Course Title: Building Design for Homeland Security COOP T-t-T Unit VIII (C): Chemical, Biological, and Radiological (CBR) Measures Unit VIII (C) COURSE TITLE Building Design for Homeland Security for Continuity of Operations (COOP) Train-the-Trainer TIME 75 minutes UNIT TITLE Chemical, Biological, and Radiological (CBR) Measures OBJECTIVES 1. Explain the five possible protective actions for a building and its occupants. 2. Compare filtration system efficacy relative to the particles present in CBR agents. 3. Explain the key issues with CBR detection. 4. Identify the indications of CBR contamination. SCOPE The following topics will be covered in this unit: 1. Five protective actions for a building and its occupants: evacuation; sheltering in place; personal protective equipment; air filtration and pressurization; and exhausting and purging. 2. Air filtration and cleaning principles and its application. 3. CBR detection technology currently available. 4. Indications of CBR contamination that do not use technology. REFERENCES 1. FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, Chapter 5 2. FEMA 426, Appendix C, Chemical, Biological, and Radiological Glossary 3. FEMA 453, Design Guidance for Shelters and Safe Rooms, Chapters 1 and 3 4. Case Study – Appendix C: COOP, Cooperville Information / Business Center 5. Student Manual, Unit VIII (C) (info only – not listed in SM) 6. Unit VIII (C) visuals (info only – not listed in SM) REQUIREMENTS 1. FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings (one per student) 2. Instructor Guide, Unit VIII (C) 3. Student Manual, COOP Case Study (C) (one per student) 4. Overhead projector or computer display unit IG VIII-C-1 Unit VIII (C) 5. Unit VIII (C) visuals 6. Chart paper, easel, and markers (one per team) UNIT VIII (C) OUTLINE Time Page VIII. CBR Measures 75 minutes IG VIII-C-1 1. Introduction and Unit Overview 8 minutes IG VIII-C-5 2. Chemical Agents 5.5 minutes IG VIII-C-10 3. Biological Agents 6 minutes IG VIII-C-14 4. Nuclear / Radiological Materials 4.5 minutes IG VIII-C-18 5. CBR Detection and Technology 5.5 minutes IG VIII-C-21 6. CBR Protection Strategies 15 minutes IG VIII-C-25 7. Other Issues for Consideration 8 minutes IG VIII-C-39 8. Summary, Student Activity, and Transition 2 minutes IG VIII-C-44 9. Activity: CBR Measures 20 minutes IG VIII-C-47 (15 minutes for students, 5 minutes for review) PREPARING TO TEACH THIS UNIT • Tailoring Content to the Local Area: This is a generic instruction unit that does not have any specific capability for linking to the Local Area. However, Units IX, Site and Layout Design Guidance, and X, Building Design Guidance are excellent opportunities to illustrate the concepts in this instruction unit as applied to the Local Area. • Optional Activity: There are no optional activities in this unit. • Activity: The students will answer questions in the Student Activity exercises using the Case Study to identify prevalent CBR threats (Design Basis Threat and others) and using FEMA 426 to answer selected filtration and mitigation measure questions. • Refer students to their Student Manuals for worksheets and activities. • Direct students to the appropriate page (Unit #) in the Student Manual. • Instruct the students to read the activity instructions found in the Student Manual. • Tell students how long they have to work on the requirements. IG VIII-C-2 Unit VIII (C) • While students are working, all instructors should closely observe the groups’ process and progress. If any groups are struggling, immediately assist them by clarifying the assignment and providing as much help as is necessary for the groups to complete the requirement in the allotted time. Also, monitor each group for full participation of all members. For example, ask any student who is not fully engaged a question that requires his/her viewpoint to be presented to the group. • At the end of the working period, reconvene the class. • After the students have completed the assignment, “walk through” the activity with the students during the plenary session. Call on different teams to provide the answer(s) for each question. Display the charts applicable to the respective question to illustrate the answer. • If time is short, simply provide the “school solution” and ask for questions. Do not end the activity without ensuring that students know if their answers are correct or at least on the right track. • Ask for and answer questions. Editor Note: Two methods have been used in Instructor Guides to ensure the slide designation and slide thumbnail in the left column aligns with the Content/Activity in the right column. (1) Highlight row by placing cursor in left column until arrow shifts to right, Tab , ,