CONFINED SPACE

RESCUE TECHNICIAN

Instructor
Guide
January 2008

CDF/State Fire Marshal

State Fire Training

CONFINED SPACE
RESCUE TECHNICIAN
I N S T R U C T O R

Published by
STATE FIRE TRAINING
PO Box 944246
Sacramento, CA 94244-2460
January 2008

G U I D E

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TA BLE O F C O N TEN T S
State Fire Training .....................................................................................................................I
Mission Statement...................................................................................................................I
Acknowledgements ................................................................................................................II
Introduction to the Instructor Guide ........................................................................................ IV
Protecting the Homeland on the Homefront ............................................................................ V
Terminal Learning Objectives ................................................................................................ VII
Course Content .................................................................................................................... VIII
Texts and References ............................................................................................................ IX

INTRODUCTION
Module I - Orientation
Course Introduction .............................................................................................................. 1-0
Confined Space Identification ............................................................................................... 1-1
OSHA Regulations ......................................................................................................1-2 & 1-3
Confined Space Hazards...................................................................................................... 1-4
Atmospheric Monitoring........................................................................................................ 1-5
Hazard Control ..................................................................................................................... 1-6
Personal Protective Equipment ............................................................................................ 1-7
Phases of Confined Space Rescue ...................................................................................... 1-8
Rescue Rope and Related Equipment ................................................................................. 1-9
High Point Anchor Systems ................................................................................................ 1-10
Communications................................................................................................................. 1-11
Permitting Confined Spaces ............................................................................................... 1-12

MANIPULATIVE SKILLS
Module II - Knots
How to Tie a Figure Eight Stopper........................................................................................ 2-1
How to Tie a Figure Eight on a Bight .................................................................................... 2-2
How to Tie a Figure Eight Follow Through ........................................................................... 2-3
How to Tie a Figure Eight Bend............................................................................................ 2-4
How to Tie a Square Knot .................................................................................................... 2-5
How to Tie an Overhand Bend ............................................................................................. 2-6

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How to Tie a Double Overhand Bend ................................................................................... 2-7

How to Attach a Three Wrap Prusik to a Rescue Rope........................................................ 2-8
How to Construct a Modified Truckers Hitch ........................................................................ 2-9
Module III - Anchor Systems
How to Tie a Tensionless Hitch ............................................................................................ 3-1
How to Tie a Single Loop Anchor Sling ................................................................................ 3-2
How to Tie a Multi-Loop Anchor Sling (Wrap Three Pull Two).............................................. 3-3
How to Tie a Basket Sling .................................................................................................... 3-4
How to Construct a Back-Tied Anchor System..................................................................... 3-5
Module IV - RPM
How to Attach and Operate a Brake Bar Rack as Part of the RPM ...................................... 4-1
How to Construct and Operate a Load Releasing Hitch as Part of the RPM ........................ 4-2
How to Construct and Operate the RPM .............................................................................. 4-3
Module V - Belay Systems
How to Construct and Operate a Tandem Prusik Belay System .......................................... 5-1
How to Convert a Tandem Prusik Belay System to a Retrieval Line .................................... 5-2
Module VI - Raising Systems
How to Construct and Operate a 2:1 Ladder Rig Mechanical Advantage System................ 6-1
How to Construct and Operate a 3:1 Z-Rig Mechanical Advantage System Through
a High Point Anchor.............................................................................................................. 6-2
How to Construct and Operate a 3:1 Piggyback Mechanical Advantage System................. 6-3
How to Construct and Operate a 4:1 Mechanical Advantage System .................................. 6-4
How to Construct and Operate a 4:1 Pre-Rig Mechanical Advantage System ..................... 6-5
Module VII - Rescuer and Victim Packaging
How to Tie Two Half Hitches ................................................................................................ 7-1
How to Tie a Round Turn and Two Half Hitches................................................................... 7-2
How to Tie and Attach a Hasty Chest Harness (Double Locking Larks Foot) to a Victim ..... 7-3
How to Tie and Attach Wristlets and Anklets ........................................................................ 7-4
How to Secure a Victim to a Rescue Litter ........................................................................... 7-5
How to Rig a Litter for Vertical Rescue................................................................................. 7-6
How to Rig a Victim in a SKED Litter.................................................................................... 7-7
How to Rig a Victim in a LSP Halfback................................................................................. 7-8
How to Don a Pre-Sewn Class III Rescue Harness.............................................................. 7-9

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Module VIII - Respiratory Protection

How to Don and Operate a Self-Contained Breathing Apparatus (SCBA)............................ 8-1
How to Don and Operate a Supplied Air Respirator (SAR) and Escape Pack...................... 8-2
How to Operate a Supplied Air Respirator System............................................................... 8-3
How to Lay Out and Deploy Supplied Air Lines .................................................................... 8-4
How to Provide Victim Respiratory Protection ...................................................................... 8-5
Module IX - Communication Systems
How to Perform a Verbal Communication System................................................................ 9-1
How to Perform a Hand Signal Communication System ...................................................... 9-2
How to Operate a Rope Signal Communication System ...................................................... 9-3
How to Operate a Light Signal Communication System ....................................................... 9-4
How to Operate a Tapping and Rapping Communication System........................................ 9-5
How to Operate a Portable Radio Communication System .................................................. 9-6
How to Operate a Hardwire Communication System ........................................................... 9-7
Module X - Hazard Control
How to Lock-Out/Tag-Out an Electrical Equipment Switch................................................. 10-1
How to Lock-Out/Tag-Out an Electrical Circuit Breaker...................................................... 10-2
How to Lock-Out/Tag-Out a Gate Valve ............................................................................. 10-3
How to Operate a Ventilation Fan....................................................................................... 10-4
How to Deploy Ventilation Ducting ..................................................................................... 10-5
How to Deploy a Manhole Saddle Vent .............................................................................. 10-6
How to Perform Positive Pressure (Supply) Ventilation...................................................... 10-7
How to Perform Negative Pressure (Exhaust) Ventilation .................................................. 10-8
How to Perform Combination Ventilation............................................................................ 10-9
How to Perform Local Suply Ventilation ........................................................................... 10-10
How to Calculate Ventilation Air Exchanges..................................................................... 10-11
Module XI- Atmospheric Monitoring
How to Perform Instrument Start-Up .................................................................................. 11-1
How to Determine the Instrument Target Gases ................................................................ 11-2
How to Bump Test the Instrument ...................................................................................... 11-3
How to Check the Peaks on the Instrument ....................................................................... 11-4
How to Clear the Peaks on the Instrument ......................................................................... 11-5
How to Perform Remote Sampling ..................................................................................... 11-6
How to Use a Conversion Chart to Assess Flammability.................................................... 11-7
How to Perform Instrument Shut-Down .............................................................................. 11-8

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Module XII - High Point Anchor Systems

How to Construct and Operate a Ladder Gin ..................................................................... 12-1
How to Construct and Operate a Ladder A Frame .......................................................... 12-2
How to Set Up and Operate a Tripod System .................................................................... 12-3
How to Operate Cable and Winch Systems ....................................................................... 12-4
Appendices
Task Booklets .......................................................................................................... Appendix A
Final Exam............................................................................................................... Appendix B
Training Site Guidelines .......................................................................................... Appendix C
SFT Policy and Procedures ..................................................................................... Appendix D
Power Point Slides .................................................................................................. Appendix E

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State Fi re Trai ni ng
Mission Statement
The mission of State Fire Training is to enable the California fire service to safely protect life
and property through education, training, and certification.
California Fire Service Training and Education System
The California Fire Service Training and Education System (CFSTES) was established to
provide a single statewide focus for fire service training in California. CFSTES is a composite
of all the elements that contribute to the development, delivery, and administration of training
for the California fire service. The authority for the central coordination of this effort is vested
in the Training Division of the California State Fire Marshal's Office with oversight provided by
the State Board of Fire Services.
The role of CFSTES is one of facilitating, coordinating, and assisting in the development and
implementation of standards and certification for the California fire service. CFSTES
manages the California Fire Academy System by providing standardized curriculum and
tests; accredited courses leading to certification; approved standardized training programs for
local and regional delivery; administering the certification system; and publishing Certification
Training Standards, Instructors Guides, Student Manuals, Student Supplements, and other
related support materials.
This system is as successful and effective as the people involved in it are. It is a fire service
system developed by the fire service, for the fire service... and we believe it is the best one in
the country.
Fire Service Training and Education Program
The Fire Service Training and Education Program (FSTEP) were established to provide
specific training needs of local fire agencies in California. State Fire Training coordinates the
delivery of this training through the use of approved curricula and registered instructors.
The FSTEP series is designed to provide both the volunteer and career fire fighter with
hands-on training in specialized areas such as fire fighting, extrication, rescue, and pump
operations. All courses are delivered through registered instructors and can be tailored by the
instructor to meet your departments specific need.
Upon successful completion of an approved FSTEP course, participants will receive an Office
of State Fire Marshal course completion certificate.

January 2008

State Fire Training

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Acknowledgments
The State Fire Training Curriculum Development Division coordinated the development of the
material contained in this guide. Before its publication, the Statewide Training and Education
Advisory Committee (STEAC) and the State Board of Fire Services (SBFS) approved this
guide. This guide is appropriate for fire service personnel and for personnel in related
occupations that are pursuing State Fire Training certification.

Ruben Grijalva
Director of CDF

Henry Renteria
Director of OES

Kate Dargan
State Fire Marshal

Kim Zagaris
State Fire Chief

Mike Richwine
Chief, State Fire Training

Charles Hurley
Deputy Chief, OES Fire & Rescue

This curriculum was made possible with funding provided by:

The Governors Office of Homeland Security
The Governors Office of Emergency Services

Special acknowledgement and thanks are extended to the following members of CDF/State
Fire Training Curriculum Development Division for their diligent efforts and contributions that
made the final publication of this document possible.
Rodney Slaughter
Deputy State Fire Marshal

January 2008

State Fire Training

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The material contained in this document was compiled and organized through the
cooperative effort of numerous professionals within, and associated with, the California fire
service. We gratefully acknowledge these individuals who served as principal developers for
this document.
Kent Freeman, Team Leader
Roseville Fire Department
Mike Bilheimer
San Bernardino Fire Department
Wayne Chapman
Orange County Fire Authority
Stan Klopfenstein
Santa Fe Springs Fire Department
John Mc Kently
CMC Rescue
Don Shellhammer
Vista Fire Department
Lou Steslicki
Upland Fire Department

"We gratefully acknowledge the hard work and accomplishments of

those before us who built the solid foundation on which this program
continues to grow."

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Introdu cti on to the Ins tructor G ui de

This publication is intended to serve as an instructor guide and includes lesson plans, a slide
index, student activities, and tests. For each topic identified in the course outline, a lesson plan
has been developed that contains: a time frame, level of instruction, behavioral objective,
materials needed, references, preparation statement, lesson content, and endnotes. Suggested
application methods have been identified throughout the lessons for you to use during your
presentation.

Time Frame: The estimated duration required for in-class presentation.

Level of Instruction: Identifies the instructional level that the material was designed to
fulfill. Obviously, you have the latitude to increase the level based on available time, local
conditions, and the students' apperceptive base.

Behavioral Objective: The behavioral objective is a statement of the student's

performance desired at the end of instruction. You must ensure that enough information is
given in the presentation and/or activities to enable the student to perform according to
the goal.

Materials Needed: This should be a complete list of everything you will need to present
the lesson, including visual aids, tests, and so on.

References: These are the specific references the curriculum development team used
when developing the lesson plan. In addition, references may be listed as additional study
aids for instructors to enhance the lesson -- books, manuals, bulletins, scripts, visual aid
utilization plans and the like. The corresponding pages in the student supplement are also
listed here.

Preparation: The motivational statements in this section connect the student with the
lesson plan topic through examples or illustrations relating to their occupation, injury, and
even mortality. You may modify this section to better fit your students' environment.

Lesson Content: Includes information used in the four-step method of instruction.

Technical Lesson Plans
Presentation
Everything you say or display
Content
Notes

January 2008

Application
Everything the student
participates in
Questions
Activities
Audiovisual Cues

Introduction to the Instructor Guide

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P rotecti ng the H om el and on the H om efront

While military personnel combat terrorism overseas, the role of local public safety agencies,
law enforcement, emergency medical, and fire personnel has expanded to protect our
citizens from the threat of terrorism here at home.
The expansion of the fire service mission; to save lives and protect property, has gone from
fighting fires to areas of specialization that include; EMS mass casualty responses,
hazardous material responses and a growing trend for specialized rescue missions.
The need for qualified rescue personnel has grown exponentially over the years. Not only
will this class prepare you for the routine rescue missions in your home jurisdiction, but
challenge your skills and abilities in larger regional operations brought on by natural disaster
such as: floods, earthquakes, tsunamis, landslides, tornados, typhoons and hurricanes. This
would seem like enough of a challenge when you look at the history of natural disasters in the
last three decades. But to this list of challenges we now include the challenges that terrorism
brings to our doorstep.
There are no skills more important in the response to a terrorist event than those of a trained
and qualified rescuer. The ability to brace and shore unstable structures, to move and lift
heavy objects without further injuring trapped victims and to skillfully tie ropes and knots into
sophisticated harnesses and lifting or lowering systems are all the specialized craft of a
professional rescuer.
Historically, explosives have been the weapon of choice for many terrorists. The World Trade
Center bombing in 1993, the Alfred P. Murrah Federal Building in 1995, and the infamous
strike on the World Trade Center in 2001 all relate to explosive events in one way or another,
and all herald the call for emergency responders to be prepared for the next catastrophic
event.
When explosive events like these are combined with chemical, biological, radioactive and/or
nuclear or explosive (CBRNE) weapons a new dimension is added to the rescue scenario
rescuers now face the possibility that they themselves can become potential victims if not
properly trained and prepared to handle the extra measure of personal protective equipment
that may be required performing a rescue successfully.

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Protecting the Homeland on the Homefront

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California fire fighters have been expected to answer the call to many of the regional rescue
events outside the state. We are also expected to, and have, work cooperatively with other
federal and state resources to save lives. The California firefighter, knowledgeable in the
incident command organizational structure and the National Incident Management System, is
a valuable asset to Federal and local urban search and rescue operations.
Your fire fighting career has helped prepare you physically and mentally for this new role as a
rescuer. With the successful completion of this class you will join the ranks of a select group
of highly trained and motivated specialist prepared to handle a wide range of natural and
human caused emergencies. That training continues today with this program!

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Protecting the Homeland on the Homefront

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Terminal Learning Objectives

The terminal learning objectives of the Confined Space Rescue Technician Course are to:
a) Provide fire service personnel with information on the regulations and standards which
regulate entry into confined spaces
b) Provide fire service personnel with information to identify confined spaces and permit
required confined spaces
c) Provide fire service personnel with the ability to identify the hazards associated with
confined spaces
d) Provide fire service personnel with the knowledge, skills, and abilities to perform
confined space rescue as it relates to incidents involving terrorism and/or weapons of
mass destruction (WMD)
e) Provide fire service personnel with the ability to select and use atmospheric monitoring
equipment
f) Provide fire service personnel with the ability to select and use the equipment
necessary to control hazards in confined spaces
g) Provide fire service personnel with the ability to identify, select, and use personal
protective equipment
h) Provide fire service personnel with the ability to use various types of victim removal
and packaging systems
i) Provide fire service personnel with the ability to construct rope rescue systems for
confined space rescue
j) Provide fire service personnel with the information necessary to plan, organize,
operate, and command at confined space rescue incidents
k) Provide fire service personnel with the opportunity to apply the principles of confined
space rescue through directed rescue scenarios

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Terminal Learning Objectives

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C ourse C ontent

40 H ou rs

Orientation Module

Time

Course Introduction

0:15

Confined Space Identification

1:30

CAL-OSHA Regulations

1:00

Federal Regulation-CFR 1910. 146

0:00

Confined Space Hazards

1:30

Atmospheric Monitoring

1:00

Hazard Control

1:00

Personal Protective Equipment

0:45

Phases of Confined Space Rescue

0:30

Rescue Rope and Related Equipment

1:00

High Point Anchor Systems

0:30

Communications

0:30

Permitting Confined Spaces

0:30

Skills Module

Time

Knots

1:30

Anchor Systems

0:50

RPM

1:15

Belay Systems

0:30

Raising Systems

1:15

Rescuer and Victim Packaging

2:00

Respiratory Protection

1:00

Communication Systems

1:00

Hazard Control

1:10

Atmospheric Monitoring

1:00

High Point Anchor Systems

2:30

Scenarios

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16:00

Course Content

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Texts and Refe rences

Confined Space Entry & Rescue Manual, CMC Rescue Inc. 2007
Worker Deaths in Confined Spaces, (NIOSH) January 1994
CCR Title 8, 5156, 5157, 5158, Confined Space Regulations, Last amended 2001
CCR Title 8, 5155, Airborne Contaminants, Last amended 2001
CCR Title 8, 5194, Hazard Communications, Last amended 1999
CCR Title 8, 1669-1675, Fall Protection, Last amended 2002 (certain sections)
CCR Title 8, 3409, Respiratory Protection, Last amended 1999
CCR Title 8, 3314 Cleaning, Repairing, Servicing and Adjusting Prime Movers, Machinery
and Equipment, Lock-out/ Tag-out, Last amended 1994
CCR TITLE 8, 5144 Respiratory Protection, Last Amended 2005
Complete Confined Spaces Handbook, John F. Rekus, 1994
NFPA 1006, Standard for Rescue Technician Professional Qualifications, 2003
NFPA 1670, Standards on Operations & Training for Technical Search & Rescue
Incidents, 2003
NFPA 1983, Standard on Life Safety Rope and Equipment for Emergency Services, 2006

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Texts and References

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TOPIC:

0: Introduction

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

The student will confirm their knowledge of the structure and

goals of the class.

Enabling Learning
Objective:

Identify the instructors, facilities, mission, objectives and

course requirements for the Confined Space Rescue
Technician course

Standard:

With a minimum 80% accuracy according to the information

contained in

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

Method of instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc.

PREPARATION:

Welcome to Confined Space Rescue!

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Introduction
Module 1 Lesson Plan 0

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PRESENTATION

APPLICATION

PPT 0-1
I.

CONFINED SPACE RESCUE

PPT 0-2

II. FUNDING
A. Funding for this new curriculum was provided by the
Federal Department of Homeland Security and the
California Governors Office of Homeland Security and
the CDF State Fire Marshal
PPT 0-3
III. COMMITTEE
A. Kent Freeman, Project leader, Roseville F.D.
B. Mike Bilheimer, San Bernardino City F.D.
C. Wayne Chapman, Orange County Fire Authority
D. Stan Klopfenstein, Santa Fe Springs F.D.
E. Don Shellhammer, Vista F.D.
F. Lou Steslicki, Upland F.D.
G. John Mc Kently, CMC Rescue, Inc.
IV.

INSTRUCTOR INTRODUCTION
A. Cite Background
1.
Fire department experience
2.
Education
3.
Training
4.
Teaching history
5.
Contact information
PPT 0-4
CLASS ACTIVITY
Students are to introduce
themselves.
B. Student Introductions
1.
Name
2.
Fire Department
3.
Rank

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Introduction
Module 1 Lesson Plan 0

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PRESENTATION

4.
5.
6.

APPLICATION

Years of experience
Current Assignment
Reason for taking the Confined Space Rescue
class?
PPT 0-5

V. FACILITIES ORIENTATION
A. Classroom location(s)
B. Restrooms
C. Food locations
D. Smoking
E. Breaks
F. Telephones
G. Parking
PPT 0-6
VI. MISSION
A. Our mission during the course of this class is To
prepare students to safely and effectively perform
confined space rescue
PPT 0-7
VII. COURSE OBJECTIVES:
A. Provide fire service personnel with the knowledge,
skills, and abilities to perform confined space rescue as
it relates to incidents involving terrorism and/or
weapons of mass destruction (WMD)
B. Provide fire service personnel with the opportunity to
apply the principles of confined space rescue through
directed rescue scenarios
PPT 0-8
[Link] DESCRIPTION
A. 40-hour class
B. Considerable work
C. Numerous activities

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Introduction
Module 1 Lesson Plan 0

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PRESENTATION

APPLICATION

IX. COURSE REQUIREMENTS

A. Activities
1.
Classroom activities
2.
Outside activities
B. Attendance
1.
Excused absence of 10% is permitted with
prior approval
C. Required text
1.
Confined Space Entry and Rescue Manual, 2nd
ed (2007), CMC Rescue Inc.
Note: CSR class is based on the October 2004 edition of Title
8, CCR, GISO, 5156-5158. Revisions and updates to that
document will require the instructor to update affected sections
of this course

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Introduction
Module 1 Lesson Plan 0

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SUMMARY:
We have a lot of material to cover in this class, you have a lot of work to do, but this will be
one of the most rewarding classes you will have ever taken. Safety will be the watch word
through out the class. When we all leave here, not only will you have learned what you need
to know about confined space rescue but your confidence will improve as well.

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Introduction
Module 1 Lesson Plan 0

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TOPIC:

1: Confined Space Identification

TIME FRAME:

1:30

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter individuals will list the

regulations affecting confined space rescue operations,
determine what a confined space and permit required space
is, and discuss the reason for changes in the regulations

Enabling Learning
Objective:

1. List the industries exempted from (Title 8 5157) permit

required confined space entry procedures
2. Define a confined space
3. Define a permit required confined space
4. Describe examples of permit required confined spaces
5. Describe other regulations and standards affecting confined
space rescue operations
6. List the causes of fatalities in confined space operations
With a minimum 80% accuracy according to the information
contained in

Standard:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 1
MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 1

January 2008

Confined Space Identification

Module 1 Lesson Plan 1

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PREPARATION:

January 2008

Fire service responsibility is ever widening. In the past, we

would not have considered confined space rescue our
responsibility, or if we did, we may have considered it just as
we would any other technical rescue operation.
Research has shown that we cannot deal with confined space
incidents like routine technical rescues, and regulations will not
permit us to. Changes to Federal and State regulations have
caused many employers to re-evaluate their Confined Space
program. In an attempt to comply with these regulations, many
employers are relying on outside rescue services such as the
local fire department. Requests for our services will
undoubtedly increase, thus we must be well versed in confined
space operations. Only with our understanding of what
constitutes a confined space, the dangers they pose, and the
regulations that apply to our operations, can we complete a
safe and successful rescue in these hazardous environments.

Confined Space Identification

Module 1 Lesson Plan 1

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PRESENTATION

APPLICATION

PPT 1-1
I.

REGULATIONS AFFECTING PERMIT REQUIRED

CONFINED SPACE RESCUE OPERATIONS
PPT 1-2

A. February 1994 CAL-OSHA enacted their final rule for

confined space regulations
1.
Title 8, California Code of Regulations (C.C.R.)
General Industry Safety Orders (G.I.S.O.),
5156, 5157, and 5158
B. Outside California FED-OSHA has a near identical
document
C. American National Standards Institute (A.N.S.I.) and
National Institute for Occupational Safety and Health
(N.I.O.S.H.) guidelines are also used
D. Other CAL-OSHA standards
1.
Respiratory protection
2.
Lock-out/Tag-out/Block-out
3.
Fall protection
4.
Trench
5.
Other applicable regulations
II. FATALITY STATISTICS
PPT 1-3
A. Original NIOSH study revealed that every year
approximately 67 preventable deaths occurred in
confined spaces
1.
Current studies show an average of 92
fatalities per year
B. As many as 60% of the deaths occur to would be
rescuers
C. Research reveals interesting facts regarding the
causes of deaths in confined spaces
PPT 1-4
1.
2.
3.
January 2008

65% hazardous atmospheres

13% engulfment
7% struck by falling objects
Confined Space Identification
Module 1 Lesson Plan 1

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PRESENTATION

4.
5.

APPLICATION

6% heat stress/exposure
4% other causes

Note: Changes in the confined space regulations also provide

the mechanism for satisfying required Injury and Illness
Prevention Program (I.I.P.P.) elements with respect to confined
space safety.
III. INJURY AND ILLNESS PREVENTION PROGRAM
A. Safety responsibility
B. Compliance/recognition
C. Employee-employer communication
D. Workplace inspections/evaluations
E. Correction of hazards
F. Injury/illness investigation
G. Training
H. Recordkeeping
IV. RAMIFICATIONS OF THE REGULATIONS
A. Regulations require organizations that perform
confined space entry to have access to rescue team
1.
This can be in-house or contract with an
outside agency
B. Industry will be asking for rescue teams from fire
departments
C. Fire departments that do confined space rescue have
to follow the regulations and have a written program
and provide yearly refresher training
D. Failure to comply with the regulation could result in
citations and severe fines
V. DEFINITIONS OF CONFINED SPACES
A. Confined spaces are divided in two groups
PPT 1-5
1.

January 2008

Confined spaces
a)
Is large enough and so configured that an
employee can bodily enter and perform

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assigned work: and

b)
Has limited or restricted means for entry
or exit; and
c)
It is not designated for continuous
employee occupancy
2.
Permit required confined spaces
Note: The space must meet the definition of confined
space plus one or more of the following
PPT 1-6
a)
b)

Contains or has the potential to contain a

hazardous atmosphere
Contains a material that has the potential
for engulfing an entrant
PPT 1-7

c)

Has an internal configuration such that an

entrant could be trapped or asphyxiated
by inwardly converging walls, or a floor
which slopes downwards and tapers to a
smaller cross section; or
d)
Contains any other recognized serious
safety or health hazard
VI. EXAMPLES OF PERMIT REQUIRED SPACES
A. Pressure vessel
PPT 1-8
1.

This space is obviously a permit required

space as it meets the criteria of a confined
space with the addition of the possibility of a
hazardous atmosphere
B. Manhole under construction
PPT 1-9
1.

For those in the construction industry entering

for the purpose of new construction this would
be classified as an other confined space and
regulated by Section 5158
2.
For rescuers it would be a permit required
space and regulated by Section 5157
C. Telecommunications vault
January 2008

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PRESENTATION

APPLICATION

PPT 1-10
1.

For those in the telecommunications industry

entering for that purpose this vault would not
be permit required, as section 8616 would
prevail
2.
If entered for the purpose of rescue Section
5157 would prevail
D. Railroad tank car
PPT 1-11
1.

This space meets the definition of a permit

required confined space
2.
There are no known exemptions of section
5157 for this entry
E. Industrial Facility
PPT 1-12
1.

Entry into the vessels in this facility would meet

the three criteria of a confined space and all
four of the criteria of a permit required confined
space
F. Open Top Wastewater Basin
PPT 1-13
1.

While this space may not appear confined it

clearly meets the definition of a permit required
confined space
G. Inside Telecommunications Vault
PPT 1-14
1.

For telecommunication workers entering for the

purpose of telecommunication, this space
would be considered an other confined space
and entered by Section 8616 requirements
2.
Entry for the purpose of rescue would be
deemed permit required and entered by
section 5157 requirements
VII. TYPICAL PERMIT REQUIRED CONFINED SPACES
A. Storage tanks
B. Pump wet wells

January 2008

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APPLICATION

C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.

Degreasers
Digesters
Sewers
Person holes
Tunnels
Underground vaults
Boilers
Silos
Vessels
Grain elevators
Mixers
Open topped water tanks
Enclosures with bottom access
Rail cars
VIII.
OTHER SPACES
A. There are other spaces that dont meet the exact
definitions of the regulation
B. Many of these spaces can have the same hazards and
require protective equipment
C. Examples include
1.
Empty swimming pools
2.
Below grade loading docks
3.
Parking garages
4.
Open top spaces greater than 5 deep

January 2008

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SUMMARY:
Confined spaces are quite common throughout any jurisdiction. Whether these spaces are
pipelines, underground vaults, tanks, grain silos or any other configuration is not important.
The critical fact is that we as rescuers can identify them as confined spaces and that we
understand what makes them so dangerous. Only through training can we be confident that
we will respond to these incidents with the information to be successful without placing
ourselves in jeopardy.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 1 in order to prepare yourself for the upcoming test. Study for our next
session.

January 2008

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TOPIC:

2: CAL-OSHA Regulations

TIME FRAME:

1:00

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

TITLE 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter individuals will demonstrate

their knowledge of the regulations affecting permit-required
confined space entry in California.
1. List the regulations that pertain to confined space and
permit-required confined space operations
2. List the elements of the permit-required confined space
entry program
3. List the items necessary on an entry permit
4. Describe the duties of an authorized entrant, attendant, and
entry supervisor
5. Discuss training requirements for permit-required confined
space entry personnel
6. Describe the requirements for rescue and emergency
services
With a minimum 80% accuracy according to the information
contained in

Enabling Learning
Objective:

Standard:

Confined Space Entry and Rescue, 2nd ed. CMC Rescue

Inc., Chapter 2, (2007)
MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, CMC Rescue

Inc., 2007 Edition
Worker Deaths in Confined Spaces National Institute for

January 2008

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Occupational Safety and Health (NIOSH), January 1994

PREPARATION:

January 2008

To properly and safely perform Confined Space Rescue, you

must first have a working knowledge of the governing
regulations. Industry must conform to the letter of the
regulation enforced in their state. Some states simply enforce
the federal regulations. Other states make their own which
must be at least as restrictive as the federal regulations. For
many years some industries chose not to comply with certain
regulations. They considered OSHA fines a cost of doing
business. With the increased fine structure that has been
enacted, this is no longer cost efficient. In some states, fire
departments are allowed to conform to the intent of the
regulations, mainly safe entry and rescue. Following the
regulations as closely as possible may be good enough.
Cal/OSHA has served notice in California that fire
departments will conform to the letter of the law in Title 8
General Industry Safety Orders. Five citations were issued to
a fire department that did not comply with the regulations
during a confined space rescue. A number of fire fighters
were hospitalized as a result of this rescue.
Some other states are also requiring strict compliance. In
Indiana, a fire department agreed to provide confined space
rescue services for city workers without equipping and training
their fire fighters. IOSHA issued a seventeen-page listing of
serious violations. The cover letter stated Generally,
governmental entities are not assessed monetary penalties, as
IOSHA does for private sector employers. However, there is
nothing in the state statutes that prohibits IOSHA from
assessing penalties to public sector entities. If your agency
was a private sector employer, you would have been assessed
$41,600.00 in penalties for violating safe workplace standards.
We do insist that all safety and health hazards be abated.
It is important to check with your local regulatory agency to
determine which regulations apply and at what level of
compliance. No entry or rescue can be started until all the
points in the regulation have been addressed.

Confined Space Regulations

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PRESENTATION

APPLICATION

PPT 2-1
I.

TITLE 8, 5156
A. Scope
PPT 2-2
1.

Prescribes minimum standards for employees

working in confined spaces
2.
Gives examples of what can be considered a
confined space
B. Application and definitions
1.
5157 shall apply to all operations and
industries not defined in subsection (b)(2)
2.
Confined space definition along with other
definitions and requirements of 5158 shall
apply to:
a)
Construction operations regulated by
1502
b)
Agriculture operations defined by 3437
c)
Marine terminal operations defined in
3460
d)
Shipyard operations defined by 3355
e)
Telecommunication manholes and
unvented vaults regulated by 8616
f)
Grain handling facilities regulated by
5178
g)
Natural gas utility operations within
distribution and transmission facility
vaults defined in Title 49 CFR 191, 192
and 193
h)
Electrical underground vaults
II. TITLE 8, 5157
A. Scope and application
PPT 2-3
1.
2.

January 2008

Explains that practices and procedures are to

protect employees
Applies to all industries not specified in
5156(b)(2)

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B. Definitions
1.
gives definitions and terms in the standard
2.
relevant definitions include
a)
permit required confined space
b)
non-permit required confined space
c)
entry
d)
entry permit
C. General requirements
1.
Employer must conduct survey of business
a)
Determines if permit-required confined
space exists
2.
If the workplace contains permit required
confined spaces
a)
Employer shall inform employees of
existence and location by posting signs
PPT 2-4
3.

4.

5.

If employees will not enter permit spaces

a)
Employer shall take effective measures to
prevent employees from entering
1)
Warning signs may qualify
2)
Permanent barriers safest way
If employees will enter confined spaces
a)
Employer must develop and implement a
written program
b)
Written program must be available for
inspection by employees
Employer may use alternate procedures set
forth in subsection (c)(5)(B)
a)
Entry into permit space need not comply
with subsections (d)-(f) and (h)-(k)
providing that:
PPT 2-5
1)
2)

January 2008

Employer can demonstrate only

hazard is atmosphere related
Continuous ventilation keeps the

Confined Space Regulations

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PRESENTATION

6.

January 2008

APPLICATION

space safe for entry

3)
Employer develops data that
supports both the above
4)
Entry necessary to obtain the above
data is regular permit-required
5)
Determinations and supporting data
are documented and made available
to employees
Entry into permit space in accordance with
(c)(5)(B)
a)
Any condition that makes it unsafe to
remove an entrance cover shall be
eliminated prior to removing the cover
b)
Openings with covers removed shall be
guarded to protect the entrants from
foreign objects
c)
Atmosphere shall be tested for:
1)
Oxygen
2)
Flammable gases
3)
Potential toxic air contaminates
d)
No hazardous atmosphere is allowed
when an employee occupies the space
e)
Continuous forced air ventilation shall be
used
1)
To eliminate any hazardous
atmosphere prior to an employee
entering
2)
Ventilate the immediate area where
the employee is or will be present
3)
Ventilation shall be from a clean
source
f)
Periodically test the atmosphere
1)
To check the effectiveness of
ventilation
g)
If a hazardous atmosphere is detected
during entry
1)
Employee shall leave the space
Confined Space Regulations
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2)

Evaluate the space to determine

how hazard developed
3)
Implement procedures to protect
employees from hazardous
atmosphere prior to additional entry
h)
Employer shall verify in writing that the
space is safe and (c)(5)(B) measures
have been taken
7.
Reevaluate and reclassify space if
configuration changes and increases the
hazards
8.
If independent contractor enters permit spaces
the host employer must inform the contractor of
a)
Permit program requirements
b)
Permit space hazards
c)
Safety procedures that have been
implemented by the employer
d)
Employer must coordinate activity
between employees and contractor
e)
Contractor must be debriefed after entry
operations
D. Permit-required Confined Space program
1.
Implement measures that prevent unauthorized
entry
2.
Identify and evaluate hazards before entry
3.
develop procedures for safe entry
a)
Identify acceptable entry conditions
b)
Isolate the permit space
c)
Procedures to eliminate or control
atmospheric hazards
d)
Verifying conditions are acceptable for
the duration of the entry
4.
Provide to employees at no cost
a)
Testing and monitoring equipment
b)
Ventilation equipment
c)
Communication equipment

January 2008

Confined Space Regulations

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PRESENTATION

APPLICATION

d)
e)
f)
g)
h)

5.

6.

7.

8.
9.
10.
11.
12.
13.

January 2008

Personal protective equipment

Lighting equipment
Barriers and shields
Ingress and egress equipment
Any other equipment needed for safe
entry
Evaluate permit space conditions when entry
operations are conducted
a)
Before entry is authorized
b)
Test or monitor to determine acceptable
entry conditions
1)
Oxygen
2)
Flammable gases or vapors
3)
Toxic gases or vapors
Provide at least one attendant outside space
during entry
a)
May monitor more than one space
b)
May be stationed at any location outside
space as long as they can perform the
duties
Provide means for an attendant to respond to
an emergency at more than one entry if
multiple entries are being watched
Designate personnel duties and provide
training
Develop and implement rescue and emergency
plans
Develop permit system
Develop procedures to coordinate employees
from more than one employer
Develop procedures for conducting entry
operations
Review and revise permit space program as
necessary
a)
Unauthorized entry into permit space
b)
Detection of hazards not covered by the
Confined Space Regulations
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PRESENTATION

APPLICATION

permit
c)
Occurrences of injury or near-miss
d)
Change in use or configuration of permit
space
e)
Complaints of program effectiveness
14. Review effectiveness of permit program using
cancelled permits within one year after each
entry
E. Permit System
1.
Before making entry into a permit required
confined space it is necessary to document
that all necessary measures to make the space
safe have been completed
2.
This documentation is made on a permit
3.
The permit is signed by the Entry Supervisor
and posted at the entry portal or otherwise
made available for entrants to see
4.
The duration of the permit must not exceed the
time required to complete the job
5.
The permit shall be cancelled by the
Supervisor when
a)
The entry operations have been
completed
b)
A condition not covered by permit occurs
6.
Permits must be retained for at least one year
to facilitate the review of the permit space
program
7.
Any problems encountered during an entry
operation shall be noted on the permit
F. Entry Permit
1.
There is no established format for a permit, but
a permit must contain the following minimum
information
a)
The space to be entered
b)
The purpose of entry
c)
Date and duration of the permit

January 2008

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PRESENTATION

d)

e)
f)
g)
h)
i)
j)
k)
l)

APPLICATION

Names of authorized persons involved

1)
Entrants
2)
Attendants
3)
Entry Supervisor
List of hazards and acceptable entry
conditions
List of hazard controls necessary before
entry
Special protective equipment and tools
required
Atmospheric test readings
Who the rescue service is and how to
contact them
Communication procedures to be used
Any other pertinent information specific to
entry
Other permits necessary for the
authorized work
1)
Hot work
2)
Safe work permits

G. Training
1.
Employer must provide training necessary for
employees to safely perform their duties
2.
Each affected employee must attend
a)
Before assigned to perform confined
space entry
b)
Before there is a change in assigned
duties
c)
Whenever the operation changes and the
employee is not trained in the new
procedures
d)
Whenever the employer believes that the
permit space program is not being
followed or that the employee is not
adequately trained
3.
Specific training is not listed, but training must

January 2008

Confined Space Regulations

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PRESENTATION

APPLICATION

establish proficiency
4.
Employer must certify that the training has
been accomplished
a)
Employees name
b)
Signature or initials of the trainer
c)
Date of training
H. Duties of Authorized Entrants
PPT 2-6
1.

I.

You become an entrant whenever any part of

your body breaks the plane of the opening of a
permit required confined space
2.
The OSHA regulations list what an entrant
must know and do
a)
Know all the hazards within the space
b)
Know the signs, symptoms and
consequence of exposure to the hazard
c)
Know how to properly use every piece of
personal protective equipment
d)
Entrant must keep in contact with the
attendant
e)
Alert the attendant whenever a hazard or
condition arises that is not on the entry
permit
f)
Obey any order to evacuate the space
Attendants
PPT 2-7
1.

January 2008

Duties of attendants are as follows

a)
Know the hazards within the space
b)
Know the signs and symptoms of
exposure to the hazards
c)
Monitor the entrants behavior for signs of
exposure
d)
Keep track of the number of entrants and
that they are all authorized entrants
e)
Maintain constant communications
f)
Protect entrants form external hazards
Confined Space Regulations
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g)

J.

Do not leave unless relieved by another

qualified attendant
h)
Do not enter the space to perform a
rescue
i)
Summons the rescue team if an
emergency exists
Duties of Entry Supervisors
PPT 2-8
1.

Know the hazards in the space

a)
Mode of exposure
b)
Signs and symptoms of exposure
c)
Consequence of exposure
2.
Verify entries on the permit, the acceptable
entry conditions exist and the necessary
equipment is available
3.
Terminate entry as required
4.
Verify rescue service is available and the
means to summon them is operable
5.
Remove unauthorized individuals who enter or
try to enter the permit space during operations
6.
Determine that operations remain consistent
with the permit
K. Rescue and Emergency Services
PPT 2-9
1.

2.

January 2008

The employer shall ensure that at least one

stand-by person is trained and immediately
available to perform rescue
Employers who have employees perform
rescue services must ensure that
a)
Each member is equipped and trained to
use the necessary personal protective
and rescue equipment
b)
Each member is trained to perform
rescues and shall be trained as an
authorized entrant
c)
Each member must practice making

Confined Space Regulations

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PRESENTATION

3.
4.

5.

6.

7.

January 2008

APPLICATION

permit space rescues at least once every

12 months
d)
Each member of the rescue service shall
have training in basic first aid and CPR
Employer may provide an off-site rescue
service.
If an off-site rescue service is contracted then
the employer shall provide
a)
Information on the hazards they may
confront while performing permit space
rescue
b)
Provide the rescue service with access to
all permit spaces
Retrieval systems shall be used during entry
into permit spaces
a)
Unless the retrieval equipment would
increase the overall risk and not
contribute to rescue
Each entrant shall use chest of full body
harness, with a retrieval line attached to a
suitable point
a)
System should provide the entrant with
the smallest possible profile
b)
Wristlets may be used
1)
Must demonstrate that chest or full
body harness is infeasible or
creates greater hazard
Other end of the retrieval line shall be attached
to a mechanical device or fixed point outside
the space
a)
Rescue can begin as soon as the rescuer
becomes aware it is necessary
b)
Mechanical device shall be available to
retrieve personnel from permit spaces
greater than 5 feet deep
c)
MSDS or written information shall be
made available to the medical facility
treating an exposed employee
Confined Space Regulations
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PRESENTATION

APPLICATION

L. Appendices
1.
Appendices A through E
a)
Provide information and non-mandatory
guidelines
PPT 2-10
III. TITLE 8, 5158 OTHER CONFINED SPACE OPERATIONS
A. For industries and operations specified in each section
5156(b)(2) this section prescribes minimum standards
for preventing employee exposure to dangerous air
contamination and/or oxygen deficiency in confined
spaces
B. Followed by specific industries, not the fire service for
confined space entry
C. Some definitions and limits are different than 5157
1.
Confined space
2.
Dangerous air contamination
a)
20% LEL for flammability
b)
20% of the minimum explosive
concentration for particulates
D. Refer to the sections that regulate the specific
industries because some have more restrictive
requirements
E. Not covered in detail as our operations are covered in
5157

January 2008

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CONFINED SPACE RESCUE TECHNICIAN

SUMMARY:
In California incidents involving confined spaces are regulated by Title 8, Sections 5156 and
5157. The regulation itself tells you what needs to be done to operate in these spaces, but
not specifically how to do the operations. Remember, that in the fire service we need to
follow the letter of the regulation. Failure to follow the regulation can lead to fines or citations.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and
Rescue, 2nd ed. CMC Rescue Inc., Chapter 2, (2007) in order to
prepare yourself for the upcoming test. Study for our next
session.

January 2008

Confined Space Regulations

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CONFINED SPACE RESCUE TECHNICIAN

TOPIC:

3: FEDERAL REGULATION CFR 1910.146

TIME FRAME:

0:00

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

CFR 1910. 146

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter individuals will demonstrate

their knowledge of Federal Regulations affecting confined
space entry and rescue.

Enabling Learning
Objective:

1. List the regulations that pertain to confined space

operations
2. List the elements of a permit-required space entry program
3. List the items necessary on an entry permit
4. Describe the duties of an authorized entrant, attendant and
entry supervisor
5. Discuss the training requirements for permit-required
confined space entry personnel
6. Describe the requirements for rescue and emergency
services

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 3

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

PRACTICAL EXERCISES:

None

METHOD OF
INSTRUCTION:

Facilitated format in a classroom environment

January 2008

Federal Regulation CFR 1910.146

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CONFINED SPACE RESCUE TECHNICIAN

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 3
CFR 1910. 146

PREPARATION:

To properly perform a confined space rescue, you must first

have a working knowledge of the regulations governing such
rescues. Industry must conform to the letter of the regulation.
CFR 1910.146 is a federal document and is considered the
law of the land. States that have their own OSHA programs
must write programs that are at least as restrictive as the
Federal Law. CFR 1910.146 is enforced in all non-state plan
states and on federal reservations in State plan states.

January 2008

Federal Regulation CFR 1910.146

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PRESENTATION

APPLICATION

I.

SCOPE
A. Regulation to protect employees working in confined
spaces
B. Excludes specific industries covered by other
regulations, (known as vertical standards)
1.
Agriculture (Part 1928)
2.
Construction (Part 1926)
3.
Shipyards (Part 1915)
II. DEFINITIONS
A. Confined Space
B. Permit-required confined space
C. Entry
D. Hazardous atmosphere
E. Retrieval system
III. GENERAL REQUIREMENTS
A. Employer must conduct a survey of business
1.
To determine if any spaces are permit-required
B. If the workplace contains permit-required confined
spaces
1.
Employer must inform employees of existence,
location and danger posed by permit space
2.
Danger posed can be stated in broad terms
(atmospheric, engulfment, etc.)
C. If employer decides employees will not enter permit
spaces
1.
Employer must take effective measures to
prevent employees from entering
a)
Warning signs
b)
Permanent barriers
D. If employer decides that employees will enter permit
spaces
1.
Employer must develop and implement a
written program
2.
Written program must be available for
inspection by the employees and their

January 2008

Federal Regulation CFR 1910.146

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PRESENTATION

APPLICATION

authorized representatives
E. The employer may use the alternate procedures
specified in paragraph (c)(5)(ii)
F. Entry into these types of spaces need not comply with
subsection (d)-(f) and (h)-(k) providing that
1.
The permit space in question has only a
hazardous atmosphere that can be controlled
with continuous forced air ventilation
2.
Employer must develop data that supports the
data stated
3.
If entry is necessary to obtain the above data a
permit would be required
G. Guidelines for alternate entry procedures
1.
Condition that makes it unsafe to remove an
entrance cover shall be eliminated prior to
removing the cover
2.
Openings with covers removed shall be
guarded to prevent accidental falls through the
opening and to protect entrants working in the
space from foreign objects entering the space
3.
Internal atmospheres shall be tested with a
calibrated direct reading instrument in the
following order
a)
Oxygen
b)
Flammable gases and vapors
c)
Potential toxic air contaminates
4.
There may be no hazardous atmosphere while
an employee is in the space
5.
Continuous forced air ventilation shall be used
a)
Employee may not enter until ventilation
has eliminated any hazardous
atmosphere
b)
Ventilation to be directed into the area the
employee is or will be working
c)
Ventilation shall be from a clean source
d)
Ventilation shall not increase the hazards
in the space
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6.

Periodically test the atmosphere

a)
To insure that the forced air ventilation is
preventing the accumulation of a
hazardous atmosphere
7.
If a hazardous atmosphere is detected during
entry
a)
All employees shall exit the space
immediately
b)
Evaluate the space to determine how the
hazardous atmosphere developed
c)
Implement measures to protect the
employees from the hazardous
atmosphere before re-entry
8.
Employer shall verify in writing that the space
is safe and that the pre-entry measures
required by subsection (c) (5) (ii) have been
taken
H. Re-evaluate and, if necessary, reclassify non-permit
spaces to permit-required if configuration and/or
hazards warrant
I. If an independent contractor is hired to perform work in
host employers permit spaces, host employer must
inform the contractor
1.
That the worksite contains permit spaces
2.
That entry is allowed only through compliance
with a written program
3.
Of any identified hazards
4.
Of any safety procedures that have been
implemented by the host employer
5.
That there may be other contract employees
working in the space
J. Host employer is required to debrief the contractor at
the conclusion of entry operations
1.
Hazards found
2.
Hazards created
IV. PERMIT REQUIRED CONFINED SPACE PROGRAM
A. Under the permit space program the employer shall
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1.
2.
3.

4.

5.

January 2008

APPLICATION

Implement measures to prevent unauthorized

entry into permit spaces
Identify and evaluate specific hazards prior to
entry
Develop and implement the means,
procedures and practices for safe entry,
including but not limited to
a)
Identification of acceptable entry
conditions
b)
Isolation of permit space
c)
Procedures used to eliminate or control
atmospheric hazards
d)
Barriers for the protection of entrants
e)
Verify that conditions in the space remain
acceptable for the duration of the entry
Provide the following equipment at no cost to
employees
a)
Testing and monitoring equipment
b)
Ventilation equipment
c)
Communications equipment
d)
Personal protective equipment
e)
Lighting equipment
f)
Barriers and shields
g)
Ingress/egress equipment
h)
Rescue and emergency equipment
i)
Any other equipment needed for safe
entry
Evaluate permit space conditions when entry
operations are conducted
a)
Prior to authorizing entry
b)
Atmospheric hazards to be tested in the
following order
1)
Oxygen
2)
Flammable gases or vapors
3)
Toxic gases or vapors

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c)

6.

7.

8.

9.

10.
11.

January 2008

Provide employee or their representative

opportunity to observe testing procedures
Provide at least one attendant outside permit
space during entry operations
a)
May monitor more than one space
b)
May be stationed at any location outside
the permit space as long as they can
perform assigned duties
Designate personnel who will have active roles
a)
Entrant
b)
Attendant
c)
Entry supervisor
d)
Air monitoring
e)
Rigging
Develop and implement procedures for
a)
Summoning rescue services
b)
Rescuing entrants from permit spaces
c)
Providing the necessary emergency
services to the rescued entrants
d)
Preventing unauthorized personnel from
attempting a rescue
Develop and implement a system for the
preparation, issuance, use and cancellation of
entry permits
Review permit space program
Revision to program may be required if the
following conditions occur
a)
Unauthorized entry into permit space
b)
Detection of hazard not covered by the
permit
c)
Occurrence of an injury or near-miss
injury
d)
Change in the use or configuration of a
permit space
e)
Employee complaints of program
effectiveness
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12.

Review permit space program within one year

of each entry
a)
Using the cancelled permits
V. PERMIT SYSTEM
A. Before entry is authorized to begin, employer shall
document completion of all necessary measures
B. This documentation is entered on a permit
C. Prior to entry the completed permit must be signed by
the entry supervisor
D. The duration of the permit must not exceed the time
required to do the job
E. The permit shall be cancelled by the entry supervisor
when
1.
The entry operations are complete
2.
A condition not covered by the permit occurs
F. Permits must be retained by the employer for at least
one year to facilitate the annual review of permit space
program
G. Any problems encountered during an entry shall be
noted on the permit so that appropriate revisions can
be made
H. Acceptable entry conditions
I. A place to document initial and subsequent
atmospheric testing
1.
Name or initial of tester
2.
When the test was performed
J. Who the rescue team is and how to contact them
K. The communication procedure to be used
L. A list of the PPE and related equipment used for entry
M. Any other pertinent information specific to the entry
N. Any additional permits
1.
Hot work
2.
Safe work permit
VI. TRAINING
A. Employer must provide the necessary training

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B. Each employee must acquire the understanding,

knowledge and skills necessary for the safe
performance of their duties
C. Training shall be provided to each affected employee
1.
Before they are assigned to perform confined
space entry
2.
Before there is a change is assigned duties
3.
Whenever the operation changes and the
employee is not trained in the new procedures
4.
Whenever the employer believes that the
permit space program is not being followed or
that the employee is not adequately trained
D. Specific training in terms of content or hours is not
listed, but the training must establish employee
proficiency
E. Employer shall certify that the training has been
accomplished
F. Certification shall contain
1.
Employee name
2.
Signature of trainer
3.
Date(s) of training
VII. DUTIES OF AUTHORIZED ENTRANTS
A. Know all hazards involved with entry
1.
Mode
2.
Signs and symptoms
3.
Consequence of exposure
B. Properly use all equipment
C. Communicate with the attendant
D. Alert the attendant whenever
1.
Entrant recognizes a warning sign of exposure
2.
Entrant detects a prohibited condition
E. Obey any order given to evacuate
NOTE: Remind students what constitutes entry and that
you must be trained to perform entry

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[Link] OF ATTENDANTS
A. Knows all hazards involved with the entry
1.
Mode
2.
Signs and symptoms
3.
Consequences of exposures
B. Is aware of possible behavioral effects in entrants
C. Maintains an accurate count of authorized entrants
D. Remains outside the permit space until relieved by
another trained attendant
E. Communications, as necessary, with authorized
entrants
F. Monitors activities inside and outside the space
G. Relays, to entrants, the need to evacuate when
1.
Attendant detects a prohibited condition
2.
Attendant detects behavioral effects of hazard
exposure in entrants
3.
Attendant detects a situation outside the space
that could endanger the entrants
4.
Attendants cannot perform all duties required
of the position
H. Summons rescue personnel as soon as it is deemed
necessary
I. Performs non-entry rescue
IX. DUTIES OF ENTRY SUPERVISORS
A. Knows all hazards involved with the entry
1.
Mode
2.
Signs and Symptoms
3.
Consequence of exposure
B. Verify all tests required for the entry have been
conducted
C. Verify that the rescue service is available and the
means to summon them is operable
D. Remove unauthorized individuals who enter or attempt
to enter permit space
E. Ensure acceptable entry conditions are maintained
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X. RESCUE AND EMERGENCY SERVICES

A. Employer is required to evaluate prospective rescuers
ability to respond to a rescue summons in a timely
manner
B. Employer is required to evaluate the prospective
rescue teams ability for
1.
Proficiency with equipment
2.
Proficiency with rescue related tasks
C. Employer must select a rescue team or service that
1.
Has the capability to perform the entry involved
2.
Is equipped for the rescue needs
3.
Is proficient in performing rescue
D. Employer must inform each rescue team of the hazards
they may confront
E. Employer must provide access to all permit spaces
from which rescue may be necessary
1.
For planning purposes
2.
To practice rescue
F. Employer must provide and train employees to properly
use all required PPE
G. All rescue team members shall be trained as an
authorized entrant
H. Rescue team members must be trained in basic first
aid and CPR
1.
At least one member must hold current
certification
I. Rescue team members shall practice making permitspace rescues at least once every 12 months
J. Training can be in actual or representative permitspaces
K. Representative spaces shall simulate the types of
spaces from which rescue may be performed
1.
Opening size
2.
Internal Configuration
3.
Accessibility
L. Retrieval systems must be in place to facilitate nonJanuary 2008

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entry rescue
M. Retrieval systems consists of
4.
Chest or full body harness
5.
Retrieval line attached so that entrant
maintains the smallest possible profile
N. Wristlets may be used if employer can demonstrate
they are the safest and most effective alternative
O. If injured entrant is exposed to substance, ensure that
MSDS information is made available to the medical
facility
XI. EMPLOYEE PARTICIPATION
A. Employer shall consult with affected employees on
development and implementation of permit space
program
XII. APPENDICES
A. Provide non-mandatory guidelines to assist employers
in compliance
B. Appendices are lettered A-F

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SUMMARY:
In California on a Federal installation, incidents involving confined spaces are regulated by
Code of Federal Regulations Section 29, CFR 1910.146. The regulation itself tells you what
needs to be done to operate in these spaces, but not specifically how to do the operations.
Remember, that in the fire service we need to follow the letter of the regulation. Failure to
follow the regulation can lead to fines or citations.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 3 in order to prepare yourself for the upcoming test. Study for our next
session.

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TOPIC:

4: Confined Space Hazards

TIME FRAME:

1:30

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter individuals will be able to

identify and describe the common hazards that they might
encounter at a confined space rescue incident.

Enabling Learning
Objective:

1. List the four classes of hazards in a confined space

2. List the common reasons for oxygen deficiency in confined
spaces
3. Describe the common causes of flammable atmospheric
conditions in confined spaces
4. List the most common toxic chemicals found in confined
spaces
5. List physical, mechanical and environmental hazards
commonly found in confined spaces
6. Describe the signs and symptoms of claustrophobia

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 4

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 4

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PREPARATION:

January 2008

What makes confined spaces so dangerous are the potential

hazards involved. These hazards usually fall into four basic
categories: atmospheric hazards which account for 90% of all
confined space deaths and injuries, physical hazards,
environmental hazards and psychological hazards. By
knowing the types of hazards that exist in confined spaces we
can better protect ourselves from them.
The threat of weapons of mass destruction, chemical,
biological, radiological and nuclear will heighten our
awareness of these potential hazards during a confined space
rescue operation.

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PPT 4-1
I.

CONFINED SPACE HAZARDS

A. There are a large number of hazards associated with
confined spaces
PPT 4-2

B. Confined space hazards can be divided into four

categories:
1.
Atmospherics hazards
2.
Physical/mechanical hazards
3.
Environmental hazards
4.
Psychological hazards
II. ATMOSPHERIC HAZARDS
A. Atmospheric hazards account for 90% of all confined
space injuries and deaths
PPT 4-3
B. A hazardous atmosphere is one that exposes
employees to a risk of death, incapacitation, injury or
acute illness from one or more of the following causes:
PPT 4-4
1.
2.
3.

4.
5.

January 2008

Oxygen concentration below 19.5% or above

23.5%
Flammable gas or vapor in excess of 10% of
the Lower Explosive Limit (LEL)
Airborne dust concentration that obscures
vision at 5 feet or less
a)
Explosion Hazard
b)
Respiratory Hazard
Radiation and/or radioactivity is also
considered an atmospheric hazard
Any other immediately dangerous to life and/or
health (IDLH) atmosphere defined as an
atmosphere with sufficient toxic, corrosive or
asphyxiant substances to;
a)
Cause an immediate threat to life
b)
Cause irreversible/immediate adverse
health effects
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c)

Interfere with the workers ability to

escape/self rescue
Note: Compare with NIOSH definition
C. Atmospheric hazards can be divided into three general
categories
1.
Oxygen deficiency/enrichment
2.
Flammable or combustible atmospheres
3.
Toxic atmospheres
III. OXYGEN DEFICIENCY
A. The leading cause of confined space deaths
B. An atmosphere is considered oxygen deficient if the
oxygen level drops below 19.5% by volume
C. This deficiency can be caused by
1.
Consumption
a)
Combustion-welding operations or cutting
torches
b)
Decomposition of organic matter rotting
foods, plant life and fermentation
c)
Oxidation of rusting metals
2.
Absorption
a)
The vessel itself or the product stored in
the vessel; (i.e., damp activated carbon)
3.
Displacement
a)
Intentional purging with inert gases
1)
Nitrogen
2)
CO2
3)
Helium
4)
Steam
b)
Unintentional purging by inert gases that
dont support life
1)
Engine exhaust
2)
Industrial processes
IV. FLAMMABLE ATMOSPHERES
A. Oxygen enrichment

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1.
2.
3.

Oxygen level above 23.5%

Flammable materials will burn very rapidly
Common causes include unattended or leaking
oxygen lines or cylinders
B. For combustible gases to ignite and burn three
components must be present
1.
Fuel
2.
Oxygen
3.
Ignition source
C. Fuel and oxygen must be present in the proper range.
The critical point, known as the flammable range, is
between the lower explosive limit (LEL) and the upper
explosive limit (UEL)
1.
Concentrations below the LEL are too lean to
burn
2.
Concentrations above the UEL are too rich to
burn
D. A concentration of greater than 10% of the LEL is
considered a hazardous atmosphere
V. TOXIC ATMOSPHERES
A. Contaminants may be present from previously stored
material
B. Decomposing organic matter can displace or consume
oxygen and can produce gases like methane (CH4)
Carbon Monoxide (CO), Carbon Dioxide (CO2),
Hydrogen Sulfide (H2S), Sulfur Dioxide (SO2)
C. Toxic gases can also enter the space due to improper
isolation procedures
1.
Leaks
2.
Improper Lock out/Tag out
D. Routes or entries into the body
1.
Inhalation
2.
Absorption
3.
Ingestion
4.
Injection
Note: Some toxic materials are also flammable and may be
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toxic at concentrations below their lower explosive limit, such

as Hydrogen Sulfide (H2S) and Toluene
E. Toxic limit shall be any limit with a numerical value
exceeding the permissible exposure limit (PEL)
1.
Cal-OSHA has developed PELs for many toxic
contaminates
2.
If Cal-OSHA does not have PEL, check other
sources
a)
NIOSH pocket guide
VI. COMMON TOXIC GASES
PPT 4-5
A. Five common toxic gases that may be found in
confined spaces
1.
Methane
2.
Carbon Monoxide
3.
Carbon Dioxide
4.
Hydrogen Sulfide
5.
Sulfur Dioxide
VII. METHANE (CH4)
A. Used for cooking, lighting and in the manufacture of
hydrogen, hydrogen cyanide, ammonia, acetylene, and
formaldehyde. Also caused by decomposition of
organic material
B. Colorless, odorless, tasteless gas which may be a
liquid under pressure
C. Simple asphyxiant
D. Explosive range 5-15%
E. Vapor density 0.55
1.
lighter than air
F. Inhalation hazard
G. Signs and symptoms of exposure
1.
Dizziness
2.
Difficulty breathing
3.
Cyanosis
4.
Loss of consciousness
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H. PEL = none established

I. IDLH = none established
[Link] MONOXIDE
A. Colorless, odorless, tasteless flammable and extremely
toxic gas
B. Widely encountered in almost every industry
C. Asphyxiant
1.
Displaces oxygen
D. Has 200-300 times the affinity for Hemoglobin that
oxygen has
E. Explosive range 12.5% 74%
F. Vapor density 0.968
1.
slightly lighter than air
G. Inhalation hazard
H. Signs and Symptoms of Carbon Monoxide poisoning
1.
Headache
2.
Nausea
3.
Shortness of breath
4.
Irritability, confusion, loss of judgment
5.
Dizziness
6.
Increased heart and respiratory rate
7.
Faintness
8.
Lethargy and stupor
9.
Seizures
I. Skin color initially pale to cyanotic and then cherry red
J. Coma, convulsions and death
K. PEL = 25 PPM
L. IDLH = 1200 PPM
M. Inhalation hazard
IX. CARBON DIOXIDE
A. Colorless, odorlessnonflammable gas
1.
Displaces oxygen, increases respirations and
raises the acid level in the blood
B. Vapor density - 1.527
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1.
Heavier than air
C. Inhalation hazard
1.
Asphyxiant
D. Signs and symptoms of exposure
1.
Headache
2.
Dizziness
3.
Restlessness
4.
Increased heart rate
5.
Convulsions at high concentrations
E. PEL - 5,000 PPM
F. IDLH - 40,000 PPM
X. HYDROGEN SULFIDE (H2S)
A. Colorless, toxic, combustible gas with characteristic
odor of rotten eggs
B. Formed by the decomposition of organic plants and
animal life and deterioration of concrete
1.
Also found in oil and gas production and
refining, sewers, pulp mills, and a variety of
industrial processes
C. Flammable range 4.5% - 45.5%
D. Vapor density 1.19
1.
Heavier than air
E. Collects in the bloodstream then paralyzes the nerves
in the brain that control breathing
F. Inhalation hazard and readily absorbed by the skin
1.
Liquid can cause freezing burns
2.
Irritant to mucous membranes
G. Signs and symptoms of exposure
1.
Headache
2.
Loss of appetite
3.
Dizziness
4.
Muscle fatigue and cramps
5.
Low blood pressure
6.
Loss of consciousness

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7.
Respiratory paralysis and death
H. Diminishes your sensitivity to smell leading individuals
to believe the gas is no longer present, when it may still
be at hazardous levels
I. PEL - 10 PPM
J. IDLH - 100 PPM
XI. SULFUR DIOXIDE (SO2)
A. Colorless, non flammable gas with characteristic
irritating pungent odor, extremely toxic
B. Irritant to eyes, nose, throat
1.
Can cause reflex bronchoconstriction, skin
burns, and edema of the lungs and glottis
2.
Corrosive irritant to eyes, skin, and mucous
membranes
C. 1-10 PPM exposure causes respiratory and pulse rate
increases and decreases in depth of respiration
D. Vapor density = Heavier than air
E. PEL = 2 PPM
F. IDLH = 100 PPM
XII. EXPLOSIVE ATMOSPHERIC CLASSIFICATIONS
A. Characterized by the type and form of hazardous
materials present
B. National Electrical Code divides atmospheres into
classes, groups, and divisions
1.
Classes types of atmospheric hazard
a)
Class I flammable vapors and gases
b)
Class II combustible dusts
c)
Class III ignitable fibers
2.
Group classes are further divided into groups
based on similar flammable characteristics
a)
A through D fall under Class I
b)
E through G fall under Class II
3.
Division occurrence of release of the
explosive material
a)
Division 1- material is present in the air

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b)

Division 2- material is confined in

containers
[Link]/MECHANICAL HAZARDS
PPT 4-6
A. Physical hazards
OH What materials do
you think provide a
potential for engulfing an
entrant?
1.

Engulfment hoppers, silos, vessels

a)
Grain
b)
Sand
c)
Gravel
d)
Cement
e)
Clay
f)
Sawdust
g)
Liquids
2.
Causes of engulfment incidents
a)
Bridging: walking on unstable materials
with void spaces below
b)
Improper or lack of safety or retrieval
lines
c)
Overhead flow of particulate matter or
liquids inadvertently activated
B. Other physical hazards
1.
Falls
2.
Electrical shock
3.
Chemical/corrosive
4.
Temperature
5.
Biological
6.
Falling debris
C. Mechanical hazards
1.
Weirs
2.
Agitators

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3.
Mixers
4.
Paddles
5.
Augers
D. Trenches and excavations
Note: The following information regarding trenches and
excavations needs to be considered
1.
Recognizing the need for trench and
excavation rescues
2.
Resources necessary for trench and
excavation operations
3.
General hazards in trench and excavation
incidents
4.
Procedures and equipment needed to mitigate
hazards
5.
Collapse patterns
6.
Why trenches and excavations
collapse/secondary collapse
7.
Soil characteristics
8.
Specialized training required
XIV.
ENVIRONMENTAL HAZARDS
PPT 4-7
A. Heat
B. Cold
C. Insects
D. Vermin
E. Snakes/reptiles
F. Mold/fungus
XV. PSYCHOLOGICAL HAZARDS
PPT 4-8
A. Claustrophobia
1.
Abnormal fear of a closed or confined space
2.
Types of responses
a)
Anxiety
1)
Physical or emotional response to

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b)

c)

3.

APPLICATION

any kind of situation

Phobia
1)
Persistent fear of an object or
situation in which the actual danger
is modified
Panic
1)
Sudden terror or an unreasonable
infectious and uncontrollable fear

Physical symptoms
a)
Elevated pulse
b)
Increased respirations
c)
Sweating
d)
Cold clammy palms

B. Fatigue
C. High noise levels

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SUMMARY:
Atmospheric conditions are the number one killer in confined space incidents. Only by
properly identifying the atmosphere within space, can we safely enter the space with the
appropriate protection in place. It is imperative that we have a knowledge of target gases
found in confined spaces and the effects they may have on our rescuers (entrants).
Physical and engulfment hazards are the second leading cause of personnel in confined
spaces. If for no other reason than this, these hazards demand our utmost attention.
Facilities relying on outside rescue services (i.e. fire department) are required by Cal-OSHA
to provide those rescue services access and opportunity for rescue pre-planning. It is to our
advantage to capitalize on this opportunity so we can fully understand our potential rescue
problem. By pre-planning the industries in our jurisdiction and researching the hazards, we
can help reduce our risk in a potentially dangerous environment.
EVALUATION:
The student will complete a written exam with an 80% accuracy at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 4 in order to prepare yourself for the upcoming test. Study for our next
session.

January 2008

Confined Space Hazards

Module 1 Lesson Plan 4

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TOPIC:

5: Atmospheric Monitoring

TIME FRAME:

1:00

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

Behavioral Objective:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter, individuals will describe

different atmospheric monitoring instruments, selection and
use of instruments, monitoring strategies and locations
in/around confined space rescue incidents.

Enabling Learning
Objective:

1. Describe the purpose of performing atmospheric monitoring,

and what may be determined based upon instrument readings.
2. Describe three different types of atmospheric monitoring
instruments, and the reason(s) for monitoring for specific
atmospheric hazards in sequence.
3. Describe four different atmospheric monitoring strategies
and locations to be monitored when working in/around a
confined space.
4. Describe stratification of atmospheres within a confined
space, and the importance of monitoring at different levels
within the space.

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 5

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

January 2008

Atmospheric Monitoring
Module 1 Lesson Plan 5

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CONFINED SPACE RESCUE TECHNICIAN

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5

PREPARATION:

The CAL-OSHA standard requires that atmospheres in

confined spaces be monitored prior to entry. There are
several types of monitoring instruments available that can be
used to test for oxygen, flammable and toxic atmospheres. An
understanding of various monitoring strategies to be used is
essential when developing a confined space entry plan.

January 2008

Atmospheric Monitoring
Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

PPT 5-1
I. ATMOSPHERIC MONITORING
Note: This lesson plan should also emphasize the agencys
selected monitors. Use that agencys type of monitoringequipment whenever possible.
A. Prior to entry, all atmospheres shall be tested for
hazards
B. The information gathered through testing will aid in
1.
Selecting personal protective equipment
2.
Determining areas where protection is needed
3.
Assessing the potential health affects of
exposure
4.
Determining the need for specific medical
monitoring
II. GAS MONITORING INSTRUMENTS
PPT 5-2
A. There are a variety of atmospheric monitors available
1.
A real time direct read-out instrument is
required by Cal-OSHA
B. Single gas monitors
1.
Monitors only the presence of one gas
C. Multiple gas monitors
1.
Capable of monitoring more than one gas
simultaneously
D. To be useful in the field, these instruments should be
1.
Portable
2.
Reliable with little or no need to extrapolate,
integrate or compile large amounts of data
3.
Sensitive and have selective results
a)
Have the ability to analyze very low
contaminate levels
b)
Selectivity establishes what contaminates
elicit a response and which interferences
produce similar response
4.
Intrinsically safe

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Atmospheric Monitoring
Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

a)

Will not introduce an ignition source into

the atmosphere
5.
Atmospheres should be tested for
a)
Oxygen level (first)
b)
Flammable or combustible levels
(second)
c)
Toxic (third)
6.
Monitors are calibrated to, or have sensors for,
certain hazards
7.
Monitors can be damaged by exposing the
sensors to certain products
III. MONITOR GUIDELINES
A. Monitors should be operated and inspected by qualified
individuals
B. Calibrate instruments according to manufacturers
instructions before and after use
C. Instrument readings have limited value where
contaminates are unknown
D. Instrument reading will not be precise when using in
atmosphere other than what the instrument has been
calibrated to
E. Instrument should be Radio Frequency (RF) shielded
F. Reading of zero should be reported as no instrument
response rather than clean
G. When monitoring unknown atmospheres, utilize several
different detection systems
IV. MONITOR START-UP PROCEDURES
A. Turn instrument on and let it warm-up
1.
In a clean, uncontaminated atmosphere
B. Check battery level
C. Zero monitor if necessary
D. Clear the peaks
E. Test monitor
1.
Gently breath into sensor or sample tube
2.
Oxygen level should drop below 19.5 %

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Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

3.
Alarm should sound
F.
Clear the peaks
G. Begin monitoring
V. MONITORING FOR OXYGEN
A. First monitoring priority
B. Used to detect the percent of oxygen in the
atmosphere
C. Most instruments are calibrated for concentrations
between 0% - 25%
D. 19.5% - 23.5% acceptable range for entry unless
respiratory protection is used
E. Detection occurs in an electrochemical cell
F. Advantages
1.
Quick response time
2.
Portable
3.
Single or combination monitors available
G. Disadvantages
1.
Must calibrate at temperature, humidity and
elevation of use
2.
Monitors are adversely affected by certain
gases and vapors
VI. MONITORING FOR FLAMMABLE ATMOSPHERES
A. Second monitoring priority
1.
Check oxygen level first since oxygen is
required to burn the combustible gas
2.
Most instruments will not give an accurate
reading in atmospheres of less than 10%
oxygen
B. Accomplished by using an instrument capable of
measuring flammable/combustible atmospheres
C. Three different scales used on different models
1.
Percent of the Lower Explosive Limit (LEL)
a)
Most common scale
b)
Measure 0% - 100% of vapor in the air
2.
Parts per million
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Atmospheric Monitoring
Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

a)

D.
E.

F.

G.

H.

Detects the parts per million of a gas or

vapor in the atmosphere
3.
Percent of a specific gas
a)
Detects the percentage of a specific gas
or vapor in the atmosphere
Readings are relative to the calibrated gas
1.
Different gases require a response curve
On a combustible gas indicator, combustible gases are
heated and burned inside the sensor
1.
This combustion heats a filament which
changes the resistance and causes an
imbalance in the Wheatstone Bridge
2.
This resistance change is translated into an
atmospheric monitoring reading
Broad range instruments
1.
Sensing technology uses metal oxide semi
conductors (MOS)
2.
Senses a wider range of flammable materials
3.
Detects at a lower oxygen level than catalytic
filaments
4.
Less prone to being poisoned by lead and
silicon contaminated materials
5.
Preferred instrument to test unknown
atmospheres
Advantages
1.
Fast response
2.
Simple operation
3.
Audible and visual alarms available
4.
Portable
5.
Choice of active or passive sampling
Disadvantages of combustible gas indicator
1.
Reaction temperature dependent
2.
Calibrated to a single calibration gas
3.
Various compounds may damage the element
4.
False readings in atmospheres less than 10%

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Atmospheric Monitoring
Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

oxygen
VII. MONITORING FOR TOXICS
A. Third priority for atmospheric monitoring
B. Accomplished by using a variety of monitors and
devices
1.
Toxic gas Monitors
a)
Contains an electro chemical coil
designed to give an accurate response to
specific gases
b)
Variety of detectors available for different
toxic substances
2.
Colorimetric detector tubes
a)
Glass tube filled with chemical reagent
b)
Specific volume of air is drawn through
the tube
c)
Concentration of the contaminate is
determined by observing the length of
stain in the reagent
d)
Useful for measuring the concentration of
a known gas or vapor
e)
Color indicator must be appropriate for
tested gas
3.
Other monitors include photoionization
detectors and flame ionization detectors
a)
May be available and require additional
training
C. Limits for safe entry are determined by the Permissible
Exposure Limit (PEL) for the toxic involved
VIII. APPLICATION OF DETECTION DEVICES
A. No one Atmospheric Monitor can detect all hazards
B. Monitors must be calibrated, maintained and operated
by qualified persons
C. Factors that directly affect readings
1.
Proper equipment operation
2.
Proper calibration
3.
Equipment detection range
January 2008

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Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

4.
Device relative response
5.
Response time
6.
Inherently safe
7.
Nature of the hazard
8.
Environmental conditions
D. Key points on monitor use
1.
Calibrate or zero monitor prior to use
2.
Use the appropriate instrument
3.
Never assume only one hazard
4.
Use one instrument to confirm another
5.
Monitor continuously
6.
Establish action levels
7.
Use conservative judgment in interpreting
atmospheric monitor readings
IX. SELECTION OF DETECTION DEVICES
A. Recommend to use only one approved instrument
1.
Underwriters Laboratory (UL)
2.
Factory Mutual (FM)
3.
Use equipment only in the atmosphere they
have been certified for
4.
If monitoring an unknown atmosphere use
equipment certified for use in most hazardous
locations
a)
Class I, Division I, Groups A-D
5.
Instruments used in a methane environment
should be approved by the Mine Safety and
Health Administration
X. MONITORING STRATEGIES
PPT 5-3
A. Select monitors and PPE based on the initial site
characterization
B. Four categories of monitoring
1.
General site monitoring
2.
Perimeter monitoring

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Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

3.
Confined space monitoring
4.
Personal monitoring
C. Regulation requires monitoring in the following order
PPT 5-4

D.

E.

F.

G.

H.

1.
Oxygen
2.
LEL
3.
Toxicity
Record monitoring results
1.
Location
2.
Time
3.
Testing results
4.
Name of person monitoring
5.
Time, testing results and name of person
monitoring are all Cal-OSHA requirements
Immediately dangerous to life and/or health (IDLH)
1.
May cause immediate collapse
2.
May have immediate transient effects with
sudden collapse 12-72 hours later
General site monitoring
1.
All areas around confined space
2.
Start upwind
3.
Wear PPE for any suspected hazards
a)
Utilize appropriate PPE with respiratory
protection in unknown atmospheres
Perimeter monitoring
1.
Area around operation
a)
Measures contaminant migration from
within space
Confined space monitoring
1.
Starts outside the space
2.
Identify source of possible contaminant
generation
3.
Atmospheric monitoring must be performed
prior to entry

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Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

a)

4.
5.

If possible perform atmospheric

monitoring prior to ventilation
Sample around opening
Sample inside opening
a)
If possible, perform atmospheric
monitoring without opening
b)
Use probe or hose through pick holes or
cracks
c)
If necessary to open
1)
Protect against possible escape of
contaminants
d)
Test all areas within space
1)
Vertical spaces

Top, bottom, middle

2)

Remember response delays

caused by hose
- Typically one to two second
per foot of hose
Horizontal spaces

Tape hose and probe (pipe,

pike pole, etc) to reach into
space
e)
If entry is necessary to perform
atmospheric monitoring it must be
conducted as permit required entry
1)
Entry is defined as any part of the
body breaking the plane of the
opening
I. Personal Monitoring
1.
First entrant into confined space
2.
Entrant furthest into confined space
XI. OXYGEN DEFICIENCY/DISPLACEMENT
A. In oxygen deficient atmospheres, atmospheric monitors
may not operate properly
1.
Acceptable oxygen readings must be
determined prior to monitoring for all other
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Module 1 Lesson Plan 5

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PRESENTATION

APPLICATION

atmospheres
PPT 5-5
XII. STRATIFICATION OF ATMOSPHERES
A. Atmospheres are made up of a combination of gases
B. Each gas has its own weight (vapor density)
C. Vapor density
1.
A vapor density of less than one is lighter than
air
2.
A vapor density of more than one is heavier
than air
D. Gases will tend to seek their own level within a space
or Stratify based upon vapor density
E. Relying heavily on a suspected gas to be lighter or
heavier than air to determine its location within a
space can be a fatal mistake
1.
Gases can be found at any location within a
confined space

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Module 1 Lesson Plan 5

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SUMMARY:
Atmospheric monitoring is one of the most important functions performed at a confined space
incident. Initially it will give you an indication of the level of hazards that you are dealing with.
From this, you can make an informed decision on the level of protection and hazard control
needed.
There are a variety of monitors on the market today. Generally, a three or four gas
atmospheric monitor that measures for oxygen level, flammable or combustible vapors, and
toxics is sufficient. Remember though, monitors have sensors for certain hazards and
exposing them to other chemicals or hazards can damage them. Sensors also have a certain
service life and need to be periodically replaced.
When monitoring a space, remember to check all the levels of the space and the area where
work is being done.
EVALUATION:
The student will complete a written test at a time determined by the instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 5 in order to prepare yourself for the upcoming test. Study for our next
session.

January 2008

Atmospheric Monitoring
Module 1 Lesson Plan 5

Page 12

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CONFINED SPACE RESCUE TECHNICIAN

TOPIC:

6: Hazard Control

TIME FRAME:

1:00

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this module, individuals will demonstrate

the most common methods used to control hazards in
confined spaces. These methods include the use of ventilation
techniques and isolation techniques.

Enabling Learning
Objective:

1. Describe the equipment used to ventilate confined spaces

2. Describe the method used to ventilate a confined space
with one portal
3. Describe the method used to ventilate a confined space
with more than one portal
4. Describe how vapor density affects a ventilation plan
5. Describe common ventilation problems and ways to
avoid these problems
6. Describe common ways to lockout/tagout/blockout
electrical equipment
7. Describe common ways to lockout/tagout/blockout
plumbing or piping systems
8. Describe the methods used to prevent ignition within a
confined space
9. Describe claustrophobia and the methods used to control
its affects
10. Describe the signs and symptoms of the three types of
heat illnesses

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 6

MATERIALS NEEDED:

January 2008

Writing board/pad with markers/erasers

Hazard Control
Module 1 Lesson Plan 6

Page 1

STATE FIRE

CONFINED SPACE RESCUE TECHNICIAN

Appropriate audiovisual equipment

Appropriate audiovisual materials
Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

Once you have determined what hazards exist in a confined

space, the next step is to control or eliminate these hazards.
Controlling or mitigating confined space hazards is essential to
ensure as safe an entry as possible into a confined space for
work or rescue.
The two primary ways to control hazards is by ventilation and
a lock out/tag out program. Ventilation controls atmospheric
hazards while a lock out/tag out program eliminates physical
hazards.

January 2008

Hazard Control
Module 1 Lesson Plan 6

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PRESENTATION

APPLICATION

PPT 6-1
I.

VENTILATION
A. The most effective method to control/eliminate
atmospheric hazards
PPT 6-2
B. Ventilation can produce the following results
1.
Increase oxygen in oxygen deficient
atmospheres
2.
Reduce the risk of explosion
3.
Increase victim survival profile
4.
Reduce/eliminate toxic substances in the
space
5.
Positive pressure ventilator cools space
C. Type of ventilation used is determined by the
1.
Configuration of the space
2.
Type of product you are dealing with
3.
The number and type of ventilators you have
D. Types of ventilation
1.
Natural ventilation
a)
Slow process
b)
Not generally useful in rescue situations
2.
Mechanical
a)
Positive pressure ventilation (supply
ventilation)
1)
Air forced in diffuses contaminates
2)
Increases oxygen in space
3)
Can create new hazards by
agitating contaminates in the space
or by bringing a flammable
atmosphere into its explosive range
b)
Exhaust ventilation
1)
Draws contaminates out of the
space
2)
Can control the direction of the
exhaust

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Hazard Control
Module 1 Lesson Plan 6

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PRESENTATION

APPLICATION

3)

3.

Can draw more contaminates into

the space from other connecting
areas
4)
Can contaminate ventilation
equipment
5)
Use caution where contamination is
exhausted
c)
Combination ventilation
1)
One blower to supply air and one to
exhaust it
2)
Increased efficiency
Local exhaust
a)
Ventilation placed close to the source of
contamination
b)
Pulls contaminates out before they
spread
c)
Useful in diffusing flammables from a
fixed source
PPT 6-3

II. TYPES OF VENTILATION DEVICES

A. Ventilators come in many different configurations
B. Three basic types
1.
Centrifugal flow
a)
Draws air in parallel to the shaft
b)
Discharge perpendicular to the shaft
2.
Axial Flow
a)
Air intake and discharge is along the path
of the shaft
3.
Air or steam powered ejector
a)
Work well in hot or explosive environment
and environments with heavy
contaminates
b)
Requires large amounts of air or stream
c)
Oil needs to be filtered out if used for
supply ventilation
d)
Can be a source of static electricity
January 2008

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Module 1 Lesson Plan 6

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PRESENTATION

APPLICATION

III. DUCT WORK

A. Flexible, noncollapsible hose
1.
Can be used on either side of the fan
B. Collapsible hose
1.
Can only be used on the discharge side of the
fan
C. Keep duct work as short and straight as possible
1.
Longer hose or multiple bends will result in a
lower CFM
D. Saddle vents
1.
Maximizes entry space with minimal flow
restriction
IV. VENTILATION CONSIDERATIONS
A. Volume of air to be moved
1.
Ventilators are rated by how many cubic feet of
air per minute they discharge
PPT 6-4
2.

Calculate the size of the space to be ventilated

and the time needed to ventilate
a)
Width X Height X Depth = Cubic Feet
b)
Divide the size of the space by the CFM
of the ventilator to determine how long it
will take to complete one air exchange
1)
Round up the volume of the space
2)
Round down on the CFM of the
ventilator
3)
Round up the time to ventilate

To give a buffer zone

4)
Recommend 7 complete air
exchanges before retesting
atmosphere
B. Type of atmosphere
1.
Flammable
2.
Toxic

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Module 1 Lesson Plan 6

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PRESENTATION

APPLICATION

C. Access to the space

D. Power requirements
1.
Gasoline
a)
Not recommended because of carbon
monoxide fumes from the exhaust
2.
Electric
a)
Consider Class I, Division I, Group B
rated equipment
3.
Pneumatic
4.
Hydraulic
a)
Both hydraulic fluid and water powered
E. Shape of the space
1.
May need to consider use of ducting to
adequately ventilate
F. Location of fresh air
1.
Governs amount of duct work needed
2.
Keep ventilator intake away from vehicle
exhaust or other contaminates
G. Length of time ventilation is needed
1.
Duration of entry if hazardous atmosphere
exists or potential to exist
V. DUCT VENTILATED TECHNIQUES
A. Problems
1.
Recirculation
a)
Recirculation of contaminated exhausted
air back in to space
b)
Keep ventilator intake at least five feet
away and upwind from confined space
entry portal
2.
Short circuiting
a)
Air is exhausted prior to ventilating the
entire space
b)
Extend duct work further into space
c)
Use alternate exhaust port
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PRESENTATION

3.

APPLICATION

Chimney effect
a)
Caused by duct work hanging vertically in
the space
b)
Direct duct towards wall or corner of
space

VI. SPECIFIC VENTILATION PROCEDURES

A. Oxygen deficiency
1.
Openings at either end of a long space
a)
Supply/positive pressure ventilation at
one end
b)
Recirculation not a problem since exhaust
air is exiting through the other end
2.
Spaces with one opening
a)
Placement of fan must allow for exhaust
air
b)
Consider recirculation
1)
Use ducting if available
c)
Select a fan powerful enough to ventilate
space
3.
Deep confined space
a)
Make sure air is reaching all areas of the
space
b)
Must have high velocity fan to reach deep
spaces
B. Flammable or toxic contaminates
4.
Exhaust ventilation preferred method for
removing contaminates
a)
Make sure air is exhausted away from
opening
b)
Make sure flammable vapors are not
directed toward ignition source
5.
Heavier than air
6.
Lighter than air
7.
Single point of origin

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Module 1 Lesson Plan 6

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PRESENTATION

APPLICATION

a)

Keep intake hose close to the source of

contamination
b)
Reduces likelihood of creating an
atmosphere within explosive range of
contaminate
c)
Removes the contaminate before it is
dispersed throughout the space
8.
Spaces with unusual shapes and different
proportions
a)
May require a combination of supply and
exhaust ventilation
9.
Local supply ventilation
a)
Provides fresh air immediately around the
victim
C. Non duct ventilation techniques
1.
Utilizes electric Box fans typically found in the
fire service
2.
Can be used for both supply and exhaust
ventilation
3.
If the space to be ventilated has a separate
exhaust point, place the blower back far
enough so cone of air seals the entire opening
a)
Blowers can be used in tandem to
increase velocity or cover a larger
opening
4.
With a single opening move blower close
enough to partially cover the opening to allow
for exhaust
5.
To protect against recirculation place a second
blower at 90 degree angle to push exhausted
atmosphere away from the entrance
a)
Keep the second blower far enough away
that the cone of air will not disrupt the air
flow from the first blower
D. Important safety considerations when ventilating
1.
Fans are compatible with the environment
a)
Intrinsically safe

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APPLICATION

b)
Explosion proof
2.
Vehicles and generators positioned downwind
away from opening
3.
Begin ventilation far enough in advance to
allow sufficient number of air exchanges
4.
Only ventilate with air
a)
Never oxygen
5.
Secure a second power supply to ensure
continuous ventilation should the original
power be lost
6.
Continually monitor the atmosphere
7.
Use TELLTALE to monitor air flow
Note: The term TELLTALE refers to an indicator flag that
shows air movement.
a)
Especially in noisy environments
8.
Place ventilator on surface free of debris
a)
Prevents foreign material from being
pulled into ventilator
PPT 6-5
VII. HAZARDOUS ENERGY
A. FED-OSHA states that failure to control these hazards
results in
1.
10% of the serious industrial accidents
2.
28,000 lost work days per year
3.
Approximately 120 deaths per year
B. Hazardous energy comes in many forms
1.
Electrical
2.
Pressure
a)
Pneumatic
b)
Hydraulic
c)
Steam
3.
Momentum/gravity
4.
Residual/stored

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Module 1 Lesson Plan 6

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PRESENTATION

APPLICATION

PPT 6-6
[Link] OUT/TAG OUT
A. The purpose of a lock out/tag out program is to place
any electrical, mechanical or other hazardous energy
system in a zero mechanical state
B. This is accomplished by turning off the equipment and
locking out energy source with a special lock
C. Once the equipment is locked out a tag is placed on
the equipment advising not to turn the system back on
1.
The key shall remain with person who locked it
or their designee
D. A variety of locks and locking devices are found in a
special lock out/tag out kit
E. If the equipment cannot be locked, a person should be
stationed next to the switch to prevent unauthorized
reenergization
1.
Dedicated position
F. In liquid or gas distribution systems, isolation is
accomplished by
1.
Blanks/Blinds
2.
Double block and bleed
PPT 6-7
Note: No longer an industry standard due to valve failure.
G. Considerations
1.
Stored energy may still be present
IX. IGNITION PREVENTION
A. All equipment taken into a confined space should be
considered a potential ignition source
B. Electrical devices are tested to standards developed by
1.
Underwriters Laboratory (UL)
2.
Factory Mutual (FM)
3.
American National Standards Institute (ANSI)
4.
National Fire Protection Association (NFPA)
C. Electrical devices certified under one of these agencies

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PRESENTATION

APPLICATION

have permanently affixed plate showing

1.
A location of the laboratory
2.
Class, Division, and Group device was tested
against
D. Device that is certified, used, maintained and serviced
according to the manufacturer will not contribute to
ignition
E. The device is certified for the specific atmosphere that
it was tested
Note: Isolating confined spaces can be a complex process that
must be performed by trained personnel. Offsite rescue teams
should find a knowledgeable person to brief them on isolation
procedures.
X. METHODS USED TO MAKE DEVICES SAFE
A. Explosive proof
1.
Ignition source is encased in rigidly built
container
2.
Any arc or explosion is contained within the
container
3.
Any flames or hot gases are cooled prior to
exiting the container
B. Intrinsically safe
1.
Instruments operational current and voltage is
below the energy level for ignition for
flammable atmospheres
2.
Components are encased in a solid insulated
material
3.
Defined by National Electric Code as
incapable of releasing sufficient electrical or
thermal energy under normal or abnormal
conditions to cause ignition of a specific
hazardous atmospheric mixture in its most
easily ignited concentration
4.
Indiscriminate release of energy may cause
uncontrolled event
5.
Address potential back-up systems

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Module 1 Lesson Plan 6

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PRESENTATION

APPLICATION

C. Utilize facility experts to assist in lock out/tag out

PPT 6-8
XI. CLAUSTROPHOBIA
A. Signs of reacting to stress
1.
Elevated pulse
2.
Increased respirations
3.
Sweating
4.
Cold, clammy palms
B. There are ways to control the anxiety felt
1.
Expect, allow and accept that fear will rise
a)
Dont fight it
b)
Know it will be present and be prepared
for it
2.
Methods for controlling claustrophobia
a)
Take one step at a time
b)
Create a goal
c)
Communicate with attendant
d)
Focus your attention on the rescue
1)
Focus on moving from point A to B
and accomplishing the goal
e)
Label any fear response 1 10
1)
Monitor your fear level
f)
Learn to function with a level of fear and
appreciate the achievement
1)
Controlled fear is self preserving
g)
Allow and accept that fear will reappear
XII. MEDICAL MONITORING
A. Important factor in preventing medical emergencies
1.
Often overlooked
B. Baseline should be established
C. Body temperature can affect the rescuers ability to be
effective
D. Heat stress/fatigue
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1.
Confusion poor judgment
2.
Chills
3.
Weakness loss of motor control
4.
Temperature between 99.5F 101.3F
E. Heat exhaustion
1.
Decreased level of consciousness
2.
Pale, cool sweaty skin
3.
Nausea, vomiting
4.
Weak rapid pulse
5.
Temperature between 101.3F 105.0
F. Heat stroke
1.
True medical emergency
2.
Rapid Pulse
3.
Rapid, shallow breathing
4.
May have hot dry skin
5.
Temperatures greater than 105F
XIII. STANDARD FOR MEDICAL MONITORING
A. Remove from work any person manifesting any of the
following signs
1.
Temperature greater than 100F
2.
Heart rate greater than 85% of maximum heart
rate
a)
Maximum heart rate = 220 age
3.
Heart recovery rate = 1 minute rate 3 minute
rate
a)
Heart recovery rate is less than 10 beats
4.
Congestion, wheezes or other respiratory
difficulties
B. Person exhibiting any of these signs should not return
to work unless cleared by a medically qualified
authority
Note: Remember, avoidance only reinforces the phobia.

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Module 1 Lesson Plan 6

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APPLICATION

Failure to confront your fear will increase to your stress

level 10 fold at future events. Trust your team, equipment
and yourself.

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Module 1 Lesson Plan 6

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SUMMARY:
Proper hazard control means placing equipment involved in an incident in a zero mechanical
state. This is done through a lock out/tag out program. Electrical equipment is locked out
using locks on the control boxes. On other devices, like piping or hydraulic and pneumatic
systems, it can be more complex. Equipment operators or facility maintenance workers
should be consulted for proper steps to take.
Another hazard control to consider is that of ventilation. Ventilation can provide the victim
with additional clean air to breath, as well as reduce the temperature inside the space. This
aids in reducing heat related problems. The type of space, nature of the hazard involved,
and the type of ventilators available need to determine an effective ventilation plan. In
general though, it is better to positive pressure ventilate a confined space than exhaust
ventilate it.
EVALUATION:
The student will complete a written test at a time determined by the instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue
Manual, 2nd ed (2007), CMC Rescue Inc., Chapter 6 in order to
prepare yourself for the upcoming test. Study for our next
session.

January 2008

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TOPIC:

7: Personal Protective Equipment

TIME FRAME:

0:45

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 &NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter, individuals will describe the

personal protective equipment necessary to enter and safely
work in confined spaces, the differences between self
contained breathing apparatus and supplied air respiratory
equipment, air purifying respirators and why they are generally
not accepted for rescue work, and the different types of
communication systems.

Enabling Learning
Objective:

1. Describe the physical protection required to safely enter,

work, and rescue a victim from a confined space
2. Describe the four levels of chemical protective equipment
3. Describe Self Contained Breathing Apparatus (SCBA) used
for confined space entry and rescue
4. Describe Supplied Air Respirators (SAR), with Escape
Cylinders, used for confined space entry and rescue
5. Describe Air Purifying Respirators (APR), their advantages
and disadvantages when used for confined space rescue
6. Describe respiratory protection factors and how they are
used to determine respiratory protection levels
7. Describe the elements of a respiratory protection program
required by the California Code of Regulations, Title 8, Section
5144, Respiratory Protection

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 7

MATERIALS NEEDED:

January 2008

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Personal Protective Equipment

Module 1 Lesson Plan 7

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Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 7
Title 8 CCR, G.I.S.O., 5144

PREPARATION:

One of the most important aspects of entry into a confined

space is the protection and survivability of the rescue team.
The level of rescuer personal protection is dependent on the
type of space being entered, the duration of the entry,
hazardous products, and atmospheric conditions inside the
space. Generally, structural fire fighting turnout clothing is too
bulky and increases the risk of heat stress to the rescuer.

January 2008

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Module 1 Lesson Plan 7

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PRESENTATION

APPLICATION

PPT 7-1
I.

PERSONAL PROTECTIVE EQUIPMENT

PPT 7-2
A. Helmet
1.
Generally a small, durable helmet with a small
brim, which meets ANSI specifications
2.
Structural fire fighting helmets are not
recommended because of size and weight
limitations, and the large brim
B. Flash protection
1.
Lightweight
2.
Flame resistant jumpsuit or brush gear
a)
Examples of flame resistant material
1)
Nomex, PBI, etc.
C. Hood
1.
Flame resistant for added flash protection of
the head
a)
Examples of flame resistant materials
1)
Nomex, PBI, etc.
D. Boots
1.
Good pair of leather safety boots with a steel
toe, steel shank and high ankle support
E. Gloves
1.
Lightweight leather or flame resistant
F. Ear and eye protection
G. Knee and elbow pads
PPT 7-3
H. Personal audible locator (PAL)
1.
For each person making entry, as required
I. Respiratory protection
1.
For each person making entry
J. Atmospheric monitoring instrument
1.
Consider minimum of one instrument for each
entry team

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K. Lighting
1.
Explosion proof or intrinsically safe and rated
for the type of atmosphere being entered
2.
Primary and back-up lighting equipment should
be required for each rescuer
a)
Examples
1)
Headlamp, flashlight, chemical light
stick
L. Communications system
1.
Portable radios, hardwire, sound powered, or
acoustic system
2.
Explosion proof or intrinsically safe and rated
for the type of atmosphere being entered
PPT 7-4
II. LEVELS OF CHEMICAL PROTECTIVE CLOTHING
A. Level A
1.
Self-contained breathing apparatus (SCBA)
2.
Fully-encapsulating, vapor proof chemical
resistant suit
3.
Inner chemically resistant gloves
4.
Outer chemically resistant gloves
5.
Chemically resistant boots with steel toe and
shank
6.
Two-way radio communication
B. Level B
1.
SCBA
2.
Chemical resistant clothing
3.
Inner chemically resistant gloves
4.
Outer chemically resistant gloves
5.
Chemically resistant boots with steel toe and
shank
6.
Two-way radio communication
C. Level C
1.
Full face air purifying respirator (APR)
2.
Chemical resistant clothing
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3.
4.
5.

Inner chemically resistant gloves

Outer chemically resistant gloves
Chemically resistant boots with steel toe and
shank
D. Level D
1.
Structural fire fighting turnout clothing
2.
No respiratory protection
3.
Should not be worn in areas where in areas
where respiratory or skin hazards exist
PPT 7-5
III. RESPIRATORY PROTECTION
A. Atmospheric hazards are responsible for 65 percent of
the deaths that occur in confined spaces
B. Identifying hazardous atmospheres and wearing
appropriate respiratory protection allows rescuers to
enter confined spaces safely
C. Personnel who wear respiratory protection are required
to comply with Title 8, California Code of Regulations,
5144, Respiratory Protection
PPT 7-6
IV. SELF CONTAINED BREATHING APPARATUS
A. Typical air supply is 30 minutes to 60 minutes
B. Big and bulky, presents a large rescuer profile that may
restrict rescuer movement in a confined space
C. Air cylinder on the back makes it difficult for the rescuer
to enter through small diameter openings
D. Rescuer operational time in the confined space needs
to be monitored closely when using SCBA
E. Some SCBAs connected to a supplied air system
F. Positive pressure SCBA systems should always be
used for rescue work
PPT 7-7
V. SUPPLIED AIR RESPIRATOR (SAR) WITH ESCAPE
CYLINDER
A. Respirator connected to a remote air source
B. NIOSH requirements limit airline length to 300 feet from
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PRESENTATION

C.
D.
E.

F.

APPLICATION

regulated air source to rescuer

Typical air supply is 30 to 60 minutes per cylinder
Escape cylinders must be worn with SAR when
entering an IDLH atmosphere
An Air Supply Officer supervisor must monitor the air
supply and change cylinders when necessary to allow
longer working times
Escape cylinders are available in a variety of sizes
1.
Typically 5, 10 or 15 minutes
PPT 7-8

VI. AIR PURIFYING RESPIRATORS (APR)

A. Air is inhaled through filters or cartridges that filter
chemical contaminant
B. Filters and cartridges are available for a variety of
dusts, vapors and mists
1.
The atmospheric hazard must be identified and
the proper filter/cartridge selected
C. Cartridges have service life and must be replaced
periodically
1.
Cartridges can become saturated quickly in
atmospheres with high contaminant
concentrations
D. APRs only filter contaminates from the atmosphere
1.
Do not use APRs in IDLH atmospheres
2.
Do not use in atmospheres containing less
than 19.5 percent oxygen
E. Hazardous atmospheres must be monitored
continuously when using APRs
F. Not recommended for use in confined space rescue
work because of limitations
PPT 7-9
VII. RESPIRATOR PROTECTION FACTOR
A. Respirators are rated by the protection they provide
B. Protection factor number is the ratio of contamination
concentration outside the face piece to the
contamination concentration inside the face piece

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C. ANSI recommends that SCBA have a protection factor

of 10,000
D. Personnel who wear respiratory protective devices
must be fit tested for the specific type of respiratory
protection being used
PPT 7-10
[Link] 8, CALIFORNIA CODE OF REGULATIONS (CCR),
5144, RESPIRATORY PROTECTION REQUIREMENTS
A. Employers are required to establish a written
Respiratory Protection Program when employees are
required to wear respiratory protection at work
B. Required elements of a written Respiratory Protection
Program
1.
Respirator selection
2.
Medical evaluation
3.
Fit testing
4.
Use of respirators
5.
Maintenance and care of respirators
6.
Breathing air quality (Grade D) must be used
when SCBAs are used
7.
Training and information
8.
Program evaluation
PPT 7-11
IX. SUMMARY

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Personal Protective Equipment

Module 1 Lesson Plan 7

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SUMMARY:
A confined space rescue operation is one of the most dangerous types of rescue situations
firefighters may be called upon to mitigate. By having the proper equipment and training, firefighters are more likely to accomplish a confined space rescue safely and efficiently.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 7 in order to prepare yourself for the upcoming test. Study for our next
session.

January 2008

Personal Protective Equipment

Module 1 Lesson Plan 7

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TOPIC:

8: Phases of Confined Space Rescue

TIME FRAME:

0:30

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter, the student will describe the

order and phases of confined space rescue.

Enabling Learning
Objective:

1. Describe Phase I, Preparation; including rescue team

evaluation, equipment evaluation, personnel evaluation,
preplan hazard analysis and incident management
2. Describe Phase II, Assessment; including approach
assessment and resource assessment
3. Describe Phase III, Pre-Entry Operations; including survival
profile of the victim, improving survival profile of the victim, site
safety, hazard control and pre-entry briefing
4. Describe Phase VI, Entry and Rescue Operations;
including Rescue Group Supervisor, Attendant, Entrant and
Back-up Entrant, other team positions, entry and extrication
5. Describe Phase V, Termination; including accountability of
personnel, retrieval of equipment, critique and documentation

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 8

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

January 2008

Phases of Confined Space Rescue

Module 1 Lesson Plan 8

Page 1

STATE FIRE

CONFINED SPACE RESCUE TECHNICIAN

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 8

PREPARATION:

Up to this point we have identified the regulations pertaining to

working in confined spaces, the associated hazards, hazard
mitigation techniques and equipment required. Once we have
this knowledge, we can start to enter confined spaces to train
and perform rescue. This lesson plan reviews the five phases
of rescue and the components of each phase. The incident
command system is covered in detail and includes positions
unique to confined space incidents.

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PRESENTATION

APPLICATION

PPT 8-1
I.

PHASES OF CONFINED SPACE RESCUE

PPT 8-2
A. Five Phases
1.
Phase I: Preparation
2.
Phase II: Assessment
3.
Phase III: Pre-Entry Operations
4.
Phase IV: Entry and Rescue Operations
5.
Phase V: Termination
PPT 8-3

II. PHASE 1: PREPARATION

A. Steps involved
1.
Rescue team evaluation
2.
Equipment evaluation
3.
Pre-planning (Hazard analysis)
4.
Personnel evaluation
5.
Incident Management
III. RESCUE TEAM EVALUATION
A. Does the team understand and conform to CAL-OSHA
and NFPA standards?
B. Does the team have enough personnel?
C. Does the team have enough equipment?
IV. EQUIPMENT EVALUATION
A. Minimum equipment to perform rescue
1.
Respiratory protection
a)
SCBA or SAR
b)
One for each member of the entry team
and back-up team
c)
One for the victim (optional)
2.
Cascade air system or extra air bottles
3.
Ventilation equipment
4.
Atmospheric monitors
5.
Lock out/Tag out kit

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PRESENTATION

6.
7.
8.
9.
10.
11.

12.
13.

APPLICATION

Personal protective equipment

Explosion proof lighting
Communication system
Rope, harnesses, hardware
Patient packaging and removal equipment
Fall protection / Removal equipment
a)
Tripod
b)
Davit mount
c)
Cable winch
Personnel accountability system
Tactical worksheets
PPT 8-4

V. PRE-PLANNING (HAZARD ANALYSIS)

A. Pre-plan to identify potential rescue sites
1.
Locations that routinely perform confined
space entry
2.
Special projects that involve confined spaces
3.
High hazard potential areas like water or
sewage treatment facilities
B. Contact site representatives and determine
1.
Special hazards
2.
Chemical processes
3.
Location, access, air supply problems
VI. PERSONNEL EVALUATION
OH How do we
evaluate our personnel to
determine if they are
suitable for a confined
space entry?
A. Need to evaluate personnel to determine if they are
suitable for this work
B. Rescue personnel need to have the same knowledge
as the work entry personnel and be trained in rescue
operations
C. Evaluation can bring to light problems with
January 2008

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PRESENTATION

APPLICATION

claustrophobia
PPT 8-5
VII. INCIDENT MANAGEMENT
A. The Incident Command System (ICS) is the framework
for managing any incident
B. Prior training in ICS is important so everybody knows
where they fit into the system
C. ICS covers all phases of the rescue operations
D. Small incidents can be managed by one person
wearing all the hats
E. The ICS expands as the incident grows to maintain an
efficient span of control
F. Incidents that have more than one agency responsible
are managed by Unified Command
G. Positions that may need to be filled on a large scale
incident include
1.
Incident Commander
2.
Command Staff
a)
Safety Officer
b)
Information Officer
c)
Liaison Officer
3.
Section Chiefs
a)
Planning
b)
Finance
c)
Logistics
d)
Operations
H. Under Operations Chief you find
1.
Rescue Group Supervisor
2.
Attendant
3.
Ventilation
4.
Entry Team
5.
Back-up Team
6.
Rigging Team
7.
Decon

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PRESENTATION

8.

APPLICATION

Medical Group
PPT 8-6

VIII. PHASE 2: ASSESSMENT

A. Assessment is the first operational phase of a confined
space rescue
B. Managing this incident requires that the ICS frame
work be in place as soon as possible
C. Assessment is divided into 2 Phases
1.
Approach Assessment
2.
Resource Assessment
IX. APPROACH ASSESSMENT
A. Review any pre-plans while responding
B. At scene determine
1.
What is the problem
a)
Number of victims
b)
Point last seen
2.
What type of space is it?
3.
What is the space used for?
4.
What product is being stored in this area?
a)
What are the hazards of this product?
b)
Is there a viscous or heated material?
c)
What residue is possible?
d)
Is there an engulfment potential?
5.
Are there any other hazards?
a)
Electrical?
b)
Mechanical?
c)
Stored energy?
d)
Biological?
6.
Where are the entry and exit points?
7.
Evaluate the survivability profile (rescue vs.
body recovery)
X. RESOURCES ASSESSMENT
A. Evaluate information received during approach
assessment
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APPLICATION

B. Develop initial plan

C. Evaluate on-site resources and those still responding to
determine if additional resources are needed
D. Request additional resources immediately
PPT 8-7
XI. DOCUMENTATION
A. Before entering a permit-required confined space it is
necessary to document that all necessary measures to
make the space safe have been completed
OH How do we make
the space safe?
B. This documentation is made on a Permit
C. The permit is endorsed by the Entry Supervisor and
posted at the entry portal or otherwise made available
for entrants to see
D. The duration of the permit must not exceed the time
required to complete the job
E. There is no established format for a permit, but a
permit must contain the following minimum information
1.
The space to be entered
2.
The purpose for entry
3.
Date and duration of the permit
4.
Names of authorized persons involved
a)
Entrant(s)
b)
Attendant(s)
c)
Entry Supervisor
5.
List of hazards and acceptable entry conditions
6.
List of hazard controls necessary before any
entry
7.
Special protective equipment and tools
required
8.
Atmospheric test readings
9.
Who the rescue service is and how to contact
them
10. Communications procedures to be used

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PRESENTATION

APPLICATION

11.
12.

Any other pertinent information specific to entry

Other permits necessary for the authorized
work
a)
Hot work
b)
Safe work permit
F. The permit shall be cancelled by the supervisor when:
1.
The entry operations have been completed
2.
A condition not covered by the permit occurs
OH What is an example
of a condition that would
cause the permit to be
cancelled?
G. Permits must be retained for at least 1 year to facilitate
the review of the permit space program
H. Any problems encountered during an entry operation
shall be noted on the pertinent permit
PPT 8-8
XII. PHASE 3: PRE-ENTRY OPERATIONS
A. Preparation is made for entry into the space
B. Evaluate the information gathered in the assessment
phase to determine the tasks that will need to be done
C. Control the hazards
1.
Make the general area safe
2.
Make the rescue area safe
XIII. MAKING THE GENERAL AREA SAFE
A. Establish perimeter
1.
Exclusion Zone (Hot zone)
a)
Restricted to key personnel only
2.
Contamination Reduction Zone (Warm zone)
a)
May not have if no decontamination is
needed
3.
Support Zone (Cold zone)
a)
Scene support
B. Establish ventilation
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PRESENTATION

APPLICATION

C. Assign entry and egress points

D. Eliminate ignition sources
PPT 8-9
XIV.
A.
B.
C.
D.
E.
F.

MAKING RESCUE AREA SAFE

Assign personnel to all the needed positions
Lock out/ tag out/ block out procedures
Ventilate the space
Establish a personnel accountability tracking system
Establish communication plan
Provide for entry support
1.
Pre-entry medical screening
2.
Fluid hydration
PPT 8-10

XV. PRE-ENTRY BRIEFING

A. Prior to entering a confined space the rescue team
needs to be briefed on the following
1.
Rescue objective
2.
Emergency procedures in the event of a
problem
3.
Rescue team chain of command
4.
Time limits
5.
Hazards in the space
6.
Signs and symptoms of exposure to hazards
B. Once the hazards have been controlled and the
briefing given the entry supervisor shall endorse the
completed permit, authorizing entry
PPT 8-11
XVI.
PHASE 4: ENTRY AND RESCUE OPERATIONS
A. Entry and rescue operations include
1.
Placement of teams
2.
Reconnaissance
3.
Location of victims
4.
Removal of victims
5.
Removal of entry personnel
January 2008

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PRESENTATION

APPLICATION

B. No entry shall begin until all the pre-entry requirements

have been fulfilled
XVII. DUTIES OF THE RESCUE GROUP SUPERVISOR
A. Rescue group supervisor reports to the IC (or Ops
Section Chief if created)
B. Coordinates all aspects of
1.
Entry
2.
Extrication
3.
Removal of victims
4.
Removal of entry personnel
PPT 8-12
XVIII. DUTIES OF THE ATTENDANT
A. Attendant reports to the Rescue Group Supervisor
B. Continually monitors the atmosphere and records
readings on permit or tactical worksheet
1.
Evaluate readings to determine adequate
ventilation
C. Maintains log of entry teams and the time entered and
exited the space
D. Communicates the progress and needs of the Entry
Team to the Rescue Group Supervisor
E. Primary duty is to communicate with and maintain
safety of entrants
PPT 8-13
XIX.
A.
B.
C.
D.
E.

ENTRY TEAM DUTIES

Work as a team and communicate actions
Communicate with Attendant
Manages air-lines and assist with their movement
Use tag lines to mark forward progress
Be aware of hazards
1.
Elevation
2.
Unstable footing
3.
Machinery
4.
Electrical hazards

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5.
Engulfment hazards
F. Accomplish primary task
G. Brief other teams going in to complete tasks you have
started
1.
Location and status of victims
2.
Specific hazards
3.
Work you have completed
4.
Update on configuration of the space
H. Once the victim has been located
1.
Coordinate movement with Rigging Team
2.
Immobilize C-Spine, if required
3.
Decide on extrication techniques
4.
Assist in moving the victim through small
openings
a)
Try to avoid being blocked in by the victim
PPT 8-14
XX. DUTIES OF THE BACK-UP TEAM
A. Safety stand-by team for entry team
B. Fully prepared for immediate entry
1.
Personal protective equipment
2.
Respiratory protection
3.
Required equipment
C. Normally not involved in other support functions
D. Replaced by additional back-up personnel if they enter
the space
PPT 8-15
XXI.
RIGGING TEAM
A. Report to the Rescue Group Supervisor and obtain a
briefing
B. Determine the entry and retrieval system to be used
1.
Rope and pulley system
2.
Winch system
3.
High point anchor system
C. Provide equipment to the entry team
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D. Operate the entry and retrieval systems

E. Coordinate activities with the attendant
PPT 8-16
XXII. OTHER POSITIONS
A. Safety Officer
B. Medical group
1.
Medical personnel staged to receive patient
2.
Be ready to provide medical support to rescue
personnel
3.
Provide medical monitoring when entry team
exits the space
4.
Provide fluid hydration
5.
Transfer victim information to EMS personnel
a)
Location
b)
Surroundings
c)
Condition when found
d)
Present condition
e)
Other pertinent information
C. Decontamination Group
1.
Decontaminate victims, personnel and
equipment as necessary
D. Logistics Chief
1.
Coordinate logistics with IC and the Operations
Chief
E. Air Supply
1.
Monitor air supply
2.
Change bottles as needed
3.
Request re-supply of filled air bottles as
needed
PPT 8-17
XXIII. PHASE 5: TERMINATION
A. After victims and entry personnel have exited the space
document the exit time
B. Debrief entry personnel on

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1.
Location and position of the victim
2.
Surroundings in which the victim was found
3.
Specific problems encountered
4.
Any additional information for documentation
C. Entry personnel to Rehab
1.
Post incident monitoring
2.
Hydration
D. Consider Critical Incident Stress Debriefing for all
personnel involved
PPT 8-18
E. Take care of equipment needs
1.
Inventory all equipment
2.
Account for damaged equipment
3.
Clean, maintain, log, restock equipment
F. Have responsible party secure the space until
investigation is complete
G. Plan for post incident analysis
H. Cancel entry permit and file
I. Notify Cal OSHA if a death or serious injury is involved
PPT 8-19
XXIV.

SUMMARY

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SUMMARY:
Confined space rescues, like all rescues, have a set of phases they will go through. In this
lesson we have outlined five separate phases; Preparation, Assessment, Pre-entry
Operations, Entry and Rescue Operations, Termination. We can provide safety for our
rescue personnel by performing rescues in accordance with these phases. We have also
discussed the roles and responsibilities of rescue team members, the confined space rescue
group and how each functions within the incident command system.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 8 in order to prepare yourself for the upcoming test. Study for our next
session.

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TOPIC:

9: Rescue Rope and Related Equipment

TIME FRAME:

1:00

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1983 &1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter, individuals will describe their

knowledge of rope standards, equipment (to include use,
inspection and care), knots, anchors, system safety factors
and basic theoretical mechanical advantage.

Enabling Learning
Objective:

1. Describe the standards and regulations that pertain to

confined space rescue.
2. Describe the SI system and key terms used.
3. Describe the rope rescue equipment that may be used
during a confined space rescue.
4. Describe a static system safety factor and what it means.
5. Demonstrate the ability to correctly tie the knots used in a
confined space rescue.
6. Demonstrate the correct way to operate the Tandem Prusik
Belay.
7. Demonstrate the ability to correctly assemble and operate
simple, compound and complex mechanical advantage
systems.

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 9

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

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Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9
NFPA 1983: Standard on Line Safety Rope and Equipment
for Emergency Services, 2006 ed.

PREPARATION:

Rescue rope and its related equipment will be used in some

form at almost every confined space rescue. Knowing the
capabilities and limitations of this equipment, how to tie
various knots, and how to combine equipment to build systems
will increase the speed and safety in which a rescue is
performed. If however, the equipment is used incorrectly, the
victim as well as the rescuers can be quickly injured or killed.

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PPT 9-1
I.

STANDARDS AND REGULATIONS

PPT 9-2

A. Rescue equipment standards come from several

sources
1.
National Fire Protection Association (NFPA)
a)
Consensus Standards
b)
Voluntary compliance, except when
referenced by OSHA
2.
ASTM International
a)
Consensus Standards
b)
Voluntary compliance
c)
Currently have several rescue related
standards
3.
American National Standards Institute (ANSI)
a)
Private sector standards coordinating
center
b)
Consensus standards
c)
Voluntary compliance except when
referenced by OSHA in the regulation
4.
Occupational Safety and Health Administration
(OSHA)
a)
Federal Law
b)
Mandatory compliance unless
superseded by state law
c)
No specific rope rescue regulations
5.
California Department of Industrial Relations /
Division of Occupational Safety and Health
(CAL/ OSHA)
a)
State Agency
b)
Mandatory Compliance
c)
Must meet of exceed federal regulations
d)
No regulation on rope rescue
II. METRIC SYSTEM
A. The Metric System is called SI in all languages
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B. Standard measurement in identification of rescue

equipment
C. Advantage of SI is that there is only one unit for each
physical quantity:
1.
Meter for Length
2.
Kilogram for Mass
3.
Second for Time
4.
Newton for Force
D. Definitions related to strength ratings
1.
Weight
a)
Weight is a force
b)
It is the product of a bodys mass
multiplied by acceleration due to gravity
and is expressed in Newtons
2.
Newton
a)
Metric unit for force
b)
Force that accelerates a 1 kg mass to 1
m/s2
Expressed as N
c)
3.
Pound/force
a)
US value for force
b)
Expressed as lbf
4.
Mass
a)
Amount of matter of a physical body
b)
Measure of a bodys resistance to
acceleration
c)
Measured in kilograms
5.
Kilogram
a)
Metric value for mass
b)
Equal to 1000 grams or 2.2 pounds
c)
Expressed as kg
6.
Pound
a)
US value for mass
b)
Expressed as lb

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7.

Kilo Newton
a)
1,000 Newtons
b)
Appx. 220 lbs
c)
Expressed as kN
8.
Acceleration of gravity
a)
Varies over the earth
b)
Between 9.77 and 9.83 meters per
second squared (m/s2)
c)
Round to 10 for easy math
9.
100 kg (mass) x 10 (acceleration of gravity) =
1,000 Newtons or 1 kN
10. 1 kN = 220 lbf
11. Load
a)
Either mass or force depending on use
III. EQUIPMENT DESCRIPTIONS AND CAPABILITIES
PPT 9-3
A. Software
1.
Rope
2.
Webbing
3.
Prusik loop
4.
Anchor strap
5.
Load release strap
6.
Commercial harness
B. Hardware
1.
Carabiner
2.
Anchor plate
3.
Gibbs ascender
4.
Figure eight plate
5.
Brake bar rack
6.
Edge protector
7.
Pulley
IV. ROPE
A. Use

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1.
Raise, lower, belay
B. Construction
1.
Kernmantle design
a)
Kern (core) is appx. 75% of rope strength
1)
Nylon or polyester
b)
Mantle (sheath) is remainder
c)
Mantle can be nylon or polyester
2.
Block creel
3.
Shall be constructed of virgin fiber
4.
Nylon
a)
Most common
b)
Static and low stretch used for rescue
5.
Static a rope with a maximum elongation of
6% to 10% of its minimum breaking stretch
6.
Low stretch a rope with an elongation greater
than 6% and less than 10% at 10% of its
minimum breaking strength
7.
Polyester
a)
Relatively new
b)
Has a polyester sheath and core
c)
Extremely low stretch, less than 1% at
300 lbs
d)
Referred to as high tenacity polyester
(HTP)
C. Specifications (General Use)
1.
Strength per NFPA 1983 (2006 ed.)
a)
40 kN (8,992 lbf) = minimum NFPA rating
b)
600 pound working load
2.
Diameter - 12.5 mm (1/2 inch)
D. Care
1.
Rope bag
a)
Rope is stuffed into bag, not coiled, for
ease of deployment
1)
Keeps rope clean

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2.
3.
V. WEBBING

APPLICATION

2)
Protects from ultra violet rays
Wash per manufacturers recommendations,
ASTM F-1740
Refer to ASTM F-1740 for inspection
PPT 9-4

A. Use
1.

Anchor slings, lashing and constructing a load

releasing hitch
B. Construction
1.
100% Nylon
2.
Needle loom
C. Specifications
1.
One inch wide
2.
Strength 17 kN (4,000 lbs)
3.
Length
a)
Green 5
b)
Yellow 12
c)
Blue 15
d)
Orange 20
D. Care
1.
Same as rope
VI. PRUSIK LOOP
NOTE: NFPA 1983 refers to as a Rope Grab Device
A. Use
1.
Pulling cam
a)
Pulls the rope into motion
2.
Braking cam/ratchet/progress capture device
a)
Allows rope to move in one direction
B. Construction
1.
Diameter 8mm cord
2.
Length
a)
When used in tandem prusik belay one
56 inches and one 70 inches
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3.
Length dependant on pulley size and type
VII. ANCHOR STRAPS
NOTE: NFPA 1983 refers to as Portable Anchor Device
A. Use
1.
Make quick, strong anchors for attaching ropes
and systems
B. Construction
1.
Sewn 1 flat nylon webbing with metal D
rings on each end
C. Specifications (General Use)
1.
Strength per NFPA 1983 (2006 ed.)
a)
Minimum 45 kN (10,120 lbf) without
failure
2.
Length
a)
Can be purchased in various lengths
b)
Also sold in an adjustable configuration
NOTE: Consider the use of quick links instead of carabiners
to avoid tri-axial loading
VIII. LOAD RELEASE STRAP
NOTE: NFPA 1983 refers to as Auxiliary Equipment
A. Use
1.
Used whenever a ratchet or tandem prusiks
are placed in a system
2.
Allows a ratchet under tension to be released
without removing the load
B. Construction
1.
Flat webbing
C. Strength
1.
Per NFPA 1983 kN (8,093 lbf)
IX. COMMERCIAL HARNESS
A. Made from sewn flat webbing
B. After harness is adjusted, buckles should be tied off
using an overhand knot
C. When used for fall protection and confined space work
meets OSHA criteria
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1.
2.

Must be full body harness

Must have a point of attachment so that when
retrieved, entrant is in smallest possible profile
D. Harnesses are divided into three categories:
1.
Class I Harness that fastens around waist
and around thighs, or under buttocks, and
designed to be used for emergency escape
with a design load of 1.33 kN (300 lbf)
2.
Class II Harness that fastens around waist
and around thighs, or under buttocks, and
designed for rescue with a design load of 2.67
kN (600 lbf)
3.
Class III Harness that fastens around waist
and around thighs, or under buttocks, and over
shoulders, and designed for rescue with a
design load of 2.67 kN (600 lbf)
a)
Class III harness can consist of one or
more parts
X. CARABINERS
NOTE: NFPA refers to as Auxiliary Equipment
A. Use
1.
Attach hardware to hardware and hardware to
software
B. Construction
1.
Steel or aluminum
2.
Locking, non-locking, or auto locking
a)
Only locking should be used
b)
Oval, D, or modified (pear)
c)
D shape is stronger since the shape
causes more of the load to be carried by
the spine of the Carabiner
3.
Carabiners should not be chained or stacked
a)
Twisting can side load the carabiner
C. Specifications
1.
Per NFPA 1983 (2006 ed.)
2.
40 kN (8,992 lbf) when loaded along major axis

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with gate closed

3.
11 kN (2,473 lbf) when loaded along major axis
with gate open
4.
11 kN (2,473 lbf) when loaded along the minor
axis
XI. ANCHOR PLATE
PPT 9-5
NOTE: NFPA refers to as Auxiliary Equipment
A. Use
1.
Collection point for attaching different pieces of
equipment
2.
Holes allow each piece of equipment to have
its own attachment point
3.
Used with the RPM rigging system
B. Construction
1.
Aluminum or steel
C. Specifications
1.
Per manufacturer
XII. MECHANICAL ASCENDERS
NOTE: NFPA refers to as Auxiliary Equipment
A. Use
1.
Pulling cam
a)
Pulls the rope into motion
2.
Breaking cam
a)
Stops the rope from moving
b)
Not recommended
3.
Ascender
a)
Ascend up a fixed line
B. Construction
1.
Aluminum or steel
2.
Sleeve
3.
Cam
4.
Pin
5.
Spring loaded optional
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C. Specifications
1.
Per NFPA 1983 (2006 ed.)
2.
Tested in manner of use without damage to
device or rope
D. Cautions
1.
Neither Gibbs nor Rock Exotica recommend
their products to be used for belay systems
2.
Gibbs new rescue model #3 will begin to
damage rope at 3,000 lbs. Other Gibbs
models will damage rope at lower loads
XIII. DESCENDERS
NOTE: NFPA 1983 (2006 ed.) refers to as Descent Control
Device
A. Use
1.
Lower
2.
Rappel
B. Types
1.
Figure eight plate
a)
Aluminum or steel
b)
With or without ears
2.
Brake bar rack
a)
Aluminum, steel, or titanium bars
1)
Aluminum bars

2)

3)

January 2008

More friction

Streaking of rope

Wears out faster

Steel bars

Less friction

Faster rappel/lower

No streaking of rope
Titanium bars

Hightest strength to weight

ratio

Friction between steel and

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aluminum
b)
c)

High heat dissipation

Rack can add and subtract friction during
use
Rope runs straight through the rack
greatly reducing twisting of rope

C. Construction
1.
Steel rack
a)
Straight or twisted eye
D. Specifications
1.
Six bar minimum
a)
One top bar with training groove, some
now include a tie off bar
b)
Second bar is 1 with straight slot, known
as an idiot bar
1)
Prevents reeving rack incorrectly
c)
Bars 3-6 are 7/8 bars with angled slots
2.
22 kN (4946 lbf) without damage to device or
rope
XIV.
EDGE PROTECTION
A. Use
1.
Protect rope and webbing from abrasion and
sharp edges
a)
Moving rope should have edge rollers or
pulleys
b)
Fixed lines can be padded with anything
that will soften the bends where a rope
goes over an edge
c)
Webbing has a larger surface area than
rope, so edge protection is especially
critical
XV. PULLEYS
A. Use
1.
Change the direction of a rope (can become a
force multiplier)
2.
Provide mechanical advantage
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B.

C.

D.

E.

F.

APPLICATION

3.
Tend prusiks (prusik minding pulley)
Construction
1.
Aluminum or steel side plates
2.
Aluminum alloy wheels
3.
Sealed ball bearing or,
a)
Oilite bushing
b)
Needle bearing
4.
Becket (bottom attachment hole)
Specifications
1.
Sizes - 2, 3, or 4
2.
diameter rope usage
Types
1.
Prusik minding
2.
Rescue
3.
Knot passing
Pulley theory
1.
Fixed pulley
2.
Class 1 lever
3.
Fulcrum located at the pin in the center of the
sheave
4.
Distance from the pin to where the rope leaves
the sheave on the load side is equal to the
distance from the pin to where the rope leaves
the sheave on the effort side
5.
Two lever arms are equal resulting in 1:1
mechanical advantage
Moving pulley
1.
Class 2 lever
2.
Fulcrum is located on the edge of the sheave
below the anchor point
3.
One lever arm extends from the fulcrum to the
pin
4.
The other extends from the fulcrum to the point
the rope leaves the sheave and goes to the
effort

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5.

This lever arm is twice as long as the first

resulting in 2:1 mechanical advantage
G. Specifications
1.
Per NFPA 1983 (2006 ed.)
2.
General use rated at 36 kN (8093 lbf)
3.
Becket rated at 19.5 kN (4383 lbf)
XVI.
STATIC SYSTEM SAFETY FACTOR (SSSF)
PPT 9-6
A. Safety factor
1.
Ratio of the breaking strength of an item and
the maximum expected load
B. The strength of the weakest link in a system, divided by
the load is the actual Static System Safety Factor
C. Systems can have different SSSF throughout
D. To date there is no universal standard for a safety
factor
1.
Some mountain rescue teams use a 4:1 SSSF
2.
Some rescue organizations have considered a
10:1 SSSF
3.
NFPA uses a 15:1 safety factor for life safety
ropes to have a G rating
a)
This 15:1 ratio was never intended for the
entire system
E. Failure of some part of a system can suddenly make a
system dynamic
1.
Tests show that dynamic loading greatly
increases the loads on a system
2.
Dividing the minimum breaking force by
maximum dynamic force determines the
Dynamic System Safety Factor
3.
Actual dynamic forces are impossible to predict
F. Proper management of a rescue system will keep loads
at a manageable level
XVII. OTHER EQUIPMENT CONSIDERATIONS
A. Marking equipment
1.
Each piece of equipment should be marked
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a)
Inventory
b)
History
2.
Marking may show
a)
Ownership
b)
In-service date
c)
Manufacturer
d)
Rope end
e)
Identification number
3.
Write on nylon products with a laundry marking
pen
a)
Sanford Rub-a-Dub marking pen
4.
Hardware can be marked with tape, paint or
permanent marker
a)
Some manufacturers advise against
using stamps or electric pencils
B. Equipment inspection
1.
Rope - (3 parts, visual, tactile, rope log
inspection)
a)
Damage, i.e. hard spots, soft spots,
lumps, bumps, abrasions, discoloration,
melted or glazed spots and staining
b)
Visually inspect and feel rope for damage
1)
Putting the rope under tension can
help feel irregularities
c)
Check rope log for previous entries
2.
Webbing
a)
Check the same as rope for irregularities
b)
Check for faded colors from over
exposure to the sun
c)
Damage to webbing is less tolerable than
damage to rope
1)
Webbing has much larger surface
area
3.
Carabiners
a)
Inspect

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1)
Dents/burns
2)
Rust
3)
Proper gate function
4)
Proper lock function
4.
Mechanical ascenders
a)
Inspect
1)
Worn cam teeth
2)
Egg shaped hole for pin placement
3)
Cracks around holes for pin
placement
4)
Worn cam or chain holding pin and
cam sleeve
5.
Pulleys
a)
Inspect
1)
Proper movement of side plates and
sheave
2)
Egg shaped attachment holes
indicate the pulley has been over
stressed
3)
Tightness of nuts or bolts holding
pulley together
6.
Descenders
a)
Inspect
1)
Wear
2)
Cracks
3)
Distortion
4)
Nicks
5)
Sharp spots
6)
If 15% of the material is worn away
at any spot, retire the descender
C. Equipment logs
1.
Each piece of rescue equipment should have a
log
2.
Log should document
a)
Type of equipment
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b)
Number
c)
Manufacturer
d)
Size
e)
Model
f)
Serial number
g)
Color
h)
Date placed in-service
i)
Every use
j)
Who inspected
k)
Comments of damage or wear
D. Washing equipment
1.
Equipment should be kept clean
2.
Wash rope and webbing in a washing machine
with a mild soap solution
3.
Add a small amount of fabric softener
a)
Replaces lubricant that rope loses during
use and washing
4.
Hardware should be washed in warm soapy
water, rinsed and dried
E. Retiring equipment
1.
Retire any equipment with obvious damage
2.
Retire equipment without obvious damage if
you suspect a problem
3.
Permanently mark any retired equipment
4.
ASTM F-1740 recommends 10 year shelf life
for rope regardless of use
XVIII. KNOTS
A. What makes a good knot
1.
Strong - efficient
2.
Easy to tie
3.
Easy to identify
4.
Easy to inspect
a)
To make sure it is tied correctly
5.
Easy to untie after loading

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PRESENTATION

APPLICATION

6.
Easy to learn
B. Knot efficiency
1.
Rope strength is based on tests that pull on a
straight rope until it breaks
2.
Bends in a rope reduce the rope strength
a)
In a bend all of the rope fibers are not
being loaded equally
3.
Tighter bends weaken a rope more
4.
Knots can be rated on the rope strength that
remains after the knot is tied
a)
This is known as knot efficiency
C. Rules for knots
1.
Always tie clean knots
a)
Easier to inspect
b)
Stronger
XIX.
TYPES OF KNOTS
PPT 9-7
A. Overhand knot
1.
Used to tie off knots and in making other knots
B. Overhand bend (water knot)
1.
Used to tie webbing into loops or webbing
together
2.
Knot efficiency 64%
C. Half hitch
1.
Use to tie off webbing
D. Mariners knot
1.
Load release hitch (LRH) used to attach a
ratchet or belay to an anchor
E. Webbing Harness
1.
Used to tie a harness for a rescuer or
ambulatory victim
F. Double fisherman
1.
Used to tie the knot to form a prusik loop
G. Prusik

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PRESENTATION

APPLICATION

1.
Friction knot
H. Figure eight
PPT 9-8
1.

Used as a stopper knot and the basis for the

family of eights
I. Figure eight bend
1.
Used to tie two rope together
2.
Knot efficiency 81%
J. Figure eight on a bight
1.
Used to form a loop in a rope
2.
Knot efficiency 80%
K. Figure eight follow through loop
1.
Used to tie a rope around an anchor
L. Tensionless hitch
1.
Used to tie a rope to an anchor
2.
Knot efficiency 100%
XX. ANCHORS
PPT 9-9
A. Anchors
1.
A bomb proof, stationary, hold fast to which
rigging is attached
B. Anchors must be able to withstand high loads greater
than the load that is being lifted/lowered, hauled or
stabilized
C. Type of anchors
1.
Natural anchors
a)
Can be obvious or obscure
b)
Most frequently associated with wild
land environments, but can also have
urban applications
c)
Examples of natural anchors
1)
Trees
2)
Boulders
3)
Brush

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PRESENTATION

2.

APPLICATION

4)
Root systems
Artificial or manmade anchors
a)
In an urban catastrophe, rescuers must
be prepared to locate and/or rig
manmade anchors
b)
Examples of artificial or manmade
anchors
1)
Pitons
2)
Fire trucks
3)
Pipes
4)
Buildings
5)
Structural components
6)
Deadman
OH - What other
improvised anchors could
be utilized?

D. Selecting anchors
1.
Rescuers must give careful consideration to
the selection of any anchor(s) to be used in a
rescue system
2.
Ideally the rescuer should choose a single
bomb proof anchor if at all possible
3.
Other considerations include
a)
Purpose of the system
b)
Amount of load
c)
Direction of pull/ loading
d)
Strength of anchor
e)
Mass of anchor
f)
Contour of anchor
g)
Location of anchor
E. Methods of attaching to single point anchors
NOTE: The following anchor attachments are listed in order of
priority for use, with the method of attachment causing
the least stress on the rope or sling listed first
1.
Full strength tie off

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PRESENTATION

a)
b)
c)

d)

APPLICATION

Rope is wrapped around smooth surface

of pipe, pole, tree, etc.
Friction of rope against surface holds
rope in place with no other tie-off
Loose knots may need to be tied around
rope to keep gravity from unwinding it
form anchor
Caution
1)
Oily or greasy pole will damage end
of rope

Use webbing anchor sling as

alternative
2.
Multi-loop/ Wrap 3 pull 2
3.
Basket sling
4.
Single loop
a)
Nylon webbing
1)
Tied with an overhand bend (Water
Knot)
b)
Rope
1)
Tied with a figure eight bend
5.
Larks foot/ girth hitch
F. Multiple point anchors
1.
Situations may arise where rescuers will not be
able to utilize a single point anchor that is
adequate for work to be performed
a)
At such times rescuers will need to
develop and employ a multiple point
anchor
2.
Multiple point anchors consist of several
anchor points that are inadequate to serve as
single anchors by themselves, but when
properly rigger together are capable of bearing
expected load
3.
This type of anchor requires careful thought
and adequate rigging
4.
Number of points that can be utilized in a
multiple point system is theoretically limitless
January 2008

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PRESENTATION

APPLICATION

a)

However, practical application generally

calls for a two or three point system
NOTE: Discuss and demonstrate three types of multiple point
anchor systems
G. Examples of multiple point anchors
1.
Back tied or in-line anchor system
a)
Anchor points are in-line with rope
securing load
b)
Anchor points are tensioned together to
create strength in-line with anchor point
close to load
c)
Anchor points are tensioned together with
pretension back tie or pulley system
d)
Back tied or in-line anchor should remain
in-line with rope
1)
A shift from side to side may cause
one or more of the in-line anchors
points to fail due to overload starting
with anchor point closest to load
2.
Load distributing anchors (self equalizing)
a)
Centers system between two or more
anchors
b)
May solve problems caused by a load
shift
c)
Once full load is on system, friction is too
great to allow further shift
d)
Problems occur when one anchor point
fails
1)
Shift in system can shock load
remaining anchor point(s) and load
e)
Keep anchor legs as short as possible to
reduce shock load
H. Critical angle
1.
When utilizing load sharing or self-adjusting
multiple point anchor systems, it is necessary
to ensure that the load is divided equally
between the anchor points

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PRESENTATION

2.

APPLICATION

Regardless of the system chosen, there is an

additional consideration required to minimize
stress on the entire rigging
a)
Angles traced by the slings connecting
any two anchor points need to be as
small as possible
1)
The wider the angle the greater the
force on the anchors

3.

XXI.

A small angle of 25 between the sling material

create a force, on each side of the angle,
approximately equal to half of the weight of the
load
4.
An angle of 120 between sling material
creates a force on a single anchor point equal
to the whole load
a)
As the sling angle between anchor points
opens up, the resulting forces increase
dramatically
5.
Maximum field angle should be 90
RESCUE SYSTEMS
PPT 9-10

A. Belay system
1.
Used to provide an added margin of safety in
the event of primary system failure
2.
Consists of a second rope attached to a
separate anchor
3.
Two commonly used belay systems
a)
Tandem prusiks with a LRH
b)
Traverse 540 rescue belay (optional)
4.
Set up belay close to main line
a)
Prevents pendulum effect if main line fails
5.
Use different color rope
a)
Assists in communicating rope
commands
6.
Tandem prusik belay system

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PRESENTATION

APPLICATION

a)

Testing shows tandem, triple wrap, 8 mm

prusiks work best for holding large shock
loads
b)
Attach prusiks to load releasing hitch to
aid in releasing system in lowering
operating
7.
540 Rescue Belay
a)
Has a built in LRH
B. Lowering systems
1.
Most basic system to build and operate
2.
Utilizes eight a figure 8 plate or brake bar rack
attached to anchor
a)
Provides friction
3.
Consists of main line friction and belay line with
tandem prusiks or a 540
4.
Load is lowered on main line
5.
Belay line kept slightly slack
a)
Belay line not helping carry load
b)
No excess slack that could shock load
belay system in event of main system
failure
C. Raising systems
1.
Mechanical advantage system of ropes,
pulleys and ratchet used to raise loads
a)
Pulley can be either a change of direction
(force multiplier) or mechanical
advantage
1)
Fixed pulley
2)

2.

January 2008

Change of direction
Traveling pulley

Mechanical advantage
b)
Ratchet is a gain saver in system and
keeps load from being lowered back
down
System consists of a mechanical advantage
system and a belay system
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PRESENTATION

APPLICATION

D. Pulley systems
1.
Simple system
a)
All moving pulleys are moving at the
same speed as load
b)
Most common is 3:1 Z rig
c)
Others include 2:1 and 4:1 for use with
tripods, davits, and ladder systems
2.
Compound system
a)
Defined as one simple pulley system
pulling on another pulley system
b)
Simple systems are multiplied to become
compound
c)
Example
1)
A 2:1 pulling on a 3:1= 6:1
3.
Complex system
a)
System which has moving pulleys at
different speeds
1)
Not a series of simple systems
pulling on each other, but usually
contains at least one simple system
4.
Piggyback system
a)
Mechanical advantage (M/A) system that
is attached to a separate rope holding
load
5.
Calculating mechanical advantage (M/A)
a)
Only moving pulleys create additional
mechanical advantage
b)
Start at input end of haul line
1)
End where pulleys are working
2)
Unit of tension at this end will be 1
c)
This unit of 1 follows along rope until first
pulley is reached
1)
If 1 unit enter pulley, 1 unit must exit
2)
This leaves 2 units of tension at the
attachment point
d)
Continuing out of pulley, rope next enters
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PRESENTATION

e)

APPLICATION

and leaves a change of direction pulley

attached to the anchor
1)
Since this is a stationary pulley,
nothing is added to mechanical
advantage
2)
Therefore, the unit of 1 comes out of
pulley and moves down to where
the prusik is attached
This is where mechanical advantage is
gained
1)
1 unit meets 2 units and both are
added together yielding 3 units of
tension being applied directly to load
2)
When comparing 3 units of tension
at output end to 1 unit of tension at
input end, a 3:1 mechanical
advantage is produced
PPT 9-11

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SUMMARY:
A good working knowledge of rescue equipment, knots and system is vital to performing safe
and effective confined space rescue. Once you have the basic knowledge to the capabilities
and limitations of rescue equipment you will be able to combine this equipment to construct
basic systems. Two basic systems which will be frequently encountered include lowering
systems and raising systems. Lowering systems can lower a rescuer into a confined space or
act as fall protection for a rescuer who is climbing down a ladder. Raising systems can be
used to haul victims, rescuers and equipment out of a space.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 9 in order to prepare yourself for the upcoming test. Study for our next
session.

January 2008

Rescue Rope and Related Equipment

Module 1 Lesson Plan 9

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TOPIC:

10: High-Point Anchor Systems

TIME FRAME:

0:30

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter individuals will be able to

identify and describe common high point anchor devices and
their related mechanical advantage systems.

Enabling Learning
Objective:

1. Describe the use of a tripod including safe loading

considerations and common lifting devices
2. Describe the various davit arm devices and their
advantages and disadvantages
3. Identify and explain the correct operation of the selfretracting lifeline type fall protection devices
4. Describe the various types of ladder systems that may be
used as improvised high point for confined space rescue

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 10

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 10

January 2008

High Point Anchor System

Module 1 Lesson Plan 10

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PREPARATION:

January 2008

Accessing and extricating victims from confined spaces can

be a difficult task. Many times, suitable anchor points to attach
retrieval devices to are unavailable. Commercial retrieval
devices can assist by giving you a complete self supporting
system for lowering, raising and fall protection. These systems
are quick and easy to assemble and can be used with
commercial winches or with rope based rescue systems.

High Point Anchor System

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PRESENTATION

APPLICATION

PPT 10-1
I.

TRIPOD
PPT 10-2
A. Free standing devices used for entry, retrieval, and
rescue operations
B. Telescoping legs adjust to varying heights and angles
C. Designed to have the loads placed downward on the
legs or within the footprint of the tripod
1.
Commercial winches may be attached to the
legs
2.
Rope systems need to have the load applied
within the confines of the legs
PPT 10-3
D. Sizes vary based upon intended use and manufacturer
1.
9 12 suitable for rescue operations
2.
Ensure that all tripods meet the ANSI strength
requirements of 5,000 pounds
a)
This provides approximately a 350 pound
working load for the tripod
E. High-point anchor systems should utilize a retrieval, fall
protection, and/or mechanical advantage system
F. May also be used with rope based rescue systems
1.
Consider the loads that will be generated when
using the rope based rescue system
a)
A rope supporting a 200 pound person
going through a change of direction
pulley affixed to a tripod will generate
more than 400 pounds of force on the
tripod
b)
The same 200 pound load supported on a
2:1 mechanical advantage (MA) system
will generate more than 300 pounds of
force on the tripod
c)
The same 200 pound load supported on a
4:1 mechanical advantage (MA) system
will generate approximately 250 pounds
of force on the tripod

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PRESENTATION

APPLICATION

d)

2.

Always consider the allowable working

load for the tripod
Consider the use of a soft link or swivel to
eliminate twisting of rope systems and potential
side-loading of rope rescue hardware
PPT 10-4

II. DAVIT ARMS

A. Manufactured device used for lowering or retrieval work
B. Commonly found in industry
C. Can be free standing or used with a fixed mounting
device
D. Generally are shorter than tripods making it harder to
remove packaged victims from confined spaces
E. Generally used in conjunction with commercial winches
and fall protection devices
PPT 10-5
III. FALL PROTECTION SYSTEMS
A. Generally a self-retracting device attached to a highpoint anchor system
1.
Cable is attached to the person being
protected
2.
Generally, attached to a connection located
high on the back of the wearer
B. If a worker falls, the fall protection system is intended to
catch them
C. System can be reset by removing the load from the
system
D. Many incorporate an emergency retrieval winch
E. May have a load indicator mechanism on the hook or
winch housing to indicate if the device has sustained a
substantial load
Note: This lesson plan applies to no specific brand
and/or model of the equipment. It is important to
understand that there are numerous manufacturers
of similar equipment and it is essential that you
develop a presentation that applies to your specific
equipment
January 2008

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PRESENTATION

APPLICATION

Summary Powerpoint Slide

PPT 10-6

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SUMMARY:
High-point anchor systems can be a great asset at the rescue scene. They are quick and
easy to assemble and provide a self supporting system. These systems can be utilized with
commercial winches or rope based rescue systems. Remember that most of these devices
have a 350 pound working load. It is easy to generate more force than that using rope
rescue systems with a mechanical advantage. Know your load, your rope rescue systems
and how to calculate the load that will be placed on your high-point anchor system.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 10 in order to prepare yourself for the upcoming test. Study for our next
session.

January 2008

High Point Anchor System

Module 1 Lesson Plan 10

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TOPIC:

11: Communications

TIME FRAME:

0:30

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the conclusion of this chapter, individuals will describe

methods of communicating during a confined space rescue.

Enabling Learning
Objective:

1. Describe how to effectively communicate using a two way

radio.
2. Describe how to effectively communicate using rapping and
tapping signals,
3. Describe how to effectively communicate using light signals
4. Describe how to effectively communicate using rope
signals.
5. Describe how to effectively communicate using hand
signals.
6. Describe how to effectively communicate using a hard
wired communication system.
7. Describe how to effectively communicate using verbal
communications.

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 11

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise

None

Method of Instruction:

Facilitated format in a classroom environment

January 2008

Communications
Module 1 Lesson Plan 11

Page 1

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Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 11

PREPARATION:

It is imperative that confined space entrants and attendants

communicate throughout a confined space entry operation.
Only through the use of a communication plan can both
parties be aware of problems that may require evacuation of
the space. CAL-OSHA requires that a communications plan
allowing the entrant and the attendant to communicate be in
place before an entry begins. In addition, a back-up
communications plan should be identified prior to entry.
Techniques and equipment for communications vary. The
configuration of the space, ambient noise, and cost are just
some of the considerations when evaluating your options for
a communication plan.

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Communications
Module 1 Lesson Plan 11

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PRESENTATION

APPLICATION

PPT 11-1
I.

COMMUNICATIONS TECHNIQUES/EQUIPMENT
PPT 11-2
A. Battery operated portable radios
1.
Push to talk operations often become
cumbersome for entrants
2.
Voice activated operations can cause entrant
to hold frequency due to excessive
communication and background noise
3.
Ear/mike operations work well if fitted earpiece
is used
4.
Allows for two-way use and multiple users
5.
Tactical frequency should be identified for entry
6.
Reception/transmission can be undependable
in confined space operations
7.
Transmissions can be scanned by other parties
8.
Common equipment that we already have and
have trained on
9.
Portable radios can cause interference with
unshielded atmospheric monitoring equipment
10. Electronic equipment should be intrinsically
safe
B. Hard wire systems
1.
Push to talk, voice activated and conference
mode models are available
2.
Transmissions cannot be scanned
3.
Available in ear/mike, throat mike and in mask
mike options
4.
Available with single user at each end, multiple
user systems and talk box speaker systems
5.
Hard wire can restrict movement and cause
line management complications
6.
Electronic equipment should be intrinsically
safe
C. Voice
1.
Basic voice clear text

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PRESENTATION

APPLICATION

2.
Impaired by respiratory protection
3.
Impaired by high noise environments
4.
No batteries or tag lines
5.
Limited by distance or space configuration
D. Hand Signals
1.
Basic signals must be confirmed before entry
2.
Signals must be committed to memory
3.
Entrant and attendant must have visual contact
4.
Lighting in the space may impair this plan
5.
Limited application
PPT 11-3
E. Rope Signals
1.
Basic signals must be confirmed before entry
2.
Signals must be committed to memory
3.
Can restrict movement of the entrant
4.
Must be performed on a line that is not load
bearing
5.
Common system used is OATH
a)
O = Ok 1 pull
b)
A = Add line 2 pulls
c)
T = Take up or tension the line 3 pulls
d)
H = HELP 4 pulls
6.
Limited application
PPT 11-4
F. Tapping or rapping codes (signals)
1.
Basic codes (signals)
2.
Codes (signals) must be committed to memory
3.
Does not limit entrants movement
4.
Limited application
5.
Common system used is OATH
a)
O = OK 1 tap
b)
A = Add line 2 taps
c)
T = Take up or tension the line 3 taps

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PRESENTATION

APPLICATION

d)
H = HELP 4 taps
G. Personal Distress Device/Personal Alarm Locator
(PDD or PAL)
1.
It is recommended that each entrant have one
2.
Must be capable of manual activation in order
to utilize a system like the OATH system
H. Light Signals
1.
Basic signals must be confirmed before entry
2.
Signals must be committed to memory
3.
Entrant and attendant must have visual
contact
4.
Common system used is OATH
a)
O = Ok 1 flash
b)
A = Add line 2 flashes
c)
T = Take up or tension the line 3
flashes
d)
H = HELP 4 flashes
5.
Lighting in the space may impair this plan
6.
Limited application
I. Back-up Plans
1.
Regardless of the choice of the primary
communications plan, a back-up plan should
be identified during the pre-entry briefing prior
to the entry
PPT 11-5

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Communications
Module 1 Lesson Plan 11

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SUMMARY:
A communication plan is required when performing permit required confined space entries.
There are numerous options when choosing the plan/equipment you will utilize, some of
which include portable radios, hardwire, hand signals, rope signals, tapping and rapping
codes, light signals etc. The choice of what type of equipment shall be used is left up to the
employer. Additional direction is presented in the non-mandatory sample programs where
we are given direction to utilize continuous power over voice communications in certain
situations. Regardless of what type of equipment is used, the over-riding priority is to provide
a reliable communications link between the entrant and the attendant.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 11 in order to prepare yourself for the upcoming test. Study for our next
session.

January 2008

Communications
Module 1 Lesson Plan 11

Page 6

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TOPIC:

12: Permitting Confined Spaces

TIME FRAME:

0:30

LEVEL OF INSTRUCTION:

Level I

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a written test

Terminal Learning
Objective:

At the end of this chapter the student will be able to complete

a permit for a confined space entry.

Enabling Learning
Objective:

1. List the reasons for permitting a confined space

2. List the 15 requirements of a confined space entry permit
3. Describe the local agency policy for when a permit is
issued and its duration

Standard:

With a minimum 80% accuracy according to the information

contained in
Confined Space Entry and Rescue Manual, 2nd ed (2007),
CMC Rescue Inc., Chapter 12

MATERIALS NEEDED:

Writing board/pad with markers/erasers

Appropriate audiovisual equipment
Appropriate audiovisual materials

Practical Exercise:

None

Method of Instruction:

Facilitated format in a classroom environment

Instructor/Student Ratio:

1:36

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 12
Worker Deaths in Confined Spaces, National Institute for
Occupational Safety and Health (NIOSH), January 1994
Title 8, California Code of Regulations (CCR), General
Industry Safety Orders (GISO), February 1994
Complete Confined Spaces Handbook, John F. Rekus,
1994

January 2008

Permitting Confined Spaces

Module 1 Lesson Plan 12

Page 1

STATE FIRE

CONFINED SPACE RESCUE TECHNICIAN

PREPARATION:

January 2008

Cal-OSHA requires that a permit be completed before entering

into any permit-required space. The confined space permit
serves as a tactical worksheet or checklist to assist in
managing your rescue. A permit system also helps in
preplanning confined space hazards, determining hazard
control techniques, identifies special equipment required for
entry, and identifies training needs.

Permitting Confined Spaces

Module 1 Lesson Plan 12

Page 2

STATE FIRE

CONFINED SPACE RESCUE TECHNICIAN

PRESENTATION

APPLICATION

PPT 12-1
I.

REASONS FOR PERMITTING

PPT 12-2
A. Written/Issued for a specific purpose
B. Required by Cal-OSHA Regulations
C. Serves as documentation for all actions and
assessments
D. Serves as a safety checklist
E. Serves as a tactical log
F. Provides incident action plan, size-up, and safety
related information
G. Becomes a legal document
1.
Must be kept on file for one year
PPT 12-3

II. REQUIRED INFORMATION FOR PERMIT

A. Identification of Space(s)
B. Defines purpose of entry
C. Documents date and intended duration of entry
D. Provides descriptions of hazards
E. Lists measures used to isolate and manage hazards
PPT 12-4
F. Lists acceptable entry conditions
G. Lists the findings of initial and periodic atmospheric
monitor readings
H. Describes communication procedures
I. Lists special equipment needs
PPT 12-5
J. Identifies all personnel and assigned positions
K. Lists additional permits required
L. Provides information for notification and activation of
rescue teams
M. Provides other relevant information
N. Includes signature (endorsement) of Entry Supervisor

January 2008

Permitting Confined Spaces

Module 1 Lesson Plan 12

Page 3

STATE FIRE

CONFINED SPACE RESCUE TECHNICIAN

PRESENTATION

APPLICATION

PPT 12-6
III. PERMITTING CONSIDERATIONS
A. Duration of the permit is based upon local agency
operational procedures
2.
Refer to local policies for how, when and why a
new permit must be issued
PPT 12-7
IV. SUMMARY

January 2008

Permitting Confined Spaces

Module 1 Lesson Plan 12

Page 4

STATE FIRE

CONFINED SPACE RESCUE TECHNICIAN

SUMMARY:
Cal-OSHA requires that a permit be completed prior to entering permit-required confined
spaces. The confined space permit is part of a permit system identified in the rescue
agencys operational policies and procedures. A permit system also helps in pre-planning
confined space, hazards determining hazard control techniques, identifying equipment
required for entry and determining training needs.
EVALUATION:
The student will complete the activity and/or written test at a time determined by the
instructor.
ASSIGNMENT:
Review your notes and read Confined Space Entry and Rescue Manual, 2nd ed (2007), CMC
Rescue Inc., Chapter 12 in order to prepare yourself for the upcoming test. Study for our next
session.

January 2008

Permitting Confined Spaces

Module 1 Lesson Plan 12

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE
EIGHT STOPPER KNOT

TOPIC:

How To Tie A Figure Eight Stopper

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a section of rope

Behavior:

The student will tie a figure eight stopper knot

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Section of kernmantle rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation.

January 2008

How To Tie A Figure Eight Stopper

Module 2 Lesson Plan 1

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE
EIGHT STOPPER KNOT
OPERATIONS

KEY POINTS

1. Form a bight.

1a. 18 inches from the end of the rope

2. Wrap the working end.

2a. Around the standing point

2b. One full turn

3. Pass the working end.

3a. Insert working end of rope through the

bight

4. Dress the knot.

4a. By pulling on both the working end and

the standing part.
4b. At the same time

January 2008

How To Tie A Figure Eight Stopper

Module 2 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE
EIGHT STOPPER KNOT

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Figure Eight Stopper

Module 2 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE
EIGHT ON A BIGHT

TOPIC:

How To Tie A Figure Eight On A Bight

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a section of rope

Behavior:

The student will tie a figure eight on a bight

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Section of kernmantle rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation.

January 2008

How To Tie A Figure Eight On A Bight

Module 2 Lesson Plan 2

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE
EIGHT ON A BIGHT
OPERATIONS

1. Form a bight.

KEY POINTS

1a. In the working end of the rope

1b. Using approximately 18 of the end of the
rope

2. Form a second bight.

2a. At approximately the half way point of first

bight

3. Wrap first bight.

3a. Around the standing part

3b. One full turn

4. Insert first bight.

4a. Insert first bight into second bight

4b. To desired size
4c. Final loop best kept at approximately 2
for confined space operations

5. Extend the bight.

5a. Through the knot

5b. To the desired size
5c. Best kept at Approx. 2 inches or less for
confined space operations.

6. Dress the knot.

6a. By pulling on the bight and the standing

and working part of the rope
6b. At the same time

January 2008

How To Tie A Figure Eight On A Bight

Module 2 Lesson Plan 2

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE
EIGHT ON A BIGHT

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Figure Eight On A Bight

Module 2 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE

EIGHT FOLLOW THROUGH
KNOT

TOPIC:

How To Tie A Figure Eight Follow Through

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a section of rope

Behavior:

The student will tie a figure eight follow through knot

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Section of kernmantle rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed safety of the entire
rescue operation.

January 2008

How To Tie A Figure Eight Follow Through

Module 2 Lesson Plan 3

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE EIGHT
FOLLOW THROUGH KNOT

OPERATIONS

1. Tie a loose figure eight stopper knot.

KEY POINTS

1a. In the working end of the rope

1b. Leave enough distance between knot and
end of rope for desired use

2. Encircle the object.

2a. With the working end of the rope

3. Feed the working end of the rope.

3a. Through the figure eight in reverse

working form the object toward the
rescuer
3b. Following all turns in original knot

4. Dress the knot.

4a. By pulling on the working end and

standing part
4b. At the same time

January 2008

How To Tie A Figure Eight Follow Through

Module 2 Lesson Plan 3

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE EIGHT
FOLLOW THROUGH KNOT

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Figure Eight Follow Through

Module 2 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
FIGURE EIGHT BEND

TOPIC:

How To Tie A Figure Eight Bend

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a section of rope

Behavior:

The student will tie a figure eight bend

Standard:

Completing all operations according to the job breakdown

MATERIALS NEEDED:

Job breakdown
One section of rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space rescues, a few basic knots

must be mastered. The accuracy with which these basic skills
are learned will increase the speed and safety of the entire
rescue operation.

January 2008

How To Tie A Figure Eight Bend

Module 2 Lesson Plan 4

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE
EIGHT BEND
OPERATIONS

KEY POINTS

1. Tie a loose figure eight stopper knot.

1a. In one end of the rope

2. Feed the end of another rope.

2a. Starting at the standing end

2b. Through the figure eight knot in reverse
2c. Following the original path

3. Dress the knot.

3a. By pulling on both the working end and

the standing part
3b. At the same time

January 2008

How To Tie A Figure Eight Bend

Module 2 Lesson Plan 4

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A FIGURE
EIGHT BEND

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Figure Eight Bend

Module 2 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
SQUARE KNOT

TOPIC:

HOW TO TIE A SQUARE KNOT

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR GISO 5157 and NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a section of rope

Behavior:

The student will tie a square knot

Standard:

Completing all operations according to the job breakdown

MATERIALS NEEDED:

One section of rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

It is important that knots are tied correctly, for the use in rope
systems. These knots are used to construct rope systems and
attach rescuers and victims to rope systems. The knots and
systems should be inspected after they are tied and before
the rope or systems are loaded and used.

January 2008

How To Tie a Square Knot

Module 2 Lesson Plan 5

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
SQUARE KNOT
OPERATIONS

KEY POINTS

1.

Grasp one end of rope

1a. With right hand

2.

Grasp other end of rope

2a. With left hand

3.

Wrap end of rope in left hand

3a. Around end of rope in right hand one full

turn

4.

Wrap end of rope in right hand

4a. Around end of rope in left hand one full

turn

5.

Pull out slack to tighten knot

5a. Pulling each end of rope away from the

knot

NOTE: A Safety knot may be tied on each

end of the square knot using half hitches,
overhand bend, or double overhand bend
NOTE: This knot is used in Confined
Space Rescue for securing patients in the
Sked Stretcher per manufacturers
instructions

January 2008

How To Tie a Square Knot

Module 2 Lesson Plan 5

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
SQUARE KNOT

APPLICATION:
The student will practice tying a square knot under supervision.

EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.

ASSIGNMENT:
Practice this square knot in order to prepare yourself for the upcoming performance test.
Study for our next session.

January 2008

How To Tie a Square Knot

Module 2 Lesson Plan 5

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE AN
OVERHAND BEND

TOPIC:

How To Tie An Overhand Bend

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a section of rope

Behavior:

The student will tie an overhand bend

Standard:

Completing all operations according to the job breakdown

MATERIALS NEEDED:

One section of rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete confined space rescues, a few basic knots must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire
operation.

January 2008

How To Tie An Overhand Bend

Module 2 Lesson Plan 6

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE AN
OVERHAND BEND
OPERATIONS

KEY POINTS

1. Tie a loose overhand knot.

1a. In one end of the webbing

1b. Leaving a 2 inch tail

2. Feed the other end of the webbing.

2a. Through the overhand knot in reverse

2b. Following the original path
2c. Keeping the webbing flat and untwisted in
the knot

3. Dress the bend.

3a. By pulling on both the working end and

the standing part
3b. At the same time
3c. Leaving a minimum 2 inch tail

January 2008

How To Tie An Overhand Bend

Module 2 Lesson Plan 6

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE AN
OVERHAND BEND

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie An Overhand Bend

Module 2 Lesson Plan 6

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A DOUBLE
OVERHAND BEND

TOPIC:

How To Tie A Double Overhand Bend (Double Fisherman

Knot)

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a section of rope

Behavior:

The student will tie a double overhand bend

Standard:

Completing all operations according to the job breakdown

MATERIALS NEEDED:

Job breakdown
Section of rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation.

January 2008

How To Tie A Double Overhand Bend (Double

Fisherman Knot)
Module 2 Lesson Plan 7

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A DOUBLE
OVERHAND BEND
OPERATIONS

1. Align the ends of the rope.

KEY POINTS

1a. Overlapping each other

1b. Ends pointing opposite directions
1c. Approximately 28 inches of overlap

2. Grasp the rope.

2a. With non-dominant hand

2b. Between the two ends
2c. Maintaining alignment

3. Wrap the working end.

3a. Twice around the standing part

3b. With the dominant hand
3c. Towards the non-dominant hand
3d. Forming an X with the second wrap

4. Insert working end.

4a. Under both wraps

4b. With non-dominant hand towards
dominant hand

5. Turn the line

5a. Around, to repeat steps 3 and 4

6. Repeat operations 3 and 4

7. Dress the knot

7a. By pulling both standing parts at the

same time
7b. Removing all slack

January 2008

How To Tie A Double Overhand Bend (Double

Fisherman Knot)
Module 2 Lesson Plan 7

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A DOUBLE
OVERHAND BEND

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Double Overhand Bend (Double

Fisherman Knot)
Module 2 Lesson Plan 7

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO ATTACH A THREEWRAP PRUSIK HITCH TO A

RESCUE ROPE

TOPIC:

How To Attach A Three-Wrap Prusik To A Rescue Rope

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a prusik loop and a section of rope

Behavior:

The student will attach a three-wrap prusik hitch to a rescue

rope

Standard:

Completing all operations according to the job breakdown

MATERIALS NEEDED:

Job breakdown
1 prusik loop
1 section of rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

skills must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation.

January 2008

How To Attach A Three-Wrap Prusik To A Rescue Rope

Module 2 Lesson Plan 8

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO ATTACH A THREE-WRAP
PRUSIK HITCH TO A RESCUE ROPE

OPERATIONS

1. Position prusik loop.

KEY POINTS

1a. In the dominant hand

1b. Double overhand bend in hand
1c. Next to the rescue rope

2. Wrap prusik loop.

2a. Around rescue rope

2b. Three times
2c. Using double overhand bend
2d. Insert double overhand bend through
prusik loop bight with each wrap

3. Dress the hitch.

3a. Pulling from one side of double overhand

bend
3b. Until all wraps are uniform around rescue
rope
3c. First wrap on interior
3d. Last wrap on interior
3e. Double overhand bend is between the
wraps on rescue rope
3f. Bight in prusik loop

January 2008

How To Attach A Three-Wrap Prusik To A Rescue Rope

Module 2 Lesson Plan 8

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO ATTACH A THREE-WRAP
PRUSIK HITCH TO A RESCUE ROPE

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Attach A Three-Wrap Prusik To A Rescue Rope

Module 2 Lesson Plan 8

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT A
MODIFIED TRUCKERS
HITCH

TOPIC:

How To Construct A Modified Truckers Hitch

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a section of rope

Behavior:

The student will construct a modified truckers hitch

Standard:

Completing all operations according to the job breakdown

MATERIALS NEEDED:

Job breakdown
One section of kernmantle rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

The modified truckers hitch is useful when tensioning the guy

lines on a ladder gin and ladder A frame.

January 2008

How To Construct A Modified Truckers Hitch

Module 2 Lesson Plan 9

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT A
MODIFIED TRUCKERS HITCH

OPERATIONS

1. Tie a figure eight on a bight.

KEY POINTS

1a. As per pervious instruction

1b. In guy line
1c. Between load and anchor
1d. Forming a six inch minimum bight

2. Attach the carbiner.

2a. To the figure eight on a bight

2b. Bight down, flip up

3. Reeve the guy line.

3a. Around anchor or carabiner in anchor

sling.
3b. Lock the carabiner
3c. Returning towards load
3d. Stopping at figure eight on a bight

4. Reeve running end of guy line.

4a. Into carabiner attached to figure eight on

a bight
4b. Lock the carabiner

5. Pull rope through carabiner.

5a. Until all slack is removed between anchor

and figure eight on a bight

6. Haul on rope.

6a. Until proper tension is obtained

6b. Do not tension too much

7. Tie a half hitch on a bight.

7a. As per previous instruction

7b. On anchor side of carabiner in figure
eight on a bight.
7c. Half hitch on a rope forming bight through
carabiner
7d. Pull tight up against the carabiner
attached to the figure eight on a bight

8. Tie a half hitch on a bight.

January 2008

8a. Tie a second half hitch on a bight up

against the first half hitch on a bight

How To Construct A Modified Truckers Hitch

Module 2 Lesson Plan 9

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT A
MODIFIED TRUCKERS HITCH

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct A Modified Truckers Hitch

Module 2 Lesson Plan 9

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
TENSIONLESS HITCH

TOPIC:

How To Tie A Tensionless Hitch

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a tie rope, carabiner, and a round, vertical anchor point

Behavior:

The student will tie a tensionless hitch

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 length of rope
1 carabiner
1 round, vertical anchor point

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue systems, a few basic skills must be

mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

How To Tie A Tensionless Hitch

Module 3 Lesson Plan 1

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
TENSIONLESS HITCH
OPERATIONS

1. Tie a figure eight on a bight

KEY POINTS

[Link] the working end of the rope

1b. As per previous instruction

2. Grasp the rope

2a. By the standing part

2b. Leaving enough rope to wrap the anchor
point three times and secure the working
end

3. Form a loop

3a. Around the anchor point

3b. With the working end
3c. As low as possible

4. Form a second loop

4a. Around the anchor point

4b. With the working end
4c. Above the first loop

5. Form a third loop

5a. Around the anchor point

5b. With the working end
5c. Above the second loop

6. Attach a carabiner

6a. To the figure eight on a bight

7. Attach the carabiner

7a. To the standing part of the rope

7b. In front of the anchor

8. Dress the wraps

8a. Keeping the standing part of the rope

straight as it passes through the
carabiner
8b. So no angle is formed in the standing part
of the rope

9. Lock the carabiner

January 2008

How To Tie A Tensionless Hitch

Module 3 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
TENSIONLESS HITCH

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Tensionless Hitch

Module 3 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A SINGLE
LOOP ANCHOR SLING

TOPIC:

How To Tie A Single Loop Anchor Sling

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given the webbing and an anchor point

Behavior:

The student will tie a single loop anchor sling

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 length of webbing

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue systems, a few basic skills must be

mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

How To Tie A Single Loop Anchor Sling

Module 3 Lesson Plan 2

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A SINGLE
LOOP ANCHOR SLING
OPERATIONS

KEY POINTS

1. Pass the working end of the webbing

1a. Around the anchor point

2. Tie an overhand bend

2a. In the webbing

3. Position the overhand bend

3a. On one side of the webbing

3b. Between the anchor point and load
attachment

January 2008

How To Tie A Single Loop Anchor Sling

Module 3 Lesson Plan 2

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A SINGLE
LOOP ANCHOR SLING

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Single Loop Anchor Sling

Module 3 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A MULTI
LOOP ANCHOR SLING

TOPIC:

How To Tie A Multi Loop Anchor Sling (Wrap Three, Pull Two)

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given webbing and an anchor point

Behavior:

The student will tie a multi loop anchor sling

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 length of webbing
1 suitable anchor point

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation

January 2008

How To Tie A Multi Loop Anchor Sling (Wrap Three, Pull

Two)
Module 3 Lesson Plan 3

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A MULTI
LOOP ANCHOR SLING
OPERATIONS

KEY POINTS

1. Pass the working end of the webbing

1a. Around the anchor point three times

2. Tie an overhand bend

2a. In the webbing

2b. As per previous instruction

3. Position and hold the overhand bend

3a. In one hand

4. Grasp the two wraps of the webbing

around the anchor

4a. With the other hand

5. Pull the two wraps of the webbing

5a. In the direction of the load

5b. Forming two bights

6. Allow the overhand bend in the other

hand to simultaneously move toward
the front of the anchor

January 2008

6a. Leaving the overhand bend in front of the

anchor

How To Tie A Multi Loop Anchor Sling (Wrap Three, Pull

Two)
Module 3 Lesson Plan 3

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A MULTI
LOOP ANCHOR SLING

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Multi Loop Anchor Sling (Wrap Three, Pull

Two)
Module 3 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
BASKET SLING

TOPIC:

How To Tie A Basket Sling

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given Webbing and an anchor point

Behavior:

The student will tie a basket hitch

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 length of webbing
1 suitable anchor poin

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation.

January 2008

How To Tie A Basket Sling

Module 3 Lesson Plan 4

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
BASKET SLING
OPERATIONS

1. Tie an overhand bend

KEY POINTS

1a. In the webbing

1b. Removing any twists
1c. As per previous instruction
1d. Creating a sling

2. Form a bight

2a. At one end of the sling

3. Pass the bight

3a. Around the anchor point

4. Bring the bight together

4a. With the bight formed at the opposite end

of the sling
4b. Both bights on the load side of the anchor
4c. Removing any slack in the sling

5. Position the overhand bend

5a. In one leg of the sling

5b. Away from the attachment point

January 2008

How To Tie A Basket Sling

Module 3 Lesson Plan 4

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A
BASKET SLING

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Basket Sling

Module 3 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
A BACK-TIED
ANCHOR SYSTEM

TOPIC:

How To Construct A Back-Tied Anchor System

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given webbing, carabiners, rope, and anchor points

Behavior:

The student will construct a back tied anchor system

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
3 lengths of webbing
2 carabiners
2 suitable anchor points
1 rope

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation.

January 2008

How To Construct A Back-Tied Anchor System

Module 3 Lesson Plan 5

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Tie a multi loop anchor sling

HOW TO CONSTRUCT
A BACK-TIED
ANCHOR SYSTEM
KEY POINTS

1a. Around the anchor point closest to the

load
1b. As per previous instruction

2. Attach a carabiner

2a. To the anchor sling

[Link] down
[Link] up

3. Tie a second multi loop anchor sling

3a. Around the same anchor as in 1a

3b. Starting this time on the second anchor
side of the anchor
3c. Intertwining the webbing with the first
anchor sling
3d. Pulling the two bights toward the second
anchor

4. Attach a carbiner

4a. To the second multi loop anchor sling

4b. Bite down
4c. Flip up

5. Tie a third multi loop anchor sling

5a. Around the second anchor point

5b. Pulling the two bights of the anchor sling
toward the first anchor point

6. Attach a carabiner

6a. To the third anchor sling

6b. Bite down
6c. Flip up

7. Tie a figure eight on a bight

7a. In the end of a rescue rope

7b. As per previous instruction

8. Attach the figure eight on a bight

January 2008

8a. To the carabiner on the second anchor

sling

How To Construct A Back-Tied Anchor System

Module 3 Lesson Plan 5

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

9. Attach the standing part of the rescue

rope

HOW TO CONSTRUCT
A BACK-TIED
ANCHOR SYSTEM
KEY POINTS

9a. Through the carabiner on the third anchor

sling
9b. Removing all the slack

10. Attach the standing part of the rescue

rope

10a. Through the carbiner on the second

anchor sling
10b. Removing all the slack
10c. Creating a 3:1 mechanical advantage
10d. Lock the carabiner

11. Attach the standing part of the rescue

rope

11a. Through the carabiner on the third anchor

sling
11b. Removing all the slack
11c. Lock the carabiner

12. Tension the backtie rope

12a. By pulling on the 3:1 with COD

13. Tie of the rescue rope

13a. With two half hitches

13b. Keeping the rope tensioned

14. Retension the rope

14a. Prior to operating the system

14b. Removing any slack caused by stretch

January 2008

How To Construct A Back-Tied Anchor System

Module 3 Lesson Plan 5

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
A BACK-TIED
ANCHOR SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct A Back-Tied Anchor System

Module 3 Lesson Plan 5

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO ATTACH
AND OPERATE A
BRAKE BAR RACK
AS PARTOF THE RPM

TOPIC:

How To Attach And Operate A Brake Bar Rack As Part Of The

RPM

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given an anchor sling, anchor plate, brake bar rack, prusik

minding pulleys, load release strap, prusiks, carabiners,
rescue rope and appropriate personal protective equipment.

Behavior:

The student will attach and operate a brake bar rack as part of
the RPM

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 anchor sling
1 anchor plate
1 brake bar rack
2 prusik minding pulleys
1 load release strap
1 short prusik
1 long prusik
6 carabiners
1 rescue rope
1 suitable anchor
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation.

NOTE:

The CMC Manual does not use the term RPM for this system

January 2008

How To Attach And Operate A Brake Bar Rack

As Part Of The RPM
Module 4 Lesson Plan 1

Page 1

HOW TO ATTACH
AND OPERATE A
BRAKE BAR RACK
AS PARTOF THE RPM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Attach an anchor sling

KEY POINTS

1a. To a suitable anchor

1b. As per previous instruction

2. Attach a carabiner

2a. To the anchor sling

2b. Bite down
2c. Flip up

3. Attach the anchor plate

3a. To the carabiner

3b. Lock the carabiner

4. Attach a carabiner

4a. To the anchor plate

4b. Second hole from the left
4c. Bite down
4d. Flip up

5. Attach a brake bar rack

5a. To the carabiner

5b. Training groove up
5c. Bars 2-6 disengaged

6. Tie a figure eight on a bight

6a. In the running end of the rope

6b. For attachment to the load
6c. As per previous instruction

7. Attach a carabiner

7a. To the figure eight on a bight

8. Using the brake hand, pass the

running end of the lowering line over
the first bar

8a. Over the training groove

8b. Bringing running end of rope completely
under the first bar
8c. Stopping when the running end of the
rope is towards the load

January 2008

How To Attach And Operate A Brake Bar Rack

As Part Of The RPM
Module 4 Lesson Plan 1

Page 2

HOW TO ATTACH
AND OPERATE A
BRAKE BAR RACK
AS PARTOF THE RPM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

9. Engage the second bar

KEY POINTS

9a. With the control hand

9b. Onto the rack
9c. Slide bar up until it engages rope near the
first bar

10. Using the brake hand, pass the

running end of the lowering line
under the second bar

10a. Bringing running end of rope completely

over the second bar

11. Engage the third bar

11a. With the control hand

10b. Stopping when the running end of the

rope is towards the load

11b. Onto the rack

11c. Slide bar up until it engages rope near the
second bar
12. Using the brake hand, pass the
running end of the lowering line over
the third bar

12a. Bringing running end of rope completely

under the third bar

13. Engage the fourth bar

13a. With the control hand

12b. Stopping when the running end of the

rope is towards the load

13b. Onto the rack

13c. Slide bar up until it engages rope near the
third bar
14. Using the brake hand, pass the
running end of the lowering line
under the fourth bar

14a. Bringing running end of rope completely

over the fourth bar
14b. Stopping when the running end of the
rope is towards the load

NOTE: Use four bars minimum for a

single person load
15. Cradle the bars in the control hand

January 2008

How To Attach And Operate A Brake Bar Rack

As Part Of The RPM
Module 4 Lesson Plan 1

Page 3

HOW TO ATTACH
AND OPERATE A
BRAKE BAR RACK
AS PARTOF THE RPM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

16. Hold the running end of the lowering

line

16a. In the brake hand

17. Move the brake hand

17a. Away from the standing part

17b. To begin descent

18. Spread the bars apart

18a. With the control hand

18b. To increase the speed of descent

19. Move the bars together

19a. With the control hand

19b. To decrease the speed of descent

20. Using the brake hand, bring the

running end of the lowering line

20a. Over the top of the brake bar rack

20b. Up toward the standing part
20c. Brake hand up in front of brake bar rack

21. Engage the fifth bar

21a. For heavier loads requiring more friction

21b. With the control hand
21c. Onto the rack
21d. Slide bar up until it engages rope near the
fourth bar

22. Using the brake hand, bring the

running end of the lowering line over
the fifth bar

22a. Bringing running end of rope completely

under the fifth bar

23. Engage the sixth bar

23a. For heavier loads requiring more friction

22b. Stopping when the running end of the

rope is towards the load

23b. With the control hand

23c. Onto the rack
23d. Slide bar up until it engages rope near the
fifth bar

January 2008

How To Attach And Operate A Brake Bar Rack

As Part Of The RPM
Module 4 Lesson Plan 1

Page 4

HOW TO ATTACH
AND OPERATE A
BRAKE BAR RACK
AS PARTOF THE RPM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

24. Using the brake hand, bring the

running end of the lowering line
under the sixth bar

24a. Bringing running end of rope completely

over the sixth bar

25. Disengage sixth bar

25a. For lighter loads requiring less friction

26. Using the brake hand, pass the

running end of the lowering line
under the sixth bar

26a. Bringing running end of rope completely

under the sixth bar

27. Disengage sixth bar

27a. With the control hand

24b. Stopping when the running end of the

rope is towards the load

26b. Stopping when the running end of the

rope is towards the load

27b. By gently squeezing the bottom of the

rack
28. Move the brake hand

28a. Away from the standing part

28b. To begin descent

29. Disengage fifth bar

29a. For lighter loads requiring less friction

30. Using the brake hand, pass the

running end of the lowering line over
the fifth bar

30a. Bringing running end of rope completely

over the fifth bar

31. Disengage fifth bar

31a. With the control hand

30b. Stopping when the running end of the

rope is towards the load

31b. By gently squeezing the bottom of the

rack
32. Move the brake hand

32a. Away from the standing part

32b. To begin descent

January 2008

How To Attach And Operate A Brake Bar Rack

As Part Of The RPM
Module 4 Lesson Plan 1

Page 5

HOW TO ATTACH
AND OPERATE A
BRAKE BAR RACK
AS PARTOF THE RPM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

33. Bring the running end of the lowering

line

KEY POINTS

33a. Completely over the fourth bar

33b. Stopping when the running end of the
rope is towards the load
33c. Brake hand up in front of brake bar rack

34. Wrap the running end of the lowering

line

34a. Between the front of the rack and the

standing part of the rope
34b. With the brake hand

35. Wrap the running end of the lowering

line

35a. Between the two legs of the rack

35b. Capturing the fourth bar

36. Repeat operations 34 and 35

37. Tie an overhand on a bight to secure
the brake bar rack

37a. Form a 18-24 inch bight with the working

end of the rope
37b. Wrap bight around the brake bar rack
37c. Insert end of bight through back side of
bight to form an overhand on a bight
37d. Pull on bight and running end of rope to
tighten knot

January 2008

How To Attach And Operate A Brake Bar Rack

As Part Of The RPM
Module 4 Lesson Plan 1

Page 6

CONFINED SPACE RESCUE TECHNICIAN

HOW TO ATTACH
AND OPERATE A
BRAKE BAR RACK
AS PARTOF THE RPM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Attach And Operate A Brake Bar Rack

As Part Of The RPM
Module 4 Lesson Plan 1

Page 7

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT AND

OPERATE A LOAD RELEASE
HITCH AS PART OF THE RPM

TOPIC:

How To Construct And Operate A Load Release Hitch As Part

Of The RPM

TIME FRAME:

0:20

LEVEL OF INSTRUCTION:

Level II

AUTHORITY

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given an anchor sling, anchor plate, brake bar rack, prusik

minding pulleys, load release strap, prusiks, carabiners,
rescue rope and appropriate personal protective equipment.

Behavior:

The student will construct and operate a load release hitch as

part of the RPM

Standard:

Completing all operations according to the job breakdown

MATERIALS NEEDED:

Job breakdown
1 CMC Pro Series Load Release Strap
1 aluminum carabiner (red)
1 rescue rope
1 anchor sling
3 carabiners
1 short prusik
1 prusik minding pulley
1 anchor plate
1 brake bar rack

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these
basic skills are learned will increase the speed and safety of
the entire rescue operation

January 2008 How To Construct And Operate A Load Release Hitch As Part Of The RPM
Module 4 Lesson Plan 2

Page 1

CONFINED SPACE RESCUE TECHNICIAN

NOTES:

HOW TO CONSTRUCT AND

OPERATE A LOAD RELEASE
HITCH AS PART OF THE RPM

This lesson plan applies to the CMC Pro Series Load Release
Strap. You must develop a lesson plan that is specific to the
particular load release strap you are using.
The CMC Manual does not use the term RPM for this
system.

January 2008 How To Construct And Operate A Load Release Hitch As Part Of The RPM
Module 4 Lesson Plan 2

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1.

2.

3.

Hold CMC Pro Series load release

strap in left hand
Pull down on loop

Start wrapping running end of web

around the doubled section of the
load release strap

HOW TO CONSTRUCT AND

OPERATE A LOAD RELEASE
HITCH AS PART OF THE RPM

KEY POINTS

1a.

Loop end facing down

1b.

Left thumb in upper D ring

2a.

With right hand

2b.

Until bottom D ring contacts the

double section of web

3a.

Wrap counterclockwise

3b.

Approximately six wraps

3c.

Keeping the web flat

4.

Form a bight in the web

4a.

Near the manufacturer tags

5.

Push the bight

5a.

Between the strands of the load

release strap

5b.

Approximately 2-3 inches

Attach the red (aluminum) carabiner

to the loop in the end of the load
release strap

6a.

Bite down

6b.

Flip up

7.

Attach the carabiner

7a.

To the bight referenced in #5 above

8.

Lock the carabiner

9.

NOTE: The D ring nearest to the

red carabiner will be referred to as
the anchor end

6.

10.

Attach one carabiner

10a.

To the fourth hole on the anchor

plate

10b.

Bite down

10c.

Flip up

January 2008 How To Construct And Operate A Load Release Hitch As Part Of The RPM
Module 4 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO CONSTRUCT AND

OPERATE A LOAD RELEASE
HITCH AS PART OF THE RPM

KEY POINTS

11.

Attach the anchor end of the load

release strap to the carabiner
referenced in #10

11a.

Lock the carabiner

12.

Attach two carabiners to the D ring

on the load end of the load release
strap

12a.

Bite down

12b.

Flip up

13.

Attach the short prusik loop to the

main line

13a.

Three wrap

14.

Attach the short prusik

14a.

To the carabiner on the outside of

the load release strap

14b.

Lock the carabiner

15a.

To the second carabiner

15b.

Lock the carabiner

17a.

Over the training groove

17b.

Bringing running end of rope

completely under the first bar

17c.

Stopping when the running end of

the rope is towards the load

17d.

Removing all slack in rope between

front of rack and ratchet prusik

18a.

With the control hand

18b.

Onto the rack

18c.

Slide bar up until it engages rope

near the first bar

15.

Attach a prusik minding pulley

NOTE: Have a student pull on the running

end of the main line to simulate a load
16.

Using the brake hand, grasp the rope

behind the ratchet prusik.

17.

Using the brake hand, pass the

running end of the lowering line over
the first bar of the brake bar rack

18.

Engage the second bar

January 2008 How To Construct And Operate A Load Release Hitch As Part Of The RPM
Module 4 Lesson Plan 2

Page 4

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

19.

20.

21.

22.

23.

KEY POINTS

Using the brake hand, pass the

19a.
running end of the lowering line under
the second bar
19b.
Engage the third bar

Using the brake hand, pass the

running end of the lowering line over
the third bar

Engage the fourth bar

HOW TO CONSTRUCT AND

OPERATE A LOAD RELEASE
HITCH AS PART OF THE RPM

Bringing running end of rope

completely over the second bar
Stopping when the running end of
rope is towards the load

20a.

With the control hand

20b.

Onto the rack

20c.

Slide bar up until it engages rope

near the second bar.

21a.

Bringing running end of rope

completely under the third bar

21b.

Stopping when the running end of

the rope is towards the load

22a.

With the control hand

22b.

Onto the rack

22c.

Slide bar up until it engages rope

near the third bar

Using the brake hand, pass the

23a.
running end of the lowering line under
the fourth bar
23b.

Bringing running end of rope

completely over the fourth bar
Stopping when the running end of
the rope is towards the load

NOTE: Use four bars minimum for a

single person load

January 2008 How To Construct And Operate A Load Release Hitch As Part Of The RPM
Module 4 Lesson Plan 2

Page 5

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

24.

25.

26.

Bring the running end of the lowering

line

Wrap the running end of the lowering

line

Wrap the running end of the lowering

line

27.

Repeat operations 25 and 26

28.

Tie an overhand on a bight to secure

the brake bar rack

29.

Unlock the red carabiner on the load

release strap

30.

Open gate and remove carabiner

from bight formed in load release
strap

31.

Pull on red carabiner to remove bight

from center of load release strap

HOW TO CONSTRUCT AND

OPERATE A LOAD RELEASE
HITCH AS PART OF THE RPM

KEY POINTS

24a.

Completely over the fourth bar

24b.

Stopping when the running end of

the rope is towards the load

24c.

Brake hand up in front of brake bar

rack

25a.

Between the front of the rack and the

standing part of the rope

25b.

With the brake hand

26a.

Between the two legs of the rack

26b.

Capturing the fourth bar

28a.

Form a 18-24 inch bight with the

working end of the rope

28b.

Wrap bight around the brake bar

rack

28c.

Insert end of bight through back side

of bight to form an overhand on a
bight

28d.

Pull on bight and running end of rope

to tighten knot

30a.

Leaving carabiner in loop end of load

release strap

January 2008 How To Construct And Operate A Load Release Hitch As Part Of The RPM
Module 4 Lesson Plan 2

Page 6

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

32.

Slowly unwrap load release strap

33.

Unlock carabiner holding the ratchet

prusik

34.

Remove ratchet prusik from carabiner

35.

Remove ratchet prusik from rope

36.

Return ratchet prusik to carabiner

37.

Rebuild CMC Load Release Strap

HOW TO CONSTRUCT AND

OPERATE A LOAD RELEASE
HITCH AS PART OF THE RPM

KEY POINTS

32a.

Until load is resting on brake bar

rack

37a.

As per previous instruction

January 2008 How To Construct And Operate A Load Release Hitch As Part Of The RPM
Module 4 Lesson Plan 2

Page 7

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT AND

OPERATE A LOAD RELEASE
HITCH AS PART OF THE RPM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.

EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.

ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008 How To Construct And Operate A Load Release Hitch As Part Of The RPM
Module 4 Lesson Plan 2

Page 8

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM

TOPIC:

How To Construct And Operate The RPM

TIME FRAME:

0:30

LEVEL OF INSTRUCTION:

Level II

AUTHORITY

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given webbing, carabiners, brake bar rack, prusiks, pulleys,

load release strap, rescue rope.

Behavior:

The student will construct and operate the RPM

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

The RPM is a simple to construct, simple to operate rope

rescue system. It includes the gear necessary to raise and
lower a rescuer and/or victim. It can be easily incorporated
into most confined space rescues.

NOTES:

This lesson plan uses the CMC Load Release Strap as part of
the RPM. You must develop a lesson plan that is specific to
the particular load release device you are using with your
RPM.

Job breakdown
1 anchor plate
1 brake bar rack
1 load release device (LRD)
2 prusik minding pulley
1 20 foot anchor sling
1 short prusik
1 long prusik
1 150 foot rescue rope
7 carabiners
Simulated load

The CMC Manual does not use the term RPM for this
system.

January 2008

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM
OPERATIONS

KEY POINTS

Establish an Anchor Point

1. Form a multi-loop anchor sling

1a. Around the anchor

2. Attach a carabiner

2a. To the anchor sling

2b. Bite down
2c. Flip up

Construction of the RPM

3. Attach an anchor plate

3a. To the carabiner

4. Attach a carabiner to the anchor plate

4a. First hole from the left

4b. Bite down
4c. Flip up

5. Attach a brake bar rack

5a. To the carabiner

5b. Lock the carabiner

6. Attach a carabiner to the anchor plate

6a. Second hold from the left

6b. Bite down
6c. Flip up

7. Attach a pulley

7a. To the carabiner

8. Attach a long prusik

8a. To the same carabiner

8b. Lock the carabiner

9. Attach a carabiner to the anchor plate

9a. Third hole from the left

9b. Bite down
9c. Flip up

10. Attach a CMC Load Release Strap

10a. To the carabiner

10b. Lock the carabiner

January 2008

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM
OPERATIONS

KEY POINTS

11. Attach 2 carabiners to the end of the

CMC Load Release Strap

11a. Bite down

12. Attach a short prusik

12a. To the outside carabiner

11b. Flip up

12b. Lock the carabiner

13. Attach a prusik

13a. To the inside carabiner

13b. Lock the carabiner

To use for a lowering Operations

14. Tie a figure eight on a bight

14a. In the running end of the rescue rope

14b. For attachment to the load
14c. As per previous instruction

15. Attach a carabiner

15a. To the figure eight on a bight

16. Using the brake hand, pass the

running end of the lowering line over
the first bar

16a. Over the training groove

16b. Bringing running end of rope completely
under the first bar
16c. Stopping when the running end of the
rope is towards the load

17. Engage the second bar

17a. With the control hand

17b. Onto the rack
17c. Slide bar up until it engages rope near the
first bar

18. Using the brake hand, pass the

running end of the lowering line under
the second bar

January 2008

18a. Bringing running end of rope completely

over the second bar
18b. Stopping when the running end of the
rope is towards the load

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM
OPERATIONS

KEY POINTS

19. Engage the third bar

19a. With the control hand

19b. Onto the rack
19c. Slide bar up until it engages rope near the
second bar.

20. Using the brake, hand, pass the

running end of the lowering line over
the third bar

20a. Bringing running end of the rope is

towards the load

21. Engage the fourth bar

21a. With the control hand

21b. Onto the rack
21c. Slide bar up until it engages rope near the
third bar

22. Using the brake hand, pass the

running end of the lowering line under
the fouth bar

22a. Brining running end of rope completely

over the fourth bar
22b. Stopping when the running end of the
rope is towards the load

NOTE: Always use a minimum of four bars

for a single person load, and all six bars
for a five person load.
23. Attach the load to the main line

23a. Lock the carabiner

24. Cradle the bars in the control hand

25. Hold the running end of the lowering
line

25a. In the brake hand

26. Move the brake hand

26a. Away from the standing part

26b. To begin descent

27. Spread the bars apart

27a. With the control hand

27b. To increase the speed of descent

January 2008

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM
OPERATIONS

KEY POINTS

28. Move the bars together

28a. With the control hand

28b. To decrease the speed of descent

29. Bring the running end of the lowering

line

29a. Completely over the fouth bar

29b. Stopping when the running end of the
rope is towards the load
29c. Brake hand up in front of brake bar rack

30. Wrap the running end of the lowering

line

30a. Between the front of the rack and the

standing part of the rope
30b. With the brake hand

31. Wrap the running end of the lowering

line

31a. Between the two legs of the rack

31b. Capturing the fourth bar

32. Repeat operations 30 and 31

33. Tie an overhand on a bight to secure
the brake bar rack

33a. From a 18-24 inch bight with the working

end of the rope
33b. Wrap bight around the brake bar rack
33c. Insert end of bight through back side of
bight to form an overhand on a bight
33d. Pull on bight and running end of rope to
tighten knot

To use for a raising operation

34. Attach the short prusik loop from the
RPM to the main line

34a. Three wrap

35. Attach the short prusik

35a. To the carabiner at the end of the load

release strap
35b. Lock the carabiner

36. Form a bight in the main line

January 2008

36a. Behind the short prusik

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM
OPERATIONS

KEY POINTS

37. Attach the prusik minding pulley

37a. To the bight formed in the main line

38. Attach the prusik minding pulley

38a. To the second carabiner at the end of the

load release strap
38b. Lock the carabiner

39. Attach the long prusik loop

39a. To the main line

39b. Appx 3 feet in front of the short prusik

40. Form a bight

40a. In the running end of the main line

41. Attach a prusik minding mechanical

advantage pulley

41a. To the bight formed in the main line

42. Attach a carabiner

42a. To the prusik minding mechanical

advantage pulley
42b. Bite down
42c. Flip up

43. Attach the carabiner with mechanical

advantage pulley

43a. To the long prusik loop

44. Extend the long prusik as far as

possible

44a. To ensure the longest haul and fewest

resests

45. Pull on the running end of the main line

45a. To raise the load

46. Allow load to set on ratchet prusik

46a. To convert back to a lowering system

from a raising system

43b. Lock the carabiner

47. Unlock and remove carabiner attaching

long prusik to mechanical advantage
pulley
48. Remove rope from mechanical
advantage pulley

January 2008

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 6

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM
OPERATIONS

KEY POINTS

49. Remove long prusik from main line

50. Attach mechanical advantage pulley
and haul prusik to carabiner

50a. Return this system to its proper place on

the anchor plate

51. Unlock carabiner holding change of

direction pulley
52. Remove change of direction pulley
from carabiner
53. Remove rope from change of direction
pulley

53a. Replace pulley onto second carabiner at

end of load release strap

54. Using the brake hand, grasp the rope

behind the ratchet prusik.
55. Using the brake hand, pass the
running end of the lowering line over
the first bar of the brake bar rack

55a. Over the training groove

55b. Bringing running end of rope completely
under the first bar
55c. Stopping when the running end of the
rope is towards the load
55d. Removing all slack in rope between front
of rack and ratchet prusik

56. Engage the second bar

56a. With the control hand

56b. Onto the rack
56c. Slide bar up until it engages rope near the
first bar

57. Using the brake hand, pass the

running end of the lowering line under
the second bar

January 2008

57a. Bringing running end of rope completely

over the second bar
57b. Stopping when the running nd of the rope
is towards the load

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 7

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM
OPERATIONS

KEY POINTS

58. Engage the third bar

58a. With the control hand

58b. Onto the rack
58c. Slide bar up until it engages rope near the
second bar

59. Using the brake hand, pass the

running end of the lowering line over
the third bar

59a. Bringing running end of rope completely

under the third bar

60. Engage the fourth bar

60a. With the control hand

59b. Stopping when the running end of the

rope is towards the load

60b. Onto the rack

60c. Slide bar up until it engages rope near the
third bar
61. Using the brake hand, pas the running
end of the lowering line under the
fourth bar

61a. Bringing running end of rope completely

over the fourth bar
61b. Stopping when the running end of the
rope is towards the load

NOTE: Always use a minimum of four

bars for a single person load and all
six bars for a two person load
62. Bring the running end of the lowering
line

62a. Completely over the fourth bar

62b. Stopping when the running end of the
rope is towards the load
62c. Brake hand up in front of brake bar rack

63. Wrap the running end of the lowering

line

63a. Completely over the fourth bar

64. Wrap the running end of the lowering

line

64a. Between the two legs of the rack

January 2008

63b. With the brake hand

64b. Capturing the fourth bar

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 8

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM
OPERATIONS

KEY POINTS

65. Repeat operations 63 and 64

66. Tie an overhand on a bight to secure
the brake bar rack

66a. As per previous instruction

67. Unlock the carabiner on the load

release strap
68. Open gate and remove carabiner from
bight formed in load release strap

68a. Leaving carabiner in loop end of load

release strap

69. Pull carabiner to remove bight from

center of load release strap
70. Slowly unwrap load release strap

70a. Until load is resting on brake bar rack

71. Unlock carabiner holding the ratchet

prusik
72. Remove ratchet prusik from carabiner
73. Remove the ratchet prusik from rope
74. Return ratchet prusik to carabiner
75. Rebuild CMC Load Release Strap

January 2008

75a. As per previous instruction

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 9

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE THE RPM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct And Operate The RPM

Module 4 Lesson Plan 3

Page 10

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A
TANDEM PRUSIK
BELAY SYSTEM

TOPIC:

HOW TO CONSTRUCT AND OPERATE A TANDEM PRUSIK

BELAY SYSTEM

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, GISO 5157 and NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a rope, hardware and software

Behavior:

The student will construct and safely operate a tandem prusik

belay system

Standard:

Completing all operations within 15 minutes according to the

job breakdown with 100% accuracy

MATERIALS NEEDED:

Job breakdown
One rope bag
One 15 webbing
3 steel carabiners
One load releasing hitvh
One short prusik
One long prusik

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

In all emergency rope operations, an important part of the

rope system is the utilization of a belay line (safety line or
back-up line). This belay line is used to catch the load in the
event of a main line failure.

January 2008

How To Construct and Operate a Tandem Prusik Belay System

Module 5 Lesson Plan 1

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
TANDEM PRUSIK
OPERATIONS

KEY POINTS

1.

Tie webbing sling around anchor point

1a.

Using webbing to form a Basket

Sling or Multi-loop anchor

2.

Attach load releasing hitch to anchor

sling

2a.

Using steel carabiner

2b.

Lock carabiner

3a.

To the running end of the belay line

3b.

Using three wrap prusik hitch

4a.

In front of the short prusik on the

belay line

4b.

Using three wrap prusik hitch

4c.

Between short prusik and the load

5a.

Using steel carabiner

5b.

Long prusik first

5c.

Short prusik second

5d.

Lock carabiner

6a.

Using steel carabiner

6b.

Lock carabiner

7a.

Form a circle with the index finger

and thumb around the line and
against the load side of the long
prusik

7b.

Slide long prusik toward anchor until

it contacts the short prusik and rest
the remaining fingers of the PMH
around the long and short prusiks

3.

4.

5.

6.

7.

Attach short prusik to rope life line

Attach long prusik to rope life line

Attach both prusiks to load end of load

releasing hitch

Attach end of life line to load

Place Prusik Minding Hand(PMH)

around tandem prusik hitches and
rope

January 2008

How To Construct and Operate a Tandem Prusik Belay System

Module 5 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
TANDEM PRUSIK
OPERATIONS

KEY POINTS

8.

With PMH, slide tandem prusiks

towarad the anchor

8a.

Develop 2-3 OF slack

9.

Place Control Hand (CH) around load

side of rope

9a.

Angle the line to form a Z by

rotating the hand and wrist

10.

As load moves away from anchor, pull 10a.

line through tandem prusiks

Maintain less than 2 feet of slack in

the line

11.

When CH reaches arms length

11a.

Repeat steps 9 and 10

12.

Set prusiks when directed

12a.

Slide / push tandem prusiks toward

the load with PMH

January 2008

How To Construct and Operate a Tandem Prusik Belay System

Module 5 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
TANDEM PRUSIK

APPLICATION:
The student will practice constructing and operating a tandem prusik belay system while
under supervision.

EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.

ASSIGNMENT:
Practice constructing and operating a tandem prusik belay system in order to prepare
yourself for the upcoming performance test. Study for our next session.

January 2008

How To Construct and Operate a Tandem Prusik Belay System

Module 5 Lesson Plan 1

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONVERT A
TANDEM PRUSIK BELAY
SYSTEM TO A
RETRIEVAL LINE

TOPIC:

How To Convert A Tandem Prusik Belay System To A

Retrieval Line

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a Tandem Prusik Belay System, pulleys, carabiners,

anchor sling and appropriate PPE

Behavior:

The student will convert a Tandem Prusik Belay System to a

retrieval line

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To perform a quick non-entry rescue, a few basic rope skills

must be mastered. The accuracy and speed with which these
basic skills are employed, can make a difference in the
outcome of the rescue operation.

January 2008

Job breakdown
1 Tandem Prusik Belay System
1 - 15 foot anchor sling
1 carabiner
1 rescue pulley
1 prusik minding pulley

How To Convert A Tandem Prusik Belay System To A

Retrieval Line
Module 5 Lesson Plan 2

Page 1

HOW TO CONVERT A
TANDEM PRUSIK BELAY
SYSTEM TO A
RETRIEVAL LINE

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

1. Form a Multi-loop anchor sling

1a. Around an anchor

2. Attach a Tandem Prusik Belay System

(Module 5, Lesson 1)

2a. To the anchor sling

3. Detach long prusik from carabiner

3a. At end of load releasing strap

4. Slide three wrap long prusik toward

load

4a. Approximately 3 feet in front of the short

prusik

5. Form a bight in the belay line

5a. Behind the short prusik

6. Attach prusik minding pulley

6a. To the bight formed in the belay line

7. Attach the prusik minding pulley

7a. To the carabiner at the end of the load

releasing strap

2b. Lock the carabiner

7b. Lock the carabiner

8. Form a bight

8a. In the running end of the belay line

9. Attach a mechanical advantage pulley

9a. To the bight formed in the belay line

10. Attach a carabiner

10a. To the mechanical advantage pulley

10b. Bite down
10c. Flip up

11. Attach the carabiner with mechanical

pulley

11a. To the long prusik

12. Extend the long prusik as far as

possible toward the load

12a. To ensure the longest haul and fewest

resets

13. Pull on the running end of the line

13a. To retrieve the load

January 2008

11b. Lock the carabiner

How To Convert A Tandem Prusik Belay System To A

Retrieval Line
Module 5 Lesson Plan 2

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONVERT A
TANDEM PRUSIK BELAY
SYSTEM TO A
RETRIEVAL LINE

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Convert A Tandem Prusik Belay System To A

Retrieval Line
Module 5 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A 2:1
LADDER RIG
MECHANICAL
ADVANTAGE SYSTEM

TOPIC:

How To Construct And Operate A 2:1 Ladder Rig Mechanical

Advantage System

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given rope, carabiners, pulleys, high directional anchor point,

appropriate PPE

Behavior:

The student will construct and operate a 2:1 ladder rig

mechanical advantage system

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

The simple 2:1 mechanical advantage system is a versatile

confined space rope rescue system that combines ease of
construction with portability.

January 2008

Job breakdown
1 200 foot section of rope
2 carabiners
2 pulleys
High anchor point

How To Construct And Operate A 2:1 Ladder Rig

Mechanical Advantage System
Module 6 Lesson Plan 1

Page 1

HOW TO CONSTRUCT
AND OPERATE A 2:1
LADDER RIG
MECHANICAL
ADVANTAGE SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Tie a figure eight on a bight

KEY POINTS

1a. In the working end of the rope

1b. Keeping the bight small (approximately 12 inches)

2. Form a large loop with the running end

2a. Around the figure eight on a bight

2b. 2 to 3 feet in diameter

3. Place a change of direction pulley

3a. Above the figure eight on a bight

3b. Below the loop

4. Place a mechanical advantage pulley

4a. Opposite the pulley in #3

5. Place the running end of the rope

5a. Through the mechanical advantage pulley

6. Attach a carabiner

6a. To the mechanical advantage pulley

7. Place the running end of the rope

7a. Through the change of direction pulley

8. Attach a carabiner

8a. To the change of direction pulley

9. Attach the figure eight on a bight to the

carabiner holding the change of
direction pulley
10. Attach the change of direction pulley

10a. To the high directional anchor

10b. Bite down, so carabiner locks in
downward direction
10c. Lock carabiner

11. Attach the mechanical advantage

pulley

11a. To the load

11b. Bite down, flip up
11c. Lock carabiner

12. Pull on the running end of the rope

January 2008

12a. To operate the 2:1

How To Construct And Operate A 2:1 Ladder Rig

Mechanical Advantage System
Module 6 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A 2:1
LADDER RIG
MECHANICAL
ADVANTAGE SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct And Operate A 2:1 Ladder Rig

Mechanical Advantage System
Module 6 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A
3:1 Z-RIG MECHANICAL
ADVANTAGE SYSTEM
THROUGH A
HIGH POINT ANCHOR

TOPIC:

How To Construct And Operate A 3:1 Z-Rig Mechanical

Advantage System Through a High Point Anchor

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a RPM, rescue rope, pulleys, carabiners, appropriate

PPE, anchor slings, suitable high anchor point

Behavior:

The student will construct and operate a 3:1 Z-rig mechanical

advantage system

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 anchor plate
1 brake bar rack
1 load release strap
1 prusik minding pulley
3 rescue pulleys (or PMPs)
1 20 foot anchor sling
2 5 foot anchor slings
1 short prusik
1 long prusik
1 150 foot rescue rope
9 carabiners
1 swivel (optional)
Tripod, or other suitable high anchor point

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

The Z-rig is a simple to construct, and simple to operate,

mechanical advantage system. It can be easily incorporated
into most confined space rescues.

January 2008

How To Construct And Operate A 3:1 Z-Rig Mechanical

Advantage System
Module 6 Lesson Plan 2

Page 1

HOW TO CONSTRUCT
AND OPERATE A
3:1 Z-RIG MECHANICAL
ADVANTAGE SYSTEM
THROUGH A
HIGH POINT ANCHOR

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

1. Form a multi-loop anchor sling

1a. Around the anchor

2. Attach the completed RPM

2a. To the anchor sling

3. Tie a figure eight on a bight

3a. As per previous instruction

4. Attach a carabiner to the figure eight

on a bight

4a. Bite down

5. Place the figure eight on a bight

5a. Near the space

6. Form a multi loop anchor sling

6a. Around the top of the high directional

7. Attach a directional pulley to the rope

7a. Approximately. 10 feet from the figure

eight on a bight

4b. Flip up

[Link] use as the high directional

8. Attach a carabiner to the high
directional pulley
9. Attach high directional pulley system to
the high directional anchor

9a. Bite down

9b. Flip up
9c. Lock the carabiner

10. Form a multi loop anchor sling

10a. Around the low directional anchor

11. Attach a directional pulley to the rope

11a. Appx. 10 feet below the high directional

pulley

12. Attach a carabiner to the low

directional pulley
13. Attach low directional pulley system to
the low directional anchor

13a. Bite down

13b. Flip up
13c. Lock the carabiner

January 2008

How To Construct And Operate A 3:1 Z-Rig Mechanical

Advantage System
Module 6 Lesson Plan 2

Page 2

HOW TO CONSTRUCT
AND OPERATE A
3:1 Z-RIG MECHANICAL
ADVANTAGE SYSTEM
THROUGH A
HIGH POINT ANCHOR

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

14. Attach the figure eight on a bight to a

simulated rescue load

KEY POINTS

14a. Bite down

14b. Flip up
14c. Lock the carabiner

15. Attach the short prusik loop from the

RPM to the main line

15a. Three wrap

16. Attach the short prusik

16a. To the carabiner at the end of the load

release strap

15b. Per previous instruction

16b. Lock the carabiner

17. Form a bight in the main line

17a. Behind the short prusik

18. Attach the prusik minding pulley

18a. To the bight formed in the main line

19. Attach the prusik minding pulley

19a. To the second carabiner at the end of the

load release strap
19b. Lock the carabiner

20. Attach the long prusik loop

20a. To the main line

20b. Appx. 3 feet in front of the short prusik

21. Form a bight

21a. In the running end of the main line

22. Attach a mechanical advantage pulley

22a. To the bight formed in the main line

23. Attach a carabiner

23a. To the mechanical advantage pulley

23b. Bite down
23c. Flip up

24. Attach the carabiner with mechanical

advantage pulley

January 2008

24a. To the long prusik loop

24b. Lock the carabiner

How To Construct And Operate A 3:1 Z-Rig Mechanical

Advantage System
Module 6 Lesson Plan 2

Page 3

HOW TO CONSTRUCT
AND OPERATE A
3:1 Z-RIG MECHANICAL
ADVANTAGE SYSTEM
THROUGH A
HIGH POINT ANCHOR

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

25. Extend the long prusik as far as

possible

25a. To ensure the longest haul and fewest

resets

26. Pull on the running end of the main line

26a. To raise the load

January 2008

How To Construct And Operate A 3:1 Z-Rig Mechanical

Advantage System
Module 6 Lesson Plan 2

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A
3:1 Z-RIG MECHANICAL
ADVANTAGE SYSTEM
THROUGH A
HIGH POINT ANCHOR

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct And Operate A 3:1 Z-Rig Mechanical

Advantage System
Module 6 Lesson Plan 2

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A 3:1
PIGGYBACK
MECHANICAL
ADVANTAGE SYSTEM

TOPIC:

How To Construct And Operate A 3:1 Piggyback Mechanical

Advantage System

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a RPM, rescue ropes, pulleys, carabiners, appropriate

PPE, anchor slings

Behavior:

The student will construct and operate a 3:1 piggyback

mechanical advantage system

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 anchor plate
1 brake bar rack
1 load release strap
1 prusik minding pulley
1 rescue pulley (or PMP)
1 20 foot anchor sling
1 short prusik
1 long prusik
1 150 foot rescue rope
6 carabiners
Host rope (to attach piggyback to)

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most confined space operations, a few basic

knots must be mastered. The accuracy with which these basic
skills are learned will increase the speed and safety of the
entire rescue operation.

January 2008

How To Construct And Operate A 3:1 Piggyback

Mechanical Advantage System
Module 6 Lesson Plan 3

Page 1

HOW TO CONSTRUCT
AND OPERATE A 3:1
PIGGYBACK
MECHANICAL
ADVANTAGE SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

1. Form a multi loop anchor sling

1a. Around the anchor

2. Attach an RPM

2a. To the anchor sling

2b. Lock the carabiner

3. Tie a figure eight on a bight

3a. As per previous instruction

3b. In the working end of the piggyback rope

4. Attach a carabiner to the figure eight

on a bight

4a. Bite down

5. Attach the short prusik from the RPM

to the piggyback line

5a. Three wrap

6. Attach the short prusik

6a. To the carabiner at the end of the load

release strap

4b. Flip up

6b. Lock the carabiner

7. Form a bight in the piggyback line

7a. Behind the short prusik

8. Attach the prusik minding pulley

8a. To the bight formed in the piggyback line

9. Attach the prusik minding pulley

9a. To the second carabiner at the end of the

load release strap
9b. Lock the carabiner

10. Attach the long prusik loop

10a. To the piggyback line

10b. Approximately 3 feet in front of the short
prusik

11. Form a bight

11a. In the running end of the piggyback line

12. Attach a mechanical advantage pulley

12a. To the bight formed in the piggyback line

January 2008

How To Construct And Operate A 3:1 Piggyback

Mechanical Advantage System
Module 6 Lesson Plan 3

Page 2

HOW TO CONSTRUCT
AND OPERATE A 3:1
PIGGYBACK
MECHANICAL
ADVANTAGE SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

13. Attach a carabiner

KEY POINTS

13a. To the mechanical advantage pulley

[Link] down
13c. Flip up

14. Attach the carabiner with mechanical

advantage pulley

14a. To the long prusik loop

15. Extend the long prusik as far as

possible

15a. To ensure the longest haul and fewest

resets

16. Attach a prusik to the main line

16a. Three wrap

14b. Lock the carabiner

16b. To be used as the hauling point for the

piggyback system
17. Attach the figure eight on a bight with
carabiner referenced in #4

17a. To the prusik attached to the main line

18. Pull on the running end of the main line

18a. To raise the load

January 2008

How To Construct And Operate A 3:1 Piggyback

Mechanical Advantage System
Module 6 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A 3:1
PIGGYBACK
MECHANICAL
ADVANTAGE SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct And Operate A 3:1 Piggyback

Mechanical Advantage System
Module 6 Lesson Plan 3

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A 4:1
MECHANICAL
ADVANTAGE SYSTEM

TOPIC:

How To Construct And Operate A 4:1 Mechanical Advantage

System

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a rope, double sheave pulleys, carabiners, overhead

anchor, appropriate PPE

Behavior:

The student will construct and operate a 4:1 mechanical

advantage system.

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 - 200 foot section of rope
2 double sheave pulleys
3 carabiners
An overhead anchor

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

The simple 4:1 mechanical advantage system is a versatile

confined space rescue rope system that combines ease of
construction with portability.

January 2008

How To Construct And Operate A 4:1 Mechanical

Advantage System
Module 6 Lesson Plan 4

Page 1

HOW TO CONSTRUCT
AND OPERATE A 4:1
MECHANICAL
ADVANTAGE SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Tie a figure eight on a bight

KEY POINTS

1a. In the working end of the rope

1b. Keeping the bight small (approximately 12 inches)

2. Form a large loop with the running end

2a. Around the figure 8 on a bight

2b. 2 to 3 feet in diameter

3. Place a double sheaved change of

direction pulley (with a becket)

3a. Above the figure eight on a bight

3b. Below the loop
3c. Becket facing the figure eight on a bight

4. Place a double sheaved mechanical

advantage pulley (becket optional)

4a. Opposite the pulley system in number 3

5. Attach a carabiner

5a. To the figure eight on a bight

6. Attach figure eight on a bight with

carabiner

6a. To the becket of the change of direction

pulley

4b. Becket facing the other becket (if so

equipped)

6b. Bite down, so carabiner is locking

downward
6c. Lock the carabiner
7. Place the running end of the rope
through the mechanical advantage
pulley

7a. Through the bottom sheave

8. Place the running end of the top loop

through the change of direction pulley

8a. Also through the bottom sheave

9. Make a second large loop with the

running end

9a. 2-3 feet in diameter

10. Place the running end of the second

loop through the mechanical
advantage pulley
January 2008

9b. Around both pulleys

10a. Through the top sheave

How To Construct And Operate A 4:1 Mechanical

Advantage System
Module 6 Lesson Plan 4

Page 2

HOW TO CONSTRUCT
AND OPERATE A 4:1
MECHANICAL
ADVANTAGE SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

11. Place the running end of the second

loop through the change of direction
pulley

11a. Also through the top sheave

12. Attach a carabiner

12a. To the change of direction pulley

13. Attach the change of direction pulley

system with carabiner

13a. To the high anchor point

13b. Bite down, so carabiner is locking
downward
13c. Lock the carabiner

14. Attach a carabiner

14a. To the mechanical advantage pulley

system
14b. Bite down, so carabiner is locking
downward

15. Attach the mechanical advantage

pulley system

15a. To the load

16. Pull on the running end of the rope

16a. To operate the 4:1

January 2008

15b. Lock the carabiner

How To Construct And Operate A 4:1 Mechanical

Advantage System
Module 6 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A 4:1
MECHANICAL
ADVANTAGE SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct And Operate A 4:1 Mechanical

Advantage System
Module 6 Lesson Plan 4

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A 4:1
PRE-RIG MECHANICAL
ADVANTAGE SYSTEM

TOPIC:

How To Construct And Operate A 4:1 Pre-Rig Mechanical

Advantage System

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a rope, CMC Rescue CSR Pulley Set, carabiners,

overhead anchor and appropriate PPE

Behavior:

The student will construct and operate a 4:1 pre-rig

mechanical advantage system

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 - 200 foot section of rope
1 CMC Rescue CSR Pulley Set
3 carabiners
An overhead anchor

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

The simple 4:1 mechanical advantage system is a versatile

confined space rescue rope system that combines ease of
construction with portability.

Note:

This lesson plan applies to the CMC Rescue CSR Pulley set.
You must develop a lesson plan that is specific to the
particular brand/model you are using.

January 2008

How To Construct And Operate A 4:1 Pre-Rig Mechanical

Advantage System
Module 6 Lesson Plan 5

Page 1

HOW TO CONSTRUCT
AND OPERATE A 4:1
PRE-RIG MECHANICAL
ADVANTAGE SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Tie a figure eight on a bight

KEY POINTS

1a. In the working end of the rope

1b. Keeping the bight small (approximately 12 inches)

2. Form a large loop with the running end

2a. Around the figure eight on a bight

2b. 2 to 3 feet in diameter

3. Place the top pulley system

3a. Above the figure eight on a bight

3b. Below the loop
3c. Becket and cam facing the figure eight on
a bight
3d. Ensure the cam is pinned in the open
position

4. Place the bottom pulley system

4a. Opposite the top pulley system

4b. Becket facing the top pulley system

5. Attach a carabiner

5a. To the figure eight on a bight

6. Attach figure eight on a bight with

carabiner

6a. To the becket on the top pulley system

7. Place the running end of the rope

through the bottom pulley system

7a. Between the gold and blue sheaves

8. Place the running end of the top loop

through the top pulley system

8a. Between the gold and blue sheaves

9. Make a second large loop with the

running end

9a. 2-3 feet in diameter

10. Place the running end of the second

loop through the bottom pulley system

January 2008

6b. Lock the carabiner

7b. From right to left

8b. From left to right

9b. Around both pulley sets

10a. Between the blue and red sheaves
10b. From right to left

How To Construct And Operate A 4:1 Pre-Rig Mechanical

Advantage System
Module 6 Lesson Plan 5

Page 2

HOW TO CONSTRUCT
AND OPERATE A 4:1
PRE-RIG MECHANICAL
ADVANTAGE SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

11. Place the running end of the top loop

through the top pulley system

11a. Between the blue and red sheaves

12. Place the running end of the rope

12a. Through the slot opposite the cam

11b. From left to right

12b. Release the pin holding the cam open

13. Ensure the 15 foot supplied cord is
attached to the cam

13a. For remote operation of the cam

14. Attach a carabiner

14a. To the top pulley system

15. Attach the top pulley system

15a. To the high anchor point

15b. Bite down
15c. Flip up
15d. Ensure carabiner is locking in downward
position

16. Attach a carabiner

16a. To the bottom pulley system

16b. Bite down
16c. Flip up
16d. Ensure carabiner is locking in downward
position

17. Attach the bottom pulley system

17a. To the load

17b. Lock the carabiner

18. Pull on the running end of the rope

18a. To raise the load slightly

18b. Unweighting the cam

19. Pull down on the 15 foot cord

19a. To hold the cam open

20. Lower load slowly

20a. Hand over hand

21. Release 15 foot cord

21a. To hold the load in position

January 2008

How To Construct And Operate A 4:1 Pre-Rig Mechanical

Advantage System
Module 6 Lesson Plan 5

Page 3

HOW TO CONSTRUCT
AND OPERATE A 4:1
PRE-RIG MECHANICAL
ADVANTAGE SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

22. Pull on the running end of the rope

KEY POINTS

22a. To raise the load

22b. Cam will self tend

January 2008

How To Construct And Operate A 4:1 Pre-Rig Mechanical

Advantage System
Module 6 Lesson Plan 5

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A 4:1
PRE-RIG MECHANICAL
ADVANTAGE SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct And Operate A 4:1 Pre-Rig Mechanical

Advantage System
Module 6 Lesson Plan 5

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE TWO
HALF HITCHES

TOPIC:

How To Tie Two Half Hitches

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a tie rope, appropriate PPE and a vertical anchor point

Behavior:

The student will wrap the rope around a vertical anchor point
and secure it with two half hitches

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 length of " tie rope
1 vertical anchor point

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue systems, a few basic skills must be

mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation

January 2008

How To Tie Two Half Hitches

Module 7 Lesson Plan 1

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE TWO
HALF HITCHES

January 2008

How To Tie Two Half Hitches

Module 7 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE TWO
HALF HITCHES
OPERATIONS

KEY POINTS

1. Pass the working end of the rope

1a. Around a vertical anchor point

1b. 2' from the working end
1c. With the dominant hand

2. Pass the working end of the rope

2a. Over the standing part

2b. Forming a loose loop around the anchor
point

3. Pass the working end of the rope

3a. Up and through the loop

3b. From below the loop

4. Remove any slack

4a. From the loop

4b. To form the first half hitch
4c. By pulling the working end

5. Pass the working end of the rope

5a. Under the standing part

6. Pass the working end of the rope

6a. Down through the loop

6b. From above the standing part

7. Remove any slack

7a. To form the second half hitch

8. Dress the hitches

January 2008

How To Tie Two Half Hitches

Module 7 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE TWO
HALF HITCHES

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie Two Half Hitches

Module 7 Lesson Plan 1

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A ROUND

TURN AND
TWO HALF HITCHES

TOPIC:

How To Tie A Round Turn And Two Half Hitches

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given webbing, appropriate PPE and an anchor point

Behavior:

The student will wrap the webbing around an anchor point and
secure with a round turn and two half hitches

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
5' length of 1" webbing
1 suitable anchor point

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue systems, a few basic skills must be

mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

How To Tie A Round Turn And Two Half Hitches

Module 7 Lesson Plan 2

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Tie A Round Turn And Two Half Hitches

Module 7 Lesson Plan 2

HOW TO TIE A ROUND

TURN AND
TWO HALF HITCHES

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Pass the working end of the webbing

HOW TO TIE A ROUND

TURN AND
TWO HALF HITCHES
KEY POINTS

1a. Around the anchor point

1b. 1 times

2. Remove any slack

2a. In the round turn

2b. By pulling on the working end of the
webbing

3. Form two half hitches

3a. Around the standing part of the webbing

3b. As per previous instruction

4. Remove any slack

4a. In the hitches

4b. By pulling on the working end of the
webbing

January 2008

How To Tie A Round Turn And Two Half Hitches

Module 7 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE A ROUND

TURN AND
TWO HALF HITCHES

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie A Round Turn And Two Half Hitches

Module 7 Lesson Plan 2

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE AND

ATTACH A HASTY CHEST
HARNESS TO A VICTIM

TOPIC:

How To Tie And Attach A Hasty Chest Harness (Double

Locking Larksfoot) To A Victim

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given webbing, tie rope, appropriate PPE and a carabiner

Behavior:

The student will tie and attach a hasty chest harness to a

simulated victim

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

Job breakdown
1 - 12'-15' length of 1" webbing
1 - length of " tie rope
1
carabiner

How To Tie And Attach A Hasty Chest Harness (Double

Locking Larksfoot) To A Victim
Module 7 Lesson Plan 3

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Tie And Attach A Hasty Chest Harness (Double

Locking Larksfoot) To A Victim
Module 7 Lesson Plan 3

HOW TO TIE AND

ATTACH A HASTY CHEST
HARNESS TO A VICTIM

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Tie an overhand bend

HOW TO TIE AND

ATTACH A HASTY CHEST
HARNESS TO A VICTIM
KEY POINTS

1a. In the webbing

1b. Forming a sling

2. Place the webbing sling

2a. Place victims left arm through sling

3. Place overhand bend

3a. Near rear of the left shoulder of the victim

3b. Allowing webbing sling to hang freely
from the left shoulder of the victim

4. Use right hand to grasp webbing sling

4a. Pull all slack webbing to the rear of the

victims torso

5. Slide right hand

5a. Allowing webbing to slide through your

hand
5b. Pass webbing under the right arm of
victim
5c. Pulling all slack webbing to front of
victims body
5d. Causing webbing to tighten around
victims left shoulder

6. Wrap webbing

6a. Underneath portion of webbing sling

pulled tight around victims left shoulder
6b. Pulling all slack webbing through and
pulling tight across the chest, back, and
left shoulder of victim

7. Grasp bight of webbing

7a. Pass bight between the two horizontal

pieces of webbing across victims chest
7b. Pass bight behind vertical webbing
located around victims left shoulder/
chest

8. Pull tight

January 2008

8a. Ensure all slack is removed from webbing

sling

How To Tie And Attach A Hasty Chest Harness (Double

Locking Larksfoot) To A Victim
Module 7 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

9. Secure free end of webbing sling

HOW TO TIE AND

ATTACH A HASTY CHEST
HARNESS TO A VICTIM
KEY POINTS

9a. Using a minimum of two half hitches

around horizontal webbing across victims
chest

10. Attach carabiner

10a. To all horizontal lengths of webbing

across victims chest

11. Tie a figure eight on a bight

11a. Using tie rope

12. Attach rope to carabiner

13. Lock carabiner

January 2008

How To Tie And Attach A Hasty Chest Harness (Double

Locking Larksfoot) To A Victim
Module 7 Lesson Plan 3

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE AND

ATTACH A HASTY CHEST
HARNESS TO A VICTIM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie And Attach A Hasty Chest Harness (Double

Locking Larksfoot) To A Victim
Module 7 Lesson Plan 3

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE AND

ATTACH WRISTLETS
AND ANKLETS

TOPIC:

How To Tie And Attach Wristlets And Anklets

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given webbing, tie rope, appropriate PPE and a carabiner

Behavior:

The student will tie and attach wristlets/anklets to a simulated

victim

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 - 12'-15' length of 1" webbing
1 - length of " tie rope
1 carabiner

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

How To Tie And Attach Wristlets And Anklets

Module 7 Lesson Plan 4

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Tie And Attach Wristlets And Anklets

Module 7 Lesson Plan 4

HOW TO TIE AND

ATTACH WRISTLETS
AND ANKLETS

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Tie an overhand bend

HOW TO TIE AND

ATTACH WRISTLETS
AND ANKLETS
KEY POINTS

1a. In the webbing

1b. Forming a sling

2. Grasp webbing

2a. At either end of webbing sling

3. Form a small bight

3a. Approximately 8 12
3b. At the end of either webbing sling

4. Hold bight in webbing

4a. Using one hand

5. Reach through bight

5a. With other hand

6. Grasp both strands of webbing

6a. Pull webbing back through the bight

6b. Approximately 12 18 or enough to fit
over victims wrist or ankle
6c. Creating a Larks Foot (Girth Hitch)

7. Place newly created loop around

victims limb

7a. Wrist or ankle, whichever is presenting or

preferred

8. Pull tight

8a. Ensure all slack is removed from webbing

sling

9. Hold secure

9a. To ensure that it does not slip off of victim

10. Grasp webbing

10a. At opposite end of webbing sling

11. Form a small bight

11a. Approximately 8 12
11b. At the end of webbing sling

12. Hold bight in webbing

12a. Using one hand

13. Reach through bight

13a. With other hand

January 2008

How To Tie And Attach Wristlets And Anklets

Module 7 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

14. Grasp both strands of webbing

HOW TO TIE AND

ATTACH WRISTLETS
AND ANKLETS
KEY POINTS

14a. Pull webbing back through the bight

14b. Approximately 12 18 or enough to fit
over victims remaining wrist or ankle
14c. Creating a Larks Foot (Girth Hitch)

15. Place newly created loop around

victims limb

15a. Remaining wrist or ankle, whichever is

presenting or preferred

16. Pull tight

16a. Ensure all slack is removed from webbing

sling

17. Hold secure

17a. To ensure that it does not slip off of victim

18. Attach carabiner

18a. To all portions of webbing between

victims captured limbs

19. Tie a figure eight on a bight

19a. Using tie rope

20. Attach rope to carabiner

21. Lock carabiner

January 2008

How To Tie And Attach Wristlets And Anklets

Module 7 Lesson Plan 4

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO TIE AND

ATTACH WRISTLETS
AND ANKLETS

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Tie And Attach Wristlets And Anklets

Module 7 Lesson Plan 4

Page 5

CONFINED SPACE RESCUE TECHNICIAN

TOPIC:

How To Secure A Victim To A Rescue Litter

TIME FRAME:

0:20

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

HOW TO SECURE A
VICTIM TO A
RESCUE LITTER

BEHAVIORAL OBJECTIVE:
Condition:

Given webbing, appropriate PPE and a rescue litter

Behavior:

The student will secure a victim to a rescue litter

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
3 - 20' lengths of 1" webbing
1 rescue litter

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

How To Secure A Victim To A Rescue Litter

Module 7 Lesson Plan 5

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Secure A Victim To A Rescue Litter

Module 7 Lesson Plan 5

HOW TO SECURE A
VICTIM TO A
RESCUE LITTER

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Lay a length of webbing

HOW TO SECURE A
VICTIM TO A
RESCUE LITTER
KEY POINTS

1a. Across litter

1b. At level of victim's crotch
1c. Transverse to the litter
1d. With midpoint of webbing at the center of
litter

2. Form an 18" loop

2a. In a length of webbing

2b. With the loop at the midpoint of the
webbing

3. Lay loop in the litter

3a. At the location of the victim's head

3b. With cross at the location of the victim's
shoulder blades
3c. With webbing ends laying over main
frame
3d. One end on each side

NOTE: Have a student lie on their

back in the rescue litter
CHEST LASH
4. Pass loop

4a. Over victim's head

4b. To nipple line

5. Wrap webbing ends

5a. Under each arm

5b. Through loop at chest

6. Remove slack

6a. Ensuring crossed webbing at victim's

shoulder blades does not ride up on neck

7. Tie an overhand knot

7a. In the webbing around the loop

7b. At the point it passes over the nipples
7c. Both sides

January 2008

How To Secure A Victim To A Rescue Litter

Module 7 Lesson Plan 5

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

8. Tie a round turn and two half hitches

HOW TO SECURE A
VICTIM TO A
RESCUE LITTER
KEY POINTS

8a. At the ends of the webbing

8b. Around a rib of litter below the victim's
waist
8c. Where the rib meets the main frame
8d. Removing slack
8e. To secure the webbing

PELVIC LASH
9. Pull midpoint of webbing

9a. Through legs

9b. Up to victim's waist
9c. Creating a 6" triangle

10. Wrap webbing

10a. Around the thighs

11. Pass ends of webbing

11a. Through the triangle

11b. Pulling up towards the shoulder
11c. Removing slack

12. Tie an overhand knot

12a. In the webbing

12b. At the point it passes through the triangle
12c. Both sides of triangle

13. Tie a round turn and two half hitches

13a. At the ends of the webbing

13b. Around a rib of litter near the victim's
shoulders
13c. Where the rib meets the main frame
13d. Removing slack
13e. To secure the webbing

January 2008

How To Secure A Victim To A Rescue Litter

Module 7 Lesson Plan 5

Page 4

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO SECURE A
VICTIM TO A
RESCUE LITTER
KEY POINTS

EXTERIOR LASH
14. Place one length of webbing

14a. Across the victim's legs

14b. Below the knees
14c. Midpoint of the webbing between the
victims lower legs

15. Pass the ends of the webbing

15a. Around the rib

15b. Below the victim's knees
15c. Both sides
15d. Where the rib meets the main frame
15e. Removing slack
15f. Do not wrap the main frame

16. Cross the webbing

16a. At victims knees

17. Pass the ends of the webbing

17a. Around the next rib

17b. Moving towards the head
17c. Both sides
17d. Where the rib meets the main frame
17e. Removing slack

18. Repeat Operations 16 and 17

18a. Crossing at victims waist and chest

18b. Until webbing passes around the rib near
the shoulder

19. Tie a round turn and two half hitches

19a. At one end of the webbing

19b. Around a rib
19c. Near the victim's shoulder
19d. Where the rib meets the main frame
19e. To secure the webbing

January 2008

How To Secure A Victim To A Rescue Litter

Module 7 Lesson Plan 5

Page 5

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

20. Pull slack

HOW TO SECURE A
VICTIM TO A
RESCUE LITTER
KEY POINTS

[Link] secured end

20b. Toward free end

21. Tie a round turn and two half hitches

21a. At the end of the webbing

21b. Around a rib
21c. Near the victim's shoulder
21d. Where the rib meets the main frame
21e. To secure the webbing

January 2008

How To Secure A Victim To A Rescue Litter

Module 7 Lesson Plan 5

Page 6

CONFINED SPACE RESCUE TECHNICIAN

HOW TO SECURE A
VICTIM TO A
RESCUE LITTER

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Secure A Victim To A Rescue Litter

Module 7 Lesson Plan 5

Page 7

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A LITTER
FOR VERTICAL RESCUE

TOPIC:

How To Rig A Litter For Vertical Rescue

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a rescue litter, webbing, carabiners, rescue rope, and

appropriate personal protective equipment

Behavior:

The student will rig a rescue litter for a vertical rescue

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

How To Rig A Litter For Vertical Rescue

Module 7 Lesson Plan 6

Job breakdown
1 rescue litter
1 - 5' length of 1" webbing
2 carabiners
2 rescue ropes
Appropriate personal protective equipment

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A LITTER
FOR VERTICAL RESCUE

January 2008

How To Rig A Litter For Vertical Rescue

Module 7 Lesson Plan 6

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A LITTER
FOR VERTICAL RESCUE
OPERATIONS

KEY POINTS

SLING METHOD
1. Wrap one end of 5' webbing

1a. Around the main frame

1b. At the head end of the litter
1c. One wrap starting outside of left skid
1d. In a spiral motion
1e. Two wraps between the skids
1f. Finishing one wrap outside of right skid
1g. Avoiding the weld on the main frame
between the center struts

2. Tie an overhand bend

2a. In the webbing

3. Pull center wrap

3a. On main frame

3b. To meet center point of the slin
3c. Forming two bights

4. Adjust overhand bend

4a. So that it is between the main frame and

the bights formed in the sling

5. Tie a figure eight on a bight

5a. In the end of the main line

5b. Leaving a 6" tail

6. Tie a figure eight on a bight

[Link] the end of the belay line

6b. Leaving a 6" tail
6c. Forming a 10" bight

7. Attach the main line

7a. To the sling

7b. With a carabiner

8. Lock the carabiner

January 2008

How To Rig A Litter For Vertical Rescue

Module 7 Lesson Plan 6

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A LITTER
FOR VERTICAL RESCUE
OPERATIONS

KEY POINTS

9. Attach the belay line

9a. To the sling

9b. With a carabiner
[Link] carabiner gates

10. Lock the carabiner

ROPE METHOD
11. Attach the main line
12. Tie a loose figure eight

12a. In the main line

12b. 8' from the end

13. Wrap the working end of the main line

13a. Around the head end of the main frame of

the rescue litter
13b. One wrap starting outside the left skid
13c. In a spiral motion
13d. Two wraps between the skids
13e. Finishing one wrap outside the right skid
13f. Avoiding the weld on the main frame
between the center struts

14. Pull the main line through

14a. Until the figure eight is 15" from the main

frame of the rescue litter

15. Tie a figure eight follow through

15a. Using the working end of the main line

and the original figure eight knot

16. Dress the knot

17. Attach the belay line
18. Tie a loose figure eight

18a. In the belay line

18b. 8' from the end

January 2008

How To Rig A Litter For Vertical Rescue

Module 7 Lesson Plan 6

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A LITTER
FOR VERTICAL RESCUE
OPERATIONS

KEY POINTS

19. Wrap the working end of the belay line

19a. Around the head end of the main frame of

the rescue litter
19b. Starting outside the left skid
19c. In a spiral motion
19d. Two wraps between the skids
19e. Finishing one wrap outside the right skid
19f. Avoiding the weld on the main frame
between the center struts

20. Pull the belay line through

20a. Until the figure eight is 15" from the main

frame of the rescue litter

21. Tie a figure eight follow through

21a. Using the working end of the belay line

and the original figure eight knot

22. Dress the knot

January 2008

How To Rig A Litter For Vertical Rescue

Module 7 Lesson Plan 6

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A LITTER
FOR VERTICAL RESCUE

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Rig A Litter For Vertical Rescue

Module 7 Lesson Plan 6

Page 6

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A SKED LITTER

TOPIC:

How To Rig A Victim In A SKED Litter

TIME FRAME:

0:20

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a SKED Litter and all included straps, ropes, etc., and
appropriate personal protective equipment

Behavior:

The student will rig a victim in a SKED Litter for a vertical lift

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

Job breakdown
1 SKED Litter with attached straps
1 - 30 length of 3/8 static kernmantle rope to be used as a
lifting bridle for vertical lifting operations
Appropriate personal protective equipment

How To Rig A Victim In A Sked Litter

Module 7 Lesson Plan 7

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A SKED LITTER

January 2008

How To Rig A Victim In A Sked Litter

Module 7 Lesson Plan 7

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A SKED LITTER
OPERATIONS

KEY POINTS

1. Remove SKED Litter from bag

1a. Place on firm ground

2. Unfasten retainer strap

2a. Step on one end of SKED and unroll

completely to opposite end

3. Bend the SKED backwards

3a. Bending the SKED Litter in half and back

rolling it will allow it to lay flat
3b. Repeat several times

4. Lay SKED Litter in a warm area

4a. The SKED Litter will become more

manageable and easier to handle after it
is allowed to warm up

5. Place victim onto SKED Litter

5a. The technique used to place victim onto

the SKED will be determined by the
configuration of the confined space,
hazards, and medical condition of the
victim
5b. Log Roll, sliding, and lifting are all
options for placing the victim onto the
SKED
5c. The SKED does not provide cervical
spine immobilization by itself. It may be
used in conjunction with other devices
(backboard, collar, etc.)

6. Center the victim on the SKED Litter

6a. Slide victim to the center of the stretcher

7. Secure cross straps

7a. Pull (4) cross straps from under the

SKED and attach to corresponding
buckles directly opposite the straps

8. Secure foot straps

8a. Pull the SKED up against the victims feet

and secure straps
8b. Feed the foot straps through the unused
grommets at the foot end of the SKED
and fasten to buckles

January 2008

How To Rig A Victim In A Sked Litter

Module 7 Lesson Plan 7

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A SKED LITTER
OPERATIONS

KEY POINTS

9. Rig SKED for vertical lifting operation

9a. Tie a figure eight on a bight in the center

of the provided 30 length of 3/8 static
kernmantle rope
9b. Pass each end of the rope through the
grommets at the head end of the SKED,
pull the knot up snug against the
stretcher
9c. Continue feeding rope through unused
grommets and carrying handles all the
way to the foot end of stretcher, ensure
that both ends of the rope are fairly even
9d. Pass the rope ends through the
grommets at the foot end of the SKED
from the inside outward. Tie the ends of
the rope together with a square knot
9e. Bring the ends of the rope up over the
foot end of the SKED, pass the rope
ends through each carrying handle,
secure the rope ends with another square
knot, and place a overhand safety on
each side

10. Attach main haul line to the SKED

Litter for a vertical lifting operation

January 2008

10a. Attach the main line to the figure eight on

a bight located at the head end of the
SKED Litter

How To Rig A Victim In A Sked Litter

Module 7 Lesson Plan 7

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A SKED LITTER

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Rig A Victim In A Sked Litter

Module 7 Lesson Plan 7

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A LSP HALF BACK

TOPIC:

How To Rig A Victim In A LSP Half Back

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a LSP Half Back, Vertical Lift Strap Assembly or

Spreader Bar, and appropriate personal protective equipment

Behavior:

The student will rig a victim in an LSP Half Back

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 LSP Half Back
1 Vertical Lift Strap Assembly or Spreader Bar
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

January 2008

How To Rig A Victim In A Lsp Half Back

Module 7 Lesson Plan 8

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A LSP HALF BACK

January 2008

How To Rig A Victim In A Lsp Half Back

Module 7 Lesson Plan 8

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A LSP HALF BACK
OPERATIONS

KEY POINTS

1. Apply cervical immobilization collar

1a. If applicable

2. Remove the attached head harness

2a. Place nearby

3. Gently place LSP Half Back behind

victim

3a. Ensure that straps remain to the outside

of victim
3b. Position the sides of the LSP Half Back
under the victims arms

4. Release the padded leg straps

4a. From the velcro retainer straps

4b. Exposing the (2) torso strap pockets on
the victims right side

5. Connect the torso straps

5a. Open the torso strap pockets

5b. Attach both torso straps to the color
coded (silver) snaps on the opposite side
of the victims chest
5c. Leave the straps loose

6. Connect the shoulder straps

6a. Open the shoulder strap pockets

6b. Attach both shoulder straps to the color
coded (grey) snaps on the victims chest
6c. Leave the straps loose

7. Tighten the shoulder straps

7a. So that the sides of the vest are directly

beneath the victims underarms

8. Tighten the torso straps

8a. So that the LSP Half Back sits snug

against the victims back

January 2008

How To Rig A Victim In A Lsp Half Back

Module 7 Lesson Plan 8

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A LSP HALF BACK
OPERATIONS

KEY POINTS

9. Connect the leg straps

9a. Remove the leg straps from the storage

pockets
9b. Start the strap under the victims leg from
the outside
9c. Pull the foam padded portion under the
leg
9d. Connect the buckle to the color coded
(gold) snap on the same side under the
victims arm
9e. Repeat 9a 9d for the other leg

10. Tighten the leg straps

10a. So the padded straps are snug against

victims buttocks/ thighs

11. Secure the victims head

11a. Ensure that the victims head is resting in

the foam V of the head portion
11b. Place the head harness around the
victims head and secure with the velcro
fasteners
11c. Utilize the forehead strap and chin strap
to completely secure the victims head
and prevent it from moving

12. Attach vertical lifting device

12a. LSP Vertical Lift Strap or a Spreader Bar

may be used
12b. Connect utilizing the silver D rings
located near the shoulder strap snaps on
the victims chest
12c. Adjust lifting strap or spreader bar as
required for vertical lift

January 2008

How To Rig A Victim In A Lsp Half Back

Module 7 Lesson Plan 8

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO RIG A VICTIM
IN A LSP HALF BACK

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Rig A Victim In A Lsp Half Back

Module 7 Lesson Plan 8

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DON A PRE-SEWN
CLASS III RESCUE HARNESS

TOPIC:

How To Don A Pre-Sewn Class III Rescue Harness

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a Class III (Full-Body) Rescue Harness and appropriate

PPE

Behavior:

The student will don the harness

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 Class III (Full-Body) Rescue Harness (see note below)

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

NOTE:

This lesson plan applies to a specific brand/model of Class III

(Full-Body) Rescue Harness. You must develop a lesson plan
that is specific to the particular brand/model you are using.

January 2008

How To Don A Pre-Sewn Class Iii Rescue Harness

Module 7 Lesson Plan 9

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DON A PRE-SEWN
CLASS III RESCUE HARNESS

January 2008

How To Don A Pre-Sewn Class Iii Rescue Harness

Module 7 Lesson Plan 9

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DON A PRE-SEWN
CLASS III RESCUE HARNESS

OPERATIONS

KEY POINTS

1. Loosen the waist strap and the leg

loops

1a. As far as possible

2. Hold the harness

2a. In front of you

1b. Without pulling the web out of the buckles

2b. D-ring loop and waist buckle facing front

2c. Straps of leg loops are not twisted
3. Lower the harness

3a. Until leg loops are lying on the ground

4. Step over the waist belt and into the

leg loops
5. Pull up the harness

5a. Waist high

6. Tighten the waist strap

7. Adjust leg loops

7a. To desired tightness

8. Pull vest over your shoulders and

adjust straps

8a. To desired tightness

9. Tie an overhand knot

9a. In the waist strap

9b. Just after it leaves the buckle

10. Tie an overhand knot

10a. In the free ends of the leg loop adjusting

straps
10b. Just after they leave the buckles

January 2008

How To Don A Pre-Sewn Class Iii Rescue Harness

Module 7 Lesson Plan 9

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DON A PRE-SEWN
CLASS III RESCUE HARNESS

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Don A Pre-Sewn Class Iii Rescue Harness

Module 7 Lesson Plan 9

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DON AND

OPERATE A SELF
CONTAINED BREATHING
APPARATUS

TOPIC:

How To Don And Operate A Self Contained Breathing

Apparatus (Over the Head Method)

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a self contained breathing apparatus (SCBA) and SCBA

mask and appropriate PPE

Behavior:

The student will don and operate the SCBA using the over-thehead method

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
SCBA
SCBA Mask

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 7
Manufacturers Instruction Manual
Title 8 CCR, G.I.S.O., 5144

PREPARATION:

Atmospheric hazards represent a tremendous threat to rescue

personnel during confined space emergencies. Therefore,
rescuers are often required to utilize respiratory protection
during the course of the rescue.

NOTE:

This lesson plan applies to a specific brand/model of SCBA.

You must develop a lesson plan that is specific to the
particular brand/model you are using.

January 2008

How To Don And Operate A Self Contained Breathing

Apparatus (Over The Head Method)
Module 8 Lesson Plan 1

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Open cylinder valves

HOW TO DON AND

OPERATE A SELF
CONTAINED BREATHING
APPARATUS

KEY POINTS

1a. Counter clockwise

1b. Open completely
1c. Listen for audible test alarm
1d. Check for full cylinder

2. Check gauge for proper reading

2a. Cylinder must be full

3. Grasp SCBA

3a. With SCBA lying on the ground

3b. Cylinder down, harness facing up
3c. Grasp with both hands
3d. One hand on each side of backing plate
or cylinder
3e. No straps between hands
3f. Cylinder valve pointing away from you

4. Lift SCBA

4a. Over the head

4b. Hold elbows close to the body
4c. Let straps slide down arms
4d. Let SCBA slide onto back

5. Balance SCBA

5a. Lean forward at the waist

5b. Balance between shoulder blades

6. Pull down on both shoulder straps

6a. One with each hand

6b. Simultaneously
6c. Firmly

7. Fasten waist strap

7a. Snugly

8. Adjust shoulder and waist strap

8a. Let the weight of SCBA rest at lower back

and shoulders

January 2008

How To Don And Operate A Self Contained Breathing

Apparatus (Over The Head Method)
Module 8 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

9. Set mask to face

HOW TO DON AND

OPERATE A SELF
CONTAINED BREATHING
APPARATUS

KEY POINTS

9a. Chin to chin cup of mask

9b. Pull mask harness over back of head

10. Center mask

10a. On face

11. Center mask harness

11a. On back of the head

12. Tighten straps on mask harness

12a. Side straps

12b. Top strap
12c. According to manufacturers instructions

13. Check mask seal

13a. Cover regulator opening with hand

13b. Inhaling slowly
13c. Exhaling slowly
13d. Insuring proper seal

14. Attach regulator to mask

14a. Match regulator design to mask opening

14b. turn to right
14c. Latch will slide into locking slot

15. Inhale

15a. Demand valve will open

15b. Breath normally

January 2008

How To Don And Operate A Self Contained Breathing

Apparatus (Over The Head Method)
Module 8 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DON AND

OPERATE A SELF
CONTAINED BREATHING
APPARATUS

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Don And Operate A Self Contained Breathing

Apparatus (Over The Head Method)
Module 8 Lesson Plan 1

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DON AND

OPERATE A SUPPLIED
AIR RESPIRATOR AND
ESCAPE PACK

TOPIC:

How To Don And Operate A Supplied Air Respirator (SAR)

And Escape Pack

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a SAR with escape pack and mask and appropriate

PPE

Behavior:

The student will don and operate the SAR

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
SAR
Mask

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 7
Manufacturers Instruction Manual
Title 8 CCR, G.I.S.O., 5144

PREPARATION:

Atmospheric hazards represent a tremendous threat to rescue

personnel during confined space emergencies. Therefore,
rescuers are often required to utilize respiratory protection
during the course of the rescue operation

NOTE:

This lesson plan applies to a specific brand/mode of Supplied

Air Respirator and Escape Pack. You must develop a lesson
plan that is specific to the particular brand/model you are
using.

January 2008

How To Don And Operate A Supplied Air Respirator (Sar)

And Escape Pack
Module 8 Lesson Plan 2

Page 1

HOW TO DON AND

OPERATE A SUPPLIED
AIR RESPIRATOR AND
ESCAPE PACK

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

1. Check for full cylinder

1a. Look at cylinder gauge

2. Attach waist belt around wais

2a. Buckle to front of body

2b. Cylinder will hang at the left hip

3. Guide shoulder strap over right

shoulder

3a. Across the chest

3b. Over right shoulder
3c. Down and across the back

4. Adjust all straps and belt to a

comfortable wearing position and
tightness

4a. This proper fit will then leave regulator

and hose hanging to front of right
shoulder

5. Attach air supply hose from air source

to air inlet hose on escape pack

5a. Rotate and retract locking collar on

female fitting of air supply hose
5b. Insert male fitting of escape pack inlet
hose
5c. Release locking collar
5d. Check that all fittings are securely locked

6. Grasp mask and prepare for placement

on face

6a. With both hands

6b. Thumbs inside harness and straps
6c. Mask lens facing forward

7. Set mask to face

7a. Chin to chin cup of mask

7b. Pull mask harness over back of head

8. Center mask

8a. On face

9. Center mask harness

9a. On back of the head

10. Tighten straps on harness

10a. Side straps

10b. Top straps
10c. According to manufacturers instructions

January 2008

How To Don And Operate A Supplied Air Respirator (Sar)

And Escape Pack
Module 8 Lesson Plan 2

Page 2

HOW TO DON AND

OPERATE A SUPPLIED
AIR RESPIRATOR AND
ESCAPE PACK

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

11. Check mask seal

KEY POINTS

11a. Cover regulator opening with hand

11b. Inhaling slowly
11c. Exhaling slowly
11d. Insuring proper seal

12. Attach regulator to mask

12a. Match regulator design to mask opening

12b. turn to right
12c. Latch will slide into locking slot

13. Inhale

13a. Demand valve will open

13b. Breath normally
13c. Air supply from air source

14. Open escape cylinder only if air supply

is interrupted

14a. Counter clockwise

14b. Open completely
14c. Only open if air from primary air source is
lost

January 2008

How To Don And Operate A Supplied Air Respirator (Sar)

And Escape Pack
Module 8 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DON AND

OPERATE A SUPPLIED
AIR RESPIRATOR AND
ESCAPE PACK

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Don And Operate A Supplied Air Respirator (Sar)

And Escape Pack
Module 8 Lesson Plan 2

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
SUPPLIED AIR
RESPIRATOR SYSTEM

TOPIC:

How To Operate a Supplied Air Respirator System

TIME FRAME:

0:15

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a supplied air respirator system, SAR and supplied air

line and appropriate PPE

Behavior:

The student will assemble and operate all components of the

supplied air respirator system

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Supplied air respirator system (SAR)
Minimum of one supplied air line

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 7
Manufacturers Instruction Manual
Title 8 CCR, G.I.S.O., 5144

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these basic skills are
learned will increase the speed and safety of the entire rescue
operation.

NOTE:

This lesson plan applies to a specific brand/model of SAR.

You must develop a lesson plan that is specific to the
particular brand/model you are using.

January 2008

How To Operate A Supplied Air Respirator System

Module 8 Lesson Plan 3

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Open cylinder valves

HOW TO OPERATE A
SUPPLIED AIR
RESPIRATOR SYSTEM
KEY POINTS

1a. Counter clockwise

1b. Open completely
1c. Listen for audible test alarm
1d. Check for full cylinders

2. Check gauges for proper readings

2a. In accordance with manufacturers

instructions
2b. High pressure air
2c. Regulated air pressure

3. Turn cylinder selector valve toward one

cylinder

3a. Valve handle will point in the direction of

cylinder selected

4. Attach air lines to air supply outlet

manifold

4a. Rotate and retract locking collar on

female fitting of manifold
4b. Insert male fitting of air line
4c. Release locking collar
4d. Check that fittings are securely locked

5. Attach other end of air line to supplied

air respirator

5a. See Lesson Plan # 2 (Module 8)

6. As air is consumed by rescuer, cylinder

pressure will decrease

6a. Observe pressure gauge

7. Low pressure alarm will sound

7a. At 500 psi

8. Turn cylinder selector valve to other

cylinder

8a. Alarm will automatically shut off

9. Close cylinder valve of used cylinder

9a. Turn clockwise

9b. Close completely

10. Open bleeder valve of used cylinder

January 2008

10a. To bleed off pressure

How To Operate A Supplied Air Respirator System

Module 8 Lesson Plan 3

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

11. Replace used cylinder with full cylinder

HOW TO OPERATE A
SUPPLIED AIR
RESPIRATOR SYSTEM
KEY POINTS

11a. Tighten all fittings

11b. Close bleeder valve

12. Open full cylinder

12a. Counter clockwise

12b. Open completely

13. Repeat all steps as air is consumed

January 2008

How To Operate A Supplied Air Respirator System

Module 8 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
SUPPLIED AIR
RESPIRATOR SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Operate A Supplied Air Respirator System

Module 8 Lesson Plan 3

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LAY OUT

AND DEPLOY
SUPPLIED AIR LINES

TOPIC:

How To Lay Out And Deploy Supplied Air Lines

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a supplied air hose line, a supplied air respirator, air

source and appropriate PPE

Behavior:

The student will ayout and deploy supplied air lines utilizing
both techniques

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Supplied air lines (SAR)
Supplied air respiratory system

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 7
Manufacturers Instruction Manual
Title 8 CCR, G.I.S.O., 5144

PREPARATION:

To complete most rescue operations, a few basic skills must

be mastered. The accuracy with which these skills are learned
will increase the speed and safety of the entire rescue
operation.

January 2008

How To Lay Out And Deploy Supplied Air Lines

Module 8 Lesson Plan 4

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO LAY OUT

AND DEPLOY
SUPPLIED AIR LINES
KEY POINTS

FIGURE EIGHT METHOD

1. Attach male end of air line to air
source.
2. Using air line, make large figure eight
shape on ground.

2a. Start at end of hose, near air source

2b. Approximately 6 8 in length

3. Finish figure eight with female fitting on

top.
4. Attach female end to supplied air
respirator (SAR).
5. Air line will deploy without twists as
rescuer enters space.

5a. Air line may need to be managed by a

line tender to control the amount of air
line fed into space

STRAIGHT LINE METHOD

6. Attach male end of air line to air
source.
7. From air source, stretch out air line in
straight lines.

7a. Away from air source and entry point

8. Attach female end to supplied air

respirator (SAR).

8a. Bring female end to rescuer

January 2008

How To Lay Out And Deploy Supplied Air Lines

Module 8 Lesson Plan 4

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LAY OUT

AND DEPLOY
SUPPLIED AIR LINES

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Lay Out And Deploy Supplied Air Lines

Module 8 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PROVIDE
VICTIM RESPIRATORY
PROTECTION

TOPIC:

How To Provide Victim Respiratory Protection

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a Victim Respiratory device

Behavior:

The student will provide respiratory protection to a victim

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
One Victim Respiratory device

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 7
Manufacturers Instruction Manual

PREPARATION:

In Confined Space rescue, over 60% of deaths occur due to

hazardous atmospheres. To increase the survival profile of the
victim, ventilation is the first choice, since it can be performed
from outside the space. After entry is made by the rescuer, the
next step may be to provide respiratory protection for the
victim.

NOTE:

These instructions are written for a specific brand of

respiratory protection. Instructor must provide student with
procedures for the particular brand of device they are using.

January 2008

How To Provide Victim Respiratory Protection

Module 8 Lesson Plan 5

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO PROVIDE
VICTIM RESPIRATORY
PROTECTION
KEY POINTS

SCBA DEVICE
1. Using SCBA type device, turn on air
supply to Victim Respiratory device

1a. Turn valve on bottle counter-clockwise

2. Place mask on victim

2a. Over head and face

2b. Tighten harness straps

3. Check for a good seal on face

3a. Listen and feel for air leaks around mask

seal

4. Secure Victim Respiratory device to

victim

4a. Using straps and belt

5. Assess victims respiratory status

5a. Look, listen and feel

HARDLINE DEVICE
6. Using Hardline type device, ensure air
is flowing to victim mask

6a. Open purge valve on mask

7. Place mask on victim

7a. Over head and face

7b. Tighten straps on harness

8. Check for a good seal on face

8a. Listen and feel for air leaks around mask

seal

9. Assess victims respiratory status

9a. Look, listen and feel

January 2008

How To Provide Victim Respiratory Protection

Module 8 Lesson Plan 5

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PROVIDE
VICTIM RESPIRATORY
PROTECTION

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Provide Victim Respiratory Protection

Module 8 Lesson Plan 5

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
A VERBAL
COMMUNICATION
SYSTEM

TOPIC:

How To Perform A Verbal Communication System

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a sender and a receiver

Behavior:

The student will demonstrate how tp communicate verbally

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
2 students (sender/receiver)

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 11

PREPARATION:

Before a rescue team enters a permit-required confined space,

a method of communication must be established. The method
of communication used will vary depending on space size,
complexity, hazards and availability of communication devices.

January 2008

How To Perform A Verbal Communication System

Module 9 Lesson Plan 1

Page 1

HOW TO PERFORM
A VERBAL
COMMUNICATION
SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Determine key words to use

KEY POINTS

1a. Raise
1b. Lower
1c. Stop
1d. OK
1e. Changeover
1f. Help

2. Raise

2a. In a loud and clear voice state the phrase

RAISE

3. Lower

3a. In a loud and clear voice state the phrase

LOWER

4. Stop

4a. In a loud and clear voice state the phrase

STOP

5. OK

5a. In a loud and clear voice state the phrase

OK

6. Changeover

6a. In a loud and clear voice state the phrase

CHANGEOVER

7. Help

7a. In a loud and clear voice state the phrase

HELP three times

January 2008

How To Perform A Verbal Communication System

Module 9 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
A VERBAL
COMMUNICATION
SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform A Verbal Communication System

Module 9 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
A HAND SIGNAL
COMMUNICATION
SYSTEM

TOPIC:

How To Perform A Hand Signal Communication System

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a sender and receiver

Behavior:

The student will demonstrate how to communicate using hand

signals

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
2 students (sender/receiver)

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 11

PREPARATION:

Before a rescue team enters a permit-required confined space,

a method of communication must be established. The method
of communication used will vary depending on space size,
complexity, hazards and availability of communication devices.

January 2008

How To Perform A Hand Signal Communication System

Module 9 Lesson Plan 2

Page 1

HOW TO PERFORM
A HAND SIGNAL
COMMUNICATION
SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Determine hand signals

KEY POINTS

1a. Raise
1b. Lower
1c. Stop
1d. Changeover
1e. Low on air
1f. Help
1g. OK

2. Raise

2a. Arm to side, elbow bent upward at a 90

degree angle
2b. Use hand to make a circular motion

3. Lower

3a. Arm to side, elbow bent downward at a

90 degree angle
3b. Use hand to make a circular motion

4. Stop

4a. Arm to side, elbow bent upward at a 90

degree angle
4b. Use hand to make a fist

5. Changeover

5a. Both arms raised in front of rescuer

5b. Form an X in front of your body

6. Low on air

6a. Arm to side, elbow bent at a 180 degree

angle back toward rescuer
6b. Place hand in front of throat in a choking
motion

7. Help

7a. Both arms to sides, both elbows bent

upwards at a 90 degree angle
7b. Hands above head

January 2008

How To Perform A Hand Signal Communication System

Module 9 Lesson Plan 2

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
A HAND SIGNAL
COMMUNICATION
SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform A Hand Signal Communication System

Module 9 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE
A ROPE SIGNAL
COMMUNICATION
SYSTEM

TOPIC:

How To Operate A Rope Signal Communication System

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a length of rope, sender and a receiver

Behavior:

The student will demonstrate how to communicate with a rope.

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Section of rope
2 students

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 11

PREPARATION:

Before a rescue team enters a permit-required confined space,

a method of communication must be established. The method
of communication used will vary depending on space size,
complexity, hazards and availability of communication devices.

January 2008

How To Operate A Rope Signal Communication System

Module 9 Lesson Plan 3

Page 1

HOW TO OPERATE
A ROPE SIGNAL
COMMUNICATION
SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Attach signal rope to entrant (Belay

line may be used)

KEY POINTS

1a. In an accessible location

1b. With a carabiner
1c. Lock the carabiner

2. Determine signal method prior to entry

2a. OATH most common acronym

3. Each letter of the word OATH dictates

the number of pulls on the rope

3a. O-1 pull

3b. A-2 pulls
3c. T-3 pulls
3d. H-4 pulls

4. Number of pulls represents the

corresponding letter which
communicates status and/or needs

4a. O-OK
4b. A-Advance
4c. T-Take up slack
4d. H-Help

January 2008

How To Operate A Rope Signal Communication System

Module 9 Lesson Plan 3

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE
A ROPE SIGNAL
COMMUNICATION
SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Operate A Rope Signal Communication System

Module 9 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
LIGHT SIGNAL
COMMUNICATION
SYSTEM

TOPIC:

How To Operate A Light Signal Communication System

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a light source, a sender and a receiver

Behavior:

The student will demonstrate how to communicate with a light

source

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Flashlight
Two students (sender & receiver)

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 11

PREPARATION:

Before a rescue team enters a permit-required confined space,

a method of communication must be established. The method
of communication used will vary depending on space size,
complexity, hazards and availability of communication devices.

January 2008

How To Operate A Light Signal Communication System

Module 9 Lesson Plan 4

Page 1

HOW TO OPERATE A
LIGHT SIGNAL
COMMUNICATION
SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

1. Obtain a flashlight
2. Determine signal method prior to entry

2a. OATH most common acronym

3. Each letter of the word OATH dictates

the number of flashes

3a. O-1 Flash

3b. A-2 Flashes
3c. T-3 Flashes
3d. H-4 Flashes

4. Number of flashes represents the

corresponding letter, which
communicates status and/or needs

4a. O-OK
4b. A-Advance
4c. T-Take up slack
4d. H-Help

January 2008

How To Operate A Light Signal Communication System

Module 9 Lesson Plan 4

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
LIGHT SIGNAL
COMMUNICATION
SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Operate A Light Signal Communication System

Module 9 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
TAPPING AND RAPPING
COMMUNICATION
SYSTEM

TOPIC:

How To Operate A Tapping And Rapping Communication

System

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a tapping/rapping tool and a device to rap on, a sender

and a receiver

Behavior:

The student will demonstrate how to tap/rap to communicate in

a confined space

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Tapping/rapping device (wrench, hammer, etc.)
A source to tap/rap on
Two students (sender and receiver)

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 11

PREPARATION:

Before a rescue team enters a permit-required confined space,

a method of communication must be established. The method
of communication used will vary depending on space size,
complexity, hazards and availability of communication devices.

January 2008

How To Operate A Tapping And Rapping

Communication System
Module 9 Lesson Plan 5

Page 1

HOW TO OPERATE A
TAPPING AND RAPPING
COMMUNICATION
SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

1. Obtain a tapping/rapping device

1a. Carabiner, hand tolls, etc.

2. Determine signal method prior to entry

2a. OATH most common acronym

3. Each letter of the word OATH dictates

the number of taps/raps to send

3a. O-1 Tap

3b. A-2 Taps
3c. T-3 Taps
3d. H-4 Taps

4. Number of taps/raps represents the

corresponding letter, which
communicates entrant status and/or
needs

4a. O-OK
4b. A-Advance
4c. T-Take up slack
4d. H-Help

January 2008

How To Operate A Tapping And Rapping

Communication System
Module 9 Lesson Plan 5

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
TAPPING AND RAPPING
COMMUNICATION
SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Operate A Tapping And Rapping

Communication System
Module 9 Lesson Plan 5

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
PORTABLE RADIO
COMMUNICATION
SYSTEM

TOPIC:

How To Operate A Portable Radio Communication System

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given portable radios, sender, receiver

Behavior:

The student will demonstrate how to communicate using

portable radios

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 11

PREPARATION:

Before a rescue team enters a permit-required confined space,

a method of communication must be established. The method
of communication used will vary depending on space size,
complexity, hazards and availability of communication devices.

January 2008

Job breakdown
2 portable radios
2 personnel (sender/receiver)

How To Operate A Portable Radio Communication

System
Module 9 Lesson Plan 6

Page 1

HOW TO OPERATE A
PORTABLE RADIO
COMMUNICATION
SYSTEM

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Obtain radios

KEY POINTS

1a. Turn them on

1b. Ensure radios are functional
1c. Change batteries if necessary

2. Select frequency

2a. Ensure all radios are on the same

channel

3. Push button to talk

3a. Wait approximately 1 second then speak

in a clear voice
3b. Keep transmissions short and to the point
3c. When finished transmitting release the
push to talk button

4. Use plain text

January 2008

4a. Avoid the use of codes and slang

How To Operate A Portable Radio Communication

System
Module 9 Lesson Plan 6

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
PORTABLE RADIO
COMMUNICATION
SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Operate A Portable Radio Communication

System
Module 9 Lesson Plan 6

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
HARDWIRE
COMMUNICATION SYSTEM

How To Operate A Hardwire Communication System

TOPIC:
TIME FRAME:

0:20

LEVEL OF INSTRUCTION:

Level II

AUTHORITY

Title 8 CCR, G.I.S.O., 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a hardwire, a sender and a receiver

Behavior:

The student will operate a hardwire communication system

Standard:

Completing all operations according to the job breakdown

MATERIALS NEEDED:

Job breakdown
Con Space Kit 3 (includes)
1- CSI-1100 Mini-Command Module
1-Talk Box Module
1- Cable Splitter
1- Head Set with Boom Mic
2- Entrant throat mike/speaker sets
2- 100 Foot Cables with Connectors
1- 10 Foot Cable with Mic Mute Switch

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 11

PREPARATION:

Before a rescue team enters a permit-required confined

space, a method of communication must be established. The
method of communication used will vary depending on space
size, complexity, hazards and availability of communication
devices.

NOTE:

This lesson plan applies to the Con-Space Communications

Kit III system. You must develop a lesson plan that is specific
to the particular brand/model you are using.

January 2008

How To Operate A Hardwire Communication System

Module 9 Lesson Plan 7

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1.

Lay out contents of Kit 3

2.

Locate mini-command module

3.

Attach splitter to connection on minimodule labeled Entrant

4.

5.

6.

7.

8.

9.

HOW TO OPERATE A
HARDWIRE
COMMUNICATION SYSTEM

KEY POINTS

3a.

Align orange lines

3b.

Push and 1/8 turn clockwise to

connect

4a.

Align orange lines

4b.

Push and 1/8 turn clockwise to

connect

5a.

Align orange lines

5b.

Push and 1/8 turn clockwise to

connect

5c.

For use by entrant

6a.

Align orange lines

6b.

Push and 1/8 turn clockwise to

connect

7a.

Align orange lines

7b.

Push and 1/8 turn clockwise to

connect

7c.

For use by second entrant

Attach 10 foot cable with mic mute

switch to connection on Mini-Module
labeled Attendant Headset

8a.

Align orange lines

8b.

Push and 1/8 turn clockwise to

connect

Attach attendant headset to the other

end of the 10 foot cable with mic
mute switch

9a.

Align orange lines

9b.

Push and 1/8 turn clockwise to

connect

Attach necessary length of cable to

one side of splitter for entrant #1

Attach entrant throat mike\speaker

set to other end of cable referenced
in #4

Attach necessary length of cable to

second side of splitter for entrant #2

Attach entrant throat mic/speaker set

to other end of cable referenced in #6

January 2008

How To Operate A Hardwire Communication System

Module 9 Lesson Plan 7

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

10.

Each entrant should now don their

respective throat mic/speaker sets

HOW TO OPERATE A
HARDWIRE
COMMUNICATION SYSTEM

KEY POINTS

10a.

Throat mic to one side of Adams

apple

10b.

Ear mic against ear

10c.

Use con-space harness or attach to

air system mask

11.

Attendant dons attendant headset

11a.

Adjust boom mic as needed

12.

Attendant turns on mini-module

12a.

On/off switch

12b.

Adjust volume as needed

Attach necessary length of cable to

connection on mini-module labeled
Entrant

15a.

Align orange lines

15b.

Push and 1/8 turn clockwise to

connect

Attach talk box to end of cable

referenced in #15

16a.

Align orange lines

16b.

Push and 1/8 turn clockwise to

connect

13.

Attendant ensures Mini-Module is in

Normal position.

14.

All users speak in a normal tone.

Using Kit III with the Talk Box

15.

16.

17.

Repeat steps 8-9

17a.

18.

Attendant ensures Mini-Module is in

Talk Box position.

18a.

Normal/Talk Box switch

19.

Perform communication system test

19a.

All users speak in a normal tone

January 2008

How To Operate A Hardwire Communication System

Module 9 Lesson Plan 7

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
HARDWIRE
COMMUNICATION SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.

EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.

ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Operate A Hardwire Communication System

Module 9 Lesson Plan 7

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LOCK-OUT/ TAGOUT AN ELECTRICAL

EQUIPMENT SWITCH

TOPIC:

How To Lock-Out/ Tag-Out An Electrical Equipment Switch

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a electrical equipment switch, lockout hasp, tag-out tag,

lock

Behavior:

The student will lock-out and tag-out an electrical equipment

switch

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

The Federal Occupational Safety and Health Administration

estimates that failure to control hazardous energy sources
accounts for 10% of the serious industrial accidents each year.
This equates to approximately 28,000 lost workdays and
approximately 120 deaths per year. Knowing how to properly
control hazardous energy sources is vital to the success of a
confined space rescue. Many times electrical equipment can
be placed in a zero mechanical state by turning off and
locking-out and tagging-out the electrical energy switch
attached to the equipment itself. Locking out the switch is
accomplished using a lockout hasp.

NOTE:

This lesson plan applies to a Brady lockout hasp. You must develop
a lesson plan that is specific to the particular brand/model you are
using.

January 2008

Job breakdown
Electrical equipment switch
Lockout hasp
Tag-out tag
Lock
Appropriate personal protective equipment

How To Lock-Out/ Tag-Out An Electrical Equipment

Switch
Module 10 Lesson Plan 1

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Determine equipment to be deenergized

HOW TO LOCK-OUT/ TAGOUT AN ELECTRICAL

EQUIPMENT SWITCH
KEY POINTS

1a. Equipment within confined space

1b. Equipment near confined space
1c. Equipment that could impact space and
rescuers if it turns on or releases product
1d. Determine equipment has electrical cutoff
switch attached to the equipment

2. Switch electrical switch off

2a. Consult with facility representative to

make sure proper switch is being secured
2b. Determine securing switch will not have a
negative impact on operations
2c. Secure power

3. Attach lockout device

3a. Open lockout hasp

3b. Place lockout hasp on switch through
holes that line up between switch and
housing
3c. Close lockout hasp so holes line up

4. Place tag-out tag

4a. On to lock
4b. Identify on tag the person performing
lockout / tagout

5. Insert lock

5a. Through one of the holes on the hasp

5b. Lock the lock
5c. Give key to IC or safety officer

January 2008

How To Lock-Out/ Tag-Out An Electrical Equipment

Switch
Module 10 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LOCK-OUT/ TAGOUT AN ELECTRICAL

EQUIPMENT SWITCH

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Lock-Out/ Tag-Out An Electrical Equipment

Switch
Module 10 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

TOPIC:

How To Perform Local Supply Ventilation

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

HOW TO PERFORM
LOCAL SUPPLY
VENTILATION

BEHAVIORAL OBJECTIVE:
Condition:

Given a ventilation fan, ducting, power source

Behavior:

The student will perform local supply ventilation on a confined

space

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Ventilation fan capable of supply ventilation
1 Section of ventilation fan ducting (rigid, wire reinforced, or
collapsible)
Power source
Confined space
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

Local supply ventilation directs a supply of good air to a victim

within a confined space to increase their survivability profile.
Ductwork is usually placed just above the victims head with
the intent of providing the victim a cone of clean air.

NOTE:

This lesson plan applies to a specific centrifugal ventilation

fan. You must develop a lesson plan that is specific to the
particular brand/model you are using.

January 2008

How To Perform Local Supply Ventilation

Module 10 Lesson Plan 10

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Perform Local Supply Ventilation

Module 10 Lesson Plan 10

HOW TO PERFORM
LOCAL SUPPLY
VENTILATION

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO PERFORM
LOCAL SUPPLY
VENTILATION
KEY POINTS

1. Assess space

1a. Note type, size and location of openings

2. Gather and prepare ventilation

equipment

2a. Ventilation fan, ducting

2b. Power source for ventilation fan
2c. Supply power to ventilation fan
2d. Test equipment for proper operation

3. Position ventilation fan

3a. Position ventilation fan at the location

3b. Exhaust side of ventilation fan should
face the confined space portal

4. Attach ducting

4a. Place an end of the ducting over the

exhaust side of the ventilation fan
4b. Secure the ducting by tightening the
webbing through the buckle

5. Position ducting

5a. Place ducting into the confined space

with the end placed just above the victims
head

6. Turn ventilation fan on

6a. Using switch on front of ventilation fan

7. Assess effectiveness of ventilation

7a. Using atmospheric monitor

January 2008

How To Perform Local Supply Ventilation

Module 10 Lesson Plan 10

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
LOCAL SUPPLY
VENTILATION

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform Local Supply Ventilation

Module 10 Lesson Plan 10

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CALCULATE
VENTILATION AIR
EXCHANGES

TOPIC:

How To Calculate Ventilation Air Exchanges

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a confined space, tape measure, paper, pencil,

ventilation fan, ductwork

Behavior:

The student will calculate how long it will take to complete one
air exchange within a confined space using a ventilation fan

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Ventilation fan
Ventilation fan ducting (rigid, wire reinforced or collapsible)
Power source
Tape measure
Pencil
Paper

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

One step in determining your ventilation plan is to calculate

how long it will take to complete one air exchange using your
particular ventilation fan. This time can then be multiplied out
to figure out how long it will take to complete multiple air
exchanges.

January 2008

How To Calculate Ventilation Air Exchanges

Module 10 Lesson Plan 11

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Determine the volume of a rectangular

space

HOW TO CALCULATE
VENTILATION AIR
EXCHANGES
KEY POINTS

1a. Measure height, width, and length of

space in feet
1b. Multiply measurements together (W x L
x H) to determine total volume of space in
cubic feet

2. Determine the volume of a cylindrical

space

2a. Measure height (h) of space in feet

2b. Measure radius (r) of space in feet
2c. Use formula r2h to determine volume of
space in cubic feet
(= 3.14)

3. Determine time required for one air

exchange

3a. Divide volume of space in cubic feet by

the cubic feet per minute (CFM) air
delivery of your ventilation fan

4. Build in margin of safety

4a. Round up on your space volume and

round down on your ventilation fan CFM
to make calculation easier and build in a
margin of safety

January 2008

How To Calculate Ventilation Air Exchanges

Module 10 Lesson Plan 11

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CALCULATE
VENTILATION AIR
EXCHANGES

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Calculate Ventilation Air Exchanges

Module 10 Lesson Plan 11

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LOCK-OUT/TAGOUT AN ELECTRICAL

CIRCUIT BREAKER

TOPIC:

How To Lock-Out/ Tag-Out An Electrical Circuit Breaker

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a circuit breaker panel, circuit breaker, breaker lockout

device, tag-out tag, lock

Behavior:

The student will lock-out and tag-out a circuit breaker

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Circuit breaker panel
Circuit breaker
Breaker lock-out device
Tag-out tag
Lock
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

The Federal Occupational Safety and Health Administration

estimates that failure to control hazardous energy sources
accounts for 10% of the serious industrial accidents each year.
This equates to approximately 28,000 lost workdays and
approximately 120 deaths per year. Knowing how to properly
control hazardous energy sources is vital to the success of a
confined space rescue. Many times electrical equipment will
have to be placed in a zero mechanical state by turning off,
locking-out and tagging-out the electrical energy source at the
circuit breaker panel. This can be accomplished using a circuit
breaker lockout.

NOTE:

This lesson plan applies to a Brady No Hole breaker lockout. You

must develop a lesson plan that is specific to the particular
brand/model you are using.

January 2008

How To Lock-Out/ Tag-Out An Electrical Circuit Breaker

Module 10 Lesson Plan 2

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Determine equipment to be deenergized

HOW TO LOCK-OUT/TAGOUT AN ELECTRICAL

CIRCUIT BREAKER
KEY POINTS

1a. Equipment within confined space

1b. Equipment near confined space
1c. Equipment that could impact space and
rescuers if it turns on or releases product
1d. Determine equipment needs to be deenergized at circuit breaker panel

2. Locate circuit breaker panel

2a. Utilize facility representatives

2b. Utilize pre-plans if available

3. Switch circuit breaker off

3a. Consult with facility representative to

make sure proper breaker is being
secured
3b. Determine securing power will not have a
negative impact on operations

4. Attach lockout device

4a. Open breaker lockout

4b. Place breaker lockout over secured circuit
breaker
4c. Twist lockout thumb wheel to secure
lockout device to circuit breaker
4d. Close lid on lockout device

5. Place tag-out tag

5a. On to lock
5b. Identify on tag the person performing
lockout/ tagout

6. Insert lock

6a. Through hole on lockout device to

prevent device from being opened
6b. Lock the lock
6c. Give key to IC or safety officer

January 2008

How To Lock-Out/ Tag-Out An Electrical Circuit Breaker

Module 10 Lesson Plan 2

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LOCK-OUT/TAGOUT AN ELECTRICAL

CIRCUIT BREAKER

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Lock-Out/ Tag-Out An Electrical Circuit Breaker

Module 10 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LOCK-OUT/ TAGOUT A GATE VALVE

TOPIC:

How To Lock-Out/ Tag-Out A Gate Valve

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a gate valve, gate valve cover, tag-out tag, lock

Behavior:

The student will lock-out and tag-out a gate valve

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Gate valve
Gate valve cover
Tag-out tag
Lock
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

The Federal Occupational Safety and Health Administration

estimates that failure to control hazardous energy sources
accounts for 10% of the serious industrial accidents each year.
This equates to approximately 28,000 lost workdays and
approximately 120 deaths per year. Knowing how to properly
control hazardous energy sources is vital to the success of a
confined space rescue. Many times fluid systems or pneumatic
or steam systems will have to be placed in a zero mechanical
state by turning off, locking-out and tagging-out gate valves
within the distribution system. This can be accomplished using
a gate valve cover.

NOTE:

This lesson plan applies to a North gate valve cover. You must
develop a lesson plan that is specific to the particular brand/model
you are using.

January 2008

How To Lock-Out/ Tag-Out A Gate Valve

Module 10 Lesson Plan 3

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LOCK-OUT/ TAGOUT A GATE VALVE
OPERATIONS

KEY POINTS

1. Determine distribution systems to be

de-energized

1a. Equipment within confined space

1b. Equipment near confined space
1c. Equipment that could impact space and
rescuers if it turns on or releases product

2. Locate gate valve(s)

2a. Utilize facility representatives

2b. Utilize pre-plans if available

3. Turn gate valve(s) off

3a. Consult with facility representative to

make sure proper valve is being secured
3b. Determine securing system will not have
a negative impact on operations
3c. Turn valve off

4. Attach lockout device

4a. Secure proper size gate valve cover

4b. Open gate valve cover and place on
valve handle
4c. Cover should rotate freely and not allow
valve to be opened back up

5. Place tag-out tag on lock

[Link] person performing lockout / tagout

on the tag

6. Insert lock

6a. Though holes on gate valve cover

6b. Lock the lock
6c. Give key to IC or safety officer

January 2008

How To Lock-Out/ Tag-Out A Gate Valve

Module 10 Lesson Plan 3

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO LOCK-OUT/ TAGOUT A GATE VALVE

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Lock-Out/ Tag-Out A Gate Valve

Module 10 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
VENTILATION FAN

TOPIC:

How To Operate A Ventilation Fan

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a ventilator, ducting work, power source

Behavior:

The student will operate a ventilation fan

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Ventilation fan
1 Section of ventilator ducting (rigid, wire reinforced or
collapsible)
Power source
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

The vast majority confined space injuries and fatalities result

from a hazardous atmosphere. The best way to prevent or
eliminate a hazardous atmosphere is through proper
ventilation. There are a variety of ways to ventilate a confined
space, however, the most efficient ways utilize some type of
mechanical ventilator. The ability to operate a ventilation fan is
paramount to providing effective ventilation.

NOTE:

This lesson plan applies to a specific centrifugal ventilation fan. You

must develop a lesson plan that is specific to the particular
brand/model you are using.

January 2008

How To Operate A Ventilation Fan

Module 10 Lesson Plan 4

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
VENTILATION FAN

January 2008

How To Operate A Ventilation Fan

Module 10 Lesson Plan 4

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
VENTILATION FAN
OPERATIONS

KEY POINTS

1. Chose ventilation fan

1a. Determine type of ventilation required

(supply, exhaust, local supply, local
exhaust)
1b. Determine type of hazard in space and
make sure the ventilator is suited for this
type of hazard

2. Position ventilator

[Link] the confined space portal

3. Supply ventilator with power

3a. Using suitable extension cord

4. Attach ventilation ducting

4a. Place one end of the ducting over the

supply or exhaust ports on the ventilator
depending on type of ventilation required
4b. Secure webbing through buckle to hold
ducting secure
4c. Direct ducting into confined space portal

5. Turn on ventilation fan

5a. Using switch located on front of fan

5b. Move switch in upward direction

6. Assess effectiveness of ventilation

January 2008

6a. Using atmospheric monitor

How To Operate A Ventilation Fan

Module 10 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE A
VENTILATION FAN

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Operate A Ventilation Fan

Module 10 Lesson Plan 4

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY
VENTILATION DUCTING

TOPIC:

How To Deploy Ventilation Ducting

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a ventilator, ducting work and power source

Behavior:

The student will demonstrate the ability to deploy ventilation

ductwork

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

The vast majority confined space injuries and fatalities result

from a hazardous atmosphere. The best way to prevent or
eliminate a hazardous atmosphere is through proper
ventilation. Proper ventilation requires use of duct work to
direct the air from the ventilator into the confined space and
direct it to the most effective location.

January 2008

Job breakdown
Ventilator capable of supply and exhaust ventilation
Minimum 1 Section of ventilator ducting (rigid, wire
reinforced, or collapsible)
Power source
Confined space
Appropriate personal protective equipment

How To Deploy Ventilation Ducting

Module 10 Lesson Plan 5

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY
VENTILATION DUCTING

January 2008

How To Deploy Ventilation Ducting

Module 10 Lesson Plan 5

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY
VENTILATION DUCTING
OPERATIONS

KEY POINTS

1. Gather and prepare ventilation

equipment

1a. Ventilation fan and ducting

1b. Power source for ventilation
1c. Supply power to ventilation
1d. Test equipment for proper operation

2. Position ventilator

2a. Position ventilation at the location

3. Attach duct work (supply ventilation)

3a. Place an end of the duct work over the

exhaust side of the ventilation
3b. Secure the ducting by tightening the
webbing through the buckle

4. Attach duct work (exhaust ventilation)

4a. Place an end of the ducting over the

suction side of the ventilator
4b. Secure the ducting by tightening the
webbing through the buckle

5. Position duct work

5a. Place duct work into the confined space

to provide optimal ventilation

6. Turn ventilation fan on

6a. Using switch on front of ventilation fan

7. Assess effectiveness of ventilation

7a. Using atmospheric monitor

January 2008

How To Deploy Ventilation Ducting

Module 10 Lesson Plan 5

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY
VENTILATION DUCTING

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Deploy Ventilation Ducting

Module 10 Lesson Plan 5

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY A
MANHOLE SADDLE VENT

TOPIC:

How To Deploy A Manhole Saddle Vent

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given ventilation, ducting, saddle vent, 90 degree duct bend,

power source

Behavior:

The student will Ventilation, ducting, saddle vent, 90 degree

duct bend, power source

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Ventilation fan
(2) sections of ventilation ducting (rigid, wire reinforced or
collapsible)
(1) 90o duct bend
Saddle vent
Power source
Confined space
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

Ventilation ducting can become a barrier to rescuers entering

and exiting a confined space especially when they are
confronted with small openings like those typically found on
manholes. Saddle vents are designed to conform to the
rounded nature of manholes. They are much thinner than the
ductwork that attaches to them and can greatly aid in allowing
rescuers to enter and exit the space with still providing for
efficient ventilation. While saddle vents are designed to be
much thinner than ductwork they are also designed so they do
not reduce the air delivery of the ventilation

January 2008

How To Deploy A Manhole Saddle Vent

Module 10 Lesson Plan 6

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY A
MANHOLE SADDLE VENT

NOTE:

This lesson plan applies to an Air Systems International saddle

vent. You must develop a lesson plan that is specific to the
particular brand/model you are using.

January 2008

How To Deploy A Manhole Saddle Vent

Module 10 Lesson Plan 6

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY A
MANHOLE SADDLE VENT
OPERATIONS

KEY POINTS

1. Gather and prepare ventilation

equipment

1a. Ventilation fan, ducting, saddle vent, 90

degree bend
1b. Power source for ventilation
1c. Supply power to ventilation
1d. Test equipment for proper operation

2. Position ventilation fan

2a. Position ventilation fan at the location

2b. Exhaust side of ventilation fan should
face the confined space portal

3. Attach ducting to ventilation fan

3a. Place one end of the ducting over the

exhaust port of the ventilation fan
3b. Secure the ducting by tightening the
webbing through the buckle

4. Attach 90 degree bend to saddle vent

4a. Position bend at top of saddle vent

4b. Snap together until bend is securely
seated
4c. Bend may be rotated to most optimal
position

5. Attach ducting to 90 degree bend

5a. Attach ducting from exhaust side of

ventilation fan to 90 degree bend
5b. Secure ducting by tightening the webbing
through the buckle

6. Attach ducting to saddle vent

6a. Place second section of ducting on the

other end of the saddle vent
6b. Secure the ducting by tightening the
webbing through the buckle

January 2008

How To Deploy A Manhole Saddle Vent

Module 10 Lesson Plan 6

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY A
MANHOLE SADDLE VENT
OPERATIONS

KEY POINTS

7. Position saddle vent

7a. Place saddle vent onto confined space

portal
7b. Secure with rope or webbing to prevent
saddle vent from falling into space
7c. Position ducting for optimal ventilation

8. Turn ventilation fan on

8a. Using switch on front of ventilation fan

9. Assess effectiveness of ventilation

9a. Using atmospheric monitor

January 2008

How To Deploy A Manhole Saddle Vent

Module 10 Lesson Plan 6

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DEPLOY A
MANHOLE SADDLE VENT

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Deploy A Manhole Saddle Vent

Module 10 Lesson Plan 6

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
POSITIVE PRESSURE
(SUPPLY) VENTILATION

TOPIC:

How To Perform Positive Pressure (Supply) Ventilation

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a ventilation fan, ducting, power source,

Behavior:

The student will perform supply ventilation on a confined

space

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Ventilation fan capable of supply (positive pressure)
ventilation
1 section of ventilation fan ducting (rigid, wire reinforced, or
collapsible)
Power source
Confined space
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

Positive pressure or supply ventilation works well when you

have a space with relatively low contaminate levels and where
the air you displace will not pose a hazard to others.

NOTE:

This lesson plan applies to a specific centrifugal ventilation

fan. You must develop a lesson plan that is specific to the
particular brand/model you are using.

January 2008

How To Perform Positive Pressure (Supply) Ventilation

Module 10 Lesson Plan 7

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Perform Positive Pressure (Supply) Ventilation

Module 10 Lesson Plan 7

HOW TO PERFORM
POSITIVE PRESSURE
(SUPPLY) VENTILATION

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Assess space

HOW TO PERFORM
POSITIVE PRESSURE
(SUPPLY) VENTILATION
KEY POINTS

1a. Note the type size and location of space

1b. Determine length of time to ventilate the
space considering the volume of the
space and the air delivery of the
ventilation fan

2. Gather and prepare ventilation

equipment

2a. Ventilation fan and ducting

2b. Power source for ventilation fan
2c. Supply power to ventilation fan
2d. Test equipment for proper operation

3. Position ventilation fan

3a. Position the ventilation fan at the location

3b. Exhaust side of ventilation fan should
face the confined space portal

4. Attach ducting

4a. Place an end of the ducting over the

exhaust port of the ventilation fan
4b. Secure the ducting by tightening the
webbing through the buckle

5. Position ducting

[Link] ducting into the confined space to

allow for optimal ventilation

6. Turn ventilation fan on

6a. Using switch on front of ventilation fan

7. Assess effectiveness of ventilation

7a. Using atmospheric monitor

January 2008

How To Perform Positive Pressure (Supply) Ventilation

Module 10 Lesson Plan 7

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
POSITIVE PRESSURE
(SUPPLY) VENTILATION

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform Positive Pressure (Supply) Ventilation

Module 10 Lesson Plan 7

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
NEGATIVE PRESSURE
VENTILATION

TOPIC:

How To Perform Negative Pressure (Exhaust) Ventilation

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a Ventilation fan, ducting, power source

Behavior:

The student will perform exhaust ventilation on a confined

space

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
Ventilation fan capable of exhaust ventilation
One section of ventilation fan ducting (rigid or wire
reinforced)
Power source
Confined space
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

Exhaust ventilation works well when you have a space with a

point source of contamination that you can capture at the
source. You can also use exhaust ventilation on conjunction
with supply ventilation to enhance ventilation in a variety of
conditions.

NOTE:

This lesson plan applies to a specific centrifugal ventilation

fan. You must develop a lesson plan that is specific to the
particular brand/model you are using.

January 2008

How To Perform Negative Pressure (Exhaust) Ventilation

Module 10 Lesson Plan 8

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Perform Negative Pressure (Exhaust) Ventilation

Module 10 Lesson Plan 8

HOW TO PERFORM
NEGATIVE PRESSURE
VENTILATION

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Assess space

HOW TO PERFORM
NEGATIVE PRESSURE
VENTILATION
KEY POINTS

1a. Note type size and location of openings of

space
1b. Determine length of time to ventilate the
space considering the volume of the
space and the air delivery of the
ventilation fan

2. Gather and prepare ventilation

equipment

2a. Ventilation fan and ducting

2b. Power source for ventilation fan
2c. Supply power to ventilation fan
2d. Test equipment for proper operation

3. Position ventilation fan

3a. Position ventilation fan at the location

3b. Suction side of ventilation fan should face
the confined space portal

4. Attach ducting

4a. Place an end of the ducting over the

suction side of the ventilation fan
4b. Secure the ducting by tightening the
webbing through the buckle

5. Position ducting

5a. Place suction side ducting into the

confined space to allow for optimal
ventilation
5b. Direct exhaust side of ventilation fan to
appropriate location

6. Turn ventilation fan on

6a. Using switch on front of ventilation fan

7. Assess effectiveness of ventilation

7a. Using atmospheric monitor

January 2008

How To Perform Negative Pressure (Exhaust) Ventilation

Module 10 Lesson Plan 8

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
NEGATIVE PRESSURE
VENTILATION

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform Negative Pressure (Exhaust) Ventilation

Module 10 Lesson Plan 8

Page 4

CONFINED SPACE RESCUE TECHNICIAN

TOPIC:

How To Perform Combination Ventilation

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

HOW TO PERFORM
COMBINATION
VENTILATION

BEHAVIORAL OBJECTIVE:
Condition:

Given ventilation fans, ducting, power source

Behavior:

The student will perform combination ventilation in a confined

space

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
(2) Ventilation fan capable of exhaust and supply
ventilation
(2) Sections of ventilation fan ducting (rigid, wire reinforced
or collapsible)
Power source
Confined space
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 6

PREPARATION:

Combination ventilation uses two or more ventilation fans.

Typically, one or more ventilation fans are supply (positive
pressure) ventilating the space while one or more ventilation
fans are exhaust (negative pressure) ventilating the space.

NOTE:

This lesson plan applies to a specific centrifugal ventilation

fan. You must develop a lesson plan that is specific to the
particular brand/model you are using.

January 2008

How To Perform Combination Ventilation

Module 10 Lesson Plan 9

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Perform Combination Ventilation

Module 10 Lesson Plan 9

HOW TO PERFORM
COMBINATION
VENTILATION

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO PERFORM
COMBINATION
VENTILATION
KEY POINTS

1. Assess space

1a. Note type, size and location of openings

1b. Determine length of time to ventilate the
space considering the volume of the
space and the air delivery of the
ventilation fans

2. Gather and prepare ventilation

equipment

2a. Ventilation fans, ducting

2b. Power source for ventilation fans
2c. Test equipment for proper operation

3. Position ventilation fans

3a. Position ventilation fans at the various

portals
3b. Suction side of one or more ventilation
fans should face the confined space
portal(s)
3c. Exhaust side of one or more ventilation
fans should face the other confined space
portal(s)

4. Attach ducting

4a. Place an end of the ducting over the

suction side of the ventilation fan(s)
4b. Secure the ducting by tightening the
webbing through the buckle
4c. Place an end of the of the ducting over
the exhaust side of the ventilation fan(s)
4d. Secure the ducting by tightening the
webbing through the buckle

5. Position ducting

5a. Place suction side ducting into the

confined space to allow for optimal
ventilation
5b. Place exhaust side ducting into the
confined space to allow for optimal
ventilation

6. Turn ventilation fans on

January 2008

[Link] switch on front of ventilation fans

How To Perform Combination Ventilation

Module 10 Lesson Plan 9

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

KEY POINTS

7. Assess effectiveness of ventilation

January 2008

HOW TO PERFORM
COMBINATION
VENTILATION

7a. Using atmospheric monitor

How To Perform Combination Ventilation

Module 10 Lesson Plan 9

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
COMBINATION
VENTILATION

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform Combination Ventilation

Module 10 Lesson Plan 9

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
INSTRUMENT START UP

TOPIC:

How To Perform Instrument Start Up

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a TMX 412 Industrial Scientific atmospheric monitor in a

clean atmosphere

Behavior:

The student will perform instrument start up

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
TMX 412 Industrial Scientific atmospheric monitor

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5
Industrial Scientific TMX 412, Operating Manual

PREPARATION:

Atmospheric monitoring is a mandatory component of confined

space rescue operations. It is imperative that personnel are
trained on the proper start-up procedures in order to assure
accurate and reliable readings.

NOTE:

This lesson plan applies to a specific brand/model of

atmospheric monitor. You must develop a lesson plan that is
specific to the particular brand/model you are using.

January 2008

How To Perform Instrument Start Up

Module 11 Lesson Plan 1

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
INSTRUMENT START UP

January 2008

How To Perform Instrument Start Up

Module 11 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
INSTRUMENT START UP
OPERATIONS

KEY POINTS

1. Confirm that you are in a clean

atmosphere

1a. By observation of the general area

2. Press and hold Mode Button

2a. Until screen reads Release

3. Release Mode Button

3a. Confirm all LCD lights are lit

4. Confirm location of toxic sensors

4a. CO upper left

4b. H2S upper right
4c. 02 lower left
4d. LEL lower right

5. Wait for count down to normal

operation screen (direct read of
ambient atmosphere)

5a. Normally 10 to 30 seconds

6. Zero instrument if needed

6a. If sensors are showing an inaccurate

reading for the clean atmosphere you are
in

7. Bump Test instrument

7a. To confirm instrument is operating as

designed

January 2008

How To Perform Instrument Start Up

Module 11 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
INSTRUMENT START UP

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform Instrument Start Up

Module 11 Lesson Plan 1

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DETERMINE THE

INSTRUMENT TARGET
GASES

TOPIC:

How To Determine The Instrument Target Gases

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a TMX 412 Industrial Scientific atmospheric monitor that

is turned on in a clean atmosphere

Behavior:

The student will confirm/determine the gases that the

instrument is programmed to detect

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
TMX 412 Industrial Scientific atmospheric monitor

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5
Industrial Scientific TMX 412 Operators Manual, Industrial
Scientific Corp.

PREPARATION:

Atmospheric Monitoring is a mandatory component of confined

space rescue operations. It is imperative that personnel are
trained to determine or confirm the gases the instrument is
programmed to detect.

NOTE:

This lesson plan applies to a specific brand/model of

atmospheric monitor. You must develop a lesson plan that is
specific to the particular brand/model you are using.

January 2008

How To Determine The Instrument Target Gases

Module 11 Lesson Plan 2

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DETERMINE THE

INSTRUMENT TARGET
GASES

TMX412 FEATURES
FRONT VIEW
TOXIC SENSOR

TOXIC SENSOR

O2 SENSOR
LEL/CH4
SENSOR

TOXIC SENSOR
DISPLAY
O2 SENSOR
DISPLAY
BATTERY CONDITION
DISPLAY

PPM

PPM

LEL/CH4 SENSOR
DISPLAY
OXYGEN

BATT

LEL/CH4

EE

E/BACKLIGHT
KEY

INDUSTRIAL
SCIENTIFIC

TMX412

1998 INDUSTRIAL SCIENTIFIC CORPORATION

TMX412 FEATURES
BOTTOM VIEW

MODE
BUTTON

BUZZER

LED ALARM
INDICATORS

1998 INDUSTRIAL SCIENTIFIC CORPORATION

January 2008

How To Determine The Instrument Target Gases

Module 11 Lesson Plan 2

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO DETERMINE THE

INSTRUMENT TARGET
GASES
KEY POINTS

1. Confirm that you are in a clean

atmosphere

1a. By observation of general area

2. Press and release the Mode button

2a. Note the specific sensors and location of

the sensors by viewing the sensor display
area
2b. CO upper left
2c. H2S upper right
2d. 02 lower left
2e. LEL lower righ

3. Press and release the Mode button

until the screen returns to the direct
read, current atmospheric conditions,
or wait approximately 25 seconds.
Note: This procedure may be used on
an instrument that is already on, if the
instrument is off, hold the mode button
down until the LCD read-out states
release and then read the target gases
in the instrument after warm-up.

January 2008

How To Determine The Instrument Target Gases

Module 11 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO DETERMINE THE

INSTRUMENT TARGET
GASES

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Determine The Instrument Target Gases

Module 11 Lesson Plan 2

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO BUMP TEST THE
INSTRUMENT

TOPIC:

How To Bump Test The Instrument

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a TMX 412 Industrial Scientific atmospheric monitor that

is turned on in a clean atmosphere

Behavior:

The student will perform instrument bump test

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
TMX 412 Industrial Scientific atmospheric monitor
Bump gas cylinder or Calibration gas cylinder
Regulator (if using calibration gas)
Calibration Cup (if using calibration gas)
Tygon Tubing

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5
Industrial Scientific TMX 412, Operating Manual

PREPARATION:

Atmospheric monitoring is a mandatory component of confined

space rescue operations. It is imperative that personnel are
trained on the proper bump test procedures in order to assure
the instrument is operating appropriately

NOTE:

This lesson plan applies to a specific brand/model of

atmospheric monitor. You must develop a lesson plan that is
specific to the particular brand/model you are using.

January 2008

How To Bump Test The Instrument

Module 11 Lesson Plan 3

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO BUMP TEST THE
INSTRUMENT

January 2008

How To Bump Test The Instrument

Module 11 Lesson Plan 3

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO BUMP TEST THE
INSTRUMENT
OPERATIONS

KEY POINTS

1. Confirm that you are in a clean

atmosphere

1a. By observation of the general area

2. Apply regulator to calibration cylinder

2a. Thread on to top of cylinder

2b. Turning to right

3. Apply calibration cup to TMX 412

monitor

3a. Pushing calibration cup over sensor

screen area

4. Apply tygon tubing to regulator nipple

4a. Pushing tubing on with twisting motion

5. Apply tygon tubing to calibration cup

nipple

5a. Pushing tubing on with twisting motion

6. Apply calibration gas to sensors

6a. Turning on regulator

6b. Twisting regulator to the right

7. Confirm audible alarm is functioning

7a. Listen for audible alarm

8. Confirm visual alarm is functioning

8a. Visualizing red warning lights

9. Confirm relative sensor accuracy

9a. Checking specific gas concentrations on

calibration gas cylinder
9b. Checking gas concentration read-out on
TMX 412 monitor

January 2008

How To Bump Test The Instrument

Module 11 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO BUMP TEST THE
INSTRUMENT

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Bump Test The Instrument

Module 11 Lesson Plan 3

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CHECK THE

PEAKS ON THE
INSTRUMENT

TOPIC:

How To Check The Peaks On The Instrument

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a TMX 412 Industrial Scientific atmospheric monitor that

is turned on in a clean atmosphere

Behavior:

The student will confirm/determine the peaks of the gases that

the instrument has detected or been exposed to

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
TMX 412 Industrial Scientific atmospheric monitor

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5
Industrial Scientific TMX 412 Operators Manual, Industrial
Scientific Corp.

PREPARATION:

Atmospheric Monitoring is a mandatory component of confined

space rescue operations. It is very important that personnel
are trained to determine or confirm the gases that the
instrument has detected.

NOTE:

This lesson plan applies to a specific brand/model of

atmospheric monitor. You must develop a lesson plan that is
specific to the particular brand/model you are using.

January 2008

How To Check The Peaks On The Instrument

Module 11 Lesson Plan 4

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CHECK THE

PEAKS ON THE
INSTRUMENT

TMX412 FEATURES
FRONT VIEW
TOXIC SENSOR

TOXIC SENSOR

O2 SENSOR
LEL/CH4
SENSOR

TOXIC SENSOR
DISPLAY
O2 SENSOR
DISPLAY
BATTERY CONDITION
DISPLAY

PPM

PPM

LEL/CH4 SENSOR
DISPLAY
OXYGEN

BATT

LEL/CH4

EE

E/BACKLIGHT
KEY

INDUSTRIAL
SCIENTIFIC

TMX412

1998 INDUSTRIAL SCIENTIFIC CORPORATION

TMX412 FEATURES
BOTTOM VIEW

MODE
BUTTON

BUZZER

LED ALARM
INDICATORS

1998 INDUSTRIAL SCIENTIFIC CORPORATION

January 2008

How To Check The Peaks On The Instrument

Module 11 Lesson Plan 4

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO CHECK THE

PEAKS ON THE
INSTRUMENT
KEY POINTS

1. Confirm that you are in a clean

atmosphere

1a. By observation of general area

2. Press and release the Mode button

2a. Note the specific sensors and location of

the sensors by viewing the sensor display
area
2b. CO upper left
2c. H2S upper right
2d. 02 lower left
2e. LEL lower right

3. Press and release the Mode button

until the screen reads P in the top
center and K in the bottom center

3a. Note the specific concentrations detected

on each sensor
3b. CO upper left
3c. H2S upper right
3d. 02 lower right
3e. LEL lower right

4. Press and release the Mode button

until the screen returns to the direct
read, current atmospheric conditions,
or wait approximately 25 seconds

January 2008

How To Check The Peaks On The Instrument

Module 11 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CHECK THE

PEAKS ON THE
INSTRUMENT

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Check The Peaks On The Instrument

Module 11 Lesson Plan 4

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CLEAR THE

PEAKS ON THE
INSTRUMENT

TOPIC:

How To Clear The Peaks On The Instrument

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a TMX 412 Industrial Scientific atmospheric monitor that

is turned on in a clean atmosphere

Behavior:

The student will clear the peaks of the gases that the
instrument has detected or been exposed to

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
TMX 412 Industrial Scientific atmospheric monitor

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5
Industrial Scientific TMX 412 Operators Manual, Industrial
Scientific Corp.

PREPARATION:

Atmospheric Monitoring is a mandatory component of confined

space rescue operations. It is very important that personnel
are trained to clear the peak concentrations of gases that the
instrument has detected.

NOTE:

This lesson plan applies to a specific brand/model of

atmospheric monitor. You must develop a lesson plan that is
specific to the particular brand/model you are using.

January 2008

How To Clear The Peaks On The Instrument

Module 11 Lesson Plan 5

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CLEAR THE

PEAKS ON THE
INSTRUMENT

TMX412 FEATURES
FRONT VIEW
TOXIC SENSOR

TOXIC SENSOR

O2 SENSOR
LEL/CH4
SENSOR

TOXIC SENSOR
DISPLAY
O2 SENSOR
DISPLAY
BATTERY CONDITION
DISPLAY

PPM

PPM

LEL/CH4 SENSOR
DISPLAY
OXYGEN

BATT

LEL/CH4

EE

E/BACKLIGHT
KEY

INDUSTRIAL
SCIENTIFIC

TMX412

1998 INDUSTRIAL SCIENTIFIC CORPORATION

TMX412 FEATURES
BOTTOM VIEW

MODE
BUTTON

BUZZER

LED ALARM
INDICATORS

1998 INDUSTRIAL SCIENTIFIC CORPORATION

January 2008

How To Clear The Peaks On The Instrument

Module 11 Lesson Plan 5

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO CLEAR THE

PEAKS ON THE
INSTRUMENT
KEY POINTS

1. Confirm that you are in a clean

atmosphere

1a. By observation of general area

2. Press and release the Mode button

2a. Note the specific sensors and location of

the sensors by viewing the sensor display
area
2b. CO upper left
2c. H2S upper right
2d. 02 lower left
2e. LEL lower right

3. Press and release the Mode button

until the screen reads P in the top
center and K in the bottom center

3a. Note the specific concentrations detected

on each sensor
3b. CO upper left
3c. 2S upper right
3d. 02 lower right
3e. LEL lower right

4. Press and release the Mode button

until the screen reads peaks press E
to reset

4a. Confirm peaks have cleared

5. Press and release the Mode button

until the screen returns to the direct
read, current atmospheric conditions,
or wait approximately 25 seconds

January 2008

How To Clear The Peaks On The Instrument

Module 11 Lesson Plan 5

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CLEAR THE

PEAKS ON THE
INSTRUMENT

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Clear The Peaks On The Instrument

Module 11 Lesson Plan 5

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
REMOTE SAMPLING

TOPIC:

How To Perform Remote Sampling

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a TMX 412 Industrial Scientific atmospheric monitor that

is turned on in a clean atmosphere

Behavior:

The student will perform remote sampling procedure

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
TMX 412 Industrial Scientific atmospheric monitor
SP402 Sampling Pump
Tygon Tubing
Dust Filter

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5
Industrial Scientific TMX 412, Operating Manual

PREPARATION:

Atmospheric monitoring is a mandatory component of confined

space rescue operations. It is imperative that personnel are
trained to check samples of the atmosphere remotely in order
to determine the atmosphere that rescuers may be entering,
as well as the atmosphere the victim is being exposed to.

NOTE:

This lesson plan applies to a specific brand/model of

atmospheric monitor. You must develop a lesson plan that is
specific to the particular brand/model you are using.

January 2008

How To Perform Remote Sampling

Module 11 Lesson Plan 6

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
REMOTE SAMPLING

January 2008

How To Perform Remote Sampling

Module 11 Lesson Plan 6

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
REMOTE SAMPLING
OPERATIONS

KEY POINTS

1. Confirm that you are in a clean

atmosphere

1a. By observation of the general area

2. Insert turned on TMX 412 instrument

into turned on SP 402 Pump

2a. Push TMX 412 instrument into open end

of SP 402 pump
2b. Tighten Velcro straps

3. Apply tygon tubing to SP 402 pump

3a. Pushing tygon tubing over blue tipped

water filter on SP 402 pump with twisting
motion

4. Determine length of tygon tubing

4a. By measuring
4b. If not pre-measured and marked in
increments

5. Apply dust filter to end of tygon tubing

5a. Pushing tubing on with twisting motion

6. Place tubing in space

6a. At opening

7. Wait two seconds per foot of tygon

tubing being used

7a. By multiplying two times the length of the

tygon tubing for pump response time

8. Determine the monitoring readings for

each gas programmed in the
instrument

8a. By visualizing the LCD display

9. Document the readings at that level or

distance

9a. By writing the readings visualized on the

LCD display on the monitoring log
9b. Noting the respective level or distance

10. Lower or insert tubing to next level

10a. Approximately 4 feet

11. Wait two seconds per foot of tygon

tubing being used

11a. By multiplying two times the length of the

tygon tubing for pump response time

January 2008

How To Perform Remote Sampling

Module 11 Lesson Plan 6

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
REMOTE SAMPLING
OPERATIONS

KEY POINTS

12. Determine the monitoring readings for

each gas programmed in the
instrument

12a. By visualizing the LCD display

13. Document the readings at that level or

distance

13a. By writing the readings visualized on the

LCD display on the monitoring log
13b. Noting the respective level or distance

14. Lower or insert tubing to next level

14a. Approximately 4 feet

15. Wait two seconds per foot of tygon

tubing being used

15a. By multiplying two times the length of the

tygon tubing for pump response

16. Determine the monitoring readings for

each gas programmed in the
instrument

16a. By visualizing the LCD display

17. Document the reading at that level or

distance

17a. By writing the readings visualized on the

LCD display on the monitoring log
17b. Noting the respective level or distance

18. Continue process

18a. Until reaching the bottom

Note: Following confirming atmospheric

readings at the top, personnel may start
readings at the bottom and work up in
four-foot increments. In this way,
determination of survival profile of the
victim will be expedited.

January 2008

How To Perform Remote Sampling

Module 11 Lesson Plan 6

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
REMOTE SAMPLING

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform Remote Sampling

Module 11 Lesson Plan 6

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO USE A
CONVERSION CHART TO
ASSESS FLAMMABILITY

TOPIC:

How To Use A Conversion Chart To Assess Flammability

TIME FRAME:

0:10

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a TMX 412 Industrial Scientific atmospheric monitor that

is turned on in a clean atmosphere

Behavior:

The student will perform calculations to determine actual

flammability in the space being monitored based on simulated
readings provided by the instructor

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
TMX 412 Industrial Scientific atmospheric monitor
SP402 Sampling Pump
Tygon Tubing
Dust Filter
LEL Conversion Chart

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5
Industrial Scientific TMX 412, Operating Manual

PREPARATION:

Atmospheric monitoring is a mandatory component of confined

space rescue operations. It is important that when personnel
can identify the target gas that they are trained to calculate
actual flammability in the space to determine the hazard level
posed to rescuers and survival profile of victims.

NOTE:

This lesson plan applies to a specific brand/model of

atmospheric monitor. You must develop a lesson plan that is
specific to the particular brand/model you are using.

January 2008

How To Use A Conversion Chart To Assess Flammability

Module 11 Lesson Plan 7

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Use A Conversion Chart To Assess Flammability

Module 11 Lesson Plan 7

HOW TO USE A
CONVERSION CHART TO
ASSESS FLAMMABILITY

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO USE A
CONVERSION CHART TO
ASSESS FLAMMABILITY
KEY POINTS

1. While monitoring atmosphere with

known flammable or simulated vapor in
space
2. Determine LEL concentration in the
space

2a. Visually checking the LCD read-out

screen
2b. Noting LEL concentration on LCD screen

3. Determine actual target gas in the

space

3a. Questioning facility contacts, checking

placards, labels or shipping papers

4. Identify known target gas in the space

on the LEL conversion chart

4a. By reviewing the chart

5. Determine Calibration Gas being used

5a. By reviewing calibration records, or

checking instrument documentation

6. Identify Calibration Gas on the LEL

conversion chart

6a. By reviewing the chart

7. Determine the correlation factor

7a. By reviewing the chart

4b. Checking Gas Being Sampled Column

6b. Checking the top column for the

calibration gas

7b. Looking down the column under the

calibration gas
7c. Until it lines up with the calibration gas
7d. The number at the intersection of the
calibration gas and gas being sampled is
the correlation factor
8. Determine actual LEL concentration in
the space

8a. Multiply LEL reading on instrument by

correlation factor
8b. The product of the two is the actual LEL
concentration

9. Document the actual LEL

concentration on the monitoring log

January 2008

How To Use A Conversion Chart To Assess Flammability

Module 11 Lesson Plan 7

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO USE A
CONVERSION CHART TO
ASSESS FLAMMABILITY

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Use A Conversion Chart To Assess Flammability

Module 11 Lesson Plan 7

Page 4

CONFINED SPACE RESCUE TECHNICIAN

TOPIC:

How To Perform Instrument Shut-Down

TIME FRAME:

0:05

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

HOW TO PERFORM
INSTRUMENT
SHUT-DOWN

BEHAVIORAL OBJECTIVE:
Condition:

Given a TMX 412 Industrial Scientific atmospheric monitor in a

clean atmosphere

Behavior:

The student will perform instrument shut down

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
TMX 412 Industrial Scientific atmospheric monitor

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 5
Industrial Scientific TMX 412, Operating Manual

PREPARATION:

Atmospheric monitoring is a mandatory component of confined

space rescue operations. It is imperative that personnel are
trained on the proper shut down procedure in order to assure
that the instrument will be ready for use the next time it is
needed.

NOTE:

This lesson plan applies to a specific brand/model of

atmospheric monitor. You must develop a lesson plan that is
specific to the particular brand/model you are using.

January 2008

How To Perform Instrument Shut-Down

Module 11 Lesson Plan 8

Page 1

CONFINED SPACE RESCUE TECHNICIAN

January 2008

How To Perform Instrument Shut-Down

Module 11 Lesson Plan 8

HOW TO PERFORM
INSTRUMENT
SHUT-DOWN

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO PERFORM
INSTRUMENT
SHUT-DOWN
KEY POINTS

1. With an operating atmospheric monitor

1a. By observation of LCD screen showing a

reading

2. Press and hold Mode Button

2a. Until screen reads Release

3. Release Mode Button

3a. Confirm all LCD lights out

January 2008

How To Perform Instrument Shut-Down

Module 11 Lesson Plan 8

Page 3

CONFINED SPACE RESCUE TECHNICIAN

HOW TO PERFORM
INSTRUMENT
SHUT-DOWN

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Perform Instrument Shut-Down

Module 11 Lesson Plan 8

Page 4

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A
LADDER GIN

TOPIC:

How To Construct And Operate A Ladder Gin

TIME FRAME:

0:40

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a fire service ladder, rescue rope, pulleys, prusik loops,

webbing, carabiners, anchor points, and appropriate personal
protective equipment

Behavior:

As a team member, the student will construct and operate a

ladder gin in an open field environment

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 14'-24' fire service ladder
3 150' rescue ropes
2 pulleys
2 prusik loops
1 20' length of 1" webbing
3 12' lengths of 1" webbing
3 5' lengths of 1" webbing
8 carabiners
2 anchor points
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 10
NFPA 1006, 2000

PREPARATION:

The ladder gin is a versatile system that allows a fire service

ladder to be utilized as a high anchor point. By attaching a
mechanical advantage system to the ladder and secondary
belay line, rescuers can raise and lower rescuers and victims
vertically below the working surface of the ladder. This may be
out of a manhole, well, shaftway, up and down the side of a

January 2008

How To Construct And Operate A Ladder Gin

Module 12 Lesson Plan 1

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A
LADDER GIN

cliff, or between one or more levels in a building.

The ladder gin can be constructed with a roof, wall, or
extension ladder. Regardless of which type of ladder is
utilized, a major concern is that the students have an
unobstructed tip to work with. In the case of the extension
ladder, extend the tip at least two rungs and securely tie off the
halyard. In the case of the roof ladder, invert the ladder so that
the hooks are down. By inverting the ladder, the spring
housings will not interfere with the rigging of the guy lines. In
the open field application, the base of the ladder must be
secured by either digging a small hole for each beam, or by
lashing each beam of the ladder to a picket.
In this station the students are introduced to the 1-1 and 1-1-1
picket system.

January 2008

How To Construct And Operate A Ladder Gin

Module 12 Lesson Plan 1

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Position the ladder

HOW TO CONSTRUCT
AND OPERATE A
LADDER GIN
KEY POINTS

1a. At the work area

1b. Base of the ladder near the object it will
butt against when raised into position
(picket, hole)
1c. Ladder flat on the ground

2. Extend ladder (if necessary)

2a. Ladder on beam

2b. To desired height
2c. At least two rungs
2d. Ensure dogs are locked
2e. Halyard tied off
2f. Ladder back in flat position

3. Select guy line anchor points

3a. No more than 45 to the side of each

ladder beam
3b. Approximately three times the ladder
working length away from the base

4. Anchor webbing

4a. To anchor points

4b. Anchor sling and carabiner on each
anchor point

5. Locate center

5a. Of 150' rescue rope

5b. Remove entire rope from bag
5c. Center of the rope stays at the tip of
ladder
5d. Bitter ends away from the ladder

January 2008

How To Construct And Operate A Ladder Gin

Module 12 Lesson Plan 1

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

6. Tie two figure eights on a bight

HOW TO CONSTRUCT
AND OPERATE A
LADDER GIN
KEY POINTS

6a. The first figure eight approximately 12"18" off center

6b. Bight is 8"-12" in length
6c. The second figure eight on a bight
approximately 12"-18" to the opposite
side of center
6d. Bight is 8"-12" in length

7. Attach both figure eight bights

7a. To the ladder tip

7b. Ladder lying flat on the ground
7c. Figure eight bights are placed through
ladder between 1st and 2nd rungs
7d. Left bight over the left tip
7e. Right bight over the right tip

8. Position the guy lines

8a. One end of the guy line at each anchor

point
8b. Rope through each anchor carabiner

9. Form a modified truckers hitch

9a. On each guy line

9b. Figure eight on a bight
9c. On each guy line
9d. At a point equal to the foot of the ladder
9e. Carabiner in each figure eight
9f. Bitter end of each line through carabiner

10. Build a ladder rig

10a. Using one of the 150' rescue ropes

11. Attach ladder rig

11a. To short section of rope between figure

eight
11b. Between the figure eight bights at the
ladder tip
11c. Keep ladder rig attachment under ladder

January 2008

How To Construct And Operate A Ladder Gin

Module 12 Lesson Plan 1

Page 4

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO CONSTRUCT
AND OPERATE A
LADDER GIN
KEY POINTS

LOW METHOD OF BELAY LINE

ATTACHMENT
12. Establish the belay line system

12a. Using another 150' rescue rope

12b. Independent anchor
12c. Webbing and carabiner on anchor point
12d. Tandem prusiks for belay system

13. Raise ladder

13a. Into position

13b. Base of ladder secured against stabilizing
system (hole or pickets)
13c. One student at the base of the ladder
13d. One student at the tip
13e. One student to tend each guy line
13f. Remove the slack from the guy lines
13g. Ladder rig remains between beams under
ladder
13h. Ladder raised to climbing angle

14. Tension modified trucker's hitch

14a. DO NOT over tension guy lines

15. Safety test ladder

15a. Load the ladder by pulling down on M/A

system
15b. Ladder should remain at climbing angle
when loaded
15c. Check for ladder twist
15d. Guy lines adjusted as necessary

16. Tie off guy lines

16a. At modified truckers hitch

16b. With two half hitches

17. Package one student

17a. To be raised with the system

17b. Class 3 harness with carabiner

January 2008

How To Construct And Operate A Ladder Gin

Module 12 Lesson Plan 1

Page 5

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO CONSTRUCT
AND OPERATE A
LADDER GIN
KEY POINTS

18. Tend belay line

18a. One student with gloved hands

19. Tend the ladder rig

19a. Two students with gloved hands

20. Attach the student

20a. To the ladder rig and belay line

20b. At dorsal D ring on class III harness
20c. Lock all carabiners

21. Operate system

21a. Packaged student stands directly under

tip of ladder
21b. Ladder rig team pulls straight down
21c. Pull of system and weight of load MUST
remain between ladder rails
21d. Belay line is tended with minimal slack
21e. Raise and lower student

January 2008

How To Construct And Operate A Ladder Gin

Module 12 Lesson Plan 1

Page 6

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A
LADDER GIN

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

January 2008

How To Construct And Operate A Ladder Gin

Module 12 Lesson Plan 1

Page 7

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A LADDER
"A" FRAME

TOPIC:

How To Construct And Operate A Ladder A-Frame

TIME FRAME:

0:50

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given fire service ladders, rescue rope, pulleys, webbing,

carabiners, pickets, edge protection, and appropriate personal
protective equipment

Behavior:

The student will construct and operate a ladder "A" frame

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 14' fire service ladder
1 24' extension ladder
4 150' rescue ropes
2 2" pulleys
2 20' lengths of 1" webbing
4 12' lengths of 1" webbing
7 5' lengths of 1" webbing
12 carabiners
2 anchor points
Edge protection
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 10
NFPA 1006, 2000

PREPARATION:

The ladder "A" frame is a stable and versatile system that

allows fire service ladders on an apparatus to be utilized to
create a high anchor point. By attaching a mechanical
advantage system to the ladder and a belay line, rescuers can
raise and lower rescuers and victims vertically below the
working surface of the ladder system. This may be out of a
manhole, up the side of a cliff, or between one or more floors.

2/9/2010

How To Construct And Operate A Ladder A-Frame

Module 12 Lesson Plan 2

Page 1

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO CONSTRUCT
AND OPERATE A LADDER
"A" FRAME
KEY POINTS

1. Identify anchor location

1a. Distance three times the working height

of the ladders

2. Place ladders

2a. Side-by-side
2b. Near area they will be used

3. Invert roof ladder

3a. Tip down

4. Place both ladders

4a. On beam
4b. In line with anchors

5. Extend ladder (if using an extension

ladder)

5a. To desired height

5b. Adjust for uneven ground if needed
5c. Lock dogs
5d. Halyard tied off
5e. Lash fly section to bed section using
webbing

6. Interlock ladder beams

6a. Base of both ladders equal

7. Spread ladder butts

7a. Approximately 70

8. Align top ladder rungs

8a. Interlocking or offsetting beams as

needed
8b. Beams of ladders level

9. Lash the top ladder rungs

9a. With round turns

9b. Using 20' webbing

10. Remove rescue rope

10a. From rope bag

11. Locate center

11a. Of rescue rope

12. Move bitter ends of rescue rope

12a. To anchor locations

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How To Construct And Operate A Ladder A-Frame

Module 12 Lesson Plan 2

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

13. Tie two figure eights on a bight

HOW TO CONSTRUCT
AND OPERATE A LADDER
"A" FRAME
KEY POINTS

13a. Each figure eight 12" off center of rope

13b. Each figure eight bight 12" in length

14. Attach figure eight on a bight

14a. To ladder tips

14b. Between the inverted "V" of the ladders
14c. Under lashed rungs
14d. Top figure eight over top tips
14e. Bottom figure eight over bottom tips
14f. The left side bight around the beam and
attached to the left tip
14g. The right side bight around the beam and
attached to the right tip

NOTE: Make sure both beam tips are

captured by each figure eight on a bight
on each side.
15. Attach mechanical advantage

15a. Between inverted "V" of the ladders

15b. Using a rescue rope
15c. To short section of rope between figure
eights

16. Prepare anchors

16a. Picket system or other suitable anchors

17. Position guy lines

17a. At anchor points

18. Attach webbing and carabiner

18a. To each anchor

19. Tie figure eight on a bight

19a. On each guy line

19b. Towards anchors

20. Attach carabiners

2/9/2010

20a. To each figure eight on a bight

How To Construct And Operate A Ladder A-Frame

Module 12 Lesson Plan 2

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO CONSTRUCT
AND OPERATE A LADDER
"A" FRAME
KEY POINTS

21. Form a modified trucker's hitch

[Link] line through carabiner on and anchor

webbing and carabiner on figure eight on
a bight

22. Prepare to raise ladder "A" frame

22a. One student at the base of each ladder

22b. One student at top of ladders
22c. One student at each guy line

23. Raise ladder "A" frame

23a. Beam raise aligning A frame with

anchors
23b. Tension guy lines

24. Secure guy lines

24a. Tying off one guy line

24b. Adjusting ladder "A" frame as necessary
24c. Tying off other guy line

25. Stabilize ladder base

25a. With 20' webbing

25b. Round turn with half hitches
25c. Waist height above base of ladders
25d. Beam to beam across A frame
25e. Picket beams as needed

METHOD 1:
ON THE GROUND OF BELAY
LINE ATTACHMENT
26. Attach belay line

26a. Using a rescue rope

26b. Independent anchor away from A frame
26c. Webbing and carabiner on anchor point
26d. Tandem prusiks for belay system

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Module 12 Lesson Plan 2

Page 4

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO CONSTRUCT
AND OPERATE A LADDER
"A" FRAME
KEY POINTS

METHOD 2:
HIGH POINT OF BELAY
LINE ATTACHMENT
27. Attach belay line

27a. Independent anchor if possible

27b. Webbing and carabiner on anchor point
27c. Tandem prusiks for belay system
27d. High directional change
27e. Top of ladder
27f. Low directional change (if needed)

28. Prepare rescuer

28a. Class III harness with carabiner

29. Attach rescuer

29a. To mechanical advantage and belay line

29b. To dorsal D ring on class III harness

30. Raise and/or lower rescuer

30a. Two students on main line

30b. One student on belay line
30c. One student on each guy line

31. Operate mechanical advantage

31a. Two students on main line

31b. One student on belay line
31c. One student on each guy line

2/9/2010

How To Construct And Operate A Ladder A-Frame

Module 12 Lesson Plan 2

Page 5

CONFINED SPACE RESCUE TECHNICIAN

HOW TO CONSTRUCT
AND OPERATE A LADDER
"A" FRAME

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

2/9/2010

How To Construct And Operate A Ladder A-Frame

Module 12 Lesson Plan 2

Page 6

CONFINED SPACE RESCUE TECHNICIAN

HOW TO SET-UP AND

OPERATE A TRIPOD
SYSTEM

TOPIC:

How To Set-Up And Operate A Tripod System

TIME FRAME:

0:45

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

BEHAVIORAL OBJECTIVE:
Condition:

Given a tripod, a safety chain, webbing, carabiners, pulleys,

and appropriate personal protective equipment

Behavior:

The student will set-up and operate a tripod system

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 Skedco-Evac tripod
1 safety chain
2 green webbing
3 carabiners
1 swivel (if used)
2 single sheave pulleys
2 150 rescue rope
1 edge protection
1 3:1 or 4:1 mechanical advantage
1 picket
1 12-lb sledge hammer
1 cable winch
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 10

PREPARATION:

A tripod system is a temporary, high point anchor used to

provide a degree of safety and efficiency to rescuers who
enter vertical confined spaces to conduct rescue operations.
Tripods systems can be set-up quickly, with minimal
equipment that allows rescuers to safely enter and be
retrieved from, vertical entry confined spaces. Tripods allow
loads to be raised to a point where they may completely clear

2/9/2010

How To Set-Up And Operate A Tripod System

Module 12 Lesson Plan 3

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO SET-UP AND

OPERATE A TRIPOD
SYSTEM

the opening of a confined space.

NOTE:

2/9/2010

This lesson plan applies to a specific brand/model of tripod.

You must develop a lesson plan that is specific to the
operation of the particular brand/model you are using.

How To Set-Up And Operate A Tripod System

Module 12 Lesson Plan 3

Page 2

CONFINED SPACE RESCUE TECHNICIAN

HOW TO SET-UP AND

OPERATE A TRIPOD
SYSTEM

Confined Space rescue tripod with rope rescue system attached through a series of
directional pulleys

2/9/2010

How To Set-Up And Operate A Tripod System

Module 12 Lesson Plan 3

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

1. Safety considerations

HOW TO SET-UP AND

OPERATE A TRIPOD
SYSTEM
KEY POINTS

1a. Always wear appropriate personal

protective equipment
1b. Only use equipment that is in good
condition and has been inspected and
tested
1c. Tripods should only be deployed by
people who have been properly trained
and are aware of equipment limitations
1d. The safe and efficient operation of rescue
equipment is dependent on the
knowledge, skill and ability of the
person(s) deploying and operating the
equipment
1e. Always follow the manufacturers
recommendations for set-up and safety

2. Assemble the tools and equipment

necessary to set-up and operate a
tripod system

2a. In a safe, flat area

3. Extend the tripod legs

3a. Extend to the desired height

2b. Away from the opening of the confined

space

3b. Lock into position with a hitch pin

3c. Place a cotter pin through the end of hitch
pin
4. Attach the haul system and belay line

4a. Utilizing the top anchor plates

4b. Webbing, swivels (if used), carabiner and
rope pulley when using rope rescue
system
4c. Webbing, carabiner and cable pulley
when using a cable winch system
4d. Secure rope or cable to prevent the rope
or cable from pulling back through pulley
when standing tripod up

2/9/2010

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Module 12 Lesson Plan 3

Page 4

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO SET-UP AND

OPERATE A TRIPOD
SYSTEM
KEY POINTS

Note: Use caution when running belay

systems through high directionals
5. Attach guy lines

5a. If necessary

6. Stand the tripod up

6a. Minimum of two people

6b. Be aware of a fall hazard when working
near the confined space opening
6c. Spread the legs outward to the maximum
distance allowed by the tripod head
6d. Then move each leg inward about 2
inches
6e. Use the haul line as a plumb line to
center the tripod over the opening

7. Secure the tripod feet

7a. If on dirt or other soft surface

7b. Rotate the tripod feet point down

8. Install the safety chain

8a. Safety Note: The chain must be used on

the tripod unless the feet are properly
bolted down or secured
8b. Thread through the holes in the sides of
the tripod feet
8c. Secure ends with a screw link
8d. Forming a triangle between the three legs

9. Lash or back-tie tripod feet if the safety

chain is not used

10. Attach cable winch (if using)

9a. Lash legs to pickets (if necessary)

9b. Back-tie legs to anchor points (if
necessary)
10a. Attach to anchor plate on leg
10b. Lock into position with hitch pins
10c. Place the cotter pin through the end of
hitch pin

2/9/2010

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Module 12 Lesson Plan 3

Page 5

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

11. Perform a safety check of the tripod

system

HOW TO SET-UP AND

OPERATE A TRIPOD
SYSTEM
KEY POINTS

11a. Check hitch pins and cotter pins

11b. Check carabiner locks
11c. Check knots/lashing
11d. Check cable winch operation (if used)
11e. Check the operation of the rope rescue
system (if used)
11f. Ensure the tripod will be loaded properly
11g. Check tripod stability

12. Attaching loads

12a. Ensure the tripod is loaded vertically

12b. Ensure loads are raised and lowered
plumb from the top of the tripod
12c. Directional pulleys must load the tripod
vertically from within the triangular footed
area
12d. DO NOT side load the tripod
12e. DO NOT load the tripod with weight in
excess of the safe working load specified
by the manufacturer

2/9/2010

How To Set-Up And Operate A Tripod System

Module 12 Lesson Plan 3

Page 6

CONFINED SPACE RESCUE TECHNICIAN

HOW TO SET-UP AND

OPERATE A TRIPOD
SYSTEM

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

2/9/2010

How To Set-Up And Operate A Tripod System

Module 12 Lesson Plan 3

Page 7

CONFINED SPACE RESCUE TECHNICIAN

TOPIC:

How To Operate Cable And Winch Systems

TIME FRAME:

0:45

LEVEL OF INSTRUCTION:

Level II

AUTHORITY:

Title 8 CCR, G.I.S.O, 5157 & NFPA 1006

HOW TO OPERATE
CABLE AND WINCH
SYSTEMS

BEHAVIORAL OBJECTIVE:
Condition:

Given a winch, a tripod, tripod chain, and appropriate personal

protective equipment

Behavior:

The student will set-up and operate a cable and winch system

Standard:

Completing all operations with 100% accuracy according to

the job breakdown

MATERIALS NEEDED:

Job breakdown
1 tripod with a DBI/SALA quick mount bracket
1 tripod safety chain
1 DBI/SALA, SALALIFT II cable winch
1 green webbing
1 carabiner
1 cable pulley
1 swivel (if used)
Appropriate personal protective equipment

REFERENCES:

Confined Space Entry and Rescue Manual, 2nd ed (2007),

CMC Rescue Inc., Chapter 9

PREPARATION:

Cable and winch systems are used to safely and efficiently

raise and lower loads through vertical confined spaces. Cable
and winch systems can be operated by one person and have
braking devices that prevent loads from falling. Only use
equipment that is in good condition and has been properly
inspected and tested. Follow the manufacturers
recommendations for set-up and safety.

NOTE:

This lesson plan applies to a specific brand/model of cable

winch. You must develop a lesson plan that is specific to the
operation of the particular brand/model you are using.

2/9/2010

How To Operate Cable And Winch Systems

Module 12 Lesson Plan 4

Page 1

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE
CABLE AND WINCH
SYSTEMS

DBI/SALA - SALALIFT II WINCH - MODEL 8102001

2/9/2010

How To Operate Cable And Winch Systems

Module 12 Lesson Plan 4

Page 2

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

HOW TO OPERATE
CABLE AND WINCH
SYSTEMS
KEY POINTS

Note: Begin with a properly erected

tripod with webbing, carabiner, cable
pulley and cable attached to the top
anchor plate of the tripod
1. Safety considerations

1a. Wear appropriate personal protective

equipment
1b. ALWAYS wear gloves when handling
cable
1c. Only use equipment that is in good
condition and has been inspected and
tested
1d. Cable winches should only be deployed
by people who have been properly
trained and are aware of equipment
limitations
1e. The safe and efficient operation of rescue
equipment is dependent on the
knowledge, skill and ability of the
person(s) deploying and operating the
equipment
1f. Always follow the manufacturers
recommendations for set-up and safety

2. Inspect before each use

2a. Check for worn or damaged parts

2b. Ensure that all parts are present and
secure
2c. Check operation of winch
2d. Ensure that the winch will lift, lower, and
hold a load under normal operation
2e. Check winch and cable system for
damage and corrosion

3. Attach the cable winch to the tripod

2/9/2010

3a. Utilizing the quick-mount bracket on the

tripod

How To Operate Cable And Winch Systems

Module 12 Lesson Plan 4

Page 3

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

4. Lift the winch into place

HOW TO OPERATE
CABLE AND WINCH
SYSTEMS
KEY POINTS

4a. Position the slot in the bracket over the

fixed pin on the tripod bracket
4b. Push the top of the winch in toward the
tripod while the bottom rotates on the
fixed pin
4c. Align the holes and push the detent pin
through until it stops
4d. Ensure the pin locks into place

5. Slowly pull out the winch line

5a. Through the cable pulley

5b. To a height for rescuer harness
attachment

6. Install the winch crank handle

6a. Onto the output shaft

6b. Align the hub of the crank handle with the
square drive marked winch shaft
6c. Push firmly inward until the handle snaps
into place
6d. The grip on the handle should face
outward

7. Feed the cable off the winch drum

7a. By rotating the crank handle in the

lowering direction (counterclockwise)
7b. Apply slight tension to the cable while
feeding it off the drum

2/9/2010

How To Operate Cable And Winch Systems

Module 12 Lesson Plan 4

Page 4

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

8. To lower a load

HOW TO OPERATE
CABLE AND WINCH
SYSTEMS
KEY POINTS

8a. ALWAYS wear gloves when handling

cable
8b. Rotate the winch crank handle in the
lower direction (counterclockwise)
8c. Without a load, maintain slight tension on
the cable
8d. WARNING: One complete layer of cable
must remain on the drum at all times
8e. DO NOT attempt to reverse wind the
cable onto the drum
8f. DO NOT exceed the rated capacity of
350 lbs
8g. DO NOT use the winch to raise or lower
more than one person, except for
emergency situations
8h. ALWAYS keep the cable tension firm.
Slack cable could cause a free fall

9. To hold or momentarily suspend the

load

9a. Stop cranking

9b. The automatic clutch/brake will hold the
load if the handle is released
9c. The overload clutch limits the lifting force
to approximately 700 lbs

2/9/2010

How To Operate Cable And Winch Systems

Module 12 Lesson Plan 4

Page 5

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

10. To raise a load

HOW TO OPERATE
CABLE AND WINCH
SYSTEMS
KEY POINTS

10a. ALWAYS wear gloves when handling

cable
10b. Rotate the winch crank handle in the
raise direction (clockwise)
10c. DO NOT exceed the rated capacity of
350 lbs
10d. DO NOT use the winch to raise or lower
more than one person, except for
emergency situations
10e. ALWAYS keep the cable tension firm.
Slack cable could cause a free fall
10f. ALWAYS check periodically to see that
cable is winding evenly on the drum

11. Free-wheel mode

11a. Remove the crank handle from the input

shaft
11b. Reverse the crank handle and install it
onto the square drive marked freewheel
shaft
11c. Align the handle hub with the shaft

12. To engage the freewheel mode

12a. Rotate the handle counterclockwise until

it stops and hold
12b. Pull cable off the winch drum slowly

13. Impact indicator

13a. Part of the swiveling hook

13b. Red band is exposed in the event of a
severe impact load
13c. Red band is exposed if lifting capacity is
exceeded

2/9/2010

How To Operate Cable And Winch Systems

Module 12 Lesson Plan 4

Page 6

CONFINED SPACE RESCUE TECHNICIAN

OPERATIONS

14. Cable reserve and shear pin

HOW TO OPERATE
CABLE AND WINCH
SYSTEMS
KEY POINTS

14a. Ensures that the shock absorbing feature

is available throughout the working range
of the winch
14b. With a single layer of cable remaining on
the drum the shear pin is visible
14c. If shock loaded, the shear pin will shear
allowing the shock absorber to function
properly

15. Inspecting the winch

15a. Before each use

15b. All screws, bolts and nuts
15c. Crank handle must lock positively onto
the shaft
15d. Crank handle must be free of cracks,
bends, or other damage

16. Connecting hook inspection

16a. Before each use

16b. Breaks and distortion
16c. Sharp edges, burrs, cracks, worn parts,
corrosion
16d. Hook must move freely and lock upon
closing
16e. Hook must swivel freely
16f. Remove from service if the red impact
indicator is visible

17. Cable inspection

17a. Before each use

17b. Broken wires
17c. Signs of corrosion
17d. Kinks
17e. Birdcaging

2/9/2010

How To Operate Cable And Winch Systems

Module 12 Lesson Plan 4

Page 7

CONFINED SPACE RESCUE TECHNICIAN

HOW TO OPERATE
CABLE AND WINCH
SYSTEMS

APPLICATION:
The student will practice performing the operations in the job breakdown while under
supervision.
EVALUATION:
The student will complete a manipulative performance test at a time determined by the
instructor.
ASSIGNMENT:
Practice this job in order to prepare yourself for the upcoming performance test. Study for our
next session.

2/9/2010

How To Operate Cable And Winch Systems

Module 12 Lesson Plan 4

Page 8

CONFINED SPACE
RESCUE - TECHNICIAN
APPENDIX A
STUDENT TASK BOOK

CONFINED SPACE RESCUE TECHNICIAN

STUDENT TASK BOOK

STUDENT TASK BOOK

The Confined Space Rescue Technician Student Trainee Task Book lists every requirement that
will be evaluated. Each students performance will be observed and recorded by the Instructors.
Grades will then be evaluated and the instructor will determine if the student has successfully
met the performance standards for this course and should be issued a course completion
certificate.
RESPONSIBILITIES
(A)

State Fire Training is responsible for:

Ensuring the Confined Space Rescue Technician training site meets all site
requirements
Ensuring the course instructor(s) are registered for the level and subject of instruction
to be taught
Issuing certificates for successful course completion

(B)

The student is responsible for:

Reading and understanding information in the student text and supporting materials
Satisfactorily completing all course requirements
Ensuring their Confined Space Rescue Technician Student Task Book is accurately
recorded and maintained

(C)

The evaluating Instructor(s) is responsible for:

Being qualified and proficient
Explaining to the students the purpose of and process for completing the Confined
Space Rescue Technician Student Task Book
Explaining to the students their responsibilities
Accurately evaluating and recording on the Confined Space Rescue Technician
Student Task Book all course requirements by the students

INSTRUCTIONS FOR COMPLETING THE TASK BOOK

The Confined Space Rescue Technician Student Task Book allows the instructor to record a
students performance for both technical and manipulative jobs. These evaluations are made
by observing the students participation in the classroom, manipulative performance in
individual or group skills stations, and performance during confined space rescue scenarios.

January 2008

Student Task Book

Appendix A

Page 1

CONFINED SPACE RESCUE TECHNICIAN

STUDENT TASK BOOK

Task Book Headings

Student:

Enter your name

Class Dates:

Enter the beginning and ending date of the class

Module:

Lists the module name and the technical and manipulative performance
requirements by topic

Time Frame:

Lists the estimated time frame for teaching the job

Reference:

Lists the corresponding chapter(s) from the students text and supporting
materials

Instructor #:

The evaluating Instructor(s) enter their State Fire Training registration

number

Instructor Initials:

The evaluating Instructor enters their initials

Date:

The evaluating Instructor(s) enters the date the Primary student was
evaluated

Grade Codes
P

The student successfully completed the performance standard

N/P The student did not satisfy certain portions of the performance standard and additional
guidance is required
Evaluator Recommendation
At the completion of the Student Task Book, the evaluator(s) shall complete the Evaluator
Recommendation (Page 7)

January 2008

Student Task Book

Appendix A

Page 2

CONFINED SPACE RESCUE TECHNICIAN

STUDENT TASK BOOK
STUDENT:

CLASS DATES:
Time
Frame

Reference

Introduction To Confined Space Rescue

Course Introduction
Confined Space Identification
OSHA Regulation
Confined Space Hazards
Atmospheric Monitoring
Hazard Control

0:15
1:30
1:00
1:30
1:00
1:00

Preface
Chapter 1
Chapter 2
Chapter 4
Chapter 5
Chapter 6

Personal Protective Equipment

0:45

Chapter 7

0:30
1:00
0:30
0:30
0:30
10:00

Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12

ORIENTATION MODULE

Phases of Confined Space Rescue

Rescue Rope and Related Equipment
High Point Anchor Systems
Communications
Permitting Confined Spaces
Total Hours:

Evaluating Instructor #
and Initials

Date

Comments:

January 2008

Student Task Book

Appendix A

Page 3

CONFINED SPACE RESCUE TECHNICIAN

STUDENT TASK BOOK

STUDENT:

CLASS DATES:
Time
Frame

SKILLS MODULE
Knots
How To Tie A Figure Eight Stopper
How To Tie A Figure Eight On A Bight
How To Tie A Figure Eight Follow Through
How To Tie A Figure Eight Bend
How To Tie A Square Knot
How To Tie An Overhand Bend
How To Tie A Double Overhand Bend ( Double
Fisherman Knot)
How To Attach A 3-Wrap Prusik To A Rescue Rope
How To Construct A Modified Truckers Hitch
Anchor Systems
How To Tie A Single Loop Anchor Sling
How To Tie A Basket Sling
How To Tie A Multi-Loop Anchor Sling (Wrap Three,
Pull Two)

0:10
0:10
0:10
0:10
0:10
0:10

Reference

Evaluating Instructor #
and Initials

Date

Chapter 9

0:10
0:10
0:10
0:10
0:10
0:10

How To Tie A Tensionless Hitch

0:10

How To Construct A Back-Tied Anchor System

Rpm
How To Attach And Operate A Brake Bar Rack As Part
Of The RPM
How To Construct And Operate A Load Release Hitch
As Part Of The RPM
How To Attach A Prusik Loop To The RPM For Use In
A Haul System
How To Construct And Operate The RPM
Belay Systems
How To Construct And Operate A Tandem Prusik
Belay System
How To Convert A Tandem Prusik Belay System To A
Retrieval Line

0:10

Chapter 9

0:15
0:20

Chapter 9

0:10
0:30

0:15
Chapter 9
0:15

Comments:

January 2008

Student Task Book

Appendix A

Page 4

CONFINED SPACE RESCUE TECHNICIAN

STUDENT TASK BOOK

STUDENT:

CLASS DATES:
Time
Frame

SKILLS MODULE
Raising Systems
How To Construct And Operate A 2:1 Ladder Rig
Mechanical Advantage System
How To Construct And Operate A 3:1 Z-Rig
Mechanical Advantage System Through A High Point
Anchor
How To Construct And Operate A 3:1 Piggyback
Mechanical Advantage System Through A High Point
Anchor
How To Construct And Operate A 4:1 Mechanical
Advantage System
How To Construct And Operate A 4:1 Pre-Rig
Mechanical Advantage System
Rescuer and Victim Packaging
How To Tie Two Half Hitches
How To Tie A Round Turn And Two Half Hitches
How To Tie And Attach A Hasty Chest Harness
(Double Locking Lark's Foot) To A Victim

Evaluating Instructor #
and Initials

Date

0:15
0:15

0:15

Chapter 9

0:15
0:15

0:10
0:10
0:10

How To Tie And Attach Wristlets and Anklets

0:10

How To Secure A Victim To A Rescue Litter

How To Rig A Litter For Vertical Rescue
How To Rig A Victim In A SKED Litter
How To Rig A Victim In A LSP Half Back or Equivalent
How To Don A Pre-Sewn Class III Rescue Harness
Respiratory Equipment
How To Don And Operate A Self-Contained Breathing
Apparatus (SCBA)
How To Don And Operate A Supplied Air Respirator
(SAR) And Escape Pack
How To Operate A Supplied Air Respiratory System
How To Lay Out And Deploy Supplied Air Lines
How to Provide Victim Respiratory Protection
Communication Systems
How To Perform A Verbal Communication System
How To Perform A Hand Signal Communication
System
How To Operate A Rope Signal Communication
System
How To Operate A Light Signal Communication
System
How To Operate A Tapping And Rapping
Communication System

0:20
0:10
0:20
0:15
0:15

January 2008

Reference

Chapter 9

0:10
0:15

Chapter 7

0:15
0:10
0:10
0:05

Chapter 11

0:10
0:05
0:05
0:05

Student Task Book

Appendix A

Page 5

CONFINED SPACE RESCUE TECHNICIAN

STUDENT TASK BOOK
STUDENT:
SKILLS MODULE

CLASS DATES:
Time
Frame

How To Operate A Portable Radio Communication

0:10
System
How to Operate A Hardwire Communication System
0:20
Hazard Control
How to Lock-Out / Tag-Out An Electrical Equipment
0:10
Switch
How To Lock-Out / Tag-Out An Electrical Circuit
0:10
Switch
How To Lock-Out / Tag-Out A Gate Valve
0:05
How To Operate A Ventilation Ducting
0:05
How To Deploy Ventilation Ducting
0:05
How To Deploy A Manhole Saddle Vent
0:05
How To Perform Positive Pressure (Supply) Ventilation
0:05
How To Perform Negative Pressure (Exhaust)
0:05
Ventilation
How To Perform Combination Ventilation
0:05
How To Perform Local Supply Ventilation
0:05
How To Calculate Ventilation Air Exchanges
0:05
Atmospheric Monitoring
How To Perform Instrument Start-Up
0:05
How To Determine The Instrument Target Gases
0:10
How To Bump Test The Instrument
0:05
How To Check The Peaks On The Instrument
0:05
How To Clear The Peaks On The Instrument
0:05
How To Perform Remote Sampling
0:10
How To Use A Conversion Chart To Assess
0:10
Flammability
How To Perform Instrument Shut-Down
0:05
High Point Anchor Systems
How To Construct And Operate A Ladder Gin System
0:40
How To Construct And Operate A Ladder A Frame
0:50
System
How To Set-Up And Operate A Tripod System
0:45
How to Operate Cable And Winch Systems
0:15
Total Hours: 14:00

Reference

Evaluating Instructor #
and Initials

Date

Chapter 11

Chapter 6

Chapter 5

Chapter 10

Comments:

January 2008

Student Task Book

Appendix A

Page 6

CONFINED SPACE RESCUE TECHNICIAN

STUDENT TASK BOOK
STUDENT:
CONFINED SPACE ENTRY MODULE

CLASS DATES:
Time
Frame

Reference

Confined Space Entry

Confined Space Rescue Vertical Entry
Confined Space Rescue Horizontal Entry
16:00
Confined Space Rescue Tapered Cross Section
Confined Space Rescue In-Pipe
Confined Space Rescue Non-Entry
Written Exam
Successful Completion Of Written Exam(s)
N/A
Total Hours: 16:00

Evaluating Instructor #
and Initials

Date

N/A

N/A

Comments:

EVALUATOR RECOMMENDATION
Evaluator: ____________________________________
Evaluators #: __________________
Department: ______________________________________
Phone: ______________________________________
The above named student performed and/or demonstrated proficiency in all tasks initialed and dated.
Evaluator's Signature: _______________________________________ Date: ________________________
Comments:

January 2008

Student Task Book

Appendix A

Page 7

CONFINED SPACE
RESCUE - TECHNICIAN
APPENDIX A
PRIMARY INSTRUCTOR
TRAINEE TASK BOOK

CONFINED SPACE RESCUE TECHNICIAN

PRIMARY INSTRUCTOR
TRAINEE TASK BOOK

PRIMARY INSTRUCTOR TRAINEE TASK BOOK

The Confined Space Rescue Technician Primary Instructor Trainee Task Book lists every
requirement that will be evaluated. Each Primary Instructor Trainee's performance will be
observed and recorded by the evaluating Senior Instructors. The evaluating Senior Instructor will
determine if the Primary Instructor Trainee has successfully met the performance standards and
should be recommended for Senior Instructor status.
RESPONSIBILITIES
(A)

The Primary Instructor Trainee is responsible for:

Reading and understanding material in the instructor guide, student text, site
requirements, equipment standards, and other supporting materials.
Satisfactorily completing all Senior Instructor requirements
Ensuring their Confined Space Rescue Technician Primary Instructor Trainee Task
Book is accurately recorded, maintained and completed within 24 months of task
book initiation by an evaluating Senior Instructor.
Filing and keeping their Confined Space Rescue Technician Primary Instructor
Trainee Task Book with their other personal or career records

(B)

The evaluating Senior Instructor is responsible for:

Being qualified and proficient
Initiating and explaining to the Primary Instructor Trainee the purpose of and process
for completing the Confined Space Rescue Technician Primary Instructor Trainee
Task Book
Explaining to the Primary Instructor Trainee their responsibilities
Accurately evaluating and recording on the Confined Space Rescue Technician
Primary Instructor Trainee Task Book all requirements completed by the Primary
Instructor Trainee

REQUIREMENTS
To qualify as a Confined Space Rescue Technician Primary Instructor, the applicant
shall satisfy all requirements for Confined Space Rescue Technician Instructor as
outlined in State Fire Training Policy and Procedures Manual.

January 2008

Instructor Trainee Task Book

Appendix A

Page 1

CONFINED SPACE RESCUE TECHNICIAN

PRIMARY INSTRUCTOR
TRAINEE TASK BOOK

INSTRUCTIONS FOR COMPLETING THE TASK BOOK

The Confined Space Rescue Technician Primary Instructor Trainee Task Book allows the
evaluating Senior Instructors to record a Primary Instructor Trainee's performance for
teaching both technical and manipulative lesson plans. These evaluations are made by
observing the Primary Instructor Trainees presentations in a classroom setting and their
instruction of manipulative performance techniques for each skill station. The Primary
Instructor Trainee must demonstrate proficiency in the instruction of each module.
Task Book Headings
Task Book Initiated By:

Name of Senior Instructor Initiating the Task Book and Date

Primary Trainee:

Enter the trainee's name

Module:

Lists the module name and the technical and manipulative

performance requirements by topic

Time Frame:

Lists the estimated time frame for teaching the lesson plan

Reference:

Lists the corresponding chapters from the student text and

supporting materials

Instructor #:

The evaluating Senior Instructor(s) enters their State Fire Training

registration number

Instructor Initials:

The evaluating Senior Instructor(s) enters their initials

Date:

The evaluating Senior Instructor(s) enters the date the Primary

Instructor Trainee was evaluated

Evaluator Recommendation
At the completion of the Primary Instructor Trainee Task Book, the evaluator(s) shall
complete the Evaluator Recommendation (Page 7)

January 2008

Instructor Trainee Task Book

Appendix A

Page 2

CONFINED SPACE RESCUE TECHNICIAN

PRIMARY INSTRUCTOR
TRAINEE TASK BOOK

Task Book Initiated by:_________________________________ Date:________________

PRIMARY INSTRUCTOR TRAINEE:
Time
Frame

Reference

Introduction To Confined Space Rescue

Course Introduction
Confined Space Identification
OSHA Regulation
Confined Space Hazards
Atmospheric Monitoring
Hazard Control

0:15
1:30
1:00
1:30
1:00
1:00

Preface
Chapter 1
Chapter 2
Chapter 4
Chapter 5
Chapter 6

Personal Protective Equipment

0:45

Chapter 7

0:30
1:00
0:30
0:30
0:30
10:00

Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12

ORIENTATION MODULE

Phases of Confined Space Rescue

Rescue Rope and Related Equipment
High Point Anchor Systems
Communications
Permitting Confined Spaces
Total Hours:

Evaluating Instructor #
and Initials

Date

Comments:

January 2008

Instructor Trainee Task Book

Appendix A

Page 3

CONFINED SPACE RESCUE TECHNICIAN

PRIMARY INSTRUCTOR
TRAINEE TASK BOOK

PRIMARY INSTRUCTOR TRAINEE:

Time
Frame

SKILLS MODULE
Knots
How to Tie A Figure Eight Stopper
How to Tie A Figure Eight On A Bight
How to Tie A Figure Eight Follow Through
How to Tie A Figure Eight Bend
How to Tie A Square Knot
How to Tie An Overhand Bend
How to Tie A Double Overhand Bend (Double
Fisherman Knot)
How to Attach A 3-Wrap Prusik To A Rescue Rope
How To Construct A Modified Truckers Hitch
Anchor Systems
How To Tie A Single Loop Anchor Sling
How To Tie A Basket Sling
How To Tie A Multi-Loop Anchor Sling (Wrap Three,
Pull Two)

0:10
0:10
0:10
0:10
0:10
0:10

Reference

Evaluating Instructor #
and Initials

Date

Chapter 9

0:10
0:10
0:10
0:10
0:10
0:10

How To Tie A Tensionless Hitch

0:10

How To Construct A Back-Tied Anchor System

RPM
How To Attach and Operate A Brake Bar Rack As Part
Of the RPM
How To Construct and Operate A Load Releasing
Hitch As Part Of The RPM
How To Attach A Prusik Loop To The RPM For Use In
a Haul System
How To Construct and Operate The RPM
Belay Systems
How To Construct And Operate A Belay System
How To Operate A Belay System As A Retrieval Line

0:10

Chapter 9

0:15
0:20

Chapter 9

0:10
0:30
0:15
0:15

Chapter 9

Comments:

January 2008

Instructor Trainee Task Book

Appendix A

Page 4

CONFINED SPACE RESCUE TECHNICIAN

PRIMARY INSTRUCTOR
TRAINEE TASK BOOK
PRIMARY INSTRUCTOR TRAINEE:
Time
Frame

SKILLS MODULE
Raising Systems
How to Construct And Operate A 2:1 Ladder Rig
Mechanical Advantage System
How to Construct And Operate A 3:1 Z-Rig Mechanical
Advantage System Through A High Point Anchor
How to Construct And Operate A 3:1 Piggyback
Mechanical Advantage System Through A High Point
Anchor
How to Construct And Operate A 4:1 Mechanical
Advantage System
How to Construct And Operate A 4:1 Pre-Rig
Mechanical Advantage System
Rescuer and Victim Packaging
How To Tie Two Half Hitches
How To Tie A Round Turn And Two Half Hitches

Evaluating Instructor #
and Initials

Date

0:15
0:15
0:15

Chapter 9

0:15
0:15

0:10
0:10

How To Tie And Attach A Hasty Chest Harness

(Double Locking Lark's Foot) To A Victim

0:10

How To Tie And Attach Wristlets and Anklets

0:10

How To Secure A Victim To A Rescue Litter

How To Rig A Litter For Vertical Rescue
How To Rig A Victim In A SKED Litter
How To Rig A Victim In A LSP Half Back or Equivalent
How To Don A Pre-Sewn Class III Rescue Harness
Respiratory Equipment
How To Don And Operate A Self-Contained Breathing
Apparatus (SCBA)
How To Don And Operate A Supplied Air Respirator
(SAR) And Escape Pack
How To Operate A Supplied Air Respiratory System
How To Lay Out And Deploy Supplied Air Lines
How to Provide Victim Respiratory Protection
Communication Systems
How To Perform A Verbal Communication System
How To Perform A Hand Signal Communication
System
How To Operate A Rope Signal Communication
System
How To Operate A Light Signal Communication
System
How To Operate A Tapping And Rapping
Communication System

0:20
0:10
0:20
0:15
0:15

January 2008

Reference

Chapter 9

0:10
0:15

Chapter 7

0:15
0:10
0:10
0:05
0:10
0:05

Chapter 11

0:05
0:05

Instructor Trainee Task Book

Appendix A

Page 5

CONFINED SPACE RESCUE TECHNICIAN

PRIMARY INSTRUCTOR
TRAINEE TASK BOOK
PRIMARY INSTRUCTOR TRAINEE:
Time
Frame

SKILLS MODULE
How To Operate A Portable Radio Communication
System
How To Operate A Hardwire Communication System
Hazard Control
How To Identify Types Of Energy Sources
How To Isolate Energy Sources
How To Perform Lock-Out/Tag-Out/Block-Out
How To Operate A Ventilation Fan
How To Deploy Ventilation Ducting
How To Deploy A Manhole Saddle Vent
How To Perform Positive Pressure (Supply) Ventilation
How To Perform Negative Pressure (Exhaust)
Ventilation
How To Perform Combination Ventilation
How To Perform Local Supply Ventilation
How To Calculate Ventilation Air Exchanges
Atmospheric Monitoring
How To Perform Instrument Start-Up
How To Determine The Instrument Target Gases
How To Bump Test The Instrument
How To Check The Peaks On The Instrument
How To Clear The Peaks On The Instrument
How To Perform Remote Sampling
How To Use A Conversion Chart To Assess
Flammability
How To Perform Instrument Shut-Down
High Point Anchor Systems
How To Construct And Operate A Ladder Gin System
How To Construct And Operate A Ladder A Frame
System
How To Set-Up And Operate A Tripod System
How to Operate Cable And Winch Systems
Total Hours:

0:10

Reference

Evaluating Instructor #
and Initials

Date

Chapter 11

0:20
0:05
0:05
0:15
0:05
0:05
0:05
0:05

Chapter 6

0:05
0:05
0:05
0:05
0:05
0:10
0:05
0:05
0:05
0:10

Chapter 5

0:10
0:05
0:40
0:50

Chapter 10

0:45
0:15
14:00

Comments:

January 2008

Instructor Trainee Task Book

Appendix A

Page 6

CONFINED SPACE RESCUE TECHNICIAN

PRIMARY INSTRUCTOR
TRAINEE TASK BOOK

PRIMARY INSTRUCTOR TRAINEE:

CONFINED SPACE ENTRY MODULE

Time
Frame

Confined Space Entry

Confined Space Rescue Vertical Entry
Confined Space Rescue Horizontal Entry
Confined Space Rescue Tapered Cross Section
16:00
Confined Space Rescue In-Pipe
Confined Space Rescue Non-Entry
Able To Develop, Proctor And Evaluate Confined
Space Entry Scenarios
Written Exam
Successful Completion Of Written Exam(s) - Optional
N/A
Total Hours: 16:00

Reference

Evaluating Instructor #
and Initials

Date

N/A

N/A

Comments:

EVALUATOR RECOMMENDATION
Evaluator: ____________________________________
Evaluators #: __________________
Department: ______________________________________
Phone: ______________________________________
The above named Primary Instructor Trainee performed and/or demonstrated proficiency in all tasks initialed and dated. As
a result, it is proposed that the Primary Instructor Trainee be considered for Primary Instructor registration.
Senior Inst. Evaluator's Signature: _______________________________________ Date: ________________________
Comments:

January 2008

Instructor Trainee Task Book

Appendix A

Page 7

CONFINED SPACE
RESCUE - TECHNICIAN
APPENDIX A
SENIOR INSTRUCTOR
TRAINEE TASK BOOK

CONFINED SPACE RESCUE TECHNICIAN

SENIOR INSTRUCTOR
TRAINEE TASK BOOK

SENIOR INSTRUCTOR TRAINEE TASK BOOK

The Confined Space Rescue Technician Senior Instructor Trainee Task Book lists every
requirement that will be evaluated. Each Senior Instructor Trainee's performance will be
observed and recorded by the evaluating Senior Instructors. The evaluating Senior Instructors
will determine if the Senior Instructor Trainee has successfully met the performance standards
and should be recommended for Senior Instructor status.
RESPONSIBILITIES
(A)

The Senior Instructor Trainee is responsible for:

Reading and understanding material in the instructor guide, student text, site
requirements, equipment standards, and other supporting materials
Satisfactorily completing all Senior Instructor requirements
Ensuring their Confined Space Rescue Technician Senior Instructor Trainee Task Book
is accurately recorded, maintained and completed within 24 months of task book
initiation by an evaluating Senior Instructor.
Filing and keeping their Confined Space Rescue Technician Senior Instructor Trainee
Task Book with their other personal or career records

(B)

The evaluating Senior Instructor is responsible for:

Being qualified and proficient
Initiating and explaining to the Senior Instructor Trainee the purpose of and process
for completing the Confined Space Rescue Technician Senior Instructor Trainee Task
Book
Explaining to the Senior Instructor Trainee their responsibilities
Accurately evaluating and recording on the Confined Space Rescue Technician
Senior Instructor Trainee Task Book all requirements completed by the Senior
Instructor Trainee

REQUIREMENTS
To qualify as a Confined Space Rescue Technician Senior Instructor, the applicant
shall satisfy all requirements for Confined Space Rescue Technician Senior Instructor
as outlined in State Fire Training Policy and Procedures Manual.

January 2008

Senior Instructor Trainee Task Book

Appendix A

Page 1

CONFINED SPACE RESCUE TECHNICIAN

SENIOR INSTRUCTOR
TRAINEE TASK BOOK

INSTRUCTIONS FOR COMPLETING THE TASK BOOK

The Confined Space Rescue Technician Senior Instructor Trainee Task Book allows the
evaluating Senior Instructors to record a Senior Instructor Trainee's performance for teaching
both technical and manipulative lesson plans, preparing for the class, organizing the class,
managing other instructors, development of scenarios, filing of paperwork and other Senior
Instructor tasks. These evaluations are made by observing the Senior Instructor Trainee's
performance before class, during classroom presentations, manipulative instruction, as well
as after course completion. The Senior Instructor Trainee must possess proficiency in the
instruction of each module.
Task Book Headings
Task Book Initiated By:

Name of Senior Instructor Initiating the Task Book and Date

Senior Instructor Trainee: Enter the trainee's name

Module:

Lists the module name and the technical and manipulative

performance requirements by topic

Time Frame:

Lists the estimated time frame for teaching the lesson plan

Reference:

Lists the corresponding chapters from the student text and

supporting materials

Instructor #:

The evaluating Senior Instructor(s) enters their State Fire Training

registration number

Instructor Initials:

The evaluating Senior Instructor(s) enters their initials

Date:

The evaluating Senior Instructor(s) enters the date the Senior

Instructor Trainee was evaluated

Evaluator Recommendation
At the completion of the Senior Instructor Trainee Task Book, the evaluator(s) shall complete
the Evaluator Recommendation (Page 7)

January 2008

Senior Instructor Trainee Task Book

Appendix A

Page 2

CONFINED SPACE RESCUE TECHNICIAN

SENIOR INSTRUCTOR
TRAINEE TASK BOOK

Task Book Initiated by:_________________________________ Date:________________

SENIOR INSTRUCTOR TRAINEE:
Time
Frame

Reference

Introduction To Confined Space Rescue

Course Introduction
Confined Space Identification
OSHA Regulation
Confined Space Hazards
Atmospheric Monitoring
Hazard Control

0:15
1:30
1:00
1:30
1:00
1:00

Preface
Chapter 1
Chapter 2
Chapter 4
Chapter 5
Chapter 6

Personal Protective Equipment

0:45

Chapter 7

0:30
1:00
0:30
0:30
0:30
10:00

Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12

ORIENTATION MODULE

Phases of Confined Space Rescue

Rescue Rope and Related Equipment
High Point Anchors
Communications
Permitting Confined Spaces
Total Hours:

Evaluating Instructor #
and Initials

Date

Comments:

January 2008

Senior Instructor Trainee Task Book

Appendix A

Page 3

CONFINED SPACE RESCUE TECHNICIAN

SENIOR INSTRUCTOR
TRAINEE TASK BOOK

SENIOR INSTRUCTOR TRAINEE:

Evaluating Instructor #
and Initials

SKILLS MODULE

Date

Class Preparation
Confirm/Review Adequate Props
Confirm/Review Adequate Facilities
Develop/Submit Site Approval Application in accordance with SFT P & P
Complete/Submit Course Scheduling Request
Order Student Text Books
Confirm Equipment Based on Number of Squads
Complete Instructor Assignments
Complete Pre-class Instructor Meeting
Develop/Complete Class Safety Plan (ICS 208)
Develop/Complete Medical Plan (ICS 206)
Prop and Scenario Organization
Organize Scenarios from Simple to Complex
Provide Appropriate Equipment for Given Scenarios
Consider Timing of Simultaneous Scenarios
Scenario Atmospheric Monitoring Readings
Reports Target Gases Appropriate to Evolution
Reports Target Gases Appropriate to Vapor Density
Reports O2 Displacement Appropriate to Target Gas
Reports LEL Reading Appropriate to Target Gas
Reports Improved Reading Appropriate to Ventilation
Alternate Entry/C5
Explain / Develop C5 Procedure for Eligible Training Space
Comments:

January 2008

Senior Instructor Trainee Task Book

Appendix A

Page 4

CONFINED SPACE RESCUE TECHNICIAN

SENIOR INSTRUCTOR
TRAINEE TASK BOOK

SENIOR INSTRUCTOR TRAINEE:

Evaluating Instructor #
and Initials

SKILLS MODULE

Date

Student/Victim Considerations in Actual PRCS

Insures Completion of Entry Permit
Insure Appropriate Harness
Demonstrate Retrieval System
Develops and Maintains Communications Plan
Confirms Hazard Control (Lock-Out/Tag-Out)
Confirms Atmospheric Monitoring/Ventilation
Class Paperwork/Documentation
Completion of Scantrons
Completion of Class Rosters
Completion and Filing of Entry Permits
Completion of Written Exam
Completion and Filing of Rope Logs
Completion of Course Evaluations
Completion and Submission of State Fire Training Paperwork
Class Logistics
Provide/Confirm Appropriate Mask Decontamination
Provide/Confirm Breathing Air Refill
Provide/Confirm Student Facilities for Off-Site Instruction
Knowledge of Other Related Standards and Regulations
OSHA (Fall Protection, Respiratory, Lock-Out/Tag-Out, Tunneling, IIPP)
ASTM
ANSI
NIOSH
NFPA

Comments:

January 2008

Senior Instructor Trainee Task Book

Appendix A

Page 5

CONFINED SPACE RESCUE TECHNICIAN

SENIOR INSTRUCTOR
TRAINEE TASK BOOK

SENIOR INSTRUCTOR TRAINEE:

CONFINED SPACE ENTRY MODULE
Confined Space Entry
Confined Space Rescue Vertical Entry
Confined Space Rescue Horizontal Entry
Confined Space Rescue Tapered Cross Section
Confined Space Rescue In-Pipe
Confined Space Rescue Non-Entry
Able To Develop, Proctor, And Evaluate Confined
Space Entry Scenarios
Written Exam
Successful Completion Of Written Exam(s) Optional
TOTAL HOURS:

Time
Frame

Reference

16:00

N/A

N/A
16:00

N/A

Evaluating Instructor #
and Initials

Date

COMMENTS:

January 2008

Senior Instructor Trainee Task Book

Appendix A

Page 6

CONFINED SPACE RESCUE TECHNICIAN

SENIOR INSTRUCTOR
TRAINEE TASK BOOK
EVALUATOR RECOMMENDATION
Senior. Inst. Evaluator: ____________________________________ Senior. Inst. Evaluators #: __________________
Department: ______________________________________
Phone: ______________________________________
The above named Senior Instructor Trainee performed and/or demonstrated proficiency in all tasks initialed and dated. As a
result, it is proposed that the Senior Instructor Trainee be considered for Senior Instructor registration.
Senior Inst. Evaluator's Signature: _______________________________________ Date: ________________________
EVALUATOR RECOMMENDATION
Senior. Inst. Evaluator: ____________________________________ Senior. Inst. Evaluators #: __________________
Department: ______________________________________
Phone: ______________________________________
The above named Senior Instructor Trainee performed and/or demonstrated proficiency in all tasks initialed and dated. As a
result, it is proposed that the Senior Instructor Trainee be considered for Senior Instructor registration.
Senior Inst. Evaluator's Signature: _______________________________________ Date: ________________________

January 2008

Senior Instructor Trainee Task Book

Appendix A

Page 7

CONFINED SPACE
RESCUE - TECHNICIAN
APPENDIX B
FINAL EXAM

CONFINED SPACE RESCUE TECHNICIAN

FINAL EXAM
____________________________________________________
INSTRUCTIONS: This is a multiple-choice test. For each of the following questions or
statements, choose the best answer and fill in that letter on the answer sheet provided. Erase
completely to change. Do not write on this test!
______________________________________________________________________________

1. The phases of a confined space rescue are:

a.
b.
c.
d.

Preparation, pre-entry, entry, rescue

Preparation, assessment, pre-entry, entry and rescue, termination
Assessment, pre-entry, entry and rescue, termination, critique
Assessment, pre-entry, entry, rescue, critique

2. Which of the following statements is not a part Cal-OSHAs definition of a confined space?
a. Large enough and so configured that an employee can bodily enter and perform
assigned work.
b. A space that requires purging prior to entry
c. Has limited or restricted means of entry or exit
d. Is not designed for continuous employee occupancy
3. How often does the confined space regulation require rescue team members to practice
making permit space rescues?
a.
b.
c.
d.

Once every 12 months

Once a month
Twice a year
Quarterly

4. Entry into a permit-required confined space occurs when:

a.
b.
c.
d.

The cover, door or hatch to the space is opened

The entry permit is signed by the supervisor
The entrant begins work in the space
Any portion of the entrants body breaks the plane of an opening into the space

5. Fire Departments in California who respond to confined space rescue incidents:

a.
b.
c.
d.

Are exempted from compliance with CCR Title 8, Sec. 5157

Must comply with the requirements of CCR Title 8, Sec. 5157
Must comply with CFR part 1910 only
Do not need to comply with any federal or state regulations governing confined
space operations

6. Which of the following gases has a rotten egg odor in low concentrations?
a.
b.
c.
d.

Carbon Monoxide
Sulfur Dioxide
Carbon Dioxide
Hydrogen Sulfide

7. CCR Title 8, Section 5157 (c), provides alternative procedures to permit entries when the
only hazard is atmospheric and can be made safe with continuous forced air ventilation. The
above is an example of what type of classification?
a.
b.
c.
d.

C2
C4
C5
None of the above

8. OSHA standards state that a hazardous atmosphere exists when:

a.
b.
c.
d.

The temperature of the space exceeds 95F

The noise level exceeds 85 decibels
The LEL is above 10%
The oxygen content is at 21%

9. One percent (%) by volume in air is equal to:

a.
b.
c.
d.

100 ppm
1,000 ppm
10,000 ppm
100,000 ppm

10.

IDLH means:
a. Immediately dangerous life hazard
b. Immediately dangerous to life or health
c. Instant deployment of light hazard
d. Imminent degeneration of life & health

11.

Oxygen below ____% in a confined space is considered to be oxygen deficient.

a.
b.
c.
d.

12.

By law, lockout/tagout procedures are to be performed by an:

a.
b.
c.
d.

13.

Entry supervisor
Attendant
Affected employee
Authorized employee

What are some key considerations when ventilating?

a.
b.
c.
d.

14.

16%
18.5%
20.8%
19.5%

Type of atmosphere
Shape of the space
Power requirements
All of the above

Which type of respiratory protection is best suited for an IDLH atmosphere in a

confined space with a restricted opening?
a.
b.
c.
d.

APRs (Air Purifying Respirators)

SCBAs (Self Contained Breathing Apparatus)
SARs (Supplied Air Respirators)
N-95 particulate dusk mask

15.

A pre-entry briefing should contain the following information:

a.
b.
c.
d.

16.

The analysis of a rope rescue system should consist of a:

a.
b.
c.
d.

17.

Expected task(s)
Emergency procedures
Site plan review of the space
All of the above

Critical point analysis

Whistle test
White board analysis
All of the above

During which phase of a confined space rescue does a pre-entry briefing take place?
a. Preparation
b. Assessment
c. Pre-entry
d. Entry and rescue

18.

Medical monitoring of entry personnel is recommended:

a.
b.
c.
d.

19.

Prior to entry only

After entry termination only
Prior to entry and after entry termination
Is not important, therefore not recommended

A NIOSH study (1980-1989) concluded that as many as ____ deaths occurred in

confined spaces due to engulfment.
a.
b.
c.
d.

60
468
227
159

20.

A common cause of engulfment accidents is when unstable material above a void area
collapses under an entrant. This is referred to as:
a.
b.
c.
d.

21.

Which one of the following is not a defining characteristic of a permit-required confined

space?
a.
b.
c.
d.

22.

Bump testing
Replacing monitors regularly
Calibrating regularly
Nothing, there is no way to insure accuracy

A NIOSH study found __________to be a leading cause of fatalities in confined spaces.

a.
b.
c.
d.

24.

Oxygen level at 21%

Contains material that can engulf the entrant
Has the potential to contain a hazardous atmosphere
Contains any recognized serious health or safety hazard

Acceptable accuracy of monitor readings is assured by:

a.
b.
c.
d.

23.

Breakaway
Bridging
Hidden collapse
Sinking floor

Flash fires
Hazardous atmospheres
Heat stress
Struck by falling objects

An energy isolation program provides a means for controlling which one of the
following?
a.
b.
c.
d.

Electricity
Pressure
Stored energy
All of the above

25.

Claustrophobia is:
a.
b.
c.
d.

26.

Which one of the following is not an example of lock-out/tag-out procedures?

a.
b.
c.
d.

27.

A common reaction in confined spaces

Can be a hazard to entrants and victims
Can be controlled to a degree with training and practice
All of the above

Electrical switch turned off

Drive mechanisms disassembled/disabled
Hydraulic lines blocked and bled
Valves chained and locked

Entry permits must be filed and retained for a minimum of:

a.
b.
c.
d.

1 year
2 years
5 years
6 months

28. What type of ventilation would be best for an oxygen deficient atmosphere?
a.
b.
c.
d.

29.

Balance draft
General ventilation
Natural
Local exhaust

What does the term re-circulation refer to?

a.
b.
c.
d.

Contaminated air being drawn back into the fan and blown back into the space
Air moving from the inlet directly to the outlet without removing contaminants
Moving fresh air through a space until all contaminants are removed
The spreading of contaminants into a clean area

30.

Common ventilation plan(s) include forced:

a.
b.
c.
d.

31.

A directional pulley that makes the rope take a 90 degree turn has what affect on the
anchor?
a.
b.
c.
d.

32.

Larger rescuer profile

Finite air supply
Greater weight
All of the above

The respiratory protection type not recommended unless conditions are known and can
be maintained is:
a.
b.
c.
d.

34.

1 times the load

1.4 times the load
2 times the load
There is no affect on the anchor

Self-contained breathing apparatus (SCBA) has the following limitation(s):

a.
b.
c.
d.

33.

Supply
Exhaust
Combination systems
All of the above

Air purifying respirator

Self contained breathing apparatus
Dual purpose SCBA
Supplied air respirator

The biggest disadvantage(s) to supplied air respiratory systems is:

a.
b.
c.
d.

Air line limitation of 300 feet

Continuous supply of air
Umbilical air line
Both a and c

35.

Supplied air respirators worn in IDLH atmospheres are required to have?

a.
b.
c.
d.

36.

When performing confined space entry, communication between the____________

must be maintained:
a.
b.
c.
d.

37.

It serves as legal documentation for the entry

It serves as a safety checklist
It serves as a tactical log
All of the above

What is the most common objection of hardwire communications systems:

a.
b.
c.
d.

40.

Is optional
Can consist of rope to communicate using rope signals
Can consist of hard wire systems
Both b and c

A confined space permit serves what purpose

a.
b.
c.
d.

39.

Attendant and entrant

Entrant and entry supervisor
Attendant and industrial hygienist
Attendant and back-up entrants

In confined space operations, communications equipment:

a.
b.
c.
d.

38.

Victim air supply

Quick fill capabilities
An emergency escape air bottle
Negative pressure capability

Clear communications
The wire
Their popularity
The price

The Cal-OSHA permit-required confined space standard requires a mechanical device be

available to retrieve personnel when entering vertical type spaces deeper than:
a. 4 feet
b. 5 feet
c. 10 feet
d. 15 feet
8

41.

To facilitate non-entry rescue, retrieval systems shall be used whenever an entry is made
into a permit space unless;
a. The retrieval system would increase the overall risk of the entry
b. The retrieval system would not contribute to the rescue of the entrant
c. You dont have enough line
d. Both a and b

42. Most tripods are strongest when they are:

a.
b.
c.
d.

43.

In extremely tight openings, Cal-OSHA allows _______ to be used in lieu of a chest or

full body harness
a.
b.
c.
d.

44.

Wristlets
Class I harnesses
Pelvic harnesses
Boatswains chairs

An exact count and identities of all entrants in the confined space must be maintained by
the:
a.
b.
c.
d.

45.

Fully extended
Not extended at all
At a mid position
There is no difference

Entry supervisor
Employee representative
Back-up entrants
Attendant

Who is responsible for approving and canceling all entry permits?

a.
b.
c.
d.

The entrant
The entry supervisor
The attendant
The employee representative

46.

Who is charged with removing or dealing with unauthorized persons around

the site:
a.
b.
c.
d.

47.

The person charged with confirming that conditions remain consistent with the entry
permit is the:
a.
b.
c.
d.

48.

Attendant
Entrant
Back-up entrant
Entry Supervisor

The three main positions identified by CCR Title 8, section 5157 to handle confined
space operations are:
a.
b.
c.
d.

49.

The entrant
The entry supervisor
The attendant
Both b and c

Attendant, entrant, perimeter control officer

Medical officer, rescue officer, triage officer
Entry supervisor, entrant, attendant
Back-up entrants, back-up supervisor, back-up attendants

A toxic gas with a vapor density of 1.67 is:

a.
b.
c.
d.

Heavier than air

Lighter than air
Equal to air
None of the above

50.
To facilitate non-entry rescue, the Cal-OSHA confined space regulation states that each
authorized entrant shall wear a chest or full body harness with a retrieval line attached
a.
b.
c.
d.

Only as needed
At the waist of the entrant
So the entrant presents in the smallest possible profile
None of the above

10

Confined Space Rescue Technician Written Exam

ANSWER SHEET
NAME: ________________________________________________ DATE:_________

1. a. b. c. d.
2. a. b. c. d.
3. a. b. c. d.

26. a. b. c. d.
27. a. b. c. d.
28. a. b. c. d.

4.
5.
6.
7.
8.

a. b. c. d.
a. b. c. d
a. b. c. d.
a. b. c. d.
a. b. c. d.

29.
30.
31.
32.
33.

a. b. c. d.
a. b. c. d.
a. b. c. d.
a. b. c. d.
a. b. c. d.

9.
10.
11.
12.

a. b. c. d.
a. b. c. d.
a. b. c. d.
a. b. c. d.

34.
35.
36.
37.

a. b. c. d.
a. b. c. d.
a. b. c. d.
a. b. c. d.

13.
14.
15.
16.
17.

a. b. c. d.
a. b. c. d.
a. b. c. d.
a. b. c. d.
a. b. c. d.

38. a. b. c. d.
39. a. b. c. d.
40. a. b. c. d.
41. a. b. c. d.
42. a. b. c. d.

18.
19.
20.
21.

a. b. c. d.
a. b. c. d.
a. b. c. d.
a. b. c. d.

43. a. b. c. d.
44. a. b. c. d.
45. a. b. c. d.
46. a. b. c. d.

22.
23.
24.
25.

a. b. c. d.
a. b. c. d.
a. b. c. d.
a. b. c. d.

47. a. b. c. d.
48. a. b. c. d.
49. a. b. c. d.
50. a. b. c. d.

CONFINED SPACE RESCUE TECHNICIAN

FINAL EXAM
ANSWER KEY

1. b Chapter 1-11
2. b Chapter 2-13
3. a Chapter 2-18
4. d Chapter 2-5
5. b Chapter 2-2
6. d - Chapter 4-9
7. c Chapter 2-7
8. c Chapter 4-2
9. c Chapter 5-17
10. b Chapter 4-3
11. d Chapter 4-4
12. d Chapter 6-21
13. d Chapter 6 -7 to 10
14. c Chapter 7-9
15. d Chapter 8-15
16. d Chapter 9-43
17. c Chapter 8-15
18. c Chapter 6-24
19. c Chapter 4-13
20. b Chapter 4-13
21. a Chapter 1-10
22. c Chapter 5-4
23. b Chapter 4-13
24. b Chapter 4-2
25. d Chapter 6-23

26. a Chapter 6-19

27. a Chapter 2-13
28. b Chapter 6-4
29. a Chapter 6-11
30. d Chapter 6-4
31. b - Chapter 10-12
32. d Chapter 7-8
33. a Chapter 7-10
34. d Chapter 7-10
35. c Chapter 7-10
36. a Chapter 2-16 & 17
37. d Chapter 11-2 & 3
38. d Chapter 12-2
39. b Chapter 11-6
40. b - Chapter 2-19
41. d - Chapter 2-19
42. b Chapter 10-3
43. a Chapter 2-19
44. d Chapter 2-16
45. b Chapter 2-17
46. d Chapter 2-17&18
47. d Chapter 2-18
48. c Chapter 2-14 to 17
49. a- Chapter 5-18
50. c Chapter 2-19

CONFINED SPACE
RESCUE - TECHNICIAN
APPENDIX C
TRAINING SITE
G U I D ELI N ES

STATE FIRE TRAINING PROCEDURES MANUAL

CONFINED SPACE RESCUE TECHNICIAN TRAINING SITE
A Confined Space Rescue Technician (CSRT) Training Site must have facilities, structures, work
areas, materials, props, tools, and equipment of adequate size, type, and quantity to fully and safely
support the technical and manipulative training required to deliver the CSRT curriculum.
(A) GOALS
(1) Set minimum performance training objectives for CSRT training programs.
(2) Identify those performance objectives a CSRT Training Site must be capable of
supporting.
(3) Provide the means to ensure proper curriculum delivery.
(4) CSRT Training Sites will meet the minimum requirements to support curriculum delivery.
(a) A completed "Request for CSRT Course Scheduling" providing the dates and
location of the upcoming course.
(b) The names of all CSRT instructors must be included with the request to support class
size.
(B) SITE CAPACITY
A CSRT Training Site is evaluated on its ability to deliver the required training. A One-squad Site is
the minimum and is capable of delivering training to twelve (12) students or one (1) squad. Additional
sites may be capable of delivering training to twenty-four (24), and up to a maximum of thirty-six (36)
students simultaneously. Each capacity level represents the maximum number of students or squads
that may be taught on the site at any given time. This maximum number will be determined based on
the suitability of the site to safely train (12), twenty four (24), or thirty six (36) students.
(1) One-squad site.
(a) Supports the instruction for teaching one (1) squad, a maximum of twelve (12)
students on the site.
(b) One (1) CSRT Senior Instructor is required for a student instructor ratio of 12:1.
(2) Two-squad site.
(a) Supports the instruction for teaching two (2) squads, a maximum of twenty-four (24)
students on the site.
(b) One (1) CSRT Primary Instructor and one (1) CSRT Senior Instructor are required
for a student instructor ratio of 12:1.
(3) Three-squad site.
(a) Supports the instruction for teaching three (3) squads, a maximum of thirty-six (36)
students on the site.
(b) Three (3) CSRT Primary Instructors are required for a student instructor ratio of
12:1.
(c) One (1) CSRT Senior Instructor is required.
(C) SITE ACCREDITATION
(1) CSRT Sites will be inspected for compliance with the CSRT Site Requirements and
Equipment Standards.
January 2008

Confined Space Rescue Technician Training Site

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STATE FIRE TRAINING PROCEDURES MANUAL

(2)

(D)

(E)

(F)

Application Process and Site Inspection

(a) A CSRT Training Site representative submits to the Chief of State Fire Training a
written request for accreditation as a Conditional or Permanent CSRT Training Site.
This request shall include:
1.
A detailed description of the site that lists the facilities, structures, work areas,
materials, props, tools, and equipment available and ready for delivering a
CSRT course.
2.
A CSRT Site Evaluation form completed by a registered CSRT Senior
Instructor.
(b) State Fire Training staff, representative and/or a registered Senior Instructor, not
affiliated with the site nor the delivery of the class, operating under the direction of
the Chief of State Fire Training, will conduct an inspection of the CSRT Training
Site.
(c) Any discrepancies or deficiencies will be documented and discussed with the site
representative at the time of the inspection.
(d) Once all discrepancies and deficiencies (if any) have been completed, validated and
verified by State Fire Training staff, or a representative for State Fire Training, the
Chief of State Fire Training will notify the CSRT representative of their status as
either an approved Conditional or Permanent site.
SITE REQUIREMENTS
The following are minimum requirements for a CSRT Training Site:
(1) The requesting agency assumes all responsibility, liability, and maintenance for the
engineering design, strength, stability, and adequacy of all props including anchor points
and tie offs.
(2) The requesting agency further assumes all responsibility, liability, and maintenance for all
tools, equipment, and supplies used at the site for the delivery of CSRT classes. This
includes, but is not limited to, ladders, ropes, rescue hardware and software.
FACILITIES
(1) Classroom of adequate size and capability (audio/visual aids) to support classroom
technical training.
(2) Wash areas.
(3) Bathrooms.
(4) Rehabilitation area.
(5) Safe and adequate parking.
CSRT TRAINING PROPS
(1) Above Ground Tank. Above ground tank (minimum 8 height) with vertical (top) entry
through a portal of 18 to 30, and a horizontal (side) entry through a portal of 18 to 30
(2) Underground Vault. While below ground vaults are preferred, it will be acceptable to
place vaults at ground level and provide platforms to simulate ground level for placing
tripods or other equipment on. Vertical drop from the entry point must be greater than 5.

January 2008

Confined Space Rescue Technician Training Site

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STATE FIRE TRAINING PROCEDURES MANUAL

(3)

(G)

Tapered Cross Section. One prop shall be provided that provides an internal configuration
of inwardly converging walls or a floor which slopes downward and tapers to a smaller
cross-section. Entry into this prop may be vertical or horizontal, but must be above the
section which tapers downward.
(4) Horizontal Pipe. To consist of below grade or above ground pipes between 18 to 36 in
diameter. A minimum of 25 of continuous pipe shall be provided with at least one 45
degree or 90 degree bend.
(5) Lock-Out/Tag-Out. One or more of the above listed spaces shall include a Lock-Out/TagOut prop as part of the evolution.
(6) Permit Required Confined Spaces. Minimum training prop requirements can be fulfilled
by using actual permit-required confined spaces or representative spaces.
(7) Opening Size. One portal of entry, on any of the above props, shall be 24 inches or less.
Opening size is determined by measuring the shorter side of the opening.
EQUIPMENT STANDARDS
(1) The following is a list of the minimum equipment that is required to conduct a Confined
Space Rescue Technician course. It is recommended that scenarios be limited to 8-12
students. As the class size increases, the amount of equipment must increase. Refer to
ENDNOTES for additional information.

DISCLAIMER
The Policy and Procedures in this document are current at the time of printing. Refer to the
current State Fire Training Procedures Manual for updated requirements.

January 2008

Confined Space Rescue Technician Training Site

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STATE FIRE TRAINING PROCEDURES MANUAL

CSRT EQUIPMENT STANDARDS
Up to 12
Students
One scenario
at a time

Each additional scenario

to run concurrently

Generator with fuel can

See Endnote A

Extension cord

See Endnote B

Description

See Endnote C

See Endnote C

Ventilation fan with duct

Saddle vent with 90 degree elbow

N/A

SCBA

See Endnote D

Supplied air manifold

See Endnote E

Atmospheric monitor

200

Airline

See Endnote F

Supplied air respirator with escape cylinder

2
1

Victim respirator

See Endnote H

Breathing Air

See Endnote I

Hardline communication system

Portable radio

1
See Endnote J
2

Commercially available tripod

1
See Endnote K

See Endnote F
See Endnote G
N/A
See Endnote I
N/A
N/A
See Endnote L

Commercially available cable winch

See Endnote M

Commercially available 4:1 Pre-Rig

N/A

SKED stretcher or equivalent

N/A

Backboard

N/A

LSP Half-Back or equivalent

N/A

Spreader bar

N/A

Basket stretcher

N/A

1 set

N/A

Wristlets
Class III harness

January 2008

Confined Space Rescue Technician Training Site

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STATE FIRE TRAINING PROCEDURES MANUAL

Entrant light source

Personal alert device

N/A

Edge protection

See Endnote N

See Endnote N

Pulley (one or more must be prusik-minding)

Double sheave pulley

N/A

Friction device (i.e. brake bar rack, figure 8

descender)

N/A

See Endnote O

See Endnote O

8mm prusik loop, short, 57

8mm prusik loop, long, 70

1 tubular webbing, 5 Green

10

10

1 tubular webbing, 12 Yellow

10

10

1 tubular webbing, 15 Blue

10

10

1 tubular webbing, 20 Orange

10

10

Carabiners, (NFPA G Rated) large locking

20

20

Fire service ground ladder

N/A

See end note (P)

N/A

Clipboard

Sample entry permit forms for each scenario

Lock-Out/Tag-Out Kit

N/A

static kernmantle rope with rope bag, 150

minimum

Mask cleaning materials

ENDNOTES
A.

A generator is required for each scenario. If there is a readily available power supply, an additional
generator would not be needed.

B.

As needed to supply power to necessary equipment.

C.

A minimum of one atmospheric monitor is required for each scenario. Four gas monitors are
recommended, but separate monitors that detect O2 levels, flammable gases, and toxic gases that would
be expected in the spaces to be entered would suffice. One monitor should have a pump and extension
hose for pre-entry assessment. A second monitor can be a diffusion type for the entry team.

D.

Students can be required to supply their own.

E.

Two scenario course - one supplied air manifold and 2 SCBAs.

January 2008

Confined Space Rescue Technician Training Site

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STATE FIRE TRAINING PROCEDURES MANUAL

Three scenario course - two supplied air manifolds and 2 SCBAs.
F.

200 is a minimum. Additional airlines of sufficient length for the entry team and back-up team may be
required for additional scenarios.

G.

None needed if SCBAs are used for the second or third scenario.

H.

This can be a supplied air system, emergency escape breathing apparatus (EEBA), or an SCBA.

I.

Enough Grade D Breathing Air must be available to run the required scenarios. This can be supplied
by a compressor with back-up cylinders, or by having enough air cylinders and/or a refill capability.

J.

The hardline communication system should accommodate the attendant and entrants.

K.

The tripod shall have a minimum breaking strength of 5000 pounds to meet OSHA requirements. To
better prepare the students for what they may encounter in the field, as many different high point
anchors as possible should be available.

L.

If the second scenario is a vertical entry, a second high point anchor is required. A ladder system, a
second tripod or davit, or other anchor point will work. If the second scenario is a horizontal entry,
nothing is required.

M.

A rope retrieval system can be used for a second vertical entry.

N.

More may be required as situations warrant.

O.

Other lengths may be required by the scenarios. Low stretch kernmantle is also acceptable in place of
static kernmantle.

P.

Mask cleaning materials must comply with Cal-OSHA GISO Section 5144.

January 2008

Confined Space Rescue Technician Training Site

Page 6

STATE FIRE TRAINING PROCEDURES MANUAL

CONFINED SPACE RESCUE TECHNICIAN
SITE EVALUATION FORM
SITE LOCATION ___________________

EVALUATOR _______________________

ADDRESS _________________________

DATE OF EVALUATION _____________

CONFINED
SPACE
Above Ground
Tank

DESCRIPTION

YES

NO

Above ground tank (minimum 8

height)with a vertical (top) entry through a
portal(s) of 18 to 30, and a horizontal
(side) entry through a portal(s) of 18 to
30
On-Site Off-Site Name of Location:

Underground
Vault

Below grade vault with a vertical (top)

entry portal between 18 and 30. Portal
covers should have weep holes.
(Note: While below grade vaults are
preferred, it will be acceptable to place
vaults at ground level and provide
platforms to simulate the ground level for
placing tripods or other equipment on. The
vertical drop from the entry point shall be
greater than 5.)
On-Site Off-Site Name of Location:

Tapered Cross
Section

One prop shall be provided that provides an

internal configuration of inwardly
converging walls or a floor which slopes
downward and tapers to a smaller crosssection. Entry into this prop may be
vertical or horizontal, but must be above the
section which tapers downward.
On-Site Off-Site Name of Location:

Horizontal Pipe

Below grade or above ground pipes

between 18 to 36 in diameter. A
minimum of 25 of continuous pipe shall be
provided with at least one 45 degree or 90
degree bend.
On-Site Off-Site Name of Location:

Lock-Out/Tag-Out

January 2008

One or more of the props must include a

Confined Space Rescue Technician Training Site

Page 7

STATE FIRE TRAINING PROCEDURES MANUAL

Lock-Out/Tag-Out evolution.

Entry Portal

One portal of entry, on any of the above

props, shall be less than 24 inches.
Opening size is determined by measuring
the shortest side of the opening.

Classroom

Provide a classroom of adequate size and

capability (audio/visual aids) to support
technical skills training.

Equipment

Satisfies minimum equipment requirements

Evaluator Comments: ______________________________________________________

________________________________________________________________________

Approved

Pending

____________________________________
Signature of Evaluator

January 2008

_________________
Date

Confined Space Rescue Technician Training Site

Page 8

CONFINED SPACE
RESCUE - TECHNICIAN
APPENDIX D
STATE FIRE TRAINING
POLICIES AND PROCEDURES

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

CONFINED SPACE RESCUE TECHNICIAN INSTRUCTOR LEVELS
(A)

(B)

(C)

(D)

PRIMARY INSTRUCTOR TRAINEE

(1) The Primary Instructor Trainee is the entry level for becoming a Primary Instructor for the
Confined Space Rescue Technician (CSRT) course.
(a) This position is valid for two (2) years after beginning the Instructor Trainee Task
Book process.
(2) Primary Instructor Trainees are not registered with SFT.
PRIMARY INSTRUCTOR
(1) A Confined Space Rescue Technician Primary Instructor is qualified to teach a squad (up
to 12 students) in a Confined Space Rescue Technician class with two or three squads.
SENIOR INSTRUCTOR TRAINEE
(1) The Senior Instructor Trainee is entry level for becoming a CSRT Senior Instructor.
(a) This position is valid for two (2) years after beginning the Senior Instructor Trainee
Task Book process.
SENIOR INSTRUCTOR
(1) A Confined Space Rescue Technician Senior Instructor is required for any delivery of a
Confined Space Rescue Technician course.
(2) For courses with only one or two squads, the CSRT Senior Instructor may also function as
the Primary Instructor for a squad.

January 2008

Confined Space Rescue Technician Instructor Levels

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

CSRT PRIMARY INSTRUCTOR TRAINEE
(A)

(B)

(C)

Page 2

QUALIFICATIONS
(1) Course work.
(a) Have attended and passed a SFT Rescue Systems 1 course
(b) Have attended and passed a SFT Confined Space Rescue Technician course.
(2) Instructor requirements [one (1) of the following five (5) options]:
(a) Have attended and passed Fire Instructor 1A and 1B.
(b) Have a valid community college teaching credential.
(c) Completed the UC/CSU 60-hour Techniques of Teaching course.
(d) Completed the NFA's Fire Service Instructional Methodology course.
(e) Completed four semester units of upper division credit in educational materials,
methods, and curriculum development.
(3) Teaching experience.
(a) None.
(4) Rank and experience.
(Performing in an "acting" capacity does not qualify.)
(a) Have a minimum of three (3) years experience within a California fire department in
the field of rescue.
1.
For example, being a member of an identifiable rescue team.
APPLICATION
Submit the following to the CSRT Senior Instructor who will be evaluating you:
(1) Resume.
(a) A current resume of education, position/rank, and experience.
(2) Course work.
(a) Copies of your SFT course completion certificates.
(3) Instructor requirements.
(a) Instructor training.
1.
Copies of your SFT Fire Instructor 1A and 1B certificates or qualifying
equivalents.
(4) Rank and experience (performing in an "acting" capacity does not qualify).
(a) A current, original letter written on department letterhead and signed by the Fire
Chief, or his/her authorized representative, describing your specific background as it
relates to the rank and experience requirement(s).
RESPONSIBILITIES
Under direct supervision of a registered CSRT Senior Instructor, the Primary Instructor Trainee
will:

CSRT Primary Instructor Trainee

January 2008

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

(1)
(2)
(3)

(4)
(5)

January 2008

Assist in classroom and field exercise setup.

Support the logistics of the component(s) being trained in.
Teach no more than 50% of a single course delivery.
(a) Completing a Primary Instructor Trainee Task Book requires participating in at least
two (2) CSRT courses.
Carry out all other related tasks as assigned by the Senior Instructor.
Satisfactorily complete and have signed by a CSRT Senior Instructor the Primary
Instructor Task Book within two (2) years of beginning the Primary Instructor Trainee
process.

Confined Space Rescue Technician Instructor Levels

Page 3

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

CSRT PRIMARY INSTRUCTOR
(A)

(B)

Page 4

QUALIFICATIONS
(1) Course work.
(a) Have attended and passed a SFT Rescue Systems 1 courses.
(b) Have attended and passed a SFT Confined Space Rescue Technician course.
(2) Instructor requirements (all of the following):
(a) Regional Instructor Orientation.
1.
Have attended and passed the SFT Regional Instructor Orientation or be a
currently registered SFT instructor in good standing who has previously
attended a Regional Instructor Orientation.
a.
Prospective instructors shall satisfy all instructor requirements and
become registered as an instructor within one (1) year of attending the
Regional Instructor Orientation.
(b) Ethical Leadership in the Classroom.
1.
Have attended and passed the SFT Ethical Leadership in the Classroom course
and signed the Instructor Code of Ethics/Conduct.
(c) Instructor Training [one (1) of the following five (5) options]:
1.
Have attended and passed Fire Instructor 1A and 1B.
2.
Have a valid community college teaching credential.
3.
Completed the UC/CSU 60-hour Techniques of Teaching course.
4.
Completed the NFA's Fire Service Instructional Methodology course.
5.
Completed four semester units of upper division credit in educational
materials, methods, and curriculum development.
(d) Primary Instructor Task Book
1.
Completed the CSRT Primary Instructor Trainee Task Book.
a.
Signed off by at least one (1) CSRT Senior Instructor within two (2)
years of beginning the Primary Instructor Trainee process.
(3) Teaching experience.
(a) Taught a minimum of 80 hours within a fire service related program.
(4) Rank and experience
(Performing in an "acting" capacity does not qualify.)
(a) Have a minimum of three (3) years experience within a California fire department in
the field of rescue.
1.
For example, being a member of an identifiable rescue team.
APPLICATION
Submit a complete application package for a PACE II review that includes all of the following:

CSRT Primary Instructor

October 2007

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

(1)

(C)

Application form.
(a) A current instructor application signed by the applicant (available online).
(2) Resume.
(a) A current resume of education, position/rank, and experience.
(3) Course work.
(a) Copies of your SFT course completion certificates.
(4) Instructor requirements.
(a) Regional Instructor Orientation.
1.
A copy of your SFT course certificate.
(b) Ethical Leadership in the Classroom.
1.
A copy of your SFT course certificate.
(c) Instructor training.
1.
Copies of your SFT Fire Instructor 1A and 1B certificates or qualifying
equivalents.
(d) Primary Instructor Task Book.
1.
Copy of your Primary Instructor Task Book signed off by at least one (1)
CSRT Senior Instructor within two (2) years of beginning the Primary
Instructor Trainee process.
(5) Teaching experience.
(a) A current, original letter written on department letterhead and signed by the Fire
Chief, College Administrator, or his/her authorized representative, describing your
specific background as it relates to your teaching experience.
1.
May be combined in one letter with the rank and experience verification.
(6) Rank and experience (performing in an "acting" capacity does not qualify).
(a) A current, original letter written on department letterhead and signed by the Fire
Chief, or his/her authorized representative, describing your specific background as it
relates to the rank and experience requirement(s).
1.
May be combined in one letter with the teaching verification.
APPLICATION REVIEW
Instructor applications will be reviewed by the Peer Assessment for Credential Evaluation
(PACE II) committee on a quarterly basis.
(1) If the application is complete and approved, a letter from SFT confirming instructor
registration will be mailed.
(a) The applicant will then be formally recorded as a Registered Instructor with SFT.
(2) If the application is incomplete, SFT staff will return to the applicant a check-off sheet
indicating what documentation is lacking.
(a) The application will remain on file until follow-up documentation is submitted.
1.
Any identified application deficiencies must be satisfactorily resolved within
one (1) year of the date of the application.

October 2007

CSRT Primary Instructor

Page 5

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

(b)

(D)

(E)

Page 6

Follow-up documentation for an incomplete application will be reviewed at the next

regularly scheduled PACE II meeting.
1.
A copy of the review form must accompany the follow-up documentation.
(3) Any misrepresentation or falsification of information submitted may be grounds for denial
of instructor registration.
(4) If, in the judgment of the PACE II committee, the instructor candidate has displayed
conduct that does not uphold the values of honesty, integrity, and responsibility expected
of a SFT instructor, approval may be denied.
RESPONSIBILITIES
Under supervision of a registered CSRT Senior Instructor, the Primary Instructor will:
(1) Administration.
(a) Setup the classroom and field exercises.
(2) Course.
(a) Teach the current curriculum as adopted by SFT.
1.
Abiding by the information and requirements listed in the Course Information
and Required Materials manual for the course.
(b) Ensure all objectives of the course curriculum are met.
(c) Teach at least 50% of the course.
1.
For courses delivered on a "shift" or back-to-back schedule, a Primary
Instructor must be assigned to each shift and teach at least 50% of that shift's
course schedule.
2.
A Primary Instructor may be assigned to more than one (1) shift.
(d) Administer any skills exams.
(e) Ensure the safety of all students and adjunct instructors.
(3) Student task books.
(a) Evaluate student/team performance and sign each student's task books.
(4) Recordkeeping.
(a) Record and maintain:
1.
Daily attendance records.
2.
Student progress chart.
3.
Student assignment records.
4.
Calendar of events identifying the topics taught.
(b) Turn over all class records to the Senior Instructor upon completion of the class.
(5) Supervision.
(a) Verify the qualifications for a Guest Lecturer and directly supervise by attending and
monitoring the presentation.
MAINTAINING PRIMARY INSTRUCTOR STATUS

CSRT Primary Instructor

October 2007

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

(1)
(2)
(3)

(4)

Abide by all published procedures of SFT, including the Instructor Code of

Ethics/Conduct.
Be a CSRT Primary Instructor for at least two (2) SFT Confined Space Rescue Technician
courses every four (4) years.
Submit any change of address or phone number.
(a) Department.
(b) Home.
(c) Cell.
(d) Email.
Attend an update course delivered by SFT when required.

October 2007

CSRT Primary Instructor

Page 7

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

CSRT SENIOR INSTRUCTOR TRAINEE
(A)

(B)

(C)

Page 8

QUALIFICATIONS
(1) Course work.
(a) No additional course work required.
(2) Instructor requirements (all of the following):
(a) Currently registered as a SFT CSRT Primary Instructor in good standing.
(3) Teaching experience.
(a) No additional experience required.
(4) Rank and experience.
(a) No additional experience required.
APPLICATION
Submit the following to the CSRT Senior Instructor who will be evaluating you:
(1) Resume.
(a) A current resume of education, position/rank, and experience.
(2) Instructor requirements.
(a) Verification of your Primary Instructor status.
RESPONSIBILITIES
Under direct supervision of a registered CSRT Senior Instructor, the Senior Instructor Trainee
will:
(1) Administration.
(a) Ensure all administrative requirements are completed in accordance with printed
guidelines, including, but not limited to:
1.
Submitting a "Request for Course Scheduling."
2.
Qualifying each Assistant Instructor, Skills Evaluators, and Guest Lecturers.
3.
Returning, within fifteen (15) days of course completion, all required student
and course materials, using a carrier that can track your shipment.
(2) Course.
(a) Ensure all objectives of the course curriculum are met.
(b) Ensure the maximum student limit is not exceeded for the class.
(c) Function as the Safety Officer to ensure the safety of all students and adjunct
instructors.
1.
Coordinate and monitor all safety issues during the delivery of the course.
(3) Senior Instructor Trainee Task Book.
(a) Complete the Senior Instructor Trainee Task Book within two years.
(4) Recordkeeping.

CSRT Senior Instructor Trainee

October 2007

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

(a)
(5)

Maintain class records under the supervision of the Senior Instructor in accordance
with the State Fire Training Policy and Procedures Manual.
Supervision.
(a) Ensure that the student/instructor ratio is maintained.
(b) Supervise the Primary Instructor's presentation of the course.

October 2007

CSRT Senior Instructor Trainee

Page 9

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

CSRT SENIOR INSTRUCTOR
(A)

(B)

(C)

QUALIFICATIONS
(1) Course work.
(a) None.
(2) Instructor requirements (all of the following):
(a) Currently registered as a SFT CSRT Primary Instructor in good standing.
(b) Senior Instructor Trainee Task Book.
1.
Completed the CSRT Senior Instructor Task Book.
a.
Signed off by at least two (2) CSRT Senior Instructors within two (2)
years of beginning the Senior Instructor Trainee process.
(3) Teaching experience.
(a) No additional experience required.
(4) Rank and experience.
(a) No additional experience required.
APPLICATION
Submit a complete application package for a PACE II review that includes all of the following:
(1) Application form.
(a) A current instructor application signed by the applicant (available online).
(2) Resume.
(a) A current resume of education, position/rank, and experience.
(3) Instructor requirements.
(a) Verification of your CSRT Primary Instructor status.
(b) Task book (when applicable).
1.
Copy of your Senior Instructor Task Book signed off by at least two (2) CSRT
Senior Instructors within two (2) years of beginning the Senior Instructor
Trainee process.
APPLICATION REVIEW
Instructor applications will be reviewed by the Peer Assessment for Credential Evaluation
(PACE II) committee on a quarterly basis.
(1) If the application is complete and approved, a letter from SFT confirming instructor
registration will be mailed.
(a) The applicant will then be formally recorded as a Registered Senior Instructor with
SFT.
(2) If the application is incomplete, SFT staff will return to the applicant a check-off sheet
indicating what documentation is lacking.
(a) The application will remain on file until follow-up documentation is submitted.

Page 10

CSRT Senior Instructor

October 2007

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

1.

(D)

(E)

Any identified application deficiencies must be satisfactorily resolved within

one (1) year of the date of the application.
(b) Follow-up documentation for an incomplete application will be reviewed at the next
regularly scheduled PACE II meeting.
1.
A copy of the review form must accompany the follow-up documentation.
(3) Any misrepresentation or falsification of information submitted may be grounds for denial
of instructor registration.
(4) If, in the judgment of the PACE II committee, the instructor candidate has displayed
conduct that does not uphold the values of honesty, integrity, and responsibility expected
of a SFT instructor, approval may be denied.
RESPONSIBILITIES
(1) Administration.
(a) Ensure all administrative requirements are completed in accordance with printed
guidelines, including, but not limited to:
1.
Submitting a "Request for Course Scheduling."
2.
Qualifying each Assistant Instructor, Skills Evaluators, and Guest Lecturers.
3.
Returning, within fifteen (15) days of course completion, all required student
and course materials, using a carrier that can track your shipment.
(b) Verify student eligibility.
(2) Course.
(a) Ensure all objectives of the course curriculum are met.
(b) Ensure the maximum student limit is not exceeded for the class.
(c) Ensure the safety of all students and adjunct instructors.
1.
Coordinating and monitoring all safety issues during the delivery of the course.
(3) Instructor Trainee Task Book.
(a) Evaluate a Primary Instructor Trainee's performance and sign the Primary Instructor
Task book.
(b) Evaluate a Senior Instructor Trainee's performance and sign the Senior Instructor
Task Book.
(4) Recordkeeping.
(a) Maintain all class records received from the Primary Instructor(s) for a minimum of
four (4) years.
1.
SFT may request, at any time, the Senior Instructor to submit these records for
review. Failure to comply shall result in disciplinary action.
(5) Supervision.
(a) Ensure that the student/instructor ratio is maintained.
(b) Supervise each Primary Instructor's presentation of the course.
MAINTAINING SENIOR INSTRUCTOR STATUS

October 2007

CSRT Senior Instructor

Page 11

STATE FIRE TRAINING POLICIES AND PROCEDURES MANUAL

(1)
(2)
(3)

(4)

Page 12

Abide by all published procedures of SFT, including the Instructor Code of

Ethics/Conduct.
Be a CSRT Primary or Senior Instructor for at least two (2) SFT Confined Space Rescue
Technician courses every four (4) years.
Submit any change of address or phone number.
(a) Department.
(b) Home.
(c) Cell.
(d) Email.
Attend an update course delivered by SFT when required.

CSRT Senior Instructor

October 2007

CONFINED SPACE
RESCUE - TECHNICIAN
APPENDIX E
POWER POINT SLIDES

Confined Space
Rescue Technician

0-1

Program Funding

Funding for this program was

provided by

Department of Homeland Security

Governors Office of Homeland Security
CDF-State Fire Marshal

0-2

Curriculum Committee

Kent Freeman Project Leader

Mike Bilheimer

Roseville Fire Department

San Bernardino City Fire Department

Wayne Chapman

Stan Klopfenstein

Orange County Fire Authority

Santa Fe Springs Fire Department

Don Shellhammer

Lou Steslicki

John Mc Kently

Vista Fire Department

Upland Fire Department
CMC Rescue, Inc.
0-3

Student Introductions

Name
Department
Rank
Years of Experience
Current Assignment
Reason for taking CSR Technician
0-4

Facilities Orientation

Classroom
location(s)
Restrooms
Food locations
Smoking

Breaks
Telephones
Parking

0-5

Mission

Prepare students to safely and

effectively perform rescues from
confined spaces in compliance with
recognized standards and regulations

0-6

Our Goals
Provide fire service personnel with the
opportunity to apply the principles of
confined space rescue through directed
rescue scenarios
Provide fire service personnel with the
knowledge, skills, and abilities to perform
confined space rescue as it also relates to
incidents involving terrorism and/or
weapons of mass destruction (WMD)

0-7

Course Description

40-Hour Course

Day
Day
Day
Day
Day

1
2
3
4
5

Lecture
Skills
Skills / Entries
Entries
Entries / Written Exam

0-8

Confined Space Identification

Lesson Objective

Provide fire service personnel with

information to identify confined spaces
and permit required confined spaces

1-1

Confined Space Regulations

Title 8, California Code of Regulations (CCR),

General Industry Safety Orders (GISO),
Sections 5156, 5157, and 5158

1-2

DEATHS IN CONFINED SPACE

100

Deaths

80
60
40
20
0

1980 1981

1982 1983 1984

1985

1986 1987

1-3

1988

1989

Total deaths - 670

Causes of Fatalities

65%
13%
7%
6%
4%

Hazardous Atmospheres
Engulfment
Struck by Falling Objects
Heat Stress / Exposure
All Others

1-4

Confined Space

Area large enough to enter to work

Has limited or restricted means for
entry and exit
Is not designed for continuous
employee occupancy

1-5

Permit Required Confined Space

Meets the definition of a confined space and
contains one or more of the following:

Contains or has the potential to contain a

hazardous atmosphere

Contains a material that has the potential for

engulfing an entrant

1-6

Permit Required Confined Space

Continued
Has an internal configuration such that an
entrant could be trapped or asphyxiated by
inwardly converging walls or by a floor which
slopes downward and tapers to a smaller
cross-section
Contains any other recognized serious safety
or health hazard
1-7

1-8
1-8

1-91-9

1-101-10

1-11
1-11

1-12
1-12

1-13
1-13

1-14
1-14

Confined Space Identification

Summary

Confined spaces are common

Critical that rescuers identify confined
spaces and understand their dangers
Training provides information for a
successful rescue

1-15

Confined Space Regulations

Lesson Objective

Provide fire service personnel with

information on the regulations and
standards which regulate entry into
confined spaces

2-1

Section 5156:
Confined Space Entry
Provides the scope of the confined
space regulation and lists those
industries that are exempt from
Section 5157

2-2

Section 5157:
Permit-Required Confined Spaces

Requirements for practices and

procedures to protect employees from
the hazards of entry into permitrequired confined space
Applies to employers, as specified in
Section 5156 (b) (1)

2-3

Warning Sign

2-4

Alternate Entry Procedures

Section 5157 (C)(5)(b)

Commonly referred to as C5 Entry

Routinely used by Industry to reduce the
amount of required personnel

2-5

Duties of Authorized Entrants

Know the Hazards

Communicate with the Attendant
Alert the Attendant to problems
Exit the permit space when necessary

2-6

Duties of Attendants

Know the hazards

Be aware of behavioral effects of hazards on
entrants
Remain outside permit space until relieved
by another attendant
Communicate with entrant to monitor status
and alert entrants of need to evacuate
Monitor activities inside and outside the
permit space to determine if it is safe
Perform no duties that might interfere with
primary duty to monitor and protect entrants
2-7

10

Duties of Entry Supervisors

Know the hazards

Verify entry permit information
Terminate entry and cancel permits as
required
Remove unauthorized individuals
Assure consistent transfer of
responsibility
2-8

Section 5157 (k): Rescue and

Emergency Services

Lists the minimum criteria for

permit-required confined space
rescue

2-9

Section 5158:
Other Confined Space Operations

Prescribes minimum standards for

those industries exempted from
Section 5157

2-10

11

Confined Space Hazards

Lesson Objective

Provide fire service personnel with the

ability to identify the hazards associated
with confined spaces

4-1

Confined Space Hazards

All confined space hazards fall into one

of four basic categories:

Note:

Atmospheric Hazards
Physical/Mechanical Hazards
Environmental Hazards
Psychological Hazards
All hazards must be identified and controlled
(rendered non-hazardous) before entry.
4-2

Atmospheric Hazards

Hazardous atmosphere means an

atmosphere that may expose
employees to the risk of death,
incapacitation, impairment of ability to
self rescue, injury, or acute illness from
one or more of the following causes:

4-3

12

Atmospheric Hazards
(continued)

Oxygen concentration <19.5% or >23.5%

Flammable gas, vapor, or mist >10% LEL
Airborne combustible dust at a concentration
that obscures visions at 5 or less
Radiation or radioactivity
Any substance at or beyond its PEL
Any other immediately dangerous to life or
health atmosphere
4-4

Common Toxic Gases

In Confined Spaces

Methane
Carbon Monoxide
Carbon Dioxide
Hydrogen Sulfide
Sulfur Dioxide

4-5

Physical/Mechanical Hazards

Engulfment
Mechanical
Corrosive
Radiation
Falls
Falling Debris
4-6

13

Environmental Hazards

Heat or Cold
Insects and Vermin
Snakes & Reptiles
Mold and Fungus

4-7

Psychological Hazards

Claustrophobia
Fatigue
High Noise Levels

4-8

Atmospheric Hazards
Lesson Objective

Provide fire service personnel with the

ability to select and use atmospheric
monitoring equipment

5-1

14

Atmospheric Monitor

5-2

Monitoring Strategies

General Site Monitoring

Perimeter Monitoring
Confined Space Monitoring
Personal Monitoring

5-3

Atmospheric Monitoring

The following order

Oxygen, LEL, selected toxics

Prior to entry
Continuously throughout entry
Periodically log results
Monitor at all levels within space

4 foot increments
5-4

15

Vapor Density of Gases

Hydrogen
Methane
Carbon Monoxide
Air
Hydrogen Sulfide
Carbon Dioxide
Sulfur Dioxide

H2
CH4
CO
H2S
CO2
SO2

0.0695
0.5540
0.9660
1.0000
1.1912
1.5291
2.2638

5-5

Hazard Control
Lesson Objective

Provide fire service personnel with the

ability to select and use the equipment
necessary to control hazards in
confined spaces

6-1

Ventilation

Replaces contaminated air

Decreases possibility of explosion
Reduces/Eliminates toxic atmosphere
Increases survival profile of victim
Reduces temperature inside space

6-2

16

Ventilation Devices

6-3

Ventilation Calculations

Volume of Space

Width x Height x Depth = Total Cubic Feet

Cubic Feet CFM rating of blower =
Minutes per air exchange

Ventilation goal = 7 air exchanges

Continuous ventilation

6-4

Hazardous Energy

Electrical
Pressure
Momentum / Gravity
Residual / Stored
Mechanical

6-5

17

Lockout / Tagout / Blockout

Electrical
Mechanical
Pipes or Ducts

6-6

Lockout / Tagout / Blockout

Retain someone intimately familiar with

the electrical and mechanical systems
in the area, plant, or confined space
where you are making entry
Allow these personnel to brief, guide,
or conduct the shutdown of these
systems
6-7

Medical Considerations

Claustrophobia
Heat Stress / Fatigue
Heat Exhaustion
Heat Stroke

6-8

18

Personal Protective Equipment

Lesson Objective

Provide fire service personnel with

the ability to identify, select, and use
personal protective equipment

7-1

Personal Protective Equipment

Helmet
Flash Protection
Hood
Boots
Gloves
Eye and Ear Protection
Knee and Elbow Pads

7-2

Personal Protective Equipment

(continued)

Personal Audible Locator (PAL)

Respiratory Protection
Atmospheric Monitoring Instrument
Lighting
Communications System

7-3

19

Levels of Chemical
Protective Clothing

Level
Level
Level
Level

A
B
C
D

7-4

Respiratory Protection

Atmospheric hazards cause 65 percent

of deaths in confined spaces
Identify hazardous atmospheres and
wear appropriate respiratory protection
Comply with regulations

7-5

Self-Contained
Breathing Apparatus (SCBA)

30-60 minute air supply

Big and bulky
Can be connected to a supplied air
system
Positive pressure

7-6

20

Supplied Air Respirator (SAR)

with Escape Cylinder

Connected to remote air source

NIOSH requirements limit airline length
to 300 feet
5-10 minute air supply per cylinder
Escape cylinders required with SAR
when entering IDLH atmosphere

7-7

Air Purifying Respirators (APR)

Inhale through filters or cartridges

that filter airborne contaminants
from the atmosphere
Cartridges have service life
Not for use in IDLH or less
than 19.5% oxygen
Not recommended for
confined space rescue
7-8

Respirator Protection Factor

Respirators rated by the

protection they provide
Factor = contamination concentration
outside the face piece : inside the face piece
ANSI recommends factor of 10,000
Must be fit tested

7-9

21

California Code of Regulations

Title 8 (CCR) 5144: Respiratory

Protection Requirements

Employers required to establish a written

Respiratory Protection Program
Must have required elements

7-10

Personal Protective Equipment

Summary

Confined space rescue operation is one

of the most dangerous types of rescue
Proper equipment and training is
essential for safe and efficient rescue

7-11

Phases of
Confined Space Rescue
Lesson Objective

Provide fire service personnel with the

information necessary to plan, organize,
operate and command at confined
space rescue incidents

8-1

22

Phases of
Confined Space Rescue

Phase
Phase
Phase
Phase
Phase

1:
2:
3:
4:
5:

Preparation
Assessment
Pre-Entry Operations
Entry and Rescue Operations
Termination

8-2

Phase 1: Preparation

Rescue Team Evaluation

CAL/OSHA and NFPA standards

Adequate personnel
Adequate equipment

Equipment Evaluation

Minimum equipment

8-3

Phase 1: Preparation (cont.)

Pre-Planning (Hazard Analysis)

Identify potential rescue sites

Contact site representatives

Personnel Evaluation

Suitable personnel for the work

Adequate training
Problems with claustrophobia

8-4

23

Phase 1: Preparation (cont.)

Incident Management

Incident Command System (ICS)

Unified Command
Incident Commander
Command Staff
Section Chiefs

8-5

Phase 2: Assessment

Approach assessment

Review pre-plans
Scene assessment

Resources assessment

Develop initial plan

Evaluate on-site resources
Request additional resources
8-6

Phase 2: Assessment (cont.)

Documentation

All completed safety measures on permit

Permit signed by Entry Supervisor
Mandatory information on permit
Permit cancelled by Supervisor
Any problems noted on permit

8-7

24

Phase 3: Pre-Entry Operations

Making the general area safe

Establish perimeter
Establish ventilation
Assign entry points
Eliminate ignition sources

8-8

Phase 3: Pre-Entry Operations

(continued)

Making the rescue area safe

Assign personnel to all positions

Lock out procedures
Ventilate space
Establish tracking system
Establish communication plan
Provide entry support
8-9

Phase 3: Pre-Entry Operations

(continued)

Pre-entry briefing

Rescue objective
Emergency procedures
Chain of command
Time limits
Hazards

8-10

25

Phase 4: Entry and Rescue

Operations

All pre-entry requirements must be

fulfilled
Duties of the Rescue Group Supervisor

Reports to IC
Coordinates all aspects of entry and rescue

8-11

Phase 4: Entry and Rescue

Operations (continued)

Duties of the Attendant

Communicate with and provide for the

safety of the entrants
Reports to the Rescue Group Supervisor
Continually monitors the atmosphere
Maintains log of entry teams
Communicates between Entry Team and
Rescue Group Supervisor
8-12

Phase 4: Entry and Rescue

Operations (continued)

Entry Team Duties

Communicate with Attendant

Manage air-lines
Use tag lines to mark progress
Be aware of hazards
Brief other teams

8-13

26

Phase 4: Entry and Rescue

Operations (continued)

Duties of the Back-Up Team

Safety for Entry Team

Fully prepared for immediate entry
Not involved in other support functions
Replaced by additional back-up if they
enter the space

8-14

Phase 4: Entry and Rescue

Operations (continued)

Duties of Rigging Team

Report to the Rescue Group Supervisor

Determine entry and retrieval
system to be used
Provide equipment to Entry Team
Operate entry and retrieval systems
Coordinate activities with Attendant

8-15

Phase 4: Entry and Rescue

Operations (continued)

Other Positions

Safety Officer
Medical Group
Decontamination Group
Logistics Chief
Air Supply

8-16

27

Phase 5: Termination

Document exit time

Debrief entry personnel
Consider Critical Incident Stress
Debriefing

8-17

Phase 5: Termination (cont.)

Service & secure equipment

Secure the space
Plan for post incident analysis
Cancel entry permit and file

8-18

Phases of
Confined Space Rescue

Summary

Five separate phases: Preparation,

Assessment, Pre-Entry Operations, Entry
and Rescue Operations, Termination
Roles and responsibilities of rescue team
members and the confined space rescue
group
Functions within the incident command
system
8-19

28

Rescue Rope and

Related Equipment
Lesson Objective

Provide fire service personnel with the

information on the use, care, and
maintenance of rope rescue equipment
and systems for confined space rescue

9-1

Rescue Rope and Related

Equipment (continued)

Standards and Regulations

State and federal laws

Additional requirements from standards

Metric System

Standard measurement
Strength ratings

9-2

Rescue Rope and Related

Equipment (continued)

Equipment Description and Capabilities

Software
Hardware

Rope

Uses and Construction

Specification and Care

9-3

29

Rescue Rope and Related

Equipment (continued)

Webbing
Prusik Loop
Anchor Straps
Load Release Strap
Harness
Caribiners
9-4

Rescue Rope and Related

Equipment (continued)

Anchor Plate
Mechanical Ascenders
Figure Eight Plate
Brake Bar Rack
Edge Protection
Pulleys
9-5

Rescue Rope and Related

Equipment (continued)

Static System Safety Factor (SSSF)

Equipment Considerations
What makes a good knot
Knot efficiency
Rules of knots

9-6

30

Rescue Rope and Related

Equipment (continued)

Knots

Overhand knot
Overhand bend
Half hitch
Double fisherman
Prusik

9-7

Rescue Rope and Related

Equipment (continued)

Knots (continued)

Figure eight stopper

Figure eight bend
Figure eight on a bight
Figure eight follow through loop
Tensionless hitch

9-8

Rescue Rope and Related

Equipment (continued)

Anchors

Types of anchors and how to select them

Single point anchors
Multiple point anchors
Critical angle

9-9

31

Rescue Rope and Related

Equipment (continued)

Rescue System

Belay system
Lowering system
Raising system
Pulley system

9-10

Rescue Rope and Related

Equipment (continued)

Summary

Capabilities and limitations of systems

Two basic systems
Lowering and Raising systems
Importance of anchor systems

9-11

High-Point Anchor System

Lesson Objective

Provide fire service personnel with the

ability to use various types of high
directional anchors

10-1

32

Tripod

Free standing used for entry, retrieval,

and rescue
Legs adjust to varying heights and
angles
Loads are placed downward on the legs
or within the footprint

10-2

Tripod (continued)

Sizes vary based upon intended use and

manufacturer
Should utilize a retrieval, fall protection,
and/or mechanical advantage system
May be used with rope

10-3

Davit Arms

Used for lowering or retrieval work

Free standing or used with fixed
mounting device
Shorter than tripods
Used in conjunction with commercial
winches and fall protection devices

10-4

33

Fall Protection Devices

Self-retracting device attached to a

high-point anchor system
Intended to catch a falling worker
Can be reset by removing load
May have Load indicator mechanism

10-5

High-Point Anchor System

Summary

Quick and easy to assemble

Provides a self-supporting system
Utilized with commercial winches or rope

10-6

Confined Space Communications

Lesson Objective

Provide fire service personnel with the

knowledge of communications
techniques and equipment

11-1

34

Communication Techniques
and Equipment

Portable Radio
Hard-wire System
Voice
Hand Signals

11-2

Communication Techniques
(continued)

Rope Signals - OATH

O = OK = 1 pull
A = Advance Line = 2 pulls
T = Take Up = 3 pulls
H = Help = 4 pulls

11-3

Communication Techniques
(continued)

Tapping or rapping codes

Personal Distress Device (PDD)
Personal Alarm Locator (PAL)
Light Signals
Back-up Plans

11-4

35

Confined Space Communications

Summary

Required when entering confined spaces

Numerous options when choosing
technique and equipment
Over-riding priority is to provide a reliable
communications link between entrant and
attendant

11-5

Permitting Confined Spaces

Lesson Objective

Provide fire service personnel with the

knowledge of identifying and permitting
applicable confined spaces

12-1

Reasons for Permitting

Required by CAL/OSHA Regulations

Safety Checklist and tactical log
Legal Document

12-2

36

Required Information

Identification of spaces
Purpose, date, and intended duration of
entry
Hazards and how to isolate and manage
them

12-3

Required Information (cont.)

Acceptable entry conditions

Initial and periodic atmospheric
monitor readings
Communication procedures and
special equipment needs

12-4

Required Information (cont.)

Personnel and assigned positions

Additional permits required
Information for notification and ability
of rescue teams
Signature of Entry Supervisor

12-5

37

Permitting Considerations

Duration based upon local agency

operational procedures

12-6

Permitting Confined Spaces

Summary

CAL/OSHA requirements
Permit system identified in the rescue
agencys operational policies
Helps in pre-planning confined space
rescue operations

12-7

38