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Title: Osceola District Schools


1
Osceola District Schools
  • Laboratory Hygiene Program

2
Module 1 Why Take This Course
3
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).
4
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.
5
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.
6
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.
7
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).
8
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.

9
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.
10
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.

11
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.
12
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.

13
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.

14
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.

15
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.

16
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

17
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

18
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.

19
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.

20
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.

21
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

22
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.

23
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.

24
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.

25
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?

26
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.

27
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?

28
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.

29
End of Module
Go to the Quiz
References
30
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

31
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.

Back to Module
32
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.

Back to Module
33
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.

Back to Module
34
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.

Back to Module
35
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.

Back to Module
36
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.

Back to Module
37
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.

Back to Module
38
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.

Back to Module
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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40
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
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52
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53
Thats Right!
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54
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55
You have Finished Module One. Good Job!
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