Module 6: Explosive Devices

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

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

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

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Explosive Categories ƒ Low Explosives ƒ High Explosives

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

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Categories of High Explosives ƒ Primary ƒ Secondary ƒ Tertiary

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

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Types of IED ƒ Package-type IED ƒ Vehicle-borne IED ƒ Suicide IED ƒ IED’S may be deployed in any shape, form or size.

Photo courtesy of The Bureau of Diplomatic Security

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IED Components

Courtesy of the CDP

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Explosive Incident Response ƒ Preblast incident ƒ Postblast response ƒ Continuing explosive incident

Photo courtesy of The County of San Diego Department of Environmental Health

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

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Explosion Effects ƒ Incendiary/Thermal effect ƒ Fragmentation ƒ Shrapnel ƒ Blast Pressure ƒ Positive Pressure Courtesy of FEMA News Photo

ƒ Negative Pressure ƒ Ground and/or water shock

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

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Potential Sources of Explosives ƒ Agriculture

ƒ Logging

ƒ Demilitarization work

ƒ Manufacturing

ƒ Excavation

ƒ Railroads

ƒ Firefighting/fire suppression systems

ƒ Tunneling ƒ Welding

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

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

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Protective Actions for Explosive Devices

Courtesy of CDP

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Safety Considerations for Individuals ƒ Do not use wireless communication devices. ƒ Notify the proper authorities; (depending on jurisdiction & situation)

ƒ Clear and control the area. ƒ Stage emergency personnel outside control point. ƒ Use standard isolation zones. ƒ Do not approach the suspected device.

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

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Activity

Courtesy of FEMA/Michael Rieger

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

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

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

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