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Osceola District Schools Laboratory Hygiene Program.

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1 Osceola District Schools Laboratory Hygiene Program

2 Module 3: The Osceola District Schools Chemical Safety Hygiene Plan

3 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.

4 Why have a Chemical Hygiene Plan? The Chemical Hygiene Plan (CHP) serves three very important purposes. 1. It serves to inform and educate District personnel as to the uniform manner in which chemicals are to be purchased, stored and used. 2. It serves as plan for the management of emergencies involving chemicals and dovetails into the emergency management plan. 3. It serves a a legal document in compliance with OSHA and DOE.

5 The Guiding Principles of the CHP. 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. Observing those exposure limits identified as dangerous (PELs).PELs 5. Providing adequate ventilation and exhaust directly to the outside. 6. Responding in a timely responsible manner to reported safety concerns.

6 The CHP Layout Creating a safe laboratory environment. Lesson Plans Student accountability Emergencies Chemistry Safety Hazard Identification Chemical Storage Do’s Don’ts 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

7 The CHP Purpose Physical hazards Sources of risk include: flammable/combustible liquids, compressed gases, explosives, organic peroxides, oxidizers, pyrophorics, unstables, water reactivesflammableorganic peroxidespyrophoricswater reactives The CHP attempts to encourage the control of two kinds of hazards in the science classroom.

8 The CHP Purpose Health hazards Types of risk include: carcinogens, corrosives, toxics/highly toxics, reproductive toxins, irritants, sensitizers, target organscarcinogensreproductive toxinstarget organs Factors include chemical form, route of entry, amount, frequency

9 The CHP is part of an overall safety plan. The Chemical Hygiene Program must include by law: Standard operating procedures (SOP) Standard operating procedures Exposure Control Chemical Inventories, MSDS’s, Labeling Properly functioning safety equipment Information & training Prior approval Medical consultation & exam Chemical Hygiene Officer

10 Creating a safe Laboratory Environment A key feature of a school science curriculum is well- planned 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.

11 Creating a safe Laboratory Environment 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.

12 Creating a safe Laboratory Environment 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.

13 Lesson Planning 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.

14 Lesson Planning 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?

15 Student Accountability 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).

16  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

17  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

18  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) Student Accountability

19 Emergencies 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. Science Teachers are the responsible adult, the emergency responder, and the crisis manager in the first minutes of a laboratory emergency.

20 Emergencies Science teachers must approach a laboratory emergency utilizing three strategic priorities. Life Safety Incident Stabilization & Property Conservation. This is not necessarily the order these priorities are approached – rather it is what must be accomplished.

21 Emergencies 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. 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.

22 Emergencies 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.

23 Hazard Management Thermal Burns Prevention 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. Source Hot equipment Chemical reactions Burners and heating elements Response Apply cool water to burn site immediately Do not apply ointment.

24 Response Wash area continuously with a stream of water unless the chemical is water reactive. Do not neutralize acids on skin. Hazard Management Chemical Burns Prevention 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. Source Contact with Corrosives Irritants

25 Response Control bleeding with direct pressure. Use universal precautions. Wash the area with water. Hazard Management Cuts Prevention 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. Source Broken Glassware Inserting pipettes into stoppers.

26 Response Clear the area of students Extinguish the fire with the proper extinguisher if you are confident in your ability Call 911. Hazard Management Fire Prevention Teach student the danger of loose clothing and hair. 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. Source Mixing reactive chemicals. Improperly heating chemicals. Flammables too close to ignition sources

27 In Case of Spills 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.

28 In Case of Spills 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.

29 Fire Control 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.

30 Fire Control 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. A common accidental fire occurs when a student leans too close to an open flame…..

31 Classes of Fires Extinguish by smothering or cooling WATER is best!! Use Water or ABC dry chemical extinguisher. Can also use an ABC foam extinguisher. CLASS A – Fires in ordinary combustibles such as wood, paper, cardboard, etc

32 Classes of Fires 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. CLASS B – Fires in gasoline, oil, or other flammable liquids that vaporize easily when heated.

33 Classes of Fires 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. CLASS C – Fires in live electrical equipment.

34 Classes of Fires Need special extinguisher powder, administered by scoop. Dry sand may also be used for small fires. CLASS D – Fires in combustible metals such as magnesium, sodium, potassium, lithium, titanium, and others.

35 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

36 End of Module Go to the Quiz

37 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 References

38 29 CFR – 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. Glossary Back to Module

39 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. Glossary Back to Module

40 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 , 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 (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 , 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. Glossary Back to Module

41 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 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, 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. Glossary Back to Module

42 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% CO 2. 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 CO 2 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 ) issued by OSHA addressing occupational exposures to hazardous chemicals in the laboratory. All laboratories must comply with this standard. Glossary Back to Module

43 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. Glossary Back to Module

44 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 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. Glossary Back to Module

45 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: 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. Glossary Back to Module

46 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. Glossary Back to Module

47 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. Glossary Back to Module

48 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. Back to Start Next Question

49 Quiz Three 2. Which of the following items is NOT on of the purposes of the Chemical Hygiene Plan? a. It serves to inform and educate as to uniform procedures. b. It prevents the District from being sued for failure to plan. c. It serves as a plan for handling chemical emergencies d. It serves as a legal document in compliance with OSHA Back to Start Next Question

50 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 Back to Start Next Question

51 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 Back to Start Next Question

52 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 Back to Start Next Question

53 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 Back to Start Next Question

54 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. Back to Start Next Question

55 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 Back to Start Next Question

56 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. Back to Start Next Question

57 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 Back to Start Next Question

58 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 Back to Start Next Question

59 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 Back to Start Next Question

60 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 Back to Start Next Question

61 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 Back to Start Next Question

62 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 Back to Start Finish

63 That’s Right! Return to Quiz

64 That’s Incorrect Return to Quiz

65 You have Finished Module Three. Good Job!


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