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Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student...

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Chapter 14— Fire Streams
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Page 1: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Chapter 14— Fire Streams

Page 2: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–2

Chapter 14 Lesson Goal

After completing this lesson, the student shall be able to effectively operate a solid stream nozzle, fog stream nozzle, & broken stream nozzle & effectively apply firefighting foam using various foam types, concentrates, & delivery devices

Page 3: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–3

DISCUSSION QUESTION

What is a fire stream?

Page 4: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–4

Methods to Reduce Heat and Provide Protection

• Applying water or foam directly onto burning material to reduce its temperature

• Applying water on full fog in front of a fire to protect FFs from radiant heat & advance handlines

• Reducing high atmospheric temperature

(Continued)

Page 5: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–5

Methods to Reduce Heat and Provide Protection

• Dispersing hot smoke & fire gases from a heated area

• Wetting exposures to protect them from radiant heat

• Creating a barrier between a fuel & a fire by covering the fuel w/ a foam blanket

Page 6: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–6

How Water Extinguishes Fire

• Primary way is cooling

• Smothering by diluting or excluding oxygen

Page 7: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–7

Heat Absorption

• When heated to boiling point, water absorbs heat

• Visible form of steam is called condensed steam

• Components of heat absorption

Heat required to raise temperature of a substance

The additional heat required to change state

• Specific heat: amount of heat energy required to raise temperature of a specified mass of a substance by 1°

Measured in BTU’s & calories

(Continued)

Page 8: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–8

Heat Absorption

• Latent heat of vaporization: Quantity of heat absorbed by a substance at the point at which it changes from a liquid to a vapor

• Expansion capability (1700:1)

• Effective extinguishment w/ water generally requires steam production

(Continued)

Page 9: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–9

Heat Absorption

Water absorbs more heat when converted to steam at 212°F (expands 1700:1) than when heated to boiling point

Page 10: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–10

Characteristics of Water Valuable for Fire Extinguishment

• Water attacks fire in several ways

• Also assists the ventilation process

Page 11: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–11

Characteristics of Water Valuable for Fire Extinguishment

• Readily available, relatively inexpensive

• Has greater heat-absorbing capacity than most other common agents

• Water changing to steam requires large amount of heat

• Can be applied in variety of ways

Page 12: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–12

Friction Loss

That part of total pressure lost while forcing water through pipes, fittings, fire hose, & adapters

(Continued)

Page 13: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–13

Friction Loss

• When water flows through hose, couplings, appliances, its molecules rub against insides, producing friction

• Slows water flow, reduces its pressure

(Continued)

Page 14: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–14

Friction Loss

• Loss of pressure in hoseline between pumper & nozzle is most common example

• Measuring friction loss

• Affected by velocity of water & characteristics of hose layouts

(Continued)

Page 15: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–15

Friction Loss

• Generally, the smaller the hose diameter & longer the hose lay, the higher the friction loss

• Elevation gain – increases friction loss

Add 5 psi (40 kPa) per floor

• Elevation loss – reduces friction loss

Deduct 5 psi (40 kPa) per floor

Pump

Discharge

Page 16: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–16

Factors Increasing Friction Loss

• Rough linings in fire hose

• Damaged hose couplings

• Kinks/sharp bends in hose

• More adapters than necessary

• Hoselines longer than necessary

• Hose diameter too small for volume needed

Page 17: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–17

DISCUSSION QUESTION

What can be done to reduce friction loss during a fire ground operation?

Page 18: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–18

Water Hammer

(Continued)

Page 19: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–19

Water Hammer

• When flow of water through fire hose or pipe is suddenly stopped, shock wave produced when moving water reaches end of hose & bounces back

• Pressure surge referred to as water hammer

(Continued)

Page 20: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–20

Water Hammer

• Sudden change in direction creates excessive pressures that can cause damage to water mains, plumbing, fire hose, hydrants, fire pumps

• Can often be heard as distinct clank

• To prevent when water flowing, close all valves, i.e. nozzle, hydrants slowly

Page 21: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–21

Identifying Fire Streams

Fire steam is water or other agents as it leaves the nozzle toward a target

Page 22: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–22

Identifying Fire Streams

• By size & type

• Size = Volume of flowing per minute

• Type = specific pattern/shape of water

• Rate of discharge measured in gallons per minute (gpm) or liters per minute (L/min)

Page 23: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–23

Effects on Fire Streams

• Wind, gravity, velocity, & friction all affect a fire stream once it leaves the nozzle

• Nozzle design affects fire streams

• Operating pressure affects fire steams

• Condition of nozzle orifice

• Stream configuration & agents used

Page 24: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–24

Fire Stream Classifications

• Low-volume stream: < 40 GPM (160 lpm)

• Handline stream: 40 – 350 GPM (160-1400 lpm)

• Master stream: > 350 GPM (1400 lpm)

Flows > 350 GPM never recommended for handlines

Page 25: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–25

Fire Stream Considerations

• Volume discharged determined by design of nozzle, pressure at nozzle

• To be effective, stream must deliver volume of water sufficient to absorb heat faster than it is being generated

(Continued)

Page 26: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–26

Fire Stream Considerations

• Type of fire stream indicates specific pattern/shape of water stream

• Requirements of effective streams

• Requirements of all streams

Page 27: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Fire Stream Considerations

Nozzle Operating Minimum Pressures

• Fog Nozzle Handline – 100 psi (700 kPa)

• Fog Nozzle Master Stream – 100 psi (700 kPa)

• Increasing above 100 psi only increases volume but not reach

14–27

Page 28: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Fire Stream Considerations

Nozzle Operating Minimum Pressures

• Solid Stream Handline – 50 psi (350 kPa)

• Solid Stream Master Stream – 80 psi (560 kPa)

• Increasing above 50 or 80 psi only increases volume but not reach

14–28

Page 29: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Solid Stream

• Produced from fixed orifice, solid-bore nozzle

• Has ability to reach areas others might not; reach affected by several factors

• Produces little shower or spray

14–29

(Continued)

Page 30: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–30

Solid Stream

• Velocity of stream a result of nozzle pressure

• Nozzle pressure, size of discharge opening determine flow

• Characteristics of effective fire streams

• Flow rate – to change flow rates, tips must be changed

Page 31: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–31

Advantages of Solid Streams

• May maintain better interior visibility than others

• Has greater reach than other nozzles

• Operate at reduced nozzle pressures per gallon (liter) than others

• May be easier to maneuver

(Continued)

Page 32: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–32

Advantages of Solid Streams

• Have greater penetration power

• Less likely to disturb thermal balance during interior structural attacks

• Produces minimal amount of steam

• Less prone to clogging with debris

(Continued)

Page 33: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–33

Advantages of Solid Streams

• Produce less steam conversion than fog nozzles

• Can be used to apply compressed-air foam

Page 34: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–34

Disadvantages of Solid Streams

• Do not allow for different stream pattern selections

• Provide less heat absorption per gallon (liter) delivered than others

• Hoselines more easily kinked at corners, obstructions

Page 35: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–35

DISCUSSION QUESTION

What type of fire situation would be ideal for a solid-stream nozzle?

Page 36: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–36

Fog Stream

• Fine spray composed of tiny water droplets

• Design of most fog nozzles permits adjustment of tip to produce different stream patterns

(Continued)

Page 37: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–37

Fog Stream

• Has greatest heat-absorbing capacity due to high surface area

• Desired performance of fog stream nozzles judged by amount of heat that fog stream absorbs & rate by which water is converted into steam/vapor

• Steam can extinguish some hidden fires (Continued)

Page 38: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–38

Fog Stream

• Nozzles permit settings of straight stream, power cone, & full fog

• Full fog can provide personnel protection

• Nozzles should be operated at designed nozzle pressure

(Continued)

Page 39: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–39

Fog Stream

• Several factors affect reach of fog stream

Wind in particular

• Interaction of these factors on fog stream results in fire stream w/ less reach than that of straight or solid stream

(Continued)

Page 40: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–40

Fog Stream

• Shorter reach makes fog streams less useful for outside, defensive fire fighting operations

• Well suited for fighting interior fires

Page 41: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Manually Adjustable Nozzles

• Discharge rate is manually adjustable by the GPM selector ring

• Nozzle operator chooses the flow rate

• Used by FrPD

14–41

Page 42: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Automatic nozzles

• Discharges a wide range of flows with an effective stream depending on the pressure supplied to the nozzle

• Automatically adjust for the available flow rates

14–42

Page 43: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Automatic nozzles

• A minimum pressure is needed to maintain a good spray pattern

• Nozzle operator can change the flow rate by opening or closing the nozzle

• Used by FrPD

14–43

Page 44: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–44

DISCUSSION QUESTION

With a manually adjustable nozzle, how should adjustments to the rate of flow be made?

Page 45: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–45

Fog Stream: Nozzle Pressure

• Combination nozzles designed to operate at different pressures

• Designated operating pressure for most combination nozzles is 100 psi (700 kPa)

(Continued)

Page 46: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–46

Fog Stream: Nozzle Pressure

• Nozzles w/ other operating pressures are available

75 psi & 50 psi

• Have less nozzle reaction

• Droplet size is much greater

• Fog pattern density is lower

• Stream has less velocity

Page 47: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–47

Advantages of Fog Streams

• Discharge pattern can be adjusted for situation

• Can aid ventilation

• Reduce heat by exposing maximum water surface for heat absorption

• Wide fog pattern provides protection to FFs

Page 48: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–48

DISCUSSION QUESTION

What type of fire situation would be ideal for a fog-stream nozzle?

Page 49: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–49

Disadvantages of Fog Streams

• Do not have as much reach/penetrating power as solid streams

• More affected by wind than solid streams

• May disturb thermal layering

• May push air into fire area, intensifying fire

Page 50: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Broken Stream

• One that has been broken into coarsely divided drops

• Used in cellar, attic & partition fires

• Rotates in a circular spray pattern

14–50

Page 51: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–51

Advantages of Broken Streams

• Absorb more heat per gallon (liter) than solid stream

• Have greater reach, penetration than fog stream

• Can be effective on fires in confined spaces

Page 52: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–52

Disadvantages of Broken Streams

• May have sufficient continuity to conduct electricity

• Stream may not reach some fires

Page 53: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–53

DISCUSSION QUESTION

What are some examples of when broken streams might be used?

Page 54: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–54

Handline Nozzles

• Nozzle reaction: force produced on nozzle operator as water leaves nozzle

• The water pattern produced by nozzle may affect ease of operation

Straight stream has higher nozzle reaction

Wide fog has less nozzle reaction

• Nozzles not always easy to control at/above standard operating pressures

Page 55: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–55

Solid-Stream Nozzles

When water flows from nozzle, reaction equally strong in opposite direction, thus a force pushes back on person handling hoseline

(Continued)

Page 56: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–56

Solid-Stream Nozzles

• Reaction caused by velocity, flow rate, discharge pattern of stream

• Reaction can make nozzle difficult to handle

• Increasing nozzle discharge pressure, flow rate increases nozzle reaction

Page 57: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–57

Fog Stream Nozzles

• When water is discharged at angles from center line of nozzle, reaction forces may counterbalance each other, reduce nozzle reaction

• Balancing of forces is why a nozzle set on wide-angle fog handles more easily than straight-stream pattern

Page 58: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–58

• Enable operator to start, stop, or reduce flow of water while maintaining effective control of nozzle

• Allow nozzles to open slowly so operator can adjust as nozzle reaction increases

• Also allow nozzles to be closed slowly to prevent water hammer

• Three main types

Nozzle Control Valves

(Continued)

Page 59: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–59

Ball Valve

• Most common

• Provides effective control during nozzle operation w/ minimum effort

(Continued)

Page 60: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–60

Ball Valve

• Ball, perforated by smooth waterway, is suspended from both sides of nozzle body & seals against seat

• Ball can be rotated up to 90 degrees by moving valve handle backward to open & forward to close

(Continued)

Page 61: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–61

Ball Valve

• Nozzle will operate in any position between fully closed, fully open

• Operating nozzle w/ valve in fully open position gives maximum flow, performance

Page 62: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–62

Slide Valve

Cylindrical slide valve control seats movable cylinder against shaped cone to turn off flow of water

(Continued)

Page 63: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–63

Slide Valve

• Flow increases/decreases as shutoff handle is moved to change position of sliding cylinder relative to cone

• Stainless steel slide valve controls flow of water through nozzle w/o creating turbulence

• Pressure control compensates for increase/decrease in flow by moving baffle to develop proper tip size, pressure

(Continued)

Page 64: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–64

Rotary Control Valve

• Found only on rotary fog nozzles

• Consists of exterior barrel guided by screw that moves it forward/backward, rotating around interior barrel

• Major difference between rotary control & other valves is they also control discharge pattern of stream

Page 65: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–65

Nozzle Inspections

• Swivel gasket for damage or wear;

• External damage to nozzle

• Internal damage & debris

• Ease of operation of nozzle parts

• Pistol grip (if applicable) is secured to nozzle

Page 66: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–66

Ways Fire Fighting Foam Extinguishes/Prevents Fire

Class A

• Without foam, most water runs off of fuel

• Class A foam lowers surface tension of water to allow penetration of Class A fuel

• Insulates fuel from fire

Page 67: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Ways Fire Fighting Foam Extinguishes/Prevents Fire

Class B

• Separates fire from fuel surface

• Cools fuel surface

• Smothering: provides a blanket to exclude O2

• Suppresses flammable vapors

14–67

Page 68: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–68

Terms Associated With Foam

• Foam concentrate: raw foam liquid before eduction of water & air

• Foam proportioner: device introduces foam concentrate into the water stream

• Foam solution: mixture of foam concentrate & water before air is mixed

• Finished foam: completed product after air is introduced to foam solution

Page 69: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–69

How Foam is Generated

Foams in use today are the mechanical type & before use must be:

Proportioned – mixed w/ water at correct %

Aerated – mixed with air

(Continued)

Page 70: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–70

How Foam is Generated

Foam is a system

Elements needed to produce firefighting foam:

(Continued)

– Foam concentrate

– Water– Air

– Mechanical agitation

Page 71: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–71

How Foam is Generated

• For foam to work, concentrates must be proportioned at correct % for which it was intended

• Aeration produces foam bubbles to form effective foam blanket

Page 72: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–72

Foam Expansion

• The increase in volume of foam when aerated

• Method of aerating results in varying degrees of expansion

• Best foam blankets are produced w/ aerating nozzles

Page 73: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Expansion Rate

Ratio of finished foam produced from foam solution after being agitated & aspirated through a foam-making appliance

• Low expansion

• Medium expansion

• High expansion

• Expansion rates are determined by foam equipment used & to some degree, the type of foam

14–73

Page 74: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Low Expansion

• Ratio up to 20:1

• Effective in controlling & extinguishing most Class B fires

14–74

Page 75: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Medium Expansion

• Ratio of 20:1 to 200:1

• Primarily used to suppress vapors from hazardous chemicals

14–75

Page 76: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

High Expansion

• Ratio from 200:1 to 1000:1

• Used for confined space fire situations

14–76

Page 77: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–77

Foam Concentrates — General Considerations

• Foam concentrates must match fuel to which it is applied

• Class A foams not designed to extinguish Class B fires

• Certain Class B foams may be used on polar solvent fires in addition to hydrocarbon liquids

Page 78: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–78

Foam Concentrates — General Considerations

• Water alone is not an effective extinguishing agent for fighting Class B fires

• Do not mix different types/brands of foam concentrates in apparatus tanks

Reacts & makes foam too thick

Page 79: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–79

Class A Foam

• Increasingly used in structural fire fighting

• Wetting agent that reduces surface tension of water

• Allows for better foam penetration

(Continued)

Page 80: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–80

Class A Foam

• Aerated Class A foam coats, insulates fuels, preventing ignition

• Uses less water

• Used at low %, i.e. .25 %, .5%, 1%

• May be used with variety of nozzles

• Can not be used on Class B fuels

Page 81: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Concentrates used by FrPD

• Fluoroprotein foam

• Aqueous film-forming foam (AFFF)

• Alcohol-resistant film-forming foam (AR-AFFF)

• High-expansion foam

14–81

Page 82: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Fluoroprotein Foam

• Contain fluorochemical surfactants

• Better resistance to fuel pickup

• Faster knockdown

• Good compatibility w/ dry chemicals

• Used on hydrocarbon fuels & some oxygenated fuel additives

• Must be air aspirated to work

14–82

Page 83: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Aqueous Film-Forming Foam (AFFF)

• Fastest knockdown on hydrocarbon fuels

• Can be used as a premixed solution

• Can be used w/ fresh or salt water

• Compatible w/ dry chemicals

14–83

Page 84: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Aqueous Film-Forming Foam (AFFF)

• Hydrocarbons do not mix w/ water

Not water soluble

• Allows foam blanket to float on surface of fuels

• Film spreads ahead of blanket causing fast knockdown

• Can be used with non-aerating nozzles

14–84

Page 85: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Aqueous Film-Forming Foam (AFFF)

• Air/vapor-excluding film is released

• Foam blanket moves across the surface & around objects

• As blanket drains, more film is released, giving blanket ability to "self-heal“

14–85

Page 86: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Alcohol-Resistant Aqueous Film-Forming Foam (AR-AFFF)

• Combination of synthetic detergents, fluorochemicals, & high molecular weight polymers

• Works on polar solvents such as alcohols

• Used at different % depending on which fuel is burning

• One of the most versatile foams

14–86

Page 87: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Alcohol-Resistant Aqueous Film-Forming Foam (AR-AFFF)

• AR-AFFF forms a polymeric membrane between foam & fuel

• Prevents water from foam blanket from mixing w/ fuel & destroying the blanket

• Polar solvents are water soluble & mix with water

Prevent other foams from being used

14–87

Page 88: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Synthetic Detergent Foam (High Expansion)

• Most commonly used on Class A fires

Can be used on confined Class B fires

• Highly effective in confined spaces

• Must be made with special equipment

14–88

Page 89: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–89

Proportioning

• Mixing of water w/ foam concentrate to form foam solution

• Solution must be aerated to form finished foam

• Most concentrates can be mixed with fresh/salt water

(Continued)

Page 90: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–90

Proportioning

• For maximum effectiveness, foam concentrates must be proportioned at designated percentage

• Most fire fighting foams intended to be mixed w/ 94 to 99.9 % water

(Continued)

Page 91: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–91

Proportioning

Page 92: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Percentages

• Designed to be mixed with water at specific ratios

• Varies from 1% to 6% concentrate

99% to 94% water

• Depends on:

Manufacturer

Type of application

Type of fuel

14–92

Page 93: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Proportioning

AFFF

• Used on hydrocarbons & polar solvents

• Educted at 1, 3, & 6% for hydrocarbons

• Educted at 3 & 6% for polar solvents

14–93

(Continued)

Page 94: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Proportioning Methods

Eduction

• Uses venturi principle

• Water forced through a restricted opening, it increases velocity & causes a low pressure area in the eductor

• Cause foam to be picked up

14–94

(Continued)

Page 95: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–95

Proportioning Methods

Batch-mixing

• Mixing foam in apparatus water tank

• Pour concentrate into tank

• Best for Class A, can be used for Class B

• Used at time of incident

• Not practical for large incidents

Page 96: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–96

Proportioning Methods

Pre-mixing

• Used on twin agent/skid units

• Used in AFFF fire extinguishers

• One-time use

• Concentrate is pre-mixed in agent tank when tank/extinguisher is charged

Page 97: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–97

DISCUSSION QUESTION

What proportioning methods does FrPD use?

Page 98: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–98

Foam Proportioners — General Considerations

• May be portable or apparatus-mounted

• Operate by one of two basic principles

Pressure of water stream flowing through a restriction creates a venturi action

Pressurized proportioning devices inject foam concentrate into the water stream

Courtesy of Conoco/Phillips.

Page 99: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–99

Portable Foam Proportioners

• In-line foam eductors

• By-pass foam eductor

• Foam nozzle eductors

Page 100: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Proportioners

Types

• Around the pump

ARFF Vehicles

• Balanced pressure

MPAV & Industrial Pumpers

14–100

Page 101: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–101

DISCUSSION QUESTION

What is the advantage of an apparatus-mounted proportioner?

Page 102: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–102

Compressed-Air Foam Systems (CAFS)

• Newer structural engines are equipped w/ CAFS

• For fighting Class A fires(Continued)

Page 103: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–103

Compressed-Air Foam Systems (CAFS)

• Standard centrifugal pump supplies water

• Direct-injection foam-proportioning system mixes foam solution w/ water on discharge side of pump

• Onboard air compressor adds air to mix before discharging from engine

(Continued)

Page 104: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–104

Compressed-Air Foam Systems (CAFS)

• Unlike other systems, hoseline contains finished foam

• Advantages

Hoselines are lighter

Foam produced is very durable

Foam produced sticks to vertical surfaces.

• Disadvantages

Hose reaction can be significant

Requires extra training

Page 105: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Handline Nozzles

Solid-bore nozzles

• Used in CAFs

14–105

Page 106: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Handline Nozzles

Fog nozzles

• Produces low expansion foam blanket

• Produces short lasting foam blanket

• Has good reach

• Does not produce best quality foam blanket

14–106

Page 107: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Handline Nozzles

Air-aspirating foam nozzles/foam tubes

• Most effective appliance for low expansion foam

• Aerate the foam

• Produces highest quality foam blanket

• Has less reach than fog nozzle

14–107

Page 108: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Medium- and High-Expansion Foam Generating Devices

• Produces foam w/ high air content

• Medium-expansion foam Ratio of 20:1 to 200:1

• High-expansion foam mechanical blower generator Ratio of 200:1 to 1000:1

14–108

Page 109: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–109

Reasons for Poor-Quality Foam/Failure to Generate Foam

• Eductor, nozzle flow ratings (GPM) do not match so foam concentrate cannot induct into fire stream

• Air leaks at fittings cause loss of suction

(Continued)

Page 110: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–110

Reasons for Poor-Quality Foam/Failure to Generate Foam

• Improper cleaning of proportioning equipment causes clogged foam passages

Flush eductor after each use

• Nozzle not fully open, restricting water flow

(Continued)

Page 111: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–111

Reasons for Poor-Quality Foam/Failure to Generate Foam

• Hose lay on discharge side of eductor is too long

• Hose is kinked & stops flow

• Nozzle is too far above eductor

Most eductor more than 6’ above concentrate will not function

• Mixing different types of foam concentrate in same tank results in mixture too thick to pass through eductor

(Continued)

Page 112: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Tactics

• Need an effective size-up

• Once you begin you must have enough foam & water until fire is out

• Common types of fires: Spill fires

Three-dimensional fires

Diked fires

Tank fires

14–112

Page 113: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Tactics

Avoid standing in foam blankets, pools of fuel or foam runoff containing fuel

• Standing or walking in foam may break the blanket

• Unburned vapors form pockets in low spots where they may ignite

14–113

Page 114: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Spill Fires

• Average depth of the fuel is 1" or less

• Bounded by contour of the surface on which it is lying

• Consider topography

• Fight from uphill, upwind

• Match fuel to foam

14–114

Page 115: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Three-Dimensional Fires

• Involve liquid fuel dripping, pouring, or running from one or more horizontal surfaces

• Fuel source must be shut off

• Extinguish fire at lowest level first

14–115

Page 116: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Three-Dimensional Fires

• Foam should reach fuel surface as gently as possible

• Small leaks can be confined by ground monitors or aerial monitors

• Concentrated dry chemical application combined w/ foam is required for large or pressurized leaks

Hydro chem

14–116

Page 117: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Diked Fires

• Areas bounded by contours of land or physical barriers that retain a depth of fuel greater than 1"

• Also known as spill fires in depth

• Require greater resources & present potential tactical challenges that may not exist in spill fires

• Requires pre-planning

14–117

Dike

Page 118: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Tank Fires

• Require a great amount of preplanning & resource management

• Geography is a critical element of preplan

• Tank data is essential

• Firefighting tactics determines application rates & application duration

• Extinguish dike fires first

14–118

Page 119: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Crude Oil

Crude oil tanks have important differences

• Water is present at the bottom of tank

• Heat wave travels through crude oil About 4 feet per hour

• Causes problems when contacting water

14–119

Page 120: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Crude Oil

• Frothover: Water boils under the surface, overflowing the tank

• Slopover: Pockets of water expand to steam causing oil to spill over the side

• Boilover: Water layer expands to steam, violently expelling crude oil

14–120

Boilover can cover 10X the tank diameter

Page 121: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Application Rates

• NOTE: Perform all foam calculations BEFORE starting foam application

• If you do not have sufficient foam, do not apply what you have until you get sufficient foam Wastes the foam

14–121

Page 122: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Application Rates

Foam calculations for spill fires per SOP 262:

Length × width = Surface area

Surface area × 0.16 = Application rate

Application rate × 15 minutes = Total flow

Total flow × 0.01 or 0.03 or 0.06 = Total concentrate needed

14–122

Page 123: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Application Rates

Foam calculations for spill fires:

For foam to be effective at vapor control / fire extinguishment, product involved in spill or fire must have ability to pool & remain in 2-dimensional state within its containment area

14–123

Page 124: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

Foam Application Rates

Foam calculations for tank fires per SOP 262:

D2 × 0.8 = Surface area

Surface area × 0.24 = Application rate

Application rate x 65 minutes = Total flow (foam solution)

Total flow × 0.01 or 0.03 or 0.06 = Total concentrate needed

14–124

Page 125: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–125

Roll-On Foam Application Method

• Directs foam stream on ground near front edge of burning liquid spill

• Foam rolls across surface of fuel(Continued)

Page 126: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–126

Roll-On Foam Application Method

• FFs continue to apply foam until spreads across entire surface of fuel & fire extinguished

• Used only on pool of liquid fuel on open ground

Page 127: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–127

Bank-Down Foam Application Method

• May be employed when elevated object is near/within area of burning pool of liquid or unignited liquid spill

• Object may be wall, tank shell, similar vertical structure

(Continued)

Page 128: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–128

Bank-Down Foam Application Method

• Foam stream directed onto object, allowing foam to run down onto surface of fuel

• Used primarily in dike fires, fires involving spills around damaged/overturned transport vehicles

Page 129: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–129

Rain-Down Foam Application Method

Used when other two methods not feasible because of size of spill area or lack of object from which to bank foam

(Continued)

Page 130: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–130

Rain-Down Foam Application Method

• Primary manual application technique on aboveground storage tank fires

• Directs stream into air above fire/spill, allows foam to float gently down onto surface of fuel

Page 131: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–131

DISCUSSION QUESTION

What are some examples of when each of these techniques should be used?

Page 132: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–132

Foam Hazards to Humans

• Foam concentrates pose minimal health risks to humans

• May be mildly irritating to skin, eyes

(Continued)

Page 133: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–133

Foam Hazards to Humans

• Affected areas should be flushed w/ water

• Some concentrates, vapors may be harmful if ingested/inhaled

• Consult MSDS for specific information

Page 134: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–134

Foam Hazards to Equipment

• Most Class A, Class B foam concentrates are mildly corrosive

• Follow proper flushing procedures to prevent damage

Page 135: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–135

Foam Hazards to Environment

• Primary impact is effect of finished foam after application to fire/liquid spill

• Biodegradability of foam determined by rate at which environmental bacteria cause decomposition

(Continued)

Page 136: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–136

Foam Hazards to Environment

• Environmental impact of foam concentrates varies

• Chemical properties of Class B foams & environmental impact vary on type & manufacturer

• Try not to get foam into waterways

(Continued)

Page 137: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–137

Summary

• To fight fires safely & effectively, FFs must know the capabilities & limitations of all the various nozzles & extinguishing agents available

• FFs must understand the effects that wind, gravity, velocity, & friction have on a fire stream once it leaves the nozzle

• FFs must know what operating pressure nozzles require & how nozzles can be adjusted during operation

(Continued)

Page 138: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–138

Summary

• FFs must know the differences between the classes of foam, how to generate foam, & how to apply foam most effectively

Page 139: Chapter 14 Fire Streams. 14–2 Chapter 14 Lesson Goal After completing this lesson, the student shall be able to effectively operate a solid stream nozzle,

14–139

Skills

• Place a foam line in service — In-line eductor. (Exercise 11 Skill Sheet, FF-II-217)

• Perform Exercises 10A-F Hose handling & advancing hose


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