HAZWOPER REFRESHER ITINERARY · terminology associated with HAZWOPER. LESSON OUTLINE: 8:40 am...

HAZWOPER REFRESHER

ITINERARY

8:00 am to 8:15 am INTRODUCTION

8:15 am to 8:25 am HAZWOPER OVERVIEW

8:25 am to 8:40 am HAZARD CLASSES

8:40 am to 9:00 am HAZARD ASSESSMENT

9:00 am to 9:10 am BREAK

9:10 am to 9:25 am FIRE AND EXPLOSION

9:25 am to 9:35 am OXYGEN DEFICIENCY

9:35 am to 9:45 am BIOLOGICAL HAZARDS

9:45 am to 9:55 am ELECTRICAL HAZARDS

9:55 am to 10:05 am HEAT STRESS


10:15 am to 10:25 am COLD EXPOSURE

10:25 am to 10:45 am NOISE EXPOSURE

10:45 am to 11:15 am "FIRST ON THE SCENE" VIDEO


11:25 am to 12:00 am REFERENCE MATERIAL EXERCISE

12:00 pm to 1:00 pm LUNCH

1:00 pm to 1:10 pm OSHA STANDARD 1910.146

1:10 pm to 1:40 pm RESPIRATORY PROTECTION

1:40 pm to 1:50 pm LEVELS OF PROTECTION

1:50 pm to 2:15 pm SITE CONTROL

2:15 pm to 2:25 pm BREAK

2:25 pm to 2:45 pm DECONTAMINATION

2:45 pm to 3:20 pm "TEAMWORK" VIDEO

3:20 pm to 3:30 pm BREAK

3:30 pm to 4:00 pm INCIDENT CRITIQUES

4:00 pm to 4:30 pm COURSE REVIEW

4:30 pm to 5:00 pm FINAL TEST

( LP i ) © NEI

( LP ii )© NEI

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

INTRODUCTION

15 minutes

PowerPoint Program

Student Workbook, Background Survey / Evaluation

To explain the training approach to the students and what is to be

accomplished from this course.

LESSON OUTLINE:

8:00 am

òòòòò I. Explain the training approach for the course.

òòòòò

òòòòò A. Student Workbook

òòòòò

òòòòò B. Reference Book

òòòòò

òòòòò C. Course Test

òòòòò

òòòòò II. Pass out and have students complete Background forms.

òòòòò

òòòòò 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.

TABLE OF CONTENTS

HAZWOPER OVERVIEW

HAZARD CLASSES

HAZARD ASSESSMENT

FIRE AND EXPLOSION

OXYGEN DEFICIENCY

BIOLOGICAL HAZARDS

ELECTRICAL HAZARDS

HEAT STRESS

COLD EXPOSURE

NOISE EXPOSURE

REFERENCE MATERIAL EXERCISE

OSHA STANDARD 1910.146

RESPIRATORY PROTECTION

LEVELS OF PROTECTION

SITE CONTROL

DECONTAMINATION

TEAMWORK

INCIDENT CRITIQUES

1

2

3

7

10

11

12

13

14

15

17

18

19

22

23

25

27

27

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( LP 1 )© NEI

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

HAZWOPER OVERVIEW

10 minutes

PowerPoint Program

Student Workbook Page 1

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

LESSON OUTLINE:

8:15 am

òòòòò I. Review the training regulations for general site workers.

òòòòò

òòòòò ( e ) Training ( 1 ) ( i ) General

òòòòò

òòòòò ( 8 ) Refresher Training

òòòòò

òòòòò II. Review the training regulations for emergency responders.

òòòòò

òòòòò ( 6 ) Training

òòòòò

òòòòò ( 8 ) Refresher Training ( i )

8:25 am

NOTE TO INSTRUCTOR:

( 1 ) © NEI

" H A Z W O P E R "

H A Z A R D O U S W A S T E O P E R A T I O N S A N D

E M E R G E N C Y R E S P O N S EO S H A 2 9 C F R 1 9 1 0 . 1 2 0

I. TRAINING PROVISIONS FOR SITE WORKERS [paragraph (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.

( 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.

( 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 paragraphs i - v:

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

( 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.

( LP 2 )© NEI

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

HAZARD CLASSES

15 minutes

PowerPoint Program, Various Placards, Companies Safety Program

Student Workbook Page 2, Emergency Response Guidebook

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

thier ability to recognize the presence of hazardous substances.

LESSON OUTLINE:

8:25 am

òòòòò Review with the student the various placards that they can encounter when dealing

òòòòò with hazardous materials. (Students can use the ERGB)

8:40 am

NOTE TO INSTRUCTOR:

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

workplace.

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:

EXPLOSIVES

GASES

FLAMMABLE LIQUIDS

FLAMMABLE SOLIDS

OXIDIZERS

TOXIC MATERIALS

RADIOACTIVE MATERIALS

( 2 ) © NEI

CORROSIVE LIQUIDS

MISCELLANEOUS

§ 49 CFR 173.50

§ 49 CFR 173.115

§ 49 CFR 173.120

§ 49 CFR 173.124

§ 49 CFR 173.127

§ 49 CFR 173.132

§ 49 CFR Subpart I

§ 49 CFR 173.136

§ 49 CFR 173.140

( LP 3 )© NEI

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

HAZARD ASSESSMENT

20 minutes

PowerPoint Program

Student Workbook Page 3 - 6

To give students an understanding of the potential outcomes associated

with an exposure when hazardous substances are present. To provide

them with information on the basic hazard and risk assessment techniques.

To give them an understanding of basic chemical and toxicological

terminology associated with HAZWOPER.

LESSON OUTLINE:

8:40 am

òòòòò I. Explain the routes through which a chemical can enter the unprotected body.

8:45 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 )

NOTE TO INSTRUCTOR:

HAZARD ASSESSMENT

I. EXPOSURE ROUTES WITH SAFEGUARDS:

To become harmful, a chemical must first enter or come in contact with your body. "Route Of

Exposure" describes the way the chemical enters the body. For example, depending on the

chemical and the manner in which it is handled, it may enter the body by one of several ways:

A. INHALATION

The material entering the respiratory tract. This route is known as:

Respiratory Protection is therefore extremely important if there is a possibility

that the work-site atmosphere may contain hazardous substances.

B. ABSORPTION

The material coming in contact with the skin. This route is known as:

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

minimizing contact with chemicals can help protect the absorption route.

C. INGESTION

The material entering the digestive tract. This route is known as:

Proper Hygiene and Standard Operating Procedures are the best means of

preventing exposures via this route.

D. INJECTION

The material entering directly into the bloodstream. This route is known as:

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

precautions are important protective measures against injection.

Chemicals can have "Local Effects" at the point of contact or may also be absorbed into the

body and affect other, distant parts of the body, "Systemic Effects".

Local Effect refers to an adverse health effect that takes place at the point or area of contact.

The site may be skin, mucous membranes, the respiratory tract, gastrointestinal system, eyes,

etc. Examples: strong acids or alkalis.

Systemic Effect refers to an adverse health effect that takes place at a location distant from the

body's initial point of contact and presupposes absorption has taken place. Examples:

arsenic effects to the blood, nervous system, liver, kidneys and skin; benzene effects to the

bone marrow. ( 3 ) © NEI

( LP 4 )© NEI

SUBJECT:

Objectives:

HAZARD ASSESSMENT CONTINUED

To give students an understanding of the potential outcomes associated with an

exposure when hazardous substances are present. To provide them with

information on the basic hazard and risk assessment techniques. To give them

an understanding of basic chemical and toxicological terminology associated

with HAZWOPER.

LESSON OUTLINE:

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

8:45 am

òòòòò II. Explain the categories of exposures employees may develop from a chemical

òòòòò exposure.

8:50 am

III. Review the basic chemical and toxicological terminology employees will come in

contact with when using reference sources.


NOTE TO INSTRUCTOR:

HAZARD ASSESSMENT

II. CATEGORIES OF EXPOSURE:

( 4 ) © NEI

Toxicity refers to the potential of the chemical to harm you (some chemicals are

more toxic than others).

Dose refers to the amount of the chemical that enters your body.

First, the degree to which a chemical will harm you is dependent on both the TOXICITY of the

chemical, and the DOSE that you receive.

Second, the type of harmful effect that a particular chemical exhibits can be classified as

either ACUTE EFFECTS or CHRONIC EFFECTS.

To better understand the potential risk involved with handling a particular chemical, it is

necessary that you understand a couple of important concepts.

Acute effects happen within a short period of time (within 72 hours), for

example, the tissue damage you may experience if you have skin

contact or breath in vapors of a corrosive chemical.

Also, temporary dizziness or headache shortly after inhalation of paint

vapors would be considered an acute effect. Normally, a single large

exposure is involved. Acute health effects are often reversible.

Examples: carbon monoxide or cyanide poisoning.

Chronic effects, by comparison, take a relatively long time to occur,

usually after repeated exposures over an extended period of time.

A good example of a chronic effect is the onset of asbestosis or lung

cancer after 40 years of exposure to asbestos fibers. Symptoms may

not be immediately apparent. Chronic health effects are often

irreversible. Examples: lead or mercury poisoning, cancer.

The effects individuals face from exposure will also depend on several factors including:

• The Type Of Chemical;

• The Chemical Concentration;

• The Route Of Entry;

• The Duration Of Exposure.

Personal factors such as the individual's smoking habits, alcohol consumption, medication

use, nutrition, age, and sex will also play a major factor.

( LP 5 )© NEI

SUBJECT:

Objectives:






with HAZWOPER.

LESSON OUTLINE:



exposure.

8:50 am

òòòòò III. Review the basic chemical and toxicological terminology employees will come in

òòòòò contact with when using reference sources.

8:55 am


NOTE TO INSTRUCTOR:

HAZARD ASSESSMENT

III. TOXICOLOGICAL TERMINOLOGY:

( 5 ) © NEI

Permissible Levels of Exposure are guidelines for exposure concentrations that healthy

individuals can normally tolerate for a specified period of time without harmful effects.

Permissible Levels of Exposure are derived form three sources: OSHA, ACGIH and NIOSH.

PELs are exposure limits published by the Occupational Safety and Health Administration

(OSHA). PELs are legal exposure limits for airborne contaminants (vapors, dusts, etc.)

TLVs are suggested exposure limits recommended by a self-appointed committee of a

private organization, the American Conference of Governmental Industrial Hygienists

(ACGIH). The TLV is occasionally different from the PEL. The TLV is not an enforceable

standard.

A. PERMISSIBLE EXPOSURE LIMITS (PELs):

B. THRESHOLD LIMIT VALUES (TLVs):

Permissible Exposure Limit (PEL): TWA concentrations for PELs must not be

exceeded during any 8-hour workshift of a 40-hour work week. PELs are exposure

levels below which OSHA does not require respiratory protection. When exposures

surpass this level, certain respiratory protection requirements must be met.

Short Term Exposure Limit (ST): This is a 15-minute TWA exposure that should not

be exceeded at any time during a workday.

Ceiling (C): This refers to concentrations that must not be exceeded during any part

of the working exposure.

Time-Weighted Average (TWA): This exposure limit is based on acceptable

contaminant concentrations for a normal, 8-hour workday in a 40-hour work week.

Short Term Exposure Limit (STEL): This is a 15-minute TWA exposure that should

not be exceeded at any time during a workday. Exposures above the TWA up to the

STEL should not be longer than 15 minutes and should not occur more than four

times per day. Additionally, there should be at least 60 minutes between successive

exposures in this range.


of the working exposure. As such, Ceiling limits take precedent over all TWAs and

STELs.

( LP 6 )© NEI

SUBJECT:

Objectives:






with HAZWOPER.

LESSON OUTLINE:



exposure.

8:55 am

òòòòò III. Review the basic chemical and toxicological terminology employees will come in

òòòòò contact with when using reference sources.

9:00 am

òòòòò BREAK ( 10 Minutes )

9:10 am

NOTE TO INSTRUCTOR:

HAZARD ASSESSMENT

III. TOXICOLOGICAL TERMINOLOGY CONT.:

( 6 ) © NEI

RELs are exposure limits published by the National Institute of Occupational Safety and

Health (NIOSH). The RELs is not an enforceable standard.

Recommended Exposure Limit (REL): A TWA concentration for up to a 10-hour

workday during a 40-hour work week.

Short Term Exposure Limit (ST): This is a 15-minute TWA exposure that should not

be exceeded at any time during a workday.


of the working exposure.

As its name implies, the IDLH level refers to acute respiratory exposures that pose an

immediate threat of loss of life. Exposures at this level may result in irreversible or severe

health effects, eye damage, irritation or other conditions that could impair an employee's

escape from the hazardous atmosphere.

Mine Safety and Health Administration (MSHA): 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."

National Institute of Occupational Safety and Health (NIOSH): 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......"

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 ..."

C. RECOMMENDED EXPOSURE LIMITS (RELs):

D. IMMEDIATELY DANGEROUS TO LIFE AND HEALTH (IDLH):

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 hazardous waste sites, IDLH concentrations should be assumed to represent

concentrations above which only workers wearing respirators that provide the maximum

protection are permitted.

( LP 7 )© NEI

FIRE AND EXPLOSION

15 minutes

PowerPoint Program, Fire Extinguisher, Companies Safety Program


To give student an understanding of the elements need in order to have

fires. To provide them with the information on how to recongize a

potential flammable or explosive environment and then how to select the

right extinguisher.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

9:10 am

òòòòò I. Discuss the elements needed for a fire to occur.

9:15 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.

NOTE TO INSTRUCTOR:

FIRE AND EXPLOSION

I. THE FIRE TETRAHEDRON:

( 7 ) © NEI

The “Fire Tetrahedron” illustrates the rule that in order to ignite and

burn, a fire requires four elements — Heat, Fuel, Oxygen, and

Chemical Reaction. The fire is prevented or extinguished by

“removing” any one of them. A fire naturally occurs when the

elements are combined in the right mixture.

II. ELEMENTS OF FIRE TETRAHEDRON:

When a fire runs out of fuel it will stop. Fuel can be removed naturally, as where

the fire has consumed all the burnable fuel, or manually, by mechanically or

chemically removing the fuel from the fire.

Without sufficient heat, a fire cannot begin, and it cannot continue. Heat can be

removed by dousing some types of fire with water; the water turns to steam,

taking the heat with it. Note that water will actually increase or spread some other

types of fires (such as combustible metal fires).

Oxygen may be removed from a fire by smothering it with an aqueous foam, or

some inert gas (e.g., carbon dioxide), dry chemicals, or enclosing it where the fire

will quickly use up all of the available oxygen.

Combustion is the chemical reaction that feeds a fire more heat and allows it to

continue. With most types of fires, the old fire triangle model works well enough,

but when the fire involves burning metals (known as a Class-D fire, involving

metals like lithium, magnesium, etc.), it becomes useful to consider the chemistry

of combustion. Putting water on such a fire could result in the fire getting hotter

(or even exploding) because such metals can react with water in an exothermic

reaction to produce flammable hydrogen gas. Therefore, other specialized

chemicals must typically be used to break the chain reaction of metallic

combustion and stop the fire.

FUEL

OXIDIZER

HEAT

CHEMICAL REACTION

( LP 8 )© NEI

FIRE AND EXPLOSION CONTINUED

To give student an understanding of the elements need in order to have fires. To

provide them with the information on how to recongize a potential flammable or

explosive environment and then how to select the right extinguisher.

SUBJECT:

Objectives:

LESSON OUTLINE:

I. Discuss the elements needed for a fire to occur.

9:15 am

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

9:20 am

III. Explain the different classes of fires and what would be used as an extinguishing

agent for each.

NOTE TO INSTRUCTOR:

FIRE AND EXPLOSION

III. EXPLOSION AND FLAMMABILITY RANGES:

Terminology has been developed to assist in identifying when a fire or explosion hazard may

exist. For example:

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.

( 8 ) © NEI

LOWER EXPLOSIVE LIMIT [ LEL ]

The lowest concentration of a substance that will produce a fire or flash when

an ignition source is present. At concentrations below this amount the

mixture is too “lean” to burn.

UPPER EXPLOSIVE LIMIT [ UEL ]

The highest concentration of a substance that will burn or explode when an

ignition source is present. At concentrations above this amount the mixture

is too “rich” to burn.

FLAMMABLE RANGE [ FR ]

A mixture of flammable gas, as mixed with air, expressed as a percent. Each

gas has a range including a lower explosive limit and upper explosive limit

and between these limits the mixture is flammable (explosive).

FLASH POINT [ FLP ]

The minimum temperature of a liquid at which it gives off vapors sufficiently

quickly to form an ignitable mixture with air and will flash when subjected to

an external ignition source, but will not continue to burn.

AUTO-IGNITION TEMPERATURE [ AIT ]

Minimum temperature to which a substance must be heated before it will

spontaneously burn independently of the source of heat; for example,

ethanol has an ignition temperature of 798°F and a flash point of 54°F.

( LP 9 )© NEI

FIRE AND EXPLOSION CONTINUED

To give student an understanding of the elements need in order to have fires. To

provide them with the information on how to recongize a potential flammable or

explosive environment and then how to select the right extinguisher.

SUBJECT:

Objectives:

LESSON OUTLINE:

I. Discuss the elements needed for a fire to occur.

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

9:20 am

òòòòò III. Explain the different classes of fires and what would be used as an extinguishing

òòòòò agent for each.

9:25 am

NOTE TO INSTRUCTOR:

Question: What type of Extinguisher is used in the workplace?

Sweep side to side

Squeeze the handle

Aim low at the base of flames

Pull the pin

Remember When Fighting the Fire:

AA

PP

SS

SS

FIRE AND EXPLOSION

IV. CLASSES OF FIRES:

( 9 ) © NEI

COOKING MEDIAK

COMBUSTIBLE METALS

ELECTRICAL EQUIPMENT

FLAMMABLE LIQUIDS

ORDINARY COMBUSTIBLES

Class A fires involve solid combustibles (such as wood or

paper), which are best extinguished by water or dry chemicals. A

portable fire extinguisher using water or dry chemicals is called

a "Class A extinguisher."

Class B fires involve flammable liquids, which are best

extinguished by foam, carbon dioxide or dry chemicals. Portable

extinguishers using these agents are called "Class B

extinguishers."

Class C fires involve live electrical equipment which must be

extinguished by a nonconductive extinguishing agent such as

carbon dioxide or dry chemicals. An extinguisher using either of

these agents is called a "Class C extinguisher."

Class D fires involve combustible metals such as magnesium or

titanium, which must be extinguished by special dry chemical

extinguishers. Extinguishers designed to extinguish such fires

are called "Class D extinguishers."

Class-K fires are fires that involve cooking oils. Though by

definition Class-K is a subclass of Class-B, the special

characteristics of these types of fires are considered important

enough to recognize. These usually involves heated liquids.

( LP 10 )© NEI

OXYGEN DEFICIENCY

10 minutes

PowerPoint Program, Companies Safety Program


To aid students in understanding oxygen deficiency as an atmospheric

hazards. To provide students with information on what can cause an

atmosphere to become oxygen deficient

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

9:25 am

òòòòò I. Review the different components that make up normal breathing air.

òòòòò

òòòòò II. Discuss the causes of oxygen deficiency.

òòòòò

òòòòò III. Explain the different signs and symptoms from a oxygen deficient atmosphere.

9:35 am

NOTE TO INSTRUCTOR:

OXYGEN DEFICIENCY

I. COMPONENTS OF BREATHING AIR:

( 10 ) © NEI

% oxygen is considered

to be an oxygen deficient atmosphere.


to be an oxygen enriched atmosphere.

DRY BREATHING AIR COMPONENTS

COMPONENTS %

Nitrogen

Oxygen

Argon

Carbon Dioxide

Neon, Helium, Krypton,

Hydrogen and Xenon

00.01 %

00.03 %

00.93 %

20.95 %

78.08 %

100.00 %

≥≥≥≥≥ 23.5

SYMBOL

N2

O2

Ar

CO2

Ne, He, Kr,

H2, Xe

≤≤≤≤≤ 19.5

II. CAUSES OF OXYGEN DEFICIENCY:

CONSUMPTION

A decrease in the oxygen levels can occur through one or more of the following

processes:

Oxygen may be consumed through activities that involve the use of open flames (i.e.,

welding, torch cutting, brazing) and by, for example, the operation of compressors and

pumps.

CHEMICAL REACTION

Relevant chemical reactions include the following: Corrosion, Fermentation and

Decomposition

DISPLACEMENT

The introduction of a gas. Examples include Simple Asphyxiates and Chemical

Asphyxiates.

III. SIGNS AND SYMPTOMS OF OXYGEN DEFICIENCY:

DEATH

HEADACHES

IMPAIRED JUDGEMENT AND COORDINATION

INCREASED BREATHING AND HEART RATE

NAUSEA


to be a normal oxygen atmosphere.

21

Physiological effects of oxygen deficiency in humans are readily apparent when the

oxygen concentration in the air decreases. These effects include:

UNCONSCIOUSNESS

( LP 11 )© NEI

BIOLOGICAL HAZARDS

10 minutes

PowerPoint Program, Companies Bloodborne Pathogen Program


To give students information reguarding the types and sources of

biological hazards they may come in contact with while working on job

sites.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

9:35 am

òòòòò I. Explain the three basic types of biological agents.

òòòòò

òòòòò II. Discuss the ways biological agents may be dispersed.

òòòòò

òòòòò III. Review the ways to protect yourself against biological agents.

9:45 am

NOTE TO INSTRUCTOR:

BIOLOGICAL HAZARDS

BACTERIAL AGENTSA.

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:

TOXINSC.

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

B.

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:

II. POTENTIAL SOURCES:

( 11 ) © NEI

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

VIRUSES

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

AEROSOLS ANIMALS AND INSECTS

FOOD AND WATER CONTAMINATION HOSPITAL / RESEARCH FACILITY WASTE

POISONOUS PLANTS

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

should:

uuuuu

uuuuu

uuuuu

uuuuu

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.

III. PROTECTION:

( LP 12 )© NEI

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

ELECTRICAL HAZARDS

10 minutes

PowerPoint Program, Companies Lockout/Tagout Program


To give students an understanding of the hazards they face when working

around or with electricity and to have a better understanding of the

lockout/tagout procedures.

LESSON OUTLINE:

9:45 am

òòòòò I. Explain the different types of electrical hazards the employee may come in

òòòòò contact with on a job site.

òòòòò

òòòòò II. Explain the difference between a lockout and tagout system.

9:55 am

NOTE TO INSTRUCTOR:

29 CFR 1910.147: The Control Of Hazardous Energy (Lockout/Tagout).

ELECTRICAL HAZARDS

I. TYPES OF ELECTRICAL INJURIES:

( 12 ) © NEI

Received when current passes through the body.

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.

May occur when electrical wiring or equipment is improperly

used or maintained.

Workers in elevated locations who experience a shock can

fall, resulting in serious injury or death.

WHAT'S A LOCKOUT?

II. LOCKOUT / TAGOUT SYSTEMS:

Lockout/Tagout is the primary method of preventing energy from being accidentally released

while a piece of equipment is being serviced.

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).

There are four main types of electrical injuries:

ELECTROCUTIONA.

C.

B. ELECTRICAL SHOCK

D.

BURNS

FALLS

According to OSHA; a tag 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; 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.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

WHAT'S A TAGOUT?

( LP 13 )© NEI

HEAT STRESS

10 minutes



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.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

9:55 am

òòòòò I. Discuss the effects heat can have on employees.

òòòòò

òòòòò II. Review the ways employees can prevent heat stress.

10:05 am


10:15 pm

NOTE TO INSTRUCTOR:

HEAT STRESS

I. HEAT STRESS DISORDERS:

( 13 ) © NEI

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.

A. HEAT EXHAUSTION

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.

B. HEAT STROKE

II. HEAT STRESS PREVENTION:

Proper training and preventive measures will help avert serious illness and loss of work

productivity. Preventing heat stress is particularly important because once someone suffers

from heat stroke or heat exhaustion, that person may be predisposed to additional heat

injuries. To avoid heat stress, the following steps should be taken:

ADJUST WORK SCHEDULES according to monitoring requirements. Perform work during cooler

hours of the day if possible or at night if adequate lighting can be provided.

PROVIDE SHELTER (air-conditioned, if possible) or shaded areas to

protect personnel during rest periods.

MAINTAIN WORKERS' BODY FLUIDS at normal levels. Daily fluid intake must approximately equal

the amount of water lost in sweat, i.e., 8 fluid ounces of water must be ingested for

approximately every 8 ounces of weight lost. Have workers drink 16 ounces of fluid

(preferably water or dilute drinks) before beginning work. Urge workers to drink a cup or

two every 15 to 20 minutes, or at each monitoring break. A total of 1 to 1.6 gallons of fluid

per day are recommended, but more may be necessary to maintain body weight. The body

water loss should not exceed 1.5 percent total body weight loss in a work day.

MAINTAIN PHYSICAL FITNESS by encouraging workers to exercise daily.

PROVIDE COOLING DEVICES to aid natural body heat exchange during prolonged work or severe

heat exposure. Cooling devices include: Field showers or hose-down areas to reduce body

temperature and/or to cool off protective clothing.

RECOGNIZE AND TREAT HEAT STRESS. As part of a training program, identify the signs and

symptoms of heat stress.

( LP 14 )© NEI

COLD EXPOSURE

10 minutes



To give students an understanding of how cold temperatures and wind

can affect their health and safety on job site.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

10:15 pm

òòòòò I. Discuss the effects cold temperatures can have on employees.

òòòòò

òòòòò II. Review the ways a employee can prevent cold expose from occuring.

10:25 am

NOTE TO INSTRUCTOR:

Hypothermia:

Hypothermia literally means low (hypo) temperature (thermia). For our brain, and other

vital organs, to function properly we need to maintain four requirements: 1- adequate

oxygen, 2- adequate fluid (blood) pressure, 3- adequate blood sugar, and 4-proper

temperature.

Our proper body temperature is 98.6°F(37°C) and it can only operate in a very narrow

temperature range. In order to stay within this narrow temperature range we need to either

generate or conserve our body heat. We can generate heat by increasing our metabolism

by becoming active (hiking faster, doing jumping jacks, etc). To conserve this additional

heat we may cross our arms, curl up in a fetal position, or by simply adding more clothing.

At some point in a hypothermic victim their body’s ability to generate and conserve heat is

overcome by the amount of heat loss. Hypothermia occurs most commonly when the air

temperature is between 30-50°F(-1-10°C). Don’t wait until winter to think about

hypothermia. In the outdoors we should be concerned about hypothermia all year round.

COLD EXPOSURE

I. COLD STRESS DISORDERS:

( 14 ) © NEI

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.

A. FROSTBITE

Normal body temperature 98.6oF (37oC) drops to or below 95oF (35oC); Fatigue or

drowsiness; Uncontrolled shivering; Cool blush skin; Slurred speech; Clumsy

movements; Irritable, irrational or confused behavior. HYPOTHERMIA IS A MEDICAL EMERGENCY.

B. HYPOTHERMIA

II. COLD STRESS PREVENTION:

When the body is unable to warm itself, serious cold related illnesses and injuries may

occur, and permanent tissue damage and death may result. Cold related illnesses can slowly

overcome a person who has been chilled by low temperatures, brisk winds, or wet clothing.

To avoid cold stress, the following steps should be taken:

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.

( LP 15 )© NEI

NOISE EXPOSURE

20 minutes

PowerPoint Program, Companies Hearing Protection Program


This section covers the topic of noise exposure at work: The effects of

noise on hearing, different typres of hearing protection – purpose, types

and use: Elements of a employers hearing loss program.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

10:25 am

òòòòò I. Explain to the student what can happen from exposure to loud noise.

òòòòò

òòòòò II. Explain the long term effects of noise.

òòòòò

òòòòò III. Review the requirements for the hearing loss program.

10:35 am

IV. Explain the different types of hearing protectors that are available.

V. Discuss the Noise Reduction Rating found on hearing protection.

NOTE TO INSTRUCTOR:

Have examples of hearing protection used.

NOISE EXPOSURE

I. INTRODUCTION:

When hearing is lost because of noise exposure, it cannot be restored. By law, companies

whose workers are exposed to high noise levels must have an active program for protecting their

employees' hearing. This program should contain provisions for identifying and evaluating high

noise exposures, controlling and reducing noises in the workplace and, when necessary,

protecting workers to prevent hearing loss and monitor their hearing. Noise induced hearing

loss is a preventable condition when proper controls and protection are used.

II. EXPOSURE TO NOISE:

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.

III. HEARING LOSS PROGRAM:

While noise control systems are being evaluated and installed or where it is not feasible to

bring employee noise exposures down to acceptable levels it is required to establish a hearing

conservation program [29 CFR 1910.95]. The required elements of the program are:

Noise exposure levels must be measured wherever they may reasonably be expected

to be above an eight hour time weighted average of 85 dBA.

A. MONITORING

Must be evaluated and implemented wherever employee exposures are at or above an

eight hour time weighted average of 90 dBA.

B. NOISE CONTROLS

All employees with an eight hour time weighted exposure of 85 dBA or above must be

included in an audiometric testing program. A baseline audiogram must be established

within the first six months of exposure and annual testing and evaluation must be done.

C. AUDIOMETRIC TEST PROGRAM

Employers must provide training to all employees exposed to noise at or above an

eight hour time weighted average of 85 dBA. The employer must maintain a written

description of the training program.

D. TRAINING

The employer must provide hearing protection for all employees that have an eight

hour time weighted exposure of 85 dBA or above, who have any continuous exposure at

or above 115 dBA, or who have an exposure to any impulse noise levels above 140 dB.

E. HEARING PROTECTION

( 15 ) © NEI

( LP 16 )© NEI

NOISE EXPOSURE CONTINUED

This section covers the topic of noise exposure at work: The effects of noise on

hearing, different typres of hearing protection – purpose, types and use: Ele-

ments of a employers hearing loss program.

SUBJECT:

Objectives:

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 requirements for the hearing loss program.

10:35 am

òòòòò IV. Explain the different types of hearing protectors that are available.

òòòòò

òòòòò V. Discuss the Noise Reduction Rating found on hearing protection.

10:45 am

NOTE TO INSTRUCTOR:

The table below shows noise levels and how long a person can be exposed

without hearing protection before there is damage to the ear.

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

Notice that for every 5 decible increse the exposure time is reduced by half.

NOISE EXPOSURE

( 16 ) © NEI

V. HEARING PROTECTION:

Hearing protectors, an obvious solution to noise problems, are a form of noise control in

that they block the path of the noise from the source to the ear. Earplugs can be made from

vinyl, silicone, elastomer formulations, cotton and wax, spun glass wool, and slow-recovery

closed-cell foam. They come in various forms:

Pre-molded Earplugs are available in one or more standard sizes intended to fit into

the ear canals of most people. They can have a NRR of up to 30 dBA.

Custom Fit Ear Plugs are fitted to a persons ear for an exact fit. They are made from

a silicone or acrylic material. Because they are custom made to fit a specific ear,

they function consistently and have an NRR of up to 31 dBA.

A Formable, User-Molded Earplug is made of a pliable material that is shaped by the

wearer to fit into the ear canal to form an acoustic seal. They have an NRR of up to

35 dBA.

A Semi-Insert Earplug, also called an Ear-Canal Cap, is worn against the opening of

the external ear canal: the effect is similar to plugging one’s ear canal with a

fingertip. Semi-insert devices are manufactured in one size and are designed to fit

most ears. This sort of device is held in place by a lightweight headband with mild

tension. They have an NRR of up to 25 dBA.

An Earmuff is a device composed of a headband and two circular cups that are

usually made of plastic. The headband may be made of metal or plastic. The

circular ear cup completely encloses the outer ear and seals against the side of the

head with a cushion. The cushion may be made of foam or it may be filled with fluid.

Most earmuffs have a lining inside the ear cup to absorb the sound that is

transmitted through the shell of the ear cup in order to improve the attenuation above

approximately 2,000 Hz. Some earmuffs are designed so that the headband may be

worn over the head, behind the neck or under the chin, although the amount of

protection they afford may be different for each headband position. Other earmuffs

are designed to fit on "hard hats." These may offer less protection because the

hard-hat attachment makes it more difficult to adjust the earmuff and they do not fit

as wide a range of head sizes as do those with headbands. They have an NRR of up

to 30 dBA.

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.

IV. NOISE REDUCTION RATING (NRR):

( LP 17 )© NEI


30 minute Video & 35 minute Exercise

PowerPoint Program, 1st On The Scene Video

Student Workbook Page 17, Emergency Response Guidebook

To give students a better understanding of how to use 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

thier ability to recognize the presence of hazardous substances.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

10:45 am

òòòòò Show "1st On The Scene" Video

11:15 am


11:25 am

òòòòò Have students complete the following exercise using the Emergency Response

òòòòò Guidebook. Review with the students

12:00 pm

òòòòò LUNCH (60 minutes)

1:00 pm

NOTE TO INSTRUCTOR:

( 17 ) © NEI


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 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 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?

HEXACHLOROPHENE 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?

ACETYLENE 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"?

ARSINE GUIDE# 119 HIGHLIGHTED

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?

ID# 1098 GUIDE# 131 HIGHLIGHTED

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?

METALLIC SUBSTANCE 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?

ID# 1055 GUIDE# 115 YES 1600 METERS (1 MILE) IN ALL DIRECTIONS.

( LP 18 )© NEI

OSHA STANDARD 1910.146

10 minutes

PowerPoint Program, New and Canceled Permits


To protect employees in general industry from the hazards of entry into

permit-required confined spaces. To help employees acquire the

understanding, knowledge, and skills necessary for the safe performance

of the duties assigned under the permit-required confined space standard.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

1:00 pm

òòòòò I. Discuss the requirements of a confined space.

òòòòò

òòòòò II. Discuss important information that student need to remember about

òòòòò confined spaces.

1:10 pm

NOTE TO INSTRUCTOR:

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.

PERMIT-REQUIRED CONFINED SPACE

( 18 ) © NEI

I. PERMIT-REQUIRED CONFINED SPACE STANDARD:

29 CFR 1910.146 is a standard that requires employers to evaluate their workplaces and

determine if they contain any "Permit Required Confined Spaces". If such areas are identified in

the workplace, employees must be alerted through the use of signs or other equally effective

means of their presence.

II. PERMIT-REQUIRED CONFINED SPACE REMINDERS:

1. Never enter a confined space before all hazards (atmospheric,

engulfment, mechanical, electrical, safety, etc.) have been identified and

procedures have been developed to deal with them.

2. Always isolate the confined space from all unwanted energy sources or

hazardous substances using blanking, bleeding, double block and bleed,

Covering Drains In the Space or Lockout/Tagout methods.

3. Always maintain proper mechanical ventilation in the confined space and

make sure ventilation equipment does not interfere with entry, exit, and

rescue procedures.

4. Never introduce hazards such as welding, cleaning solvents, etc. in a

confined space without first making provisions for these hazards and

incorporating the provisions into the Written Permit System.

5. Always monitor for atmospheric hazards (oxygen, combustibles, toxics)

prior to and during entry.

6. Always provide barriers, as necessary, to warn unauthorized personnel

and to keep entrants safe from external hazards.

7. Never re-enter a Permit Space once the permit has been revoked until

the conditions causing the revocation are eliminated.

8. Always provide constant communications between entrants and

attendants, and remember to have backup communications.

9. Always wear the personal protective equipment issued to you; be

familiar with the use and limitations of that equipment; and be sure it's

properly maintained.

10. Never attempt rescue of confined space entrants unless you are part of

the designated rescue team and have the proper knowledge, skills and

equipment to effect safe rescue.

( LP 19 )© NEI


30 minutes

PowerPoint Program, Various Respiratory Equipment, Companies

Respiratory Protection Program


To give students an understanding of the different types of respiratory

protection that are available to them. To have students understand why

respiratory protection is important when working with chemicals.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

1:10 pm

òòòòò I. Review the different types of air-purifying respirators that are available to

òòòòò employees.

1:20 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.

NOTE TO INSTRUCTOR:

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

work.


I. AIR-PURIFYING RESPIRATORS: (APR)

Air-purifying respirators consist of a facepiece and an air-purifying device, which is either a

removable component of the facepiece or an air-purifying apparatus worn on a body harness

and attached to the facepiece by a corrugated breathing hose.

( 19 ) © NEI

A. FILTERING FACEPIECE ( DUST MASK )

A negative pressure particulate respirator with a filter as an integral

part of the facepiece or with the entire facepiece composed of the

filtering medium.

Air-purifying respirators have many limitations and can be used only when

the ambient atmosphere contains sufficient oxygen (> 19.5 percent).

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-facepiece masks cover the face from

the hairline to below the chin. They provide eye protection.

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. Until

recently, 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.

D. POWERED AIR-PURIFYING RESPIRATOR ( PAPR )

E. CANISTER TYPE RESPIRATOR ( CTR )

Canisters attach to the chin of the facepiece or are carried with a

harness and attached to the facepiece 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.

( LP 20 )© NEI

RESPIRATORY PROTECTION CONTINUED




SUBJECT:

Objectives:

LESSON OUTLINE:

I. Review the different types of air-purifying respirators that are available to

employees.

1:20 pm

òòòòò II. Review the different types of atmosphere supplying respirators that are

òòòòò available to employees.

1:30 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.

NOTE TO INSTRUCTOR:

Have examples of Atmosphere Supplying Respirators that the students will use in

actual job site work.


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.

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.

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

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.

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

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.

( 20 ) © NEI

( LP 21 )© NEI

RESPIRATORY PROTECTION CONTINUED




SUBJECT:

Objectives:

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.

1:30 pm

òòòòò III. Review the procedures for inspecting respirators before and after each use.

òòòòò

òòòòò IV. Explain the different types of fit testing that are required for respirators.

1:40 pm

NOTE TO INSTRUCTOR:

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.


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:

( 21 ) © NEI

ALWAYS INSPECT

THE RESPIRATOR

BEFORE DONNING

Determination that the proper respirators are being used.

Determination that the respirators are being worn properly.

Consult with wearers regarding:

Discomfort

Resistance to breathing

Fatigue

Interference with vision

Interference with communications

Restriction of movement

Interference with job performance

Confidence in the respirator

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.

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.

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.

( LP 22 )© NEI


10 minutes

PowerPoint Program, Various Types of Clothing, Companies Protective

Clothing Program


To give students an understanding of the different types of protective

clothing that are available to them. To have students understand why

clothing is important when working with chemicals.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

1:40 pm

òòòòò Explain the four levels of protection.

1:50 pm

NOTE TO INSTRUCTOR:

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.


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.

( 22 ) © NEI

RECOMMENDED:

♦♦♦♦♦ Pressure-Demand, Full-Facepiece SCBA or

♦♦♦♦♦ Pressure-Demand Supplied Air Respirator With Escape SCBA

♦♦♦♦♦ Fully-Encapsulating, Chemical-Resistant Suit

♦♦♦♦♦ Inner Chemical-Resistant Gloves

♦♦♦♦♦ Chemical-Resistant Safety Boots/Shoes

♦♦♦♦♦ Two-Way Radio Communications

The highest available level of respiratory, skin and eye protection.

RECOMMENDED:

♦♦♦♦♦ Pressure-Demand, Full-Facepiece SCBA or

♦♦♦♦♦ Pressure-Demand Supplied Air Respirator 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

The same level of respiratory protection but less skin protection than level A.

RECOMMENDED:

♦♦♦♦♦ 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

The same level of protection as B, but a lower level of respiratory protection.

RECOMMENDED:

♦♦♦♦♦ No Respiratory Protection Is Provided

♦♦♦♦♦ Normal Work Protection

♦♦♦♦♦ coveralls, safety boots/shoes, gloves

♦♦♦♦♦ safety glasses or chemical splash goggles

♦♦♦♦♦ hard hat

No respiratory protection, Minimal skin protection.

( LP 23 )© NEI

SITE CONTROL

25 minutes

PowerPoint Program, Companies Site Control Program


To introduce students to the basic components of a program to control

the activities and movement of people and equipment at a hazardous

waste site or during an emergency.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

1:50 pm

òòòòò I. Discuss the purpose of site control

òòòòò

òòòòò II. Explain what should be detailed when compiling a site map

òòòòò

òòòòò III. Explain why site preparation is important

òòòòò

òòòòò IV. Explain the reason for site security

2:05 pm

V. Discuss the need to set up work zones on the site


NOTE TO INSTRUCTOR:

SITE CONTROL

( 23 ) © NEI

I. PURPOSE:

The purpose of site control is to minimize potential

contamination of workers, protect the public from the site's hazards,

and prevent vandalism. Site control is especially important in

emergency situations.

Several site control procedures can be implemented to reduce

worker and public exposure to chemical, physical, biologic, and

safety hazards:

II. SITE MAP:

A site map showing topographic features, prevailing wind direction, drainage, and the

location of buildings, containers, impoundments, pits, ponds, and tanks is helpful in:

Planning activities.

Assigning personnel.

Identifying access routes, evacuation routes, and problem areas.

Identifying areas of the site that require use of personal protective equipment.

Supplementing the daily safety and health briefings of the field teams.

III. SITE PREPARATION:

Time and effort must be spent in preparing a site for the cleanup

activity to ensure that response operations go smoothly and that

worker safety is protected.

Site preparation can be as hazardous as site cleanup.

Therefore, safety measures should be afforded the same level of

care at this stage as during actual cleanup.

IV. SITE SECURITY:

♦♦♦♦♦ Prevent the exposure of unauthorized, unprotected people to site hazards.

♦♦♦♦♦ Avoid the hazards from vandals seeking to abandon other wastes.

♦♦♦♦♦ Prevent theft.

♦♦♦♦♦ Avoid interference with safe working procedures.

♦♦♦♦♦ Helps to maintain security during off-duty hours.

Site security is a necessary part of site control in order to:

( LP 24 )© NEI

SITE CONTROL CONTINUE

To introduce students to the basic components of a program to control the

activities and movement of people and equipment at a hazardous waste site or

during an emergency.

SUBJECT:

Objectives:

LESSON OUTLINE:

I. Discuss the purpose of site control

II. Explain what should be detailed when compiling a site map

III. Explain why site preparation is important

IV. Explain the reason for site security

2:05 pm

òòòòò V. Discuss the need to set up work zones on the site

2:15 pm


2:25 pm

NOTE TO INSTRUCTOR:

SITE CONTROL

( 24 ) © NEI

V. SITE WORK ZONES:

To reduce the spread of hazardous substances by workers from a contaminated area to a

clean area, Zones should be delineated on the site. Sites should be divided into as many

different zones as needed. This section covers four frequently used zones:

A. EXCLUSION ZONE ( EZ ) ( HOT ZONE )

The Hot Zone can be subdivided into different areas of contamination based on the known

or expected type and degree of hazard or on the incompatibility of waste streams.

When appropriate, different levels of protection within the Exclusion Zone should be

assigned to promote a more flexible, effective, and less costly operation, while still

maintaining a high degree of safety.

All personnel within the Exclusion Zone should wear the level of protection required by the

Site Safety Plan. The level of personal protection required in each sub area should be

specified and marked.

B. CONTAMINATION REDUCTION ZONE ( CRZ ) ( WARM ZONE )

This zone is designed to reduce the probability that the clean Support Zone will become

contaminated or affected by other site hazards. The degree of contamination in the CRZ

decreases as one moves from the Hotline to the Support Zone, due both to the distance

and the decontamination procedures.

Personnel entering the CRZ should be required to wear the personal protective clothing

and equipment prescribed for working in the CRZ. To reenter the Support Zone, workers

should remove any protective clothing and equipment worn in the CRZ, and leave through

the personnel exit Access Control Point.

C. CONTAMINATION REDUCTION CORRIDOR ( CRC ) ( DECON ZONE )

Decontamination procedures take place within the Contamination Reduction Corridor

(CRC). They begin at the Hotline. At least two lines of decontamination stations should be

set up within the CRC: one for personnel and one for heavy equipment.

Access into and out of the CRZ from the Exclusion Zone is through Access Control Points:

one each for personnel and equipment entrance, one each for personnel and equipment

exit, if feasible.

D. SUPPORT ZONE ( SZ ) ( COLD ZONE )

Any function that need not or cannot be performed in a hazardous or potentially

hazardous area is performed here. The Command Post Supervisor should be present in

the Support Zone. Other personnel present will depend on the functions being performed,

and may include the Project Team Leader and field team members who are preparing to

enter or who have returned from the Exclusion Zone.

Personnel may wear normal work clothes within this zone. Any potentially contaminated

clothing, equipment, and samples must remain in the CRZ until decontaminated.

All emergency telephone numbers, change for the telephone (if necessary), evacuation

route maps, and vehicle keys should be kept in the Support Zone.

( LP 25 )© NEI

DECONTAMINATION

20 minutes

PowerPoint Program, Companies Decon Program


To refresh students of the purpose of decontamination and the

methods used to perform decontamination.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

2:25 pm

òòòòò I. Discuss the steps used in setting up a decontamination plan

òòòòò

òòòòò II. Discuss the ways to aid in the prevention of contamination

òòòòò

òòòòò III. Explain the three decontamination methods that are used

2:35 pm

IV. Discuss the location of decontamination facilities

V. Discuss disposal methods

VI. Explain the need to establish emergency decontamination procedures

NOTE TO INSTRUCTOR:

Have examples of a layout that the student will use

DECONTAMINATION

( 25 ) © NEI

I. DECONTAMINATION PLAN:

A decontamination plan should be developed (as part of the

Site Safety Plan) and set up before any personnel or equipment

may enter areas where the potential for exposure to hazardous

substances exists. The plan should be revised whenever the type

of personal protective clothing or equipment changes, the site

conditions change, or the site hazards are reassessed based on

new information.

II. PREVENTION OF CONTAMINATION:

A.

Do not walk through areas of obvious contamination.

STRESS WORK PRACTICES THAT MINIMIZE CONTACT WITH WASTE

The first step in decontamination is to establish Standard Operating Procedures that

minimize contact with waste and thus the potential for contamination. For example:

B.

Use drum grapplers and pneumatic impact wrenches.

USE REMOTE HANDLING AND CONTAINER OPENING TECHNIQUES

C.

Make openings in the bags for sample ports and sensor.

PROTECT MONITORING AND SAMPLING INSTRUMENTS BY BAGGING

D.

Gloves, boots, and even respirators when possible.

USE DISPOSABLE OUTER GARMENTS AND EQUIPMENT

E.

Use plastic sheeting or overpacks.

ENCASE THE SOURCE OF CONTAMINATION

III. DECONTAMINATION METHODS:

All personnel, clothing, equipment, and samples leaving the Exclusion Zone must be

decontaminated to remove any harmful chemicals or infectious organisms that may have

adhered to them. Three methods used in decontamination are:

PHYSICAL REMOVAL: i.e. Water rinse, scrubbing/scraping, dislodging.

CHEMICAL REMOVAL: i.e. Dissolving, solidification, sterilization*.

BOTH PHYSICAL & CHEMICAL MEANS: i.e. Chemical solution/water rinse scrub down.

*Solvents must be chemically compatible with equipment being cleaned.

( LP 26 )© NEI

DECONTAMINATION

To refresh students of the purpose of decontamination and the methods used to

perform decontamination.

SUBJECT:

Objectives:

LESSON OUTLINE:

I. Discuss the steps used in setting up a decontamination plan

II. Discuss the ways to aid in the prevention of contamination

III. Explain the three decontamination methods that are used

2:35 pm

òòòòò IV. Discuss the location of decontamination facilities

òòòòò

òòòòò V. Discuss disposal methods

òòòòò

òòòòò VI. Explain the need to establish emergency decontamination procedures

2:45 pm

NOTE TO INSTRUCTOR:

Have examples of a layout that the student will use

IV. DECONTAMINATION FACILITY:

At a hazardous waste site, decontamination facilities should be located in the CRZ. The level

and type of decontamination procedures required depend on several site-specific factors

including:

CHEMICAL, PHYSICAL, TOXICOLOGICAL PROPERTIES OF THE WASTE

AMOUNT, LOCATION, AND CONTAINMENT OF CONTAMINANTS

POTENTIAL FOR EXPOSURE BASED ON WORKER DUTIES

POTENTIAL FOR WASTE TO PERMEATE, DEGRADE, PENETRATE PPC

The sequence of stations is called the decontamination line. Stations should be separated

physically to prevent cross contamination and should bearranged in order of decreasing

decontamination, preferable in a straight line.

VI. EMERGENCY DECONTAMINATION:

A.

B.

In addition to routine decontamination procedures, emergency decontamination

procedures must also be established.

The decision whether or not to decontaminate a victim is based on the type and severity of

the illness and the nature of the contaminant. If immediate medical treatment is required to

save a life, decontamination may be delayed until the victim is stabilized.

DECONTAMINATION

( 26 ) © NEI

V. DISPOSAL METHODS:

A.

B.

C.

Equipment used for decontamination must be

decontaminated and/or disposed of properly.

Clothing that is not completely decontaminated should be

placed in plastic bags, pending further decontamination

and/or disposal.

All spent solutions and wash water should be collected

and disposed of properly.

( LP 27 )© NEI

INCIDENT CRITIQUE

35 minute Video & 30 minute Incident Critique

PowerPoint Program, Teamwork Video


To give students an oppertunity to review any incident that may have

occured in the past.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

2:45 pm

òòòòò I. Show the teamwork video to the students and have them answer the questions

òòòòò while they watch the video.

3:20 pm


3:30 pm

òòòòò II. Review and critique any incidents that may have occured in the past year with

òòòòò the student. Have them answer the questions.

4:00 pm

NOTE TO INSTRUCTOR:

TEAMWORKANSWER THE FOLLOWING QUESTIONS AS YOU WATCH THE VIDEO

( 27 ) © NEI

1. What must be the primary concern at a Hazardous Material incident? SAFETY

2. What is the ID Number for the material involved in this incident? 2023

3. The can be an effective part of teamwork. They can help calm rumors and

prevent panic.

MEDIA

Safe approach and identification of the matrerial involved are essential.

4. Epichlorohydrin is a liquid and is also highly toxic.FLAMMABLE

5. The Hazardous Material Team repairing the leaking tanker is wearing a Level

personal protective equipment ensemble.

A

6. Cooperation and between Industry Representatives and Emergency

Responders is the heart of the successful handling of a Hazardous Material incident.

TEAMWORK

7. The phone number for the National Response Center is .800-424-8802

8. Grounding and Bonding reduces the risk of due to static electricity.SPARKS

9. Effective management of a chemical emergency also requires a well organized

.COMMAND SYSTEM

10. No incident is truly complete without a .POST INCIDENT REVIEW

ASK YOURSELF

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

INCIDENT CRITIQUE

uuuuu What did we do right?

uuuuu What would we do different next time?

What did we do wrong?uuuuu

( LP iii )© NEI

COURSE REVIEW AND FINAL TEST

30 minute course review & 30 minute test

PowerPoint Program, All references used in course.

Student Test

To ensure students understanding of material presented and to provide

for a question and answer session.

SUBJECT:

Time of Lesson:

Training Aids:

Students Materials:

Objectives:

LESSON OUTLINE:

4:00 pm

òòòòò Conduct a course review and answer any questions the students may have.

4:30 pm

òòòòò I. Hand out test and give the students their instructions.

òòòòò

òòòòò II. Review test and hand out course critique.

5:00 pm

NOTE TO INSTRUCTOR:

HAZWOPER REFRESHER

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

REFRESHER TEST

VERSION C© 2012 New Environment, Inc.

All rights reserved

STUDENT NAME: INSTRUCTOR'S KEY

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.

© NEI

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.

OSHA Regulation “29 CFR 1910.102 (e)(2) & (4)” Require personnel trained

to those levels receive 8 hours of annual refresher training.

Hazardous Materials are broken into 8 classes.

The effects that chemical exposure has on distant parts of the body are

called systemic effects.

Toxins are a type of biological hazard.

Atmospheres containing over 23.5% oxygen are considered to pose a fire

hazard.

1.

2.

3.

4.

5.

SECTION B - MULTIPLE CHOICE

Circle the letter preceding the Most Correct response.

6. 8-Hour time-weighted averages which are promulgated and enforced by OSHA are

known as:

a) Recommended Exposure Limits (REL’s)

b) Permissible Exposure Limits (PEL’s)

c) Threshold Limit Values (TLV’s)

d) Odor Thresholds (OT’s)

7. Supplied-Air Respirators, when used in oxygen deficient or IDLH environments, must

be equipped with at least:

a) A backing alarm

b) An End-of-Service Life Indicator

c) An Air-Purifying Respirator

d) A 5 to 15 minute escape bottle of air

T F

T F

T F

T F

T F

( 1 ) © NEI

SECTION B - MULTIPLE CHOICE

Circle the letter preceding the Most Correct response.

8. This is the area where contamination exist.

a) Exclusion Zone

b) Contaminated Reduction Zone

c) Contaminated Reduction Corridor

d) Support Zone

9. What prevents the spread of contaminants from the Exclusion Zone to the

surrounding area?

a) Safety Data Sheets

b) Splash Shields

c) Personal Protective Equipment

d) Decontamination and Site Control

10. The maximum working length for an airline used with a Supplied-Air Respirator is:

a) 100 feet

b) 150 feet

c) 250 feet

d) 300 feet

11. 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

( 2 ) © NEI

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. Chemical Exposure

B. Explosion or Fire

C. Oxygen Deficiency

D. Ionizing Radiation

E. Biologic Hazards

F. Electrical Hazards

G. Heat Stress

H. Cold Exposure

I. Noise

LIST B - EXAMPLE

12. Could occur due to incorrect scheduling of work/rest periods.

13. Could occur due to displacement or by consumption.

14. Examples include wastes from hospitals, poisonous plants and animals,

and indigenous pathogens.

15. May cause an interference in communications.

16. Examples include Alpha, Beta, and Gamma.

17. Could occur due to agitation of shock-or-friction sensitive compounds.

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

19. Examples include frostbite and hypothermia.

20. Above and below ground power lines, improperly grounded power cords and

tools, and thunderstorms.

HAVE YOU ANSWERED EVERY QUESTION?HAVE YOU ANSWERED EVERY QUESTION?HAVE YOU ANSWERED EVERY QUESTION?HAVE YOU ANSWERED EVERY QUESTION?HAVE YOU ANSWERED EVERY QUESTION?

RETURN COMPLETED TEST TO YOUR TEST ADMINISTRATOR.RETURN COMPLETED TEST TO YOUR TEST ADMINISTRATOR.RETURN COMPLETED TEST TO YOUR TEST ADMINISTRATOR.RETURN COMPLETED TEST TO YOUR TEST ADMINISTRATOR.RETURN COMPLETED TEST TO YOUR TEST ADMINISTRATOR.

D

C

I

G

E

B

H

A

F

( 3 ) © NEI

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