Osceola District Schools

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Osceola District Schools

• Laboratory Hygiene Program

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Module 1 Why Take This Course
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Chemical SafetyWhats 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).
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Chemical SafetyWhats 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.
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Chemical SafetyWhats 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.
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Chemical SafetyWhats 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.
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Chemical SafetyWhats 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).
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Chemical SafetyWhats the big deal?

• 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.

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Chemical SafetyWhats 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.
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Chemical SafetyWhats the big deal?

• 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.

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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.

• 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 districts 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.
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Liability and the Science Teacher

• 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.

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Liability and the Science Teacher

• Negligence - when someone has suffered as a
  result of ones 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 defendants breach caused the injury.

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Liability and the Science Teacher

• 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.

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Liability and the Science Teacher

• DUTYThe 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.

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The Teachers Legal Responsibility to Use Due Care

• The legal requirements of any science teacher are
  predicated upon three components of the teachers
  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

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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

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The Duty to Supervise

• 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.

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The Duty to Maintain Equipment and Surroundings

• 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.

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Liability and the Science Teacher

• 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 defendants breach caused the injury.
• The breach must be directly related to the
  injury.

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Teacher Responsibilities

• In addition to the science teachers obvious
  responsibilities associated with learning
  management, there are responsibilities unique to
  the science and chemistry laboratory. These
  responsibilities include

• 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

• In addition to the science teachers obvious
  responsibilities associated with learning
  management, there are responsibilities unique to
  the science and chemistry laboratory. These
  responsibilities include

• 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.

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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.

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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.

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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?

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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.

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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?

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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.

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End of Module
Go to the Quiz
References
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References

• 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

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Glossary

• 29 CFR 1910.1450 OSHAs 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

• 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 OSHAs 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

• 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 100F (37.8C), except any
  mixture having components with flashpoints of
  100C 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

• 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
  employees 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

• 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

• 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

• 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

• 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.

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39
Glossary

• 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

• 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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41
Quiz One

1. Teachers who have had proper safety training have

1. More time to work on personal projects

1. Fewer accidents

1. A greater respect for NFPA standards

1. An acquired tendency to break the rules

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42
Quiz One

1. Rather than preventing teachers from conducting
   active science with the students, accidents
   should

1. Ensure compliance to NIOSH standards.

1. Force teachers to join the NSTA.

1. Be considered one of the risk to teaching.

1. Increase awareness in the need for safety.

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43
Quiz One

1. The law of liability and negligence is called

1. Tort Law

1. Codified Law

1. The law of wrong doing

1. Plaintiff rights law.

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44
Quiz One

1. Which of the following is one of the elements
   required to prove negligence?

1. The defendant owed a duty to the plaintiff

1. The defendant breached their duty.

1. The plaintiff suffered a recognizable injury.

1. A and b are correct.

1. All of the above.

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45
Quiz One

1. Which of the following is one of the duties owed
   by teachers to their students?

1. The duty to instruct.

1. The duty to supervise.

1. The duty to maintain the newest equipment.

1. A and b are correct.

1. All of the above.

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46
Quiz One

1. Which of the following is one of the
   responsibilities of Osceola District School
   Teachers?

1. Familiarization with the Chemical Hygiene Plan.

1. Awareness of laboratory hazards.

1. Following standard operating procedures.

1. A and b are correct.

1. All of the above.

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47
Quiz One

1. Achieving a zero-risk environment in the
   laboratory is

1. An impossible task.

1. A realistic and meaningful target goal for
   schools.

1. A practical solution to laboratory accidents.

1. The only way to prevent being sued.

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48
Quiz One

1. The most complicated element of negligence is

1. The defendant owed a duty to the plaintiff

1. The defendant breached their duty.

1. The plaintiff suffered a recognizable injury.

1. A and b are correct.

1. All of the above.

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49
Quiz One

1. Duty is the requirement to act in accordance with

1. A legally mandated standard of care.

1. The procedures provided by the NSTA.

1. The requirements of the NFPA.

1. Any nationally recognized standards writing
   organization.

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50
Quiz One

1. The expectation that teachers instruct students
   in problems that can be reasonably be expected is
   called.

1. Tort prevention

1. Standard of care

1. Foreseeability

1. Duty to Protect

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Finish
51
Thats Right!
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52
Thats Incorrect
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53
Thats Right!
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54
Thats Incorrect
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55
You have Finished Module One. Good Job!