Standardized Awareness Authorized Training TraintheTrainer Explosive Devices Objectives

Standardized Awareness Authorized Training, Train-the-Trainer Explosive Devices

Objectives § Discuss the types of Improvised Explosive Devices (IED) and the explosives and components used to make them. § Identify the types of explosive incident response actions. § Identify potential sources in the community where explosive devices are manufactured, transported, stored, used, or disposed. 1

Objectives (continued) § Identify the indicators of a possible criminal/terrorist act involving explosives. § Discuss the protective actions for an explosive incident. § Identify structural hazards and safety considerations for individuals during incidents involving explosives. § Discuss instructional strategies for facilitating the “Explosive Devices” module. 2

Explosive Categories § Low Explosives § High Explosives 3

Stimuli § Heat § Friction § Impact/shock § Static electricity § Radio Frequency (RF) 4

Categories of High Explosives § Primary § Secondary § Tertiary 5

Explosive Materials § Potassium Chlorate § Peroxide-based explosives § Powdered Ammonium Nitrate and Aluminum Powder § Urea Nitrate § Hypergolic explosives 6

Types of IED § Package-type IED § Vehicle-borne IED § Suicide IED § IED’S may be deployed in any shape, form or size. Photo courtesy of The Bureau of Diplomatic Security 7

IED Components Courtesy of the CDP 8

Explosive Incident Response § Preblast incident § Postblast response § Continuing explosive incident Photo courtesy of The County of San Diego Department of Environmental Health 9

Secondary Devices § Evaluate the scene § Visually scan the operating areas § Avoid touching or moving anything § Designate and enforce scene control zones § Evacuate casualties as quickly/safely as possible 10

Explosion Effects § Incendiary/Thermal effect § Fragmentation § Shrapnel § Blast Pressure § Positive Pressure Courtesy of FEMA News Photo § Negative Pressure § Ground and/or water shock 11

Potential Injuries § Broken bones, cuts, abrasions § Eardrum rupture § Lung collapse § Death 12

Potential Sources of Explosives § Agriculture § Logging § Demilitarization work § Manufacturing § Excavation § Railroads § Firefighting/fire suppression systems § Tunneling § Welding 13

Indicators of a Criminal/Terrorist Act Involving Explosives § Theft of explosives § Rental of storage space § Unusual deliveries of explosives or chemicals § Chemical fires, toxic odors, stains, or rusted metal fixtures § Small test explosions § Treated/untreated chemical burns § Modification of vehicles to support heavier loads 14

Indicators of a Criminal/Terrorist Act Involving Explosives (continued) Clues for suicide IEDs § Wearing clothing out of season or location § Loose clothing § Carrying heavy luggage/backpack § Walking with purpose but not running § Purchasing a one-way ticket 15

Protective Actions for Explosive Devices Courtesy of CDP 16

Safety Considerations for Individuals § Do not use wireless communication devices. § Notify the proper authorities; (depending on jurisdiction & situation) § Clear and control the area. § Stage emergency personnel outside control point. § Use standard isolation zones. § Do not approach the suspected device. 17

Hazards Encountered in a Postblast Structural Hazards Response § Glass § Fragment § Collapse Other Hazards § Utilities § Contaminants § Multiple devices Photo courtesy of FEMA News Photo 18

Activity Courtesy of FEMA/Michael Rieger 19

Questions for Presentation Preparation § How will you relate the importance of learning this module to your participants? § What do participants need to learn from this module? § What additional resources can you use to reinforce learning the module content? § How will you involve participants in learning this material? § Which safety concerns need reinforcement in this module? 20

Conclusion § What are the types, categories, preparation, factors, and components of IEDs? § What are the types of explosive incident response actions? § What are some characteristics of typical occupancies and locations in the community where explosive devices are manufactured, transported, stored, used, or disposed? § How are the principles of recognition, identification, and classification applied to explosive device emergencies? 21

Conclusion (continued) § What are the indicators of a possible criminal/terrorist act involving explosives? § How are protective actions used for an incident involving explosives? § Can you name safety considerations for individuals during incidents involving explosions? § What are some potential instructional strategies you could use for facilitating the “Explosive Devices” module? 22

Standardized Awareness Authorized Training, Train-the-Trainer Explosive Devices—End of Module