HAZWOPER REFRESHER ITINERARY · REV2019B ( LP i ) 1-07-HWRB HAZWOPER REFRESHER ITINERARY 8:00 am to...

REV2019B 1-07-HWRB ( LP i )

HAZWOPER REFRESHER ITINERARY

8:00 am to 8:15 am INTRODUCTION

8:15 am to 8:35 am HAZWOPER OVERVIEW

8:35 am to 8:45 am HAZARD CLASSES

8:45 am to 9:10 am HAZARD ASSESSMENT

9:10 am to 9:20 am BREAK

9:20 am to 9:45 am FIRE & EXPLOSION

9:45 am to 10:00 am OXYGEN DEFICIENCY

10:00 am to 10:25 am BIOLOGICAL HAZARDS

10:25 am to 10:35 am BREAK

10:35 am to 10:45 am GENERAL HAZARD

10:45 am to 11:05 am ELECTRICAL HAZARDS

11:05 am to 11:30 am HEAT STRESS

11:30 am to 11:50 am COLD EXPOSURE

11:50 am to 12:50 pm LUNCH

12:50 pm to 1:10 pm NOISE EXPOSURE

1:10 pm to 1:40 pm SELECTED VIDEO TITLE

1:40 pm to 1:50 pm BREAK

1:50 pm to 2:20 pm REFERENCE MATERIAL EXERCISE

2:20 pm to 2:35 pm OSHA STANDAR 1910.146


2:45 pm to 3:10 pm RESPIRATORY PROTECTION

3:10 pm to 3:20 pm LEVELS OF PROTECTION

3:20 pm to 3:40 pm SITE CONTROL


3:50 pm to 4:00 pm DECONTAMINATION

4:00 pm to 4:35 pm SELECTED CSB TITLE (VIDEO)

4:35 pm to 5:00 pm COURSE REVIEW / FINAL TEST

NOTE: Times indicate only an approximate guideline.

LESSON OUTLINE: 8:00 am I. Explain the training approach for the course. A. Student Workbook B. Reference Book C. Course Test II. Pass out and have students complete Background forms. III. Review the table of contents with students. 8:15 am

NOTE TO INSTRUCTOR: Blue texts are main headings or other information that needs to be stressed. Red underlined text is information students need to write in their workbook. Use the "NOTE TO INSTRUCTOR" area to make site specific notes that need to be presented in the class.

SUBJECT: INTRODUCTION

DURATION: 15 Minutes

TRAINING AID: PowerPoint Program

STUDENT MATERIAL: Student Workbook, Background Survey / Evaluation

OBJECTIVES: To explain the training approach to the students & what is to be accomplished from

this course

( LP ii )

REV2019B HWRB

HAZWOPER OVERVIEW ......................................................................................................................... 1

HAZARD CLASSES ................................................................................................................................. 4

HAZARD ASSESSMENT ......................................................................................................................... 5

FIRE AND EXPLOSION ........................................................................................................................... 8

OXYGEN DEFICIENCY ............................................................................................................................ 11

BIOLOGICAL HAZARDS ......................................................................................................................... 13

GENERAL HAZARDS .............................................................................................................................. 15

ELECTRICAL HAZARDS ......................................................................................................................... 16

HEAT STRESS ......................................................................................................................................... 18

COLD EXPOSURE ................................................................................................................................... 20

NOISE EXPOSURE .................................................................................................................................. 22

REFERENCE MATERIAL EXERCISE ...................................................................................................... 24

OSHA STANDARD 1910.146 ................................................................................................................... 25

RESPIRATORY PROTECTION ................................................................................................................ 26

LEVELS OF PROTECTION ...................................................................................................................... 29

SITE CONTROL ....................................................................................................................................... 30

DECONTAMINATION .............................................................................................................................. 31

TEAMWORK ............................................................................................................................................ 32

INCIDENT CRITIQUES ............................................................................................................................ 32

TABLE OF CONTENTS

LESSON OUTLINE: 8:15 am I. Review the training regulations for general site workers 1910.120 (e). (e) Training (1)(i) General (3)(i) Initial Training (4) Management and Supervisor Training (8) Refresher Training 8:20 am II. Review the training regulations for emergency responders 1910.120 (q). (6) Training (i) First Responder Awareness Level (ii) First Responder Operations Level (iii) Hazardous Materials Technician (iv) Hazardous Materials Specialist (v) On Scene Incident Commander (8) Refresher Training (i) III. Explain to student how to use the web site to find more information on the regulations.

NOTE TO INSTRUCTOR:

SUBJECT: HAZWOPER OVERVIEW



STUDENT MATERIAL: Student Workbook Page 1 - 3

OBJECTIVES: To explain the different regulations that are covered in the course.

( LP 1 )

"HAZWOPER"

HAZARDOUS WASTE OPERATIONS AND

EMERGENCY RESPONSE

I. TRAINING PROVISIONS FOR GENERAL SITE WORKERS [paragraph (e)]

(e) Training (1) (i) General:

All employees working on site (such as but not limited to equipment operators, general

laborers and others) exposed to hazardous substances, health hazards, or safety hazards

and their supervisors and management responsible for the site shall receive training

meeting the requirements of this paragraph before they are permitted to engage in

hazardous waste operations that could expose them to hazardous substances, safety, or

health hazards, and shall receive review training as specified in this paragraph.

(3)(i) Initial Training:

General site workers (such as equipment operators, general laborers and supervisory

personnel) engaged in hazardous substances removal or other activities which expose or

potentially expose workers to hazardous substances and health hazards shall receive a

minimum of 40 hours of instruction off the site, and a minimum of three days actual field

experience under the direct supervision of a trained, experienced supervisor.

(4) Management and Supervisor Training:

On-site management and supervisors directly responsible for, or who supervise

employees engaged in, hazardous waste operations shall receive 40 hours initial training,

and three days of supervised field experience and at least 8 additional hours of specialized

training at the time of job assignment.

*(8) Refresher Training:

Employees specified in paragraph (e) (1) of this section, and managers and supervisors

specified in paragraph (e) (4) of this section, shall receive 8 hours of refresher training

annually on the items specified in paragraph (e) (2) and/or (e) (4) of this section, and any

critique of incidents that have occurred in the past year that can serve as training

examples of related work, and other relevant topics.

( 1 )

LESSON OUTLINE:

I. Review the training regulations for general site workers 1910.120 (e). (e) Training (1)(i) General (3)(i) Initial Training (4) Management and Supervisor Training (8) Refresher Training

8:20 am II. Review the training regulations for emergency responders 1910.120 (q). (6) Training (i) First Responder Awareness Level (ii) First Responder Operations Level (iii) Hazardous Materials Technician 8:25 am (iv) Hazardous Materials Specialist (v) On Scene Incident Commander (8) Refresher Training (i) III. Explain to student how to use the web site to find more information on the regulations.

NOTE TO INSTRUCTOR:

SUBJECT: HAZWOPER OVERVIEW CONTINUED


( LP 2 )

II. TRAINING PROVISIONS FOR EMERGENCY RESPONSE [paragraph (q)]

(6) Training:

Training shall be based on the duties and function to be performed by each responder

of an emergency response organization. The skill and knowledge levels required for all

new responders, those hired after the effective date of this standard, shall be conveyed to

them through training before they are permitted to take part in actual emergency

operations on an incident. Employees who participate, or are expected to participate, in

emergency response, shall be given training in accordance with the following paragraphs:

(i) First Responder Awareness Level:

First responders at the awareness level are individuals who are likely to witness or

discover a hazardous substance release and who have been trained to initiate an

emergency response sequence by notifying the proper authorities of the release. They

would take no further action beyond notifying the authorities of the release. First

responders at the awareness level shall have sufficient training or have had sufficient

experience to objectively demonstrate competency in other specific areas. [re. (q)(6)(i) (A-

F)]

(ii) First Responder Operations Level:

First responders at the operations level are individuals who respond to releases or

potential releases of hazardous substances as part of the initial response to the site for

the purpose of protecting nearby persons, property, or the environment from the effects

of the release. They are trained to respond in a defensive fashion without actually trying

to stop the release. Their function is to contain the release from a safe distance, keep it

from spreading, and prevent exposures. First responders at the operational level shall

have received at least eight hours of training or have had sufficient experience to

objectively demonstrate competency in other specific areas in addition to those listed for

the awareness level, [re. (q)(6)(ii) (A-F)], and the employer shall so certify.

(iii) Hazardous Materials Technician:

Hazardous materials technicians are individuals who respond to releases or potential

releases for the purpose of stopping the release. They assume a more aggressive role

than a first responder at the operations level in that they will approach the point of release

in order to plug, patch, or otherwise stop the release of a hazardous substance.

Hazardous materials technicians shall have received at least 24 hours of training equal to

the first responders operations level and in addition have competency in other specific

areas, [re. (q)(6)(iii) (A-I)] and the employer shall so certify.

( 2 )

LESSON OUTLINE:

I. Review the training regulations for general site workers 1910.120 (e). (e) Training (1)(i) General (3)(i) Initial Training (4) Management and Supervisor Training (8) Refresher Training

II. Review the training regulations for emergency responders 1910.120 (q). (6) Training (i) First Responder Awareness Level (ii) First Responder Operations Level

8:25 am (iii) Hazardous Materials Technician (iv) Hazardous Materials Specialist (v) On Scene Incident Commander (8) Refresher Training (i) /II. Explain to student how to use the web site to find more information on

the regulations. 8:30 am

NOTE TO INSTRUCTOR:

SUBJECT: HAZWOPER OVERVIEW CONTINUED


( LP 3 )

(iv) Hazardous Materials Specialist:

Hazardous materials specialists are individuals who respond with and provide support

to hazardous materials technicians. Their duties parallel those of the hazardous materials

technician, however, their duties require a more directed or specific knowledge of the

various substances they may be called upon to contain. The hazardous materials

specialist would also act as the site liaison with Federal, state, local and other

government authorities in regards to site activities. Hazardous materials specialists shall

have received at least 24 hours of training equal to the technician level and in addition

objectively demonstrate competency in other specific areas. [re. (q)(6)(iv) (A-I)]

(v) On Scene Incident Commander:

Incident commanders, who will assume control of the incident scene beyond the first

responder awareness level, shall receive at least 24 hours of training equal to the first

responder operations level and in addition have competency in the other specific areas,

[re. (q)(6)(v) (A-F)], and the employer shall so certify.

*(8) Refresher Training (i):

Those employees who are trained in accordance with paragraph (q)(6) of this section

shall receive annual refresher training of sufficient content and duration to maintain their

competencies, or shall demonstrate competency in those areas at least yearly.

III. REGULATORY RESOURCES:

TO FIND OUT MORE INFORMATION ABOUT

THE ABOVE REGULATIONS, VISIT US AT

WWW.NEWENV.COM

( 3 )

LESSON OUTLINE: 8:35 am Review with the student the various placards that they can encounter when dealing with hazardous materials. (Students can use the ERGB) 8:45 am

NOTE TO INSTRUCTOR:

Have the students give examples of different classes of chemicals found in their

workplace.

Use those examples on the last line instead of the one we provided.

The placarding system shown here is utilized by DOT shipments of Hazardous Materials.

Other markings, placards and labels may be present at your facility.

Here is a quick way for your students to remember the 9 classes:

E very = Explosives

G ood = Gases

F ire = Flammable Liquids

F ighter = Flammable Solids

O ught = Oxidizers

T o = Toxic

R eceive = Radioactive

C ash = Corrosives

M oney = Miscellaneous

SUBJECT: HAZARD CLASSES


TRAINING AID: PowerPoint Program, Placards, Company Safety Program

STUDENT MATERIAL: Student Workbook Page 4, Emergency Response Guidebook

OBJECTIVES: To give student an understanding of what hazardous substances are, and to

provide them with the information needed to identify the hazardous substances, if

possible. To provide information that will aid the student in their ability to recognize

the presence of hazardous substances.

( LP 4 )

HAZARD CLASSES

OVERVIEW OF HAZARDOUS MATERIALS CLASSES: Hazardous material shipments are recognizable by entries, and the shipper's certification, on shipping papers; and by hazardous material warning labels and markings on the packages. Hazardous materials are grouped into nine categories identified by the United Nations Hazard Class Number System, including:

FLAMMABLE LIQUIDS

COMBUSTIBLE LIQUIDS

GASOLINE

OXIDIZERS 5.1

ORGANIC PEROXIDES 5.2

HYDROGEN PEROXIDE

RADIOACTIVE MATERIALS

> 0.002 MICROCURIES

PLUTONIUM

FLAMMABLE SOLIDS

DIVISIONS - 4.1 - 4.3

SULFUR

TOXIC MATERIALS


HYDROGEN CYANIDE

CORROSIVES

VISIBLE DESTRUCTION

HYDROCHLORIC ACID

GASES


PROPANE

EXPLOSIVES


DYNAMITE

MISCELLANEOUS

NO OTHER CLASS

FORMALDEHYDE

( 4 )

LESSON OUTLINE: 8:45 am I. Explain the routes through which a chemical can enter the unprotected body. 8:50 am II. Explain the two categories of symptoms employees may develop from a chemical exposure. III. Review the basic chemical and toxicological terminology employees will come in contact with when using reference sources. BREAK ( 10 Minutes )

SUBJECT: HAZARD ASSESSMENT




OBJECTIVES: Provide students with understanding of potential outcomes associated with exposure to hazardous substances. Provide students with basic hazard information & risk assessment techniques. Provide students with understanding of basic chemical toxicological terminology associated with HAZWOPER.

NOTE TO INSTRUCTOR:

( LP 5 )

HAZARD ASSESSMENT

I. EXPOSURE ROUTES WITH SAFEGUARDS: Preventing exposure to toxic chemicals is a primary concern on any site. Most sites contain a variety of chemical substances in gaseous, liquid, or solid form. A contaminant can cause damage at the point of contact or can act systemically, causing a toxic effect at a part of the body distant from the point of initial contact. A chemical substance can enter the unprotected body by any of the following ways:

A. INHALATION

Since chemicals may become airborne, and because you have to breathe,

this is the most common route of entry. The lungs are extremely

vulnerable to chemical agents.

B. ABSORPTION

Some chemicals directly injure the skin or pass through the skin into the

bloodstream where they are transported to vulnerable organs.

C. INGESTION

Deliberate ingestion of chemicals is unlikely, however, personal habits

such as chewing gum or tobacco, drinking, eating, smoking cigarettes,

and applying cosmetics on site may provide a route of entry for

chemicals.

D. INJECTION

Introduction of a chemical into the body through a puncture wound or a

cut.

Respiratory Protection is therefore extremely important if there is a possibility that the

work-site atmosphere may contain hazardous substances.

Wearing Protective Clothing, keeping hands away from the face, and minimizing contact

with chemicals can help protect the absorption route.

Proper Hygiene and Standard Operating Procedures are the best means of preventing

exposures via this route.

Wearing safety shoes, avoiding physical hazards, and taking Common Sense

precautions are important protective measures against injection.

( 5 )

LESSON OUTLINE: I. Explain the routes through which a chemical can enter the unprotected body.

8:50 am II. Explain the two categories of symptoms employees may develop from a chemical exposure. III. Review the basic chemical and toxicological terminology employees will come in contact with when using reference sources.

9:00 am BREAK ( 10 Minutes )

NOTE TO INSTRUCTOR:

SUBJECT: HAZARD ASSESSMENT CONTINUE


( LP 6 )

HAZARD ASSESSMENT

II. CATEGORIES OF EXPOSURE: Chemical exposures are generally divided into two categories:

A. ACUTE

Symptoms resulting from this type of exposure usually occur during or shortly after (within 72

hours) an exposure to a relatively high concentration of a contaminant. The concentration required

to produce such effects varies widely from one chemical to another.

EXAMPLES OF ACUTE EFFECTS INCLUDE:

HEADACHES TEARY EYES SORE THROAT DIZZINESS NAUSEA

B. CHRONIC

This type of an exposure generally refers to exposures to "low" concentrations of a contaminant

over a long period of time. The "low" concentrations required to produce symptoms of chronic

exposure depend upon the chemical, the duration of each exposure, and the number of exposures.

Some chemicals may cause obvious symptoms such as burning, coughing, nausea, or rashes. Other chemicals may cause health damage without any such warning signs (this is a particular concern for chronic exposures). Health effects such as cancer or respiratory disease may not become evident for years, or even decades, after exposure.

III. TOXICOLOGICAL TERMINOLOGY:

A. PERMISSIBLE EXPOSURE LIMIT (PEL)

Permissible exposure limits are enforceable standards promulgated by OSHA. In many cases they are derived from TLVs published in 1968. The PEL for a substance is the 8-hour time weighted average above which workers may not be exposed. Although personal protective equipment may not be required for exposures below the PEL, its use may be advisable where there is a potential for overexposure.

AVERAGE EXPOSURE FOR AN 8-HOUR WORKDAY AND A 40-HOUR WORK WEEK

B. RECOMMENDED EXPOSURE LIMIT (REL):

A NIOSH recommended exposure limit is the workplace exposure concentration recommended by NIOSH for promulgation by OSHA as a PEL, but is not enforceable as is the OSHA PEL. In some cases, NIOSH has described time-weighted average concentrations in terms of 10-hour, rather than 8-hour, averages.

EXAMPLES OF CHRONIC EFFECTS INCLUDE:

CANCER STERILITY KIDNEY DAMAGE LUNG DAMAGE


( 6 )

LESSON OUTLINE: I. Explain the routes through which a chemical can enter the unprotected body. II. Explain the two categories of symptoms employees may develop from a chemical exposure. 9:00 am III. Review the basic chemical and toxicological terminology employees will come in contact with when using reference sources. 9:10 am BREAK ( 10 Minutes ) 9:20 am

SUBJECT: HAZARD ASSESSMENT CONTINUE


NOTE TO INSTRUCTOR:

( LP 7 )

HAZARD ASSESSMENT

III. TOXICOLOGICAL TERMINOLOGY: (CONTINUED)

F. IMMEDIATELY DANGEROUS TO LIFE AND HEALTH (IDLH)

The definition of IDLH varies depending on the source. For example: The Mine Safety and Health Administration (MSHA) Standard defines IDLH conditions as "those that pose an immediate threat to life or health or that pose an immediate threat of severe exposure to contaminants such as radioactive materials that are likely to have adverse cumulative or delayed effects on health." The NIOSH Pocket Guide to Chemical Hazards defines IDLH concentration as the "... maximum level from which one could escape within 30 minutes without any escape impairing symptoms or any irreversible health effects......" The American National Standards Institute, Inc. (ANSI) defines IDLH as "….any atmosphere that poses an immediate hazard to life or produces immediate irreversible debilitating effects on health ..." Regardless of their exact definition, all IDLH values indicate those concentrations of toxic substances below which escape is possible without irreversible harm should a worker's respiratory protective equipment fail. At chemical sites, IDLH concentrations should be assumed to represent concentrations above which only workers wearing respirators that provide the maximum protection are permitted. (i.e., a positive-pressure, full-facepiece, Self-Contained Breathing Apparatus [SCBA] or a combination positive-pressure, full-facepiece, Supplied-Air Respirator with positive-pressure escape SCBA [SAR-ESCBA])

THE LEVEL BELOW WHICH A WORKER SHOULD BE ABLE TO SAFELY ESCAPE

C. THRESHOLD LIMIT VALUE - TIME WEIGHTED AVERAGE (TLV-TWA)

TLVs can be used as a guideline for determining the appropriate level of worker protection. These values have been derived for many substances and can be found in Threshold Limit Values for Chemical Substances and Physical Agents, by the American Conference of Governmental Industrial Hygienists (ACGIH). The ACGIH defines three categories of TLV: Time-Weighted Average (TWA); Short-Term Exposure Limit (STEL); and Ceiling (C).


D. THRESHOLD LIMIT VALUE - SHORT TERM EXPOSURE LIMIT (TLV-STEL)

A 15-minute time-weighted average exposure that should not be exceeded at anytime during the work day. These 15 minute exposure periods may occur no more than 4 times a day, and only when there is at least 60 minutes of non-exposure between each period.

15 MINUTE EXPOSURE LIMIT, WITH 60 MINUTES BETWEEN EACH EXPOSURE

E. THRESHOLD LIMIT VALUE - CEILING (TLV-C)

The concentration that should never be exceeded, not even for a moment.

“0” EXPOSURE TIME AT OR ABOVE THIS AMOUNT

( 7 )

LESSON OUTLINE:

9:20 am I. Discuss the four elements needed for a fire to occur. 9:25 am II. Review the various terms used when finding the flammable ranges. III. Explain the different classes of fires and what would be used as an extinguishing agent for each.

Optional CSB Video: “Combustible Dust (An Insidious Hazard)

SUBJECT: FIRE & EXPLOSION


TRAINING AID: PowerPoint Program, Fire extinguisher, Company safety program.


OBJECTIVES: Provide students with an understanding of the elements needed to create fire. Provide students with the information needed to recognize a potential flammable or explosive environment. How to select the correct extinguisher.

NOTE TO INSTRUCTOR:

( LP 8 )

FIRE AND EXPLOSION

I. ELEMENTS OF THE FIRE TETRAHEDRON:

Explosions and fires not only pose the obvious hazards of intense heat, open flame, smoke inhalation, and flying objects, but they may also cause the release of toxic chemicals into the environment. Such releases can threaten both on-site personnel and members of the general public who live or work nearby. The Recognition, Evaluation, and Control of the four elements of fire enables the responder to keep these hazards from flaring up. Those elements are:

FUEL May be any combustible material. Can be a solid, liquid, or gas. Typically solids and liquids must be heated to the point where they are converted into a vapor or gas before they will burn. TYPES OF FUELS:

Liquids: Gasoline, diesel fuel, acetone, ether Solids: Plastics, wood, coal, fibers, metal particles Gases: Carbon monoxide, acetylene, propane

OXIDIZER Oxygen in the air is the most common oxidizer. There must be at least 16% oxygen present for most fires to burn. This is usually not a problem since the air we breath is about 21% oxygen. TYPES OF OXIDANTS (OXIDIZERS):

Liquids: Hydrogen peroxide, nitric acid Solids: Metal peroxides, ammonium nitrate Gases: Oxygen, bromine, chlorine, fluorine

CHEMICAL REACTION Once combustion has begun, ongoing chemical reactions between the fuel and the oxidizer sustain the fire by liberating heat. This heat replaces the heat of the primary ignition source.

HEAT / IGNITION The degree of heat required to initiate combustion. SOURCES OF IGNITION:

Sparks, flames, heat, static electricity, compression, pyrophoric materials, chemicals.

( 8 )

LESSON OUTLINE: I. Discuss the elements needed for a fire to occur.

9:25 am II. Review the various terms used when finding the flammable ranges. 9:35 am III. Explain the different classes of fires and what would be used as an extinguishing agent for each.

SUBJECT: FIRE & EXPLOSION CONTINUE


Examples of Flammability Ranges Hydrogen: LEL - 4% & UEL - 75% Methane: LEL - 5.3% & UEL - 15% Propane: LEL - 2.2% & UEL - 9.6% Gasoline: LEL - 1% & UEL - 7.6% Diesel: LEL - 0.6% & UEL - 5.5%

NOTE TO INSTRUCTOR:

( LP 9 )

The degree of heat required to initiate combustion is called the:

IGNITION OR AUTO-IGNITION TEMPERATURE

FIRE AND EXPLOSION

II. EXPLOSION AND FLAMMABILITY RANGES:

Terminology has been developed to assist in identifying when a fire or explosion hazard may exist. For example:

The lowest concentration of a substance that will produce a fire or flash when an ignition source is present is called the:

LOWER EXPLOSIVE LIMIT [ LEL ]

It is expressed as a percent of vapor or gas in the air by volume. At concentrations below this amount the mixture is too “lean” to burn.

The highest concentration of a substance that will burn or explode when an ignition source is present is called the:

UPPER EXPLOSIVE LIMIT [ UEL ]

Expressed in percent of vapor or gas in the air by volume. At concentrations above this amount the mixture is too “rich” to burn.

The range of concentration between the LEL and UEL is called the:

FLAMMABLE RANGE [ FR ]

FLAMMABLE LIQUIDS [ FL ]

Below are the four categories of flammable liquids defined by OSHA in the new GHS standard (with their approximate “old class” as comparison):

Category 1: Liquids having flash point < 73.4°F (23°C) and a boiling point < 95°F (35°C) (~IA);

Category 2: Liquids having flash point < 73.4°F (23°C) and a boiling point > 95°F (35°C) (~IB);

Category 3: Liquids having flash points > 73.4°F (23°C) and < 140°F (60°C) (~IC and II); and

Category 4: Liquids having flash points > 140°F (60°C) and < 199.4°F (93°C) (~III).

When evaluating the fire or explosion hazards at a site, remember that all equipment used should be intrinsically safe or explosion-proof. Where flammable or explosive atmospheres are detected, ventilation may dilute the mixture to below the LEL/LFL. However, ventilation is generally not recommended if concentrations exceed the UEL/UFL, since the mixture will pass through the flammable/explosive range as it is diluted. Note: combustible gas indicator

readings may not be accurate when oxygen concentrations are less than 19.5 percent.

The lowest temperature at which a fuel will generate a flammable concentration of

vapor just above the surface is called the:

FLASH POINT (FL.P)

( 9 )

Remember When Fighting the Fire:

Pull the pin

Aim low at the base of flames

Squeeze the handle

Sweep side to side

SUBJECT: FIRE & EXPLOSION CONTINUE


LESSON OUTLINE: I. Discuss the elements needed for a fire to occur.

II. Review the various terms used when finding the flammable ranges.

9:35 am III. Explain the different classes of fires and what would be used as an Extinguishing agent for each. 9:45 am

Question: What type of Extinguisher is used in the workplace? PRX Liquid Fire Suppressant: A specially formulated, aqueous solution of inorganic salts. In addition to knocking down the flame and forming a vapor securing blanket, PRX agent provides a cooling effect that aids in the extinguishing and securing process. Plus, because PRX is a "water enhanced agent," the thickness of the foam blanket actually increases during the water discharge.

NOTE TO INSTRUCTOR:

( LP 10 )

FIRE AND EXPLOSION

III. CLASSES OF FIRES:

ORDINARY COMBUSTIBLES

• wood • cloth • paper • rubber • many plastics

PRESSURIZED WATER

PRESSURIZED WATER

Class “A” fires only.

2.5 gal. water at 150-175 psi (up to 1

minute discharge time).

Extinguishes by cooling burning

material below the ignition point.

CARBON DIOXIDE (CO2)

Class “B” or “C” fires.

5, 10, and 15 lbs. of CO2 gas at 150-200

psi (8-30 seconds discharge time).

Extinguishes by cooling and

displacement of oxygen.

DRY CHEMICAL

Class “A”, “B”, or “C” fires.

5 to 10 lbs. of dry chemical pressurized to 50-200 psi by nitrogen gas (8-20

seconds discharge time).

Extinguishes by interrupting the chain

reaction that keeps the fire burning.

DRY POWDER - GRAPHITE

Class “D” fires only.

30 lb. pressurized dry powder optimized

for the specific combustible metal.

Extinguishes by smothering burning

materials.

WET CHEMICAL

Class “A”, “C”, and “K” fires.

1.5 gal. of stored pressure PRX wet chemical extinguishing agent (40 sec.

discharge time).

On Class “K” fires, don’t use until after fixed extinguishing system has been

activated.

Extinguishes by cooling and forming a

foam blanket to prevent re-ignition.

FLAMMABLE LIQUIDES

• gasoline • oil • grease • tar • oil-based paint

CARBON DIOXIDE (CO2) / FOAM

ELECTRICAL EQUIPMENT

• energized electrical equipment • wiring • fuse boxes • circuit breakers • machinery

DRY CHEMICAL

COMBUSTIBLE METALS

• magnesium • sodium • potassium • titanium • zirconium

DRY POWER / GRAPHITE

COOKING MEDIA

Recently recognized by NFPA 10.

WET CHEMICAL

Fires involving combustible vegetable or animal non-saturated cooking fats in commercial cooking equipment.

K

( 10 )

LESSON OUTLINE:

9:45 am I. Review the different components that make up normal breathing air. II. Discuss the two main causes of oxygen deficiency. 9:55 am III. Explain the different signs and symptoms from a oxygen deficient atmosphere. IV. Review the potential effects of carbon monoxide.

SUBJECT: OXYGEN DEFICIENCY


TRAINING AID: PowerPoint Program, Company safety program.


OBJECTIVES: Provide students with an understanding of oxygen deficiencies as an atmospheric hazard. Inform students of what can cause an atmosphere to become oxygen deficient.

Optional CSB Video: “Hazards of Nitrogen Asphyxiation”

NOTE TO INSTRUCTOR:

( LP 11 )

OXYGEN DEFICIENCY

I. COMPONENTS OF BREATHING AIR:

7 8 .0 8 %

2 0 .9 5 %

0 .9 3 %

0 .0 3 %

0 .0 1 %

0 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 0 1 0 0

% In A ir

N itro g e n

O x y g e n

A rg o n

C O 2

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Co

mp

on

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ts

M a jo r C o m p o n e n ts O f N o rm a l D r y B re a th in g A ir A t S e a L e v e l

7 8 .0 8 %

2 0 .9 5 %

0 .9 3 %

0 .0 3 %

0 .0 1 %

0 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 0 1 0 0

% In A ir

N itro g e n

O x y g e n

A rg o n

C O 2

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en

ts

M a jo r C o m p o n e n ts O f N o rm a l D r y B re a th in g A ir A t S e a L e v e l

OXYGEN DEFICIENT ATMOSPHERES

CONTAIN:

LESS THAN 19.5%

OXYGEN

OXYGEN ENRICHED ATMOSPHERES

CONTAIN:

MORE THAN 23.5%

OXYGEN

II. CAUSES OF OXYGEN DEFICIENCY:

Oxygen deficiency may result from one of the following:

CONSUMPTION of oxygen by a chemical reaction. Examples include:

FIRES, oxygen is one of the elements need to have a fire.

HUMANS, oxygen is needed in order to survive.

DISPLACEMENT of oxygen by another gas. Examples include:

SIMPLE ASPHYXIANTS: Displaces Oxygen in the atmosphere.

EX: Nitrogen, Butane, CO2

CHEMICAL ASPHYXIANTS: Interferes with the assimilation of Oxygen in the body, or with the ability to breathe. EX: Carbon Monoxide, H2S

( 11 )

LESSON OUTLINE: I. Review the different components that make up normal breathing air. II. Discuss the two main causes of oxygen deficiency.

9:55 am III. Review the potential effects of carbon monoxide. IV. Explain the different signs and symptoms from a oxygen deficient atmosphere. 10:00 am

SUBJECT: OXYGEN DEFICIENCY CONTINUE

OBJECTIVES: Provide students with an understanding of oxygen deficiencies as an atmospheric hazard. Inform students of what can cause an atmosphere to become oxygen deficient.

Optional CSB Video: “Hazards of Nitrogen Asphyxiation”

NOTE TO INSTRUCTOR:

( LP 12 )

OXYGEN DEFICIENCY

III. POTENTIAL EFFECTS OF CO:

Physiological effects of oxygen deficiency in humans are readily apparent when the oxygen concentration in the air decreases to 16%. Some of the effects are:

- Headaches, Pulmonary, Coronary, and Circulatory Problems - Impaired Judgment and Coordination & Increased Breathing and Heart Rate - Nausea and Vomiting - Unconsciousness - Death Within 8 Minutes

16 % 14 % 13 % 12 % 6 - 8 %

IV. COMMON SIGNS AND SYMPTOMS:

CARBON MONOXIDE (CO) EX POSURE

PPM EFFECTS AND SYMPTOMS TIME

50 Permissible Exposure Limit 8 hours

200 Slight Headache, Discomfort 3 hours

600 Headache, Discomfort 1 hour

1000 - 2000 Confusion, Headache and Nausea 2 hours

Tendency to Stagger 1.5 hours

Slight Palpitation of the Heart .5 hour

2000 - 2500 Unconsciousness .5 hour

4000 Death <1 hour

These values are approximate and will vary due to the individual's state of health and physical activity.

Carbon Monoxide is an odorless, colorless gas that may build up in a confined space. In high concentrations of CO, a worker may collapse with little or no warning and thus be unable to aid themselves.

Personnel should always monitor oxygen levels and should use Atmosphere Supplying Respiratory equipment when oxygen

concentrations drop below 19.5 percent by volume.

( 12 )

LESSON OUTLINE:

10:00 am I. Explain the three basic groups of biological agents. II. Discuss the ways biological agents may be dispersed. 10:15 am III. Review the ways to protect yourself against biological agents. BREAK ( 10 Minutes )

CASTOR PLANTS:

Although it is native to the Ethiopian region of tropical east Africa, the castor bean or

castor plant (Ricinus communis) is becoming an increasingly abundant weed in the

southwestern United States.

Castor plants are very common along stream banks, river beds, bottom lands, and just

about any hot area where the soil is well drained and with sufficient nutrients and moisture to

sustain the vigorous growth. Although the seeds or beans are extremely poisonous, they are

the source of numerous economically important products and are one of earliest commercial

products. Castor beans have been found in ancient Egyptian tombs dating back to 4000

B.C., and the oil was used thousands of years ago in wick lamps for lighting.

It has been estimated that, gram for gram, ricin is 6,000 times more poisonous than

cyanide and 12,000 times more poisonous than rattlesnake venom.

SUBJECT: BIOLOGICAL HAZARDS


TRAINING AID: PowerPoint Program, Company’s Blood borne Pathogen Program


OBJECTIVES: Provide students with information regarding the types & sources of biological

hazards that they may come in contact with while on job sites.

NOTE TO INSTRUCTOR:

( LP 13 )

BIOLOGICAL HAZARDS

I. TYPES:

Biological agents are organisms or toxins that can kill or incapacitate people, livestock, and crops. The three basic groups of biological agents are:

A.

Small free-living organisms that reproduce by simple division and are easy to grow. The diseases they produce often respond to treatment with antibiotics. i.e.: Anthrax, Plagues

II. POTENTIAL SOURCES:

Ebola Virus

B.

Organisms which require living cells in which to reproduce and are intimately dependent upon the body they infect. Viruses produce diseases which generally do not respond to antibiotics. However, antiviral drugs are sometimes effective. i.e.: Smallpox

C.

Poisonous substances found in, and extracted from, living plants, animals, or microorganisms; some toxins can be produced or altered by chemical means. Some toxins can be treated with specific antitoxins and selected drugs. i.e.: Ricin

Ricin is a poison that can be made from the waste left over from processing castor beans. (Castor beans are processed throughout the world to make castor oil. Ricin is part of the waste “mash” produced when castor oil is made.) Ricin can be in the form of a powder, a mist, or a pellet, or it can be dissolved in water or weak acid. It is a stable substance. Therefore, it is not affected much by extreme conditions such as very hot or very cold temperatures.

Most biological agents are difficult to grow and maintain. Many break down quickly when exposed to sunlight and other environmental factors, while others such as anthrax spores are very long lived. They can be encountered in many ways:

People can breathe in ricin mist or powder and be poisoned. Ricin can also get into water or food and then be swallowed. Pellets of ricin, or ricin dissolved in a liquid, can be injected into people’s bodies. Depending on the route of exposure (such as injection), as little as 500 micrograms of ricin could be enough to kill an adult. A 500-microgram dose of ricin would be about the size of the head of a pin. A much greater amount would be needed to kill people if the ricin were inhaled (breathed in) or swallowed.

A.

Biological agents are dispersed into the air, forming a fine mist that may drift for miles. Inhaling the agent may cause disease in people or animals.

BACTERIAL AGENTS

VIRUSES

TOXINS

AEROSOLS

( 13 )

LESSON OUTLINE:

I. Explain the three basic groups of biological agents.

10:15 am II. Discuss the ways biological agents may be dispersed. III. Review the ways to protect yourself against biological agents. 10:25 am BREAK ( 10 Minutes ) 10:35 am

SUBJECT: BIOLOGICAL HAZARDS CONTINUED

OBJECTIVES: Provide students with information regarding the types & sources of biological

hazards that they may come in contact with while on job sites.

NOTE TO INSTRUCTOR:

( LP 14 )

BIOLOGICAL HAZARDS

II. POTENTIAL SOURCES: (CONTINUED)

B.

Some diseases are spread by insects and animals, such as fleas, mice, flies, and mosquitoes. Deliberately spreading diseases through live stock is also referred to as agro terrorism.

ANIMALS AND INSECTS

C.

Some pathogenic organisms and toxins may persist in food and water supplies. Most microbes can be killed, and toxins deactivated, by cooking food and boiling water.

FOOD AND WATER CONTAMINATION

D.

May contain disease-causing organisms that could infect site personnel. Like chemical hazards, etiologic agents may be dispersed in the environment via water and wind.

HOSPITAL / RESEARCH FACILITY WASTE

E.

As many as one percent of all plant species may be toxic to humans and animals, their effects ranging from skin irritation to hallucinations, bone marrow destruction, paralysis, vomiting, and heart failure. Poisonous plants occur in all habitats and many cultivated gardens. Common varieties include: belladonna (pictured left), yew, poison ivy, poison oak, oleander, wisteria, and poison hemlock.

POISONOUS PLANTS

II. PROTECTION:

If your skin or clothing comes in contact with a visible, potentially infectious substance, you should:

Thoroughly wash any exposed body parts and equipment; Remove and bag your clothes and personal items; Wash yourself with warm soapy water immediately; Put on clean clothes and seek medical assistance.

( 14 )

LESSON OUTLINE:

10:35 am I. Discuss some of the physical hazards a site may contain. II. Discuss some site specific hazards employees might encounter. 10:45 am

SUBJECT: GENERAL HAZARDS


TRAINING AID: PowerPoint Program, Company’s Site Safety Program

STUDENT MATERIAL: Student Workbook Page 15

OBJECTIVES: Provide students with an understanding of the different types of job site hazards they may encounter and how to protect against them.

NOTE TO INSTRUCTOR:

( LP 15 )

Holes or ditches;

Precariously positioned objects, such as drums that may fall;

Sharp objects, such as nails, metal shards, and broken glass;

Slippery surfaces;

Steep grades;

Uneven terrain;

Unstable surfaces, such as walls that may cave in or flooring that may give way.

GENERAL HAZARDS

I. PHYSICAL HAZARDS:

Chemical sites may contain numerous physical hazards, such as:

Accidents involving physical hazards can directly injure workers and can create additional hazards, for example, increased chemical exposure due to damaged protective equipment, or danger of explosion caused by the mixing of chemicals.

A.

Some safety hazards are a function of the work itself, for example, protective equipment can impair a worker’s agility, hearing, and vision, which can result in an increased risk of an accident.

PERSONAL PROTECTIVE EQUIPMENT

B.

Heavy equipment creates an additional hazard for workers in the vicinity of the operating equipment. Slips and falls can occur on a wet surface causing injury or death to workers. Also, a wet surface will increase the likelihood for, and affect of, electric shock in areas where electrical circuits, equipment, and tools are used.

HEAVY EQUIPMENT LOCATED ON THE JOB SITE

II. SITE SPECIFIC HAZARDS:

( 15 )

LESSON OUTLINE:

10:45 am I. Explain the different types of electrical hazards the employee may come in contact with on a job site. II. Discuss four types of electrical injuries employees may receive. III. Review the protective measures that an employee can take when working with electricity. 10:55 am IV. Explain the difference between a lockout and tagout system.

NOTE TO INSTRUCTOR:

SUBJECT: ELECTRICAL HAZARDS

DURATION: 20 minutes

TRAINING AID: PowerPoint Program, Companies Lockout/Tagout Program


OBJECTIVES: To give students an understanding of the hazards they face when working around or with electricity, how to prevent electrical hazard and to have a better under-standing of the lockout/tagout procedures.

( LP 16 )

Inadequate Wiring Overloaded Circuits Exposed Electrical Parts Tools Not Double Insulated Wires With Bad Insulation Damaged Power Tools and Equipment Ungrounded Electrical Systems Overhead Power lines

ELECTRICAL HAZARDS

I. TYPES OF ELECTRICAL HAZARDS:

ALL HAZARDS ARE MADE WORSE IN WET CONDITIONS!

A. ELECTRICAL EQUIPMENT Received when current passes through the body.

II. ELECTRICAL INJURIES:

There are four main types of electrical injuries:

B. ELECTRICAL SHOCK Severity of the shock depends upon: Path of current through the body, amount of current flowing through the body, and length of time the body is in the circuit.

C. BURNS May occur when electrical wiring or equipment is improperly used or maintained.

D. FALLS Workers in elevated locations who experience a shock can fall, resulting in serious injury or death.

III. PROTECTIVE MEASURES:

Because of the inherent hazards of working with electricity, the following protective measures should be observed:

Electrical cords should be in good condition and of proper gauge

Remove from service any equipment with frayed cords or exposed wires

All electrical equipment must be grounded, use 3-pronged plugs

Avoid the use of outlet splitters

Do not overload circuits

Never bypass any safety device on a piece of electrical equipment

All electrical repairs should be made by qualified personnel

Always use a Ground-Fault Circuit Interrupter (GFCI)

( 16 )

LESSON OUTLINE: I. Explain the different types of electrical hazards the employee may come in contact with on a job site. II. Discuss four types of electrical injuries employees may receive. 10:55 am III. Review the protective measures that an employee can take when working with electricity. IV. Explain the difference between a lockout and tagout system. 11:05 am

WHAT'S A LOCK? According to OSHA; a lock must be…

Provided by the employer.

Singularly identified; Shall be the only devices(s) used for controlling energy; Shall not

be used for other purposes.

Durable

Standardized; Color, Shape, or Size

Substantial; Enough to prevent removal without the use of excessive force

Identifiable; Must indicate the identity of the employee applying the device(s).

WHAT'S A TAG? According to OSHA; a tag must be…

Provided by the employer.

Singularly identified; shall be the only devices(s) used for controlling energy; not used

for other purposes.

Durable; shall not deteriorate.

Standardized; Color, Shape, Size, Print and Format.

Substantial; A minimum unlocking strength of no less than 50 pounds.

Identifiable; shall indicate the identity of the employee applying the device(s).

Warn against hazardous conditions: Do Not Start, Do Not Open, Do Not Close, Do Not

Energize, Do Not Operate.

SUBJECT: ELECTRICAL HAZARDS CONTINUE

OBJECTIVES: To give students an understanding of the hazards they face when working around or with electricity, how to prevent electrical hazard and to have a better under-standing of the lockout/tagout procedures.

NOTE TO INSTRUCTOR:

( LP 17 )

IV. LOCKOUT / TAGOUT SYSTEMS:

Lockout/Tagout is the primary method of preventing energy from being accidentally released while a piece of equipment is being serviced.

LOCKOUT SYSTEMS

Lockout is a technique used to prevent the release of hazardous energy, or to prevent the hazardous energy from escaping. Lockout is a more appropriate means of ensuring de-energization of equipment than tagout. Some types of lockout devices are:

Additional means to be considered as part of the demonstration of full employee protection shall include the implementation of additional safety measures such as:

ELECTRICAL HAZARDS

III. PROTECTIVE MEASURES: (CONTINUE) WHAT'S A GROUND-FAULT CIRCUIT INTERRUPTER?

This device protects you from dangerous shock.

The GFCI detects a difference in current between the black and white circuit wires. (This could happen when electrical equipment is not working correctly, causing current “leakage” – known as a ground fault.)

If a ground fault is detected, the GFCI can shut off electricity flow in as little as 1/40 of a second, protecting you from a dangerous shock.

A GFCI trip range is 4 - 6 mA. (mA = milliampere = 1/1,000 of an ampere)

Plug Locks Ball Valve Lockouts

Gate Valve Lockouts Group Lockout HASP

TAGOUT SYSTEMS

Tagout is a warning device, such as a tag and a means of attachment. Tags can be securely fastened to an energy isolating device to indicate that the energy isolating device and the equipment being controlled can not be operated until the tag is removed. The tagout system must demonstrate that it will offer equivalent protection to that offered by lockout.

Removing an isolating circuit element (FUSE) Blocking of a control switch (PINS)

Opening an extra disconnecting device The removal of a valve handle.

( 17 )

LESSON OUTLINE:

11:05 am I. Discuss the effects heat can have on employees. 11:15 am II. Review the two major effects heat exposure could have on an employee.

SUBJECT: HEAT STRESS


TRAINING AID: PowerPoint Program, Company’s Safety Program


OBJECTIVES: To give students an understanding that heat stress can be caused by a number of interacting factors, including environmental conditions, clothing, workload, and the individual characteristics of the worker.

NOTE TO INSTRUCTOR:

HELPFUL WEBSITE LINKS!

https://www.cdc.gov/niosh/topics/heatstress/

( LP 18 )

HEAT STRESS I. THE HEAT AND YOU:

When the body is unable to cool itself through sweating, serious heat illnesses may occur. The most severe heat induced illnesses are heat exhaustion and heat stroke. If actions are not taken to treat heat exhaustion, the illness could progress to heat stroke and possible death. Hot summer months pose special hazards for outdoor workers who must protect themselves against heat, sun exposure, and other hazards. Employers and employees should know the potential hazards in their workplaces and how to manage them.

Sunlight contains ultraviolet (UV) radiation, which causes premature aging of the skin, wrinkles, cataracts, and skin cancer. There are no safe UV rays or safe suntans. Be especially careful in the sun if you burn easily, spend a lot of time outdoors, or have any of the following physical features: numerous, irregular, or large moles; freckles; fair skin; or blond, red, or light brown hair. Here are some protective measures to follow:

Anyone in hot, humid conditions can experience some form of heat stress. The heavier the work you perform, the more at risk you are. In addition, persons with certain medical conditions are at increased risk for heat-related illness.

COVER UP Wearing tightly woven clothing that you can not see through.

USE SUNSCREEN A sun protection factor (SPF) of at least 15 blocks 93% of UV rays.

WEAR A HAT A wide brim hat (not a baseball cap) works best because

it protects the neck, eyes, ears, forehead, nose, & scalp.

LIMIT EXPOSURE UV rays are most intense between 10 a.m. and 4 p.m.

( 18 )

LESSON OUTLINE: I. Discuss the effects heat can have on employees.

11:15 am II. Review the two major effects heat exposure could have on an employee. 11:30 am

Table of Heat Index values and their effects on an average population:

Less than 80oF Few people fee uncomfortable

80oF - 89oF Fatigue is possible with prolonged exposure & physical activity

90oF - 104oF Sunstroke, heat cramps, & heat exhaustion are possible with prolonged exposure & physical activity

105oF - 129oF Sunstroke, heat cramps, & heat exhaustion are likely. Heatstroke is possible with prolonged exposure

130oF or Above Extreme damage. Heatstroke is imminent.

SUBJECT: HEAT STRESS CONTINUED

OBJECTIVES: To give students an understanding that heat stress can be caused by a number of interacting factors, including environmental conditions, clothing, workload, and the individual characteristics of the worker.

NOTE TO INSTRUCTOR:

( LP 19 )

WHAT HAPPENS TO THE BODY: Heat exhaustion occurs when the body's heat-control mechanism is overactive but hasn't broken down completely. The victim may also be having heat cramps, and there is a high risk that the victim will continue on to a state of heat stroke. THE SIGNS AND SYMPTOMS OF HEAT EXHAUSTION ARE: Headaches Fainting or passing out

Dizziness or lightheadedness Upset stomach, nausea, or vomiting

Confusion or inability to think straight Pale and clammy (cool but sweaty) skin

Extreme irritability or irrational behavior Decreased or dark-colored urine WHAT SHOULD BE DONE*:

• Workers suffering from heat exhaustion should be removed from the hot environment and

given fluid replacement; • They should also be encouraged to get adequate rest.

HEAT STRESS II. HEAT STRESS DISORDERS:

A. HEAT EXHAUSTION

B. HEAT STROKE

WHAT HAPPENS TO THE BODY: Heat stroke is when the body's system of temperature regulation fails and body temperature rises to critical levels. This condition is caused by a combination of highly variable factors, and its occurrence is difficult to predict. HEAT STROKE IS A MEDICAL EMERGENCY. THE SIGNS AND SYMPTOMS OF HEAT STROKE ARE: High Body Temperature (above 103oF) A Lack Of Sweating (usually)

Hot, Red or Flushed Dry Skin Rapid Pulse

Nausea, Dizziness and Confusion Loss Of Consciousness WHAT SHOULD BE DONE*:

• Call for emergency help (Ambulance or Call 911); • Move the person to a cool shaded area;

• Don’t leave the person alone; • Remove any heavy and outer clothing; • Have the person

drink some cool water (a small cup every 15 minutes) if they can; • Try to cool the person by

fanning them; • Cool the skin with a cool spray mist of water, wet cloth, or wet sheet; • If ice

is available, place ice packs under the arm pits and groin area.

*Per OSHA Fact Sheet

( 19 )

LESSON OUTLINE:

11:30 am I. Discuss the effects cold temperatures can have on employees. 11:40 am II. Review the two major effects cold exposure could have on an employee.

SUBJECT: COLD EXPOSURE


TRAINING AID: PowerPoint Program, Company’s Safety Program


OBJECTIVES: To provide students with understanding of how cold temperatures & wind can affect their health & safety on a job site

NOTE TO INSTRUCTOR:

( LP 20 )

LOW TEMPERATURE + WIND SPEED + WETNESS = INJURIES & ILLNESS

When the body is unable to warm itself,

serious cold related illnesses and injuries may

occur, and permanent tissue damage and

death may result. Hypothermia can even

occur when land temperatures are ABOVE

freezing or water temperatures are below

98.6oF / 37oC. Cold related illnesses can

slowly overcome a person who has been

chilled by low temperatures, brisk winds, or

wet clothing.

II. COLD STRESS DISORDERS:

COLD EXPOSURE I. THE COLD AND YOU:

Adapted from: ACGIH Threshold Limit Values, Chemical Substances and Physical Agents

Biohazard Indices, 1998-1999.

A. FROST BITE

WHAT HAPPENS TO THE BODY: Freezing in deep layers of skin and tissue; Pale, waxy-white skin color; skin becomes hard and numb; Usually affects the fingers, hands, toes, feet, ears, and nose.

WHAT SHOULD BE DONE*:

• Move the person to a warm dry area. Don’t leave the person alone.

• Remove any wet or tight clothing that may cut off blood flow to the affected area.

• DO NOT rub the affected area, because rubbing causes damage to the skin and tissue.

• Gently place the affected area in a warm (105oF) water bath and monitor the water temperature to slowly warm the tissue. Don’t pour warm water directly on the affected area because it will warm the tissue too fast causing tissue damage. Warming takes about 25- 40 minutes.

• After the affected area has been warmed, it may become puffy and blister. The affected area may have a burning feeling or numbness. When normal feeling, movement, and skin color have returned, the affected area should be dried and wrapped to keep it warm. NOTE: If there is a chance the affected area may get cold again, do not warm

the skin. If the skin is warmed and then becomes cold again, it will cause severe tissue damage.

• Seek medical attention as soon as possible.


( 20 )

LESSON OUTLINE: I. Discuss the effects cold temperatures can have on employees.

11:40 am II. Review the two major effects cold exposure could have on an employee. 11:50 am LUNCH (60 minutes) 12:50 pm

WIND CHILL FACTOR Takes into account the current air temperature and the speed of the wind.

Table of Wind Chill values and their effects on people exposed to these conditions. 10 to - 10oF Unpleasant, Uncomfortable -11 to - 25oF Frostbite is possible -26 to - 65oF Frostbite is likely, outdoor activity becomes dangerous Below - 66oF Exposed flesh will likely freeze in 30 seconds

SUBJECT: COLD EXPOSURE CONTINUE

OBJECTIVES: To provide students with understanding of how cold temperatures & wind can affect their health & safety on a job site

NOTE TO INSTRUCTOR:

( LP 21 )

WHAT HAPPENS TO THE BODY: Normal body temperature 98.6

oF (37

oC) drops to or below 95

oF (35

oC); Fatigue or drowsiness;

Uncontrolled shivering; Cool blush skin; Slurred speech; Clumsy movements; Irritable, irrational or confused behavior. HYPOTHERMIA IS A MEDICAL EMERGENCY.

WHAT SHOULD BE DONE: (ON LAND ONLY)* • Call for emergency help. (i.e., Ambulance or Call 911)

• Move the person to a warm, dry area. Don’t leave the person alone. Remove any wet clothing and replace with warm, dry clothing or wrap the person in blankets.

• Have the person drink warm, sweet drinks (sugar water or sports-type drinks) if they are alert. Avoid drinks with caffeine (coffee, tea, or hot chocolate) or alcohol.

• Have the person move their arms and legs to create muscle heat. If they are unable to do this, place warm bottles or hot packs in the arm pits, groin, neck, and head areas. DO NOT rub the person’s body or place them in a warm water bath. This may stop their heart.

HOW TO PROTECT WORKERS: • Recognize the environmental and workplace conditions that lead to potential cold- induced illnesses and injuries.

• Learn the signs and symptoms of cold-induced illnesses/injuries and what to do to help the worker.

• Train the workforce about cold-induced illnesses and injuries.

• Select proper clothing for cold, wet, and windy conditions. Layer clothing to adjust to changing environmental temperatures. Wear a hat and gloves.

• Take frequent short breaks in warm dry shelters to allow the body to warm up.

• Perform work during the warmest part of the day.

• Avoid exhaustion or fatigue, because energy is needed to keep muscles warm.

• Use the buddy system. (work in pairs)

• Drink warm, sweet beverages (sugar water, sports-type drinks). Avoid drinks with caffeine (coffee, tea, or hot chocolate) or alcohol.

• Eat warm, high-calorie foods like hot pasta dishes.


COLD EXPOSURE II. COLD STRESS DISORDERS: CONTINUED

B. HYPOTHERMIA

( 21 )

LESSON OUTLINE:

12:50 pm I. Explain to the student what can happen from exposure to loud noise. II. Explain the long term effects of noise. III. Review the different types of hearing protection that is available. 1:00 pm IV. Discuss the PEL's established by OSHA for hearing protection. V. Explain the two different types of instruments. VI. Give common examples of noisy equipment. Show "1st On The Scene" Video or CSB “Half an Hour to Tragedy” BREAK ( 10 Minutes )

SUBJECT: NOISE EXPOSURE

DURATION: 20 Minutes Lecture & 30 Minutes Video

TRAINING AID: PowerPoint Program, Company’s hearing protection program, Video


OBJECTIVES: To provide the student with understanding of noise exposure at work, the effects of noise on hearing. Types, purposes & uses of hearing protection. Elements of a employers hearing loss program.

NOTE TO INSTRUCTOR:

Have examples of hearing protection used on site.

( LP 22 )

Exposure to loud noise will inevitably cause hearing loss over time. The damage from exposure to noise occurs in the inner ear (the cochlea). There are tiny hair cells in this part of the ear that flatten out when exposed to noise. If the exposure is short, the hair cells raise back up. If the exposure is long or extremely loud, the hair cells don’t recover and hearing ability is reduced. When all the hair cells are damaged, complete deafness occurs. Once the nerves of the inner ear are destroyed or damaged from exposure to excessive noise, the damage is permanent.

II. LONG TERM EXPOSURE TO NOISE:

Our ears can recover from short exposure to loud noise, but over time nerve damage will occur. The longer and louder the noise, the greater the chance permanent damage will occur. There is really no such thing as “getting used to it”. People who say they are “used to the noise” often have already lost some of their hearing.

III. THERE ARE THREE TYPES OF HEARING PROTECTION:

Ear Muffs 20 - 27 NRR

Earplugs 26 - 35 NRR

Ear Caps 20 - 25 NRR

Ear muffs and earplugs provide about equal protection, ear caps somewhat less

NOISE REDUCTION OF HEARING PROTECTION

The “Noise Reduction Rating” or “NRR” of hearing protection is measured in decibels. The NRR is how much noise (in decibels) the device will reduce for the wearer. In general, look for NRR of 25 or greater. The NRR is found on the earmuff or earplug package. The higher the number, the greater the protection.

NOISE EXPOSURE I. WHAT EXPOSURE TO LOUD NOISE WILL DO:

Wearing both plugs and muffs at the same time will reduce the amount of noise exposure. However, the additional reduction from wearing both devices will be only 6 or 7 decibels, even if the NRR for both devices is above 25.

( 22 )

LESSON OUTLINE: I. Explain to the student what can happen from exposure to loud noise. II. Explain the long term effects of noise. III. Review the different types of hearing protection that is available.

1:00 pm IV. Discuss the PEL's established by OSHA for hearing protection. V. Explain the two different types of instruments. VI. Give common examples of noisy equipment. 1:10 pm Show "1st On The Scene" Video or CSB “Half an Hour to Tragedy” 1:40 pm BREAK ( 10 Minutes ) 1:50 pm

SUBJECT: NOISE EXPOSURE CONTINUED

OBJECTIVES: To provide the student with understanding of noise exposure at work, the effects of noise on hearing. Types, purposes & uses of hearing protection. Elements of a employers hearing loss program.

NOTE TO INSTRUCTOR:

( LP 23 )

Time (Hours) Sound Level (dBA)

8.0 90

4.0 95

2.0 100

1.0 105

0.5 110

0.25 or less 115

V. INSTRUMENTS USED TO MEASURE NOISE EXPOSURE:

A SOUND LEVEL METER: A device that measures the intensity of sound at a given moment. It is generally necessary to take a number of measurements at different times during the day and at different locations. Sound level meters cost about $500 - $1000

A DOSIMETER: Like a sound meter except that it stores sound level measurement and integrates these measurements over time, providing an average noise exposure reading for a given period of time. Dosimeters cost about $750 - $1500

VI. EXAMPLES OF COMMONLY USED NOISY EQUIPMENT:

Equipment Noise Level (decibels)

Back Hoe 85-95

Lawn Mower 90

Front-end Loader 90-95

Circular Saw 90-100

Tractor 90-105

Chain Saw 110

Jackhammer 112

Gunshot 140

NOISE EXPOSURE IV. OSHA'S PERMISSIBLE EXPOSURE LIMITS:

The table below shows noise levels and how long a person can be exposed without hearing protection before there is damage to the ear.

Every 6 decibel increase doubles the sound. Example: a table saw (100 decibels) is twice as loud as a garden tractor (94 decibels).

( 23 )

LESSON OUTLINE:

1:50 pm I. Have students complete the following exercise using the Emergency Response Guidebook. 2:20 pm

NOTE TO INSTRUCTOR:

SUBJECT: REFERENCE MATERIAL EXERCISE



STUDENT MATERIAL: Student Workbook Page 24, Emergency Response Guidebook

OBJECTIVES: To provide student with better understanding of how to navigate reference sources; To provide them with the information needed to identify the hazardous substances (if possible); To provide information that will aid the student in their ability to recognize the presence of hazardous substances.

( LP 24 )

REFERENCE MATERIAL EXERCISE Using the Emergency Response Guidebook as your information resource, answer the following questions.

1. What are the fire hazards for a material with the placard "Dangerous"?

PLACARD PAGE USE GUIDE# 111

MAY EXPLODE FROM HEAT, SHOCK, FRICTION OR CONTAMINATION. MAY REACT

VIOLENTLY OR EXPLOSIVELY ON CONTACT WITH AIR, WATER OR FOAM.

2. What are the health hazards associated with the placard "Poison"?

PLACARD PAGE USE GUIDE# 153

TOXIC; INHALATION, INGESTION, OR SKIN CONTACT WITH MATERIAL MAY CAUSE

SEVERE INJURY OR DEATH. CONTACT WITH MOLTEN SUBSTANCE MAY CAUSE

SEVERE BURNS TO SKIN AND EYES.

3. What is the primary hazard - health or fire and explosion - for a material with the DOT identification number "2875"? What is the name of the material? What numbered guide page did you use?

YELLOW SECTION HEXACHLOROPHENE USE GUIDE# 151

HEALTH HEXACHLOROPHENE GUIDE# 151

4. A tank truck containing material with the placard number "1001" is on fire. What sights or sounds should cause an immediate withdrawal by safety personnel?

YELLOW SECTION ACETYLENE USE GUIDE# 116

WITHDRAW IMMEDIATELY IN CASE OF RISING SOUND FROM VENTING SAFETY

DEVICES OR DISCOLORATION OF TANK.

5. What are the initial isolation distances when there is a large spill from a tank with the placard "2188"?

YELLOW SECTION ARSINE USE GUIDE# 119 HIGHLIGHTED AND NO FIRE

1000 METERS (3000 FEET) IN ALL DIRECTIONS

6. What are the initial isolation distances when there is a small leak from a tank truck containing allyl alcohol?

BLUE SECTION ID# 1098 USE GUIDE# 131 HIGHLIGHTED AND NO FIRE

30 METERS (100 FEET) IN ALL DIRECTIONS.

7. What might happen if a container with a label number of "3208" ruptures and the contents contacts your skin?

YELLOW SECTION METALLIC SUBSTANCE USE GUIDE# 138

MAY CAUSE SEVERE INJURY OR DEATH.

8. A tank car of isobutylene is involved in a fire. Is isolation of the incident necessary? If so, to what distance?

BLUE SECTION ID# 1055 USE GUIDE# 115

YES 1600 METERS (1 MILE) IN ALL DIRECTIONS.

( 24 )

LESSON OUTLINE:

2:20 pm I. Discuss the requirements of a confined space. II. Explain the hazards a confined space may contain. 2:35 pm BREAK ( 10 Minutes ) 2:45 pm

Introduce specific company policies and procedures. Help the students identify the location of each Permit-Required Confined Space in their work area and the hazardous characteristics associated with each space.

SUBJECT: OSHA STANDARD 1910.146


TRAINING AID: PowerPoint Program, New & Canceled Permits


OBJECTIVES: To protect employees in general industry from hazards of entry into permit-required confined spaces.

NOTE TO INSTRUCTOR:

( LP 25 )

A. ITS SIZE AND SHAPE ALLOWS A PERSON TO ENTER THE SPACE, AND

B. IT HAS A LIMITED OR A RESTRICTED MEANS FOR ENTRY OR EXIT, AND

C. IT IS NOT DESIGNED FOR CONTINUOUS EMPLOYEE OCCUPANCY, AND

D. IT HAS ONE OR MORE OF THE FOLLOWING CHARACTERISTICS:

1. CONTAINS OR HAS A POTENTIAL TO CONTAIN A HAZARDOUS ATMOSPHERE, OR

2. CONTAINS A MATERIAL WITH THE POTENTIAL FOR ENGULFMENT OF THE ENTRANT, OR

3. HAS AN INTERNAL CONFIGURATION SUCH THAT AN ENTRANT COULD BE TRAPPED OR ASPHYXIATED, OR

4. CONTAINS ANY OTHER RECOGNIZED SERIOUS SAFETY OR HEALTH HAZARD.

II. PERMIT-REQUIRED CONFINED SPACE HAZARDS: Within a confined space there are several potential hazards. Some of these include:

OSHA STANDARD 1910.146 I. WHAT IS A PERMIT-REQUIRED CONFINED SPACE:

A. OXYGEN CONCENTRATION

Less Than 19.5% Greater Than 23.5%

B. TOXIC MATERIALS

Carbon Monoxide Hydrogen Sulfide Welding Fumes Corrosives

C. COMBUSTIBLES

Methane Hydrogen Acetylene Propane Gasoline Fumes

D. ENGULFMENT

Liquids Grain Sand Other Granular Material

E. ELECTRICITY

Start-up Of Equipment Static Degraded Wiring

F. MECHANICAL HAZARDS

Mixers Crushers Moving Parts

G. PHYSICAL AND OTHER SAFETY HAZARDS

Precariously Positioned Objects Sharp Objects Slips, Trips, Fall Unstable surfaces

( 25 )

LESSON OUTLINE:

2:45 pm I. Review the different types of air-purifying respirators that are available to employees. 2:50 pm II. Review the different types of atmosphere supplying respirators that are available to employees. III. Review the procedures for inspecting respirators before and after each use. IV. Explain the different types of fit testing that are required for respirators.

Have examples of Air-Purifying Respirators that the students will use in actual job site work.

SUBJECT: RESPIRATORY PROTECTION


TRAINING AID: PowerPoint Program,


OBJECTIVES: To provide students with an understanding of the various types of respiratory protection equipment available to them. To provide students with an understanding as to why respiratory protection is important when working with chemicals.

NOTE TO INSTRUCTOR:

( LP 26 )

RESPIRATORY PROTECTION

I. AIR-PURIFYING RESPIRATORS (APR):

Air-purifying respirators consist of a face piece and an air-purifying device, which is either a removable component of the face piece or an air-purifying apparatus worn on a body harness and attached to the face piece by a corrugated breathing hose.

A. FILTERING FACEPIECE ( DUST MASK )

A negative pressure particulate respirator with a filter as an integral part of the face piece or with the entire face piece composed of the filtering medium.

B. HALF-FACE AIR-PURIFYING RESPIRATOR ( HF-APR )

A respirator with an air-purifying filter, cartridge, or canister that removes specific air contaminants by passing ambient air through the air-purifying element. Half masks cover the face from below the chin to over the nose and do not provide eye protection.

C. FULL-FACE AIR-PURIFYING RESPIRATOR ( FF-APR )

A respirator with an air-purifying filter, cartridge, or canister that removes specific air contaminants by passing ambient air through the air-purifying element. Full-face piece masks cover the face from the hairline to below the chin. They provide eye protection.

D. POWERED AIR-PURIFYING RESPIRATOR ( PAPR )

The powered air-purifying respirator uses a blower to pass contaminated air through an element that removes the contaminants and supplies the purified air to a respiratory inlet covering. Powered air

-purifying respirators were considered positive pressure devices. Field studies by NIOSH as well as others, have indicated that these devices are not positive pressure, and that their assigned protection factors are inappropriately high.

E. CANISTER TYPE RESPIRATOR ( CTR )

Canisters attach to the chin of the face piece or are carried with a harness and attached to the face piece by a breathing tube. Combination canisters and cartridges contain layers of different sorbent materials and remove multiple chemicals or multiple classes of chemicals from the ambient air.

Air-purifying respirators have many limitations and can be used only when the ambient atmosphere contains sufficient oxygen (> 19.5 percent).

( 26 )

LESSON OUTLINE: I. Review the different types of air-purifying respirators that are available to employees. 2:50 pm II. Review the different types of atmosphere supplying respirators that are available to employees. 3:00 pm III. Review the procedures for inspecting respirators before and after each use. IV. Explain the different types of fit testing that are required for respirators.

SUBJECT: RESPIRATORY PROTECTION CONTINUED


NOTE TO INSTRUCTOR:

Have examples of Atmosphere Supplying Respirators that the students will use in actual job site work.

( LP 27 )


II. ATMOSPHERE SUPPLYING RESPIRATORS (ASR):

A respirator that provides breathing air from a source other than the surrounding atmosphere.

A. SELF-CONTAINED BREATHING APPARATUS ( SCBA )

A cylinder of high pressure (2216 - 4600 psi) Grade D Breathing Air, supplies air to a regulator that reduces the pressure for delivery to the facepiece. The regulator is either mounted directly on the facepiece or a corrugated hose connects the regulator to the respiratory inlet covering, usually a full-facepiece.

B. SUPPLIED AIR RESPIRATORS ( SAR )

Airline respirators use Grade D Breathing Air from a stationary source delivered through a hose under pressure. 30 CFR 11 specifies that the pressure shall not exceed 125 psi at the point where the hose attaches to the air-supply. The hose length must be from 25 to 300 feet. At the lowest pressure and longest hose length, the device must deliver at least 115 Lpm (Liters per minute). At the highest pressure and shortest hose length the flow rate must not exceed 425 Lpm.

C. SUPPLIED AIR RESPIRATORS WITH ESCAPE SCBA ( SAR-ASCBA )

To be used in an IDLH atmosphere, an airline respirator must have an auxiliary air supply to protect against potential failure of the primary supply. This is provided by adding a self-contained cylinder of high pressure breathing air to a airline respirator. The auxiliary air supply may be certified for 3, 5, 10, or 15 minutes of service time.

D. ABRASIVE-BLASTING (LOOSE-FITTING) RESPIRATORS (ABR )

Airline respirators with special items to protect the wearer's head and neck from rebounding abrasive material, may have facepieces, helmets, or hoods. Plastic, glass, and metal wire screen are used to protect the lenses of facepieces and the window of helmets and hoods against the rebounding material.

E. ESCAPE-ONLY SELF-CONTAINED BREATHING APPARATUS ( ESCBA )

In addition to entry, SCBA's are also certified for escape from IDLH environments. These escape-only SCBA's are generally for short durations, that is 3, 5, or 10 minutes, and are small in both size and weight. The breathing air container is usually hip or back mounted with the air valve in a readily accessible position. The facepiece may be donned quickly by simply tightening the headband straps or a hood may be furnished for quick donning of the escape SCBA.

( 27 )

LESSON OUTLINE: I. Review the different types of air-purifying respirators that are available to employees. II. Review the different types of atmosphere supplying respirators that are available to employees.

3:00 pm III. Review the procedures for inspecting respirators before and after each use. IV. Explain the different types of fit testing that are required for respirators. 3:10 pm

Check to ensure that all employees required to wear a respirator has completed the necessary fit test. Remember - Employees SHALL be fit tested for each type of respirator that they will use.

SUBJECT: RESPIRATORY PROTECTION CONTINUED


NOTE TO INSTRUCTOR:

( LP 28 )


III. RESPIRATOR INSPECTION:

Respirators should be inspected frequently to ensure that they are in good condition.

Respiratory protection is no better than the respirator in use. Monitoring of respirator use

should include:

IV. RESPIRATOR FIT TESTING: Before an employee uses any respirator the employee must be fit tested with the same make, model, style, and size of respirator that will be used.

Determination that the proper respirators are being used.

Determination that the respirators are being worn properly.

Consult with wearers regarding:

Discomfort Interference with communications

Resistance to breathing Restriction of movement

Fatigue Interference with job performance

Interference with vision Confidence in the respirator

A. QUALITATIVE FIT TEST (QLFT)

A pass/fail fit test to assess the adequacy of respirator fit that relies on the individual’s response to the test agent.

B. QUANTITATIVE FIT TEST (QNFT)

An assessment of the adequacy of respirator fit by numerically measuring the amount of leakage into the respirator.

C. POSITIVE PRESSURE CHECK

A exhalation action conducted by the respirator user to determine if the respirator is properly seated to the face.

D. NEGATIVE PRESSURE CHECK

A inhalation action conducted by the respirator user to determine if the respirator is properly seated to the face.

( 28 )

LESSON OUTLINE:

3:10 pm Explain the four levels of protection. 3:20 pm

Have examples of the level that students will use. Remember - Students need only be trained up to the level they will be expected to use on the job site.

SUBJECT: LEVELS OF PROTECTION




OBJECTIVES: To provide students with an understanding of various types of protective clothing available to them. To provide students with an understanding as to why protective clothing is Important when working with chemicals.

NOTE TO INSTRUCTOR:

( LP 29 )

LEVELS OF PROTECTION The individual components of clothing and equipment must be assembled into a full protective ensemble that both protects the worker from the site-specific hazards and minimizes the hazards and drawbacks of the PPE ensemble itself.

PROTECTION: EQUIPMENT: SCBA (pressure demand) or SAR (with escape SCBA),

Fully-encapsulating, chemical resistant suit, disposable coveralls inside, inner and outer chemical resistant gloves, chemical-resistant boots, and hard hat.

HIGHEST RESPIRATORY, SKIN AND EYE PROTECTION

PROTECTION: EQUIPMENT: SCBA (pressure demand) or SAR (with escape SCBA),

chemical-resistant clothing (overalls and long-sleeved jacket; hooded, one- or two piece chemical splash suit; disposable chemical-resistant one-piece suit), inner and outer chemical resistant gloves, chemical-resistant safety boots/shoes, and hard hat.

HIGHEST RESP., LESS SKIN PROTECTION THAN LEVEL A

PROTECTION: EQUIPMENT: Full-facepiece or Half-face, air-purifying, canister-

equipped respirator, chemical-resistant clothing (overalls and long-sleeved jacket; hooded, one- or two piece chemical splash suit; disposable chemical-resistant one-piece suit), inner and outer chemical resistant gloves, chemical-resistant safety boots/shoes, and hard hat.

SAME SKIN PROTECTION AS B, LOWER RESPIRATORY

PROTECTION: EQUIPMENT: Coveralls, safety boots/shoes, safety glasses or chemical

splash goggles, hard hat, gloves, escape mask, and face shield.

NO RESPIRATORY PROTECTION, MINIMAL SKIN PROTECTION

( 29 )

LESSON OUTLINE:

3:20 pm I. Discuss the different work zones and what purpose they serve. Explain how the Emergency Response Guidebook is used to establish the zones. 3:40 pm BREAK ( 10 Minutes ) 3:50 pm

SUBJECT: SITE CONTROL




OBJECTIVES: To provide students with an understanding of proper site work zone establishment & what resources may be used to aid.

NOTE TO INSTRUCTOR:

( LP 30 )

SITE CONTROL

SETTING UP SITE WORK ZONES USING THE EMERGENCY RESPONSE GUIDEBOOK

WIND

SUBSTANCE: GASOLINE 1203 FLAMMABLE GUIDE # 128 ACCIDENT: LARGE SPILL WITH NO FIRE SOLUTION:

1ST. SET UP THE EXCLUSION ZONE [EZ]

UNDER PUBLIC SAFETY: ISOLATE SPILL OR LEAK AREA IMMEDIATELY FOR AT

LEAST 50 METERS (150 FEET) IN ALL DIRECTIONS.

2ND. SET UP THE CONTAMINATION REDUCTION ZONE [CRZ]

UNDER PUBLIC SAFETY: EVACUATION - CONSIDER INITIAL DOWNWIND

EVACUATION FOR AT LEAST 300 METERS (1000 FEET). EACH SIDE OF THE CRZ

IS 1/2 THE DOWNWIND DISTANCE.

4TH. SET UP THE SUPPORT ZONE [SZ]

THE COMMAND POST WILL BE ESTABLISHED UP WIND OF THE SPILL.

3RD. SET UP THE CONTAMINATION REDUCTION CORRIDOR [CRC]

DECON -THE DECON AREA WILL BE ESTABLISHED ON THE UP WIND SIDE OF

THE SPILL. IT SHOULD START IN THE EZ AND END IN THE SZ.

( 30 )

LESSON OUTLINE:

3:50 pm I. Ask the student to define decontamination. II. Explain to student the Sample Level C Decontamination layout. 4:00 pm

SUBJECT: DECONTAMINATION




OBJECTIVES: Refresh students of the purpose of decontamination & the methods used to perform decontamination.

NOTE TO INSTRUCTOR:

( LP 31 )

DECONTAMINATION I. DECONTAMINATION DEFINITION:

II. SAMPLE DECONTAMINATION LAYOUT:

The process of removing or neutralizing contaminants that have accumulated on person-nel and equipment.

( 31 )

LESSON OUTLINE: 4:00 pm I. Show the Teamwork video or CSB title to the students. 4:21 pm II. Review and critique any incidents that may have occurred in the past year with the student. Have them answer the questions. 4:35 pm

SUBJECT: TEAMWORK & INCIDENT CRITIQUE


TRAINING AID: Teamwork Video or CSB Video


OBJECTIVES: To give students an opportunity to review any incident that may have occurred in the past.

NOTE TO INSTRUCTOR:

( LP 32 )

INCIDENT CRITIQUE Review and critique any incidents that have occurred in the past year.

ASK YOURSELF:

What did we do right?

What did we do wrong?

What would we do different next time?

( 32 )

LESSON OUTLINE:

4:35 pm Conduct a course review and answer any questions the students may have. A. Hand out test and give the students their instructions. B. Review test and hand out course critique. 5:00 pm

SUBJECT: COURSE REVIEW & FINAL TEST



STUDENT MATERIAL: Student Test

OBJECTIVES: To ensure students understanding of material presented and to provide for a ques-tion and answer session.

NOTE TO INSTRUCTOR:

-1 = 95% -2 = 90% -3 = 85% -4 = 80% -5 = 75%

( LP iii )

INSTRUCTOR’S KEY

HAZWOPER REFRESHER [29CFR 1910.120(e)&(q)]

REFRESHER TEST

VERSION B © 2018 New Environment, Inc.

All rights reserved

STUDENT NAME: DATE ADMINISTERED: ADMINISTERED BY: STUDENT SCORE:

GENERAL INSTRUCTIONS:

This is an open book time restricted test.

You have twenty minutes to complete twenty questions.

Accomplish as much as possible from memory, then go back to research any remaining questions.

Carefully read the instructions given at the

beginning of each section, if any.

Read each question twice.

Do your own work.

WAIT TO BEGIN, UNTIL INSTRUCTED.

6. Confined space entry is regulated under which OSHA regulation?

a) 29CFR1910.1200

b) 49CFR397.75

c) 29CFR1910.146

d) 40CFR397.75

7. The acronym "I.D.L.H" stands for:

a) Identifiable Degree of Likely Hazard

b) Immediately Dangerous to Life and Health

c) I Don't Like Hamburgers

d) Imminent Danger and Lethal Hazard

8. What "Class of Fire" would a combustible metal be considered?

a) Class A

b) Class B

c) Class C

d) Class D

e) Class K

SECTION A - TRUE OR FALSE

Indicate if the following statements are True (T) or False (F) by circling "T" for True or "F" for False.

1. OSHA Regulation "29 CFR 1910.120" is commonly called "HAZWOPER". T F 2. Plutonium falls under the "Miscellaneous" Hazard Class. T F 3. The lungs are extremely vulnerable to chemical agents. T F 4. Carbon Dioxide (CO2) is an effective extinguishing agent for a "Class B" fire. T F 5. Hospital and Research Facility wastes are potential Biological Hazards. T F

SECTION B - MULTIPLE CHOICE

Circle the letter preceding the Most Correct response.

( 1 )

SECTION B - MULTIPLE CHOICE (continued)

9. Which of these pieces of equipment has the highest noise level?

a) Jack Hammer

b) Tractor

c) Backhoe

d) Front-end Loader

10. Air-Purifying Respirators can be used only when the ambient air contains greater than what percent of oxygen?

a) 5.5 percent

b) 12.5 percent

c) 19.5 percent

d) any amount will do

11. Which of the following conditions are considered a medical emergency?

a) Mild Frontal Headache

b) Heat Stroke

c) Hangover

d) Sun Burn

12. Which ensemble of protective clothing utilizes a fully encapsulating chemical resistant suit?

a) Level A

b) Level B

c) Level C

d) Level D

13. Effective management of a chemical emergency requires a well organized?

a) Lesson Plan

b) Command System

c) Pay Scale

d) Control Tower

14. Which of the following is NOT an element of fire?

a) Heat

b) Oxidizer

c) Humidity

d) Chemical Reaction

( 2 )

A

D

F

C

B

E

SECTION C - MATCHING

Place a letter from List A - Hazards beside the most correct example in List B.

Items in List A may only be used once.

LIST A - HAZARD

A. Ionizing Radiation

B. Air Monitoring Equipment

C. Chemical Exposure

D. Oxygen Deficiency

E. Electrical Hazards

F. Carbon Monoxide

LIST B

15. ________Examples include Alpha & Beta Particles and Gamma Rays.

16. ________Can occur as a result of Displacement and/or Consumption.

17. ________ Is an odorless and colorless gas capable of causing death.

18. ________Could occur through inhalation, skin absorption, ingestion or injection.

19. ________Includes Direct-Reading Colorimetric indicator tubes and Oxygen Meters.

20. ________Types include, overloaded circuits and inadequate wiring.

HAVE YOU ANSWERED EVERY QUESTION?

RETURN COMPLETED TEST TO YOUR TEST ADMINISTRATOR.

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HAZWOPER REFRESHER ITINERARY · REV2019B ( LP i ) 1-07-HWRB HAZWOPER REFRESHER ITINERARY 8:00 am to...

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