SAR Fundamentals/Search techniques/Theory

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Line 15: Line 15:
:* Ch.15 "Search Tactics and Resources"
:* Ch.15 "Search Tactics and Resources"
:* Ch.16 "Search Principles & Techniques (How to Search)"
:* Ch.16 "Search Principles & Techniques (How to Search)"
 +
 +
This section is intended for the presentation "Search Principles and
 +
Techniques" for the SAR Alberta SAR Fundamentals course. This
 +
corresponds with Chapter 16 of the FOG SAR manual. Excluded are
 +
sections 6 "Personal Body Management" (covered under travel skills)
 +
and section 7 "Bivouacs" (covered under survival skills). Chapter 17
 +
of the SAR Fundamentals Manual includes search types which is excluded
 +
(covered under "Search Tactics").
== Prerequisites ==
== Prerequisites ==
Line 21: Line 29:
== Objectives ==
== Objectives ==
At the conclusion of this lesson the participants:
At the conclusion of this lesson the participants:
-
# will be able to ...
+
# will be able to describe what a clue is
 +
# will be able to describe what affects the quality of searching
 +
# know how long searchers are effective
 +
# describe typical clues to be sought
 +
# describe where and how to look for clues
 +
# know appropriate pace to use
 +
# describe considerations for night searching
 +
# describe approaches to clue handling
== Time Plan ==
== Time Plan ==
-
Total Time: ?? minutes
+
Total Time: 45 minutes
{{lesson slides start}}
{{lesson slides start}}
{{lesson slide|00:00|3 min}}
{{lesson slide|00:00|3 min}}
 +
Introduce topic title
 +
 +
Introduce Instructor
 +
 +
Present Objectives
 +
 +
{{lesson slide|00:03|}}
 +
* finding subject as quickly as possible
 +
* to have the subject reached as soon as possible
 +
* clues may lead to redirection of other field teams
 +
* Search for clues '''and''' the subject. There are more clues than subjects. [3]
 +
* The searcher is a clue seeker [1]
 +
 +
{{lesson slide||2 min}}
 +
Clues we're looking for
 +
* present location of subject [1]
 +
* past locations of subject [1]
 +
* direction of travel [1]
 +
* destination, intent of subject [1]
 +
* subject was not here
 +
* the subject: the ultimate clue
 +
 +
{{lesson slide||5 min}}
 +
Effective Clue Seeking
 +
* clue seeking is a skill [1]
 +
** must be learned, practiced [1]
 +
** value of experience [1]
 +
* quality of searching
 +
** quality of briefing [1]
 +
** training and experience of searchers [1]
 +
** motivation of searchers [1]
 +
** size, terrain, of search segment [1]
 +
** weather [1]
 +
** lighting [1]
 +
** boredom [1]
 +
** fatigue & body management [1]
 +
** mental visual vigilance [1]
 +
*** most efficient 1st hour [1]
 +
*** drops sharply after 4 hours [1]
 +
*** take a break after 4 hours [1]
 +
 +
{{lesson slide||}}
 +
Observation
 +
* observation is the skill of looking for clues [1]
 +
* if not done well, search effort is ineffective [1]
 +
* acquired skill, requires training, much practice [1]
 +
* the ability to "see" not just "look" [1]
 +
* why things are seen [1]
 +
** what attracts the eye
 +
** contrast with the background
 +
** movement [1]
 +
** shape [1]
 +
** shadow [1]
 +
** silhouette [1]
 +
** spacing [1]
 +
** position [1]
 +
** texture [1]
 +
** colour [1]
 +
** scale [1]
 +
** noise [1]
 +
** shine [1]
 +
 +
{{lesson slide||}}
 +
Plan your search
 +
* briefing [1]
 +
** shoe prints, items carried [1]
 +
* consider subjects suspected intentions [1]
 +
** e.g. fishing -> fishing activities [1]
 +
* be able to describe subject to the public [1]
 +
 +
{{lesson slide||4 min}}
 +
Where to cast your eyes
 +
* Use the search cube, up, down, l/r, and behind. [3]
 +
* squat, kneel, look around from ground level [1]
 +
Where to check
 +
* Always check the obvious. [3]
 +
* never assume [1]
 +
** check behind, around or in what you can not see through [1]
 +
 +
{{lesson slide||5 min}}
 +
Things to keep doing
 +
* use all senses: looks, listen, smell, touch [1]
 +
* make sound
 +
** use sound (whistles) [1]
 +
** Yell and make noise. Call the victims name. Remember to listen for a response. [3]
 +
* talk to non-searchers you meet [1]
 +
* imagine what subject might do in this place [1]
 +
** look for what might attract subject [1]
 +
 +
{{lesson slide||3 min}}
 +
keep mental focus
 +
* be constantly looking
 +
* be expectant to find clue/subject [1]
 +
* Maintain an aggressive attitude. [3]
 +
* avoid distractions [1]
 +
** think about searching, not distractions e.g. weather [1]
 +
** dress to be comfortable, not distracted [1]
 +
** do not chat unnecessarily [1]
 +
* maintain positive mental attitude [1]
 +
 +
{{lesson slide||8 min}}
 +
''lead as discussion''
 +
 +
Use all your senses
 +
* smell
 +
** locate sources [1]
 +
* feel
 +
** what are you treading on?
 +
* sight
 +
** things that are out of place [1]
 +
*** trampled grass, broken limbs, twigs, slide marks on hills, footprints. [1]
 +
** discarded items [1]
 +
** odd shapes [1]
 +
** things associated with subject's activity [1]
 +
*** e.g. shell cases for hunters [1]
 +
** subject's attempts to signal
 +
*** flashes, calls
 +
** signs of fire: smoke, light, smell, ashes [1]
 +
** animal reacting to subject [1]
 +
*** birds circling [1]
 +
* listening
 +
** calls, moans, whistles [1]
 +
** listen for 30 seconds after calling [1]
 +
** movement [1]
 +
** animals
 +
*** animal silence [1]
 +
*** squirrels chittering
 +
** monitor emergency channels: CB9, FRS 1 or 9 [1]
 +
 +
{{lesson slide||}}
 +
'''Type 1'''
 +
* focus: Speed
 +
* most common initial search type
 +
* high probability areas, high subject risk areas
 +
* 2 or 3 in team
 +
* trail sweep
 +
* look left, right, ahead
 +
* no purposeful wandering
 +
* no slowing down to search edges
 +
* maintain pace that will complete assignment
 +
** fast walk, perhaps jog
 +
* looking for dead obvious
 +
* sound sweep
 +
** calling, but don't stop when listening
 +
* low POD
 +
 +
{{lesson slide||}}
 +
'''Type 2'''
 +
* focus: Efficent use of resources
 +
* typical groups of 3 to 6
 +
* critical separation
 +
** e.g. 10m
 +
** North Umbrian Rain Dance (will be shown in practical portion)
 +
* purposeful wandering
 +
* walking pace
 +
* generally used after Type 1 searches are complete
 +
* POD's 30 - 80%
 +
* sound sweep
 +
** pause periodically, e.g. every 3 minutes
 +
** blast, pause to listen
 +
 +
{{lesson slide||}}
 +
'''Type 3'''
 +
* focus on thoroughness
 +
* high POD near 100%
 +
* groups of 10-20
 +
* SAR workers leading spontaneous volunteers
 +
* slow, inefficient
 +
* step by step slow walk
 +
* no calling
 +
 +
{{lesson slide||}}
 +
'''Type 4'''
 +
* focus: fine detail
 +
* typically evidence search
 +
* hands & kness or elbow to elbow
 +
* very slow movement
 +
* no calling
 +
 +
{{lesson slide||}}
 +
'''Sound Sweep Only'''
 +
* pairs spread out approx 200m
 +
* group leader directing pairs over radio
 +
* blast whistles simulanteously
 +
* count down over radio
 +
* all listen
 +
* if hear, point
 +
* move on approx 200m before next blast
 +
 +
 +
{{lesson slide||}}
 +
00:52
 +
2 min
 +
walking and searching [1]
 +
appropriate speed
 +
balance thoroughness with amount of terrain covered
 +
beginner searchers tend to go too fast (adrenaline?)
 +
intermediate searchers tend to go too slow for Type 1
 +
adjust speed for terrain, weather, searcher experience, ability, fatigue [1]
 +
if necessary, tell other searchers to hold up so you can check something out [1]
 +
00:54
 +
3 min
 +
night searching
 +
same techniques [1]
 +
more care [1]
 +
carry extra batteries [1]
 +
slower pace [1]
 +
risk: tunnel vision on route finding
 +
look up, around, back [1]
 +
slow down
 +
keep evaluating 3 zones for clues and hazards [1]
 +
knees down [1]
 +
knees to chest [1]
 +
head up [1]
 +
sound often travels further at night [1]
 +
peripheral vision is better at low light [1]
 +
20 �%G–�%@ 30 minutes to fully regain night vision [1]
 +
At night never shine your light in someone's eyes. [3]
 +
use red lights to read maps, notes [1]
 +
00:57
 +
4 min
 +
clue handling [1]
 +
should be included in briefing [1]
 +
Protect evidence. [3]
 +
evaluation of clues
 +
trap: forming opinion, seeking only clues that support opinion [1]
 +
do not immediately form opinion on value of clue [1]
 +
subject profile helps to distinguish clues generated by subject from unrelated clues [1]
 +
Overhead team responsible for assessing clue
 +
call in
 +
record
 +
time tagged [1]
 +
exact location
 +
Record absolutely everything. [3]
 +
bag
 +
bring in
 +
01:01
 +
5 min
 +
Review Objectives
 +
Questions
 +
01:06
 +
 +
 +
 +
Introduce topic title
Introduce topic title

Revision as of 12:00, 18 February 2013

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Contents

Subject

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Authors

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Scope

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SAR Fundamentals Manual:
  • Ch.17 "Search"
  • Ch.19 "Clue Consciousness"
Basic SAR Skills Manual:
  • Ch.15 "Search Tactics and Resources"
  • Ch.16 "Search Principles & Techniques (How to Search)"

This section is intended for the presentation "Search Principles and Techniques" for the SAR Alberta SAR Fundamentals course. This corresponds with Chapter 16 of the FOG SAR manual. Excluded are sections 6 "Personal Body Management" (covered under travel skills) and section 7 "Bivouacs" (covered under survival skills). Chapter 17 of the SAR Fundamentals Manual includes search types which is excluded (covered under "Search Tactics").

Prerequisites

What should students already know/have accomplished before the lesson is presented.


Objectives

At the conclusion of this lesson the participants:

  1. will be able to describe what a clue is
  2. will be able to describe what affects the quality of searching
  3. know how long searchers are effective
  4. describe typical clues to be sought
  5. describe where and how to look for clues
  6. know appropriate pace to use
  7. describe considerations for night searching
  8. describe approaches to clue handling

Time Plan

Total Time: 45 minutes


Time Material


00:00

3 min

Introduce topic title

Introduce Instructor

Present Objectives


00:03


  • finding subject as quickly as possible
  • to have the subject reached as soon as possible
  • clues may lead to redirection of other field teams
  • Search for clues and the subject. There are more clues than subjects. [3]
  • The searcher is a clue seeker [1]



2 min

Clues we're looking for

  • present location of subject [1]
  • past locations of subject [1]
  • direction of travel [1]
  • destination, intent of subject [1]
  • subject was not here
  • the subject: the ultimate clue



5 min

Effective Clue Seeking

  • clue seeking is a skill [1]
    • must be learned, practiced [1]
    • value of experience [1]
  • quality of searching
    • quality of briefing [1]
    • training and experience of searchers [1]
    • motivation of searchers [1]
    • size, terrain, of search segment [1]
    • weather [1]
    • lighting [1]
    • boredom [1]
    • fatigue & body management [1]
    • mental visual vigilance [1]
      • most efficient 1st hour [1]
      • drops sharply after 4 hours [1]
      • take a break after 4 hours [1]



Observation

  • observation is the skill of looking for clues [1]
  • if not done well, search effort is ineffective [1]
  • acquired skill, requires training, much practice [1]
  • the ability to "see" not just "look" [1]
  • why things are seen [1]
    • what attracts the eye
    • contrast with the background
    • movement [1]
    • shape [1]
    • shadow [1]
    • silhouette [1]
    • spacing [1]
    • position [1]
    • texture [1]
    • colour [1]
    • scale [1]
    • noise [1]
    • shine [1]



Plan your search

  • briefing [1]
    • shoe prints, items carried [1]
  • consider subjects suspected intentions [1]
    • e.g. fishing -> fishing activities [1]
  • be able to describe subject to the public [1]



4 min

Where to cast your eyes

  • Use the search cube, up, down, l/r, and behind. [3]
  • squat, kneel, look around from ground level [1]

Where to check

  • Always check the obvious. [3]
  • never assume [1]
    • check behind, around or in what you can not see through [1]



5 min

Things to keep doing

  • use all senses: looks, listen, smell, touch [1]
  • make sound
    • use sound (whistles) [1]
    • Yell and make noise. Call the victims name. Remember to listen for a response. [3]
  • talk to non-searchers you meet [1]
  • imagine what subject might do in this place [1]
    • look for what might attract subject [1]



3 min

keep mental focus

  • be constantly looking
  • be expectant to find clue/subject [1]
  • Maintain an aggressive attitude. [3]
  • avoid distractions [1]
    • think about searching, not distractions e.g. weather [1]
    • dress to be comfortable, not distracted [1]
    • do not chat unnecessarily [1]
  • maintain positive mental attitude [1]



8 min

lead as discussion

Use all your senses

  • smell
    • locate sources [1]
  • feel
    • what are you treading on?
  • sight
    • things that are out of place [1]
      • trampled grass, broken limbs, twigs, slide marks on hills, footprints. [1]
    • discarded items [1]
    • odd shapes [1]
    • things associated with subject's activity [1]
      • e.g. shell cases for hunters [1]
    • subject's attempts to signal
      • flashes, calls
    • signs of fire: smoke, light, smell, ashes [1]
    • animal reacting to subject [1]
      • birds circling [1]
  • listening
    • calls, moans, whistles [1]
    • listen for 30 seconds after calling [1]
    • movement [1]
    • animals
      • animal silence [1]
      • squirrels chittering
    • monitor emergency channels: CB9, FRS 1 or 9 [1]



Type 1

  • focus: Speed
  • most common initial search type
  • high probability areas, high subject risk areas
  • 2 or 3 in team
  • trail sweep
  • look left, right, ahead
  • no purposeful wandering
  • no slowing down to search edges
  • maintain pace that will complete assignment
    • fast walk, perhaps jog
  • looking for dead obvious
  • sound sweep
    • calling, but don't stop when listening
  • low POD



Type 2

  • focus: Efficent use of resources
  • typical groups of 3 to 6
  • critical separation
    • e.g. 10m
    • North Umbrian Rain Dance (will be shown in practical portion)
  • purposeful wandering
  • walking pace
  • generally used after Type 1 searches are complete
  • POD's 30 - 80%
  • sound sweep
    • pause periodically, e.g. every 3 minutes
    • blast, pause to listen



Type 3

  • focus on thoroughness
  • high POD near 100%
  • groups of 10-20
  • SAR workers leading spontaneous volunteers
  • slow, inefficient
  • step by step slow walk
  • no calling



Type 4

  • focus: fine detail
  • typically evidence search
  • hands & kness or elbow to elbow
  • very slow movement
  • no calling



Sound Sweep Only

  • pairs spread out approx 200m
  • group leader directing pairs over radio
  • blast whistles simulanteously
  • count down over radio
  • all listen
  • if hear, point
  • move on approx 200m before next blast



00:52 2 min walking and searching [1] appropriate speed balance thoroughness with amount of terrain covered beginner searchers tend to go too fast (adrenaline?) intermediate searchers tend to go too slow for Type 1 adjust speed for terrain, weather, searcher experience, ability, fatigue [1] if necessary, tell other searchers to hold up so you can check something out [1] 00:54 3 min night searching same techniques [1] more care [1] carry extra batteries [1] slower pace [1] risk: tunnel vision on route finding look up, around, back [1] slow down keep evaluating 3 zones for clues and hazards [1] knees down [1] knees to chest [1] head up [1] sound often travels further at night [1] peripheral vision is better at low light [1] 20 �%G–�%@ 30 minutes to fully regain night vision [1] At night never shine your light in someone's eyes. [3] use red lights to read maps, notes [1] 00:57 4 min clue handling [1] should be included in briefing [1] Protect evidence. [3] evaluation of clues trap: forming opinion, seeking only clues that support opinion [1] do not immediately form opinion on value of clue [1] subject profile helps to distinguish clues generated by subject from unrelated clues [1] Overhead team responsible for assessing clue call in record time tagged [1] exact location Record absolutely everything. [3] bag bring in 01:01 5 min Review Objectives Questions 01:06



Introduce topic title

Introduce Instructor

Present Objectives

00:03


instructional points in normal font

aids, exercises, activities in italic


Aids

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Question bank

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Copyright © YEAR, Author. This work is licensed under a Creative Commons Attribution-NonCommercial 2.5 Canada License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/2.5/ca/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.

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[1]

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