by Stefan Andreasson
I have worked at the (SRSA), Swedish Rescue Services Agency as a fire instructor for 12 years before it was closed down January 1, 2009. I now work with the Swedish RescueTrainingCenter (SRTC), a 310-acre training ground located 2 km from Skövde center. The practice field is structured as a miniature response area, featuring industrial and residential areas, countryside, and so on. The Center offers education and training in risk and security.
在我担任Swede生存系统（SSS）和Draeger Safety Inc.的消防教练的工作中，我曾与来自全球的许多消防员合作。SSS在1990年代在欧洲拥有强大的业务，并正在寻找传播其培训类型的方法。2004年5月，Draeger Safety Inc.购买了SSS。SRTC一直与Draeger安全性继续工作。我们的美国联系是总部位于加利福尼亚的约翰·亨特（John Hunter）；谁在使我们的培训系统在美国启动和运行。
在过去的几年中，与Draeger Safety的这种合作与SRSA开设了17个课程。课程的内容主要是介绍我们的练习方式188金博网网址多少技术在西南阶段1到5的系统eden, to give the students a little more knowledge of the props we have developed and how we use them. We differ a little bit in our techniques, training approaches, and implementation, but the students can take away the tips that help them most and put them to use back in their respective fire departments. To use the same training facility in slightly different ways gives us more opportunities. It has also been important for us to show the entire school to the students. At the school there is a hazardous materials practice field where we can offer training and practice in various scenarios, including tankers leaking ammonia. As far as I know, this is the only school in Europe where you can practice with real ammonia. Because of this, we have customers from many fire departments and industries.
Training with Instructors from Lausanne, Switzerland.
In the fall of 2009, I taught a course with eight fire instructors from Lausanne in Switzerland. The first day started out with a presentation about the school in a classroom setting, followed by a tour of the practice field and its training facilities. We also went to our equipment storage area to pick up the personal protective equipment the students would need during the week. We ended the day in the classroom teaching a course onfire behavior.
On Tuesday, participants were making their own labs with our so-called Kurt Olsson Boxes before it was time to display the Phase 1 system. The Kurt Olsson Box (photos 1 and 2) is a model of a room where we can watch the growth of fire. In the four room models, we can study both the growth of fire and fire spread to the other rooms. In both of these boxes, we can “play” with the openings to see the different behavior the fire takes with controlled ventilation. The boxes are made of particle board.
(1) Single-room Kurt Olsson box. Photos by author.
(2) Four-room Kurt Olsson box.
在第1阶段系统中，我们研究了一场小火的进度，直到它到达闪存阶段。在此演示期间，讲师解释了整个火灾过程中会发生什么。第一阶段教练是更好地理解火力行为理论的绝佳实验室。学生还有机会尝试在第一阶段系统中的发展。归根结底，我们介绍了3阶段系统，该系统显示了即将来临的背景以及实际背景的迹象。
The next day, it was time for the students to move from observation to actual extinguishing techniques. To apply the classroom knowledge of good extinguishing technology to a real scenario, it is imperative to understand fire behavior completely. How else can you understand how to properly use water for firefighting? Before undertaking practical exercises, I went through the theory in the classroom. I thoroughly discussed surface cooling, gas cooling, and water cooling as gaseous extinguishing agents. It is important to clarify the differences among these three methods. We practice all of them separately, but also together to practice as a whole. Firefighters have to understand how important it is to operate the nozzle appropriately to get the best result for an operation.
表面冷却：将水直接喷洒到燃烧的燃料表面上，以阻止燃气。您还将其用于熄灭和防止热解。
Gas cooling:In enclosure fires that have reached flashover conditions, it is necessary to reduce the temperature and radiation before you continue cooling the fuel surface. This is done by employing gas cooling, in which the water evaporates directly into the hot flames and combustion gases. The major advantage of the water nozzle is the high hitting area of the water, which enables the water to affect a large gas mass. Effective gas cooling necessitates that the water droplets evaporate in the hot gases and flames. This is where the drop size comes into play.
Flaming hot gases are cooled, and they are removed through the tiny water droplets that the steam vaporizes and heats. The extinguishing takes place entirely in the gas phase, and the thermal load of the flame becomes so great that it goes out.
Water as a gaseous extinguishing agent:使用水作为气体灭火剂可能be effective in cases where gas cooling is not appropriate. The method is sometimes called “indirect hydration” and is used only on fully developed fires and requires an enclosed space and the ability to vaporize water. This method works best in smaller spaces. The best effect is obtained if there are large, hot surfaces in the room, which are made evident by a hissing sound such as when water is poured on a heater.
It is advantageous if extinguishing can be done with spray from the outside through a small opening in what is otherwise a closed fire room. This helps prevent firefighters from being exposed to the hot steam. The water evaporates, and the steam fills the room with the fire. If the door to an adjacent room is open, the water vapor will spread, even though the fire has been knocked down.
We have concentrated our efforts on developing training facilities for gas cooling because we consider it important. We have two Phase 2 facilities for basic training.
(3) Phast one training facility, bottom, and Phase 2 training facility.
(4) Side view of Phase 2 training facility, top, and Phase 3 training facility, bottom.
(5) Phase 4 training facility, top, and Phase 5 training facility, bottom.
在使用液化石油气（LPG）的第二阶段训练设施中，学生使用直接攻击方法一遍又一遍地灭绝，直到他们充满信心。然后，我们使用LPG切换到第2阶段的间接攻击方法。有两个由学生控制的消防室。第2阶段的间接攻击也可以与硬板（A类木板）结合使用，以阻止直接进入火灾。学生们开始在门外袭击，然后通过系统进入火场。归根结底，我们向学生介绍了4阶段系统，该系统是建造的，最常用于汽车维修车库。该系统具有将硬板和液化石油气相结合的火灾方案。学生必须在推动喷嘴和熄灭时更具创新性。气所冷却的灭火技术在该系统中最有效，在该技术中，火焰和气体覆盖着微小的水滴。
在第三天，我们提供了通风技术的培训。LuleåHouse培训大楼非常适合这种特殊的火灾通风训练。这所房子建造了两间公寓，分布在两层楼上，并配备了两个楼梯间和一个阁楼。这两个公寓都可以上传并配备硬板面板和防火墙实施，将这些木板放在燃烧室的墙壁和天花板上。如果需要，我们还可以在烟枪中用额外的烟雾补充建筑物。
The first scenario went over ventilation techniques for the entire apartment on the ground floor. The exercise was conducted in three ways. First, the exercise was conducted with an outlet opening half the size of the incoming opening for ventilation purposes. The next scenario involved the same size opening for the incoming and outlet points. Both scenarios were carried out with the fan placed outside of the entrance door to the stairwell. These exercise showed that during positive-pressure ventilation (PPV), the exhaust opening should be at least as large as the incoming opening to achieve the best effect. If the opening is too small, the smoke and gases are more likely to move elsewhere within the structure. These are facts students have read about, but now they can see that it is true from first-hand experience. For the third test, the fan was placed inside the stairwell, which did not give the best results because the distance between the fan and the door to the apartment was too short
The last exercise was to perform PPV in the apartment on the second floor with heavy fire and thick smoke conditions. The fan was placed outside the entrance door to the staircase while exhaust air built up in the fire room (this step must be completed before the fan is placed in the doorway) to demonstrate the effects of ventilation. The fan was started and the door to the apartment was opened. It takes a lot of training and good communication for this exercise to be successful.
（6）船尾，顶部和Lulea House，底部。
In the afternoon, it was the participants’ turn to create their own training scenarios, which we then executed in Boatel and House 1. The students wanted the training environment to be highly flammable, producing high heat and highly flammable gas. The participants’ wishes were granted, and participants were satisfied with the presentation of the exercises. After the respective exercise was conducted, we examined and reflected on the learning that took place. Sometimes, it takes briefings as long as the implementation of the exercise to thoroughly understand the scenario. This is also part of the exercise.
Stefan Andreasson是瑞典救援训练中心的消防教练。
