Transcript Module One - The School District of Osceola County, Florida

Osceola District Schools
Laboratory Hygiene Program
Module 1:
Why Take This Course
Chemical Safety
What’s the big deal?
According to the U.S. Chemical Safety and Hazard
Investigation Board, between 1980 and 2002 there
were 167 incidents nationally involving [reactive]
chemicals that resulted in 108 fatalities (30% occurred
at storage, handling and consumer sites).
Chemical Safety
What’s the big deal?
Monday, March 11, 2002, seemed to be a typical spring day at
New Berlin West High School in New Berlin, Wisconsin, until
something horribly unexpected occurred during a chemistry
demonstration in the school auditorium. A chemistry teacher was
igniting chloride and methyl alcohol mixtures to show the variety
of chloride emissions when a sudden burst of flames shot into
the audience of students. Immediately, four female students
suffered extensive burns to the face, neck, hands, and arms.
(Hetzner, 2002). A similar event occurred in November 1999 at
Waverly High School in Delta Township, Michigan, when methanol
ignited as the chemistry teacher heated it in a small container.
This accident severely burned a student and required her to have
skin grafts (Wronski & Durbin, 2001.
Chemical Safety
What’s the big deal?
Although headline-producing articles capture attention, most
safety issues in the classroom, laboratory, and field are not
publicized. For instance, in 2001 an Iowa middle school student
inadvertently knocked over one of the graduated cylinders while
taking volume measurements. No one was injured. Although
incidents like this one do not make it into the headlines, such
situations have the potential for more serious accidents to occur.
Had the glassware shattered and struck an eye or contained a
hazardous chemical, the likelihood of an injury would have
increased. The same conditions that surround an incident without
human injury also surround injury-causing accidents.
Chemical Safety
What’s the big deal?
Mishaps should not prevent science teachers from conducting
"active science" with their students but, instead, make teachers,
administrators, students, parents, and public officials more aware
of the necessity for safety in science classes. Safe hands-on
laboratory and field experiences are integral to student learning
(National Research Council [NRC], 1996; National Science
Teachers' Association's [NSTA] Task Force on Science Facilities
and Equipment, 1993). Sixty percent of middle school and 40%
of high school lab and field instruction should be spent
conducting investigations (NSTA, 1993). Therefore, the extensive
laboratory and field activities recommended for science literacy,
and sometimes required by states, must be conducted safely.
Chemical Safety
What’s the big deal?
Teachers who have had proper safety training have fewer
accidents (Ward & West, 1990). When a teacher is trained in
safety, such practices are modeled and passed on to the
students. Student safety training generally includes teachers
describing safety precautions, devoting a class period to safety,
or testing students on safety (Krajkovich, 1983; Ward & West,
1990).
Chemical Safety
What’s the big deal?
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The goal of laboratory safety is to keep exposures to
hazardous materials or risks from physical hazards to a
minimum while making every effort to be informed about the
risks and hazards. Achieving a zero-risk environment in the
laboratory is an impossible task, however, it is possible to
approach an accident free workplace by setting a goal of
zero incidents and excuses. Safe practice by laboratory
workers requires continuing attention, training, and
education.
Chemical Safety
What’s the big deal?
In recent years the laboratory has become a safer place
through advances in laboratory equipment, trends toward
minimizing chemical laboratory operations (to reduce costs
associated with disposal), computer teaching programs
replacing experiments that pose hazards, pollution control
techniques, waste minimization, recycling, and the
development of nontoxic synthetic alternatives. However,
diligence toward recognizing and reducing risks are still the
responsibility of each person who works in the laboratory and
laboratory management.
Chemical Safety
What’s the big deal?
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In this course, you will learn about the requirements
teachers must meet to ensure a safe laboratory
environment for their employees, about the Chemical
Hygiene Plan and its requirements, general
laboratory safety practices, facility and operation
safety rules, chemical hazard identification, and other
general safety topics that relate to laboratories.
Liability and the Science
Teacher
It is important that science
teachers understand their
legal obligation as the
responsible person in the
laboratory classroom. This is
not to motivate through fear
of law suits, rather it is to
inform and prepare the
science teacher for the
possible consequences of a lab
accident.
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It is a common misconception
that we live in a litigious
society. The reality is that
there are actually very few
negligence lawsuits in the U.S.
Most of those deal with
automobiles and property.*
Negligent action can be
destructive to the to the
school district’s ability to grow
and offer valuable programs.
*U.S. Bureau of Justice Statistics Report on Civil
Action in the 75 Largest Counties in the U.S.
Liability and the Science
Teacher
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Tort Law is the Law of Liability. Tort is French for
wrong. The purpose of tort law if to repair an
alleged wrong doing of one person that causes harm
to another person. It seeks to provide an
appropriate remedy for the wrong doing. When we
hear about a law suit it is actually tort litigation that
we are mostly discussing.
Liability and the Science
Teacher
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Negligence - when someone has suffered as a result of
one’s failure to live up to a required duty. All four elements
of negligence must be proven in order to successfully
prosecute a negligence suit. The 4 elements of negligence
are:
 the defendant owed a duty to the plaintiff
 the defendant breached that duty
 the plaintiff suffered a recognizable injury
 the defendant’s breach caused the injury.
Liability and the Science
Teacher
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The defendant owed a duty to the plaintiff.
 In other words, the person performing a given action
(the defendant) owed a direct responsibility to
another (the plaintiff) to perform that action correctly.
This is the most complicated element of negligence but
generally science teachers hold three distinct duties
toward their students and/or parents. We will discuss
them later.
Liability and the Science
Teacher
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DUTY
The requirement to act in accordance with a legally
mandated standard of care.
Generally that of a "reasonable person".
In tort law, there is a duty of reasonable care imposed
on all human activity and the breach of this duty may
result in a finding of liability on the part of the actor
under negligence law.
The Teacher’s Legal
Responsibility to
Use Due Care
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The legal requirements of any science teacher are
predicated upon three components of the teacher’s duty
to their students and use of due care. These are:
The Duty of Instruct
The Duty to Supervise
The Duty to Properly Maintain Equipment and
Surroundings
We will explain each of these…
The Duty to
Instruct
 FORESEEABILITY
– The teacher must
instruct students in problems that can be
reasonably foreseen. Students should
understand the dangers and consequences
of their actions in the lab.
 STANDARD OF CARE – The teacher must
understanding and conform to standards
established by the profession. See the SOC
for NSTA
The Duty to
Supervise
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DEGREE OF SUPERVISION is
commensurate with potential danger.
The teacher should have a clear
understanding of the span of control
and how it is limited during certain
potentially hazardous processes.
The Duty to Maintain
Equipment and
Surroundings
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The teacher must understand the
need for and the process for proper
maintenance of science equipment,
chemical storage, signage, labeling,
and general lab design limitations.
Liability and the Science
Teacher
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Negligence (cont):
 the defendant breached that duty.
 This is simple enough, the teacher failed to meet the
standard of care.
 the plaintiff suffered a recognizable injury
 It must be an actual – physical or financial loss.
 the defendant’s breach caused the injury.
 The breach must be directly related to the injury.
Teacher
Responsibilities
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In addition to the science teacher’s obvious
responsibilities associated with learning management,
there are responsibilities unique to the science and
chemistry laboratory. These responsibilities include:
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Familiarizing yourself with the Osceola District Schools
Chemical Hygiene Plan.
Becoming and remaining aware of laboratory hazards
Following Standard Operating Procedures for handling
chemicals and teaching science.
Reviewing experiments and lessons with lead teachers
or program managers…
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Teacher
Responsibilities
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In addition to the science teacher’s obvious
responsibilities associated with learning management,
there are responsibilities unique to the science and
chemistry laboratory. These responsibilities include:
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Properly using equipment in the lab including PPE, fume
hoods, etc.)
Labeling, storing & disposing of chemicals properly.
Managing chemical inventories
Acting as a role model for your students and peers
through safe practices and attitude.
Case Studies
Case #1 : An accident caused by improper heating
A student was heating a test tube containing a mixture of chemical liquids.
Instead of heating the mixture gently, he heated it strongly without
shaking. After heating, he immediately put the test tube under the nose of
a girl student standing next to him for her to smell the gas evolved. Both
students were not wearing safety spectacles.
The hot mixture of chemical liquids suddenly squirted out of the test tube
onto the left eye and face of the girl student, who screamed consequently
for help. The teacher immediately took the injured student to the
preparation room and washed her left eye and face with distilled water
continuously until the ambulance personnel summoned by the school
arrived. The injured student was taken to the hospital and given medical
treatment. Fortunately, the student's injuries were not permanent, but she
had suffered a great deal of pain and had to take sick leave for a week.
Case Study #1
What might the teacher have done to prevent this
accident?
1. Laboratory Teachers should ensure that students wear safety
goggles when doing experiments.
2. Students should be made aware of and supervised to ensure
they are following relevant experimental procedures closely
when doing experiments (e.g. when only gentle heating is
required do not apply strong heating).
3. Teachers should ensure that students are aware of the
relevant experimental techniques before doing experiments.
Case Study #2
Case #2 : Ethanol on fire
A group of students tried to test the flammability of ethanol by
burning it in a watch glass. When the ethanol was about to
burn off, one of the students attempted to add more ethanol
from a test-tube. In doing so, the ethanol in the test-tube got
ignited and the burning ethanol spurted out. The student on the
opposite side of the bench had his face and upper arm burned
and his hair charred.
What might the teacher have done to prevent this
accident?
Case Study #2
Ethanol on fire
1. Students must be made aware that flammable liquids
should never be added to a container with burning fuel.
2. Students should be warned beforehand of the possible
hazards when handling flammable chemicals.
Note:
Fire in the laboratory is a serious issue. The teacher must be
prepared to extinguish the fire if it threatens life. An
understanding of the use of fire blankets is essential.
Case Study #3
Case #3 : A fire caused by calcium carbide
A laboratory instructor working in the Chemistry laboratory
noticed that white fumes and flame emerged from a locked
wooden cupboard containing hazardous chemicals. He
instinctively tried to put out the fire by using a container of
water. After he had poured the water onto the cupboard, more
white fumes and flame came out from the cupboard. He then
informed the principal and subsequently the fire department
was summoned for help. The firemen quickly put out the fire on
arrival. The laboratory attendant felt ill after inhaling the fumes
and was sent to the hospital. It was later found that the
chemical causing the accident was calcium carbide.
What might the teacher have done to
prevent this accident?
Case Study #3
Case #3 : A fire caused by calcium carbide
1. Teachers should conduct regular checks to ensure that the
hazardous chemicals are properly stored under appropriate
conditions. Guidelines on the storage of hazardous chemicals
are provided in the Chemical Hygiene Plan and discussed
later in Module 4.
2. Teachers must be aware and warn laboratory users that
water should not be used for the purpose of putting out fires
caused by water reactive chemicals.
3. Teachers must monitor inventories to avoid the presence of
excessive chemicals, especially excessive hazardous
chemicals.
End of Module
References
Go to the Quiz
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 One
1.
Teachers who have had proper safety training
have:
a.
More time to work on personal projects
b.
Fewer accidents
c.
A greater respect for NFPA standards
d.
An acquired tendency to break the rules
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Next Question
Quiz One
2.
Rather than preventing teachers from conducting
active science with the students, accidents
should:
a.
Ensure compliance to NIOSH standards.
b.
Force teachers to join the NSTA.
c.
Be considered one of the risk to teaching.
d.
Increase awareness in the need for safety.
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Next Question
Quiz One
3.
The law of liability and negligence is called:
a.
Tort Law
b.
Codified Law
c.
The law of wrong doing
d.
Plaintiff rights law.
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Next Question
Quiz One
4.
Which of the following is one of the elements
required to prove negligence?
a.
The defendant owed a duty to the plaintiff
b.
The defendant breached their duty.
c.
The plaintiff suffered a recognizable injury.
d.
A and b are correct.
e.
All of the above.
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Next Question
Quiz One
5.
Which of the following is one of the duties owed
by teachers to their students?
a.
The duty to instruct.
b.
The duty to supervise.
c.
The duty to maintain the newest equipment.
d.
A and b are correct.
e.
All of the above.
Back to Start
Next Question
Quiz One
6.
Which of the following is one of the responsibilities
of Osceola District School Teachers?
a.
Familiarization with the Chemical Hygiene Plan.
b.
Awareness of laboratory hazards.
c.
Following standard operating procedures.
d.
A and b are correct.
e.
All of the above.
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Quiz One
7.
Achieving a zero-risk environment in the
laboratory is:
a.
An impossible task.
b.
A realistic and meaningful target goal for schools.
c.
A practical solution to laboratory accidents.
d.
The only way to prevent being sued.
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Quiz One
8.
The most complicated element of negligence is:
a.
The defendant owed a duty to the plaintiff
b.
The defendant breached their duty.
c.
The plaintiff suffered a recognizable injury.
d.
A and b are correct.
e.
All of the above.
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Quiz One
9.
Duty is the requirement to act in accordance with:
a.
A legally mandated standard of care.
b.
The procedures provided by the NSTA.
c.
The requirements of the NFPA.
d.
Any nationally recognized standards writing
organization.
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Quiz One
10.
The expectation that teachers instruct students in
problems that can be reasonably be expected is
called.
a.
Tort prevention
b.
Standard of care
c.
Foreseeability
d.
Duty to Protect
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You have Finished
Module One.
Good Job!