® – ® Trade Secret? ®
Name: ______________________________
Check all that apply:
Type: ® Pure Hazard: ® Fire
® Mix ® Sudden Release of Pressure
® Solid ® Reactivity
® Liquid ® Immediate (Acute)
® Gas ® Delayed (Chronic)
® EHS
Inventory: Storage:
Maximum Daily Amount: Location:
Average Daily Amount: Container Type:
Number of Days On-site: Pressure: Temperature:
Chemical 2: CAS ® ® ® ® ® ® – ® ® – ® Trade Secret? ®
Name: ______________________________
Check all that apply:
Type: ® Pure Hazard: ® Fire
® Mix ® Sudden Release of Pressure
® Solid ® Reactivity
® Liquid ® Immediate (Acute)
® Gas ® Delayed (Chronic)
® EHS
Inventory: Storage:
Maximum Daily Amount: Location:
Average Daily Amount: Container Type:
Number of Days On-site: Pressure: Temperature:
Certification: I certify under penalty of law that I have personally examined and am familiar with the information submitted,
which is accurate and complete.
____________________________________________________ ________________
(Signature, Title of owner/operator OR authorized representative) (Date)

Reporting Period from January 1 to December 31, ________ (year) Official Use: ID# __________
® Check if information was submitted last year Date Received: / /

APPENDIX-36
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Bill of Lading

SHIPPER PLEASE NOTE: FREIGHT CHARGES ON THIS BILL ARE PREPAID UNLESS MARKED COLLECT
Straight Bill of Lading – Not Negotiable

___051281_____
FOUR WAY TRUCKING
Shipper’s Bill of Lading No.
P O BOX 7825 _______________________________
LITTLE ROCK, AR 72781 Consignee’s Reference or Purchase Order No.

Ship From SPECIAL INSTRUCTIONS:

Name: Williams Chemical Group
Address: P O Box 467
24 hr. Emergency Telephone No. (218) 496-1742
City/State/Zip: Ft. Smith, AR 72911
Contact: Craig Borkowski or Milton Raney
FOB ®
Ship To Third Party Freight Charges Bill To:
Name: JTJ Materials Supply Name:
Address: 1288 Dedication Address:
City/State/Zip: New York, NY 10288 City/State/Zip:
FOB ®
COD Charges to be paid by: Freight Charges Terms:

Shipper ® Consignee ® Prepay _____ Collect _____ Third Party _____

Handling Package * Commodity Description, Special Marks and Exceptions Weight Rate Cubic
Units Type HM (Subject to correction) (LBS) Reference Feet

4 Plastic Drum X Organic Peroxide, Type F, Liquid, 5.2, UN3109, PKG Group II 1,500 2RTE 40

6 Plastic Drum X Sulfuric Acid, 8, UN1830, PKG Group II 2,491 1NCE 60

1 Steel Pail X Acetone, 3, UN1090, PKG Group II 35 1NFW 3

Grand Total 4,026

* Mark X to designate Hazardous Materials as defined in DOT Regulations

NOTE: (1) Where the rate is dependent on value, shippers are required to state specifically in writing the agreed or declared value of property as follows:
The agreed or declared value of the property is specifically stated by the shipper to be not exceeding _______________________per ________

NOTE (2) Liability Limitation for loss or damage on this shipment may be applicable. See 49 U.S.C. 14706.c.1.A.B

RECEIVED, subject to individually determined rates or contracts that have been agreed upon in writing between the carrier and shipper, if applicable,
otherwise to the rates, classifications, and rules that have been established by the carrier and are available upon request. Every service to be performed
hereunder shall be subject to all terms and conditions of the uniform bill of lading act set forth in the National Motor Freight Classification.

SHIPPER CARRIER
H. T. Imagine Four Way Trucking

PER (SIGNATURE REQUIRED) PER Thomas John Jackson DATE 9-11-01

T.J. Jackson

APPENDIX-37
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Example of a Consist (Train List or Wheel Report)

CARS LISTED FROM REAR OF TRAIN

TRAIN/JOB QHONL 13 WITH FOLLOWING CARS HOUSTON TX TIME- 06/14 1405

SEQ EQUIPMENT ID KND COMDTY DESTN ZTS/CARR NXBLK CITY/STATE CONSIGNEE

BLOCK-- NLRK X 344

1 CNW 718486 LD5C BRICK TP570 15-770-00 FTWR DELRIO TX MOORE LBR
60-MPH 122-TONS 60-FT 1-P 1.0 BRK 122-ATONS 60-AFT

2 CRLE 20684 LG5L PIPE TP570 ODES ODESSA TX RED MAN PI

60-MPH 81-TONS 58-FT 1-P 1.0 BRK 203-ATONS 118-AFT

3 MP 782062 LJ-40 SUGAR TP-250 BNSF BNSF MILCREEK OK MERIDI AGG

60-MPH 122-TONS 58-FT 1-P 1.0 BRK 325-ATONS 176-AFT

4 UPFE 464323 LRPL CHCKN PX950 WCTN OAKLAND CA PACIFI TRA

70-MPH 96-TONS 64-FT 1-P 1.0 BRK 421-ATONS 240-AFT
PS R705 MAINT 10 DEG BELOW 0
PROTECTIVE SERVICE
MPS 705 MAINTAIN 10 DEGREE BELOW

5 SSPX 1010 LC5P SLAG TP218 05-793-00 MLYD DALLAS TX LONE STA I
60-MPH 126-TONS 42-FT 1-P 1.0 BRK 547-ATONS 282-AFT

6 UP 87038 EC4T E 061 07-800-00 PBSW MONSANTO AR EL DOR CHE

60-MPH 31-TONS 60-FT 1-P 1.0 BRK 683-ATONS 342-AFT
1/NC
***************************** RESIDUE: LAST CONTAINED
* DANGEROUS * AMMONIUM NITRATE
***************************** 5.1
EMERGENCY CONTACT : EL DORADO CHEMICAL UN1942
800-424-9300 PGIII
HAZMAT STCC = 4918311

7 ATX 32303 LT19 RGMATL TO570 16ZC252 SELK BRIDGEPORNJ SOLUTIA

60-MPH 110-TONS 50-FT 1-P 1.0 BRK 793-ATONS 392-AFT
1/TC 180000/LB
**************************** ELEVATED TEMPERATURE
* * LIQUID, N. O. S.
**************************** (PHTHALIC ANHYDRIDE)
EMERGENCY CONTACT : STERLING CHEMICAL 9
800-424-9300 UN3257
PGIII
RQ (PHTHALIC ANHYDRIDE)
HAZMAT STCC = 4960156

8 NATX 33020 LT32 LPG TP460 18C 003 CWAY FTWR WELIZABETPA HERCULES
60-MPH 128-TONS 68-FT 1-P 1.0 BRK 921-ATONS 460-AFT
1/CL 30937/GA
**************************** LIQUIFIED PETROLEUM GAS
* DANGEROUS * 2.1.
**************************** UN1075
EMERGENCY CONTACT : CHEMTREC HAZMAT STCC = 4905752
1-800-424-9300

This is an example of a Union Pacific Railroad train list. This is the second page. The first page lists all of the locomotive/power information including such
things as Unit IDs, horsepower, number of total cars, number of brakes, average tons per car, etc. This second page begins the information on the cars. The
Union Pacific lists their cars from the rear of the train. You must look at the top of any list to see how cars are listed, such as on the consist you might work with.
There is variance within the industry.

Thanks to: Charlie Wright, Union Pacific Railroad; printed with permission.

APPENDIX-38
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Dangerous Cargo Manifest

DANGEROUS CARGO MANIFEST

VESSEL: GITTA OLDENDORFF V.03012 OFFICIAL NUMBER OR CALL SIGN: ELW07

FLAG OF REGISTRY: LIBERIAN GROSS: 30,995.00 NETT: 14,095.00
PORT OF DISCHARGE: NEW ORLEANS MASTER: CAPT. RYAN NEILSON
PORT OF LOADING: TANJUNG PRIOK, JAKARTA PAGE: ONE OF: ONE

CONTAINER NOS & GROSS TRUE SHIPPING CLASSIFICATION LABEL EMERG. RESP STOWAGE
NO DESC WEIGHT NAME TEL NUMBER
OF PKGS KGS OR
LBS
LHCU 2960555 1 X 20’ 7,860 15,000 LBS UNICELL- IMO CLASS : 4.1 FLAMM 62-21-6514730 771072
PACKED KGS H (TSH) UN NO : 3226 SOLID
IN : PROPER SHIPPING PACKING
10 NAME : GROUP : II
PALLETS SELF
150 FIBER REACTIVE SOLID
DRUMS TYPE D
FLASH POINT : N/A
RNCU 4543768 1 ISO 21,511 PARA NITRO C/L,6.1,UN 1684 TOXIC 1-228-937-2222 770884
TANK KGS TOLUENE PKG, II, IMDG PG
6211
EHS: 6.1-02
MFAG - 335
TAMU 100976 1 X 20’ 17,138 TOXIC LIQUID, C/L,6.2,UN 2810 TOXIC 412-353-7437 532084
PACKED KGS ORGANIC, PKG III, IMDG PG.
IN : N.O.S. 6270
8 PALLETS TOLUENESULFONIC EHS:
76 DRUMS ACID MFAG:
METHYL ESTER

PREPARED BY: Renny Levita DATE: 11/6/02 APPROVED BY: Neilson DATE: 11/7/02

MASTER MARITIME SERVICE LTD. CH / OFF

APPENDIX-39
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Shipper’s Declaration for Dangerous Goods (Air Bill)

SHIPPER’S DECLARATION FOR DANGEROUS GOODS

(Provide at least two copies to the airline)

Shipper Custom Materials, Inc Air Waybill No. 012-1303-2202

2423 U. S. Hwy 90 East
Houston TX 77373 Page 1 of 1 Pages

Shipper’s Reference Number PROJ. 400134R02-SP

Consignee SKYLAR CUSTOM APPLICATIONS
286 SYDNEY DRIVE
ANCHORAGE, ALASKA
670-479-5758

Two completed and signed copies of this Declaration must WARNING

Be handed to the operator

TRANSPORT DETAILS Failure to comply in all respects with the applicable

This shipment is within the
limitations prescribed for:
(delete non-applicable)
Passenger and Cargo Aircraft
XXXXXXXXXXXX
Airport of Destination:
Dangerous Goods Regulations may be in breach of
Airport of Departure the applicable law, subject to penalties. This
Declaration must not, in any circumstances, be
IAH completed and/or signed by a consolidator, a
forwarder or an IATA agent.
Shipment type: (delete non-applicable)
ANC XXXXXXXXX NON-RADIOACTIVE

NATURE AND QUANTITY OF DANGEROUS GOODS

Dangerous Goods Identification

Proper Shipping Name Class or UN or Packing Subsidiary Quantity and Type of packing Pack. Authorization
Division ID No. Group Risk Inst.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

HELIUM, COMPRESSED 2.2 UN1046 II N/A 1 PLYWOOD BOX 200 DSS

X 0.75 KGS.
OVERPACK USED X 1
CRATE# 2
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
PAINT & PAINT RELATED 3 UN1263 III N/A 1 PLYWOOD BOX 200 DSS
MATERIALS X 28 KGS.
CRATE# 1
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
AMINES, SOLID CORROSIVE 8 UN3259 II N/A 1 WOODEN CRATE 200 DSS
N.O.S. (TETRAETHYLENE- X 43 KGS.
PENTAMINE) CRATE# 3

Additional Handling Information: INNER PACKAGES COMPLY WITH PRESCRIBED SPECIFICATIONS

PREPARED UNDER IATA REGULATIONS

1-800-424-9300 (U. S.)

24 hr Emergency Contact Tel. No. (011) (1) 713-572-8773 (INT’L)

I hereby declare that the contents of this consignment are fully and accurately described Name/Title of Signatory
above by the proper shipping name and are classified, packed, marked and labeled/placarded HAZEL JUANITA
and are in all aspects in proper condition for transport according to all applicable OFFICE MGR.
international and national government regulations Place and Date
HOUSTON, TX
JUNE 12, 2003
Signature

H. Juanita

APPENDIX-40
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Cleaning Personal Protective Equipment

NFPA 1985 complying fire departments are now required to follow a specific process for cleaning and decontaminat-
ing fire fighter ensembles. Home, public laundering, or commercial dry cleaning (unless specifically approved by the
manufacturer) no longer meet the standard.
— Prohibited: Use of bleach, heavy scrubbing, or spraying (extreme pH levels).
— Routine cleaning: After each use that results in soiling. Conducted at the scene: brush off debris, rinse with wa-
ter, scrub gently, rinse again as necessary
— Advanced cleaning: If routine cleaning was insufficient, six months has passed, or the ensemble has been used
and soiled. Follow sink procedures, machine washing procedures, or use a contract cleaner.
— Specialized cleaning: For ensembles contaminated. Send to qualified contract cleaner for decontamination and
cleaning.

Where elements have been soiled with bodily fluids, decontamination and cleaning is completed using a disinfectant
recommended by the manufacturer and either a sink or a washing machine.
— Drying: Best drying procedure for fabric items is mildly forced air at slightly elevated temperatures. The new
standard provides for various drying procedures, including ventilation and machine drying for different ensemble
elements and where there are no specific manufacturer instructions or approvals.
— Repair: For all elements, NFPA 1981 requires repairs be made only by a properly trained person. The standard
generally either encourages or requires manufacturer consultation on repairs, including seaming.
— Storage: Common sense storage habits for turnout ensembles remain intact (e.g., no direct sunlight; between
40°C and 82°C; no sharp objects; no solvents, hydrocarbons, or other contaminants).
— Retirement: Ensembles should generally be retired if worn or damaged beyond cost to effectively repair; if con-
taminated beyond cost-effective cleaning and decontamination; if no longer of use to the organization; or if non-
compliant with the NFPA standard at date of manufacture.
Source: Haden, D., and Nicoli, G. NFPA 1851: Clean Thinking, 2003. http://www.fireservicemanagement.com.

APPENDIX-41
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Sample Personal Protective Equipment Inspection Checklist

SCBA:
— Check that all connections are tight
— Check materials (including harness and straps) for pliability, signs of deterioration, and signs of distortion or
color changes. This may indicate exposure to high heat.
— Check for proper setting and operation of regulators and valves (according to manufacturer’s recommendations)
— Check that cylinder is securely fastened to pack/holder and is full
— Check hydrostatic test date for bottle (five years for a steel cylinder, three years for a composite)
— Check operation of alarm(s), check PASS device if attached to SCBA
— Examine faceshield and lenses for cracks and fogginess
— Inspect SCBA daily or at shift change; before and after each use; at least monthly when in storage; every time
they are cleaned.

Coats and Trousers:

— Examine outer shell, liner materials, wristlets, collars, and hoods for evidence of damage or contamination or
color change. Color change may indicate exposure to high heat.
— Contamination: soiling, stains, discoloration, deterioration
— Physical damage: tears, cuts, punctures, abraded areas
— Thermal damage: brittleness, charring, stiffness, melted areas
— Check stretch recovery of hood and wristlet materials
— Examine condition of all seams, looking for loose stitching or lifted tape of moisture barrier seams
— Examine hardware (snaps, hooks and dees, zippers) for signs of corrosion
— Examine trim for loss of luster, abraded areas, and evidence of melting

Helmets:
— Examine shell for discoloration, pitting, separation, impact/puncture damage, melting
— Examine faceshield for scratches, cloudiness, and evidence of melting
— Examine retention/suspension system for discoloration, evidence of thermal damage, and physical defects
— Examine trim for loss of luster, abraded areas, and evidence of melting
— Check correct operation of chin strap

Gloves:
— Examine outer shell, liner materials, and wristlets for evidence of damage and contamination
— Examine condition of all seams, looking for loose stitching or lifted tape of moisture barrier seams; check to en-
sure that liner has not separated from outer shell

Footwear:
— Examine boot outer and liner materials for evidence of damage and contamination
— Examine condition of soles for punctures, cuts, or embedded items (e.g., nails)
— Examine hardware (e.g., eyelets, stud posts, zippers) for signs of corrosion

APPENDIX-42
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Fairfax County Fire and Rescue Department: Standard Operating Procedures

Hazardous Materials Response Team Operating Manual
Purpose
The information provided in this section is to be used as basic guidelines to assist Incident Commanders (IC) with
operational decisions. Due to the unique nature of hazardous materials incidents and the potential variation of pre-
senting conditions at the scene, only general directives are listed as reference.

General Guidelines/Responsibilities
— The Incident Commander is responsible for the overall management of all operational activities associated with a
hazardous materials emergency.
— Specific responsibilities include evaluating the incident (risk assessment), initiating and developing an incident
action plan, implementing the action plan, and monitoring the progress and effectiveness of the plan.
— The Fairfax County HMRT will utilize the Incident Management System (IMS), and the Personnel
Accountability System (PAS) during all hazardous materials emergencies.
— The senior HazMat officer on the incident scene, in conjunction with the Incident Commander, will utilize the
appropriate sector/branch positions of the IMS as the incident dictates the need.
— The first arriving Fire and Rescue Department officer shall assume initial command of the incident (as directed
by the IMS). Primary duties shall include:
» Rescue/medical/safety actions
» Incident size-up
» Identification of product(s)
» Scene control/access
» Identification of hazard zones (HOT)
» Requesting appropriate assistance
» Establishing sectors
— The IC, with any recommendation from the HMRT or approval from the assigned battalion chief, may decide
that no further service or response is necessary. Appropriate units will be placed in service.

First Arriving Units

— The crew of the first arriving unit approaching a hazardous materials emergency shall cautiously position the ap-
paratus with concern for a potentially dangerous and unstable environment. Personnel should distance apparatus
a minimum of 500 feet from the incident until a comprehensive size-up has been conducted. Current weather
conditions, topography, and known chemical behavior should be considered prior to arrival.
— Give a preliminary report of the presenting conditions as soon as possible.
— Establish a tentative control zone (HOT ZONE), which restricts all entry. Only those responders using appropri-
ate protective equipment shall be allowed entry into the HOT ZONE.
— The number of personnel operating in or near the HOT ZONE shall be kept to the minimum needed to safely
perform the assigned task.
— Until the material/product has been identified, execute only immediate life-saving rescue actions:
» Minimize dangerous exposures to personnel
» Use the highest level of PPE available
» DO NOT spread the contamination

APPENDIX-43
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Fairfax County Fire and Rescue Department: Standard Operating Procedures

Hazardous Materials Response Team Operating Manual (continued)

— Gather pertinent information that will assist with product identification. Disseminate any supplemental informa-
tion when received. Attempt to identify the product by using:
» Occupancy/incident location
» Container information/shape, size
» Placards
» Labels/markings
» MSDSs, shipping papers, facility documents
» Product behavior/explosions, environmental deformation, adverse health reactions to individuals involved with
the incident
» Individuals familiar with the materials
— Communicate all pertinent information concerning the incident to the HMRT. If appropriate, the HMRT will
provide precautionary directives and general operational guidance while en route (providing information is avail-
able).
— The HMRT will communicate technical data (retrieved from reference sources) to the Incident Commander for
initial decision-making options.
— In the event of a product release, and if personal protection is appropriate for the presenting hazard(s), respond-
ers should use available tools and on-site resources to control or contain the release/spill until the HMRT arrives.
This action should be considered for DEFENSIVE purposes only.
— Designate a staging area for incoming apparatus. All HazMat units will report to the forward operational area of
the incident scene unless otherwise directed by the IC. All other incoming units will report to the staging officer
unless otherwise directed by the IC.
— Perform EMERGENCY GROSS DECONTAMINATION when patients or rescuers become contaminated.

APPENDIX-44
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Phoenix Fire Department: Standard Operating Procedures

HAZARDOUS MATERIALS

TABLE OF CONTENTS:
— DISPATCH
— FIRST ARRIVING UNIT
— SIZE-UP
— ACTION PLAN
— CONTROL OF HAZARDOUS AREA:
» LIMITED ACCESS ZONE
» EVACUATION ZONE
— USE OF NON-FIRE DEPARTMENT PERSONNEL

This plan provides a basic philosophy and strategic plan for hazardous materials situations. All Phoenix Fire
Department Standard Operating Procedures, unless superseded by a specific part of this plan, remain in effect for
hazardous materials incidents.

Hazardous Materials incidents encompass a wide variety of potential situations including fires, spills, transportation
accidents, chemical reactions, explosions, and similar events. Hazards involved may include toxicity, flammability,
radiological exposure, corrosives, explosives, health, and chemical reactions, or a combination of factors. This plan
provides a general framework for handling a hazardous materials incident, but does not address the specific tactics or
control measures for particular incidents.

Every incident presents the potential for exposure to hazardous materials; even the products of combustion of an or-
dinary fire may present severe hazards to personnel safety.

This procedure is specifically applicable to known hazardous materials incidents, but it does not reduce the need for
appropriate safety precautions at every incident. The use of FULL PROTECTIVE CLOTHING AND SCBA AS
WELL AS SPECIAL PROTECTIVE CLOTHING and the use of all Standard Operating Procedures on a continu-
ing basis are foundational for this plan.

DISPATCH:
The Dispatch Center will attempt to obtain any and all information from the person reporting a hazardous materials
incident. The information should, if possible, include material name and/or type, amount and size of container(s),
problem (leak, spill, fire, etc.) and dangerous properties of the materials AS WELL AS THE NUMBER OF
PERSONS INJURED OR EXPOSED. The Dispatch Center should remain on the telephone with the caller to gain
additional information after entering the call for the dispatch.

Any additional information shall be relayed to responding units after dispatch. THIS SHOULD INCLUDE THE
SAFEST APPROACH OR BEST ACCESS TO THE INCIDENT IF AVAILABLE.

If the call comes from a person with particular knowledge of the hazardous situation, that person SHOULD BE
INSTRUCTED TO meet and direct the arriving units. Dispatch shall relay that person’s location and level of knowl-
edge to responding units.

The Dispatch Center will dispatch the APPROPRIATE Hazardous Materials Assignment COMPANIES to all re-
ported hazardous materials incidents.

APPENDIX-45
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Phoenix Fire Department: Standard Operating Procedures (continued)

Dispatch will inform units as to the prevailing wind speed and direction from the monitoring station NEAREST
THE INCIDENT and advise responding units.

FIRST ARRIVING UNIT:

The first arriving officer will establish Command and begin a size-up. The first unit must consciously avoid commit-
ting itself to a dangerous situation. When approaching, slow down or stop to assess any visible activity taking place.
Evaluate effects of wind, topography, and location of the situation. Route any other responding companies away from
any hazards.

Command should consider ESTABLISHING LEVEL II STAGING WHENEVER POSSIBLE FOR OTHER
RESPONDING UNITS. STAGED COMPANIES MUST BE in a safe location, taking into account wind, spill
flow, explosion potential, and similar factors in any situation. THE DOT GUIDEBOOK, NFPA REFERENCE
MATERIALS, THE NIOSH POCKET GUIDE, OR ANY OTHER MATERIAL SUCH AS MSDS OR
SHIPPING PAPERS AVAILABLE TO THEM SHOULD BE USED TO ESTABLISH A SAFE DISTANCE FOR
STAGING.

SIZE-UP:
Command must make a careful size-up before making a commitment. It may be necessary to take immediate ac-
tion to make a rescue or evacuate an area. This should be attempted only after a risk/benefit analysis is completed.
Personnel must take advantage of available personal protective equipment in these situations.

The objective of the size-up is to identify the nature and severity of the immediate problem and to gather sufficient
information to formulate a valid action plan. Hazardous materials incidents require a cautious and deliberate size-up.

Avoid premature commitment of companies and personnel to potentially hazardous locations. Proceed with cau-
tion in evaluating risks before formulating a plan and keep uncommitted companies at a safe distance. IN MANY
CASES, EVALUATION BY HAZARDOUS MATERIALS TEAM MEMBERS BEFORE COMMITTING IS
THE SAFEST APPROACH.

Identify a hazardous area based on potential danger, taking into account materials involved, time of day, wind and
weather conditions, location of the incident, and degree of risk to unprotected personnel. Take immediate action to
evacuate and/or rescue persons in critical danger, if possible, providing for safety of rescuers FIRST.

The primary objective is to identify the type of materials involved in a situation, and the hazards presented, before
formulating a plan of action. Look for labels, markers, DOT IDENTIFICATION NUMBERS, NFPA DIAMOND
or shipping papers, etc. Refer to pre-fire plans and ask personnel at the scene for additional information (plant man-
agement, responsible party, truck drivers, fire department specialist). Use reference materials carried on apparatus and
have Dispatch contact other sources for assistance in sizing up the problem (state agencies, fire department specialists,
manufacturers of materials, etc.).

ACTION PLAN:
Based on the initial size-up and any information available, Command will formulate a responsive action plan. THE
ACTION PLAN MUST PROVIDE FOR:
1. Safety of all fire personnel
2. Evacuation of endangered area, if necessary
3. Control of situation
4. Stabilization of hazardous materials
5. Disposal or removal of hazardous material

APPENDIX-46
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Phoenix Fire Department: Standard Operating Procedures (continued)

Most hazardous materials are intended to be maintained in a safe condition for handling and use through confine-
ment in a container or protective system. The emergency is usually related to the material escaping from the protec-
tive container or system and creating a hazard on the exterior. The strategic plan must include a method to control
the flow or release, get the hazardous material back into a safe container, neutralize it, allow it to dissipate safely or be
properly disposed of.

The specific action plan must identify the method of hazard control and identify the resources necessary to accom-
plish this goal. It may be necessary to select one method over another due to the unavailability of a particular re-
source or to adopt a “holding action” to wait for needed equipment or supplies.

Avoid committing personnel and equipment prematurely or “experimenting” with techniques and tactics. Many
times it is necessary to evacuate and wait for special equipment or TECHNICAL help.

As a general policy, the Hazardous Materials Team will respond to any situation where a private contractor is required
to clean up hazardous materials.

CONTROL OF HAZARDOUS AREA:

A hazardous material incident has two initial zones associated with the scene, similar to a fire. They are the
LIMITED ACCESS ZONE and the EVACUATION ZONE.

Limited Access Zone (LAZ)

The LAZ is the area in which personnel are potentially in immediate danger from the hazardous condition. This is
established by Command and controlled by the fire department. Access to this area will be rigidly controlled and
only personnel with proper protective equipment and an assigned activity will enter. All companies will remain intact
in designated staging areas until assigned. Personnel will be assigned to monitor entry and exit of all personnel from
the LAZ. The LAZ should be geographically described to all responding units, if possible, and identified by yellow
fireline tape. A Lobby Control Sector will be established to control access to the LAZ and maintain an awareness of
which personnel are working in the area.

Limited Access Zone operations may include:

— Establishing a safe perimeter around hazardous area and identify with Hazard Zone tape.
— Requesting adequate assistance to maintain the perimeter.
— Identifying an entrance/exit point and inform Command of its location.
— Coordinating with Haz Sector to identify required level of protection for personnel operating in the Hazard
Zone.
— Collecting/returning accountability PASSPORTS of all companies entering/leaving the controlled area.

Restriction of personnel access into the LAZ includes not only fire department personnel, but any others who may
wish to enter the LAZ (police, press, employees, tow truck drivers, ambulance personnel, etc.). Command is respon-
sible for everyone’s safety.

Evacuation Zone (EZ)

The EZ is the larger area surrounding the LAZ in which a lesser degree of risk to personnel exists. All civilians would
be removed from this area. The limits of this zone will be enforced by the Police Department based on distances and
directions established in consultation with Command. The area to be evacuated depends on the nature and amount
of the material and type of risk it presents to unprotected personnel (toxic, explosive, etc.).

APPENDIX-47
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Phoenix Fire Department: Standard Operating Procedures (continued)

In some cases, it is necessary to completely evacuate a radius around a site for a certain distance (i.e., potential explo-
sion).
In other cases, it may be advisable to evacuate a path downwind where toxic or flammable vapors may be carried (and
control ignition sources in case of flammable vapors).

Reference: Evacuation Sector, Police Liaison Sector

NOTE:
When toxic or irritant vapors are being carried downwind, it may be most effective to keep everyone indoors with
windows and doors closed to prevent contact with the material (shelter-in-place) instead of evacuating the area. In
these cases, companies will be assigned to patrol the area assisting citizens in shutting down ventilation systems and
evacuating persons with susceptibility to respiratory problems.

In all cases, the responsibility for safety of all potentially endangered citizens rests with Command. Once the
Hazardous Materials Sector has been established, HazMat personnel will define and establish a Hot, Warm, and Cold
Zone. These zones will remain in effect for the remainder of the incident.

USE OF NON-FIRE DEPARTMENT PERSONNEL:

In some cases, it may be advantageous to use non-fire department personnel to evaluate hazards and perform certain
functions within their area of expertise.

When such personnel are outfitted with breathing apparatus, chemical suits, etc., they must be made aware of the
functions, limitations, and safety precautions necessary in their use. Fire department personnel with the necessary
protective equipment must closely monitor and/or accompany such personnel for safety.

BE AWARE THAT COMMAND IS RESPONSIBLE FOR THE SAFETY OF ALL PERSONNEL INVOLVED
IN ANY INCIDENT.

APPENDIX-48
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Sample Pre-Incident Plan Form

SECTION I - LOCATION INFORMATION

Location:
Building/Site Name:
Type of Business:
Building Size—Frontage: x Depth: = Area:
Owner:
Owner’s Address:
Owner’s Telephone:
Owner’s Agent:
Agent’s Address:
Agent’s Telephone:
Emergency Contact:
Emergency Telephone:
Cleanup Contractor:
Prepared by:
Remarks/Special Information (number of shifts, security on premises, special orders, other contacts not listed
above, etc.):

APPENDIX-49
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Sample Pre-Incident Plan Form (continued)

SECTION II - BUILDING INFORMATION

Specific Property Use:
Number of Stories:
Age of Building:
Construction Type
1. Fire Resistive 5. Heavy Timber
2. Protective Non-Combustible 6. Unprotected
3. Protected Ordinary 7. Unprotected Ordinary
4. Protected Wood Frame 8. Unprotected Wood Frame

1st Type: % 2nd Type: %

Relevant Features:
Type of Roof Construction:
Standpipes
Exterior Connections: Locations:
Interior Connections—Wet: Dry:
Location: Type:

Sprinkler Systems
Exterior Connection Location:
% Coverage—Wet: Dry: Both:
Shut-off Location:
Valves—Open (Y/N): Supervised (Y/N): Zoned Areas (Y/N):
Other Extinguishing Systems (halon, CO₂, dry powder, etc.)—
Type: Location:

Warning System
Detection Type (heat, smoke, both):
Alarm Company: Telephone:
Access and Entrances:

APPENDIX-50
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Sample Pre-Incident Plan Form (continued)

SECTION II - BUILDING INFORMATION

Facility Diagram
In the space below, diagram the facility layout and identify the locations of:
— Hazardous materials
— Emergency shut-off valves
— Built-in protection systems
— Water supply
— Building access and egress
— Vulnerable areas/Reactive materials

APPENDIX-51
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Sample Pre-Incident Plan Form (continued)

SECTION III - HAZARDOUS MATERIALS INFORMATION

Note: If a Tier II Report is available then this section can remain blank and the Tier II Report can be used in its place.
Material Information
Shipping Name: UN #: Class #:
Chemical Name: CAS #:
[ ] Explosive [ ] Poison [ ] Gas [ ] Color:
[ ] Flammable [ ] Radioactive [ ] Liquid [ ] Odor:
[ ] Oxidizer [ ] Corrosive [ ] Solid [ ] Chemical Formula:
Average amount stored on site:
Properties & Hazards
Boiling Point: Flash Point: Specific Gravity:
Vapor Pressure: Melting Point: Ignition Temperature:
UEL: LEL: Vapor Density: Soluble:
Health Hazards
Routes of Entry: Target Organs:
[ ] Inhalation
[ ] Dermal
[ ] Ingestion
Container Information
Container Type: Capacity:
Container Material:
Container Used: Features:
[ ] Fixed [ ] Insulated
[ ] Portable [ ] Pressurized
[ ] Mobile [ ] Armored Connection to Alarm (local, central, master, auxiliary):

APPENDIX-52
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Conducting an On-Site Pre-Incident Planning Survey

Before you conduct an inspection at the site, review all available information on the facility, including:
— Previous inspection reports
— Drawings
— Permit applications
— History of fires or chemical incidents
— MSDSs or lists of chemicals
— Maps
— Adjacent vulnerable locations
— Tier II reports
— Risk Management Plan (RMP)

To develop a comprehensive hazardous materials pre-incident plan for a facility, consider the following characteristics:
— Location/exposures
— Type of construction
— Type of business/process
— Water supply
— Building access
— Communications and security
— Electrical/gas shut-offs
— Water shut-offs and sprinklers
— Location/type/quantity of chemicals and their hazards
— Emergency medical support available
— Work schedules/number of employees
— Emergency resources on-site/contingency plans
— Protective clothing available on site
— Vulnerability of surrounding area/ability to evacuate
— Adjacent facilities and other exposures that cannot be evacuated or shut down
— Compatibility of resources
— Waterways and storm sewers, particularly those that empty into waterways

After locating the facilities and identifying the hazardous materials within each facility, you must identify the charac-
teristics of the materials and the condition at the site to predict the consequences of a possible release and the appro-
priate actions. The range of a hazardous release depends not only on the amount of material released but also on the
properties of the material. Technical experts, including toxicologists, may be needed to predict the areas of vulner-
ability in different situations. Computer-based management and chemical database programs, such as the Computer
Aided Management of Emergency Operations (CAMEO) may also be used.

APPENDIX-53
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Pre-Incident Planning Resource Identification Survey

A key task in pre-incident planning is the objective assessment of the capabilities and limitations of response person-
nel in dealing with potential emergencies at a fixed site or in a particular transportation corridor. Personnel, appara-
tus, specialized equipment, mutual-aid and sustain-ability are among the issues that must be considered.

You will need to know:

— Who will be available for on-site technical assistance during normal hours and after-hours?
— Will there be an emergency telephone number posted for after-hours and weekend/holiday notifications?
— Will someone who is notified of an emergency be able to respond and represent the company in the decision-
making process?
— Who is the liaison for the fire department?
— Does the facility have a response team? If so, how many trained personnel will be available during an emergency?
— To what level have site personnel been trained?
— Does the facility have special protective clothing for specific chemicals? If so, how many sets of clothing are avail-
able?
— Are facility personnel familiar with the fire department’s incident management system?
— What type of communication system can be used for both facility personnel and fire fighters during an emer-
gency?
— Are other information resources (such as technical specialists or chemists) available off-site?

The key to assessment is an educated judgment regarding emergencies that could occur and an honest appraisal of
what response forces could reasonably be expected to accomplish in such situations.

APPENDIX-54
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Summary of Work Area Hazards

Terrain and Dangerous Work Surfaces:
Terrain plays a role in every incident, even those that occur indoors. Terrain may influence where staging, decontami-
nation, emergency medical services, and rehabilitation areas can be established. Rough terrain can increase response
time and may limit the number and types of equipment that can be moved close to the scene.

When an incident occurs outdoors, terrain becomes a fundamental factor in emergency response operations. It dic-
tates where companies and equipment are placed in relation to the release. You may have to travel long distances on
foot to reach the incident scene, move equipment manually, and negotiate steep inclines and declines. In addition,
you may have to operate on an incline, the pitch of the work surface may be uneven, or the work surface may be out
of safe reach.

When product is released outdoors, the terrain influences how and where the product will flow. Gases that are heavier
than air, along with liquids, follow the contours of the terrain and may create asphyxiating, explosive, flammable, or
otherwise dangerous “pockets” of hazardous material.

In these environments, many routine tasks become more dangerous. Tasks involving the use of ground ladders and
hose lines become increasingly challenging. Maintaining your balance is much more difficult and you become fa-
tigued more quickly. You may not be able to concentrate solely on the primary task at hand. Greater resources are
necessary to ensure a safe operation. Obviously, the rougher the terrain, the greater the degree of difficulty and dan-
ger.

When terrain and pitch are identified as major problems, identify alternatives. Where safety ropes or other restraining
devices are required, use work platforms. These can include fire department aerial ladders and platforms, or commer-
cially available cranes and lifts. When these and other alternate measures are not available or appropriate, you may
have to alter tactics. You may have to control the incident from a remote location or employ strictly defensive tactics
from a protected area.

When a product leaks or pools, it creates a dangerous work surface. In addition to the specific health and safety haz-
ards of the product, leaking or pooling products can impair mobility, create slippery surfaces, or make movement dif-
ficult if the product is viscous or tacky. In these environments, mental and physical fatigue may develop early because
additional caution and exertion are required to move about safely.

In some cases, product flow will have to be controlled or diverted away from the area where personnel will be operat-
ing. This may be accomplished through damming or diking. In other cases, absorbents or adsorbents may be used to
contain the product and make the work surface less dangerous.

Some environments require evenly spaced, measured steps, such as when operating on or around railroad tracks or in
construction areas where steel reinforcing is exposed. In order to operate safely, you must constantly be aware of your
footing and concentrate on each step. Furthermore, incident areas are often strewn with scattered debris, making
movement difficult and treacherous and requiring that you carefully choose a route into and out of the incident area.
In these cases, one of the first objectives may be to remove debris so that entry personnel will be able to concentrate
on control operations. A minimum of movement is essential to minimize the opportunity for accidents and to con-
serve mental and physical energy for controlling the incident.

APPENDIX-55
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Summary of Work Area Hazards (continued)

Slip, Trip, and Fall Hazards:
Several factors increase the likelihood of an accident occurring inside the work area at a hazardous materials incident.
As mentioned earlier, the work area may be less than optimal because of damage resulting from an accident or be-
cause of the location of the incident. In these environments, you must make every effort to ensure that you do not
create additional hazards once you begin operations.

One way to reduce injury hazards in the work area is to maintain control of the tools and equipment that enter the
area. Too much equipment can contribute to confusion and clutter, and increase the possibility of tripping over or
dropping equipment. Whenever possible, decide on specific actions and techniques in advance. Ensure that all per-
sonnel are thoroughly briefed about the actions they will be required to take while in the Hot Zone. Only the tools
and equipment necessary to complete these tasks should be brought into the work area. As these objectives are com-
pleted, equipment can be removed from the work area.

Many control and containment measures require that the workers focus intently on their specific tasks. Support per-
sonnel should ensure that the work area remains free from obstacles and distractions.

Part of any pre-incident planning process should include building design elements that could contribute to slip, trip,
and, fall hazards. These elements may include the following.

Areas Above and Below Ground Level:

When incidents occur above or below ground level, you may be required to climb in order to reach the work area.
Whenever possible, fire department ladders should be used when climbing up to a work area. Ladders must be heeled
to ensure the safety of the climber. Some built-in ladders found in manufacturing settings, on tank cars, and on tank
trucks are hazardous because of their 90-degree climbing angle. The steepness of this climbing angle makes it virtually
impossible to lean and rest during the climb. Furthermore, many industrial ladders do not have safety cages. When
situations require work above or below ground level, use a safety line and tethers to prevent falling. Remember, your
energy and dexterity may be hampered by protective clothing and equipment. Fully-encapsulating, vapor-protective
clothing often reduces dexterity and visibility, making movements such as climbing more difficult.

Absent or Ineffective Railings:

Fire fighters may find it necessary to work on platforms that terminate in drop-offs. Railings or barriers must be in
place to prevent falling from the platform. For railings to be effective, they must be intact, of appropriate height, and
of sufficient strength to withstand the pressure of someone falling against them. Where railings or other barriers are
absent or inadequate, ground ladders can sometimes be used as barriers to provide a measure of safety.

Unprotected Openings:
Unprotected openings such as scuttles, traps, conveyor/processing pits, elevator shafts, etc. pose a serious threat to fire
fighters. These types of hazards are common in manufacturing plants, unfinished buildings, and construction sites.
Be aware of your surroundings, the nature of the operation, and the type and condition of the building or grounds.

Whenever possible, unprotected openings should be covered or barricaded. If personnel must work around an un-
protected opening, one person should be stationed near the opening to ensure that no one gets too close. This person
should have no other responsibilities.

APPENDIX-56
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Summary of Work Area Hazards (continued)

Ramps and Step-Ups:
Many industrial settings have interior grade changes–ramps and unmarked or concealed step-ups and step-downs–
that can create serious safety hazards for emergency response personnel. These features should be recorded in the
facility pre-incident plan. If no plan exists or there is some question as to its accuracy, thoroughly interview plant per-
sonnel about grade changes before entering the facility. If there is still concern about access, an initial reconnaissance
team may survey the area. This allows personnel to gather comprehensive information about the building design and
layout. All of this information should be provided to entry personnel verbally and visually before they enter the area.

Unstable or Damaged Flooring, Walls, and Ceilings:

Sudden product releases and releases involving an explosion or fire can cause structural damage. Buildings that have
been neglected, particularly those that are vacant or abandoned, are often unstable. The site safety or action plan
should include a careful survey to determine if it is safe to enter and operate in the building. Experts in building con-
struction, including local government inspectors, may be able to provide realistic information about the soundness of
a structure. Operations should not be conducted in situations where the structure is unsafe or the flooring is unlikely
to withstand the combined weight of personnel and equipment.

Obscured Walking Surfaces:

Adverse conditions at an incident can cause walking surfaces to be obscured. For example, visibility may be reduced
because of heavy smoke, or surfaces may be covered with released product, foam, mud, or water. Avoid walking
through mud and water, and never walk through foam (its effectiveness will be minimized) or released product (it
could be toxic, corrosive, flammable, etc.). Obscured drop-offs and obstacles can cause you to twist an ankle or trip
and fall. Whenever possible, locate a clear path to the work area; if necessary, clear an area so that you can make a safe
approach.

Confined Spaces:
Confined space work areas pose several problems. Since these areas tend to trap released vapors and gases, the space
is likely to be oxygen-deficient, flammable, explosive or otherwise hazardous. Use detection equipment before enter-
ing any confined space and monitor the atmosphere closely throughout operations in the area. Whether or not you
determine a confined space to be oxygen-deficient, you should always wear positive-pressure self-contained breathing
apparatus while you are in the area, since conditions can change rapidly.

Remember that any protective clothing–but especially fully-encapsulating clothing–reduces your ability to maneuver
in confined spaces. You are likely to move more slowly and use more air than in open areas. Be sure to allow sufficient
time to enter, perform the necessary tasks, and exit without exhausting your air supply.

Confined spaces often have small access openings, permitting a limited number of personnel to enter or exit at one
time. Whenever practical, safety ropes and tethers should be used as a rescue precaution in case entry team members
become fatigued or are otherwise unable to exit the confined space.

Geographic Separation:
Hazardous materials incidents present special problems concerning geographic separation. In many cases, the Hot
Zone is a considerable distance from the staging area. You may be required to walk long distances while wearing pro-
tective clothing that contributes to overexertion and may cause heat stress. You may also use much of your available
breathing air just to get to the work site, and you will need at least as much air to return and go through decontami-
nation. Planning must include estimates of the time, air, and energy required, and the likelihood of heat stress during
approach, operations, return, and decontamination. Through careful air sampling, personnel can determine the point
closest to the work area for the entry team to travel by vehicle, without the full use of protective equipment.

APPENDIX-57
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Summary of Work Area Hazards (continued)

The provision of tools and ancillary systems, such as lighting, air, water, foam, and electricity, is also complicated by
geographic separation. Specialized equipment, such as generators and intrinsically safe lighting systems, should be
available for entry. This equipment should be mounted on a cart or dolly or otherwise adapted for easy transport.
Non-essential tasks should be avoided to conserve energy. Again, air sampling will help determine the nearest point
that equipment can be transported by vehicle.

Back-up crews face the same time and distance problems as entry teams. In many cases, the back-up team has to be
on air from their tanks the entire time the entry team is on air. They must be positioned close enough to the entry
team to see what is happening and to act quickly in an emergency. This complicates management of the incident by
increasing the number of persons necessary to staff each stage of the operation.

Where geographic separation is significant, a strictly defensive approach may be necessary. This strategy is particularly
sensible when no civilian lives are at risk, environmental damage is not a factor, and a closer approach will be possible
at a later time.

Obscured Visibility:
When your visibility is obscured, you cannot easily gather and confirm information. Without adequate product in-
formation and assessment, you cannot initiate containment and control.

When possible, clear the area of objects that interrupt your line of sight. In some instances, the hazard itself (escaping
liquid, dust, or vapors; or fire and smoke) or control techniques (water spray, foam, etc.) may reduce visibility in the
hazard area. In some situations, the product can be diverted to improve visibility; or remote access or control points
may be used to divert, slow down, or stop the release. When control techniques obscure visibility, their use may be
temporarily suspended.

High Noise Environments:

In addition to causing immediate and long term hearing loss, high noise environments can make safe operations al-
most impossible.

High noise environments can be created by machinery, road traffic, fire department equipment, uncontrolled radio
volumes and product escaping under pressure or at high volume. Effective communication may be hampered to the
point that you are unable to implement action plans. Personnel may become disoriented and confused. Fire fighters
who are unable to concentrate on their assigned tasks are at risk for making mistakes or allowing accidents to occur.
Evaluate ambient noise levels and take steps to decrease their level, or provide hearing protection when the noise is
not controllable. A good rule of thumb is that if you must shout in order for someone at arm’s length to hear you,
hearing protection is necessary. Many emergency communication systems include headphones that provide some
level of protection against high noise environments.

When noise is caused by escaping product, hearing protection should be used while in the area. If traffic is respon-
sible for unacceptable noise levels, it should be halted or diverted until work has been completed. Whenever possible,
but only with authorized permission, noisy machinery should be shut down while work is being performed. Non-es-
sential fire department equipment should also be shut down. Similarly, power tools and other specialized equipment
should not be left running when not in actual use.

Static Electricity:
When discharged, static electricity can act as an ignition source for flammable or explosive atmospheres. Anyone who
may have to work with or around flammable, combustible, or explosive materials should be trained in and equipped
for bonding and grounding techniques that prevent the discharge of static electricity.

APPENDIX-58
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Summary of Work Area Hazards (continued)

When a flammable, combustible, or explosive material is being transferred from one container to another, the con-
tainers must be bonded and grounded. Containers may be tied together with a conductor–usually a copper or steel
cable with large clamps on each end. This is known as bonding.

Grounding is used in conjunction with bonding. Grounding uses similar cables and clamps, but one end of the cable
is attached to the container and the other end is attached to a grounding rod–usually a copper rod–which is driven
into the earth.

Whenever flammable, combustible or explosive materials are involved in an incident, all internal combustion engines
should be shut down and the site kept free of fires, flames, and sparks.

Every hazardous materials response team should carry cables, clamps, rods, and a sledge hammer (for driving the
grounding rods into the earth).

Operations Requiring Hoisting/Lowering:

As mentioned earlier, if you are working in an area above or below grade, use tethers or other restraining devices.
Tools and equipment can then be lowered or raised to you. Whenever possible, small tools and equipment should be
consolidated and placed in a container to limit hoisting and reaching motions. Items should be secured in the con-
tainer to prevent them from dropping out, and the container should be secured with a rope. Care must be taken to
ensure that the container is not overloaded.

Equipment that is too large to be placed in a container should be secured with a rope to prevent it from falling and to
make hoisting and lowering easier.

A safety zone should be established so that personnel remain out of areas where equipment is being hoisted.
Personnel responsible for lowering tools and equipment should use railings, safety barriers, or safety ropes to prevent
themselves from falling.

Unstable Loads:
Stabilize vehicles and shipping containers at the scene of an incident, even those that were not directly involved in the
incident, before beginning any control or containment operations. Turn off vehicle engines and place vehicles in gear
with the parking brakes set and the wheels chocked.

Unstable vehicles and containers, especially those that have been involved in an accident, may require cribbing,
chains, cranes, or other stabilizing equipment before control or containment operations can begin. Assess the integ-
rity of the cargo and take steps to ensure that it does not shift suddenly. If the situation cannot be assessed without
entering the cargo area, carefully review the inventory sheet or shipping papers first. Use a slow, cautious approach
when entering the cargo space. Once inside the cargo area, take care to remain clear of any areas vulnerable to materi-
als that may shift suddenly.

In addition, pay special attention to machinery and equipment that may have been damaged or altered. If these items
are in close proximity to the work area, assess and stabilize them before operations begin.

APPENDIX-59
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Summary of Work Area Hazards (continued)

Lighting:
Whether operating in daylight hours or after dark, lighting can present hazards to emergency response personnel.

Inadequate lighting may prevent you from choosing a safe path into or out of the work area, correctly assessing a
problem, or performing control operations. Where natural lighting is insufficient, use artificial lighting to enhance
visibility. Devote adequate time to assembling and placing lights so that lighting is not excessive, improperly directed,
or causing glare and reflection. Portable lighting equipment should be shock resistant, mobile, and intrinsically safe
for use in areas where fire or explosion are possible.

Of the methods used to provide artificial lighting, portable tripod and hand-held lighting are the most efficient be-
cause they allow you to adjust the positioning of the light for specific needs while continuing to work. Hand-held
lighting may require that one person be responsible solely for holding and directing the light source. Unsecured light-
ing is inappropriate in emergency situations because it may fall, temporarily stopping operations or becoming lost or
inoperative.

When natural lighting is too intense, it can be distracting and may interfere with vision. The approach path and work
area may have to be altered so that personnel can operate with the sun at their backs. When this is not possible, the
entry team may have to wait until the angle of the sun changes.

Emergency vehicle lighting can also create unsafe conditions. Emergency lighting has been known to confuse passing
motorists who sometimes become entranced by a sea of red lights. They may strike parked fire apparatus or emer-
gency response personnel. To reduce the likelihood of this, turn off the majority of red warning lights and establish a
well-defined path around the incident using traffic cones and flares. In addition, use fire apparatus to block the work
area and create a safety zone. Fire fighters must, however, be on the alert for confused or impaired motorists. In some
situations, it is best to assign someone to observe and direct oncoming traffic. Whenever safety would otherwise be
compromised, traffic should simply be halted until the work is completed.

APPENDIX-60
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Incident Management System

Effective scene management depends on a well-defined structure that is outlined in standard operating procedures,
routinely practiced, and used at all incidents. An operation without an incident management system leads to poor
use of resources and endangers the health and safety of response personnel.

In situations involving hazardous materials, incident management systems are not only useful, they are required
by regulations established by the Occupational Safety and Health Administration (OSHA) and the Environmental
Protection Agency (EPA). The regulations that specify the use of an incident management system are 29 CFR
1910.120 and 40 CFR 311, respectively. All fire fighters not covered by federal OSHA are covered by EPA regulations.

An incident management system places one person in charge of an incident and guides deployment of personnel and
equipment. It organizes personnel and tasks so that the person in charge is not overwhelmed. It eases communication
by identifying reporting relationships and establishing a chain-of-command among personnel.

This type of systems approach applies to small incidents involving one or two companies as well as large incidents
involving agencies outside the fire department and crossing jurisdictional lines.

Incident Commander:
The Incident Commander is the sole person in charge and is accountable for the actions taken at the incident. He or
she is the highest authority at an incident scene, whether this individual is a fire fighter, fire chief, or a representative
of another organization. The Incident Commander is responsible for establishing strategic goals (determining wheth-
er offensive or defensive operations are appropriate) and the tactical objectives to meet those goals. The Incident
Commander’s roles and responsibilities are described in 29 CFR 1910.120 (q)(3).

Many departments assign command to the first officer of the first arriving fire department company. This ensures that
an individual is in charge of the incident from the beginning.

The initial Incident Commander remains in command until command is transferred or the incident is stabilized and
terminated. Command may be transferred to an officer with more command experience, more knowledge of hazard-
ous materials, or other unique qualifications.

Incident management systems have several common elements, regardless of the type of incident. These elements in-
clude the following:
— The system must be documented in writing as a standard operating procedure.
— The system must be uncomplicated and easy to use, with all personnel trained in its use.
— The system must be flexible, modular, and easily applied to each incident.
— Only one person can be in command at one time.
— Each individual, company, and agency responding to the incident must fit into and fall under the control of the
system.
— The system must identify positions of authority and their responsibilities.
— The system must establish a chain of command that establishes communication between the Incident
Commander and each person at the scene.
— The system must establish unity of command, meaning that each person at the incident reports to only one per-
son at any one time.
— Each individual overseeing the work of others must maintain a manageable span of control, meaning that one
individual can only supervise the work of four to seven persons or units.
— The system must be used at all types of incidents.

APPENDIX-61
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Incident Management System (continued)

— The system must use terminology that is understood by all responders, even those from neighboring jurisdic-
tions.
— The system must lead to termination of the incident.
— The health and safety of response personnel must be the highest priority.

Responsibilities of the Command:

Regardless of the type or complexity of an incident, a command structure operates at three levels:
— The strategic level, responsible for overall incident command
— The tactical level, representing grouped resources
— The task level, responsible for completing the objectives of individual companies or units

Only in the smallest incidents can the Incident Commander continue to manage all of the major and strategic areas.
If the incident escalates, he or she must delegate some responsibilities. If the fire in this example extends to several
areas of the building, additional resources will be needed. These resources will be organized into Divisions/Groups or
Sectors.

Example of command responsibilities

An incident, such as a dumpster fire, may start with only an engine company responding and the company officer
filling the Incident Command function. Strategy, tactics, and tasks are formulated and carried out by this single
unit.

Components are added as needed. For example, if the dumpster contains water-reactive materials and the applica-
tion of water causes the fire to extend to a nearby building, the response may expand to involve two or three com-
panies. The Incident Commander remains in charge, with those in charge of the responding companies answering
directly to the IC.

Support Staff:
The Command Staff assists the Incident Commander. Since these are staff functions, their purpose is to support in-
cident operations. None of these positions is directly involved in rescue, fire suppression, or hazard control, but they
are essential to successful operations.

Safety Officer:
The Safety Officer position should be implemented at every hazardous materials incident. Though the Incident
Commander has overall responsibility for the safety and health of fire department members at the scene, an Incident
Safety Officer is appointed to help manage this task. The Incident Safety Officer assesses hazardous and unsafe situa-
tions at emergency incidents. In order to function effectively, this individual must have authority to prevent or stop
unsafe acts that present an immediate danger to life or health.

Liaison:
Numerous government agencies and private firms may become involved in hazardous materials incidents. The task
of coordinating responding agencies may become too great for the Incident Commander, in which case a Liaison
Officer may be appointed to assist in this function. The Liaison Officer helps to keep resources at a manageable dis-
tance from the Command Post while coordinating efforts.

APPENDIX-62
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Incident Management System (continued)

Public Information Officer:
A Public Information Officer may be appointed if the Incident Commander requires assistance in providing informa-
tion to the public and the news media. There may be a great demand for information regarding an incident, or the
news media may be particularly helpful in supplying evacuation information to the public. Like other staff positions,
the Public Information Officer must be trained and experienced in the role before an incident occurs.

APPENDIX-63
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Terminating the Incident

Termination is the phase in which fire department activities are concluded and responsibility for cleanup of the site
is passed on to the federal, state or local agency having jurisdiction. It may be difficult for you to determine the point
at which fire department personnel and apparatus should be withdrawn from the scene. The transition from the
containment/control phase of the incident to the termination phase may be blurred. For example, the fire depart-
ment may be needed during cleanup to provide stand-by hose lines in case of flare-up.

Key Point
Standard Operating Procedures (SOPs) that define the responsibilities and limitations of the fire department dur-
ing termination must be established prior to any hazardous materials response. In particular, SOPs should address
the actions the Incident Commander should take if an investigation is to take place, as in the case of illegal dump-
ing. Your local environmental protection department can assist in establishing these procedures. The Command
Post is not the place to set such policies.

The Fire Department’s Role in Cleanup:

One important issue that must be resolved in advance is the fire department’s role in cleanup procedures.
Departments should limit their responsibilities to control of the emergency situation. Emergency response and haz-
ardous materials cleanup are considered two different types of operations, with different program design requirements
and employee qualifications.

Some departments, however, may offer support to clean-up contractors. For example, fire departments may stand by
with hose lines during clean-up procedures at incidents that could revert to emergencies. If an incident does revert to
an emergency situation, the fire department resumes command, and any work by clean-up workers is performed un-
der the supervision of the Incident Commander.

It is the responsibility of the local jurisdiction to ensure that the clean-up contractors are qualified for the specified
work that is required. This responsibility typically falls to state or local environmental protection agencies or health
departments. It is usually the responsibility of the person or organization responsible for the release of hazardous ma-
terials to engage and pay for services.

Through pre-incident planning, you can develop a list of qualified contractors, their 24-hour contacts, and their spe-
cial skills.

Termination Procedures:
In a successful termination, the Incident Commander either concludes all activities at the site or transfers oversight to
the federal or local agency responsible for cleanup and environmental protection. Consider the following questions
when determining the appropriate point to conclude fire department activities at a site.
— Are the federal, state, or local agencies responsible for site control during cleanup organized? Have the officials
in charge of these agencies been thoroughly briefed regarding current scene conditions, actions taken, hazardous
materials present, and the parties responsible for cleanup? Are these agencies prepared to assume control? Has
transfer of responsibility been adequately documented?
— Has the release of the material been stopped and/or the reaction of the materials controlled? Is the overall emer-
gency scene stable?
— Has the released hazardous material been contained within a localized and manageable area?
— If hazardous materials clean-up is needed, is the area of contamination adequately secured to prevent civilians
from coming in contact with the materials? Will the area be adequately supervised by someone working for or
under the authority of the agencies charged with clean-up tasks? Are supervisory personnel familiar with the site
and hazards involved? Are they prepared to handle the various site emergencies that might occur?

APPENDIX-64
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Terminating the Incident (continued)

— Have the groups participating in the response completed a thorough scene assessment? Does the assessment iden-
tify all hazards associated with the materials released and their impact on people, environment, and property?

Once you have determined that fire department operations are to be terminated, an organized plan of termination
should be executed. Attention to the tasks listed on the next few pages is necessary in order to prevent injury, unnec-
essary expense, and liability.

Post-Incident Analysis:
During the process of terminating the emergency phase of an incident, you must inform those taking responsibility
for clean-up of the:
— Overall status of the scene
— Hazards identified
— Emergency actions taken
— Responsible party
— Circumstances surrounding the release

In order to effectively transfer authority, a briefing should be conducted during the transition from emergency phase
to clean-up phase. This briefing is separate and different from the debriefing conducted after the completion of the
incident.

Post-incident analysis is a critical function of Incident Command. In a post-incident analysis, a review of the incident
is conducted in order to identify the difficulties and successes encountered during emergency response. Once identi-
fied, these problems provide direction for planning efforts, fire fighter training, equipment purchase, and the devel-
opment of SOPs. A thorough analysis will aid the Incident Commander in accurately appraising:
— Personnel and public safety during the incident
— Information and data management
— Media relations
— Interagency cooperation
— Overall functioning of the incident management system
— Effectiveness of control techniques
— Handling of site emergencies involving response personnel
— Evacuation, sheltering, and public notification
— Role of technical advisors and on-site assistance

Emergency response plans for the involved community or site should be reviewed. The usefulness of the SOPs imple-
mented should be evaluated along with responders’ adherence to them. Equipment that might allow more effective
handling of future events should also be identified. Changes in departmental training programs should be made, as
necessary. Rather than criticizing other agencies, it is best to allow the speaker for each responding agency to provide
a self-assessment of the agency’s role.

APPENDIX-65
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Critical Incident Stress Debriefing

The work of First Responders often involves high levels of psychological stress. First Responders and their families
may be particularly concerned about health risks from exposures. A series of low level exposures (or potential expo-
sures) may be as troubling as a single high level exposure. Unless these concerns are addressed, emergency responders
may be fearful of hazardous materials response or may experience other symptoms of stress.

Concerns about exposures should be addressed during the debriefing that immediately follows termination of the
emergency phase of the incident. Included in the review of the incident should be a discussion of the hazardous ma-
terials involved, any exposures that occurred, the health effects of exposures and recommended follow-up medical
care. In some cases, it may be necessary to devote time to a critical incident stress debriefing to help responders deal
with traumatic events such as incidents in which:
— Response personnel were exposed to hazardous materials with unknown effects
— Chemicals involved are linked with long-term health effects, such as cancer
— Death of a civilian or First Responder occurred

Incident Documentation:
Documentation of fire department response to a hazardous materials emergency is useful for several reasons.
Documentation:
— Can be used to implement measures to prevent similar releases in the future
— Is necessary if cost recovery, legal action, or public inquiry occurs
— Helps identify “lessons learned”

Documentation should begin as the fire department begins its role in the response and should conclude with the col-
lection and organization of reports. All information should be collected as soon as possible after an incident in order
to obtain the most accurate and objective record of incident activities.

In addition to your records and incident command worksheets, documentation should include:
— Reports concerning the cause of the incident (if known)
— Disposition of wastes
— Narration describing any aspects not addressed in standard department reports
— A record of the role of various groups and agencies assisting at the emergency, including the names of the indi-
viduals representing or supervising these groups

The following items can be included to document fire department activities at hazardous materials incidents:
— Dispatch, EMS, and standard incident reports
— Written personal accounts of those individuals in key positions during the response, especially regarding opera-
tions
— Audio and video tapes, including a recording of fire department radio communications
— An itemized list of consumed materials and damaged or destroyed equipment
— Copies of shipping papers or manufacturer’s material safety data sheets, where applicable
— Hazardous materials team worksheets recording chemical information and recommendations of technical advisors
— Results of laboratory or field analysis
— Photographs labeled with date, time, incident location, photograph orientation (e.g., north, south), description
of photo content and name of photographer
— Chain of custody forms to document the collection and handling of samples or evidence

APPENDIX-66
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Web Sites Related to Emergency Response

http://www.iaff.org
International Association of Fire Fighters
http://www.wetp.org
The National Clearinghouse for Worker Safety and Health Training web site includes links to many sites related
to occupational safety for EMS workers
http://www.ready.gov
Government’s Disaster Preparedness web site
http://www.fireservicemanagement.com
Ongoing professional development materials and information sources
http://www.usfa.fema.gov/fire-service/c-terror/download-jobaid.shtm
United States Fire Academy via the Federal Emergency Management Agency
http://www.firehouse.com
Web site of professional dialogue and articles
http://www.nfpa.org
The National Fire Protection Agency web site includes various hazardous materials standards and related infor-
mation
http://www.aiha.org
American Industrial Hygiene Association International (emergency response chemical exposure guidelines)
http://www.bt.cdc.gov /agent/agentlistchem.asp
List of toxins and expected clinical syndromes
http://www.epa.gov
Environmental Protection Agency (also chemical exposure guidelines); includes database to help with terrorist
risk assessment by local planning committees at www.epa.gov/ceppo/lepclist.htm
http://www.osha.gov
OSHA Emergency Preparedness web site. Planning matrix on terrorist threat levels and response considerations
found at http://www.osha.gov/dep/fire-expmatrix/index.html. New ICS OSHA e-tool at http://www.osha.gov/SLTC/
etools/ics.html
http://www.americanchemistry.com
Includes unclassified materials such as the Stand Off Distances Card for Improvised Explosive Devices
http://www.rkb.mipt.org
Includes a Responder Knowledge Base of product information for emergency responders dealing with any form
of terror attack
http://www.rris.fema.gov
Rapid Response Info System: databases searchable by biological, chemical, and radiological agent name
http://www.wmd-training.org
The Department of Homeland Security, Office for Domestic Preparedness WMD Basic Awareness Training ma-
terials
http://www.ojp.usdoj.gov/odp/docs/coursecatalog.pdf
Includes a guide to enhancing state and local capability to respond to emergency incidents
http://info.knovel.com/ccps/
Includes a free e-book: Essential Practices for Managing Chemical Reactivity Hazards, published by the American
Institute of Chemical Engineers/Center for Chemical Safety, 2003: ISBN 0-8169-0896-6
http://periodic.lanl.gov/downloads/periodic_table.jpg
Includes a downloadable periodic table

APPENDIX-67
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Web Sites Related to Emergency Response (continued)

http://householdproducts.nlm.nih.gov
Information on common household chemicals with links to other sites containing Material Safety Data Sheets
http://hazmat.dot.gov
Department of Transportation’s Emergency Response Guidebook
http://ccc.apgea.army.mil/reference_materials/articles/datw/index.htm
Includes appendices that list agents, equipment to detect them, symptoms of exposure, and recipes for patient
decontamination solutions
http://wmdfirstresponders.com
Information sharing on risk and disaster management
http://cfpub.epa.gov/supercpad/cursites/srchsites.dfm
EPA web site of Superfund locations
http://www.enn.com
Environmental News Network
http://www.tcfp.state.tx.us/
Web site of the Texas Commission on Fire Protection includes drills that could be used for refresher training
http://www.nemaweb.org/doc/National_Response_Plan.pdf
Web site that houses the National Response Plan
http://www.ojp.usdoj.gov/odp/welcome.html
Web site of The Office for Domestic Preparedness (Department of Homeland Security)
http://www.smart-strip.com
Web site describing products to check decontamination effectiveness, quickly classify unknown products, and
provide detection capabilities to workers
http://msds.ehs.cornell.edu/msds
Site that houses Materials Safety Data Sheets
http://www.efilmgroup.com
Source of videos, DVDs, books, software on emergency issues
http://www.duke.edu
Web site for some HazMat laptop exercises
http://www.health.vic.gov.au/ohs/comms/biological.jpg
Health-related web site

(Note: listed web sites last accessed in October, 2004)

APPENDIX-68
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

References

Benner, L. 1978. Hazardous Materials Emergencies, 2ⁿd Edition. Oakton, VA, 1999.
Haden, D., and Nicoli, G. 2003. NFPA 1851: Clean Thinking. http://www.fireservicemanagement.com.
National Institute for Occupational Safety and Health. 2004. Summary of Health Hazard Evaluations, Publication
No. 2004-115. DC: NIOSH, 2003.
Peterson, D. 2001. The Rest of the Story: Calculating Vapor Density. http://www.firehouse.com.
The International Association of Fire Fighters. 2004. 2000 Death and Injury Survey. DC: IAFF, 2004.
The Office of Hazardous Materials Safety, Research, and Special Programs Administration, U.S. Department of
Transportation. October, 1998. Hazardous Materials Shipments. DC: DOT, 1998.
U.S. Department of Homeland Security, Office of State and Local Government Coordination. 2004. DHS Today,
Vol. 2, No. 33): 7. DC: DHS, 2004.
U.S. Department of Transportation, Research and Special Programs Administration, Office of Hazardous Materials
Initiatives and Training. 2000. Emergency Response Guidebook. DC: DOT, 2000.
Wolf, A. 2004. BLEVE Kills Two. http://www.nfpa.org/Research/FireInvestigation/Articles.

APPENDIX-69
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards

Chapter 4 Competencies for the First Responder at the Awareness Level

4.1 General.

4.1.1 Introduction.

4.1.1.1 First responders at the awareness level shall be trained to meet all competencies of this chapter.

4.1.1.2 They also shall receive any additional training to meet applicable Unites States Department of Transportation
(DOT), United States Environmental Protection Agency (EPA), Occupational Safety and Health Administration
(OSHA), and other state, local or provincial occupational health and safety regulatory requirements.

4.1.2 Goal.

4.1.2.1 The goal of the competencies at the awareness level shall be to provide First Responders with the knowledge
and skill to perform the following tasks:
(1) Analyze the incident to determine both the hazardous materials present and the basic hazard and response
information for each hazardous material by completing the following tasks:
(a) Detect the presence of hazardous materials [1-31–1-35, 1-95, 2-139–2-143, 3-3, 3-33–3-49, 3-97–3-109]
(b) Survey a hazardous materials incident from a safe location to identify the name, UN/NA identification
number, or type placard applied for any hazardous materials involved [1-31–1-35, 1-95, 2-139–2-143, 3-
3, 3-33–3-49, 3-97–3-109]
(c) Collect hazard information from the current edition of the Emergency Response Guidebook [2-161–2-163,
3-3, 3-91, 3-97–3-109]
(2) Implement actions consistent with the local emergency response plan, the organization’s standard operating
procedures, and the current edition of the Emergency Response Guidebook by initiating and completing the
following tasks:
(a) Protective actions [1-31–1-35, 1-95, 2-139–2-143, 3-3, 3-33–3-49, 3-97–3-109]
(b) Notification process [1-31–1-35, 1-95, 2-139–2-143, 3-3, 3-33–3-49, 3-97–3-109]

4.2 Competencies – Analyzing the Incident.

4.2.1 Detecting the Presence of Hazardous Materials. Given various facility or transportation situations, or both, with
and without hazardous materials present, the First Responder at the awareness level shall identify those situations
where hazardous materials are present and also shall meet the following requirements:
(1) *Identify the definition of hazardous materials (or dangerous goods, in Canada). [1-21]
(2) Identify the UN/DOT hazard classes and divisions of hazardous materials and identify common examples of
materials in each hazard class or division. [2-123–2-135]
(3) *Identify the primary hazards associated with each of the UN/DOT hazard classes and divisions of hazard-
ous materials by hazard class or division. [2-119–2-135]
(4) Identify the difference between hazardous materials incidents and other emergencies. [Entire course]
(5) Identify typical occupancies and locations in the community where hazardous materials are manufactured,
transported, stored, used, or disposed of. [1-23–1-25, 1-29, 2-21]
(6) Identify typical container shapes that can indicate the presence of hazardous materials. [2-23–2-105]

APPENDIX-70
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

(7) Identify facility and transportation markings and colors that indicate hazardous materials, including the fol-
lowing:
(a) Transportation markings, including UN/NA identification number marks, marine pollutant mark, el-
evated temperature (HOT) mark, commodity marking, and inhalation hazard mark [2-137]
(b) NFPA 704, Standard System for the Identification of the Hazards of Materials for Emergency Response,
markings [2-145–2-149]
(c) Military hazardous materials markings [2-153]
(d) Special hazard communication markings for each hazard class [2-151]
(e) Pipeline markings [2-105]
(f ) Container markings [2-37, 2-73, 2-117–2-137]
(8) Given an NFPA 704 marking, describe the significance of the colors, numbers, and special symbols. [2-145]
(9) Identify U.S. and Canadian placards and labels that indicate hazardous materials. [2-113–2-137]
(10) Identify the following basic information on materials safety data sheets (MSDS) and shipping papers that
indicates hazardous materials
(a) Identify where to find MSDS. [3-15]
(b) Identify entries on an MSDS that indicate the presence of hazardous materials. [3-17]
(c) Identify the entries on shipping papers that indicate the presence of hazardous materials. [3-11]
(d) Match the name of the shipping papers found in transportation (air, highway, rail, and water) with the
mode of transportation. [3-13]
(e) Identify the person responsible for having the shipping papers in each mode of transportation. [3-13]
(f ) Identify where the shipping papers are found in each mode of transportation. [3-13]
(g) Identify where the papers can be found in an emergency in each mode of transportation. [3-13]
(11) *Identify examples of clues (other than occupancy/location, container shape, markings/color, placards/labels,
MSDS, and shipping papers) that use the senses of sight, sound, and odor to indicate hazardous materials.
[2-19]
(12) Describe the limitations of using the senses in determining the presence or absence of hazardous materials.
[1-65]
(13) *Identify at least four types of locations that could become targets for criminal or terrorist activity using haz-
ardous materials. [1-87]
(14) *Describe the difference between a chemical and biological incident. [1-87]
(15) *Identify at least four indicators of possible criminal or terrorist activity involving chemical agents. [1-87]
(16) *Identify at least four indicators of possible criminal or terrorist activity involving chemical agents. [1-87]

4.2.2 Surveying the Hazardous Materials Incident from a Safe Location. Given examples of facility and transporta-
tion situations involving hazardous materials, the First Responder at the awareness level shall identify the hazardous
material(s) in each situation by name, UN/NA identification number, or type placard applied, and also shall meet the
following requirements:
(1) Identify difficulties encountered in determining the specific names of hazardous materials in both facilities
and transportation. [1-31–1-35, 1-95, 2-139–2-143, 3-3, 3-33–3-49, 3-97–3-109]
(2) Identify sources for obtaining the names of UN/NA identification numbers for, or types of placard associ-
ated with hazardous materials in transportation. [3-3, 2-161–2-163]

APPENDIX-71
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

(3) Identify sources for obtaining the names of hazardous materials in a facility. [3-15–3-19, 3-25–3-31]

4.2.3* Collecting Hazard Information. Given the identity of various hazardous materials (name, UN/Na identifica-
tion number, or type placard), the First Responder at the awareness level shall identify the fire, explosion, and health
hazard information for each material by using the current edition of the Emergency Response Guidebook, and also shall
meet the following requirements:
(1) *Identify the three methods for determining the guide page for a hazardous material. [2-161–2-163, 3-3, 3-
97–3-109]
(2) Identify the two general types of hazards found on each guide page. [2-161]

4.3* Competencies – Planning the Response (Reserved).

4.4 Competencies – Implementing the Planned Response.

4.4.1* Initiating Protective Actions. Given examples of facility and transportation hazardous materials incidents,
the local emergency response plan, the organization’s standard operating procedures, and the current edition of the
Emergency Response Guidebook, First Responders at the awareness level shall be able to identify the actions to be taken
to protect themselves and others and to control access to the scene and shall also meet the following requirements:
(1) Identify the location of both the local emergency response plan and the organization’s standard operating
procedures. [Contract or 4th day]
(2) Identify the role of the First Responder at the awareness level during a hazardous materials incident. [1-15]
(3) Identify the following basic precautions to be taken to protect themselves and others in a hazardous materials
incident:
(a) Identify the precautions necessary when providing emergency medical care to victims of hazardous mate-
rials incidents [1-65–1-75]
(b) Identify typical ignition sources found at the scene of hazardous materials incidents [1-49]
(c) *Identify the ways hazardous materials are harmful to people, the environment, and property at hazard-
ous materials incidents [1-21]
(d) *Identify the general routes of entry for human exposure to hazardous materials for each hazard class [2-
123–2-125]
(4) *Given the identity of various hazardous materials (name, UN/NA identification number, or type placard),
identify the following response information:
(a) Emergency action (fire, spill, or leak and first aid) [2-161–2-163, 3-3, 3-97–3-109]
(b) Personal protective equipment necessary [2-161–2-163, 3-3, 3-97–3-109]
(c) Initial isolation and protective action distances [2-161–2-163, 3-3, 3-97–3-109]
(5) Given the name of a hazardous material, identify the recommended personal protective equipment from the
following list:
(a) Street clothing and work uniforms [3-79]
(b) Structural fire-fighting protective clothing [3-63–2-65]
(c) Positive pressure self-contained breathing apparatus [3-67–3-69]
(d) Chemical-protective clothing and equipment [3-73–3-77]
(6) First responders at the awareness level shall identify the definitions for each of the following protective ac-
tions:

APPENDIX-72
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

(a) Isolation of the hazard area and denial of entry [2-161–2-165, 3-3, 3-97–3-109]
(b) Evacuation [2-161–2-165, 3-3]
(c) *Sheltering in-place protection [2-161–2-165, 3-3]
(7) First responders at the awareness level shall identify the shapes of recommended initial isolation and protec-
tive action zones. [2-161–2-163, 3-3, 3-97–3-109]
(8) First responders at the awareness level shall describe the difference between small and large spills as found in
the table of initial isolation and protective action distances in the Emergency Response Guidebook. [2-161–2-
163, 3-3, 3-97–3-109]
(9) First responders at the awareness level shall identify the circumstances under which the following distances
are used at a hazardous materials incident:
(a) Table of initial isolation and protective action distances [2-161–2-163, 3-3, 3-97–3-109]
(b) Isolation distances in the numbered guides [2-161–2-163, 3-3, 3-97–3-109]
(10) First responders at the awareness level shall describe the difference between isolation distance in the orange-
bordered guide pages and the protective actions distances in the green-bordered pages in the document. [2-
161–2-163, 3-3, 3-97–3-109]
(11) First responders at the awareness level shall identify the techniques used to isolate the hazard area and deny
entry to unauthorized persons at hazardous materials incidents. [2-161–2-163, 3-3, 3-97–3-109]
(12) *Identify at least four specific actions necessary when an incident is suspected to involve criminal or terrorist
activity. [1-87]

4.4.2 Initiating the Notification Process. Given either a facility or transportation scenario involving hazardous mate-
rials, regardless of the presence of criminal or terrorist activities, the First Responder at the awareness level shall iden-
tify the initial notifications to be made and how to make them, consistent with the local emergency response plan or
the organization’s standard operating procedures. [Contract or 4th day]

4.5* Competencies – Evaluating Progress. (Reserved)

4.6* Competencies – Terminating the Incident. (Reserved)

Chapter 5 Competencies for the First Responder at the Operational Level

5.1 General.

5.1.1 Introduction.

5.1.1.1 First responders at the operational level shall be trained to meet all competencies at the First Responder aware-
ness levels and the competencies of this chapter.

5.1.1.2 First responders at the operational level also shall receive any additional training to meet applicable DOT,
EPA, OSHA, and other state, local, or provincial occupational health and safety regulatory requirements.

5.1.2 Goal. The goal of the competencies at the operational level shall be to provide First Responders with the knowl-
edge and skills to perform the tasks in 5.1.2.1 safely.

5.1.2.1 The First Responder at the operational level shall be able to perform the following tasks:

APPENDIX-73
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

(1) Analyze a hazardous materials incident to determine the magnitude of the problem in terms of outcomes by
completing the following tasks:
(a) Survey the hazardous materials incident to identify the containers and materials involved, determine
whether hazardous materials have been released, and evaluate the surrounding conditions [1-31–1-35,
1-95, 2-139–2-143, 3-3, 3-33–3-49, 3-97–3-109]
(b) Collect hazard and response information from MSDS; CHEMTREC/CANUTEC/SETIQ; local, state,
and federal authorities; and shipper/manufacturer contacts [2-165, 3-9–3-19]
(c) Predict the likely behavior of a material as well as its container [2-107–2-111]
(d) Estimate the potential harm at a hazardous materials incident [1-31–1-35, 1-95, 2-139–2-143, 3-3–3-49,
3-97–3-109]
(2) Plan an initial response within the capabilities and competencies of available personnel, personal protective
equipment, and control equipment by completing the following tasks:
(a) Describe the response objective for hazardous materials incidents [1-31–1-35, 1-95, 2-139–2-143, 3-3–3-
49, 3-97–3-109]
(b) Describe the defensive options available for a given response objective [3-51–3-59]
(c) Determine whether the personal protective equipment provided is appropriate for implementing each
defensive option [3-57, 3-61–3-81]
(d) Perform defensive control functions identified in the plan of action [3-97–3-109]
(3) Implement the planned response to favorably change the outcomes consistent with the local emergency re-
sponse plan and the organization’s standard operating procedures by completing the following tasks:
(a) Establish and enforce scene control procedures including control zones, emergency decontamination,
and communications [3-97–3-109]
(b) Initiate an incident management system (IMS) for hazardous materials incidents [3-35, 3-97–3-109]
(c) Don, work in, and doff personal protective equipment provided by the authority having jurisdiction [3-
97–3-109]
(d) Perform defensive control functions identified in the plan of action [3-97–3-109, Contract or 4th day]
(4) Evaluate the progress of the actions taken to ensure that the response objectives are being met safely, effec-
tively, and efficiently by completing the following tasks:
(a) Evaluate the status of the defensive actions taken in accomplishing the response objective [3-97–3-109]
(b) Communicate the status of the planned response [3-97–3-109]

5.2 Competencies – Analyzing the Incident.

5.2.1* Surveying the Hazardous Materials Incident. Given examples of both facility and transportation scenarios in-
volving hazardous materials, the First Responder at the operations level shall survey the incident to identify the con-
tainers and materials involved, determine whether hazardous materials have been released, evaluate the surrounding
conditions and also shall meet the requirements in 5.2.1.1 through 5.2.1.6

5.2.1.1* Given three (3) examples each of liquid, gas and solid hazardous materials, including various hazard releases,
the First Responder shall identify the general shapes of containers in which the hazardous materials are typically found.
(A) Given examples of the following tank cars, the First Responder shall identify each tank car by type as follows:
(1) Cryogenic liquid tank cars [2-45]
(2) High-pressure tube cars [2-51]

APPENDIX-74
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

(3) Nonpressure tank cars [2-39]

(4) Pneumatically unloaded hopper cars [2-53]
(5) Pressure tank cars [2-43]
(B) Given examples of the following intermodal tanks, the First Responder shall identify each intermodal tank by
type and identify at least one material and its hazard class that is typically found in each tank as follows:
(1) Nonpressure intermodal tanks, such as the following:
(a) IM-101 portable tank [2-77]
(b) IM-102 portable tank [2-77]
(2) Pressure intermodal tanks [2-79]
(3) Specialized intermodal tanks, such as the following:
(a) Cryogenic intermodal tanks [2-81]
(b) Tube modules [2-83]
(C) Given examples of the following cargo tanks, the First Responder shall identify each cargo tank by type as fol-
lows:
(1) Nonpressure liquid tanks [2-57]
(2) Low pressure chemical tanks [2-59]
(3) Corrosive liquid tanks [2-61]
(4) High pressure tanks [2-63]
(5) Cryogenic liquid tanks [2-65]
(6) Dry bulk cargo tanks [2-69]
(7) Compressed gas tube trailers [2-67]
(D) Given examples of the following tanks, the First Responder shall identify at least one material, and its hazard,
that is typically found in each tank as follows:
(1) Nonpressure tank [2-57]
(2) Pressure tank [2-63]
(3) Cryogenic liquid tank [2-65]
(E) Given examples of the following nonbulk packages, the First Responder shall identify each package by type as
follows:
(1) Bags [2-93]
(2) Carboys [2-95]
(3) Cylinders [2-97]
(4) Drums [2-93]
(F) Given examples of the following radioactive material containers, the First Responder shall identify each
container/package by type as follows:
(1) Type A [2-103]
(2) Type B [2-103]
(3) Industrial [2-101]
(4) Excepted [2-101]
(5) Strong, tight containers [2-101]

APPENDIX-75
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

5.2.1.2 Given examples of facility and transportation containers, the First Responder shall identify the markings that
differentiate one container from another.
(A) Given examples of the following marked transport vehicle and their corresponding shipping papers, the First
Responder shall identify the vehicle or tank identification marking as follows:
(1) Rail transport vehicles, including tank cars [2-37–2-53, 3-9–3-13]
(2) Intermodal equipment including tank containers [2-75–2-83, 3-9–3-13]
(3) Highway transport vehicles including cargo tanks [2-55–2-73, 3-9–3-13]
(B) Given examples of facility containers, the First Responder shall identify the marking indicating container size,
product contained, and/or site identification numbers. [2-25–2-35, 2-145–2-159]

5.2.1.3 Given examples of facility and transportation situations involving hazardous materials, the First Responder
shall identify the name(s) of the hazardous material(s) in each situation.
(A) The First Responder shall identify the following information on a pipeline marker
(1) Product [2-105]
(2) Owner [2-105]
(3) Emergency telephone number [2-105]
(B) Given a pesticide label, the First Responder shall identify each of the following pieces of information, then match
the piece of information to its significance in surveying the hazardous materials incident:
(1) Name of pesticide [2-155]
(2) Signal word [2-155]
(3) Pest control product (PCP) number (in Canada) [2-155]
(4) Precautionary statement [2-155]
(5) Hazard statement [2-157]
(6) Active ingredient [2-157]
(C) Given a label for a radioactive material, the First Responder shall identify vertical bars, contents, activity and
transport index [2-127]

5.2.1.4* The First Responder shall identify and list the surrounding conditions that should be noted by the First
Responders when surveying hazardous materials incidents.

5.2.1.5 The First Responder shall give examples of ways to verify information obtained from the survey of a hazard-
ous materials incident.

5.2.1.6* The First Responder shall identify at least three additional hazards that could be associated with an incident
involving criminal or terrorist activity.

5.2.2 Collecting Hazard and Response Information. Given known hazardous materials, the First Responder shall
collect hazard and response information using MSDS; CHEMTREC/CANUTEC/SETIQ; local, state and federal
authorities; and contacts with the shipper/manufacturer and also shall meet the following requirements:
(1) Match the definitions associated with the UN/DOT hazard classes and divisions of hazardous materials, in-
cluding refrigerated liquefied gases and cryogenic liquids, with the class or division. [2-119]
(2) Identify two ways to obtain an MSDS in an emergency. [3-15–3-17]
(3) Using an MSDS for a specified material, identify the following hazard and response information:

APPENDIX-76
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

(a) Physical and chemical characteristics [3-17]

(b) Physical hazards of the material [3-17]
(c) Health hazards of the material [3-17]
(d) Signs and symptoms of exposure [3-17]
(e) Routes of entry [3-17]
(f ) Permissible exposure limits [3-17]
(g) Responsible party contact [3-17]
(h) Precautions for safe handling (including hygiene practices, protective measures, procedures for cleanup
of spills or leaks) [3-17]
(i) Applicable control measurers including personal protective equipment [3-17]
(j) Emergency and first-aid procedures [3-17]
(4) Identify the following:
(a) Type of assistance provided by CHEMTREC/CANUTEC/SETIQ and local, state, and federal authorities
[2-165]
(b) Procedure for contacting CHEMTREC/CANUTEC/SETIQ and local, state, and federal authorities [2-
165]
(c) Information to be furnished to CHEMTREC/CANUTEC/SETIO and local, state, and federal authorities
[2-165]
(5) Identify two methods of contacting the manufacturer or shipper to obtain hazard and response information.
[2-165–2-167, 3-15–3-17]
(6) Identify the type of assistance provided by local, state, and federal authorities with respect to criminal or ter-
rorist activities involving hazardous materials. [1-91]
(7) Identify the procedure for contacting local, state, and federal authorities as specified in the local emergency
response plan (ERP) or the organization’s standard operating procedures. [Contract or 4th day]
(8) Describe the properties and characteristics of the following:
(a) Alpha particles [1-59]
(b) Beta particles [1-59]
(c) Gamma rays [1-59]
(d) Neutrons [1-59]

5.2.3* Predicting the Behavior of a Materials and its Container. Given an incident involving a single hazardous
material, the First Responder shall predict the likely behavior of the material and its container and also shall meet the
following requirements. [2-109–2-111]
(1) Given two examples of scenarios involving known hazardous materials, interpret the hazard and re-
sponse information obtained from the current editions of the Emergency Response Guidebook; MSDS;
CHEMTREC/CANUTEC/SETIQ; local, state, and federal authorities; and shipper/manufacturer contacts
as follows:
(a) Match the following chemical and physical properties with their significance and impact on the behavior
of the container and/or its contents: [2-3]
(i) Boiling point [1-43]
(ii) Chemical reactivity [1-55]

APPENDIX-77
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

(iii) Corrosivity (pH) [1-53]

(iv) Flammable (explosive range (LEL and UEL) [1-55]
(v) Flash point [1-49]
(vi) Ignition (autoignition) temperature [1-49]
(vii) Physical state (solid, liquid, gas) [1-37]
(viii) Specific gravity [1-47]
(ix) Toxic products of combustion [1-27]
(x) Vapor density [1-45]
(xi) Vapor pressure [1-41]
(xii) Water solubility [1-47]
(xiii) Radiation (ionizing and non-ionizing) [1-59]
(b) Identify the differences between the following pairs of terms:
(i) Exposure and hazard [1-65]
(ii) Exposure and contamination [1-65, 1-75]
(iii) Contamination and secondary contamination [1-75]
(iv) Radioactive material exposure (internal and external and radioactive contamination) [1-59, 1-89]
(2) *Identify three types of stress that could cause a container system to release its contents. [2-109]
(3) *Identify five ways in which containers can breach. [2-109]
(4) *Identify four ways in which containers can release their contents. [1-109]
(5) *Identify at least four dispersion patterns that can be created upon release of a hazardous material. [2-11]
(6) *Identify the three general time frames for predicting the length of time that exposure can be in contact with
hazardous materials in an endangered area. [2-11]
(7) *Identify the health and physical hazards that could cause harm. [2-11]
(8) *Identify the health hazards associated with the following terms:
(a) Asphyxiant [1-69]
(b) *Chronic health hazard [1-65]
(c) Convulsant [1-65]
(d) Irritant/corrosive [1-69–1-71]
(e) Sensitizer/allergen [1-71]
(f ) Alpha, beta, gamma, and neutron radiation [1-59]
(9) *Given the following types of warfare agents, identify the corresponding UN/DOT hazard class and division:
(a) Nerve agents [1-79, 1-83]
(b) Vesicants (blister agents) [1-81, 1-85, 1-93]
(c) Blood agents [1-79, 1-85, 1-93]
(d) Choking agents [1-81, 1-85, 1-93]
(e) Irritants (riot control agents) [1-81, 1-93]
(f ) Biological agents and toxins [1-83]

APPENDIX-78
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

5.2.4* Estimating the Potential Harm. The First Responder shall estimate the potential harm within the endangered
area at a hazardous materials incident and also shall meet the following requirements:
(1) *Identify a resource for determining the size of an endangered area of a hazardous materials incident. [2-
161–2-163, 3-3, 3-97–3-109]
(2) Given the dimensions of the endangered area and the surrounding conditions at a hazardous materials inci-
dent, estimate the number and type of exposures within that endangered area. [2-161–2-163, 3-3, 3-97–3-
109]
(3) Identify resources available for determining the concentrations of a released hazardous material within an
endangered area. [3-97–3-109]
(4) * Given the concentrations of the released material, identify the factors for determining the extent of physi-
cal health and safety hazards within the endangered area. [2-161–2-163, 3-3, 3-45–3-49, 3-97–3-109]
(5) Describe the impact that time, distance, and shielding have on exposure to radioactive materials specific to
the expected dose rate. [1-59]
(6) Describe the prioritization of emergency medical care and removal of victims from the hazard area relative to
exposure and contamination concerns. [3-45–3-49, 3-97–3-109]

5.3 Competencies – Planning the Response.

5.3.1 Describing Response Objectives for Hazardous Materials Incidents. Given at least two scenarios involv-
ing hazardous materials incidents (one facility and one transportation), the First Responder shall describe the First
Responder’s response objectives for each problem and also shall meet the following requirements:
(1) Given an analysis of a hazardous materials problem and the exposures already lost, identify the steps for de-
termining the number of exposures that could be saved by the First Responder with the resources provided
by the authority having jurisdiction and operating in a defensive fashion. [1-31, 1-95, 2-139–2-143]
(2) Given an analysis of a hazardous materials incident, describe the steps for determining defensive response
objectives. [1-31, 1-95, 2-139–2-143]
(3) Describe how to assess the risk to a responder for each hazard class in rescuing injured persons at a hazardous
materials incident. [1-31, 1-95, 2-139–2-143]

5.3.2 Identifying Defensive Options. Given simulated facility and transportation hazardous materials problems, the
First Responder shall identify the defensive options for each response objective and shall meet the following require-
ments:
(1) Identify the defensive options to accomplish a given response objective. [1-31, 1-95, 2-139–2-143]
(2) Identify the purpose for, and the procedures, equipment, and safety precautions used with, each of the fol-
lowing control techniques:
(a) Absorption [3-55]
(b) Dike, dam, diversion, retention [3-57]
(c) Dilution [3-55]
(d) Remote valve shutoff [3-55]
(e) Vapor dispersion [3-53]
(f ) Vapor suppression [3-51–3-53]

APPENDIX-79
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

5.3.3 Determining Appropriateness of Personal Protective Equipment. Given the name of the hazardous material
involved and the anticipated type of exposure, the First Responder shall determine whether available personal protec-
tive equipment is appropriate for implementing a defensive option and also shall meet the following requirements:
(1) *Identify the respiratory protection required for a given defensive option and the following:
(a) Identify the three types of respiratory protection and the advantages and limitations presented by the use
of each at hazardous materials incidents [3-67]
(b) Identify the required physical capabilities of personnel working on positive pressure self-contained
breathing apparatus [Contract or 4th day]
(2) Identify the personal protective clothing required for a given defensive option and the following:
(a) Identify skin contact hazards encountered at hazardous materials incidents [1-67]
(b) Identify the purpose, advantages, and limitations of the following levels of protective clothing at hazard-
ous materials incidents
(i) Structural fire-fighting protective clothing [3-61–3-65]
(ii) High temperature – protective clothing Chemical – protective clothing [3-81]
(iii) Liquid splash – protective clothing [3-73–3-77]
(iv) Vapor-protective clothing [3-73]

5.3.4* Identifying Emergency Decon Procedures. The First Responder shall identify emergency decontamination
procedures and shall meet the following requirements:
(1) Identify ways that personal protective equipment, apparatus, tools, and equipment become contaminated.
[1-75]
(2) Describe how the potential for secondary contamination determines the need for emergency decontamina-
tion procedures. [1-75]
(3) Identify the purpose of emergency decontamination procedures at hazardous materials incidents. [3-83–3-
85]
(4) Identify the advantages and limitations of emergency decontamination procedures. [3-83]
(5) Describe the procedure listed in the local emergency response plan or the organization’s standard operating
procedures for decontamination of a large number of people exposed to hazardous materials. [Contract or
4th day]
(6) Describe procedures, such as those listed in the local emergency response plan or the organization’s standard
operating procedures, to preserve evidence at hazardous materials incidents involving suspected criminal or
terrorist acts. [Contract or 4th day]

5.4 Competencies – Implementing the Planned Response.

5.4.1 Establishing and Enforcing Scene Control Procedures. Given scenarios for facility and/or transportation haz-
ardous materials incidents, the First Responder shall identify how to establish and enforce scene control including
control zones, emergency decontamination, and communications and shall meet the following requirements:
(1) Identify the procedures for establishing scene control through control zones. [3-89–3-91]
(2) Identify the criteria for determining the locations of the control zones at hazardous materials incidents. [3-
89–3-91, 3-97–3-109]
(3) Identify the basic techniques for the following protective actions at hazardous materials incidents:
(a) Evacuation [2-161–2-165]

APPENDIX-80
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

(b) Sheltering in-place protection [2-161–2-165]

(4) Identify the considerations associated with locating emergency decontamination areas. [3-83–3-85]
(5) *Demonstrate the ability to perform emergency decontamination. [3-97–3-109]
(6) *Identify the items to be considered in a safety briefing prior to allowing personnel to work at the following:
(a) Hazardous materials incident [3-35]
(b) *Hazardous materials incident involving criminal or terrorist activities [3-35]

5.4.2* Initiating the Incident Management System. Given simulated facility and/or transportation hazardous ma-
terials incidents, the First Responder shall initiate the incident management system specified in the local emergency
response plan and the organization’s standard operating procedures and shall meet the following related requirements:
(1) Identify the role of the First Responder during hazardous materials incidents as specified in the organization’s
standard operating procedures. [Contract or 4th day]
(2) Identify the levels of hazardous materials incidents as defined in the local emergency response plan.
[Contract or 4th day]
(3) Identify the purpose, need, benefits, and elements of an incident management system at hazardous materials
incidents. [Contract or 4th day]
(4) Identify the considerations for determining the location of the command post for a hazardous materials inci-
dent. [Contract or 4th day]
(5) Identify the procedures for requesting additional resources at a hazardous materials incident. [Contract or
4th day]
(6) *Identify the authority and responsibilities of the safety officer. [3-35, Contract or 4th day]

5.4.3 Using Personal Protective Equipment. The First Responder shall demonstrate the ability to don, work in, and
doff the personal protective equipment provided by the authority having jurisdiction, and shall meet the following
related requirements:
(1) Identify the importance of the buddy system in implementing the planned defensive options. [3-89]
(2) Identify the importance of the backup personnel in implementing the planned defensive options. [3-89]
(3) Identify the safety precautions to be observed when approaching and working at hazardous materials inci-
dents. [Entire program]
(4) Identify the symptoms of heat and cold stress. [3-39–3-41]
(5) Identify the physical capabilities required for, and the limitations of, personnel working in the personal pro-
tective equipment provided by the authority having jurisdiction. [Contract or 4th day]
(6) Match the functions of the operational components of the positive pressure self-contained breathing appara-
tus provided to the responder with the name of the component. [Contract or 4th day]
(7) Identify the procedures for cleaning, disinfecting, and inspecting respiratory protective equipment. [Contract
or 4th day]
(8) Identify the procedures for donning, working in, and doffing positive pressure self-contained breathing ap-
paratus. [Contract or 4th day]
(9) Demonstrate donning, working in, and doffing positive pressure self-contained breathing apparatus.
[Contract or 4th day]

APPENDIX-81
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

5.4.4 Performing Defensive Control Actions. Given a plan of action for a hazardous materials incident within their
capabilities, the First Responder shall demonstrate defensive control actions set out in the plan and shall meet the fol-
lowing related requirements:
(1) Using the type of fire-fighting foam or vapor suppressing agent and foam equipment furnished by the au-
thority having jurisdiction, demonstrate the effective application of the fire-fighting foam(s) or vapor sup-
pressing agent(s) on a spill or fire involving hazardous materials. [Contract or 4th day]
(2) Identify the characteristics and applicability of the following foams:
(a) Protein [3-53]
(b) Fluoroprotein [3-51]
(c) Special purpose:
(i) Polar solvent alcohol-resistant concentrate [3-53]
(ii) Hazardous materials concentrates [3-51]
(d) Aqueous film-forming foam (AFFF) [3-51]
(e) High expansion [3-53]
(3) Given the required tools and equipment, demonstrate how to perform the following defensive control activi-
ties:
(a) Absorption [3-55]
(b) Damming [3-57]
(c) Diking [3-57]
(d) Dilution [3-55]
(e) Diversion [3-57]
(f ) Retention [3-57]
(g) Vapor dispersion [3-53]
(h) Vapor suppression [3-53]
(4) Identify the location and describe the use of the mechanical, hydraulic, and air emergency remote shutoff
devices as found on cargo tanks. [2-55–2-73]
(5) Describe the objectives and dangers of search and rescue missions at hazardous materials incidents. [3-35]
(6) Describe methods for controlling the spread of contamination to limit impacts of radioactive materials. [1-
89]

5.5 Competencies – Evaluating Progress.

5.5.1 Evaluating the Status of Defensive Actions. Given simulated facility and/or transportation hazardous materials
incidents, the First Responder shall evaluate the status of the defensive actions taken in accomplishing the response
objectives and shall meet the following related requirements:
(1) Identify the considerations for evaluating whether defensive options are effective in accomplishing the objec-
tives. [3-51–3-59]
(2) Describe the circumstances under which it would be prudent to withdraw from a hazardous materials inci-
dent. [3-93]

APPENDIX-82
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Course Content Indexed by NFPA 472 Standards (continued)

5.5.2 Communicating the Status of the Planned Response. The First Responder shall communicate the status of
the planned response to the incident commander and other response personnel and shall meet the following related
requirements:
(1) Identify the methods for communicating the status of the planned response to the incident commander
through the normal chain of command. [Contract or 4th day]
(2) Identify the methods for immediate notification of the incident commander and other response personnel
about critical emergency conditions at the incident. [Contract or 4th day]

5.6* Competencies – Terminating the Incident. (Reserved)

APPENDIX-83
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Glossary of NFPA 472 Terms

— CANUTEC
The Chemical Transportation Emergency Center is a public service of the American Chemistry Council, which
provides emergency response information and assistance on a 24-hour basis for responders to hazardous materials
incidents
— Confined Space
An area large enough and so confining that a member can bodily enter and perform assigned work, but which
has limited or restricted means for entry and exit and is not designed for continuous human occupancy
— Confinement
Those procedures taken to keep a material, once released, in a defined or local area
— Container
Any vessel or receptacle that holds material, including storage vessels, pipelines, and packaging
— Containment
The actions taken to keep a material in its container (e.g., stop a release of the material or reduce the amount be-
ing released)
— Contaminant
A hazardous material that physically remains on or in people, animals, the environment, or equipment, thereby
creating a continuing risk of direct injury or a risk of exposure
— Contamination
The process of transferring a hazardous material from its source to people, animals, the environment, or equip-
ment, which may act as a carrier
— Control
The procedures, techniques, and methods used in the mitigation of a hazardous materials incident, including
containment, extinguishment, and confinement
— Control Zones
The areas at a hazardous materials incident that are designated based upon safety and the degree of hazard
» Hot Zone/Exclusion Zone
The control zone immediately surrounding a hazardous materials incident, which extends far enough to pre-
vent adverse effects from hazardous materials releases to personnel outside the zone
» Warm Zone/Contamination Reduction Corridor
The control zone at a hazardous materials incident site where personnel and equipment decontamination and
hot zone support takes place
» Cold Zone/Support Zone
The control zone of a hazardous materials incident that contains the command post and such other support
functions as are deemed necessary to control the incident
— Coordination
The process used to get people, who could represent different agencies, to work together integrally and harmoni-
ously in a common action or effort
— Decontamination
The physical or chemical process of reducing and preventing the spread of contaminants from persons and equip-
ment used at a hazardous materials incident
— Decontamination Corridor
The area usually located within the warm zone where decontamination procedures take place

APPENDIX-84
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Glossary of NFPA 472 Terms (continued)

— Degradation
A chemical action involving the molecular breakdown of a protective clothing material or equipment due to
contact with a chemical. The molecular breakdown of the spilled or released material to render it less hazardous
during control operations.
— Demonstrate
To show by actual performance
— Describe
To explain verbally or in writing using standard terms recognized in the hazardous materials response community
— Emergency Decontamination
The physical process of immediately reducing contamination of individuals in potentially life-threatening situa-
tions with or without the formal establishment of a decontamination corridor
— Emergency Response Guidebook (ERG)
A reference book, written in plain language, to guide emergency responders in their initial actions at the incident
scene
— Emergency Response Plan
A plan developed by an agency, with the cooperation of all participating agencies, that details specific actions to
be performed by all personnel who are expected to respond during an emergency
— Endangered Area
The actual or potential area of exposure from a hazardous material
— First Responder at the Awareness Level
Those persons who, in the course of their normal duties, could be the first on the scene of an emergency involv-
ing hazardous materials and who are expected to recognize the presence of hazardous materials, protect them-
selves, call for trained personnel and secure the area
— First Responder at the Operational Level
Those persons who respond to releases or potential releases of hazardous materials as part of the initial response
to the incident for the purpose of protecting nearby persons, the environment, or property from the effects of
the release, and who are expected to respond in a defensive fashion to control the release from a safe distance and
keep it from spreading
— Gross Decontamination
The initial phase of the decontamination process in which the amount of surface contaminant is significantly
reduced
— Hazard/Hazardous
Capable of posing an unreasonable risk to health, safety, or the environment; capable of causing harm
— Hazardous Material
A substance (solid, liquid, or gas) that, when released, is capable of creating harm to people, the environment,
and property
— Hazardous Materials Branch
The function within an overall incident management system that deals with the mitigation of the hazardous ma-
terials portion of a hazardous materials incident
— Hazardous Materials Branch Officer
The person who is responsible for directing and coordinating all operations assigned to the hazardous materials
branch by the incident commander

APPENDIX-85
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Glossary of NFPA 472 Terms (continued)

— Hazardous Materials Branch Safety Officer

The person who is responsible for directing and coordinating all safety operations assigned by the incident com-
mander. Also describes the person who works within an incident management system (IMS) to ensure that rec-
ognized safe practices are followed within the hazardous materials branch.
— Hazardous Materials Response Team
An organized group of trained response personnel operating under an emergency response plan and appropriate
standard operating procedures who handle and control actual or potential leaks or spills of hazardous materials
requiring possible close approach to the material
— Hazardous Materials Technician
Person who responds to releases or potential releases of hazardous materials for the purpose of controlling the re-
lease using specialized protective clothing and control equipment
— Hazardous Materials Technician with a Cargo Tank Specialty
Person who provides support to the hazardous materials technician, provides oversight for product removal and
movement of damaged cargo tanks, and acts as a liaison between technicians and other outside resources
— Hazardous Materials Technician with an Intermodal Tank Specialty
Person who provides support to the hazardous materials technician, provides oversight for product removal and
movement of damaged intermodal tanks, and acts as a liaison between technicians and other outside resources
— Identify
To select or indicate verbally or in writing using standard terms to establish the identity of; the fact of being the
same as the one described
— Incident
An emergency involving the release or potential release of a hazardous material, with or without fire
— Incident Commander
The person who is responsible for all decisions relating to the management of the incident and is in charge of the
incident site
— Incident Management System (IMS)
A system that defines the roles and responsibilities to be assumed by personnel and the operating procedures to
be used in the management and direction of emergency operations
— Individual Area of Specialization
The qualifications or functions of a specific job(s) associated with chemicals and/or containers used within an
organization
— Local Emergency Response Plan
The plan promulgated by the authority having jurisdiction, such as the local emergency planning committee for
the community or a facility
— Material Safety Data Sheet (MSDS)
A form, provided by manufacturers and compounders (blenders) of chemicals, containing information about
chemical composition, physical and chemical properties, health and safety hazards, emergency response, and
waste disposal of the material
— Monitoring Equipment
Instruments and devices used to identify and quantify contaminants
— Objective
A goal that is achieved through the attainment of a skill, knowledge, or both, that can be observed or measured
— Organization’s Area of Specialization
Any chemicals and containers used by the private sector specialist employee’s employer

APPENDIX-86
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Glossary of NFPA 472 Terms (continued)

— Packaging
Any container that holds a material (hazardous and nonhazardous)
» Bulk Packaging
Any packaging, including transport vehicles, having a liquid capacity of more than 450 L (119 gal.); a solids
capacity of more than 400 kg (882 lb.) or a compressed gas water capacity of more than 454 kg (1001 lb.)
» Non-bulk Packaging
Any packaging having a liquid capacity of 450 L (119 gal.) or less; a solids capacity of 400 kg (882 lb.) or less;
or a compressed gas water capacity of 454 kg (1001 lb.) or less
» Radioactive Materials Packaging
Any packaging for radioactive materials having a use or capacity meeting one of the criteria mentioned above
» Excepted Packaging
Range from product’s fiber-board box to a sturdy wooden or steel crate, and may include limited quantities of
materials, instruments, and articles such as smoke detectors
» Industrial Packaging
Packaging classified according to its strength
» Strong-tight Packaging
Used for domestic shipment of materials with low levels of radioactivity with a low hazard and historical safety
record such as depleted or natural uranium and rubble
» Type A
Packaging for radioactive materials such as radio-pharmaceuticals and low level materials typically having an
inner containment vessel of glass, plastic, or metal, and packaging materials made of polyethylene, rubber, or
vermiculite
» Type B
Packaging for radioactive materials such as spent fuel, high-level radioactive waste, and high concentrations of
radioisotopes ranging from small drums (208 liter), Tru-Packs, to heavily shielded steel casks that can weigh
more than 100 metric tons
— Penetration
The movement of a material through a suit’s closures, such as zippers, buttonholes, seams, flaps, or other design
features of chemical-protective clothing, and through punctures, cuts, and tears
— Permeation
A chemical action involving the movement of a chemical, on a molecular level, through intact material
— Personal Protective Equipment (PPE)
The equipment provided to shield or isolate a person from the chemical, physical, and thermal hazards that can
be encountered at a hazardous materials incident
— Planned Response
The plan of action, with safety considerations, consistent with the local emergency response plan and an organi-
zation’s standard operating procedures for a specific hazardous materials incident
— Private Sector Specialist Employee A
That person who is specifically trained to handle incidents involving chemicals or containers for chemicals used
in the organization’s area of specialization. Consistent with the organization’s emergency response plan and stan-
dard operating procedures, the private sector specialist employee A is able to analyze an incident involving chem-
icals within his/her organization’s area of specialization, plan a response to that incident, implement the planned
response within the capabilities of the resources available, and evaluate the progress of the planned response.

APPENDIX-87
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Glossary of NFPA 472 Terms (continued)

— Private Sector Specialist Employee B

That person who, in the course of their regular job duties, works with or is trained in the hazards of specific
chemicals or containers within the individual’s area of specialization. Because of the employee’s education, train-
ing, or work experience, the private sector specialist employee B can be called upon to respond to incidents in-
volving these chemicals or containers. The private sector specialist employee B can be used to gather and record
information, provide technical advice, and provide technical assistance (including work within the Hot Zone) at
the incident consistent with the organization’s emergency response plan and standard operating procedures and
the local emergency response plan.
— Private Sector Specialist Employee C
That person who responds in emergencies involving chemicals and/or containers within the organization’s area
of specialization. Consistent with the organization’s emergency response plan and standard operating procedures,
the private sector specialist employee C can be called upon to gather and record information, provide technical
advice, and/or arrange for technical assistance. A private sector specialist employee C does not enter the hot or
warm zone at an emergency.
— Protective Clothing
Equipment designed to protect the wearer from heat and/or hazardous materials contacting the skin or eyes
» Structural Fire-Fighting Protective Clothing
The protective clothing normally worn by fire fighters during structural fire fighting operations, which includes
a helmet, coat, pants, boots, gloves, PASS device, and a hood to cover parts of the head not protected by the
helmet and facepiece
» High Temperature-Protective Clothing
Protective clothing designed to protect the wearer for short-term high temperature exposures
» Chemical-Protective Clothing
Items made from chemical-resistive materials, such as clothing, hood, boots and gloves that are designed and
configured to protect the wearer’s torso, head, arms, legs, hands, and feet from hazardous materials
» Liquid Splash-Protective Clothing
The garment portion of a chemical-protective clothing ensemble that is designed and configured to protect the
wearer against chemical liquid splashes but not against chemical vapors or gases
» Vapor-Protective Clothing
The garment portion of a chemical-protective clothing ensemble that is designed and configured to protect the
wearer against chemical vapors or gases
— Qualified
Having knowledge of the installation, construction, or operation of apparatus and the hazards involved
— Radioactive Material
Any material that spontaneously emits ionizing radiation
— Respiratory Protection
Equipment designed to protect the wearer from the inhalation of contaminants (e.g., self-contained breathing
apparatus)
— Response
That portion of incident management in which personnel are involved in controlling a hazardous materials inci-
dent
— Safety
To perform the assigned tasks without injury to self or others, to the environment, or to property
— Secondary Contamination
The process by which a contaminant is carried out of the Hot Zone and contaminates people, animals, the envi-
ronment, or equipment

APPENDIX-88
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

Glossary of NFPA 472 Terms (continued)

— SETIQ
The Emergency Transportation System for the Chemical Industry in Mexico
— Stabilization
The point in an incident at which the adverse behavior of the hazardous material is controlled
— State
Any U.S. areas where this standard is in effect
— Termination
That portion of incident management in which personnel are involved in documenting safety procedures, site
operations, hazards faced, and lessons learned from the incident
— UN/NA Identification Number
The four-digit number assigned to a hazardous material, which is used to identify and cross-reference products in
the transportation mode

APPENDIX-89
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

NFPA 472 Competency Checklist (Items Demonstrated in Final Course Simulation)

GENERAL
NFPA 472 Standards: Minimal Competency:
5.1.2.1 (1)(a) [ ] Identifies containers involved and determines if a release has occurred
5.1.2.1 (1)(b) [ ] Collects and interprets hazard and response information
5.1.2.1 (1)(c) [ ] Predicts behavior of released material
5.1.2.1 (1)(d) [ ] Estimates potential harm
5.1.2.1 (2)(b) [ ] Describes defensive options
5.1.2.1 (2)(c) [ ] Determines appropriate PPE for defensive action
5.1.2.1 (2)(d) [ ] Identifies emergency decontamination procedures
5.1.2.1 (3)(a) [ ] Establishes and enforces scene control procedures including:
[ ] control zones
[ ] emergency decon
[ ] communications
5.1.2.1 (3)(b) [ ] Initiates an IMS for hazardous materials incidents
5.1.2.1 (3)(c) [ ] Dons, works in, and doffs PPE provided by the authority with jurisdiction
5.1.2.1 (3)(d) [ ] Performs defensive control functions identified in the plan of action
5.1.2.1 (4)(a) [ ] Evaluates the status of the defensive actions taken in accomplishing the response objectives

APPENDIX-90
FIRST RESPONDER OPERATIONS APPENDIX
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

NFPA 472 Competency Checklist (Items Demonstrated in Final Course Simulation) (continued)

ANALYSIS
NFPA 472 Standards Minimal Competency:
5.2.1.1 (E)(4) [ ] Identifies drums
5.2.1 (B) [ ] Identifies the markings indicating container size, product contained and/or site identification
numbers for facility containers
5.2.1.4 [ ] Identifies and lists the surrounding conditions that should be noted by First Responders when
surveying hazardous materials incidents
5.2.1.5 [ ] Gives examples of ways to verify information obtained from the survey of a hazardous materials
incident
5.2.2 (1) [ ] Using MSDS; CHEMTREC/CANUTEC/SETIQ, authorities, and shipper/manufacturer con-
tact, matches the associated definitions
[ ] Using an MSDS, identifies
5.2.2 (3)(a) [ ] physical and chemical characteristics
5.2.2 (3)(b) [ ] physical hazards of the material
5.2.2 (3)(c) [ ] signs and symptoms of exposure
5.2.2 (3)(e) [ ] routes of entry
5.2.2 (3)(f ) [ ] exposure limits
5.2.2 (3)(h) [ ] precautions for safe handling
5.2.2 (3)(i) [ ] applicable control measures including PPE
5.2.2 (7) [ ] Identifies the procedures for contacting local, state, and federal authorities as specified in the
emergency response plan or SOPs
[ ] Determines the significance and impact of the following on a container or its contents
5.2.3 (1)(a)(ii) [ ] chemical reactivity
5.2.3 (1)(a)(ii) [ ] corrosivity (pH)
5.2.3 (1)(a)(vii) [ ] physical state
5.2.3 (1)(a)(viii) [ ] specific gravity
5.2.3 (1)(a)(ix) [ ] toxic products
5.2.3 (1)(a)(x) [ ] vapor density
5.2.3 (1)(a)(xi) [ ] vapor pressure
5.2.3 (1)(a)(xii) [ ] water solubility
5.2.3 (2) [ ] Identifies three types of stress that cause release of container contents
5.2.3 (3) [ ] Identifies five ways in which containers can breach
5.2.3 (4) [ ] Identifies four ways in which containers can release their contents
5.2.3 (5) [ ] Identifies at least four dispersion patterns that can be created upon release of a hazardous material
5.2.3 (8)(d) [ ] Identifies the health hazard associated with irritant/corrosive
5.2.4 (1) [ ] Identifies resources for determining the size of an endangered area of a hazardous materials incident
5.2.4 (2) [ ] Estimates the number and type of exposures within endangered area
5.2.4 (3) [ ] Identifies resources available for determining the concentrations of a related hazardous material
within an endangered area
5.2.4.6 [ ] Describes the prioritization of emergency medical care and removal of victims from hazard area
relative to exposure and contamination

APPENDIX-91
APPENDIX FIRST RESPONDER OPERATIONS
INTERNATIONAL ASSOCIATION OF FIRE FIGHTERS

NFPA 472 Competency Checklist (Items Demonstrated in Final Course Simulation) (continued)

PLANNING
NFPA 472 Standards: Minimal Competency:
5.3.1 (1) [ ] Identifies the steps for determining the number of exposures that could be saved by the First
Responder with the resources available
5.3.1.(2) [ ] Describes the steps for determining defensive response objectives
5.3.1 (3) [ ] Describes how to assess the risk to a responder for each hazard class in rescuing injured persons
5.3.2 (1) [ ] Identifies the defensive options to accomplish a given response objective
5.3.2 (2)(b) [ ] Identifies the purpose for, procedures, equipment, and safety precautions used with dike, dam,
diversion, retention
5.3.3 (1)(a) [ ] Identifies three types of respiratory protection and the advantages and limitations of each
5.3.3 (2)(b)(i) [ ] Identifies the purpose, advantages, and limitations of structural fire fighting protective clothing
5.3.4 (1) [ ] Identifies ways that personnel, PPE, apparatus, tools, and equipment become contaminated
5.3.4 (3) [ ] Identifies the purpose of emergency decontamination procedures
5.3.4 (4) [ ] Identifies the advantages and limitations of emergency decontamination procedures

IMPLEMENTATION
NFPA 472 Standards Minimal Competency:
5.4.1 (1) [ ] Identifies the procedures for establishing some control through control zones
5.4.1 (4) [ ] Identifies considerations associated with locating emergency decontamination areas
5.4.1 (5) [ ] Demonstrates the ability to perform emergency decontamination
5.4.2 (4) [ ] Identifies the considerations for determining the location of the command post
5.4.2 (5) [ ] Identifies the procedures for requesting additional resources
5.4.2 (6) [ ] Identifies the authority and responsibilities of the safety officer
5.4.3 (3) [ ] Identifies safety precautions to be observed when approaching and working at an incident
5.4.3 (9) [ ] Demonstrates donning, working in, and doffing PPE and SCBA

EVALUATION
NFPA 472 Standards Minimal Competency:
5.5.1 (1) [ ] Identifies the considerations for evaluating whether defensive options are effective
5.5.1 (2) [ ] Describes the circumstances under which it would be prudent to withdraw from an incident
5.5.2 (2) [ ] Identifies methods for immediate notification of the incident commander and other response
personnel about critical emergency conditions

APPENDIX-92