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The information on these pages is for informational purposes only and can be used
only as general guidelines. If you have a real problem or serious concern, contact your
state OSHA office or a certified safety consultant.
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The authors of this HAZCOM page would like to thank the many people of the NSF Teaching Physics on the WWW Workshop for their assistance and support.
The authors wrote this Hazard Communication Program to conform with OSHA's Hazard Communication Standard and to conform with SARA, Title III's Right to Know Standards. However there is more to the program than what is required by law. The program was also designed to educate students about their rights in the workplace after graduation and to make their stay at college one that is both fruitful and accident-free.
This program has three major parts: faculty training, student training and staff training. Faculty training has two parts, the general hazard communication training for themselves and training for what to teach to their students for their hazard communication training. The faculty will conduct the student's training in the classroom in a brief session at the start of the semester. Staff training will be for any other employee who does not instruct; to include secretaries, custodial crews, administration and contractors.
It is important that everybody that works for a College receive this training. There are many different types of chemicals used in the college for many different classes and tasks. Anybody from any department could run into these chemicals; either being shipped into the college, being treated as a waste or finding a forgotten container in a closet during spring cleaning. Hopefully the instruction given by this program will give our people the ability to work with chemicals safety.
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The Hazard Communication Policy
Written by Joseph E. Cabaup
and
Joseph J. Cabaup
In order to comply with Environmental Protection Agency's Right to Know regulations and with Occupational Safety and Health Administration's Hazard Communication (29 CFR 1919.1200) , a written Hazard communication Policy must be written to comply with the laws and to help protect lives, property and the environment in and around the College.
1.1 This Hazard Communication Program will serve all people who are in or around the College
1.1.1 Faculty, staff, administration and adjunct faculty are all considered supervisors and employees under the Hazard Communication Program
1.1.2 Students are not employees of the college, however the students must also fall under the Hazard Communication Policy. Students will be trained in accordance with the Hazard Communication Program. This will be done for two reasons: students will need the protection provided and a good understanding of their rights in the work force is an essential part of their education.
1.1.3 Visitors and guests of the College may have access to the Hazard Communication Policy as well as the inventory of chemicals and Material Safety Data Sheets upon request.
1.1.4 All chemicals and substances at the College will be considered hazardous.
2.1 ALL departments; instructional and staff, will summit a complete list of chemicals used within their departments. This list will include cleaning agents, photocopier toners and inks, correctional fluid and others not named above.
If there is a doubt if a chemical or substance should be included in the inventory, then include the chemical or substance.
2.2 Other data to be included on the inventory will be:
1. Location of chemical.
2. Quantity of chemical on hand.
3. Is the chemical used routinely or not?
4. Manufacturer or distributor of chemical.
5. Date chemical came into facility.
2.3 If the identity of a chemical is in question, then contact the Haz-Com Coordinator as soon as possible. Do not move, discard or otherwise disturb the chemical.
2.4 The chemical inventory of the College will be kept on a data base in which there will be several ways to access the data from different fields or topics. DBASE III or IV is recommended with these fields.
1. Chemical name
2. Chemical family (cleaners, inks, hydrocarbons, etc.)
3. Location (Department and Room Number)
4. Quantity on hand.
5. Frequency used.
6. Hazard Rating Index (optional)
7. Distributor/Manufacturer
8. Date of MSDS
9. Extra notes and precautions.
2.4.1 The data base should be able to sort by name, family, location, distributor or Hazard Rating Index
2.4.2 A back up copy of the inventory shall be kept on disk and kept in a safe place.
2.4.3 A printed copy of the inventory will be printed once a year. The printed copy will be updated once a semester by hand or other means.
2.4.4 The data base and master inventory must be updated whenever a change in the departmental inventory occurs.
2.5 Material Safety Data Sheets (MSDS)
Material Safety Data Sheets should come in whenever a chemical is shipped to the college for the first time and whenever there is an update. If the MSDS was not shipped with the product and if the department does not already have an MSDS from a previous shipment, then the department will contact the distributor for a copy of the MSDS.
2.5.1 Once the department has the MSDS then a copy shall be sent to the Hazard Communication Coordinator.
2.5.2 MSDS shall not be over three years old.
2.6 Copies of the master inventory shall be kept at the main office and in the master MSDS file.
2.6.1 There shall be one master MSDS file. Any visitor, faculty, student or staff may have access to this file.
2.6.2 Each department shall have a MSDS file containing MSDS for chemicals used in that department. This file is open to any visitor, faculty, student or staff.
2.7 Whenever a new or different chemical is received, a copy of the MSDS shall be sent to the Haz-Com Coordinator with a note declaring quantity and location of the chemical.
2.8 Control and disposal of chemicals shall be in accordance to state and federal guidelines.
2.8.1 If a chemical has no use at the College then it must be disposed of. There will be no storage of chemicals or hazardous waste on the facility.
2.9 All chemicals must be labeled with the original label or with an appropriate label stating chemical name, manufacturer and hazard warnings.
3.1 A copy of the inventory and MSDS shall be sent to the Local Emergency Response Committee, in care of Berlin Fire Department. Updates will be sent once a semester
3.2 Delivery routes and delivery frequency of "reportable" chemicals shall be noted and sent to the LERC.
3.3 A copy of the Hazard Communication Policy shall be included with the chemical inventory.
3.4 Good communication shall be kept between the college and the LERC and the local fire department.
3.5 If the College uses any chemicals found on the EPA's Extremely Hazardous Substances List or CERCLA's List of Hazardous Substances then it must be reported to New Hampshire's emergency planning commission as well. This is Tier One reporting.
4.1 Faculty shall be considered the professionals in the use of chemicals. The faculty shall receive the basic training of this Hazard Communication Policy however it is expected that the faculty will keep up to date with the chemical use within their own field.
4.2 Students shall undergo training once a semester as outlined in the College Hazard Communication Program.
4.3 Staff and Administration must also undergo the basic Hazard Communication training and receive further training as needed.
5.1 A program of baseline monitoring for faculty and staff should be set up with the Nursing department. This baseline monitoring should start with a basic physical, to include a hearing test and other tests as applicable.
5.2 Physicals should be taken by faculty and staff once every two years, or when a situation is suspect.
5.3 Physical and chemical exposure records shall be kept on file for the employee's duration of employment. The records must be stored for 30 years beyond employment termination.
5.4 A Certified Industrial Hygienist or designate must monitor any hazardous chemicals found in OSHA's 29 CFR 1910 subpart Z, Toxic and Hazardous Chemicals; to include table Z-1-A, table Z-2 and Z-3.
5.5 The College's ventilation system shall be checked once a year to ensure that proper ventilation is achieved. This will minimize exposure to certain chemicals.
6.1 The College evacuation procedure shall be reviewed once a year and must take in consideration certain chemical storage areas, potential spill areas, gas cylinders and environmental impact.
6.2 Compressed gas cylinders will be inventoried and marked on evacuation maps.
6.3 The College should set up a Hazardous Material Response Team to provide initial response to chemical spills and other chemical related problems.
Appendix A
EPA : Environmental Protection Agency
Haz-Com: Hazard Communication
Haz-Mat: Hazardous Materials
HRI: NFPA's Hazard Rating Index
Hazard Rating Index: A chemicals properties in Flammability, Health Risk, and Reactivity are rated on a scale of 0 to 4.
LERC: Local emergency Response Committee
MSDS: Material Safety Data Sheet
PPM: Parts Per Million
NFPA: National Fire Protection Agency
PEL: Permissible Exposure Limit (in a TWA)
STEL: Short-Term exposure Limit
TWA: Time Weighted Average. Exposure in an eight-hour work day.
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Objectives:
1. For the faculty to understand the importance of hazard communication in the classroom.
Being a professor and an instructor in a specialized field, you are looked up to by your students as an expert. You set an example for professionalism to your students that they will use once they graduate. Your students also expect you to know everything there is to know about the chemicals used in your field of study. They will want to know about health and environmental considerations, how to use this chemical safely and how this chemical does it's job.
Sounds like a lot of questions and work. It is. Being an expert and having to teach about a profession is more than anyone could ask for. However you are training students to work with those chemicals after they graduate; what skills you give them in the classroom will help protect them afterwards. Remember that these students rely on your teaching skills and how prepared they are for a job reflects on you.
Objective:
1. To be able to identify and define hazardous materials.
The Occupational Safety and Health Administration defines a hazardous material as: "any chemical which is a physical hazard or a health hazard." (29 CFR 1910.1200 (c))
This College will consider all chemicals to be hazardous. Any chemical or substance in excess, a lack of or in a combination with another chemical could be hazardous to the health of a person and the environment. For example: oxygen sustains life. However if we are denied oxygen we will suffocate. If we receive too much oxygen (under pressure like a scuba diver) then we will have oxygen poisoning. If pure oxygen was to mix with certain pyrophoric chemicals, then we would have an explosion. Oxygen could also present a physical hazard as well; if the top of a compressed oxygen cylinder was to break off then we would have a missile on our hands.
Therefore all chemicals here will be considered hazardous. Everything from sulfuric acid to correctional fluid; chemical testing kits to saline solutions. This does not mean that every time we use Liquid Paper [[dieresis]] we have to don splash goggles and vinyl gloves. This means that we must treat every chemical with the respect that it is due.
Objective:
1. To be able to transfer information from the manufacturer's label or a Material Safety Data Sheet onto another container.
2. To be able to transfer certain information from a container label onto a temporary container for classroom use.
Materials Needed:
1. Material Safety Data Sheet
2. NFPA Hazard Rating Index (optional)
Many chemicals have the same physical characteristics. Substances may have several similar characteristics; color, smell, taste and smell may be the same. For example: acid and water are both clear liquids, only the smell of the two can tell them apart. What if someone had a head cold and couldn't tell the difference? That is one reason why we label chemicals.
The best type of label is the manufacturer's label. This has all the important information we need; the identity, address and possibly the phone number of the manufacturer, the chemical's trade name, appropriate hazard warnings and possibly first aid procedures for an accident.. Not coincidentally, the best container for storing a chemical is the one that it was shipped in.
If you do have to transfer a substance or a chemical to another container, then be sure to copy all the information needed from the original label or the MSDS. The information to be copied is:
1. The trade name of the chemical.
2. The name of the manufacturer (address and phone number optional).
3. Safety and health warnings (NFPA's Hazard Rating Index optional).
4. First Aid procedures (optional)
All this information is important to have on a label. You may substitute safety and health warnings with the National Fire Protection Agency's Hazard Rating Index. This system is covered in Appendix A.
For classroom or laboratory instruction, you should also label the temporary containers used for the day. This will prevent an accidental mix-up or mistaken identity accident and it will help the students understand and visualize the demonstration better. For this type of labeling, a china marker or Post-It [[dieresis]] note will serve.
If a label should fade of begin to fall off, you must replace it immediately. If you should find a bottle or container without a label DO NOT TOUCH OR MOVE the container; put a note on the container stating where it was found, when it was found and a warning stating: "DO NOT USE!! IDENTITY UNKNOWN". Then contact the Hazard Communication Coordinator.
Remember: if you have any doubts about the identity of a chemical, then treat it as if it was unknown.
Objectives:
1. To be able to correctly identify particular hazards of a chemical using a MSDS.
2. To be able to communicate those chemicals hazards to students.
3. To be able to communicate proper precautions in order to avoid accidents.
Materials Needed:
1. Material Safety Data Sheets
A Material Safety Data Sheet (MSDS) contains information from a chemical manufacturer concerning their product. Different companies have different formats but they should all have the same information. There are nine areas in which we should be concerned.
Section 1: Information about the identity of the chemical; to include other names the chemical may be called, trade names and the Chemical Abstract Service number. Section 1 may also have the manufacturer's address and phone number.
Section 2: This tells us what the chemical is made of and how much can be exposed to us. This is expressed as a Time Weighted Average (TWA). TWA means the exposure to the chemical is measured in Parts Per Million (PPM) over an eight-hour period. The result is then divided by eight for an average exposure.
Section 3: Physical data. The most important data is vapor density, specific gravity, solubility, appearance and odor. Vapor density states whether or not the vapors given off will rise or fall; If the number is greater than 1.0, then the vapors will sink to the ground. Specific gravity refers to whether or not the chemical will float in water. A number greater than 1.0 will sink. Solubility is the chemical's ability to dilute in water.
Section 4: Fire and explosion data. Specific information on how to fight or control a chemical fire. The major concern from this is the media used to extinguish the fire.
Section 5: Reactivity data. This is useful in determining storage areas, compatibility and temperature.
Section 6: This is where we will find health hazard information. Instructors must review this section, especially first aid requirements, before using or teaching about this chemical.
Section 7: Spill, leak and disposal procedures. Usually used by the Haz-Mat teams. Refer to this section when cleaning a spill.
Section 8: Special Protection information. This section provides the information needed for Personal Protective Equipment (PPE) selection.
Section 9: Special precautions and comments. This section is also important when storing a chemical.
Many different manufacturers use different formats for their MSDS. The above information may be in a different location, but it will be there.
Now we know that a MSDS has much more than the first aid requirements and stuff that only a chemical engineer would understand. Everybody is encouraged to read the MSDS before the semester starts so PPE, storage procedures, first aid and ventilation requirements needs would be met before classes start.
Objective:
1. To be able to use a MSDS to determine what PPE will be needed for a class.
Materials Needed:
1. Impact glasses
2. Chemical splash goggles
3. Rubber and vinyl gloves
4. Chemical smocks or aprons
5. Respirator
There are many different types of personal protective equipment within the industries. There are many different types of hearing protection. There are half-mask respirators to Self-Contained Breathing Apparatus to protect the lungs from vapors and gasses. There are chemical suits to protect the entire body from exposure to hazardous chemicals. Basically, there is a piece of protective equipment to protect any exposure to any organ on the human body.
The main types of PPE that we will talk about is for eye and skin protection. If there is need for a respirator, then the chemical could be too dangerous to work with here (consult the Hazard Communication Coordinator).
Eye Protection
There are two main types of eye protection. Impact glasses and chemical splash goggles. Impact glasses are glasses with impact-resistant lenses and possibly side-shields. These glasses are meant to protect the eyes from a direct hit from an object. Chemical splash goggles better protect the eyes by forming a seal around the eyes, like a diver's mask to protect from heavy fumes and splash. The best way to determine which is needed is to look on the MSDS for suggested PPE.
Skin Protection
Gloves and aprons are used to protect the skin and clothing of the chemical user. Many chemicals may not pose a serious health hazard but may irritate the skin. Gloves and aprons help prevent the chemical from contacting the skin.
Aprons also protect the clothing being worn. Even though a student or worker may not care what happens to their clothes, the chemicals may soak into the fibers and have a prolonged contact with the skin causing irritation or corrosion of the skin.
To determine the level and type of protective clothing, refer to the MSDS.
Objectives:
1. To be able to use a MSDS to determine the incompatibility between two chemicals.
2. To be able to use a MSDS to determine storage procedures for a chemical.
Materials Needed:
1. Two MSDS of which the chemicals are not compatible.
Storage of hazardous materials is a very important project. If you were to store a pyrophoric substance near an oxygen cylinder, you could have an explosion on your hands.
To determine if chemicals can be stored together check the reactivity and control/storage sections on a MSDS.
Only one person should have responsibility for maintaining a storage area.
Objective:
1. To be able to reduce the more hazardous materials used in the classroom by finding alternative, less hazardous materials.
We are heading into an age in which we are discovering that many of the chemicals that we once used every day to make our work easier may be dangerous to our health and to the environment.. Many of the dangerous chemicals in the workplace are now being replaced by safer chemical and /or different processes.
One good example of this is the use of ordinary laundry detergent in the place of carbon tetra chloride or 1,1,1 trichloroethane. The two carbon based chemicals have great solvent properties for removing oil and grease; however carbon tetrachloride was found to cause cancer. 1,1,1 trichloroethane works almost as well but the cost to properly dispose of this chemical has been rising over the last few years.
A couple of years ago one man discovered that ordinary laundry detergent combined with a little more elbow grease could clean grease and oil just easily with a dramatic drop in cost.
This is the best time for the College to be on the leading edge of industry. There are many chemicals and cleaners out there that are better and safer to use than many of the solvents and chemicals currently in use. As teachers and professionals, you are expected to go out and find better solutions to many of the more hazardous chemicals now in use. Who knows? Maybe is you come up with a "better mousetrap" that is cleaner and safer, you could become rich and famous.
Objectives:
1. To understand what disposal of hazardous waste means.
2. To state the correct measures in disposing the hazardous waste created in the classroom.
Disposing of hazardous waste does not mean dumping the waste down the drain or throwing the waste back into the original container. Waste should go into a specific container labeled "HAZARDOUS WASTE" with a list of chemicals that make up the hazardous waste. DO NOT MIX DIFFERENT TYPES OF HAZARDOUS WASTE, EACH NEW WASTE NEEDS A NEW CONTAINER.
Many cleaning agents have been designed to break down in a septic system or by nature. Unless told otherwise, assume that cleaning agents ONLY may be washed down the drain.
Save all hazardous waste for the Hat-Mat disposal company to come and haul it to a certified hazardous waste facility.
Objectives:
1. To be able to train students in the safe usage and handling of hazardous chemicals.
2. To be able to prepare lesson plans in accordance to the Hazard Communication Program.
In recent years schools have been a focus of civil lawsuits for the areas of negligence and lack of proper training. Many teachers have been sued for leaving classrooms unattended or for not training students properly for an experiment. One goal of this hazard communication program is to help prevent or prepare against any such civil lawsuit against you and the College.
The first step for preparing for a class is to make the hazard communication program a part of the lesson plan. This serves two purposes: To remind the instructor to teach Haz-Com to the class and this will prove in a court of law that provisions were made to inform and to protect the students. This program recommends giving the students the general hazard communication training and emergency plans within the first few days of the semester and reviewing information about the chemical prior to using it.
The second step in preparing is to train the class in the use of hazardous chemicals on or right before the first day of use. The instructor must review and make available the MSDS for the class and discuss the dangers inherit to the chemical. This review informs the student of the hazards so he or she may make their decision whether or not they want to work with the chemical.
If every instructor was to take these steps, then accidents could be avoided or the effects of an accident could be less severe.
Objective:
1. To make and maintain a system of record keeping for the faculty as pertaining to health and training.
Record keeping is very important in hazard communication. Records show that someone has or has not had the hazard communication training. Records show efforts have been taken to make the work environment safer for the faculty and student as well as the environment and community. Records also show the education and the upkeep of education pertaining to hazardous chemicals. The Occupational Safety and Health Administration requires that employers keep and maintain health and training records of employees for the duration of employment and 30 years beyond.
TheCollege will start keeping information about the instructor in several areas:
1. Health and exposure.
2. Education
3. Faculty participation in the hazard communication program.
All this information is meant to help in case health problems arise in future years at the College could track the employee's exposure and help determine if the health problem is work related.
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Student training is meant to be done by the instructor. This section of the program helps the instructor teach the student about hazard communication in accordance to the hazard communication policy.
The recommendation of this program is for the instructor to give two sections of training to the students. The first section is a general hazard communication awareness in the beginning of the semester. This would include: a classroom and laboratory orientation, how to read a MSDS, a review on the hazardous materials that will be used in the class, what PPE is required for the class, the hazardous waste disposal requirements for the class and the students' responsibilities. This stage of training need only be a few minutes of class time. After this training the instructor must certify that the students have had this training. This could be done with either a sign-out sheet stating that the student has had this training, or with a quiz that will reinforce the training given. Then the records must be kept by the instructor until the end of the semester; then the records will be held in storage until after graduation.
The second section of training is a brief review of a specific chemical or substance before the class uses it. This training will include making the MSDS available to the class. Once the chemical has been reviewed, then further reviews may or may not be needed. That determination is up to the instructor.
There is no OSHA law governing the hazard communication for students and the SARA, Title III laws do not mention students specifically; however it is the intention of this program to give the students the extra protection and the extra education needed to compete in the work force after graduation. Every student graduating from the College must have a safe, working knowledge of the chemical used in their fields of study and a good understanding of their rights in the work place.
Objective:
1. To ensure that students can correctly state the purpose of the hazard communication program and state their role in the program.
The student has one major responsibility at college; that is to learn. The students must learn what chemicals to use in certain processes. the students must learn how to safely handle those chemicals. The students must learn what step to take in case of a spill. All this learning may overwhelm the students at first but remind them that they will learn all this in due time, one piece at a time. Encourage the students to ask questions and not to be shy. Remind them that the best way to learn is by asking questions.
Throughout the students' learning career at the College they will be given many directions on how to fix a part, mix a compound or clean an item. This is where the instructor must ensure that the student is doing a god job and FOLLOWING DIRECTIONS. Many accidents could have been avoided if the people doing the task were following directions. Following directions is a crucial part in hazard communication.
If the student takes the time to learn carefully and to follow directions, then many classroom accidents may be avoided. The instructor must ensure that the students follow these guidelines in the program so all may remain in good health.
Objective:
1. To make the student aware that hazardous materials will be used during the course of the semester.
Materials Needed:
1. A list of chemicals that will be used during the course of the semester.
In order to run a safe workplace the employer must tell the employees what chemicals are going to be used in certain processed. This rule holds true in any classroom. the students must be informed of chemical use in the classroom and in the laboratories. This is done so students may make a decision on whether or not they made the right choice in selecting the class or a major. The student may also have allergies to certain chemicals and then could plan ahead for the days in which the chemical is going to be used.
The list of chemicals to be used should be a part of the lesson plan. This reminds the instructor on what chemicals to order for next time and also plans out which MSDS and PPE to order as well.
Objective:
1. To be able to read and understand the hazards associated with a chemical using a Material Safety Data Sheet.
Materials Needed:
1. A Material Safety Data Sheet (MSDS)
One of the tools that the student will learn to use is the Material Safety Data Sheet. For the first section of hazard communication only the location of the MSDS needs to be covered. The second section of hazard communication is when the MSDS is used in greater depth.
On the MSDS the first section to be reviewed with the class is the name of the chemical. Use the name that will be used in class, however go over other names the chemical might be called.
The second section to be covered is physical data. The most important information to be given is:
1. Will the vapors rise or fall?
2. Will the chemical dissolve in water?
3. Is the chemical flammable; are the vapors flammable?
4. What does the chemical look like? Smell like?
This information is important for the student so he or she can better understand the physical properties of the chemical and be able to recognize the chemical again.
The third section to be covered is also the most important. The health hazard information will tell the student what to be aware of when handling the chemical. Will there be adequate ventilation? What first aid procedures will be needed in case of an accident? Make sure that the students have no questions about this section.
The last major section to be covered is the Precautions for Safe Handling and Use. This will tell the student what PPE to use and how to handle the chemical safely.
Objective:
1. To teach the students the different types of PPE.
2. To teach the students how to determine what type of PPE is required by using a MSDS.
Materials Needed:
1. Impact glasses.
2. Chemical splash goggles.
3. Rubber and /or Vinyl gloves
4. Chemical smocks or aprons
5. Respirator (if required)
There are many different types of personal protective equipment within the industries. There are many different types of hearing protection. There are half-mask respirators to Self-Contained Breathing Apparatus to protect the lungs from vapors and gasses. There are chemical suits to protect the entire body from exposure to hazardous chemicals. Basically, there is a piece of protective equipment to protect any exposure to any organ on the human body.
The main types of PPE that we will talk about is for eye and skin protection.
Eye Protection
There are two main types of eye protection. Impact glasses and chemical splash goggles. Impact glasses are glasses with impact-resistant lenses and possibly side-shields. These glasses are meant to protect the eyes from a direct hit from an object. Chemical splash goggles better protect the eyes by forming a seal around the eyes, like a diver's mask to protect from heavy fumes and splash. The best way to determine which is needed is to look on the MSDS for suggested PPE.
Skin Protection
Gloves and aprons are used to protect the skin and clothing of the chemical user. Many chemicals may not pose a serious health hazard but may irritate the skin. Gloves and aprons help prevent the chemical from contacting the skin.
Aprons also protect the clothing being worn. Even though a student or worker may not care what happens to their clothes, the chemicals may soak into the fibers and have a prolonged contact with the skin causing irritation or corrosion of the skin.
To determine the level and type of protective clothing, refer to the MSDS.
Objective:
1. To teach the student the correct way of disposing hazardous waste.
Disposing hazardous waste does not mean dumping the waste down the sink or throwing the waste back in the original container. Waste should go into a specific container labeled "Hazardous Waste" with a list of chemicals forming that waste. Do not mix different types of hazardous waste. Each type of waste should go into a different container. If there are any questions, ask the instructor.
Objective:
1. To provide a written record of student training.
Materials Needed:
1. A sign-off form or a quiz- instructor's choice.
The instructor should keep a written record of which students have has the hazard communication training for each class. This could be done using a sign-off form or having the students take a quiz. Either one would serve however the instructor must provide a spot for the student to sign (for proof of training) and for the instructor to sign (to prove that training took place).
If the record keeping is going to take the form of a quiz, then the students must pass it with a score of 100%; however the student must be allowed to take the quiz as many times as needed without penalty. The purpose of the quiz is to make sure the student learns what they have to learn, not to give a score.
The purpose of student training is to make the student more aware of the chemicals in use in the field of study that they have chosen. Hopefully this training will make the student a better and safer worker and manager. This will make the College students more desirable for hire and in turn make the College a desired college. Remember, everything a student learns reflects on the instructor's knowledge and skill of teaching and will either enhance or dull the instructor's reputation.
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This section of the College Hazard Communication Program is designed to train the staff and administration on the hazards of chemicals and substances. The people who fall under the jurisdiction of this program are: all custodial workers (both college and contractor), all administrators and secretaries, operations or facility staff and any other employee who isn't a faculty member.
There are several reasons why an employee must be trained in hazard communication; first, it's the law. Second, who knows when an incident in which a hazardous chemical might occur. One minor incident that happened in a New Hampshire college involved a secretary and a hazardous substance. A leaking container of acid was to be delivered to a professor for laboratory work however the container found it's way into a secretary's office. The secretary didn't know what the box was leaking so she put it on the floor behind her desk and forgot about it. The fumes soon filled the office making breathing difficult for her. The acid made quite a mess in the office as well. Thankfully the secretary recovered quickly and the incident passed by.
Now what would have happened if the acid was stronger? What would have happened if the substance wasn't acid but something more dangerous? The training that this program gives is intended to avoid such incidents in this college.
Staff training is divided into two parts: general hazard communication training and specific chemical training.
Objective:
1. To be able to identify and define hazardous materials.
The Occupational Safety and Health Administration defines a hazardous material as: "any chemical which is a physical hazard or a health hazard." (29 CFR 1910.1200 (c))
This College will consider all chemicals to be hazardous. Any chemical or substance in excess, a lack of or in a combination with another chemical could be hazardous to the health of a person and the environment. For example: oxygen sustains life. However if we are denied oxygen we will suffocate. If we receive too much oxygen (under pressure like a scuba diver) then we will have oxygen poisoning. If pure oxygen was to mix with certain pyrophoric chemicals, then we would have an explosion. Oxygen could also present a physical hazard as well; if the top of a compressed oxygen cylinder was to break off then we would have a missile on our hands.
Therefore all chemicals here will be considered hazardous. Everything from sulfuric acid to correctional fluid; chemical testing kits to saline solutions. This does not mean that every time we use Liquid Paper ? we have to don splash goggles and vinyl gloves. This means that we must treat every chemical with the respect that it is due.
Objective:
1. To be able to transfer information from the manufacturer's label or a Material Safety Data Sheet onto another container.
2. To be able to transfer certain information from a container label onto a temporary container .
Materials Needed:
1. Material Safety Data Sheet
2. NFPA Hazard Rating Index (optional)
Many chemicals have the same physical characteristics. Substances may have several similar characteristics; color, smell, taste and smell may be the same. For example: acid and water are both clear liquids, only the smell of the two can tell them apart. What if someone had a head cold and couldn't tell the difference? That is one reason why we label chemicals.
The best type of label is the manufacturer's label. This has all the important information we need; the identity, address and possibly the phone number of the manufacturer, the chemical's trade name, appropriate hazard warnings and possibly first aid procedures for an accident.. Not coincidentally, the best container for storing a chemical is the one that it was shipped in.
If you do have to transfer a substance or a chemical to another container, then be sure to copy all the information needed from the original label or the MSDS. The information to be copied is:
1. The trade name of the chemical.
2. The name of the manufacturer (address and phone number optional).
3. Safety and health warnings (NFPA's Hazard Rating Index optional).
4. First Aid procedures (optional)
All this information is important to have on a label. You may substitute safety and health warnings with the National Fire Protection Agency's Hazard Rating Index. This system is covered in Appendix A.
If you need to transfer a chemical or cleaning agent to another container for temporary use during the day, please put the name of the chemical on the container using a china marker or a Post-It ? note to warn others of the contents. If the temporary use is a quick, one time shot and the container will not leave your sight, then there is no need to label it.
If a label should fade of begin to fall off, you must replace it immediately. If you should find a bottle or container without a label DO NOT TOUCH OR MOVE the container; put a note on the container stating where it was found, when it was found and a warning stating: "DO NOT USE!! IDENTITY UNKNOWN". Then contact the Hazard Communication Coordinator.
Remember: if you have any doubts about the identity of a chemical, then treat it as if it was unknown.
Objectives:
1. To be able to correctly identify particular hazards of a chemical using a MSDS.
2. To be able to communicate those chemicals hazards to others.
3. To be able to use proper precautions in order to avoid accidents.
Materials Needed:
1. Material Safety Data Sheets
A Material Safety Data Sheet (MSDS) contains information from a chemical manufacturer concerning their product. Different companies have different formats but they should all have the same information. There are nine areas in which we should be concerned.
Section 1: Information about the identity of the chemical; to include other names the chemical may be called, trade names and the Chemical Abstract Service number. Section 1 may also have the manufacturer's address and phone number.
Section 2: This tells us what the chemical is made of and how much can be exposed to us. This is expressed as a Time Weighted Average (TWA). TWA means the exposure to the chemical is measured in Parts Per Million (PPM) over an eight-hour period. The result is then divided by eight for an average exposure.
Section 3: Physical data. The most important data is vapor density, specific gravity, solubility, appearance and odor. Vapor density states whether or not the vapors given off will rise or fall; If the number is greater than 1.0, then the vapors will sink to the ground. Specific gravity refers to whether or not the chemical will float in water. A number greater than 1.0 will sink. Solubility is the chemical's ability to dilute in water.
Section 4: Fire and explosion data. Specific information on how to fight or control a chemical fire. The major concern from this is the media used to extinguish the fire.
Section 5: Reactivity data. This is useful in determining storage areas, compatibility and temperature.
Section 6: This is where we will find health hazard information. Instructors must review this section, especially first aid requirements, before using or teaching about this chemical.
Section 7: Spill, leak and disposal procedures. Usually used by the Haz-Mat teams. Refer to this section when cleaning a spill.
Section 8: Special Protection information. This section provides the information needed for Personal Protective Equipment (PPE) selection.
Section 9: Special precautions and comments. This section is also important when storing a chemical.
Many different manufacturers use different formats for their MSDS. The above information may be in a different location, but it will be there.
Now we know that a MSDS has much more than the first aid requirements and stuff that only a chemical engineer would understand. Everybody is encouraged to read the MSDS before the semester starts so PPE, storage procedures, first aid and ventilation requirements needs would be met before the job starts.
Objective:
1. To be able to use a MSDS to determine what PPE will be needed for a task.
Materials Needed:
1. Impact glasses
2. Chemical splash goggles
3. Rubber and vinyl gloves
4. Chemical smocks or aprons
5. Respirator
There are many different types of personal protective equipment within the industries. There are many different types of hearing protection. There are half-mask respirators to Self-Contained Breathing Apparatus to protect the lungs from vapors and gasses. There are chemical suits to protect the entire body from exposure to hazardous chemicals. Basically, there is a piece of protective equipment to protect any exposure to any organ on the human body.
The main types of PPE that we will talk about is for eye and skin protection. If there is need for a respirator, then the chemical could be too dangerous to work with here (consult the Hazard Communication Coordinator).
Eye Protection
There are two main types of eye protection. Impact glasses and chemical splash goggles. Impact glasses are glasses with impact-resistant lenses and possibly side-shields. These glasses are meant to protect the eyes from a direct hit from an object. Chemical splash goggles better protect the eyes by forming a seal around the eyes, like a diver's mask to protect from heavy fumes and splash. The best way to determine which is needed is to look on the MSDS for suggested PPE.
Skin Protection
Gloves and aprons are used to protect the skin and clothing of the chemical user. Many chemicals may not pose a serious health hazard but may irritate the skin. Gloves and aprons help prevent the chemical from contacting the skin.
Aprons also protect the clothing being worn. Even though a student or worker may not care what happens to their clothes, the chemicals may soak into the fibers and have a prolonged contact with the skin causing irritation or corrosion of the skin.
To determine the level and type of protective clothing, refer to the MSDS.
Objectives:
1. To be able to use a MSDS to determine the incompatibility between two chemicals.
2. To be able to use a MSDS to determine storage procedures for a chemical.
Materials Needed:
1. Two MSDS of which the chemicals are not compatible.
Storage of hazardous materials is a very important project. If you were to store a pyrophoric substance near an oxygen cylinder, you could have an explosion on your hands.
To determine if chemicals can be stored together check the reactivity and control/storage sections on a MSDS.
Only one person should have responsibility for maintaining a storage area.
Objective:
1. To be able to reduce the more hazardous materials used in the classroom by finding alternative, less hazardous materials.
We are heading into an age in which we are discovering that many of the chemicals that we once used every day to make our work easier may be dangerous to our health and to the environment.. Many of the dangerous chemicals in the workplace are now being replaced by safer chemical and /or different processes.
One good example of this is the use of ordinary laundry detergent in the place of carbon tetra chloride or 1,1,1 trichloroethane. The two carbon based chemicals have great solvent properties for removing oil and grease; however carbon tetrachloride was found to cause cancer. 1,1,1 trichloroethane works almost as well but the cost to properly dispose of this chemical has been rising over the last few years.
A couple of years ago one man discovered that ordinary laundry detergent combined with a little more elbow grease could clean grease and oil just easily with a dramatic drop in cost.
Always keep an eye out for new products. Don't be afraid to ask a company for a sample (and a MSDS!) of a new product.
Also remember that if a chemical has no further use, then have it disposed of properly.
Objectives:
1. To understand what disposal of hazardous waste means.
2. To state the correct measures in disposing the hazardous waste created in the classroom.
Disposing of hazardous waste does not mean dumping the waste down the drain or throwing the waste back into the original container. Waste should go into a specific container labeled "HAZARDOUS WASTE" with a list of chemicals that make up the hazardous waste. DO NOT MIX DIFFERENT TYPES OF HAZARDOUS WASTE, EACH NEW WASTE NEEDS A NEW CONTAINER.
Many cleaning agents have been designed to break down in a septic system or by nature. Unless told otherwise, assume that cleaning agents ONLY may be washed down the drain.
Save all hazardous waste for the Hat-Mat disposal company to come and haul it to a certified hazardous waste facility.
Objective:
1. To state the hazards of a specific chemical that is used in a task.
Materials Needed:
1. Material Safety Data Sheets of chemicals that are used by the group receiving hazard communication training.
This section of the program deals with the specific training of the use of chemicals for a task. Since there are many chemicals used for many different task, the supervisor should determine which chemicals are hazardous enough to warrant specific training. A rule of thumb for determination is if the chemical has instructions on the original container, like most cleaning agents and consumer goods, then you don't need specific training. If the chemical comes in a container without instructions on the label, then specific training is warranted.
The supervisor should give a mini-training session to include:
1. A review of the MSDS.
2. What PPE (if needed) is recommended.
3. What first aid and health concerns are related to the chemical.
4. How to use the chemical safely.
5. How to properly dispose of the chemical.
Before the training the supervisor must make up a training report stating which chemical(s) were reviewed, the date and who attended.
Objective:
1. To establish and maintain a file for each employee regarding training, health status and chemical exposure.
In order to track an employee's health and exposure, a record of what training an employee has had as well as any exposure to hazardous chemicals. For the general hazard communication training the instructor or supervisor can have the entire group fill out a sign-out sheet and a photocopy of the sheet will go into each file. For specific training the form must also state which chemicals were reviewed.
There is a lot to learn about chemicals and their properties. Everyone is encouraged to learn as much as they can about the chemicals that they use. The best way is to read the MSDS that comes with that chemical; however if further reading is requested check the College library for chemical text books and safety books.
If there are any questions that need specific answers, please talk to your supervisor or the Hazard Communication Coordinator.
| SAFETY | HAZMAT | HAZCOM | INTRO | POLICY | FACULTY | STUDENT | STAFF | APPENDIX |
This program gives a basic overview of hazard communication. this does not mean that everything in this program is all that you should know. There is much more in the chemical industry to learn about. Every day new chemicals are added to the market. Some are more dangerous that before and some are designed to be a safer and cheaper alternative to other chemicals.
There is much to learn about safety and employee relations. Hopefully this program will give the College a firm base to improve work relations and student relations. Hazard communication is just a small step in making the workplace and the school a safer and healthier place to work and learn.
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This program is not set in stone; processes could change as well as laws. There may be some areas that need to be changed or smoothed out. That is why a questionnaire will be handled out at the end of each presentation of this program to get feedback from the faculty, students and staff. Then the policy will be reviewed and changes made if needed.
| SAFETY | HAZMAT | HAZCOM | INTRO | POLICY | FACULTY | STUDENT | STAFF | APPENDIX |