Transcript Module 3 - Osceola County School District

Osceola District Schools
Laboratory Hygiene Program
Module 3:
The Osceola District Schools
Chemical Safety Hygiene
Plan
Why have a Chemical
Hygiene Plan?
Goal of any occupational health & safety program is to
reduce or better yet eliminate risk of injury or illness from
potential hazards. The SDOC Chemical Hygiene Plan is our
roadmap to accomplish this goal when working with
chemicals.
Why have a Chemical
Hygiene Plan?
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1.
The Chemical Hygiene
Plan (CHP) serves three
very important purposes.
It serves to inform and
educate District personnel
as to the uniform manner
in which chemicals are to
be purchased, stored and
used.
2.
3.
It serves as plan for the
management of
emergencies involving
chemicals and dovetails into
the emergency
management plan.
It serves a a legal
document in compliance
with OSHA and DOE.
The Guiding Principles of
the CHP.
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The CHP has the
following guiding
principles:
1. Minimize all chemical
exposures.
2. Avoid the
underestimation of
risk.
3. Providing and
maintaining current
safety equipment.
4.
5.
6.
Observing those
exposure limits identified
as dangerous (PELs).
Providing adequate
ventilation and exhaust
directly to the outside.
Responding in a timely
responsible manner to
reported safety concerns.
The CHP Layout
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Creating a safe laboratory
environment.
 Lesson Plans
 Student accountability
 Emergencies
Chemistry Safety
 Hazard Identification
 Chemical Storage
 Do’s
 Don’ts
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Chemical Acquisition and
Disposal.
Chemical Spills and
Leaks
Laboratory Safety
Equipment.
Guidelines for Lab Safety
 The Facility
 Equipment Use
 Science Teacher’s Safe
work practices
 Appendices
The CHP Purpose
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The CHP attempts to encourage the control of two
kinds of hazards in the science classroom.
Physical hazards
 Sources of risk include: flammable/combustible liquids,
compressed gases, explosives, organic peroxides,
oxidizers, pyrophorics, unstables, water reactives
The CHP Purpose
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Health hazards
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Types of risk include: carcinogens, corrosives,
toxics/highly toxics, reproductive toxins, irritants,
sensitizers, target organs
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Factors include chemical form, route of entry, amount,
frequency
The CHP is part of an
overall safety plan.
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The Chemical Hygiene
Program must include by
law:
Standard operating
procedures (SOP)
Exposure Control
Chemical Inventories,
MSDS’s, Labeling
Properly functioning safety
equipment
Information & training
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Prior approval
Medical consultation &
exam
Chemical Hygiene Officer
Creating a safe
Laboratory Environment
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A key feature of a school science curriculum is wellplanned laboratory experiences. Not only is the lab
experience an enhancement and reinforcement to
cognitive knowledge, lab activities also support current
science education research advocating a "hands-on"
approach. Creating a safe laboratory environment is a
necessity and it requires planning, organization, and a
certain amount of troubleshooting.
Creating a safe
Laboratory Environment
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Planning refers to the teacher having done the lab
activity previously to familiarize himself/herself with the
procedures and how long it takes. It includes outlining
safety procedures for a given activity and documenting
these safety considerations in lesson plans. Planning also
can refer to the teacher taking steps to insure student
knowledge and accountability for safety practices.
Organization refers to concise and easily understood
written and verbal instructions for a lab activity, as well as
materials being prepared and measured out ahead of
time. It includes equipment being procured and checked
to see that it is operational and safe.
Creating a safe
Laboratory Environment
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Troubleshooting refers to identifying all the possible
hazards of an activity and taking steps to minimize the
dangers. If the potential hazards outweigh the
educational value, the activity should be omitted.
Lesson Planning
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In the classroom, science teachers need to make health
and safety an integral part of their instruction.
Ultimately, it is the teacher's responsibility to make
certain that proper safety considerations have been
made and that the appropriate precautions have been
taken. These safety features should be documented in
the teacher's lesson plans.
Lesson Planning
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Teachers should ask themselves the following questions
about each activity:
 What are the risks associated with this activity?
 What are its worst possible outcomes?
 What do I need to do to be prepared if these outcomes
should occur?
 What practices, equipment and facilities would reduce
risks?
 How can I relate these hazards to dangers that my
students face in their everyday lives?
Student Accountability
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Not only are teachers held accountable for appropriate
safety procedures, but students must be also. It is the
teacher's responsibility that all students learn and
practice the proper safety rules, have the opportunity to
develop and practice the necessary safety skills, and
therefore develop positive attitudes about safety (Vos &
Pell, 1990).
Student Accountability
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Have a plan of how to teach students the desired safety
practices.
Have students brainstorm potential hazards and identify
appropriate responses.
Involve students in planning for safety to identify possible
consequences.
Post written rules and safety policies in the room.
Have students and parents sign a Laboratory Safety Contract
(see APPENDIX F of the CHP) and keep it on file in your
classroom.
Provide each student with a written copy of the rules and safety
policies.
Student Accountability
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Demonstrate and/or role-play various safety practices.
Test students to assess their levels of understanding of safety
practices and reteach, if needed.
Have students and their parents sign a safety contract.
Teachers should keep students' tests, contracts, and other
information pertaining to their safety education programs.
Have students identify location of safety equipment on a blank
map of the class/lab room.
Do not overlook any infraction of a safety procedure.
Continuously reinforce and review safety practices.
Student Accountability
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Model good safety behavior for your students to emulate.
Fully explain the consequences for not complying with the
appropriate safety practices.
Each student should know the location of and how to use all
the safety/emergency equipment in each lab room.
Each student should dress appropriately for lab: (see
APPENDIX F of the CHP)
Emergencies
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Science teachers play a
most important role in their
response to emergencies in
the science classroom or
laboratory. How they
perform in a time of crisis
will set the stage for a
positive outcome.
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Science Teachers are the
responsible adult, the
emergency responder, and
the crisis manager in the
first minutes of a
laboratory emergency.
Emergencies
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Science teachers must
approach a laboratory
emergency utilizing three
strategic priorities.
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Life Safety
Incident Stabilization &
Property Conservation.
This is not necessarily the
order these priorities are
approached – rather it is
what must be
accomplished.
Emergencies
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Science teachers must
remain calm and act in a
way that demonstrates
authority and action.
Planning for emergencies
prepares the teacher for
dealing with one.
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Remain calm
Move students to areas of
safety.
Isolate and deny access to
injured students and
hazardous conditions.
Call or send a reliable
person for help early.
Emergencies
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In case of an emergency
either medical, fire or
chemical in nature
according to the
Emergency Action Guides
provided as part of the
Emergency Management
Plan.
Hazard Management
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Thermal Burns
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Prevention
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Source
 Hot equipment
 Chemical reactions
 Burners and heating
elements
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Alert students to hazards –
label heat sources
Train students not to reach
over heat sources.
Do not move around the
classroom with hot items.
Use the back of the hand
close to the heat source to
sense heat.
Response
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Apply cool water to burn site
immediately
Do not apply ointment.
Hazard Management
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Chemical Burns
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Prevention
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Source
 Contact with
 Corrosives
 Irritants
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Alert students to hazards –
label corrosive sources
Train students how to mix
and heat chemicals correctly.
Do not move around the
classroom with corrosive
containers.
Wear proper PPE such as eye
protection and aprons.
Response
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Wash area continuously with
a stream of water unless the
chemical is water reactive.
Do not neutralize acids on
skin.
Hazard Management
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Cuts
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Prevention
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Source
 Broken Glassware
 Inserting pipettes into
stoppers.
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Hold pipettes in a cloth
or paper towel when
inserting in stoppers.
Properly dispose of
broken glass ware.
Use gloves to pick up
glass shards.
Response
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Control bleeding with direct
pressure. Use universal
precautions.
Wash the area with water.
Hazard Management
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Fire
Prevention
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Teach student the danger of
loose clothing and hair.
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Source
 Mixing reactive chemicals.
 Improperly heating
chemicals.
 Flammables too close to
ignition sources
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Response
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Note: Hair does not burn
but many hair products do.
Demonstrate proper methods
for mixing and heating
chemicals.
Supervise students closely
during these operations.
Maintain proper clearance
between ignition sources and
fuel sources.
Clear the area of students
Extinguish the fire with the proper extinguisher if you are
confident in your ability
Call 911.
In Case of Spills
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Spill Kits have been
provided for spills of
chemicals in laboratories.
The science teacher should
be very aware of their
contents and how to use
the contents of the kit.
In Case of Spills
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Spill Kits Contain
 A five gallon bucket
with a lid.
 Absorbents such as
sand or vermiculite.
 Neutralizing agents such
as sodium bicarbonate.
 Absorbent pads.
 Protective clothing.
 Sponges etc.
Fire Control
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A good way to handle a fire situation in the
laboratory is to remember the acronym R.A.C.E.
Remove all your students from the area of the fire.
Activate the alarm system and call 911.
Confine the fire by closing the door to the
classroom.
Extinguish if you feel confident in you ability.
Fire Control
A common accidental fire occurs when a student
leans too close to an open flame…..
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Hair or clothing fire:
 Water is most effective remedy.
 If using a water extinguisher put your thumb over the
nozzle and make a fan spray.
 Fire blanket can also be used.
 Be extremely careful if using CO2 as an extinguishing
agent as it can blind if aimed in the eyes.
Classes of Fires
CLASS A – Fires in ordinary combustibles such
as wood, paper, cardboard, etc
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Extinguish by smothering or cooling WATER is best!!
Use Water or ABC dry chemical extinguisher.
Can also use an ABC foam
extinguisher.
Classes of Fires
CLASS B – Fires in gasoline, oil, or other
flammable liquids that vaporize easily when
heated.
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Extinguish by inhibiting the chain
reaction – DO NOT USE WATER!!
Use dry chemical or CO2 extinguisher.
Do not hold horn of CO2 extinguisher
with your hand.
Can also use a foam extinguisher.
Classes of Fires
CLASS C – Fires in live electrical
equipment.
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Must use a non-conducting agent. NO
WATER!!!
CO2 smothers flame without damaging
equipment.
Dry chemical extinguisher is also
effective, but makes a mess.
Shut off power to burning equipment if
possible.
Classes of Fires
CLASS D – Fires in combustible metals such as
magnesium, sodium, potassium, lithium,
titanium, and others.
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Need special extinguisher powder, administered by
scoop.
Dry sand may also be used for small fires.
Summary
 The Chemical Hygiene Plan is designed to help the District
and its teachers manage the use of chemicals in the
classroom. Teachers must be familiar with its concepts as
well as their responsibility for safety in the laboratory.
 Teachers must also be prepared to respond appropriately
to chemical and medical emergencies in their classrooms.
The CHP can help along with the Emergency Action
Guides
End of Module
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References
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ASE (1996) Safeguards in the School Laboratory (10th ed..), Hatfield:
ASE.
Borrows, P. (1992) ‘Safety in secondary schools’, in Hull, R. (ed.), ASE
Secondary Science Teachers’ Handbook, Hemel Hempstead: Simon &
Shuster. (This highlights the common accidents in labs most of which
involve chemicals in the eye or mouth or on the body; and describes
five ‘main danger areas’ such as burns from alcohol fires and alkali
metal explosions.) More recently Borrows has written: ‘Safety in
science education’, in Ratcliffe, M. (ed.) (1998).
DfEE (1996) Safety in Science Education, London: HMSO.
Everett, K. and Jenkins, E. (1991) A Safety Handbook for Science
Teachers, London: John Murray.
The MSDS Hyperglossary at http://www.ilpi.com/msds/ref/index.html
Glossary
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29 CFR 1910.1450 – OSHA’s Laboratory Standard also known as Title 29 of the Code of
Federal Regulations Part 1910, Subpart Z, Section 1450
Action Level – a concentration designated in 29 CFR part 1910 for a specific substance,
calculated as an eight hour-time weighted average (TWA), which initiates certain required
activities such as exposure monitoring and medical surveillance. Action levels are generally set at
one half the PEL but the action level may vary from standard to standard.
Acute toxicity – is the ability of a chemical to cause a harmful effect such as damage to a
target organ or death after a single exposure or an exposure of short duration.
American Conference of Governmental Industrial Hygienists (ACGIH) – a non-profit
organization consisting of a community of professionals advancing worker health and safety
through education and the development and dissemination of scientific and technical knowledge.
The ACGIH develops and publishes recommended occupational exposure limits each year called
TLVs for hundreds of chemicals, physical agents and biological exposure indices.
American National Standard Institute (ANSI) – a non-profit organization that administers
and coordinates the US voluntary standardization and conformity assessment system.
Biological Materials – Biological or biohazardous materials include all infectious organisms
(bacteria, fungi, parasites, viruses, etc.) that can cause disease in humans or cause significant
environmental or agricultural impact.
Carcinogen - A substance capable of causing cancer. Carcinogens are chronically toxic
substances; that is, they cause damage after repeated or long-duration exposure, and their
effects may become evident only after a long latency period.
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Glossary
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CAS # - Chemical Abstracts Number – a unique number assigned to a chemical by the
Chemical Abstracts Service.
CFR – Code of Federal Regulations – contains the listings of all US Federal
regulations. The CFR, compiled by the Office of the Federal Register, is divided into 50
titles, which cover broad areas subject to Federal regulation.
Chemical Hygiene Officer – an employee designated by the employer who is qualified
by training or experience to provide technical guidance in the development and
implementation of the provisions of the Chemical Hygiene Plan. Note that these duties
can be in addition to the other job functions the employee performs in the laboratory.
Chemical Hygiene Plan (CHP) – a plan that addresses specific hazards in the
laboratory and is required by OSHA’s Laboratory Standard
Corrosive – a substance which causes damage to skin, eyes or other parts of the body
on contact. Concentrated acids are examples of corrosive substances.
Embryotoxin – a substance which retards the growth or affects the development of an
unborn child up to and including deformities and death. Mercury compounds, certain
heavy metals, aflatoxin, formamide, and radiation are known embryotoxins.
Explosive – means a chemical that causes a sudden, almost instantaneous release of
pressure, gas and heat when subjected to sudden shock, pressure, or high temperature.
Face velocity – the average velocity of air drawn through the face of a chemical fume
hood and generally calculated as the total volumetric exhaust flow rate for the hood
divided by the area of the open face, less an adjustment for hood air leakage.
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Glossary
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Irritant – a chemical which may cause reversible inflammation upon contact.
Laboratory -Any facility where the "laboratory use of potentially hazardous chemicals" occurs. It is a
room where relatively small quantities of potentially hazardous chemicals are used during scientific
experimentation.
Flammable – means a chemical that falls into one of the following categories:
 aerosol flammable is an aerosol that when tested by the method in 16 CFR 1500.45, yields a flame
protection exceeding 18 inches at full valve opening, or a flashback (a flame extending back to the
valve) at any degree of valve opening
 gas flammable is a gas that at ambient temperature and pressure, forms a flammable mixture with
air at a concentration of 13% by volume or less or a gas that at ambient temperature and pressure,
forms a range of flammable mixtures with air wider than 12% by volume, regardless of the lower
limit.
 liquid flammable means any liquid having a flashpoint below 100°F (37.8°C), except any mixture
having components with flashpoints of 100°C or higher, the total of which make up 99 percent or
more of the total volume of the mixture.
 solid flammable means a solid, other than a blasting agent or explosive as defined in 1910.109(a),
that is liable to cause fire through friction, absorption of moisture, spontaneous chemical change,
or retained heat from manufacturing or processing, or which can be ignited readily and when
ignited burns so vigorously and persistently as to create a serious hazard. A chemical will be
considered a flammable solid if, when tested by the method described in 16 CFR 1500.44, it ignites
and burns with a self-sustained flame at a rate greater than one-tenth of an inch per second along
its major axis.
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Glossary
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FM 200 – a Halon replacement extinguishing agent which is a chemical blend
(heptafluoropropane), stored as a liquid within the agent cylinder similar to that of Halon-type
cylinders. It will not corrode sensitive electronic equipment, and contains no particulates or oily
residues. In fact, it leaves very little residue and is a quite popular extinguishing agent in use today
for the protection of computer rooms.
Fume Hood - a laboratory device, enclosed on five sides with a moveable sash or fixed partial
enclosure on the remaining side; constructed and maintained to draw air from the laboratory and to
prevent or minimize the escape of air contaminants into the laboratory; and allows chemical
manipulations to be conducted in the enclosure without insertion of any portion of the employee’s
body other than hands and arms.
Hazardous chemical – the OSHA definition is a chemical for which there is statistically significant
evidence based on at least one study conducted in accordance with established scientific principles
that acute or chronic health effects may occur in exposed employees. The term "health hazard"
includes chemicals which are carcinogens, toxic or highly toxic agents, reproductive toxins, irritants,
corrosives, sensitizers, hepatotoxins, nephrotoxins, neurotoxins, agents which act on the
hematopoietic systems, and agents which damage the lungs, skin, eyes, or mucous membranes.
Hazard Communication Standard – 29 CFR 1910.1200 - was first enacted on November 25,
1983, by the OSHA. It was later modified with minor changes and technical amendments to take
effect March 11, 1994. The purpose of the standard is to ensure that chemical hazards in the
workplace are identified and evaluated, and that information concerning these hazards is
communicated through MSDSs and labels. This standard is also known as the Right-to-Know Law.
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Glossary
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HEPA - high efficiency particulate air filter – is a filter that is manufactured, tested and
certified to meet applicable construction and efficiency standards for high-efficiency filters. The
filters are manufactured from an ultra-fine glass-fiber medium designed to capture microscopic
particles that can easily pass through most other filters by a combination of diffusion,
interception, and inertial impaction.
Health Hazard - means a chemical for which there is statistically significant evidence based
on at least one study conducted in accordance with established scientific principles that acute
or chronic health effects may occur in exposed employees.
Inergen - It is an inert gas used for fire extinguishment. It is a mixture of three naturally
occurring atmospheric gases: 52% nitrogen, 40% argon, and 8% CO2. The Inergen gas
curtails and extinguishes fire by lowering the oxygen content beneath the level that supports
combustion. But it should be noted that due to the CO2 present in Inergen, the brain continues
to receive the same amount of oxygen in an Inergen atmosphere as it would in a normal
atmosphere, for reasonable periods of time.
Laboratory Scale - Working with substances in which the containers used for reactions,
transfers, and other handling of substances are designed to be easily and safely manipulated
by one person.
Laboratory Standard – a standard (29 CFR 1910.1450) issued by OSHA addressing
occupational exposures to hazardous chemicals in the laboratory. All laboratories must comply
with this standard.
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Glossary
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Laboratory use of Potentially Hazardous Chemicals - the handling or use of such
chemicals in which all of the following conditions are met:
1)
Use of laboratory scale.
2)
Multiple chemical procedures or chemicals used.
3)
Protective laboratory practices and equipment are available and in common use to
minimize the potential for student/teacher exposure to hazardous chemicals.
LC50 or lethal concentration 50 – this is a measure of toxicity which corresponds to the
concentration in air that kills 50% of the test population. Note that most estimates of human
toxicity are based on animal studies, which may or may not relate to human toxicity.
LD50 or lethal dose 50 – this is a measure of toxicity which corresponds to the dose
required to kill 50% of the test population. Note that most estimates of human toxicity are
based on animal studies, which may or may not relate to human toxicity. The LD50 is usually
measured in milligrams of the material per kilogram of body weight of the test animal. To
estimate a lethal dose for a human based on animal tests, the LD50 must be multiplied by the
weight of an average person.
Material Safety Data Sheets (MSDS) – is a well-established document for disseminating
health and safety information about chemical products to employees, customers, emergency
responders, and the public. Information contained in the MSDS includes potential health,
safety, and environmental hazards, safe handling practices, and applicable regulatory
information.
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Glossary
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National Fire Protection Association (NFPA) private non-profit organization, is the leading
authoritative source of technical background, data, and consumer advice on fire protection,
problems and prevention
Organic peroxide - an organic compound that contains the bivalent -OO- structure and
which may be considered to be a structural derivative of hydrogen peroxide where one or both
of the hydrogen atoms has been replaced by an organic radical. Peroxides can be very
dangerous materials and may be shock and thermal sensitive. They are also strong oxidizers.
OSHA – Occupational Safety & Health Administration http://www.osha.gov is part of
the US Department of Labor. Its mission is to save lives, prevent injuries and protect the health
of America's workers.
Particularly hazardous substance – is defined by OSHA in the Laboratory Standard and
includes “select carcinogens” (strongly indicative of causing cancer in humans), reproductive
toxins, and substances which have a high degree of acute toxicity.
Permissible exposure limit (PEL) - which represents the maximum amount or
concentration of a substance that a worker may be exposed to under OSHA regulations. There
are ceiling values (at no time should this value be exceeded) and 8-hour time weighted
averages (an average value of exposure over the course of an 8 hour work shift)
Personal Protective Equipment (PPE) – is all clothing and other work accessories
designed to create a barrier against workplace hazards. Examples include safety goggles,
respirators, lab coats, etc.
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Glossary
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Pyrophoric – a pyrophoric material is one that ignites spontaneously in air and is derived from the
Greek word meaning “fire-bearing”. Many of these materials will also react vigorously with water or
high humidity and ignite upon contact.
Physical Hazard – A hazard exhibited by certain chemicals due to their physical properties. These
chemicals fall into the following classes: combustible liquids, compressed gases, explosives,
flammable liquids or solids, organic peroxide, oxidizers, pyrophoric materials, and unstable (reactive)
or water reactive materials.
Reproductive toxins – per OSHA any chemical that affects the reproductive chemicals which
affect the reproductive capabilities including chromosomal damage/mutations and effects on fetuses
(teratogenesis).
Select carcinogens – per OSHA any substance that meets one of the following criteria:
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regulated by OSHA as a carcinogen
listed under the category, “known to be carcinogens” in the Annual Report on Carcinogens published in the
latest edition by the National Toxicology Program (NTP)
listed under Group 1 (“carcinogenic to humans”) by the International Agency for Research on Cancer
Monographs (IARC)
listed in either Group 2A or 2B by IARC or under the category, “reasonably anticipated to be carcinogens” by
NTP and causes statistically significant tumor incidence in experimental animals in accordance with any of the
following criteria: after inhalation exposure of 6-7 hours per day, 5 days per week, for a significant portion of a
lifetime to dosages of less than 10 mg/m3, after repeated skin application of less than 300 mg/kg of body
weight per week, or after oral dosages of less than 50 mg/kg of body weight per day.
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Glossary
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Sensitizer – a chemical which may lead to the development of allergic reactions after repeated
exposure.
Short term exposure limit (STEL) - which is the concentration employees can be exposed to
continuously for a short period of time without suffering from irritation, chronic or irreversible
tissue damage, or narcosis of sufficient degree to increase the likelihood of accidental injury,
impair self-rescue or materially reduce work efficiency.
Standard Operating Procedures (SOP) – is a document that describes the operations,
analyses, or actions that are commonly accepted methods or the laboratory prescribed
procedures for performing certain routine or repetitive tasks.
Target Organ - indicate which bodily organs are most likely to be affected by exposure to a
substance. Certain chemicals may bio-concentrate in the liver while other target the brain.
Threshold Limit Values (TLV) – are airborne concentrations devised by the ACGIH that
represent conditions under which it is believed that nearly all workers may be exposed day after
day with no adverse effect. TLVs are advisory exposure guidelines, not legal standards, that are
based on evidence from industrial experience, animal studies, or human studies when they exist.
There are three different types of TLV's: Time Weighted Average (TLV-TWA), Short Term
Exposure Limit (TLV-STEL) and Ceiling (TLV-C).
Tort Law – is the law of liability and negligence. It involves that plaintiff who allegedly has been
wronged and the defendant who is claimed to have perpetrated the injustice. Tort law deals with
issues of property and personal injury law. Mass tort is the process of suing a major defendant
on behalf of a large number of plaintiffs. Law suits involving drugs such as Vioxx are examples.
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Glossary
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Toxicity Characteristic Leaching Procedure (TCLP) – is a procedure (Method 1311)
performed on a sample within the laboratory to determine whether or not a waste is considered
hazardous. A sample is extracted with a buffered acid and the resulting extraction fluid or
leachate approximates the fluid that would leach from the sample if it were in a landfill.
Toxicity Characteristic (TC) – regulatory limits established for 39 compounds. If a waste
analyzed via the TCLP procedure detects any of these compounds above the regulatory limits
then the waste is said to exhibit the toxicity characteristic.
Water Reactive - these substances are dangerous when wet because they undergo a
chemical reaction with water. This reaction may release a gas that is either flammable or presents
a toxic health hazard. In addition, the heat generated when water contacts such materials is often
enough for the item to spontaneously combust or explode.

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Quiz Three
1.
The goal of any occupational health and safety
program is to:
a.
Reduce or better yet eliminate the risk of injury
b.
Comply with the requirements of the FLDOE
c.
Move the organization from a position of safety.
d.
Eliminate all injuries and hazards.
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Quiz Three
2.
Which of the following items is NOT on of the
purposes of the Chemical Hygiene Plan?
a.
b.
c.
d.
It serves to inform and educate as to uniform
procedures.
It prevents the District from being sued for
failure to plan.
It serves as a plan for handling chemical
emergencies
It serves as a legal document in compliance with
OSHA
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Quiz Three
3.
The two kinds of hazards that exist in the science
laboratory are:
a.
Internal and external
b.
Physical and Health
c.
Natural and Man-made
d.
Primary and Secondary
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Quiz Three
4.
Creating a safe laboratory environment is a necessity
that requires planning, organization and:
a.
A certain amount of good fortune
b.
A clear and unbiased approach to creativity
c.
A certain amount of troubleshooting
d.
A and B are correct
e.
All of the above
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Quiz Three
5.
In addition to teachers, _____________ should
be held accountable for safety procedures.
a.
Students
b.
Parents
c.
Chemical companies
d.
Suppliers of chemical inventories
e.
None of the above
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Quiz Three
6.
In the first few minutes of an emergency in the
school lab, the teacher represents:
a.
The responsible adult
b.
The emergency responder
c.
The crisis manager
d.
A and B are correct
e.
All of the above
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Quiz Three
7.
Which of the items below is one of the three
strategic priorities in handling an emergency?
a.
Incident Stabilization
b.
Cost control
c.
Parent and student re-unification
d.
Identifying the cause of the incident.
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Quiz Three
8.
The resource that teachers have to aid them in
handling emergencies in the classroom is called:
a.
The Disaster Plan
b.
The School Board Rules and Regulations
c.
Emergency Response Guidebook
d.
The Emergency Action Guides
e.
None of the above
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Quiz Three
9.
A good way to handle a fire situation in the
laboratory is to remember the acronym:
a.
P.A.S.S
b.
R.A.C.E
c.
B.N.I.C.E.
d.
M.O.V.E.
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Quiz Three
10.
A Class “A” fire involves which of the following?
a.
Paper and wood
b.
Flammable Liquids
c.
Energized Electrical Equipment
d.
Combustible Metals
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Quiz Three
11.
A Class “B” fire involves which of the following?
a.
Paper and wood
b.
Flammable Liquids
c.
Energized Electrical Equipment
d.
Combustible Metals
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Quiz Three
12.
A Class “C” fire involves which of the following?
a.
Paper and wood
b.
Flammable Liquids
c.
Energized Electrical Equipment
d.
Combustible Metals
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Quiz Three
13.
A Class “D” fire involves which of the following?
a.
Paper and wood
b.
Flammable Liquids
c.
Energized Electrical Equipment
d.
Combustible Metals
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Quiz Three
14.
Which of the fire types below require a fire
extinguishing agent to be applied with a scoop?
a.
Paper and wood
b.
Flammable Liquids
c.
Energized Electrical Equipment
d.
Combustible Metals
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Quiz Three
15.
Which of the fire types respond best to the
application of water?
a.
Paper and wood
b.
Flammable Liquids
c.
Energized Electrical Equipment
d.
Combustible Metals
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Finish
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That’s Incorrect
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You have Finished
Module Three.
Good Job!