Transcript CSIS Training.

The Scots School Albury
Chemical Safety in Schools Training.
Developed from the training module for the Chemical Safety
in Schools package.
CSIS Training.
• This slide show has been developed to assist your
progression through the three modules of the CSIS training
package.
• It has not been developed to be used instead of the
training modules.
• Staff are to complete the training modules at their own
pace. Completion is required within the timeframe
indicated by the Principal.
• The CSIS Folders are available in the Bursars office,
Science, Woodstock and the Primary school. Electronic
copies of the training booklets are available in the
Chemical safety folder on Cypher or on the Intranet in the
policy folder.
• Direct all enquires to the OH&S committee in the first
instance.
2
Chemicals in Schools
3
OUTCOMES:
As a result of completing this training, participants will:
• Understand their responsibilities under the
Hazardous substances and Dangerous Goods
Legislation.
• Use the information in Chemical Safety in Schools
to implement effective strategies and to develop
best practice in relation to hazardous substances
and dangerous goods.
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Chemical Safety in Schools
What is it?
•A package designed to assist schools to:
• Use chemicals in a safe manner
• Control the risk from chemicals.
• Meet legal requirements for hazardous
substances and dangerous goods.
• Identify current practice and develop a
strategy to improve safety and storage.
5
What does the legislation say?
• Occupational health and Safety act 2000.
Responsibility is on both employees and employer to work
cooperatively to create and maintain a safe and healthy
work environment.
•Occupation health and safety regulation 2001.
A hazardous substance has the potential to harm the
health of people.
States the legislative requirements regarding:
• Chemical labelling.
• Easy access to Material Safety Data Sheets.
• Risk assessment.
• Training and Chemical registers.
6
Dangerous Goods Legislation
A dangerous good has the potential to cause an
immediate risk to health and safety.
• The legislation meets the requirements of:
–
–
–
–
Classification; - 9 Classes.
Labelling;
Transport;
Storage and Licensing.
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Responsibility
• Who is responsible?
–We all are.
• Who will be most affected by this legislation?
–All of us.
• Which of the mandatory requirements of the
legislation are your responsibility?
–Training: you are all responsible for making sure you know
and understand the requirements of the legislation.
–Storage & handling plus manifest responsibilities becomes the
responsibility of those working with the substances.
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General safety.
• Under the principles of OH&S we are responsible
for the health and safety of ourselves and others.
• How can we do this?
– Think through the activity identifying the potential for
danger / accident.
– Put in place controls to minimise this potential.
– BE VIGILANT, If there is a problem, report it by
phone to Adam Makeham on *004, then follow up
by reporting the problem on maintenance manager.
If it is an urgent emergency also contact the Head of
School.
• Role of the Principal /OH&S committee.
Organise the implementation of procedures i.e.. Fire
drills; Storm damage responses,etc. Repair/control of
physical dangers, i.e. uneven pavements.
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Intent of the legislation
To prevent exposure to hazardous substances which may
cause injury or ill-health.
How is this done?
By following a basic risk assessment and management
process:
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3
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Identify all hazardous substances at work
Assess the exposure of staff & students to hazardous substances
Control any exposure to minimise risks to health and safety
Review the process to ensure risks remain adequately managed.
In conjunction with this process, users of hazardous substances
need to be appropriately
–trained,
–informed and
–supervised.
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Quick Quiz 1
What is the intent of the hazardous substances legislation?
(a) To ensure that workers remain uninformed therefore
ignorant of hazardous substances.
(b)To ensure the health and safety of those working with or
near hazardous substances.
(c) To eventually exclude the use of all hazardous substances.
Who has responsibility for ensuring workplace health and
safety?
(a) The Principal only, as head of the school.
(b)The Occupational Health and Safety officer/committee.
(c) All of us working in the school.
Adapted from The University of New England Hazardous Substances Implementation Course (Adapted from the University of Sydney under licence)
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Risk Assessment – Who?
A risk assessment must be conducted for each task which
involves or produces a hazardous/dangerous substance.
•The risk assessment needs to be conducted by relevant and competent staff .
This means they have a sound knowledge of the task and the ability to:
–
interpret the information in MSDS and labels
–
observe the conditions of the work process/experimental activity
–
draw all the information together in a systematic way to form valid
conclusions about exposures and risks
–
record the findings.
•It is expected that the teacher/department specific employee using the
hazardous substances will conduct these risk assessments. (Most assessments
will be a single page checklist requiring a few minutes to complete).
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Risk Assessment Process.
• What are the chances of these dangers
occurring?
• How would you control the task so that it is
safe?
• What added steps would you put in place to
minimise the risks?
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Let’s Practise
Performing a Risk Assessment.
A simple task: Boiling rose petals in water to
extract the oil.
What are the dangers?
• Burning by hot water, handling hot beaker
or flame.
• Cuts from broken glass if the beaker or
other glassware was broken.
• Breakage of the thermometer.
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Risks Identified
• Develop control measures to minimise the chance
of the risks occurring.
• Educate students of the risks and how to prevent
them occurring.
• Care in the use of equipment to minimise chance
of spills or breakages.
• Heat proof gloves to prevent burns.
• Non-roll ring or elastic band be placed around the
thermometer to prevent it from rolling off the
bench. Care when handling the thermometer.
• Perform as a teacher demonstration.
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Things can STILL go wrong.
• Ten hurt in Sydney Catholic school blast
Nine Year 7 students and their pregnant teacher ended up in hospital yesterday after a
science experiment went wrong in South-Western Sydney.
Students from Mt St Joseph's school at Milperra were learning how to extract oil from
rose petals when a beaker being used in the experiment exploded.
Nine of the 22 students in the science lab, and their 32 weeks' pregnant teacher, were
taken to Bankstown Hospital with cuts and released after treatment.
The teacher was believed to be extracting the oil from rose petals by heating it in a glass
beaker filled with water.
The steam travelled through a tube and dripped into another beaker as a watery
compound. Something went wrong and the glass exploded.
SOURCE
Catholic News: cited: Ten hurt in school blast (news.com.au/Daily Telegraph 5/3/04).
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The CSIS package recommends
the Hierarchy of controls
• Can the situation be eliminated?
• Can a less hazardous activity be
substituted?
• If not: Can procedures be instigated to
reduce the hazard?
• Are controls already in place?
• What is their effectiveness?
• Are more controls needed?
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Hierarchy of controls
• The purpose of assessing risks is to consider
possible controls and implement effective control
measures.
• Using the practise example:
– Which hierarchy controls could be applied?
– Which is the most effective control strategy? Why?
– Why are control strategies higher on the list more
effective?
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Implementing the Hierarchy of
Controls
• Elimination: Is it mandatory that this activity be performed?
• Substitution: Can a safer activity be performed that demonstrates
the same outcome.
• Mitigation: Can we use alternative equipment that will make the
activity safer.
• Isolation: Students removed to a safe distance from the activity
or the activity positioned behind a safety shield.
• Engineering controls: The activity performed in a fume cupboard
with the protective doors down.
• Administrative procedures: The activity performed as a
demonstration only. Using designated safety procedures.
• Personal protective equipment: Demonstrator and student safety
gear.
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Control Strategies for Chemical Safety
adopted by Department of Education
& Training.
• Remove highly toxic chemicals from schools.
• Control the access to all chemicals used in school
(using the colour code method covered later).
• Reduce risks by providing safe practice
information for their use. (MSDS)
• Define the controls to be followed.
• Provide training for staff.
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What does that mean for US!
Identify substances in our School
• The first step is to identify all the hazardous and/or dangerous
substances that are, or will be, used in the school.
• The substances could be in the form of a solid, liquid, gas, dust,
vapour, mist or fume. They may be visible or invisible.
Inventory of substances
• A list of those substances used or produced in the school has to be
compiled following the identification process. This inventory contains
the name, quantity and location of the substance.
• Each department must have a list (either electronic or hard copy) of all
the hazardous/dangerous substances stored in their area. This list must
be readily accessible.
• The “whole school” inventory is to be kept as a “register” that is
readily accessible and updated regularly from the current faculty
inventories.
ChemWatch is the software package sourced from the Internet and
used for this purpose.
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How to determine which
substances are hazardous
•
For purchased substances, simply check the label and MSDS. If the label
has risk or safety warnings, then it should be considered as hazardous.
• The MSDS will contain the statement “Hazardous according to criteria of
Worksafe Australia” at the top. (It may be NOHSC & ADG codes)
• If a label and MSDS are not available, contact the supplier for further
information or use ChemWatch (the database can supply Material Safety
Data Sheets and labels for hazardous substances).
• Check the Australian Standard “List of Designated Hazardous
Substances” – a copy can be found in the Science department.
Note: If a substance is hazardous it must be appropriately labelled. These
requirements are quite specific and will be covered later.
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Know what you are using:
Each person working with or near hazardous substances should understand the
dangers associated with those substances. The label and MSDS will provide all
relevant information including:
•
•
•
•
•
•
•
•
•
•
ingredients ie., the proportion of each ingredient in the substance
likely routes of exposure ie., direct skin or eye contact, inhalation and
ingestion
main health hazards ie., health impacts from short-term, single (acute)
exposure or long-term (chronic) exposure
physical & chemical properties eg., appearance, smell, solid, liquid, gas, visibility
risk of fire and explosion ie. flammability, reactivity, etc
precautions for safe handling & use ie., required & recommended control measures
personal protective equipment eg., gloves, goggles, etc
storage ie., method of storage & segregation from incompatible materials
disposal of waste eg., procedures, containers, etc
emergency planning eg., first aid treatment, response to spills, fires etc.
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Chemical Safety
• YOU NEED TO:
– Identify the hazards.
– Assess the risks.
– Control the risks.
– The Hazardous Substances Regulation 1996
requires us to apply risk assessment to
chemicals.
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Using Chemicals
• It is your responsibility to know how to use risk and safety
information to assess the risks and apply effective controls.
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Labelling information
• Name.
• Use appropriate
Dangerous Goods class
labels.
• Safety information
• Incorporate a signal word.
• First aid directions.
• Risks associated with the
chemical.
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Labelling information.
Class diamonds identify the hazards
associated with the particular substance.
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Labels
Labels for decanted hazardous substances
•
•
•
Where the substance is used immediately, no detailed labelling is required.
Where a decanted substance isn’t used immediately, but within the next 12
hours, the label must contain the product name plus risk and safety
phrases.
Where a decanted substance is not used within the next 12 hours, signal
words and/or dangerous goods class labels (where applicable), product
name, risk and safety phrases are the minimum requirements.
Small containers
Where the container of the decanted substance is very small e.g. a test
tube, the label may be attached to the test tube rack or a tag placed on the
test tube referring to the relevant detailed information located elsewhere.
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Quick Quiz 2
How can you identify hazardous substances?
(a) By taking the lid off a container to see what it smells like.
(b)By checking the label and MSDS for key words and phrases.
(c) By looking at the container and having a guess.
What should be kept readily accessible in a hazardous
substances Register?
(a) Copies of all chemical orders.
(b) Details about everyone who works in or visits the area.
(c) An up to date inventory and MSDS of all school
hazardous/dangerous substances.
Sourced from The University of New England Hazardous Substances Implementation Course (Adapted from the University of Sydney under
licence)
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Using Hazardous/Dangerous
Substances.
The aim is to prevent injury or illness
The key steps prior to using any substance are
• Identify the hazards.
• Assess the risks.
• Control or minimise
those risks.
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Information on Material Safety
Data Sheets (MSDS)
•
•
•
•
•
•
•
•
•
Name and address of supplier.
Contact information in case of emergency.
Name of product.
Classifications.
Common properties.
Chemical composition.
Health hazards.
Precautions for use.
Safe handling information.
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Chemical Hazards.
Many of the substances used at home and at
school are hazardous to our health.
These hazards are not immediately obvious.
Why?



Injury may not be obvious.
Symptoms of harm may manifest long term.
Hazardous/Dangerous substances may be
present in many forms.
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Where do these substances cause injury
or illness?
•your lungs if you inhale
fumes, mists or dust.
•your skin if liquid or dust
touches or spills on you or
splashes in your eyes.
•your mouth if you eat after
handling chemicals or
accidentally ingest a substance.
•your whole body via injection.
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Risk assessment: Chemicals
• Identify the risks associated with the chemical.
• Assess the consequence of exposure.
(1 = Insignificant, 2 = Minor, 3 = Moderate,
4 = Major, 5 = Catastrophic)
• Assess the likelihood that exposure will occur.
(A = Almost certain, B = Likely, C = Possible,
D = Unlikely, E = Rare)
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Quantifying the risk.
• Risk = consequence x exposure x probability.
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Sodium hydroxide.
• It is a Poison, Corrosive and presents a
significant risk.
• Consequence of exposure: burns,
ulceration and/or irritation to exposed skin.
If swallowed, burns to oesophagus and
stomach.
• Probability that this will happen?
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DET protocol for risk assessment.
(Check next slide)
(Extract- slide 39)
37
DET Colour Coding
• Classification code.
•
Based on risks associated with the chemical.
•
•
•
Unacceptable. (Banned)
Not recommended. (Black)
Manageable. (Red, orange,green & blue.)
• Conditions of use.
•
•
•
•
Approved staff only.
Demonstration only.
Senior students.
All students.
Individual user code
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DET: Extract of Appendix D
Chemical
Dangerous goods class
and packaging group.
Restricted to senior
student use & staff.
Risks and guidance for use
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Control of the risks associated
with Sodium hydroxide.
• Use in concentrated or solid form only by senior
students or teachers.
• Instruct students on the safe handling of the
chemical and what they do in the case of spills or
accident.
• Students use dilute solutions.
• Use small quantities where possible – micro
chemistry.
• Use of personal protective gear.
• Use in fume cupboard.
40
Storing chemicals safely.
• Storage areas must not be accessed by
students.
• If chemicals are stored in the classroom
they should be in a locked cupboard and not
able to be accessed by the students.
• Remember, there needs to be adequate
ventilation.
• Use DET classification system.
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Acceptable storage cabinets.
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Chemical placement within
stores.
“Class” separation
• Store on basis of primary risk.
• Store substances of same class together except when they are
incompatible.(eg Glacial acetic acid and Alcohol)
HOW? By:
• Horizontal segregation.
• Impermeable vertical physical barriers.
• Non-hazardous substances as barriers.
• Small quantities in high sided trays.
• Physical separation of at least 1 meter (Oxidising agents 3 meters).
(If quantities are less than 25% of that requiring a licence, no special
storage provisions apply other than “Class” separation).
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Chemical placement within
stores
• Within same class.
• Liquids stored below solids.
• Liquids in glass containers stored close to
floor and in containment trays.
• Reserve stock should be stored in a secure
labelled chemical store.
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Flammable liquids. Class 3.
• Up to 20 litres can be stored without the
need for a Flammable liquids cupboard (FLC).
• Flammable liquids not stored in a FLC should
be stored in a cool place away from direct
sunlight.
• Containers should be checked for cap breakage
during summer.
• Alcohols should be kept separated from
Glacial acetic acid (incompatibility issues).
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Flammable solids. Class 4.
• Greater than 2 Kg – store separately as a
group (in a containment tray).
• Greater than 25 Kg- with class 3 in a
flammable liquids cupboard.
• Greater than 50Kg REDUCE STOCK.
• SULFUR SHOULD NOT BE STORED NEAR
PHOSPHOROUS.
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Oxidising agents. Class 5.
• Greater than 2 Kg store separately as a
group, preferably in a containment tray.
• In a chemical store, provide maximum
horizontal separation possible.
• Incompatible chemicals should be separated.
• Nitrates not stored near Chlorates.
• Potassium permanganate not near Glycerol.
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Toxic Substances. Class 6 .
• Greater than 2 Kg store as a group in a
plastic containment tray.
• When not in use Poisons should be locked
away.
• Dilute solutions in dropper bottles should be
stored in staff only access areas when not in
use.
48
Corrosive substances. Class 8.
• Concentrated acids – on bottom shelf of chemical
store.
• Concentrated acids should be stored in bunded
areas.
• Nitric acid should not be stored near acetic acid.
• Dilute solutions can be stored on open shelving
within drip trays.
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Let’s Practise
Chemical Storage
• How would these chemicals be stored?
Chemical
Class
Quantity
Methylated Sprits
3
3
2.5Litres
Caustic soda
(Sodium Hydroxide)
8
8
500gram
Nitrate Fertilizer
(Ammonium nitrate)
55
1kilo
Hydrochloric acid
8
8
500mL
Acetone
3
3
500mL
Nitric acid
8
8
500mL
Potassium Permanganate
5
5
500gram
Glycerol
None
500mL
Copper
None
500gram
Petroleum Jelly
None
250 gram
50
Chemical Storage
Flammable liquids Class 3
•
•
Methylated Spirits.
Acetone.
Oxidising agents Class 5
• Potassium permanganate.
• Nitrate fertiliser (Ammonium nitrate)
• 3meters away from other chemicals.
Corrosive substances Class 8
• Caustic soda stored above the liquid
• Hydrochloric and Nitric acids.
• Chemicals with no designated class can be stored in open shelving.
• All chemicals should be stored away from direct student access.
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Licence requirements
• The legislation has specific criteria for which a
licence is required.
• The school manifest will ascertain the need for a
licence.
• Provided the manufacturers containers are no greater
than 5L each(Packaging group II) or 25L (packaging
group III) no licence is required.
• No more than 2L of Absolute Ethanol can be
purchased in any one year without a licence.
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School Restrictions
• No Ammonium Chlorate allowed.
• Government Primary schools must not
store more than the minor storage
quantities for a residential premises. Eg,
Corrosive substances, PG1 – 1L, PGII -25L (Sulfuric
acid, Hydrochloric acid), PGIII-100L(oxalic acid).
• Government Secondary schools –Must not
keep more than the minor storage
quantities for the corrosive class (Quantities are
dependent on class and packaging group).
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The CSIS Package
What have we learned:• The CSIS package is designed to educate us on the
risks associated with dangerous and hazardous
goods.
• Its content is an overview of the legislation.
• How the requirements affect the school and its
community.
• What we need to do to comply with the legislation.
54
Responsibilities under the
Legislation
Dangerous and Hazardous substances need to be
correctly:• Labelled
• Stored.
• Assessed for handling risks.
• Controlled to minimise the risks.
We need to:• Complete a stock take
• Perform risk assessments on activities.
• Request MSDS prior to the purchase of a new chemical.
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Safety Information on
Labels & MSDS’s
• You must be able to locate
•
•
•
•
•
•
•
Signal word (Poison)
Safety and first aid information.
and interpret
Common properties.
Associated health hazards.
Precautions for use.
Safe handling.
56
Interpretation of the DET
colour code.
Chemicals categorised based on risk, using a colour
coding system.
• X = banned
• Black = Not recommended for school use.
Manageable:
• Red = Teacher use only.
• Orange = Yrs 11, 12 and Staff use only (unless for
identified prescribed practical activities).
• Green = Years 7 – 12 use.
• Blue = Years Kindergarten – 12 use.
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Relevance of a Chemical
Register.
• Storage requirements are based on quantity.
• Whole school Licence requirements.
• Fire Safety requirements.
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Risk Assessment &
Control Strategies .
• Staff awareness of the associated risk.
• Introduce strategies to minimise the risks.
• Produce a safe workplace for both themselves
and others.
• Use the CSIS package as a resource to
achieve this outcome.
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Having completed all three modules of the CSIS
training package, you should now be able to complete
the evaluation and training record thus completing
your CSIS training.
Print a copy of the CSIS Quiz & Training completion
Record from the training folder. Complete the quiz and
place into Jan Beasley’s pigeon hole and hand the
completed & signed Training completion record (“Titled:
Personal Evaluation & Training record”) to the Principal’s Personal
Assistant for processing.
(Acknowledgements: Information sourced from the NSW CSIS package. Some participant evaluation ideas gained from the
University of New England substance induction package.)
The End