1. STAO
Fire Safety Resource

2. STAO Fire Safety Resource
What You Will Learn
The format of the STAO Fire Safety Resource
The proper and safe use of flammable and combustible materials in secondary classrooms
The legislation and curriculum linkages related to working with flammable and combustible materials in secondary classrooms

3. STAO Safety Resource Recent Accidents in Ontario Science Classrooms
A beaker of methanol was ignited accidentally by a bunsen burner flame. The beaker was dropped, the flames spread, and several students were taken to hospital.
One cup of alcohol placed in a water cooler was ignited, a flame shot out and a ball of fire landed 2 meters away on a student’s jeans.
Reaction with Potassium Chlorate, Manganese Dioxide, Sugar and Glycerine in a test tube resulted in an explosion. Three students injured.

4. Fire Safety Knowledge and Skills
Knowledge for Handling Flammable and
Combustible Substances
Type of Flammable and Combustible
Materials
2. Quantity of Flammable and Combustible
3. Concentration of Flammable and Combustible Materials

5. Fire Safety Knowledge and Skills
Knowledge and Skills for Preparation of Activities
Room Readiness
Safety equipment
Storage and Disposal
Classroom Management
Assessment of student skill level and
readiness
Choice of Heat Source
Suitable flame source
Knowledge and Skills for Emergencies
8. Dealing with Unintended Flame

6. Fire Safety Resource Components
The Fire Safety Resource Components
Educators’ Guide
2. Video clips
3. Student Information Materials
4. Workshop or Training Materials

7. Fire Safety Resource Learning Goals
Identify and clarify legislation and regulations related to fire safety
Identify and clarify curriculum expectations
Demonstrate procedures necessary to plan and supervise safe student learning activities
Provide classroom resources aligned with the curriculum expectations
Provide training materials for teachers and students

8. Fire Safety Resource: Educators’ Guide
An outline of legislation and curriculum linkages
Links to curriculum policy for Grades Science with a focus on safety
Links to science courses with curriculum expectations that may involve working with flammable and combustible materials
Student and teacher reflection tools for learning sustainment
Teacher supports for videos

9. Overview of Legislation
Occupational Health and Safety Act/Ministry of Labour
Education Act: O. Reg. 298/Ministry of Education
Science Teacher
Science
Biology
Chemistry
Environmental Science
Earth and Space Science
Physics
Office of Ontario Fire Marshal
WHMIS/ Ministry of Labour
The Environmental Protection Act

10. Legislation related to Safety in general:
Education Act: O. Reg 298, 20.(g), Duties of Teachers
‘ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible’

11. Legislation related to Safety in general:
Occupational Health and Safety Act (OHSA) and its Regulations:
Teachers need to be aware that under the OHSA every worker has the right to know about the hazards in their workplace, to bring issues to the employer’s attention and to refuse work that is unsafe
Science teachers should have adequate training in the procedures for the safe use and handling of all chemicals used in the curriculum including flammable and combustible liquids …….

12. Legislation related to Safe handling of Flammable and Combustible Liquids:
- Office of the Fire Marshall (OFM): Ontario Fire Code -Sentence (3), Division B states:
"Personnel working in laboratories shall be trained in the safe handling of flammable liquids and combustible liquids“
OFM guideline, ‘Handling Flammable and Combustible Liquids in School Laboratories’

13. What does Curriculum Policy say about Safety in the Classroom?
Implementation of the provincial Grades 9-12 Science curriculum policy requires that: ‘Teachers must model safe practices at all times and communicate safety expectations to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations’
The Ontario Curriculum, Grades 9 and 10
Science, 2008: Health and Safety in Science
The Ontario Curriculum, Grades 11 and 12

14. Educators’ Guide: Curriculum Connections - Course Roadmap
Science courses with curriculum expectations that may involve the use of flammable or combustible materials are highlighted in the curriculum roadmap chart.

15. Expectation Description
Educators’ Guide: Curriculum Connections - Expectations Addressed by Videos
Grade/
Course
Expectation Number
Expectation Description
Possible Fire Hazards
Video #
Grade 9
Academic SNC1D
C2.2
conduct an inquiry to identify the physical and chemical properties of common elements and compounds (e.g., magnesium sulfate, water, carbon, copper II) [PR]
Combustion of solids, liquids, or gases 2
C2.3
plan and conduct an inquiry into the properties of common substances found in the laboratory or used in everyday life (e.g., starch, table salt, wax, toothpaste), and distinguish the substances by their physical and chemical properties (e.g., physical properties: hardness, conductivity, colour, melting point, solubility, density; chemical properties: combustibility, reaction with water) [IP, PR, AI]
C2.4
conduct appropriate chemical tests to identify some common gases (e.g., oxygen, hydrogen, carbon dioxide) on the basis of their chemical properties, and record their observations [PR, C]
Large volumes of gases combusting
Mixing volumes of gases
Inappropriate heat source 1
Applied
SNC1P
use an inquiry process to identify the physical and chemical properties of common elements and simple common compounds, including gaseous substances (e.g., sulfur is a yellow solid; sodium chloride is water soluble; nitrogen gas is colourless, odourless, and very unreactive) [PR, AI]
1, 2
C2.5
investigate and compare the chemical properties (e.g., combustibility, reaction with water) of representative elements within groups in the periodic table families of elements (e.g., Mg and Ca; N and P) [PR, AI]
Combustion of solids
NOTE: phosphorus should not be used in a school lab

16. Fire Safety Resource: Videos
Testing Gases: H2, O2, and CO2
Reactivity of Metals: Li, Na, and K
Oxidation of an Alcohol using a Catalyst
Acetylene Production from Calcium Carbide
Safely Synthesizing Esters
Aseptically Preparing a Bacterial Streak Plate

17. Fire Safety Resource: Student Information Materials
Posters and handouts to:
Be used prior to student activity
Help students be aware of and understand their responsibilities
Provide guidelines for working with flammable and combustible substances

18. Fire Safety Resource: Workshop or Training Materials
Workshop or Training Materials to Facilitate
PD Sessions
Introduce and clarify components of fire safety resource including:
Related legislation and curriculum policy
Fire Safety Knowledge and Skills set
Provide teacher supports/handouts for videos
Teacher notes
Safety points
Worksheets

19. Video Outline
While watching the video, answer the reflection sheet questions:
What categories (classes) of chemicals are used in this activity?
What specialised equipment is used?
What safety precautions are taken during this activity?
What classroom management concerns are addressed in the video?

20. Video 1 – Testing Gases: H2, O2, and CO2

21. Video 1 – Testing Gases: H2, O2, and CO2
Discussion Questions
What categories (classes) of chemicals are used in this activity?
What specialised equipment is used?
What safety precautions are taken during this activity?
What classroom management concerns are addressed in the video?

22. Chemical Segregation in the Storage Room
Chemical Storage Groups (adapted from SOS page 37)
Group
Storage Provision
Store Away From
Flammable and Combustible liquids (e.g., alcohols)
Fire-resistant ‘Flammables Cabinet’
Oxidizers and toxics
Flammable and Combustible Water-reactive Solids (e.g., alkali metals)
Separate cupboard or cabinet
Oxidizers, corrosive liquids, and flammable liquids
Highly Toxic Chemicals (e.g., Mercury)
Usually banned by most boards
Flammable liquids
Corrosive Liquids, acids (e.g., conc. HCl)
Vented ‘Acid Cabinet’; HNO3 should be isolated
Non-acid corrosive liquids, water-reactive solids and toxics

23. Chemical Segregation in the Storage Room
Chemical Storage Groups (adapted from SOS page 37)
Group
Storage Provision
Store Away From
Corrosive Liquids, bases (e.g., NaOH solution)
Not in glass containers
Acids, water-reactive solids and toxics
Corrosive Solids (e.g., NaoH)
With general chemicals
Oxidizing Agents (e.g., peroxides, chlorates)
In plastic trays
Flammable liquids/solids, water-reactive solids, organics, corrosive liquids
General Chemicals
Inorganics/organics

24. HMIS Rating for Chemicals
Hazardous Materials Identification System (HMIS) Rating:
for chemicals in Video #1
(The highest hazard rating is 4)
1. Calcium Manganese Dioxide % Hydrogen Peroxide
HMIS (0 to 4) HMIS (0 to 4) HMIS (0 to 4)
Health 3 2
Fire Hazard
Reactivity

25. HMIS Rating for Chemicals
Hazardous Materials Identification System (HMIS) Rating:
for chemicals in Video #1
(The highest hazard rating is 4)
4. 5% Acetic Acid 5. Lime Water Sodium Bicarbonate
HMIS (0 to 4) HMIS (0 to 4) HMIS (0 to 4)
Health 2 1
Fire Hazard
Reactivity

26. Video 2 – Reactivity of Metals: Li, Na, and K

27. Video 2 – Reactivity of Metals: Li, Na, and K
Discussion Questions
What categories (classes) of chemicals are used in this activity?
What specialised equipment is used?
What safety precautions are taken during this activity?
What classroom management concerns are addressed in the video?

28. Station Passport: A Instructions Choose a partner
Rotate through stations in partners
5 minutes per station
Fill in Teacher Worksheets for videos 1 and 2
Stations 1-5
Experiment #1: Experiment #2:
1. Test for H2 gas 4. Reaction of lithium with water
2. Test for O2 gas 5. Reaction of sodium with water
3. Test for CO2 gas

29. Station Passport: B
When hands-on experiments cannot be safely performed. Participants will: - Working in small groups discuss answers to the worksheets for videos 1 and 2 - Provide group answers to worksheets for discussion and feedback with large group

30. Fire Safety in the Classroom
Classroom Safety - Teacher and Student Responsibility
‘Teachers are also responsible for ensuring the safety of students during classroom activities and for encouraging and motivating students to assume responsibility for their own safety and the safety of others. They must also ensure that students acquire the knowledge and skills needed for safe participation in science activities.’
‘Roles and Responsibilities in the Science Program’: The Ontario Curriculum, Science, Grades 9 and 10 (2008)

31. Fire Safety Knowledge and Skills
Knowledge for Handling Flammable and
Combustible Substances
Type of Flammable and Combustible
Materials
2. Quantity of Flammable and Combustible
3. Concentration of Flammable and Combustible Materials

32. Fire Safety Knowledge and Skills
Knowledge and Skills for Preparation of Activities
Room Readiness
Safety equipment
Storage and Disposal
Classroom Management
Assessment of student skill level and
readiness
Choice of Heat Source
Suitable flame source
Knowledge and Skills for Emergencies
8. Dealing with Unintended Flame

33. Fire Safety in the Classroom
Classroom Safety
Create an atmosphere of safety
Create a safety contract (STAO has one)
Have a system in place from cradle to grave
Do a prelab, lab, postlab format
Deliver just in time instructions
Leave stock bottles in prep room
Keep work areas clean (benches, fume hood)

34. Fire Safety in the Classroom
Planning an Activity
Consider how the activities relate to the curriculum
Use the smallest possible quantity/volume of a chemical
Use lower/safer concentrations of reagents
Use safer alternative i.e., not flammable or combustible and less toxic
Use hot plates instead of open-flame burners
Use the minimum reagent temperature (10 fold increase for every 10°C change)
Do the labs yourself ahead of time, consult experienced teachers

35. Outline of Videos Each Video includes: Intro Sequence
Specific Curriculum Expectations addressed
List of materials
Chemical equations
Safe procedure for preparing and conducting the investigation
Summary of Fire Safety Knowledge and Skills considerations

36. Debrief: Video Support Materials
Curriculum connections - Teaching points outline how instructors can meet curriculum expectations
Fire Safety Knowledge and Skills Set -outlines which fire safety knowledge and skills are needed to prepare the classroom
Safety Points and Materials: summarized to allow for easy preparation
Procedure: includes prep work, lab work, clean up and disposal
Student Resource: e.g., Observation charts in Videos 1 and 2
Teacher Worksheets: enabling easy facilitation of PD workshops

37. Debrief: Video Support Materials
Student Resource: e.g., Observation Chart for Video 1
Teacher Observation Worksheet for PD
What is the flame source shown in the video? ……….
Consider the following scenario? ………… …
Gas
Physical Characteristics
Description of the Test
Positive Test for the Gas

38. Video 5 – Safely Synthesizing Esters

39. Summary - Application of Knowledge
Video 5 – Safely Synthesizing Esters
What safety precautions are taken during this activity?

40. Curriculum Connections
Refer to the Curriculum Handout
Strand A contains expectations describing Scientific Investigation Skills (SIS)
Strands B-E/F contain expectations describing major topics or content areas
Strand A expectations are to be developed through instruction of the B-E/F strands, by means of hands-on student practice where appropriate (i.e., these skills are not developed in isolation)

41. Curriculum Connections
Four Types of SIS/Strand A Expectations
IP – Initiating and Planning
PR – Performing and Recording
AI –Analysing and Interpreting
C – Communicating

42. Video 1 – Testing for Gases
Discussion Question
What Grade 9 classroom activities could incorporate the [PR] expectations to the right?

43. What do Curriculum Expectations in strands B - E/F require for Scientific Investigations?
Only specific expectations with [PR] (under “Developing Skills of Investigation and Communication”) require students to perform an investigation.
Many of the specific expectations are accompanied by examples which:
are meant to clarify the requirements specified in the expectation, illustrating the kind of knowledge or skill.....
are intended as suggestions for teachers rather than as exhaustive or mandatory lists
allow teachers to choose ones that are appropriate for their classrooms and courses, or they may develop their own approaches that reflect a similar level of complexity.

44. Evaluation of Workshop
THANK YOU!