Title: Osceola District Schools
1Osceola District Schools
- Laboratory Hygiene Program
2Module 1 Why Take This Course
3Chemical 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).
4Chemical 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.
5Chemical 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.
6Chemical 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.
7Chemical 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).
8Chemical 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.
9Chemical 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.
10Chemical 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.
11Liability 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.
12Liability 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.
13Liability 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.
14Liability 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.
15Liability 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.
16The 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
17The 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
18The 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.
19The 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.
20Liability 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.
21Teacher 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
22Teacher 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.
23Case 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.
24Case 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.
25Case 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?
26Case 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.
27Case 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?
28Case 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.
29End of Module
Go to the Quiz
References
30References
- 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
31Glossary
- 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
32Glossary
- 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
33Glossary
- Irritant a chemical which may cause reversible
inflammation upon contact. - Laboratory -Any facility where the "laboratory
use of potentially hazardous chemicals" occurs.Â
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
34Glossary
- 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
35Glossary
- 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
36Glossary
- Laboratory use of Potentially Hazardous Chemicals
- the handling or use of such chemicals in which
all of the following conditions are met - 1)Â Â Â Â Â Â Use of laboratory scale.
- 2)Â Â Â Â Â Â Multiple chemical procedures or
chemicals used. - 3)Â Â Â Â Â Â 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
37Glossary
- 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
38Glossary
- 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
39Glossary
- 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.
Back to Module
40Glossary
- 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.
Back to Module
41Quiz One
- Teachers who have had proper safety training have
- More time to work on personal projects
- Fewer accidents
- A greater respect for NFPA standards
- An acquired tendency to break the rules
Back to Start
Next Question
42Quiz One
- Rather than preventing teachers from conducting
active science with the students, accidents
should
- Ensure compliance to NIOSH standards.
- Force teachers to join the NSTA.
- Be considered one of the risk to teaching.
- Increase awareness in the need for safety.
Back to Start
Next Question
43Quiz One
- The law of liability and negligence is called
- Tort Law
- Codified Law
- The law of wrong doing
- Plaintiff rights law.
Back to Start
Next Question
44Quiz One
- Which of the following is one of the elements
required to prove negligence?
- The defendant owed a duty to the plaintiff
- The defendant breached their duty.
- The plaintiff suffered a recognizable injury.
- A and b are correct.
- All of the above.
Back to Start
Next Question
45Quiz One
- Which of the following is one of the duties owed
by teachers to their students?
- The duty to instruct.
- The duty to supervise.
- The duty to maintain the newest equipment.
- A and b are correct.
- All of the above.
Back to Start
Next Question
46Quiz One
- Which of the following is one of the
responsibilities of Osceola District School
Teachers?
- Familiarization with the Chemical Hygiene Plan.
- Awareness of laboratory hazards.
- Following standard operating procedures.
- A and b are correct.
- All of the above.
Back to Start
Next Question
47Quiz One
- Achieving a zero-risk environment in the
laboratory is
- An impossible task.
- A realistic and meaningful target goal for
schools.
- A practical solution to laboratory accidents.
- The only way to prevent being sued.
Back to Start
Next Question
48Quiz One
- The most complicated element of negligence is
- The defendant owed a duty to the plaintiff
- The defendant breached their duty.
- The plaintiff suffered a recognizable injury.
- A and b are correct.
- All of the above.
Back to Start
Next Question
49Quiz One
- Duty is the requirement to act in accordance with
- A legally mandated standard of care.
- The procedures provided by the NSTA.
- The requirements of the NFPA.
- Any nationally recognized standards writing
organization.
Back to Start
Next Question
50Quiz One
- The expectation that teachers instruct students
in problems that can be reasonably be expected is
called.
- Tort prevention
- Standard of care
- Foreseeability
- Duty to Protect
Back to Start
Finish
51Thats Right!
Return to Quiz
52Thats Incorrect
Return to Quiz
53Thats Right!
Return to Quiz
54Thats Incorrect
Return to Quiz
55You have Finished Module One. Good Job!