IRTB Module 05 PG 01.2017

Incident Response to Terrorist Bombings
Training Support Package Participant Guide
MODULE 5 – RECOGNITION OF IMPROVISED EXPLOSIVE

DEVICES AND THEIR COMPONENTS
Administration Page
Duration
2 Hours
Scope Statement
During this module, participants are introduced to improvised explosive devices and
their components. The focus is on enabling the participants to identify these military and
commercially available items during the conduct of their routine duty activities (such as
fire inspections, emergency medical calls, and routine law enforcement patrols) upon
returning to their communities. The participants are acquainted with the characteristics
of these items in terms of their appearance, labeling, texture, and smell.
Terminal Learning Objectives (TLO)
At the conclusion of this module, participants will be able to recognize improvised
explosive devices and their components.
Enabling Learning Objectives (ELO)
5-1 Identify the six components of an improvised explosive device (IED) using the
acronym SIMPCE.
5-2 Identify components, materials, and packaging that can be used to make an
improvised explosive device (IED).
5-3 Recognize dry ice bombs and hypergolic device acid bombs.
Resources
• IRTB Course Handouts, including course evaluation forms, pre-test forms,
registration forms, self-evaluation forms, and travel reimbursement forms (one
per participant).
• Pencil or pen, protective glasses, badge, and nameplate (one per participant).
• Flash drive containing Participant Guide, Video Library, Case Study Library, and
Additional Resources (one per participant).
• Digital projectors, flip-chart, and whiteboard.
• Slides and video clips.
Instructor to Participant Ratio
Conference (Classroom–2:50; Range–3:50).
January 2017 Version 01.2017 Page 5-1

Emergency Operations Sensitive
Reference List
See Appendices.
Performance Exercise Statement

The PE associated with Module 5 requires that participants utilize the information
covered during the presentation in Module 4 and Module 5 to recognize various types
of explosives, explosive precursors, and IED components. In addition to basic
recognition, participants will also have the ability to describe safety concerns and
potential response actions to the items that are displayed in a photographic format.
Assessment Strategy
• Observation of the level and quality of classroom participation.
• Participation and quality of performance on the performance exercise.
• Administration of the post-test to assess mastery of module objectives (TLO and
ELOs).

ICON MAP
Question: Used when there is an opportunity to ask a question or start a class
discussion.
Key Points/Learning Objectives: Used to highlight each time lesson content is

directly relevant to an Enabling Learning Objective.
First Responder Safety: Used to highlight information that relates directly to the
personal safety of first responders.

MODULE INTRODUCTION
Slide 5-1 IRTB Module 5: Recognition of Explosive Devices

and Device Components
During this module, participants are introduced to explosive devices

and their components. The focus is on enabling the participants to
identify these items during the conduct of their routine duty
activities (such as fire inspections, emergency medical calls, routine
law enforcement patrols) upon return to their communities. The
participants are acquainted with the characteristics of these items in
terms of their appearance, characteristics, and context.

Slide 5-2 Terminal Learning Objective
This slide contains the Terminal Learning Objective for Module 5.
At the conclusion of this module, course participants will be able to

recognize improvised explosive device components and devices.
This module of instruction is extremely important to first

responder safety. More often than not, a first responder's
indication that they may have walked into a location
containing energetic materials will be based on visual
observations and recognition of something that could
jeopardize their safety. There is a Performance Exercise at the
end of the module that will allow the participants to utilize
information gained in Modules 3, 4, and 5 to recognize hazards.

Slide 5-3 Enabling Learning Objectives
This slide contains the Enabling Learning Objectives and should be

summarized by the instructor.
5-1 Identify the six components of an improvised explosive

device (IED) using the acronym SIMPCE.
5-2 Identify components, materials, and packaging that can be

used to make an improvised explosive device (IED).
5-3 Recognize dry ice bombs and hypergolic device acid bombs.
The ability to recognize explosive and incendiary devices and

materials is a critical skill. It can be applied during normal, routine
operations and during actual incident response operations. Law
enforcement officers, firefighters, and emergency medical and other
response personnel often come in contact with suspicious materials
in suspicious situations. The identification of suspected energetic
materials in such situations should be reported to the appropriate
agency for further analysis, review, and investigation.

Slide 5-4 Course Map
Module 5 is part of the first block of modules, which focus on

helping participants begin to recognize energetic materials,
devices, and device components. This background knowledge will
help the participants engage more effectively in discussions in later
modules, which deal with response to terrorist bombing incidents.

OVERVIEW OF IMPROVISED EXPLOSIVE DEVICE

COMPONENTS
Slide 5-5 Improvised Explosive Devices (IEDs)
This slide lists some reasons that IEDs are attractive weapons for
use by terrorists.
ELO 5-1
Identify the six components of an improvised explosive device
(IED) using the acronym SIMPCE.
Improvised explosive devices (IEDs) are an attractive option for

terrorists for many reasons. Instructions for building IEDs are
readily available on the Internet and in books for both simple and
complex explosive devices. IEDs can be built with a variety of
materials that can be sourced on the open market without too much
difficulty. IEDs are also very adaptable, as they have no limits on
the size, configuration, packaging, or delivery. These deadly
weapons are designed to kill, injury, destroy, disfigure, distract, or
harass.
IEDs can be categorized by the container (as in car bombs), by the

method of initiation (as electric or non-electric), and as visible or

concealed.

Slide 5-6 Basic IED Components
This slide depicts the acronym “SIMPCE,”’ which is an easy way to

remember the basic components of an IED.
IEDs have six basic components, which can be recalled using the
acronym SIMPCE: S for switch, I for initiator, M for main charge, P
for power supply, C for container, and E for enhancements. Being
aware of these six components will assist first responders in
identifying suspicious activity that may involve one or more of the
components.
Switch
A switch can be mechanical or electrical, and causes a mechanical
action or completes an electric circuit to initiate the IED. Switches
generally perform the function of safely arming the device or
detonating it.
Initiator
Most explosives are sensitive to shock, therefore it is necessary to
have a component that can provide the additional energy required
to start a chain reaction with explosives, causing it to burn or
detonate. The most common types of initiators are squibs and
blasting caps. Effective improvised initiators are Christmas tree
lights. Christmas tree lights were possibly used by the Boston

Marathon bombers according to the Terrorist Explosive Device

Analytical Center (TEDAC) analysis on the bombing.1 Flash bulbs
have also been used in the past, but are susceptible to static
electricity.
Main Charge
An IED must contain explosives. Recall from previous
presentations, that there are two types of explosives: high
explosives, or explosives that chemically decompose (detonate) at
a speed greater than 3300 fps, and low explosives, or explosives
that burn (deflagrate) at a speed lower than 3300 fps. The
explosive is the component of the IED that causes most of the
damage. When initiated, the explosive undergoes a rapid
decomposition, releasing great quantities of gas and thermal
energy. All other components in the IED package serve to activate
the explosive or act as fragmentation or shrapnel.
Power Supply
Most IEDs contain an electric initiator and, as such, require an
electric power source. Batteries that can supply the needed power
come in many shapes and sizes. Most commercially available
batteries can reliably furnish power to an initiator. As an alternative,
mechanical action, such as a spring under pressure, can store
sufficient energy to cause the function of a non-electric initiator.
Container
Most IEDs / suicide bomber improvised explosive devices (SBIEDs)
will be constructed to fit into some type of container that may be
used to conceal, carry, and transport the device. A container can be
anything imaginable that will support the design and weight of the
device.
Enhancements
Enhancements are any added materials that are meant to increase
the lethality or damage caused by the detonation of the main
charge. Common additions include shrapnel and fuels.
______________________________
Lee, T. (2013, April 26). Report: Suspected bombers followed al Qaeda bomb designs. Breitbart. Retrieved
from http://www.breitbart.com/national-security/2013/04/26/report-suspected-bombers-followed-al-qaeda-
bomb-designs/

Slide 5-7 Example of SIMPCE
In this picture of a briefcase IED, we see all six SIMPCE

components of an IED: Switches, initiator, main charge, power
supply, container, and enhancements.

IED COMPONENTS: SWITCHES
Slide 5-8 SIMPCE: Switches
ELO 5-2
Identify components, materials, and packaging that can be
used to make an improvised explosive device (IED).
Activation of an IED can occur based on time, action or movement,

a change in environment, or by command of the terrorist. Timed
activation can occur using a clock or time fuse, often combined in a
“timed power unit” (TPU). Movement is often used to activate an
IED. Movement activation can take a number of forms.
In theory, any switch that can turn something on or off can be used
to activate a device. Only the resources, skills, and imagination of
the bomber limit the methods used and the complexity of the
device. As sophistication increases in switch design, expect
sophistication in bomb-fusing design to increase as well. Electronic
circuits are now replacing mechanical devices typically found in
IEDs in the past.

The design of modern computers has driven the rapid development

of integrated circuits. These miniature circuits contain complex
electronic networks that have extremely low power requirements
and operate over long periods of time. They enable switches to be
constructed that are smaller than the batteries powering them. This
technology is in use today in the construction of IED fusing.
There are many different methods used to activate an IED.

Command wire activation, radio control, pull or tension-release
strikers, environmental and physical actions such as temperature,
light, sound, and proximity can all activate an IED.
Activation may require action by the bomber—involving a trip wire,

pressure device, light-sensitive device, or an electrical device to
signal the activation of a bomb. Time-delay activation may utilize a
mechanical or electronic clock, a burning time fuse, or a chemical
delay.

Slide 5-9 Switch Systems
Almost all IEDs have some form of a switch system to initiate the
explosion. Common switch systems include:
Mechanical/Electric. The firing system incorporates mechanical

action with electrical output or contact closure involving an electrical
circuit.
Mechanical/Non-electric. The firing system used in this type of IED

incorporates a non-electric initiator and time fuse, percussion
primers, spring-loaded strikers, chemical and metal-fatigue time
pencils, chemical- and friction-fired devices, military booby trap, or
firing devices.
Electrical. An electrically activated IED contains an electrical circuit

in an arrangement of components that allows electrical current to
flow to an electrical initiator leading to detonation of the main
explosive charge.
Combination. Combination switch systems involve a combination of

two or more of the above listed switch systems. An example would
incorporate a mechanical/non-electric arming system such as a
wind-up clock. Once the device has been armed, an electrical timer

or a mechanical electrical switch, such as a mercury switch, would

fire the device.

Slide 5-10 Pressure, Pressure-release, and Pull-release

Switches
This slide shows one photo and two graphics of pressure and
pressure-release switches: (1) mousetrap switch, (2) buried, heavy-
weight pressure switch, (3) smaller spring-loaded pressure
switch, and (4) a pull-release switch.
Pressure or pressure-release switches are spring-loaded push or

contact switches that can be improvised or commercially
purchased. They function by applying pressure (weight) or
removing pressure causing a spring-loaded striker to strike a primer
or close two electrical contacts that activate the circuit or initiate a
chemical compound. Switches are sold in open and closed
versions.
Initiation of a pull or pull-release switch is accomplished when a trip

wire is broken, cut, or bumped. Pull devices may involve pulling a
wire to initiate a friction compound, pulling an insulator from a set of
electrical contacts, or pulling a pin to release a cocked striker into a
primer.

Slide 5-11 Electronic Switches
This slide shows a wide variety of commercially available electronic

switches.
There are many electronic switches available for purchase, which

could be reconfigured as an initiator in an IED. Commercial alarm
systems employ microwave, passive infrared, active infrared,
sound, and ultrasonic sensors that operate as electronic switches
and can be used to trigger a bomb. Some alarm systems use
pressure mats. These mats generally measure twenty-four or thirty-
six inches in width and vary in length. The mat is placed under a
carpet or a thin layer of earth. A circuit closes when pressure is
applied.
Slide shows a variety of commercially available electronic switches,

including:
 Switch 1 is a photoelectric cell and can function by either

adding or removing light. These are common in package
bombs.
 Switch 2 is a motion sensor commonly used to control the

turning on and off of lights in buildings.

 Switch 3 shows an electronic timing chip; the other photos

show transistors or electronic switches.
 Switch 4 is a standard electronic timer.
 Switch 5 is an electronic thermostat.
 Switch 6 is a barometric pressure switch that could be an

effective device, needing only a change in altitude or
weather conditions to initiate. The Unabomber made a crude
barometric pressure switch out of a balloon and a container
that was sealed on one end.
 Switch 7 is a switch that uses an infrared light beam and

would activate when interrupted or broken. The light beam is
invisible unless viewed with night vision equipment. This is
commonly used with garage door closure sensors.
 Switch 8 shows a magnetic reed switch, which is commonly

used for burglar alarm systems and attached to doors or
windows. An interesting thing to note is that the two halves
of a reed switch do not need to come in physical contact to
engage or disengage. Often there can be daylight or as
much as three-quarters of an inch between the two.
Magnetic (reed) switches are designed for use on doors or
windows and require no direct contact to function. The two-
part switch contains a magnet in one part and a reed switch
in the other. When the magnet is in close proximity to the
reed switch, it will either open or close the reed switch. Reed
switches are sold in open and closed versions.

Slide 5-12 Musical Greeting Card
This slide shows a photo of an electronic greeting card circuit.
Manufacturers of musical greeting cards have marketed an

electronic musical device that plays songs. These devices contain a
power source, speaker, and activating mechanism and are
designed to operate when opened. Add some explosives, replace
the speaker with a blasting cap, and the bomb maker has an IED.
In the electronic greeting card circuit above, the round object on the
lower right of the graphic is the speaker. This would be removed
and a blasting cap wired in, in order to use it as an initiator in an
IED.

IED COMPONENTS: INITIATION
Slide 5-13 SIMPCE: Initiators
This slide contains various images of initiators, both commercial

and improvised.
Most explosives are insensitive to shock, therefore they need an

initiator to provide the additional energy required to cause the
explosive to burn or detonate. The most common types of initiators
are squibs and blasting caps. An effective improvised initiator is a
flash bulb with the filament exposed. It is important to note that
flash bulbs are highly susceptible to static electricity. Initiators
can be acquired commercially or improvised to initiate commercial,
military, and improvised explosives.

Slide 5-14 Initiators
This slide displays two graphics to compare initiation of low and

high explosives.
Low explosives can be initiated with flame or heat, while high

explosives are initiated by shock produced by blasting caps.
Blasting caps can be either electrical or non-electrical. The images
on this slide depicts a crude low explosive firing train to a barrel of
black powder, a cross-section of an electric blasting cap used to
initiate high explosives, and a non-electric blasting cap.
Black powder was used as the first blast material before high
explosives were invented. The use of a low explosive material as a
blasting agent requires that containment and pressure be
maintained around the powder during initiation. One common
commercial product is cannon or hobby fuse. Its center core is
made from black powder.

Slide 5-15 Mechanical Initiation
This slide depicts an IED with an improvised initiator and a box of

shot shell primers that could be used as an initiator.
The picture above depicts an IED with an improvised initiator using

a mousetrap. Located in the cap of the black powder can is a .209
shotgun shell primer. The IED would most likely be initiated with
some form of trip wire.
Terrorists will often use percussion primers to initiate improvised

explosives (for example, shotgun shell primers). This explosive can
be initiated with the assistance of a mousetrap and a shotgun shell
to ignite black powder.

Slide 5-16 Electric Initiation
This slide depicts an IED with an improvised initiator using an

electrically initiated flash bulb.
An IED can function as a booby trap with a trip wire, mechanical

timer, material fatigue, or anti-tamper. A variation of this device may
include an electrically initiated flash bulb, as is shown in this slide.
Once an electrical current is sent to the flash bulb, the element
heats up, causing the flash bulb to initiate the black powder within
its container.

Slide 5-17 Improvised initiators: Blasting Caps
This slide shows a picture of an improvised blasting cap. The

construction of the device would include some form of primary
explosive.
Terrorists typically will use a bridge-wire system inserted in a tube

with a homemade primary explosive such as HMTD or TATP, both
of which are extremely sensitive. The leg wires of the blasting cap
would have a low resistance bridge wire connecting the wires inside
the primary explosive. The bridge wire could be constructed out of
magnesium or some other type of metal. When energized, the
bridge wire would glow red-hot and initiate the explosive. Note that
a plastic container is used because HMTD is sensitive to metal and
could detonate in a metal housing.
An alternate container often used as a blasting cap cup is a small

caliber weapon cartridge, such as a .22 or .223. Improvised blasting
caps can also be made out of items such as ink pens and soda
straws. Information on how to make improvised blasting caps can
be found online and in various publications. Recipes for explosives
such as mercury fulminate and lead azide are available online.

IED COMPONENTS: MAIN CHARGE
Slide 5-18 SIMPCE: Main Charge
This slide shows a picture of an explosion.
Explosives are the third component in the SIMPCE structure of

improvised explosive devices. Any energetic material may be used
as the explosives, whether it is commercial or homemade. It is
referred to in the SIMPCE as the Main Charge of the IED. We
covered the use of Military, Commercial, and Homemade
Explosives in Module 4. Both low and high explosives can be
utilized as the main charge.
An IED must contain explosives. Recall from previous

presentations, that there are two types of explosives: high
explosives, or explosives that chemically decompose (detonate) at
a speed greater than 3,300 fps, and low explosives, or explosives
that burn (deflagrate) at a speed lower than 3,300 fps. The
explosive is the component of the IED that causes most of the
damage. When initiated, the explosive undergoes a rapid
decomposition, releasing great quantities of gas and thermal
energy. All other components in the IED package serve to activate
the explosive or act as fragmentation or shrapnel.

IED COMPONENTS: POWER SUPPLY
Slide 5-19 SIMPCE: Power Supplies
This slide contains pictures of regular alkaline batteries, a lithium

battery disc, and capacitors in different sizes.
Power is work performed by an electrical current. Basically, there

are two types of electrical current: Direct Current (DC) and
Alternating Current (AC).
Direct current is current that flows in only one direction from

negative to positive. DC is obtained from batteries, generators and
capacitors.
Alternation current is current that is manufactured in power plants

producing current having a positive and negative phase. AC is what
is used to power houses and industry.
When referring to “P” power in the circuit (basic components) of an

IED, we will nearly always be referring to DC current in the form of
a battery or capacitor.

As an alternative, mechanical action, such as a spring under

pressure, can store sufficient energy to cause the function of a non-
electric initiator or percussion cap.

IED COMPONENTS: CONTAINER
Slide 5-20 SIMPCE: Container
This slide lists examples of potential IED packaging and

concealment. The images show: (1) galvanized pipe, (2) guitar
case, (3) laptop computer, (4) cellular phone, (5) backpack, and (6)
fanny pack.
In many cases an IED must be contained or concealed in

packaging to remain effective and facilitate delivery to its intended
target. Packaging can consist of metals, plastics, paper, glass,
wood, or any combination of these materials. The packaging can
enhance the destructive effect and/or disguise its true contents.
Some examples are:
• Pipes and tubes (steel and plastic)

• Suitcases, handbags, purses
• Postal mail
• Toys
• Cellular phones
• Pagers
• Computers
• Lights

• Furniture
• Cigarette boxes
• Rubber hoses
• CO2 gas cartridges
• Fire extinguishers
• Flashlights
• Bottles and jars
• Automobiles, trucks, tankers, buses
• Electric and electronic appliances
• Fruit baskets, gifts, wrapped packages
• Plaster figures
• Shell casings and cartridges
• Butane, gasoline, propane tanks

Slide 5-21 Pipe Bomb
This slide shows a photo of a pipe bomb with added shrapnel as

enhancement.
The pipe bomb is a common explosive device, and it typically

utilizes a three-step firing train. The bomb maker inserts a length of
fuse containing black powder into a pipe, and then uses a match to
ignite the end of the fuse on the outside of the pipe. The fuse
transmits the flame into the explosive in the pipe. When the
explosive is initiated, confined gases produced by the ignition tear
the pipe apart, resulting in blast and fragmentation.

Slide 5-22 Cutaway IED - Components
This slide displays three different cutaway views of a pipe bomb.
Pipe bombs can be initiated in many different ways. The slide

above contains an example of a simple-looking pipe bomb
containing a sophisticated initiation system that uses an obvious
switch, a pull-cord switch, and a hidden mercury switch. The
concealed mercury switch is intended to trigger the device if it’s
moved.
As first responders, you should never approach a pipe bomb

of any type or size. This should be left for the bomb squad to
perform.

Slide 5-23 Discussion: Trash Can Pipe Bombs
This slide contains images of police response to a pipe bomb in a

trashcan.
The slide above contains three pictures of an event that occurred in

a park in Billings, MT in 2011. A park worker found a damaged
trashcan (upper right picture) containing the remains of an
exploded pipe bomb (lower right picture). The bomb seems to have
detonated in the middle of the night, harming no one and damaging
only a trash can, but the incident prompted a search of all city
parks1.
In the past few years, bomb squads across the country have
responded to similar calls of pipe bombs placed in trashcans.
These bombs are planted for a variety of reasons, but it seems
likely that one common motive is a desire to harm first responders.
Having first responders search trashcans by hand is not a safe

way to respond to a pipe bomb incident. Even though in this
case it was known that the initial pipe bomb had already
1
Page, C. (2011, Oct 20). Pipe Bomb: Pipe Bomb Damages Trash Container at Pioneer Park. Billings Gazette.
Retrieved from: http://billingsgazette.com/news/local/pipe-bomb-damages-trash-container-at-pioneer-
park/article_6ab75f08-fb3e-11e0-8b62-001cc4c03286.html

exploded, first responders should always assume there may

be additional devices, and make every effort to deploy
appropriate and safe search methods such as a robot,
explosives detection canine, and/or a bomb technician in
proper Personal Protective Equipment (PPE).

Slide 5-24 Delivery
This slide displays five images of potential delivery systems.
The photos in this slide show five potential delivery systems,

clockwise from upper right: a backpack bomb worn by the suicide
bombing suspect in the 2012 Burgas bus bombing in Bulgaria,
images of letter bombs, a projectile bomb being thrown by a
protester, and rocket bomb, and a vehicle bomb.
IEDs are delivered to targets using a variety of methods. Vehicles

are often used for delivery. IEDs may also be placed by hand,
thrown or projected to the target by a mortar or rocket device. A
terrorist or an unsuspecting individual like the postman can deliver
an IED to the target.
Sometimes, an IED cannot be taken to the target; in such cases,

the target must be brought to the IED. Examples of this include
explosive devices designed to detonate when a vehicle passes the
device’s location.

Slide 5-25 IED – Delivery by Car
This slide shows photos of a full size sedan and a sports car.
Little effort is needed to compute the cargo volume of a car trunk or

the bed of a pickup truck. The trunk of a large American car will
hold approximately 1,500 lbs. of ammonium nitrate and fuel oil
(ANFO). The bomb used at the 1993 World Trade Center bombing
contained approximately 1200 lbs. of explosives. Even a small car,
such as a Corvette, can hold 450 lbs. in its trunk.
Note: The slide depicts weights and volumes that can be

transported in a standard vehicle, but consider the weights
that could be transported in customized vehicles. Smugglers
commonly invest in modifying standard vehicles to transport
heavier loads of narcotics. Some smuggling operations and
terrorists are known to work together.
First responders should use available resources to learn about

the techniques currently being used by smugglers to modify
vehicles, because terrorists can adjust to match current first
responder tactics, techniques, and procedures (TTPs).
First responders should take into consideration vehicles that may

be used to transport a device but are not an actual part of the

device. First responders should watch for potential precursors,

components, or completed devices at traffic stops or traffic crashes.

Slide 5-26 IED – Delivery by Small Truck
This slide contains a photo of a small truck.
The everyday-vehicle designed to haul cargo is the pickup truck.

Even a relatively small-bed mini-truck has tremendous capacity. If
the bed is filled flush to the top with ANFO, it will hold
approximately three thousand pounds. Though such a load would
require suspension modifications, a small truck can carry a
substantial amount of explosives.

Slide 5-27 IED – Delivery by Large Truck
This slide shows that a full size truck can carry 4,800 lbs. of
Ammonium Nitrate and Fuel Oil (ANFO), the same amount that
Timothy McVeigh used in Oklahoma City.
The device used at the Alfred P. Murrah Federal Building contained

approximately 4,800 pounds of ANFO in a rented Ford F-700
moving truck. However, a vehicle the size of the rental truck used in
Oklahoma City is not required to transport that amount of energetic
material. In fact, a large-bed pickup truck similar to the one shown
in this slide can haul 4,800 pounds of ANFO in its bed. Vehicles of
this size can be used in bomb attacks to produce catastrophic
consequences.

IED COMPONENTS: ENHANCEMENTS
Slide 5-28 SIMPCE: Enhancements
This slide contains images of various materials used in the

enhancement (lethality) of IEDs and suicide bomber improvised
explosive devices (SBIEDs). The images are as follows (left to
right, top to bottom): Cut away of military claymore, improvised
person-borne claymore type device (Chechen Black Widows),
various shrapnel, glass and ceramic marbles, ball bearings, and
hex nuts.
Enhancements are any added materials that are meant to increase

the lethality or damage caused by the detonation of the main
charge. Common additions include shrapnel and fuels. Shrapnel is
added to SBIEDs to be anti-personnel; It is intended to kill and
meme as many individuals as possible. In some cased additional
fuels are included to intensify and increase the thermal effects of
the explosion.

OTHER IED TYPES
Slide 5-29 Dry Ice Bombs and Acid Bombs
This slide contains information about dry ice bombs and acid
bombs.
ELO 5-3
Recognize dry ice bombs and hypergolic device acid bombs.
A growing issue for first responders is the over-pressurization of

soda bottles causing them to explode. The forms that are normally
encountered are dry ice bombs and acid bombs. The slide above
contains pictures of people creating dry ice and acid bombs, and a
picture of a man with a soda bottle lid embedded in his face after a
dry ice bomb explosion.
Placing dry ice in a plastic soda bottle that contains water produces
the dry ice bomb. The reaction produces carbon dioxide that, once
the bottle is sealed, begins to pressurize the bottle. As the pressure
builds in the bottle it may explode. Plastic soda bottles will generally
fail at 100 to 110 psi. A potential situation that a first responder
might encounter is when a dry ice bomb has not exploded due to

lack of sufficient pressure. Caution should be exercised because

the bottle might reach the threshold for rupture at any time.
The acid bomb works on the same principal as the dry ice bomb,
but instead uses the chemical reaction of acid and aluminum to
produce gas to pressurize the container. If hydrochloric acid is
used, the byproduct is hydrogen gas. Caution should be exercised
because of the caustic properties of the acid and the potential fire
hazard of the hydrogen gas.
When responding to a call for service that is known to involve

a dry ice bomb or acid bomb, first responders should treat the
event as a hazardous materials incident, and wear the proper
Personal Protective Equipment (PPE). Avoid making
assumptions about the composition of the bomb and take
appropriate precautions. Only bomb squads should handle
these devices.

Slide 5-30 Video: Dry Ice Bomb
This slide contains a video showing a young man losing a finger in

a dry ice bomb explosion.

Slide 5-31 Hypergolic Device Acid Bomb
This slide shows a hypergolic device acid bomb.
Another less common means of initiating explosives is the mixing of

hypergolic chemicals. The slide above shows a plastic cup
containing a reactive agent, typically a fuel, above a glass jar with
an oxidizer. The device is activated when the acid penetrates the
cup and mixes with the oxidizer in the jar. The key to a hypergolic
device is keeping the two agents separate until the device can be
placed safely at the target.
Hypergolic devices are similar to a Molotov cocktail, but no fire is

needed for them to function. Although almost any combination of a
fuel and an oxidizer can be used to produce a mixture with potential
explosive properties, two materials, pool chlorine and brake fluid,
are often used to construct a hypergolic device. When these two
substances come together, they instantly burst into a white, hot
flame, thereby igniting any adjacent flammable materials.
Other devices of this nature have utilized mechanical or electrical

timers to allow mixing at the desired time of detonation. These
device types are extremely unpredictable and hazardous.

Slide 5-32 Example: The “Underpants Bomber,” 2009
This slide shows pictures of Umar Farouk Abdulmutallab and the

hypergolic device he attempted to detonate, along with a graphic
outlining the plot to bring down an airplane.
On December 25, 2009, Umar Farouk Abdulmutallab (a 23-year-old

Nigerian national) attempted to explode a six-inch packet of PETN
combined with TATP. The explosive packet was sewn into his
underwear and he tried to detonate it by injecting it with a syringe of
liquid acid while he was a passenger onboard Northwest Airlines
Flight 253. The two substances combined caused a hypergolic
reaction, but it was fortunate that it did not cause the explosive
reaction that Abdulmutallab had intended. The reaction only caused
a fire, which injured Abdulmutallab and two other passengers.
Addulmutallab was apprehended by a fellow passenger and
arrested by the FBI. Abdulmutallab said he was associated with al-
Qaeda.
Later testing found that the Boeing 747 airplane could probably
have survived the explosion even if Abdulmutallab’s device had
worked as intended. A video of the test can be seen at
http://news.bbc.co.uk/2/hi/8548021.stm.

SUMMARY
Slide 5-33 Summary
This slide provides an opportunity for instructors to summarize the

key points in the module and for participants to ask questions.
Module 5 was designed to help first responders learn to recognize

explosive devices and their components. This knowledge will
empower you to protect yourself, your colleagues, and others when
you are confronted with terrorist bombing incidents or precursors.
Important Note: Remember, only specially trained EOD

personnel should handle bombs and other energetic materials
or bomb technicians.

PERFORMANCE EXERCISE
Slide 5-34 PERFORMANCE EXERCISE
The following performance exercise (PE) consists of a series of

slides that do not contain any description. The purpose of the PE is
to allow participants to apply the information they have learned
during Modules 3, 4, and 5. This PE is designed to test the
participants’ ability to recognize energetic material, actual IEDs and
the components used to fabricate IEDs.

Slide 5-35
This slide shows some of the ways that pipe bombs might appear in
the real world. They do not always have end caps and often look
like something totally different than a conventional pipe bomb. The
constant is that they are equally as deadly. The bombs on the
bottom are commonly known as “crickets” and are constructed from
used CO2 cartridges.

Slide 5-36
This slide shows a large roll of detonating cord. This is about the
same size and color as an electrical extension cord, the only thing
that it does not have is the plug.

Slide 5-37
This slide shows an end of an electric blasting cap box.

Slide 5-38
This slide shows some rather large sticks or tubes of dynamite.

Although they are larger and domed, they still have the
recognizable shotgun crimp on the end.

Slide 5-39
This slide shows tubes or chubs of slurry explosive. Looking closely

reveals the honeycomb structure of the slurry prill.

Slide 5-40
This slide shows what a first responder might find in the area of an
old mine, or a location where blasting has been done.

Slide 5-41
This slide shows a container of 35% hydrogen peroxide.

Slide 5-42
This slide shows the end wires on an electric blasting cap. First
responders might not always see the entire cap. This is a view of
just the shunted end of the electric cap.

Slide 5-43
This slide provides a cross section and a linear view of different

colors of time fuse.

Slide 5-44
This slide is a good example of the production of IED initiators.

Slide 5-45
This slide shows two conventional pipe bombs and one that utilizes
internal end caps. Both designs make effective IEDs.

Slide 5-46
This slide shows what a first responder might find if someone was
reloading demilled MK-2 hand grenades. The far right photo shows
a threaded plug inserted into the demilled hole.

Slide 5-47
This slide shows a picture of a military time fuse. The feature that
makes this identification possible is the yellow hash/measuring
marks every 18 inches.

Slide 5-48
This slide is another indicator that IEDs are being produced. This
mousetrap switch could either fire the device or just arm it. It would
depend on how the bomber designed the IED.
Mousetraps and rattraps have been modified to provide a wide

variety of mechanical and electrical switches. The photo depicts a
modified mousetrap that should draw the first responders’
attention to the understanding that such devices are
commonly used as a switch in the process of manufacturing
an IED. If the beginning of the wires are visible but the end is
not, first responders should proceed with caution, as the trap
might be connected to a device and moving it could result in
activating the switch which would then set off the IED. This
particular modified mousetrap appears to have a trip wire that is
also attached to the swing arm, an attached metal plate attached to
the base of the trap with an electrical wire to complete the electrical
circuit when the arm swings over when it is sprung.

Slide 5-49
This slide shows a simple wire loop (pull) switch. The switch is a
relatively simple switch, but very effective.

Slide 5-50
This slide shows a commercial cardboard tube friction initiator.

Slide 5-51
This slide shows different items and views of electrical blasting

caps. The top two pictures show delay taps while the bottom two
show the cap crimps around the wires and seals.

Slide 5-52
This slide shows simple clothespin switches.

Slide 5-53
This slide shows smaller quantities of nitro-methane racing fuel.

Slide 5-54
This slide shows a commercial blasting cap with the paper wrapper
around the leads and the cap, another potential view of a blasting
cap.

Slide 5-55
This slide shows a variety of switches. Everything above the bottom

row is either a push button or a toggle switch; the bottom row
displays a variety of relays.

Slide 5-56
This slide shows three one-pound canisters of different types of

Pyrodex, which is a cleaner burning black powder substitute,
suitable for the production of IEDs.

Slide 5-57
This slide shows three different ways that hexamine might be

encountered. The canister on the right is military hexamine while
the other two are commercial.

Slide 5-58
This slide shows the three components used to make methyl ethyl
ketone peroxide (MEKP). All are legal to purchase, and only
someone who knows the potential use of the three together would
understand the danger. The most obvious red flag is the peroxide.

Slide 5-59
This slide shows a pile of model rocket igniters. They are placed in
the flash hole of the model rocket engine, and the ends are
attached to lead wires that are in turn attached to a power source.
Upon the application of energy, the igniter flashes, starting the
engine.

Slide 5-60
This slide shows a different colored roll of detcord.

Slide 5-61
This slide depicts another hand grenade that shows modifications

of being reloaded after being demilled.
The photo in the top right corner shows how it might be reloaded
using a piece of hobby fuse. The fuses are also reloaded by
inserting a new 209-shotgun primer below the firing pin. This
method of reloading does not provide any delay, and the grenade
detonates once the firing pin strikes the primer. This type of non-
delay grenade could be attached to a trip wire to be activated by
the targeted individual.

Slide 5-62
This slide shows three different pictures of M201A1 style grenade

fuses.

Slide 5-63
This slide shows a picture of a functional time power unit (TPU).

This is an improvised timing unit for an IED.
U.S. Customs in Port Angeles, Washington, recovered this

particular TPU on December 14, 1999, from the car of Ahmed
Ressam. Ressam was an al-Qaeda operative living in Canada who
attempted to journey to California to attack the Los Angeles
International Airport (LAX) during the millennium celebration. This
incident was part of several planned attacks to occur on or before
January 1, 2000, which are known as the “2000 millennium attack
plots.” The other plots (none of which were successful) included
bombing of the USS The Sullivans while in port in Yemen, and
bombing four commercial and tourist sites in Jordan. U.S. Customs
officer Diana Dean stopped Ressam and requested a secondary
search after she noticed Ressam acting nervous. U.S. Customs
located bomb-making components and explosives in a spare tire
well, including this Casio watch TPU. The FBI charged and arrested
Ressam, who was later sentenced to 37 years in prison. He is now
housed at the Supermax in Florence, Colorado.

Slide 5-64
This slide shows a variety of low explosive igniters.

Slide 5-65 Questions?
This slide provides an opportunity to clear up any confusion or

questions that the performance exercise created or generated.


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Incident Response to Terrorist Bombings

Training Support Package Participant Guide

MODULE 5 – RECOGNITION OF IMPROVISED EXPLOSIVE

January 2017 Version 01.2017 Page 5-1

Performance Exercise Statement

January 2017 Version 01.2017 Page 5-2

Key Points/Learning Objectives: Used to highlight each time lesson content is

January 2017 Version 01.2017 Page 5-3

Slide 5-1 IRTB Module 5: Recognition of Explosive Devices

During this module, participants are introduced to explosive devices

January 2017 Version 01.2017 Page 5-4

Slide 5-2 Terminal Learning Objective

This slide contains the Terminal Learning Objective for Module 5.

At the conclusion of this module, course participants will be able to

This module of instruction is extremely important to first

January 2017 Version 01.2017 Page 5-5

Slide 5-3 Enabling Learning Objectives

This slide contains the Enabling Learning Objectives and should be

5-1 Identify the six components of an improvised explosive

5-2 Identify components, materials, and packaging that can be

The ability to recognize explosive and incendiary devices and

January 2017 Version 01.2017 Page 5-6

Slide 5-4 Course Map

Module 5 is part of the first block of modules, which focus on

January 2017 Version 01.2017 Page 5-7

OVERVIEW OF IMPROVISED EXPLOSIVE DEVICE

Slide 5-5 Improvised Explosive Devices (IEDs)

Improvised explosive devices (IEDs) are an attractive option for

IEDs can be categorized by the container (as in car bombs), by the

January 2017 Version 01.2017 Page 5-8

method of initiation (as electric or non-electric), and as visible or

January 2017 Version 01.2017 Page 5-9

Slide 5-6 Basic IED Components

This slide depicts the acronym “SIMPCE,”’ which is an easy way to

January 2017 Version 01.2017 Page 5-10

Marathon bombers according to the Terrorist Explosive Device

January 2017 Version 01.2017 Page 5-11

Slide 5-7 Example of SIMPCE

In this picture of a briefcase IED, we see all six SIMPCE

January 2017 Version 01.2017 Page 5-12

IED COMPONENTS: SWITCHES

Slide 5-8 SIMPCE: Switches

Activation of an IED can occur based on time, action or movement,

January 2017 Version 01.2017 Page 5-13

The design of modern computers has driven the rapid development

There are many different methods used to activate an IED.

Activation may require action by the bomber—involving a trip wire,

January 2017 Version 01.2017 Page 5-14

Slide 5-9 Switch Systems

Mechanical/Electric. The firing system incorporates mechanical

Mechanical/Non-electric. The firing system used in this type of IED

Electrical. An electrically activated IED contains an electrical circuit

Combination. Combination switch systems involve a combination of

January 2017 Version 01.2017 Page 5-15

or a mechanical electrical switch, such as a mercury switch, would

January 2017 Version 01.2017 Page 5-16

Slide 5-10 Pressure, Pressure-release, and Pull-release

Pressure or pressure-release switches are spring-loaded push or

Initiation of a pull or pull-release switch is accomplished when a trip

January 2017 Version 01.2017 Page 5-17

Slide 5-11 Electronic Switches

This slide shows a wide variety of commercially available electronic

There are many electronic switches available for purchase, which