Fire Riser Training Report
IMPROVING STUDENT COMPETENCY IN FIRE-RISER TRAINING: A RECOMMENDATION FOR THE OSU SCHOOL OF FIRE PROTECTION AND SAFETY TECHNOLOGY
Prepared for:
Ms. Rose Mangold, Technical Program Coordinator
Prepared by:
Chris Davis
Shane Aquino
Chris Baldwin
Matt Carlquist
28 March 2013
Distribution List:
Mr. Floyd Luinstra Lab Director
Dr. Leslie Fife, Technical Writing
ABSTRACT
Improving student competency in fire-riser training is the goal of this report. The report analyzes the current fire-riser training process’ lack of effectiveness, determines several different reasons the current method no longer suffices, and describes the effect that insufficient training in this area may have on students’ careers opportunities and job abilities. …show more content…
The current training process has been useful and leads students to understand the need for effective fire-riser training, but as a first effort, it lacks some aspects that would make the training more useful and more usable. The report’s research draws on multiple sources, including first-hand observations, internet resources, interviews, academic journals, and technical reports, all of which show the importance of the fire protection and safety technology sprinkler courses and how they can benefit future students with new technology advancements. Based on this research and an understanding of the current need for an improved training in sprinkler systems, the report considers potential solutions for improving student’s knowledge of fire risers. These solutions include correlating new fire sprinkler riser videos with scripts with essential material lists. The report ultimately recommends the FPST program implement new technologies available to make fire sprinkler riser teachings more accessible with updates in video content, and with important details brought to attention in thoroughly written scripts.
TABLE OF CONTENTS TOC \o "1-3" \h \z \u List of Illustrations PAGEREF _Toc355296014 \h vINTRODUCTION PAGEREF _Toc355296015 \h 1Purpose of the OSU FPST Sprinkler Lab Report PAGEREF _Toc355296016 \h 1Why Improving the Sprinkler Lab Training Process is Beneficial PAGEREF _Toc355296017 \h 1Methodology PAGEREF _Toc355296018 \h 1Primary Research PAGEREF _Toc355296019 \h 1Secondary Research PAGEREF _Toc355296020 \h 2PROBLEM PAGEREF _Toc355296021 \h 2The FPST Sprinkler Lab Training Video Issue PAGEREF _Toc355296022 \h 2Reasons for the Fire Sprinkler Video Improvement PAGEREF _Toc355296023 \h 2The Overall Impact an Outdated Fire Sprinkler Video Causes PAGEREF _Toc355296024 \h 3SOLving the fire sprinkler riser video problem PAGEREF _Toc355296025 \h 4EVALUATION CRITERIA PAGEREF _Toc355296026 \h 4Cost PAGEREF _Toc355296027 \h 5Implementation Time PAGEREF _Toc355296028 \h 5Effectiveness PAGEREF _Toc355296029 \h 5Benefits PAGEREF _Toc355296030 \h 5Solution 1: Creating a New Training Video PAGEREF _Toc355296031 \h 5Solution 1A: Redoing the Visual Portion of the Training Video PAGEREF _Toc355296032 \h 5Solution 1B: Creation of the Electronic Video Script PAGEREF _Toc355296033 \h 7Solution 1 Option: Incorporating Close Captioning PAGEREF _Toc355296034 \h 8Solution 2: Developing a Training Manual PAGEREF _Toc355296035 \h 8Description of the Training Manual Solution PAGEREF _Toc355296036 \h 8Analysis of the Training Manual Solution PAGEREF _Toc355296037 \h 9Problems Facing the Training Manual Solution PAGEREF _Toc355296038 \h 10SUMMARY PAGEREF _Toc355296039 \h 11RECOMMENDATION PAGEREF _Toc355296040 \h 11Appendix A: Interviewed Questions for Mr. Floyd Luinstra, Lab Director PAGEREF _Toc355296041 \h 12Appendix B: Sample Instruction for Conducting Riser Tests PAGEREF _Toc355296042 \h 13Task I: Main Drain Test PAGEREF _Toc355296043 \h 15Task II: Partial Trip Test PAGEREF _Toc355296044 \h 15Task III: Full Trip Test PAGEREF _Toc355296045 \h 18Appendix C: Critical Mass Productions Quote for Video, electronic script, and closed captioning PAGEREF _Toc355296046 \h 2References PAGEREF _Toc355296047 \h 3
List of IllustrationsList of Figures
Figure 1: Dry Pipe Valve13
Figure 2: Wet Pipe Valve14
List of Tables
Table 1: Fire Protection Engineering Salaries3
INTRODUCTIONThis recommendation report examines the need for enhanced training in the OSU FPST Sprinkler Lab and analyzes potential methods of adding to the training process.
Purpose of the OSU FPST Sprinkler Lab Report
This report’s priority is to evaluate and analyze the need for new and improved fire sprinkler instructional videos and additional solutions to help facilitate the learning of students using the fire sprinkler videos. The purpose is to assess the usefulness of the current videos, the feasibility of newer alternatives to aid the students in learning, benefits of new materials and potential positive and negative drawbacks to the proposed solutions.
Why Improving the Sprinkler Lab Training Process is BeneficialImprovements to the lab training process will increase student knowledge and competency by improving learning tools and resources. In an effort to prompt a tripartite of solutions, the possible outcomes include but are not limited to, a new video learning module, a script to follow with along with the video learning module and a set of technical instructional steps and possible problems that could arise. The anticipated result is the improvement of knowledge and learning from new and improved learning tools and techniques. “Specifically, engineering programs are encouraged to consider focusing on improvements in instructional methods and instructional environments, as well as ensuring that individuals responsible for delivery of professional and ethical content are in fact excellent instructors” [1]
MethodologyThe group will Interview with Mr. Floyd Luinstra, the lab director. Mr. Luinstra is the most technically competent FPST lab instructor and has the highest knowledge of operational procedures for the numerous and complex FPST fire lab systems and equipment. Mr. Luinstra provided advice on structure for the revised comprehensive visual approaches to improve students understanding of complicating technical language and any suggestions that he has. Research includes alternative models of training for student exposure to diversity and skills. We will also interview Ms. Rose Mangold, who is the director head of CEAT, and who is the key person responsible for approving a new video for the FPST program. With her approval we will be able to conduct a new video that is improved in quality and more beneficial to the student overall.
Primary ResearchPrimary research for the report includes the following methods of accumulating information:
Personal interviews with the following individuals provided information on costs, benefits, effectiveness, and implementation time:
Mr. Floyd Luinstra, O.S.U. FPST Sprinkler Lab Director
Ms. Rose Mangold, Head of CEAT Continuing Education
Firsthand observations of experiences from the sprinkler classes at O.S.U.
Secondary ResearchSecondary research for the report includes gathering information from the following sources:
Technical reports and internet sources provided information on implementation time, and effectiveness of potential solutions.
Academic journals provided additional information on implementation of a newer technology and its convenience to the targeted audience.
PROBLEMThe problem section of the report describes the training effectiveness issues facing the OSU FPST program.
The FPST Sprinkler Lab Training Video IssueThe videos that students have now when they are taking the class are becoming outdated and have several mistakes. The precise systematic process required to do each individual test on the sprinkler systems is crucial and time consuming. “Sessions were often interrupted when the firefighters were called out to alarms, leaving the trainer to wait for their return. If the wait was too long, he would have to leave and return on another day” [2]. Students without sufficient understanding of the technical operations and functionality, students can quickly lose interest in the class and confidence in the learning process of the material. Theoretically this influences the possibility of students leaving the program altogether.
Reasons for the Fire Sprinkler Video Improvement
The primary causes of students struggle to learn the material in the fire riser lab is primarily to do with inadequate learning tools in the inspection testing and maintenance portion of the class. The obsolete equipment used lead to difficulty in proper recording for a clear set of instructions and not having enough time to go through all of the steps thoroughly, creating misunderstanding and confusion for students.
The Overall Impact an Outdated Fire Sprinkler Video Causes
This report discusses the problem of student knowledge and competency in the School of Fire Protection and Safety Technology, with recommendations for possible ways to solve this problem. The group determined several probable causes of the issue at hand. The following report identifies possible methods in hopes to make greater student knowledge and competency during the lab procedure portion in the FPST 1373 class and recommend a plan of action for the program.
The points of inertest are the CEAT hosted; obsolete learning material. These learning tools are valuable influences on students’ ability to understand the proper procedures (on their own time and in lab) on how to operate the fire sprinkler risers. In turn, with these online learning tools being out dated and obsolete we believe that students, including individuals with learning disabilities struggle to learn and could possibly lose interest in the class or program all together. Regardless, students should walk away feeling very confident after the lab learning experience and that is not always the case. Enough student incompetence of the subject could hypothetically lead to the program losing the ABET accreditation.
Fire Protection Engineering Salaries
Median U.S. total compensation $113,748.00
Entry-level grad $55,000.00
Mid-level $96,200.00
Senior level $128,600.00
Figure 1: OSU FPST Graduate Salary Average
Students who graduate college and enter the work force are representing themselves through their knowledge obtained from an accredited university. Therefore, students with accredited degrees have a higher chance of employment but with that, is the reasonability of good job performance through your education. The group hypothesized that students learning tools are ultimately ineffective in the hands on lab then student 's comprehension will then suffer as a result. This hypothesis is indicative rather than definitive. “Statistical analysis of the data revealed that ABET accredited graduates learn more based upon learning outcome perceptions compared to non-ABET accredited graduates. The findings in this study support occupational safety and health programs pursuit of ABET accreditation. Also, the findings show the importance of integrating business principles and an internship, cooperative, or supervised experience into the curriculum.” [3]
Our group found that the learning videos the students use to study the fire detection and suppression lab portion include too many control points for various models of explanation in order to articulate the processes.
In this case there is an unneeded waste of time from students having to go back and forth on videos which confuses students as to which test is being performed. In addition, the terminology used in the video lacks proper acknowledgement, explanation, and identification of individual working parts as well as there being errors in the video modules. Mr. Floyd Luinstra stated, “Students can become confused and overloaded with the obsolete videos and outline of basic technical documents that is regularly referred to students by instructors along with reference to the videos which is ultimately impeding to the progress of effective student …show more content…
learning.”
Another important aspect we evaluated as a group is students with learning disabilities. Students with learning disabilities sometimes need alternative or more thorough instruction of repetition. These students can suffer even greater due to the lack of structure and consistent instruction or proper learning material, exposure to informative material data, and structured lab layout procedures. “Similarly, individuals with disabilities must be provided with aids, benefits, or services that provide an equal opportunity to achieve the same result or the same level of achievement as others. A college or university may provide an individual with a disability, or a class of individuals with disabilities, with a different or separate aid, benefit, or service only if doing so is necessary to ensure that the aid, benefit, or service is as effective as that provided to others.” [4]
These types of complications further compromises student’s initial confidence, interest and renders the students learning abilities. Eventually students begin to question the ethics of the school and their work confidence when seeking employment. The group also that if a student leaves the program with poor confidence in this area it could affect the students’ job outcome. Intern possible questions as to the reputation of the degree including unwanted concern from the ABET accreditation board. “There is a continued need to assess higher education programs to assure the quality higher education students receive. Accreditation Board for Engineering and Technology (ABET) accreditation provides assurance that a college or university program meets the quality standards established by the profession for which it prepares its students. Assessing program learning outcomes is an integral component to ensure quality learning is occurring.” [3]
The following report outlines three solutions recommended by the group to help improve student competency on the class material and in lab.
SOLving the fire sprinkler riser video problemThis section of the report describes the three recommended solutions for improving student’s knowledge and competency.
EVALUATION CRITERIAThis section of the report details the criteria during the evaluation process. Specifically, the criteria considered by this report include cost, implementation time, effectiveness and benefits.
CostIn order to be feasible, the solutions must be cost effective for the CEAT department. In evaluating the costs, it is important to consider both the implementation and maintenance cost. For both of these factors the cost of labor and effective learning materials are the primary considerations.
Implementation TimeIn evaluating implementation time, this report considers the time needed for third party media company consultation and the CEAT department approval and final cost.
EffectivenessIt is essential that solutions only better the FPST program at O.S.U. Successful solutions will have a trivial impact on updating the fire suppression classes available.
BenefitsBeyond the specific evaluation criteria listed above, this report helps establish each solution as emerging factor that could establish the FPST as well oriented program that covers topics through fully with the University’s best support at hand.
Solution 1: Creating a New Training VideoThis section of the report addresses the benefits that creating new training videos, adding an electronic script, and the use of closed captioning could have for students attempting to learn how to test fire-riser systems.
Solution 1A: Redoing the Visual Portion of the Training VideoThe creation of a new fire-riser testing video has many positive repercussions that will benefit both students and the School of Fire Protection here at Oklahoma State. By filming a new video, using a third party professional filming company, students will be able to better understand the message the lab director, Mr. Floyd Luinstra, is attempting to convey and will instantly improve the integrity of the class, Fire Suppression and Detection Systems.
Description of the New Video Solution
A third party company, Critical Mass Productions, will film the new video solution. The faculty involved in the video will need to be properly prepared, so that when Critical Mass Productions films the video, things will operate smoothly. By using a third party company the quality of the video can be insured and faculty will be able to repeat themselves as many times as possible, and take all the video back to the office and properly edit the video.
Analysis of the New Video Solution
The section of the report analyzes the cost, implementation time, effectiveness, effect on students and benefits of a new video.
Cost Analysis
Based on the estimates from Critical Mass Productions’ owner Don Stephens, a new video would cost approximately $1200. Below is a breakdown of the approximate cost of each expense.
Canon DSLR Shoot…………………………………………………………………$500
The filming of the video has a rate of $1000 per day. The estimate based upon the expectation of a half day of filming
Graphics/Audio Suite DVS……………………………………………………..…$700
Implementation Time
Critical Mass Productions day works on a ten-hour day schedule, according to Mr. Stephens a half day, 5 hours, to film and approximately four hours of editing will be required. Upon complete editing of the film, the finished product is be submitted to Rose Mangold, director of the CEAT website. Re-format and upload time to the CEAT website will take approximately two hours.
Effectiveness
The primary criterion for gauging the success of any given solution will give students a more dynamic visual approach to increase student 's knowledge comparatively to the current status quo. In order for this solution to be successful, the video solution is for use in conjunction with the new technical documents as outlined by the lab director Mr. Luinstra.
BenefitsThe lab professor’s expect students to gain a better understanding of the fire suppression risers operation as intended.
Problems Facing the New Video SolutionProblems for this specific solution are limited. The main obstacle is the actual funding for the third party filming company to do the actual video. There is also a possibility of CEAT rejecting the videos keeping them from the viewing of students. Therefore, there is sufficient reason to believe that this solution has a real possibility of implementation.
Solution 1B: Creation of the Electronic Video ScriptDescription of the Newly Developed Fire-Sprinkler Video Script
The intent of a newly developed script for the fire sprinkler videos are to help make the video more comprehensible to students who may not be as familiar with the instructor and the vocabulary that the instructor may use in the video.
The videos introduced throughout the report in the course entitled, Fire Suppression and Detection Systems. The course classification is a one thousand level course, and the classification is for students in their first year. It is very much an introductory course where students are very unfamiliar with all of the material introduced to them as well as the instructors teaching the material. The script helps to alleviate the stress of understanding instructor’s directions that the student may be unfamiliar with in terms of fire-riser testing.
Analysis of the Newly Developed Fire-Sprinkler Video Script
The second recommendation to implement would be a script serving as a video instruction guide. The video script modifies problematic issues that could arise between the steps that can stall or confuse students. These technical documents provide a clear and concise direct set of steps to follow for easier perception and learning the fire riser functionality. The implementation of a script solves serious problems by combining the operational problems for troubleshooting with a set of steps identical to the technical instruction documents.
Cost
Analysis
The creation of an electronic script is in conjunction with the actual filming of the video. Critical Mass Productions will render the electronic script while actually editing the video. The price of the electronic script is very straightforward. The script will cost $2 for every minute of video.
Implementation Time
The implementation time is similar to that of the new video. After the film completion, Mr. Stephens takes the video back to the office and spends the necessary four hours, editing the electronic script will be ready. The total time is approximately two business days.
Effectiveness
The script’s intention are for those who have less of a visual learning style and are better at learning things when they are able to read a step for step explanation on how to do something. The strength is in the fact that students have the luxury of watching the videos and having the script at their disposal for learning.
Benefits
The solution encompasses the benefits of the explanation of the effectiveness listed above.
Problems Facing the Video Script Solution
The only real problem facing the electronic script would be for the FPST Department to decide not to purchase the video in its entirety or to decide that they have spent enough on the video itself and decide that another $100-$150 is too much to spend on the script. Mr. Lunistra suggested that the fire-riser script might also be a source of information overload for the students.
Solution 1 Option: Incorporating Close CaptioningFor an additional fee of $5 per minute, Critical Mass Productions will add close captioning to the video, which would allow students to see the text while watching the video, potentially enhancing note taking and comprehension.
Solution 2: Developing a Training ManualThis section of the report assesses the importance of having new and improved technical documents to help students with their understanding of the fire risers.
Description of the Training Manual SolutionThe third and final recommendation for the problem is to implement a more thorough operational systematic guide and outline of procedures for the lab portion. These technical documents are a clear set of steps to follow for a descriptive learning guide for understanding the laboratory testing processes. However, this set of instructions is effective for learning the steps for remedial purposes.
Analysis of the Training Manual SolutionThis section of the report analyzes the cost, implementation time, effectiveness, benefits and problems facing the improved technical instructions solution.
Cost
In order to create a new set of technical instructions for students, we would have to look into the costs of hiring a qualified individual to do so. For this, we will turn Floyd Luinstra who has a professional engineering certification, which qualifies him for consultation of technical documents, and makes him qualified to draft a set of technical instructions. Floyd Luinstra, employed by Oklahoma State University, receives compensation at a rate of $32.56 per hour [5]. On estimation creating an updated set of technical documents for riser, testing would be approximately one workday. Being that a set of documents already exists the time needed for improvements decreases dramatically. A workday consists of eight hours bringing the total amount allotted for this specific solution to $260.48.
Implementation Time
The implementation time for revising an existing set of technical documents is relatively short. For a certified professional with years of experience using these types of documents could implement something within a day. In order to assure a quality product the researchers suggest taking one complete business week to draft, revise, make a final draft, and ultimately implement the solution in its entirety. By allowing the individual drafting, the documents one business week the individual can work under less pressure and assure that the work is up to par and will need no further attention upon completion.
Effectiveness
Detailed technical instruction documents provide a moderately effective solution to following along with the sprinkler videos. Providing students with detailed technical instructions would help eliminate the afterthought of what they just took in. The instructions are a backbone to the video, essentially clearing up any misconceptions.
This solution alone is not entirely effective without the videos provided. In many cases, students prefer visualization efforts to help guide through certain processes, instead of relying on meticulous verbiage.
BenefitsBenefits include helping the students in the lab setting or for use while watching the video learning modules with an improved set of instruction and at the same time improve students understanding and knowledge. Students will gain a better understanding of the fire suppression risers operation as intended for lab and remedial purposes.
Problems Facing the Training Manual Solution
Time, availability of personnel, and mutual coordination to produce a technical instructions document is based upon completion, approval, and submitting the text to the CEAT department website. Ms. Rose Mangold states “price and time” as the factors that could push this into a potential problem.
A price quote from a professional production company based on similar projects came in at $10,000. This was an opportunity to test the capabilities and concept of video technology and determine if this was a viable solution for decentralized training [2]. essentially the resources are vast. Coming up with many aspects that help contribute a central solution seems to be viable, though requires an essential amount of time.
SUMMARYThis section of the report describes the summarization of the problems FPST students face and solutions to solve the described problems.
Summary of the Problem:
The group targeted and concluded that some students, especially those with learning disabilities that are unfamiliar with the coursework, initially have difficult time learning during the lab portion while utilizing the limited learning tools. Taking into consideration the limited and outdated material listed on the CEAT website becomes problematic and confusing to learn. The conclusion that the current material referred to students by instructors in order for students to learn proves to be ineffective by default. “In a Proclamation for National Disability Employment Awareness Month, President Obama underscored the need to “strengthen and expand the educational opportunities for individuals with disabilities,” noting that, “if we are to build a world free from unnecessary barriers, we must ensure that every American receives an education that prepares him or her for future success.” [4]
Summary of the Solutions:
These discoveries give impetus to further research of more effective learning tools for students to increase their knowledge and competency. The solutions listed in this report will ultimately improve current limited resources and provide a more diverse set of learning tools for students including those with learning disabilities. In addition to giving current student 's a more positive outlook towards this issue and furthermore, yields a more encouraging outlook from current students to portray to incoming students from the increase of confidence through knowledge. OSU would ultimately create a better fire protection engineer to send out into the industry and be among the most competitive.
RECOMMENDATIONRecommendations included are:
Make a new video to improve the quality of the old video including no mistakes.
Write a clear concise set of new instructions in systematic process.
Sub text including cautionary information that is not in the textbook that can occur between each step.
Additional instructional information, CEAT links to alternative training video modules and diverse learning styles.
Appendix A: Interviewed Questions for Mr. Floyd Luinstra, Lab DirectorWhat is your job description, position, and how long have you been on faculty for OSU FPST?
What learning tools are available to FPST 1373 students?
Do you feel the videos are sufficient learning modules for the students?
If not sufficient, then how do think that they can be approved?
Due to different learning styles and disabilities, do you think students would benefit from a script outline for the video?
Do you think students would benefit from a redesigned step-by-step check sheet with anticipated problems that might occur?
What else do you feel would be beneficial to students in learning this process that are not currently available?
Do you think students could benefit from more lab time with yourself, the fire lab instructor, and from these improvements?
What is the most beneficial aspect of this course?
What do you think is the most the beneficial aspect of CEAT for FPST students?
We would appreciate any additional observations you might make on the subject such as whether you consider it an issue and what you feel might implement better subject comprehension.
Thank you for your time and consideration for helping us improve the communication system and learning style for the current and future students of the Fire Protection program.
Appendix B: Sample Instruction for Conducting Riser TestsOklahoma State University
Fire Protection and Safety Technology
Fire Detection and Suppression
Technical Guide for Fire Riser Lab Inspection
4328160163830
Fire Protection Riser Inspection Testing and Maintenance Guide
These instructions are a systematic process for inspection, testing and maintenance of fire sprinkler riser, details both wet and dry. The functionality of these systems is important for the proper functionality of fire suppression systems. The instructions will help you understand and effectively learn the proper procedures while learning in the laboratory and outside of class.
Wet Pipe Systems Testing/Alarm Devices:
Notify the local area fire department, building occupants, building owner, fire alarm monitoring company and the fire department. Notify all personnel prior to testing and following the completion of all testing.
Water-flow devices including mechanical water motor gongs forgo quarterly testing.
Vane-type water flow devices and pressure switches forgo semiannual testing.
Test the water-flow alarms on wet pipe systems by opening the inspector’s test connection. Opening the inspector’s test connection simulates activation of a sprinkler. The purpose is to simulate activation of a sprinkler. Where freezing weather conditions or other circumstances prohibit using the inspector’s test connection, the bypass test connection is optional.
Data concerning reliability of electronic vane-type water flow devices and pressure switches indicate no appreciable change in failure rates for those tested quarterly and those tested semiannually. Mechanical motor gongs, however, have additional mechanical and environmental failure modes and need to inspection and testing more often.
Test each control valve semi annually through its full range and return the control valve to its normal position.
Conduct main drain tests annually at each system riser and any time the control valve is closed, at either each system riser or water main feed. After closing the control valve, determine whether there has been a change in the condition of the water supply piping and control valves.
Tools:
Wrench (Tool and tool size is Specific To Manufacturer or otherwise detailed for the compliance due to Insurance and system component specifications and warranty guidelines etc.)
Fire Suppression Detail Model Information
Manufacturer Guide
Inspection Logs
Writing Utensils
Picture Diagram:
Figure [2] - Fire sprinkler riser (#22 Dry Pipe)
Figure [3] - Fire Sprinkler riser (#4 Wet Pipe)
Task I: Main Drain TestThe purpose of the main drain test is to inspect the riser function and pressures for operational consistency.
Steps:
Record the static pressure indicated by the supply water gauge. (7 FPR3)
Notify the local area Fire Department, building occupants; call alarm monitoring companies of the fire alarm system, and call the fire service/ department to notify of the testing taking place that will set off the alarm system.
NOTE: The reason is to reassure that any alarms will be nuisance alarms due to testing. Possible Bystanders call in; Alarm Company forgets or human error could inhibit the notice of a nuisance alarm etc.
Fully open the main drain valve by turning the main drain valve wheel or butterfly valve counter-clockwise. (4 FPR3)
Notice the flow has stabilized on the water pressure gauge. (7 FPR3)
NOTE: Verify that water damage will not occur, or take appropriate precautions to avoid water damage when main drain is flowing at full capacity.
Record on inspection logs, by writing the down the residual (flowing) pressure indicated by the water supply valve or butterfly valve. (7 FPR3)
Close the main drain valve cautiously. (4 FPR3)
NOTE: Verify that water damage will not occur, or take appropriate precautions to avoid water damage when main drain is flowing at full capacity.
Record on inspection logs the time taken for the supply water pressure to return to the original static (non-flowing) pressure. (1 FPR3)
Open the alarm line valve by pulling the lever on the alarm line. (3 FPR3)
Notify the local area fire department, notify building occupants, building owner, call alarm-monitor companies and notify that testing is complete.
Task II: Partial Trip TestThe purpose of the partial trip test is to inspect the riser function and pressures for operational consistency
Steps:
Notify the local area Fire Department, building occupants; call alarm monitoring companies of the fire alarm system, and call the fire service/ department to notify of the testing taking place that will set off the alarm system.
Fully open the main drain valve by turning the wheel counter clock wise, to clean any accumulated scale or foreign material from the supply water piping. (9 FPR2)
NOTE: Flush the system to check for water contamination or debris that could inhibit proper functioning.
Close the control valve by turning the main drain valve wheel clockwise to the point where additional closure cannot provide flow through the entire area of the drain outlet spout. (9 FPR2)
Close the QOD/accelerator upstream and downstream. (4 FPR2)
Record on inspection logs, by writing the down the system air pressure and the supply water pressure on both indicated gauges. (2-10 FPR2)
Close off the automatic air supply by pulling the lever on the air supply line. (11 FPR2)
NOTE: Air supply located adjacent to the fire protection riser.
Relieve system air pressure by pulling the lever on the test valve or valve body drain on systems without a test valve. ( 2 FPR2)
NOTE: Air Supply is located on the wall adjacent to the riser.
Record on inspection logs, by writing the down the air pressure and supply water pressure when hearing the valve trip sound. (2-10 FPR 3)
NOTE: The air pressure and water pressures are critical information.
Immediately close the system control valve by turning it clockwise and open the main drain valve counter clockwise to minimize the amount of water entering the system piping. (9 FPR 2)
Open all low point drains by removing the threaded stopper (3 FPR2)
Reset the dry pipe valve and quick-opening device, if installed, in accordance with the manufacturer’s instructions and return the system to service by replacing threaded stopper using the 1/4 inch wrench. (4 FPR2)
Close all low point drains when water ceases to flow by replacing plug or nipple and cap using the 1/4 inch wrench. (4-7 FPR2)
NOTE: Remove all low point drains by removing the plug or nipple and cap.
Once testing is complete notify the local area fire department, building occupants, building owner, call alarm monitor companies and notify that the testing is complete.
Task III: Full Trip TestThe purpose of the partial trip test is to inspect the riser function and pressures for operational consistency
Steps:
Notify the local area fire department, building occupants; call alarm monitoring companies of the fire alarm system, and call the fire service/ department to notify of the testing taking place that will set off the alarm system.
Fully open the main drain valve by turning the wheel counter clock wise, to clean any accumulated scale of foreign material from the supply water piping. (9 FPR2)
Close the main drain valve, by turning the main drain valve wheel clockwise. (9 FPR2)
NOTE: The Individual performing the operation is the senior most inspectors recording the QOD (quick operating device) time to water delivery.
Relieve the system air pressure by opening the inspector’s test valve completely by pulling the lever on the valve line. (11 FPR2)
NOTE: When two-way communication is not available, the tester at the dry valve is to react to the start of downward movement on the air pressure gauge.
Concurrent with opening the valve, start recording time. Record time on inspection logs by writing down the air pressure at which the internal valve clapper trips.(2 FPR2)
NOTE: Recorded time is for comparison purposes to previous tests.
Fully open the main drain valve by turning the wheel counter clock wise, and allow the system to continue discharging water until rust, scale, and similar debris flushes from the main drain. (9 FPR2)
NOTE: As clean water flows, terminate by closing the system control valve clockwise.
Open all low point drains by removing the plug or nipple and cap. Keep the drains open to reset system components. Close the drain and replace the plug when water ceases to flow. (3-4 FPR2)
Reset the dry pipe valve by opening and closing the valve with the 1-inch wrench. (7 FPR2)
Reset the quick-opening device, in accordance with the manufacturer’s instructions, and return the system to service by replacing the plug or nipple and cup. (4 FPR2)
Once testing is complete notify the local area fire department, building occupants, building owner, call alarm monitor companies and notify that the testing is complete.
Accelerator Test:
Notify the local area Fire Department, building occupants; call alarm monitoring companies of the fire alarm system, and call the fire service/ department to notify of the testing taking place that will set off the alarm system. (4 FPR2)
Open the main drain valve and keep it in the open position.
Close the system control valve.
Verify water supply pressure at zero psi.
Verify that the quick-opening device control valve is open and QOD is in service.
Turn off automatic air supply.
Open the inspector’s test valve and release air pressure from system until QOD (quick operating device) trips. A burst of air from the device indicates that it has tripped, which will then read on the pressure gauge.
Close the QOD’s control valve by replacing the plug or nipple and cap.
Restore air pressure on sprinkler system.
Return the QOD to service in accordance with the manufacturer’s instructions and return the dry pipe sprinkler system to service.
Notify the local area Fire Department, building occupants, building owner, call alarm monitor companies and notify that the testing is complete.
Safety Opening Valves:
1. Drain the system for internal inspection of valve components as follows:
2. Open the main drain valve by turning the valve with your hands. (7 FPR2)
3. Open the control valve by turning the valve with your hands. (11 FPR2)
4. Close the inspector’s test valve by turning lever. (11 FPR2)
5. Wait for the sound of draining water to cease and for all gauges to indicate zero (0) psi before removing the hand hole cover or face plate while dismantling any component. (7 FPR2)
NOTE: Do not remove riser faceplate until verification that the vessel is not under pressure. Do this by loosening the bolts on the faceplate to allow the air pressure inside to equalize to atmospheric pressure.
Test the water level as follows:
Open the test valve by turning wheel counter clockwise. (9 FPR2)
NOTE: Some quick-opening devices are extremely sensitive to pressure drop. Be very cautious.
If water flows, let it drain from the system.
NOTE: High priming water levels can adversely affect the operation of supervisory air, and some dry pipe systems.
Close the valve when water stops flowing and air discharges. (9 FPR2)
If air discharges when the valve is open, the priming water level could be too low. To add priming water, refer to the manufacturer’s instructions.
490855144145
Figure 2: Fire Protection Riser (Dry Pipe)
Water motor gong
Air supply pressure gauge
Accelerator/QOD (quick opening device) pressure gauge
Accelerator/QOD (quick opening device)
Primer cup
Air supply hose
Dry pipe valve
Water supply riser
Os&y valve
Water supply riser pressure gauge
Main air supply
1015365198120
Figure 3: Fire Protection Riser (Wet Pipe)
System Side Water Pressure Gauge
Main Drain Valve
Alarm Check Valve
Main Drain
Indicating Valve
Control Valve
City Water Main Pressure Gauge
Appendix C: Critical Mass Productions Quote for Video, electronic script, and closed captioning
References[1] Barry, Brock Edward. 2011. “Methods of incorporating understanding of professional and ethical responsibility in the engineering curriculum and results from the fundamentals of engineering examination.” US: ProQuest Information & Learning, 2011. PsycINFO, EBSCOhost (accessed April 25, 2013).
[2] Takara, Jason. “Fire Egineering.” 2005: 135, 137.
[3] Hill, Darryl C. 2011. “An analysis of perceptions of learning outcome competencies of college graduates in ABET and non-ABET accredited occupational safety and health programs.” US: ProQuest Information & Learning, 2011. PsycINFO, EBSCOhost (accessed April 25, 2013).
[4] Perez, Thomas E. “The Departments of Justice and Education Share Responsibility for Protecting the Rights of College and University Students with Disabilities.” Joint Department of Justice and Department of Education “Dear Colleague” Letter on Electronic Book Readers. ADA.gov, 29 June 2010. Web. 24 Apr. 2013.
[5] "Oklahoma State Salary." Oklahoma. N.p., n.d. Web. 02 May 2013. <https://data.ok.gov/Finance-and-Administration/State-of-Oklahoma-Payroll-Q1-2012/dqi7-zvab>.
Prepared for:
Ms. Rose Mangold, Technical Program Coordinator
Prepared by:
Chris Davis
Shane Aquino
Chris Baldwin
Matt Carlquist
28 March 2013
Distribution List:
Mr. Floyd Luinstra Lab Director
Dr. Leslie Fife, Technical Writing
ABSTRACT
Improving student competency in fire-riser training is the goal of this report. The report analyzes the current fire-riser training process’ lack of effectiveness, determines several different reasons the current method no longer suffices, and describes the effect that insufficient training in this area may have on students’ careers opportunities and job abilities. …show more content…
The current training process has been useful and leads students to understand the need for effective fire-riser training, but as a first effort, it lacks some aspects that would make the training more useful and more usable. The report’s research draws on multiple sources, including first-hand observations, internet resources, interviews, academic journals, and technical reports, all of which show the importance of the fire protection and safety technology sprinkler courses and how they can benefit future students with new technology advancements. Based on this research and an understanding of the current need for an improved training in sprinkler systems, the report considers potential solutions for improving student’s knowledge of fire risers. These solutions include correlating new fire sprinkler riser videos with scripts with essential material lists. The report ultimately recommends the FPST program implement new technologies available to make fire sprinkler riser teachings more accessible with updates in video content, and with important details brought to attention in thoroughly written scripts.
TABLE OF CONTENTS TOC \o "1-3" \h \z \u List of Illustrations PAGEREF _Toc355296014 \h vINTRODUCTION PAGEREF _Toc355296015 \h 1Purpose of the OSU FPST Sprinkler Lab Report PAGEREF _Toc355296016 \h 1Why Improving the Sprinkler Lab Training Process is Beneficial PAGEREF _Toc355296017 \h 1Methodology PAGEREF _Toc355296018 \h 1Primary Research PAGEREF _Toc355296019 \h 1Secondary Research PAGEREF _Toc355296020 \h 2PROBLEM PAGEREF _Toc355296021 \h 2The FPST Sprinkler Lab Training Video Issue PAGEREF _Toc355296022 \h 2Reasons for the Fire Sprinkler Video Improvement PAGEREF _Toc355296023 \h 2The Overall Impact an Outdated Fire Sprinkler Video Causes PAGEREF _Toc355296024 \h 3SOLving the fire sprinkler riser video problem PAGEREF _Toc355296025 \h 4EVALUATION CRITERIA PAGEREF _Toc355296026 \h 4Cost PAGEREF _Toc355296027 \h 5Implementation Time PAGEREF _Toc355296028 \h 5Effectiveness PAGEREF _Toc355296029 \h 5Benefits PAGEREF _Toc355296030 \h 5Solution 1: Creating a New Training Video PAGEREF _Toc355296031 \h 5Solution 1A: Redoing the Visual Portion of the Training Video PAGEREF _Toc355296032 \h 5Solution 1B: Creation of the Electronic Video Script PAGEREF _Toc355296033 \h 7Solution 1 Option: Incorporating Close Captioning PAGEREF _Toc355296034 \h 8Solution 2: Developing a Training Manual PAGEREF _Toc355296035 \h 8Description of the Training Manual Solution PAGEREF _Toc355296036 \h 8Analysis of the Training Manual Solution PAGEREF _Toc355296037 \h 9Problems Facing the Training Manual Solution PAGEREF _Toc355296038 \h 10SUMMARY PAGEREF _Toc355296039 \h 11RECOMMENDATION PAGEREF _Toc355296040 \h 11Appendix A: Interviewed Questions for Mr. Floyd Luinstra, Lab Director PAGEREF _Toc355296041 \h 12Appendix B: Sample Instruction for Conducting Riser Tests PAGEREF _Toc355296042 \h 13Task I: Main Drain Test PAGEREF _Toc355296043 \h 15Task II: Partial Trip Test PAGEREF _Toc355296044 \h 15Task III: Full Trip Test PAGEREF _Toc355296045 \h 18Appendix C: Critical Mass Productions Quote for Video, electronic script, and closed captioning PAGEREF _Toc355296046 \h 2References PAGEREF _Toc355296047 \h 3
List of IllustrationsList of Figures
Figure 1: Dry Pipe Valve13
Figure 2: Wet Pipe Valve14
List of Tables
Table 1: Fire Protection Engineering Salaries3
INTRODUCTIONThis recommendation report examines the need for enhanced training in the OSU FPST Sprinkler Lab and analyzes potential methods of adding to the training process.
Purpose of the OSU FPST Sprinkler Lab Report
This report’s priority is to evaluate and analyze the need for new and improved fire sprinkler instructional videos and additional solutions to help facilitate the learning of students using the fire sprinkler videos. The purpose is to assess the usefulness of the current videos, the feasibility of newer alternatives to aid the students in learning, benefits of new materials and potential positive and negative drawbacks to the proposed solutions.
Why Improving the Sprinkler Lab Training Process is BeneficialImprovements to the lab training process will increase student knowledge and competency by improving learning tools and resources. In an effort to prompt a tripartite of solutions, the possible outcomes include but are not limited to, a new video learning module, a script to follow with along with the video learning module and a set of technical instructional steps and possible problems that could arise. The anticipated result is the improvement of knowledge and learning from new and improved learning tools and techniques. “Specifically, engineering programs are encouraged to consider focusing on improvements in instructional methods and instructional environments, as well as ensuring that individuals responsible for delivery of professional and ethical content are in fact excellent instructors” [1]
MethodologyThe group will Interview with Mr. Floyd Luinstra, the lab director. Mr. Luinstra is the most technically competent FPST lab instructor and has the highest knowledge of operational procedures for the numerous and complex FPST fire lab systems and equipment. Mr. Luinstra provided advice on structure for the revised comprehensive visual approaches to improve students understanding of complicating technical language and any suggestions that he has. Research includes alternative models of training for student exposure to diversity and skills. We will also interview Ms. Rose Mangold, who is the director head of CEAT, and who is the key person responsible for approving a new video for the FPST program. With her approval we will be able to conduct a new video that is improved in quality and more beneficial to the student overall.
Primary ResearchPrimary research for the report includes the following methods of accumulating information:
Personal interviews with the following individuals provided information on costs, benefits, effectiveness, and implementation time:
Mr. Floyd Luinstra, O.S.U. FPST Sprinkler Lab Director
Ms. Rose Mangold, Head of CEAT Continuing Education
Firsthand observations of experiences from the sprinkler classes at O.S.U.
Secondary ResearchSecondary research for the report includes gathering information from the following sources:
Technical reports and internet sources provided information on implementation time, and effectiveness of potential solutions.
Academic journals provided additional information on implementation of a newer technology and its convenience to the targeted audience.
PROBLEMThe problem section of the report describes the training effectiveness issues facing the OSU FPST program.
The FPST Sprinkler Lab Training Video IssueThe videos that students have now when they are taking the class are becoming outdated and have several mistakes. The precise systematic process required to do each individual test on the sprinkler systems is crucial and time consuming. “Sessions were often interrupted when the firefighters were called out to alarms, leaving the trainer to wait for their return. If the wait was too long, he would have to leave and return on another day” [2]. Students without sufficient understanding of the technical operations and functionality, students can quickly lose interest in the class and confidence in the learning process of the material. Theoretically this influences the possibility of students leaving the program altogether.
Reasons for the Fire Sprinkler Video Improvement
The primary causes of students struggle to learn the material in the fire riser lab is primarily to do with inadequate learning tools in the inspection testing and maintenance portion of the class. The obsolete equipment used lead to difficulty in proper recording for a clear set of instructions and not having enough time to go through all of the steps thoroughly, creating misunderstanding and confusion for students.
The Overall Impact an Outdated Fire Sprinkler Video Causes
This report discusses the problem of student knowledge and competency in the School of Fire Protection and Safety Technology, with recommendations for possible ways to solve this problem. The group determined several probable causes of the issue at hand. The following report identifies possible methods in hopes to make greater student knowledge and competency during the lab procedure portion in the FPST 1373 class and recommend a plan of action for the program.
The points of inertest are the CEAT hosted; obsolete learning material. These learning tools are valuable influences on students’ ability to understand the proper procedures (on their own time and in lab) on how to operate the fire sprinkler risers. In turn, with these online learning tools being out dated and obsolete we believe that students, including individuals with learning disabilities struggle to learn and could possibly lose interest in the class or program all together. Regardless, students should walk away feeling very confident after the lab learning experience and that is not always the case. Enough student incompetence of the subject could hypothetically lead to the program losing the ABET accreditation.
Fire Protection Engineering Salaries
Median U.S. total compensation $113,748.00
Entry-level grad $55,000.00
Mid-level $96,200.00
Senior level $128,600.00
Figure 1: OSU FPST Graduate Salary Average
Students who graduate college and enter the work force are representing themselves through their knowledge obtained from an accredited university. Therefore, students with accredited degrees have a higher chance of employment but with that, is the reasonability of good job performance through your education. The group hypothesized that students learning tools are ultimately ineffective in the hands on lab then student 's comprehension will then suffer as a result. This hypothesis is indicative rather than definitive. “Statistical analysis of the data revealed that ABET accredited graduates learn more based upon learning outcome perceptions compared to non-ABET accredited graduates. The findings in this study support occupational safety and health programs pursuit of ABET accreditation. Also, the findings show the importance of integrating business principles and an internship, cooperative, or supervised experience into the curriculum.” [3]
Our group found that the learning videos the students use to study the fire detection and suppression lab portion include too many control points for various models of explanation in order to articulate the processes.
In this case there is an unneeded waste of time from students having to go back and forth on videos which confuses students as to which test is being performed. In addition, the terminology used in the video lacks proper acknowledgement, explanation, and identification of individual working parts as well as there being errors in the video modules. Mr. Floyd Luinstra stated, “Students can become confused and overloaded with the obsolete videos and outline of basic technical documents that is regularly referred to students by instructors along with reference to the videos which is ultimately impeding to the progress of effective student …show more content…
learning.”
Another important aspect we evaluated as a group is students with learning disabilities. Students with learning disabilities sometimes need alternative or more thorough instruction of repetition. These students can suffer even greater due to the lack of structure and consistent instruction or proper learning material, exposure to informative material data, and structured lab layout procedures. “Similarly, individuals with disabilities must be provided with aids, benefits, or services that provide an equal opportunity to achieve the same result or the same level of achievement as others. A college or university may provide an individual with a disability, or a class of individuals with disabilities, with a different or separate aid, benefit, or service only if doing so is necessary to ensure that the aid, benefit, or service is as effective as that provided to others.” [4]
These types of complications further compromises student’s initial confidence, interest and renders the students learning abilities. Eventually students begin to question the ethics of the school and their work confidence when seeking employment. The group also that if a student leaves the program with poor confidence in this area it could affect the students’ job outcome. Intern possible questions as to the reputation of the degree including unwanted concern from the ABET accreditation board. “There is a continued need to assess higher education programs to assure the quality higher education students receive. Accreditation Board for Engineering and Technology (ABET) accreditation provides assurance that a college or university program meets the quality standards established by the profession for which it prepares its students. Assessing program learning outcomes is an integral component to ensure quality learning is occurring.” [3]
The following report outlines three solutions recommended by the group to help improve student competency on the class material and in lab.
SOLving the fire sprinkler riser video problemThis section of the report describes the three recommended solutions for improving student’s knowledge and competency.
EVALUATION CRITERIAThis section of the report details the criteria during the evaluation process. Specifically, the criteria considered by this report include cost, implementation time, effectiveness and benefits.
CostIn order to be feasible, the solutions must be cost effective for the CEAT department. In evaluating the costs, it is important to consider both the implementation and maintenance cost. For both of these factors the cost of labor and effective learning materials are the primary considerations.
Implementation TimeIn evaluating implementation time, this report considers the time needed for third party media company consultation and the CEAT department approval and final cost.
EffectivenessIt is essential that solutions only better the FPST program at O.S.U. Successful solutions will have a trivial impact on updating the fire suppression classes available.
BenefitsBeyond the specific evaluation criteria listed above, this report helps establish each solution as emerging factor that could establish the FPST as well oriented program that covers topics through fully with the University’s best support at hand.
Solution 1: Creating a New Training VideoThis section of the report addresses the benefits that creating new training videos, adding an electronic script, and the use of closed captioning could have for students attempting to learn how to test fire-riser systems.
Solution 1A: Redoing the Visual Portion of the Training VideoThe creation of a new fire-riser testing video has many positive repercussions that will benefit both students and the School of Fire Protection here at Oklahoma State. By filming a new video, using a third party professional filming company, students will be able to better understand the message the lab director, Mr. Floyd Luinstra, is attempting to convey and will instantly improve the integrity of the class, Fire Suppression and Detection Systems.
Description of the New Video Solution
A third party company, Critical Mass Productions, will film the new video solution. The faculty involved in the video will need to be properly prepared, so that when Critical Mass Productions films the video, things will operate smoothly. By using a third party company the quality of the video can be insured and faculty will be able to repeat themselves as many times as possible, and take all the video back to the office and properly edit the video.
Analysis of the New Video Solution
The section of the report analyzes the cost, implementation time, effectiveness, effect on students and benefits of a new video.
Cost Analysis
Based on the estimates from Critical Mass Productions’ owner Don Stephens, a new video would cost approximately $1200. Below is a breakdown of the approximate cost of each expense.
Canon DSLR Shoot…………………………………………………………………$500
The filming of the video has a rate of $1000 per day. The estimate based upon the expectation of a half day of filming
Graphics/Audio Suite DVS……………………………………………………..…$700
Implementation Time
Critical Mass Productions day works on a ten-hour day schedule, according to Mr. Stephens a half day, 5 hours, to film and approximately four hours of editing will be required. Upon complete editing of the film, the finished product is be submitted to Rose Mangold, director of the CEAT website. Re-format and upload time to the CEAT website will take approximately two hours.
Effectiveness
The primary criterion for gauging the success of any given solution will give students a more dynamic visual approach to increase student 's knowledge comparatively to the current status quo. In order for this solution to be successful, the video solution is for use in conjunction with the new technical documents as outlined by the lab director Mr. Luinstra.
BenefitsThe lab professor’s expect students to gain a better understanding of the fire suppression risers operation as intended.
Problems Facing the New Video SolutionProblems for this specific solution are limited. The main obstacle is the actual funding for the third party filming company to do the actual video. There is also a possibility of CEAT rejecting the videos keeping them from the viewing of students. Therefore, there is sufficient reason to believe that this solution has a real possibility of implementation.
Solution 1B: Creation of the Electronic Video ScriptDescription of the Newly Developed Fire-Sprinkler Video Script
The intent of a newly developed script for the fire sprinkler videos are to help make the video more comprehensible to students who may not be as familiar with the instructor and the vocabulary that the instructor may use in the video.
The videos introduced throughout the report in the course entitled, Fire Suppression and Detection Systems. The course classification is a one thousand level course, and the classification is for students in their first year. It is very much an introductory course where students are very unfamiliar with all of the material introduced to them as well as the instructors teaching the material. The script helps to alleviate the stress of understanding instructor’s directions that the student may be unfamiliar with in terms of fire-riser testing.
Analysis of the Newly Developed Fire-Sprinkler Video Script
The second recommendation to implement would be a script serving as a video instruction guide. The video script modifies problematic issues that could arise between the steps that can stall or confuse students. These technical documents provide a clear and concise direct set of steps to follow for easier perception and learning the fire riser functionality. The implementation of a script solves serious problems by combining the operational problems for troubleshooting with a set of steps identical to the technical instruction documents.
Cost
Analysis
The creation of an electronic script is in conjunction with the actual filming of the video. Critical Mass Productions will render the electronic script while actually editing the video. The price of the electronic script is very straightforward. The script will cost $2 for every minute of video.
Implementation Time
The implementation time is similar to that of the new video. After the film completion, Mr. Stephens takes the video back to the office and spends the necessary four hours, editing the electronic script will be ready. The total time is approximately two business days.
Effectiveness
The script’s intention are for those who have less of a visual learning style and are better at learning things when they are able to read a step for step explanation on how to do something. The strength is in the fact that students have the luxury of watching the videos and having the script at their disposal for learning.
Benefits
The solution encompasses the benefits of the explanation of the effectiveness listed above.
Problems Facing the Video Script Solution
The only real problem facing the electronic script would be for the FPST Department to decide not to purchase the video in its entirety or to decide that they have spent enough on the video itself and decide that another $100-$150 is too much to spend on the script. Mr. Lunistra suggested that the fire-riser script might also be a source of information overload for the students.
Solution 1 Option: Incorporating Close CaptioningFor an additional fee of $5 per minute, Critical Mass Productions will add close captioning to the video, which would allow students to see the text while watching the video, potentially enhancing note taking and comprehension.
Solution 2: Developing a Training ManualThis section of the report assesses the importance of having new and improved technical documents to help students with their understanding of the fire risers.
Description of the Training Manual SolutionThe third and final recommendation for the problem is to implement a more thorough operational systematic guide and outline of procedures for the lab portion. These technical documents are a clear set of steps to follow for a descriptive learning guide for understanding the laboratory testing processes. However, this set of instructions is effective for learning the steps for remedial purposes.
Analysis of the Training Manual SolutionThis section of the report analyzes the cost, implementation time, effectiveness, benefits and problems facing the improved technical instructions solution.
Cost
In order to create a new set of technical instructions for students, we would have to look into the costs of hiring a qualified individual to do so. For this, we will turn Floyd Luinstra who has a professional engineering certification, which qualifies him for consultation of technical documents, and makes him qualified to draft a set of technical instructions. Floyd Luinstra, employed by Oklahoma State University, receives compensation at a rate of $32.56 per hour [5]. On estimation creating an updated set of technical documents for riser, testing would be approximately one workday. Being that a set of documents already exists the time needed for improvements decreases dramatically. A workday consists of eight hours bringing the total amount allotted for this specific solution to $260.48.
Implementation Time
The implementation time for revising an existing set of technical documents is relatively short. For a certified professional with years of experience using these types of documents could implement something within a day. In order to assure a quality product the researchers suggest taking one complete business week to draft, revise, make a final draft, and ultimately implement the solution in its entirety. By allowing the individual drafting, the documents one business week the individual can work under less pressure and assure that the work is up to par and will need no further attention upon completion.
Effectiveness
Detailed technical instruction documents provide a moderately effective solution to following along with the sprinkler videos. Providing students with detailed technical instructions would help eliminate the afterthought of what they just took in. The instructions are a backbone to the video, essentially clearing up any misconceptions.
This solution alone is not entirely effective without the videos provided. In many cases, students prefer visualization efforts to help guide through certain processes, instead of relying on meticulous verbiage.
BenefitsBenefits include helping the students in the lab setting or for use while watching the video learning modules with an improved set of instruction and at the same time improve students understanding and knowledge. Students will gain a better understanding of the fire suppression risers operation as intended for lab and remedial purposes.
Problems Facing the Training Manual Solution
Time, availability of personnel, and mutual coordination to produce a technical instructions document is based upon completion, approval, and submitting the text to the CEAT department website. Ms. Rose Mangold states “price and time” as the factors that could push this into a potential problem.
A price quote from a professional production company based on similar projects came in at $10,000. This was an opportunity to test the capabilities and concept of video technology and determine if this was a viable solution for decentralized training [2]. essentially the resources are vast. Coming up with many aspects that help contribute a central solution seems to be viable, though requires an essential amount of time.
SUMMARYThis section of the report describes the summarization of the problems FPST students face and solutions to solve the described problems.
Summary of the Problem:
The group targeted and concluded that some students, especially those with learning disabilities that are unfamiliar with the coursework, initially have difficult time learning during the lab portion while utilizing the limited learning tools. Taking into consideration the limited and outdated material listed on the CEAT website becomes problematic and confusing to learn. The conclusion that the current material referred to students by instructors in order for students to learn proves to be ineffective by default. “In a Proclamation for National Disability Employment Awareness Month, President Obama underscored the need to “strengthen and expand the educational opportunities for individuals with disabilities,” noting that, “if we are to build a world free from unnecessary barriers, we must ensure that every American receives an education that prepares him or her for future success.” [4]
Summary of the Solutions:
These discoveries give impetus to further research of more effective learning tools for students to increase their knowledge and competency. The solutions listed in this report will ultimately improve current limited resources and provide a more diverse set of learning tools for students including those with learning disabilities. In addition to giving current student 's a more positive outlook towards this issue and furthermore, yields a more encouraging outlook from current students to portray to incoming students from the increase of confidence through knowledge. OSU would ultimately create a better fire protection engineer to send out into the industry and be among the most competitive.
RECOMMENDATIONRecommendations included are:
Make a new video to improve the quality of the old video including no mistakes.
Write a clear concise set of new instructions in systematic process.
Sub text including cautionary information that is not in the textbook that can occur between each step.
Additional instructional information, CEAT links to alternative training video modules and diverse learning styles.
Appendix A: Interviewed Questions for Mr. Floyd Luinstra, Lab DirectorWhat is your job description, position, and how long have you been on faculty for OSU FPST?
What learning tools are available to FPST 1373 students?
Do you feel the videos are sufficient learning modules for the students?
If not sufficient, then how do think that they can be approved?
Due to different learning styles and disabilities, do you think students would benefit from a script outline for the video?
Do you think students would benefit from a redesigned step-by-step check sheet with anticipated problems that might occur?
What else do you feel would be beneficial to students in learning this process that are not currently available?
Do you think students could benefit from more lab time with yourself, the fire lab instructor, and from these improvements?
What is the most beneficial aspect of this course?
What do you think is the most the beneficial aspect of CEAT for FPST students?
We would appreciate any additional observations you might make on the subject such as whether you consider it an issue and what you feel might implement better subject comprehension.
Thank you for your time and consideration for helping us improve the communication system and learning style for the current and future students of the Fire Protection program.
Appendix B: Sample Instruction for Conducting Riser TestsOklahoma State University
Fire Protection and Safety Technology
Fire Detection and Suppression
Technical Guide for Fire Riser Lab Inspection
4328160163830
Fire Protection Riser Inspection Testing and Maintenance Guide
These instructions are a systematic process for inspection, testing and maintenance of fire sprinkler riser, details both wet and dry. The functionality of these systems is important for the proper functionality of fire suppression systems. The instructions will help you understand and effectively learn the proper procedures while learning in the laboratory and outside of class.
Wet Pipe Systems Testing/Alarm Devices:
Notify the local area fire department, building occupants, building owner, fire alarm monitoring company and the fire department. Notify all personnel prior to testing and following the completion of all testing.
Water-flow devices including mechanical water motor gongs forgo quarterly testing.
Vane-type water flow devices and pressure switches forgo semiannual testing.
Test the water-flow alarms on wet pipe systems by opening the inspector’s test connection. Opening the inspector’s test connection simulates activation of a sprinkler. The purpose is to simulate activation of a sprinkler. Where freezing weather conditions or other circumstances prohibit using the inspector’s test connection, the bypass test connection is optional.
Data concerning reliability of electronic vane-type water flow devices and pressure switches indicate no appreciable change in failure rates for those tested quarterly and those tested semiannually. Mechanical motor gongs, however, have additional mechanical and environmental failure modes and need to inspection and testing more often.
Test each control valve semi annually through its full range and return the control valve to its normal position.
Conduct main drain tests annually at each system riser and any time the control valve is closed, at either each system riser or water main feed. After closing the control valve, determine whether there has been a change in the condition of the water supply piping and control valves.
Tools:
Wrench (Tool and tool size is Specific To Manufacturer or otherwise detailed for the compliance due to Insurance and system component specifications and warranty guidelines etc.)
Fire Suppression Detail Model Information
Manufacturer Guide
Inspection Logs
Writing Utensils
Picture Diagram:
Figure [2] - Fire sprinkler riser (#22 Dry Pipe)
Figure [3] - Fire Sprinkler riser (#4 Wet Pipe)
Task I: Main Drain TestThe purpose of the main drain test is to inspect the riser function and pressures for operational consistency.
Steps:
Record the static pressure indicated by the supply water gauge. (7 FPR3)
Notify the local area Fire Department, building occupants; call alarm monitoring companies of the fire alarm system, and call the fire service/ department to notify of the testing taking place that will set off the alarm system.
NOTE: The reason is to reassure that any alarms will be nuisance alarms due to testing. Possible Bystanders call in; Alarm Company forgets or human error could inhibit the notice of a nuisance alarm etc.
Fully open the main drain valve by turning the main drain valve wheel or butterfly valve counter-clockwise. (4 FPR3)
Notice the flow has stabilized on the water pressure gauge. (7 FPR3)
NOTE: Verify that water damage will not occur, or take appropriate precautions to avoid water damage when main drain is flowing at full capacity.
Record on inspection logs, by writing the down the residual (flowing) pressure indicated by the water supply valve or butterfly valve. (7 FPR3)
Close the main drain valve cautiously. (4 FPR3)
NOTE: Verify that water damage will not occur, or take appropriate precautions to avoid water damage when main drain is flowing at full capacity.
Record on inspection logs the time taken for the supply water pressure to return to the original static (non-flowing) pressure. (1 FPR3)
Open the alarm line valve by pulling the lever on the alarm line. (3 FPR3)
Notify the local area fire department, notify building occupants, building owner, call alarm-monitor companies and notify that testing is complete.
Task II: Partial Trip TestThe purpose of the partial trip test is to inspect the riser function and pressures for operational consistency
Steps:
Notify the local area Fire Department, building occupants; call alarm monitoring companies of the fire alarm system, and call the fire service/ department to notify of the testing taking place that will set off the alarm system.
Fully open the main drain valve by turning the wheel counter clock wise, to clean any accumulated scale or foreign material from the supply water piping. (9 FPR2)
NOTE: Flush the system to check for water contamination or debris that could inhibit proper functioning.
Close the control valve by turning the main drain valve wheel clockwise to the point where additional closure cannot provide flow through the entire area of the drain outlet spout. (9 FPR2)
Close the QOD/accelerator upstream and downstream. (4 FPR2)
Record on inspection logs, by writing the down the system air pressure and the supply water pressure on both indicated gauges. (2-10 FPR2)
Close off the automatic air supply by pulling the lever on the air supply line. (11 FPR2)
NOTE: Air supply located adjacent to the fire protection riser.
Relieve system air pressure by pulling the lever on the test valve or valve body drain on systems without a test valve. ( 2 FPR2)
NOTE: Air Supply is located on the wall adjacent to the riser.
Record on inspection logs, by writing the down the air pressure and supply water pressure when hearing the valve trip sound. (2-10 FPR 3)
NOTE: The air pressure and water pressures are critical information.
Immediately close the system control valve by turning it clockwise and open the main drain valve counter clockwise to minimize the amount of water entering the system piping. (9 FPR 2)
Open all low point drains by removing the threaded stopper (3 FPR2)
Reset the dry pipe valve and quick-opening device, if installed, in accordance with the manufacturer’s instructions and return the system to service by replacing threaded stopper using the 1/4 inch wrench. (4 FPR2)
Close all low point drains when water ceases to flow by replacing plug or nipple and cap using the 1/4 inch wrench. (4-7 FPR2)
NOTE: Remove all low point drains by removing the plug or nipple and cap.
Once testing is complete notify the local area fire department, building occupants, building owner, call alarm monitor companies and notify that the testing is complete.
Task III: Full Trip TestThe purpose of the partial trip test is to inspect the riser function and pressures for operational consistency
Steps:
Notify the local area fire department, building occupants; call alarm monitoring companies of the fire alarm system, and call the fire service/ department to notify of the testing taking place that will set off the alarm system.
Fully open the main drain valve by turning the wheel counter clock wise, to clean any accumulated scale of foreign material from the supply water piping. (9 FPR2)
Close the main drain valve, by turning the main drain valve wheel clockwise. (9 FPR2)
NOTE: The Individual performing the operation is the senior most inspectors recording the QOD (quick operating device) time to water delivery.
Relieve the system air pressure by opening the inspector’s test valve completely by pulling the lever on the valve line. (11 FPR2)
NOTE: When two-way communication is not available, the tester at the dry valve is to react to the start of downward movement on the air pressure gauge.
Concurrent with opening the valve, start recording time. Record time on inspection logs by writing down the air pressure at which the internal valve clapper trips.(2 FPR2)
NOTE: Recorded time is for comparison purposes to previous tests.
Fully open the main drain valve by turning the wheel counter clock wise, and allow the system to continue discharging water until rust, scale, and similar debris flushes from the main drain. (9 FPR2)
NOTE: As clean water flows, terminate by closing the system control valve clockwise.
Open all low point drains by removing the plug or nipple and cap. Keep the drains open to reset system components. Close the drain and replace the plug when water ceases to flow. (3-4 FPR2)
Reset the dry pipe valve by opening and closing the valve with the 1-inch wrench. (7 FPR2)
Reset the quick-opening device, in accordance with the manufacturer’s instructions, and return the system to service by replacing the plug or nipple and cup. (4 FPR2)
Once testing is complete notify the local area fire department, building occupants, building owner, call alarm monitor companies and notify that the testing is complete.
Accelerator Test:
Notify the local area Fire Department, building occupants; call alarm monitoring companies of the fire alarm system, and call the fire service/ department to notify of the testing taking place that will set off the alarm system. (4 FPR2)
Open the main drain valve and keep it in the open position.
Close the system control valve.
Verify water supply pressure at zero psi.
Verify that the quick-opening device control valve is open and QOD is in service.
Turn off automatic air supply.
Open the inspector’s test valve and release air pressure from system until QOD (quick operating device) trips. A burst of air from the device indicates that it has tripped, which will then read on the pressure gauge.
Close the QOD’s control valve by replacing the plug or nipple and cap.
Restore air pressure on sprinkler system.
Return the QOD to service in accordance with the manufacturer’s instructions and return the dry pipe sprinkler system to service.
Notify the local area Fire Department, building occupants, building owner, call alarm monitor companies and notify that the testing is complete.
Safety Opening Valves:
1. Drain the system for internal inspection of valve components as follows:
2. Open the main drain valve by turning the valve with your hands. (7 FPR2)
3. Open the control valve by turning the valve with your hands. (11 FPR2)
4. Close the inspector’s test valve by turning lever. (11 FPR2)
5. Wait for the sound of draining water to cease and for all gauges to indicate zero (0) psi before removing the hand hole cover or face plate while dismantling any component. (7 FPR2)
NOTE: Do not remove riser faceplate until verification that the vessel is not under pressure. Do this by loosening the bolts on the faceplate to allow the air pressure inside to equalize to atmospheric pressure.
Test the water level as follows:
Open the test valve by turning wheel counter clockwise. (9 FPR2)
NOTE: Some quick-opening devices are extremely sensitive to pressure drop. Be very cautious.
If water flows, let it drain from the system.
NOTE: High priming water levels can adversely affect the operation of supervisory air, and some dry pipe systems.
Close the valve when water stops flowing and air discharges. (9 FPR2)
If air discharges when the valve is open, the priming water level could be too low. To add priming water, refer to the manufacturer’s instructions.
490855144145
Figure 2: Fire Protection Riser (Dry Pipe)
Water motor gong
Air supply pressure gauge
Accelerator/QOD (quick opening device) pressure gauge
Accelerator/QOD (quick opening device)
Primer cup
Air supply hose
Dry pipe valve
Water supply riser
Os&y valve
Water supply riser pressure gauge
Main air supply
1015365198120
Figure 3: Fire Protection Riser (Wet Pipe)
System Side Water Pressure Gauge
Main Drain Valve
Alarm Check Valve
Main Drain
Indicating Valve
Control Valve
City Water Main Pressure Gauge
Appendix C: Critical Mass Productions Quote for Video, electronic script, and closed captioning
References[1] Barry, Brock Edward. 2011. “Methods of incorporating understanding of professional and ethical responsibility in the engineering curriculum and results from the fundamentals of engineering examination.” US: ProQuest Information & Learning, 2011. PsycINFO, EBSCOhost (accessed April 25, 2013).
[2] Takara, Jason. “Fire Egineering.” 2005: 135, 137.
[3] Hill, Darryl C. 2011. “An analysis of perceptions of learning outcome competencies of college graduates in ABET and non-ABET accredited occupational safety and health programs.” US: ProQuest Information & Learning, 2011. PsycINFO, EBSCOhost (accessed April 25, 2013).
[4] Perez, Thomas E. “The Departments of Justice and Education Share Responsibility for Protecting the Rights of College and University Students with Disabilities.” Joint Department of Justice and Department of Education “Dear Colleague” Letter on Electronic Book Readers. ADA.gov, 29 June 2010. Web. 24 Apr. 2013.
[5] "Oklahoma State Salary." Oklahoma. N.p., n.d. Web. 02 May 2013. <https://data.ok.gov/Finance-and-Administration/State-of-Oklahoma-Payroll-Q1-2012/dqi7-zvab>.