Complete-HW-IG 09-13-17 PDF

40-Hour Hazardous
Waste Worker
INSTRUCTOR GUIDE
Version VIII, Revised December 2016
Hazardous Waste Worker 40-hour
Table of Contents
Table of Contents
INTRODUCTION I-1
GENERAL INFORMATION I-1
Purpose of the instructor guide I-1
Suggestion for time management I-1
Staffing I-1
COURSE DESCRIPTION I-2
PARTICIPANTS I-2
COURSE STRATEGY I-2
COURSE STRUCTURE I-3
USING THE LESSON PLANS I-3
PREPARING FOR CLASS I-4
Classroom I-4
Hands-on I-4
Teaching Materials I-4
Hands-on Materials I-4
COURSE SCHEDULE I-5
DAILY INSTRUCTOR RESPONSIBILITIES I-9
Pre-class I-9
Monday I-9
Tuesday I-11
Wednesday I-11
Thursday I-11
Friday I-11
CLASS INTRODUCTIONS I-12
CHAPTER 1: Legal Rights & Responsibilities 1-1
LEARNING OBJECTIVES: 1-2
SUPPLEMENTAL INFORMATION FOR INSTRUCTORS: 1-2
Chapter 1 Slide Script 1-5
Activity 1: Legal Rights Answer Key 1-25
Instructor Guide I
Table of Contents
CHAPTER 2: Hazard Recognition – Health Effects and Property of

Chemicals 2-1
CHAPTER 3: Information Sources 3-1
Activity 2: Health Effects: Answer Key 3-57
Activity 3: Hazard Recognition: Answer Key 3-60
Activity 5: Physical and Chemical Properties: Answer Key 3-66
Activity 6: Hazard Information Sources: Answer Key 3-69
Activity 7: SDS Worksheet: Answer Key 3-72
CHAPTER 4: Monitoring and Sampling 4-1
Monitoring for “Unknowns” Activity 4-24
CHAPTER 5: Personal Protective Equipment 5-1
PPE Fashion Show 5-41
Respirator Hands-on 5-42
SCBA Inspection Checklist - MSA Firehawk® Self Contained
Breathing Appartus 5-44
SAR Inspection Checklist - MSA PremAire® Firehawk Air Line System 5-49
APR Inspection Checklist 5-54
Respirator Wash Protocol 5-56
Procedure for the MSA Nightfighter™ Heads-up Display 5-57
CHAPTER 6: Work Practices and Site Control 6-1
SECTION 6A 6-1
SECTION 6B 6-2
Chapter 6A Slide Script 6-4
Chapter 6B Slide Script 6-28
CHAPTER 7: Decontamination 7-1
Building the Decon Line 7-25
Building the Decon Tubs 7-26
Decon Line Walk Through 7-27
II Instructor Guide
Table of Contents
CHAPTER 8: Emergency Response 8-1

Activity – Prioritizing Emergency Response Card Sort 8-17
Activity 9: Wireless Information System for Emergency Response (WISER)
Leaking Barrels in a Warehouse 8-21
ACTIVITY - DECATUR A-1
Decatur – We have a problem! A-5
HANDS-ON SIMULATION HS-1
Objective: HS-1
Preparation: HS-1
Decontamination Procedures: HS-2
Clean Up HS-6
COURSE EXAM E-1
Instructor Guide III

Table of Contents
Notes:
IV Instructor Guide
Introduction
INTRODUCTION
This Hazardous Waste Worker training course was developed by CPWR - The
Center for Construction Research and Training with the assistance of a grant from
the National Institute of Environmental Health Science (NIEHS). The purpose of this
course is to provide members of the affiliated unions of the North America’s Building
Trades Department, AFL-CIO with health and safety training for work at hazardous
waste sites or construction/demolition sites that for whatever reason are designated
as hazardous waste sites. Completion of this course meets the initial training
requirements of 29CFR1926.65/29CFR1910.120.
GENERAL INFORMATION
Purpose of the instructor guide
This Instructor Guide is just that. It is one collection of lesson plans representing a
set of ideas on how you as an instructor and the team of which you are a part can
successfully and effectively provide your members with a course that meets the
training requirements for the 40-hour HAZWOPER site worker training course. The
lessons provided here can be delivered almost totally from the manual, three gang
boxes, disposables, drums/ overpack, and barrel cart shipped to you by CPWR.
CPWR urges you to make these lessons as trade- and site-specific as needed,
creating additional small group activities, demonstrations, hands-on tasks, simulations,
and methods and means of classroom delivery that work best for you. This Guide is a
beginning, a benchmark to start from – a reference, not an end.
Suggestion for time management

It takes approximately 40 hours to complete the Hazardous Waste Worker training.
The schedule has flexibility built into it to allow for site specific information to be
included. Site specific information may include PowerPoints and written materials
provided by the employer, site owner or state/federal agency in charge.
Staffing
The recommended maximum participant – instructor ratio is 25:1.
During classroom activities, the recommended participant – instructor ratio is 10:1.
During hands-on activities, the recommended ratio is 5:1.
Instructor Guide I-1

Introduction
COURSE DESCRIPTION
CPWR’s Hazardous Waste course is designed to meet the following objectives:
• Increase the members’ knowledge of the type, nature, and physiological effects of
hazardous waste;
• Develop new attitudes toward health and safety;
• Increase safety conscious behaviors for work in hazardous waste sites, and
• Familiarize members with the personal protective equipment used on hazardous
waste sites.
To accomplish these objectives, the course design integrates small group activities,
hands-on workshops, site simulation exercises, demonstrations, facilitated
discussions, and audio-visual aids. This instructor’s guide will help you incorporate
each lesson’s components for a successful and effective experience.
PARTICIPANTS
The participants (learners, students) in this course should be journey level members
and/or apprentices. They are likely to have different levels of formal education and
work experience, come from diverse backgrounds, and English may not be their
first language. Small group activities are designed to mix, and support participants
who may have different levels of reading, writing, math comprehension, and work
experience. Working in these small groups, participants with more developed study
skills become ad hoc teachers. Those participants with a construction or hazardous
waste work history will enhance the classroom experience. By the end of the course,
everyone will have helped someone else.
COURSE STRATEGY
Adult learning is based on the philosophy that the more relevant the information and
the more actively involved participants are in the educational process, the greater
will be the learning and retention. Accordingly, your participants will respond more
positively if they are actively involved in the training and if they believe that the
information will directly protect their health and safety at a hazardous waste site.
A major part of your role as an instructor is to facilitate learning by helping the small
groups to work on the assignments for each lesson and then debriefing the groups
through discussion to assure that the groups accurately come to terms with the
situations or incidents.
Use as many of the activities as possible to encourage participants to learn by working
through the actual problems in small groups. If participants are especially responsive,
interaction may actually interfere with your progress through the lessons. You must
I-2 Instructor Guide

Introduction
closely monitor your time and limit some discussions and the exercises you use to
a reasonable duration. Approximate times for each lesson are noted both in the
agendas and the lesson plans.
COURSE STRUCTURE
Each lesson focuses on either an Assertion-Evidence based PowerPoint
presentation, small group classroom activity or a hands-on exercise. Each chapter
in the Participant’s Manual contains text which highlights the important topics each
participant should understand. Most chapters end with an activity.
All of the lessons use a PowerPoint presentation designed to support short, facilitated
lectures or discussions by acting as a trigger for instructors and participants alike.
In the case of the “Confined Spaces” lesson, a short video is used at the start of
the lesson to set its tone. The effective use of flip charts, whiteboards or digital
whiteboards work well in all lessons set in the classroom. The development of small
group activities that include the participant in the participatory learning process is
encouraged.
Lessons covering monitoring, personal protective equipment, respirators,
decontamination, and safe work practices are supplemented by hands-on workshops.
Only those participants who pass the medical clearance with the visiting nurse
provided during the course either may wear some or all of the respirators. During
these last two hands-on activities, participants construct a model EPA decon line, fully
dress-out in PPE and respirators, and work the four levels of PPE on a hazardous
waste site.
The final site simulation (Lesson #16) is designed to help the participants practice
a second time all of the aspects of the course. Using the decon line they built and
practiced on earlier in the course, they go through it one more time. The instructors
watch and silently evaluate the participants as they are led through the dress-out
rotations by their own participant (elected, appointed, or drafted) supervisors.
USING THE LESSON PLANS

Before teaching a lesson, it is important to plan ahead. This Instructor’s Guide has
eight (8) lesson plans that follow along with the eight (8) chapters of the participant
manual. Make sure you have whatever equipment or materials you need. Review the
learning objectives and information to be covered. Know how you are going to set up
your teaching space, introduce the lesson, and summarize it at the end. Make sure
you have the instructions for the small group activity clear in your head – and then
deliver them that way. Set-up for a lesson includes your lessons and those hands-on
activities that call on every instructor. Set-up in a hazardous waste course is on-going.

Introduction
PREPARING FOR CLASS

Classroom
Set up an LCD projector, external speakers (if needed) and computer. Click through
the PowerPoint and test each video to ensure equipment is working properly.
The classroom should also have either a whiteboard or a flip chart, including markers,
that is easily visible to all participants in the classroom.
Each participant should have an application, participant manual, course evaluation,
note pad and pen.
It is recommended that a spare LCD projector or a spare projector light bulb be onsite
in case of technical issues. Instructors may also want to use a “presentation clicker”
when using the PowerPoint presentations.
Hands-on
Each training location will need to have an area large enough to set up and conduct
hazardous waste hands-on exercises. The space must be large enough to erect
a decontamination area and an area to conduct a simulated work site activity. The
simulated work site activity should be equipped with tools and materials that represent
an actual activity the workers may be expect to perform on a hazardous waste site.
In the Decontamination Chapter of this manual there is a materials list and building
plans to assist with the construction of the decontamination line and tubs used to
conduct the decontamination exercises.
Teaching Materials
Instructor Guide - Includes:
Instructions for conducting exercises
Answers to activities/handouts
Thumbnails and numbers of corresponding PowerPoint slides
• Notes for each slide
• PowerPoint slides - Include:
o Notes for each slide
• Participant Manual
• NIOSH Pocket Guide to Chemical Hazards
• Hands-on Materials
Hands-on Materials
Materials needed to conduct hands-on training, including classroom based activities,
are included in each chapter’s lesson plan.

Introduction
COURSE SCHEDULE
Day 1
Time Instructor Session
Before start Distribute all paperwork, manuals, pens, highlighters, etc.
before participants arrive.
1 hour Review Course Objectives / Fill-out Paperwork
Includes: Medical Questionnaire; Registration Form; Train-
ing Survey; “Do you have a story to tell?”
NOTE: Have participants complete Medical Questionnaire

irst as the Healthcare Professional is scheduled to
arrive approximately 1 hour after class starts.
ID numbers can be assigned and pictures for ID cards can

be taken at this time to get a start on paperwork.
1.5 hours Chapter 1 Legal Rights and Responsibilities
Legal Rights and Responsibilities PPT
Activity 1 – Legal Rights

2.5 hours Chapter 2 Hazard Recognition
Hazard Recognition PPT

Lunch
3 hours Chapter 3 Information Sources
Information Sources PPT
Activity 2 – Health Effects (If time permits)
Day 2
1 hour Small Group Activity:
Activity 3 – Hazard Recognition

Introduction
2 hours Chapter 4 Monitoring and Sampling
Video: Fatal Exposure - Tragedy at DuPont

(Shown before PPT)
Monitoring and Sampling PPT

2 hours Chapter 5 Personal Protective Equipment
PPE PPT
Instructor option - PPE Fashion Show

Lunch
3 hours Respirators Hands-on:
Four rotations (SCBA; Airline; APR; Cleaning, Dis-
infecting and Fit-Testing)
Day 3
2 hours Chapter 6A Work Practices/Hazard Control
Work Practices/Hazard Control PPT 6A

2 hours Chapter 7 Decontamination
Decontamination PPT
Dry walk-through of the Decon procedure
NOTE: If instructors have not built the decon

line, it must be completed at this time.
1 hour Hands-on simulation:
Dress out and decontamination of three levels

of PPE ensembles.
Lunch
3 hours Hands-on simulation:
Dress out and decontamination of three levels of PPE en-

sembles.
Respirators will be cleaned and sanitized after the inal

rotation.

Introduction
Day 4
1.25 hours Small Group Activity:
Monitoring for “Unknowns” Hands-on Activity

1.25 hours Chapter 6B Work Practices and Site Control (Other Safety
Concerns)
Work Practices and Site Control PPT 6B
Video: No Escape - Xcel Penstock Fire (Shown

at the end of the session)
1.5 hours Chapter 8 Emergency Response
Chapter 8 Emergency Response PPT
Small Group Activity: Instructor choice of “Card

Sort Activity”
1 hour Small Group Activity:
“Decatur, We have a problem” Exercise

Lunch
3 hours Small Group Activity:
“Decatur, We have a problem” Exercise (contin-

ued)
Day 5
1 hour Course Review
1.5 hours Course Evaluation and Written Exam
2.5 hours Hands-on Dressout Evaluation
Lunch

Introduction
2 hours Hands-on Dressout Evaluation (continued)
NOTE: Respirators must be cleaned, sanitized, and dried

after the 4th rotation.
1 hour Equipment repack, closing paperwork, Comments/Ques-
tions
Instructor Note:
No “official” breaks are listed. Short breaks are to be given between sessions.
Additional breaks may be given at the discretion of the trainers or the schedule of the
training center.
This agenda has been designed for a full class of 24 participants. Adjustments may be
needed to accommodate a smaller class size. Courses with 18 or fewer participants
dressing can be completed with 3 hands-on rotations instead of 4, allowing extra time
for Small Group Activities.
Activities are located in “Activities” chapter of the manual.
With the exception of Activities 1, 2, & 3, activities may be used as a review of key
points anytime throughout the week, time permitting.
Changes may be needed to reflect schedules at individual training locations.

Introduction
DAILY INSTRUCTOR RESPONSIBILITIES

Pre-class
Classroom setup
• Arrange tables and chairs to accommodate # of participants comfortably
(Recommend “U” shape seating arrangement).
• Set out participant manual, NIOSH Pocket Guides and paperwork. (CPWR
Registration Form, Respirator Medical Evaluation Questionnaire, CPWR Health
& Safety Training Survey, Answer Sheet, CPWR Trainee Course Evaluation Form
and Do you Have a Story to Tell form are located in the front of the participant
manual.) If provided, set out name tents, pens, pencils, highlighters, notepads,
etc.
• Check electronic equipment to ensure it is working properly (computer, projector,
speakers, remote control, etc.).
Monday
Nurse
• Locate private area where nurse will do medical evaluations.
• Unpack one SCBA, SAR, Level A and Level B suit to show nurse.
• Set out nurse report forms.
Roster
• Complete and print out roster.
• Have participants check for errors.
• Make corrections.
• E-mail or fax roster to CPWR, attention Steve Surtees and Yohanna Polanco.
Email addresses are ssurtees@cpwr.com and ypolanco@cpwr.com. Fax number
is (301) 578-4190.
Pictures and ID cards
• Take picture of each participant.
• Insert pictures on ID cards.
• Type participant information on ID cards.
• Print copy of ID card on plain paper and pass around to participants for
corrections.

Introduction
• Print both sides of ID cards on card stock.

• Laminate ID cards.
Equipment
• Open all gang boxes and inventory the equipment and supplies.
• Unpack and stage equipment and supplies.
• Pair the MSA Nightfighter™ receiver and sending unit by first installing the
batteries on the receiver unit. Refer to the procedure located at the end of this
checklist.
• Install batteries in the MSA Nightfighter™ Heads-up display sending unit.
• The receiver and sending units must be within approximately 5 to 10 inches of
each other for the receiver’s LED lights to work properly.
• Repeat the MSA Nightfighter™ pairing steps for each SCBA unit.
Air bottles
• Ensure number of bottles is sufficient for the number of participants (4 – 5
participants per 1 bottle of air).
• Check all bottles for oxygen content (Recommend the oxygen content should be
no less than 20.5%) Attach the initials of the person testing the bottles, the date
tested and the oxygen concentration onto each air bottle.
• Set up cascade system.
• Stage bottles for Level B exercises.
Check expendables
• Chemicals for monitoring exercise (rubbing alcohol, ammonia, Lysol Disinfectant
Spray). You must use the Lysol Disinfectant Spray otherwise the experiment will
not work.
• Bleach, or other germicide, approved for disinfecting the respirator facepiece and
parts.
• Lighter fluid for blowing bottle exercise, if conducted.
• Paper towels – Minimum of 4 rolls.
• Batteries – AA and/or AAA, depending on the SCBA unit
• Flip chart paper and markers (dry erase markers if using a whiteboard)

Introduction
Tuesday
• Finish paperwork if not completed on Monday.
• Ensure SCBA and SAR bottles are filled to a minimum of 1500 PSI, refill if
necessary.
• Prepare for PPE Fashion Show.
• Conduct last minute check of equipment.
• Build decon line if time permits.
Wednesday
• Stage suits, boots, and gloves for dressout exercises.
• Build and stage decon line, if not already done.
• Ensure SCBA and SAR bottles are filled to a minimum of 1500 PSI, refill if
necessary.
• Move air bottles from cascade to Level B decon area between rotations, as
necessary.
Thursday
• Prepare chemical tubs for monitoring hands-on exercise.
• Set up monitoring equipment and chemical tubs in classroom.
• Put monitoring equipment away, wash and dry tubs.
• Set up site simulation for Friday.
Friday
• Assist lead instructor in administering the test.
• Give verbal exam if needed.
• Have participants fill out the CPWR Trainee Course Evaluation Form, collect from
participants.
• Remove all batteries from SCBA sending and receiving units. Discard any “dead”
batteries.
• Put SCBAs and SARs in cases with medium facepieces only.
• Tear down decon line.
• Pack gang boxes and attach new shipping labels located behind the inventory
sheets in the gang box or emailed to the lead trainer.
• Pass out certification and ID cards.
• Complete the course paperwork and prepare it for mailing to CPWR.

Introduction
CLASS INTRODUCTIONS
Each instructor participating in the course should introduce themselves and provide
some background information about their construction experience and/or instructing
experience.
Ask each participant to introduce themselves. You can also ask them to give some
additional information about themselves such as, years in construction or why are they
taking this course.
Review the rules of the class and training facility and review the emergency exit
procedures.
Distribute class paperwork and give participants time to fill out the forms. Course
paperwork may include registration forms, daily sign in sheets, health & safety
surveys, medical questionnaires, etc. Ask participants to fill out the application form.
Explain the evaluation form is being distributed to them at the beginning of the
course so they can write down their comments and suggestions as the class is being
conducted.

Introduction
Notes:

Introduction
Notes:

Chapter 1: Legal Rights & Responsibilities
CHAPTER 1: Legal Rights & Responsibilities

CHAPTER OVERVIEW
TIME ACTION MATERIALS
(minutes)
5 Review learning objectives 40HWW – pg.: 1-1
PPT slide: #2
5 Review and answer the Case Study 40HWW – pg.: 1-2
PPT slides: #3 – 4
30 Leading a facilitated discussion 40HWW – pg.: 1-2 – 1-20
with the participants, discuss the
information found in the Chapter 1 PPT slides: #5 – 36
PowerPoint.
45 Complete Activity 1 Legal Rights 40HWW – pgs.: 1-118 – 1-127
5 Summarize objectives and important PPT slide: #60
knowledge learners are to retain or
implement
90 Total
TIME: 1.5 hours
MATERIALS: 40-hour Hazardous Waste Worker manual Chapter 1
1 Legal Rights and Responsibilities 2015-FINAL - PowerPoint
29 CFR 1910.1200 – Hazard Communication standard (included in
Chapter 1 of the 40-hour HWW)
29 CFR 1926.65 – Hazardous Waste Operations and Emergency
Response standard (included in Chapter 1 of the 40-hour HWW)
Activity 1 Legal Rights
METHODS: Facilitated Discussion, Question & Answer, and Small Group Activity
Instructor Guide 1-1

LEARNING OBJECTIVES:
• Identify which government agencies are responsible for aspects of safety, health,
and environmental protection.
• Find information you need from OSHA regulations.
• Discuss your health and safety rights on the job.
• Identify your health and safety responsibilities.
SUPPLEMENTAL INFORMATION FOR INSTRUCTORS:

Legal and Regulatory Framework
American law is derived from four sources: the Constitution, including its amendments;
statutes, enacted by legislative bodies; regulations, promulgated by regulatory
administrative agencies; and case law consisting of written appellate court decisions.
Hazardous materials are regulated under a number of legal categories, such as labor
law, transportation law, and water law, but the category most commonly referred to is
environmental law. Federal statutory law is codified in the United States Code (USC),
while Federal regulations are compiled in the Code of Federal Regulations (CFR).
Statutory laws are passed by a legislative body, federal or state. Laws passed by
a local legislative body, city or county, are usually called ordinances. In the U.S.
Congress, bills are numbered in sequence over a two-year period, with initials
indicating the house of origination. For example, S. 64 is the sixty-fourth bill originating
in the Senate during a given two - year term. When a federal bill is enacted, it
is assigned a public law (P.L.) number. This number includes the number of the
congressional session followed by a number assigned sequentially to enacted bills
(different from the bill number). Newly adopted bills are added to the U.S. Code every
year. Although enacted statutes often are referred to by the name of the act (i.e.,
OSHA) or the bill number, the actual text is always found in the U.S. Code.
Congress often drafts statutes broadly, leaving it to the relevant agency to develop
specific regulations to fill in the details. Regulatory agencies are responsible for
enforcing the law, using a variety of regulatory techniques: issuing permits, adopting
standards, imposing penalties, or creating economic incentives. As noted, they
also write the regulations which interpret the authorizing statute. For example, the
Occupational Safety and Health Administration (OSHA) is responsible for adopting
regulations to use in enforcing the federal OSHAct.
Federal agencies adopt regulations in three steps:
1. Notice of proposed rule making;
1-2 Instructor Guide

2. Promulgation of a proposed rule; and

3. Adoption and publication of the final rule.
Agencies give notice of these steps in the Federal Register, which is published daily.
Current federal rules and regulations are published once a year in the CFR. The most
recent publication may have occurred, however, before the date that a new regulation
has become effective. A final rule generally becomes effective sixty (60) days after
is publication in the Federal Register. Public access to the U.S. Code (gopher://
hamilton1.house.gov/11da /uscode), CFR (http://www.pls.com:8001/his/cfr.html),
pending legislation (http://thomas.loc.gov/), and the Federal Register (http://www.epa.
gov/epahome/rules.html) can be obtained through the Internet.
Although the dangers of atmospheric radiation and certain pesticides were arousing
public concern in the 1960s, toxics in the workplace brought about federal action with
the passage of the Occupational Health and Safety Act of 1970 (29USC§§651 et
seq.), which created OSHA, the Occupational Health and Safety Administration (http://
www.osha.gov), to protect workers.
In 1972 the Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA: 7USC§§136
et seq.) was revised significantly for the first time since 1947. Pesticides now had to
be studied for their impact on the environment.
In 1976, Congress passed the Toxic Substances Control Act (TSCA: 15USC§§2601 et
seq.) to deal specifically with toxic substances. By all accounts, this law has not been
very effective. The Clean Air and Water Acts, along with other statutes, have been
more effective in dealing with chemicals in the workplace. The Resource Conservation
Recovery Act (RCRA) was also enacted in 1976 to regulate sanitary landfills and
facilities that treat, store, or remove hazardous waste.
The 1980 Comprehensive Environmental Response, Compensation, and Liability Act
(CERCLA: 42USC§§9601 et seq.), also known as Superfund, established a system for
identification, assessment, assignment of responsibility for, and cleanup of these sites.
As a result, we have the national priorities list, or NPL.
As communities and states continued to do battle with drinking water contamination,
air pollution, and other problems stemming from business activities before believed
to be harmless, the deaths of thousands in Bhopal, India (as a result of the toxic
release of methyl isocyanate) increased the demand for Right-to-Know programs.
In 1986, the Emergency Planning and Community Right-to-Know Act (EPCRA, also
known as SARA, Title III: 42USC§§11001 et seq.) was passed by Congress. SARA
(the Superfund Amendments and Preauthorization Act) provided $9 billion for cleanup
expenses and required that cleanup be done in a safe and healthy way. EPA is the
agency that oversees SARA.

When hazardous waste is transported, it becomes the responsibility of the DOT

(Department of Transportation) per the 1984 Hazardous Materials Transportation
Act (HMTA: 49USC§§1801 et seq.) The U.S. Coast Guard has the responsibility for
overseeing water transportation. Very few states have adopted the federal standards
for water shipment; yet, because of the long distances covered, water transportation
accounts for seven (7) times as much ton-miles as highway transportation.
OSHA has the responsibility for overseeing worker health and safety on the job
– including hazardous waste cleanup. The Final Rule for the Hazardous Waste
Operations and Emergency Response standard (HAZWOPER) 29CFR1910.120 went
into effect on March, 1990.

CHAPTER 1 SLIDE SCRIPT

NOTES FOR SLIDE 1
Read the following statement,
The Occupational Safety and Health
Administration (OSHA) is responsible for
setting and enforcing regulations governing
worker safety and health at hazardous waste
sites. Other Federal and state agencies are
responsible for protecting the community,
environmental, and transportation system from hazardous materials. Your employer
must provide a workplace free from recognized hazards that are causing or likely
to cause death or serious physical harm to its employees. Your employer must
provide the necessary hazard controls, training, and protective equipment to reduce
exposure to hazardous substances. You are responsible for knowing and following the
employer’s safety rules.
NOTES FOR SLIDE 2

Say:
We expect that by the end of today’s training
each of you will be able to:
1. Identify which government agencies

are responsible for aspects of safety,
health, and environmental protection.
2. Find information you need in OSHA regulations.
3. Discuss your health and safety rights on the job.
4. Identify your health and safety responsibilities.
NOTES FOR SLIDE 3
Ask participants to read the case study
found on PPT slide #3 and discuss their
answer to the question on PPT slide #4.
Display the answer and ask participants if
they have any questions.
A worker at a hazardous waste cleanup
site wanted to know more about the
“SuperKleen” solvent they were using to take contamination off of walls. He asked a
co-worker to get the Safety Data Sheet (SDS) for “SuperKleen.” The co-worker told
him, “You do not have to keep SDSs on hazardous waste sites.”

Do employers need to keep safety data sheets for chemicals used on a hazardous
waste site?
NOTES FOR SLIDE 4

Show the title of the PowerPoint slide “Do
employers need to keep safety data sheets
for chemicals used on a hazardous waste
site?”
Ask participants “Do employers need to keep
safety data sheets for chemicals used on a
hazardous waste site?”
Write down the various descriptions given by the participants on a white board or
flipchart
Advance the PowerPoint to show the answer.
Yes. The employer needs to have an SDS for “SuperKleen,” because the law
says there must be SDSs on site for chemicals that are not hazardous waste. This
requirement comes from the Hazard Communications Standard, also known as the
“Right to Understand Know” law. In both this chapter and later in Chapter 3, you will
learn about what the laws say about hazardous waste cleanup work and chemical
information that must be available to workers.
Instructor Note:
You should familiarize yourself with the requirements of the Hazard Communication
standard (29CFR 1926.59)
NOTES FOR SLIDE 5

The Occupational Safety and Health Act of
1970 (OSH Act) established the Occupational
Health and Safety Administration (OSHA)
within the Department of Labor. Organized
labor worked hard to support the creation
of OSHA. OSHA’s job is to write and
enforce health and safety regulations to
protect workers and by providing training, outreach, education and assistance. OSHA
standards apply to all employers regardless of size.

NOTES FOR SLIDE 6

Your employer must:
Provide a safe and healthy workplace.
If a situation is not covered by a specific
standard, the employer is still responsible for
providing a safe workplace.
NOTES FOR SLIDE 7

Comply with OSHA standards.
Employers must comply with OSHA
regulations contained in either the General
Industry Standards (29CFR1910) or
the Construction Industry Standards
(29CFR1926). If there is a conflict between
two standards, the most protective standard must be used and enforced. Remember
that all OSHA regulations are applicable on hazardous waste sites.
NOTES FOR SLIDE 8

Employee Responsibilities:
You must:
Follow your employer’s safety rules
Workers must wear provided personal
protective equipment and follow the
employer’s safety rules. You cannot be cited
or fined by OSHA, but your employer can discipline you for violating work place safety
rules.

NOTES FOR SLIDE 9

Employee Responsibilities:
You must:
Bring safety and health concerns to the
attention of your union or management
Tell your job steward, supervisor, or business
agent about health and safety concerns on the job. Section 11(c) of the OSH Act
prohibits disciplining or discriminating against any worker for using their OSHA rights,
including filing a complaint. Your union can also help you to use your rights.
Instructor Note:
For additional information about worker’s rights:
http://www.whistleblowers.gov/index.html
NOTES FOR SLIDE 10

Under your rights as specified by the OSH
Act, employees can file complaints or ask
OSHA to inspect a workplace.
Workers, or their representatives, can
accompany the OSHA Compliance Officer
during the inspection process.
Any worker can meet and speak privately with the Compliance Officer.
The workers or their representative can be included in the closing conference.
Workers have the right to be informed of any imminent dangers discovered during
the inspection process. Imminent danger means that there is a high probability that a
worker would suffer injury or death if exposed to that situation.
Instructor Note:
For additional information about worker’s rights:
https://www.osha.gov/Publications/osha3021.pdf
https://www.osha.gov/Publications/Mach_SafeGuard/rights.html
https://www.osha.gov/workers.html

NOTES FOR SLIDE 11

Workers also have the right:
To be informed of any health hazards and
monitoring results.
To be informed of any other violations of
health and safety violations discovered
during the inspection.
Workers cannot be discriminated against for exercising their rights under the OSH Act.
This includes reduced hours; reassignment to a less desirable job; harassment, or
termination of employment.
NOTES FOR SLIDE 12

The OSHA Hazardous Waste Operations and
Emergency Response standard is commonly
called HAZWOPER. In the construction
standards it is 29CFR 1926.65 (See page
21 of the chapter for this standard and its
Appendix B on PPE [Levels of Protection
and Protective Gear] on page 84).
NOTES FOR SLIDE 13

The standard covers clean-up required by
local, state, or federal government, voluntary
clean-up of hazardous waste sites, and
emergency response following the release of
hazardous substances unless the employer
can demonstrate that employee exposure to
safety and health hazards is unlikely.
NOTES FOR SLIDE 14

The HAZWOPER standard was designed
to maintain the safety and health of workers
at hazardous waste sites and during
emergency response.--1926.65, Paragraph
(a)

The standard covers clean-up required by local, state, or federal government,

voluntary clean-up of hazardous waste sites, and emergency response following the
release of hazardous substances unless the employer can demonstrate that employee
exposure to safety and health hazards is unlikely. A hazardous waste site can be a
few buried barrels of chemicals or a decommissioned nuclear facility with millions of
gallons of liquid hazardous waste, millions of cubic feet of solid hazardous waste,
and contaminated ground water. The range of conditions possible at hazardous
waste site makes obtaining site-specific information and providing site-specific plans,
procedures, and controls necessary.
NOTES FOR SLIDE 15

The program must identify, evaluate,
and control safety and health hazards
and provide for emergency response at
hazardous waste sites. The written safety
and health program must be available to
anyone involved with the hazardous waste
operation and the site-specific safety and
health plan, contained in the program, must be kept on site.
NOTES FOR SLIDE 16

Site characterization identifies safety and
health hazards, determines the degree
of the hazards, and determines the initial
requirements for personal protective
equipment. Employees who will work on the
site must be informed of the results of the
site characterization. (See Chapter 6, pages
3-9 for more information.)
NOTES FOR SLIDE 17

Instructor Note:
This slide is intended as a brief overview.
The points on this slide will be covered in
detail later in the course.

NOTES FOR SLIDE 18

Training for General Site Workers and
Supervisors --1926.65, Paragraph (e)(3)(i)
This 40-hour training is just one part of the
special training OSHA says you must have
before you may work on a hazardous waste
cleanup site. After you finish this general
training, you need 3 more days of specific
training on the site you are working on. That is called site-specific training. Supervisors
need 8 more hours of training.
Training for Temporary Site Workers–1926.65(e)(3)(ii & iii)
Workers who are on a site that has been fully characterized or who are on a site
for a specific task and are unlikely to be exposed above the Permissible Exposure
Limit require 24 hours of training plus 1 day of site specific training under the direct
supervision of a trained, experienced supervisor.
Training for workers–1926.65(p)(7) Treatment, Storage, and Disposal only
Workers at a Treatment, Storage, and Disposal facility, as defined by 40CFR 264
and 265, require 24 hours of training plus site specific training as to their respective
assignments.
In addition to the above requirements, all workers are required to attend 8 hours of
refresher training annually.
NOTES FOR SLIDE 19

OSHA requires employers to provide
medical surveillance (exams and tests)
before, during, and at the end of a job on a
hazardous waste site.--1926.65, Paragraph
(f)
A medical surveillance program is a
required part of the safety and health program. Medical surveillance can indicate
that employees will be able to wear the required PPE while working in temperature
extremes, that they do not have an illness from chemical exposure on prior jobs, and
that they are not sick from being overexposed to chemicals on the current job.

NOTES FOR SLIDE 20

Medical surveillance must be provided by the
employer for the following employees:
1. Any employee who is or may be

exposed at or above the permissible
exposure limit for 30 or more days in
one year.
2. If an employee is required to wear a respirator for 30 or more days a year, they
must be included in the medical surveillance program. Do not confuse this with
the medical determination required by the Respiratory Protection Standard
(29CFR1926.103, 29CFR1910.134). Medical determination only covers the
ability to wear a respirator. Medical surveillance covers the possible health
effects of the chemical on the body.
3. Any employee that shows signs or symptoms of a chemical exposure must be
evaluated by medical professionals to determine if the condition is the result of
an exposure.
4. Any employee that responds to an emergency situation must undergo an
examination to determine if they are suffering any effects from responding to
the emergency
Say: Medical clearance must be obtained before a respirator is used, even if the
respirator will be used for less than 30 days per year.
NOTES FOR SLIDE 21

Employers must make medical examinations
available to each employee who falls into
one or more of the above categories. Medical
exams must be conducted:
1. Before a new job assignment;
1926.65(f)(3)(i)(A)
2. At a frequency determined by the
doctor but not exceeding once every two years; (f)(3)(i)(B)
3. When a job ends, unless the last exam was less than 6 months before; (f)(3)(i)
(C)
4. Following signs or symptoms indicating possible overexposure to hazardous
substances or health hazard; (f)(3)(i)(D) or
5. Following injury or exposure above the PEL or other occupational exposure
limit in an emergency situation. (f)(3)(i)(D)

NOTES FOR SLIDE 22

All medical examinations and procedures
must be performed by or under the
supervision of a licensed physician,
preferably one knowledgeable in
occupational medicine. The exam must
be provided without cost to the employee,
without loss of pay, and at a reasonable
time and place. A physician will decide on the content of the examination. You should
explain to the physician the type of work you do, the potential health risks, and the
type of protective equipment that you wear on the job. At minimum medical exams
must include a medical and work history. They should also include a complete
physical, lung function test, hearing test, and an EKG for your heart.
NOTES FOR SLIDE 23

Your employer must give the physician:
1. A copy of OSHA’s HAZWOPER

standard (29CFR1926.65);
2. Your job description; including
anticipated hours to be worked,
anticipated temperatures and
humidity, and levels of exertion.
3. Your current or anticipated exposure levels;
4. A description of ALL personal protective equipment used or to be used;
5. Information from previous examinations that the physician may not have; and
6. Information required by the OSHA’s Respiratory Protection standard
(29CFR1926.103).
NOTES FOR SLIDE 24

Your employer must give you a copy of the
doctor’s written report, including:
1. Medical conditions that would make

hazardous waste work or respirator
use particularly risky for you; (i.e.,
vision problems, blood pressure,
dizziness, asthma)

2. Recommended limitations on your assigned work; (i.e., Restrictions on lifting,

time in PPE, work at elevation, etc.)
3. Results of the exam and tests, if you request them; and
4. A statement that the doctor has told you about the exam results and any
conditions that require further examination or treatment.
NOTES FOR SLIDE 25

The report your employer receives from the
physician can only discuss findings related to
your work. Any medical conditions unrelated
to your job must not be revealed to the
employer. You have the right to a copy of the
physician’s full report.
Your employer must keep medical and
exposure records for as long as you are employed plus another 30 years. If you work
for your employer for less than a year, he does not have to keep your records provided
that he gives them to you when you leave.
NOTES FOR SLIDE 26

Ask class if they can think of any examples.
Some possible answers are:
Elimination – Removing lead from paint;
removing PCBs from lubrication oils
Substitution – Fiberglass instead of
asbestos; fire resistant hydraulic fluids
Engineering controls – Mechanical devices to reduce or eliminate a hazard – Fans,
enclosures
Administrative controls – Training, reduced work times or job rotations, scheduling
tasks when fewer employees are in the area
PPE – The last resort – Respirators, hardhats, goggles, suits, gloves, boots
NOTES FOR SLIDE 27

A 55-gallon metal drum full of gasoline
weighs about 400 pounds while the same
drum full of bromine will weight almost 1,500
pounds. It is important to know what is in a
drum and how full it is before trying to move
it. Dropping a drum can seriously injure a
worker. Some chemicals can explode if they

are dropped. Spilled chemicals can mix and start a fire or explosion. Employers must
write a plan for how they will handle drums to prevent injuries.
NOTES FOR SLIDE 28

Every time you leave a contaminated work
area you will go through decontamination to
make sure you do not track chemicals out
of the work area on your work clothes or on
your skin. All equipment (even trucks) has to
go through decontamination.
Photo Credit:
http://www.defense.gov/news/newsarticle.aspx?id=44307
NOTES FOR SLIDE 29

Inventors and scientists are coming up with
new ways to clean up hazardous waste all
the time. Some methods make the cleanup
easier, some reduce worker exposures,
and some do both. For example, at some
hazardous waste cleanup sites workers
blast thousands of volts of electricity through
waste, changing it into a solid. This process,
called vitrification, traps the hazardous waste in the glass-like material.
Photo Credit:
http://hanford-site.pnnl.gov/envreport/2001/summanage.stm
NOTES FOR SLIDE 30

Things can go wrong during a cleanup.
There can be a fire or explosion; workers can
be poisoned by gases or hit by a forklift; or
large amounts of chemicals can spill.
The plan must include expected and
unexpected situations.
The plan should include worker input. Often, workers are the most knowledgeable
about specific situations and what could possibly go wrong.

NOTES FOR SLIDE 31

The OSHA Hazard Communication Standard
for Construction (29CFR1926.59) requires
employers to set up a hazard communication
(HazCom) program for the products they
bring on site. This standard points you to
the General Industry (non-construction)
standard 29CFR1910.1200. The HazCom
standard applies to all hazardous materials that are not hazardous wastes. Materials
covered by the HazCom program include, but are not limited to: drum solvents, vehicle
maintenance products, and chemicals used to treat wastes or chemicals for portable
toilets. A copy of this standard can be found beginning on page 92 of this chapter.
NOTES FOR SLIDE 32

The Hazard Communication Standard –
29CFR1926.59, or 1910.1200 – states that
all chemicals brought on to a job site, not just
hazardous waste sites, must have a Safety
Data Sheet.
Compiling the SDS is the responsibility of
the manufacturer or distributer, and they are
responsible for its accuracy. The employer is responsible for obtaining and having on
file the most recent SDS.
All workers have the right to see the SDSs if they are going to work with or around that
product. Workers have right to access a paper copy before the end of their shift.
Hazardous waste is excluded from the HAZCOM standard, but waste still must be
labeled under the HAZWOPER and other agency requirements.
NOTES FOR SLIDE 33

Employees must be trained even if they
are not working with the chemicals. Simply
working in the area where another employee
is using a chemical may initiate the training
requirement.
When new chemicals or hazards are
introduced, employees must be trained in the
new hazards.
Employees must also be trained in recognizing the signs and symptoms of exposure.

Employees must be informed of the location of, and have access to, the written
HAZCOM program, the complete chemical list, and the SDSs.
NOTES FOR SLIDE 34

One example of a Hazardous Waste Storage
(Dump) Site.
NOTES FOR SLIDE 35

OSHA = Occupational Health and Safety
Administration
NIOSH = National Institute For Occupational
Safety and Health;
EPA = Environmental Protection Agency;
DOT = Department of Transportation; FEMA = Federal Emergency Management
Agency;
DOE = Department of Energy
USACE = United States Army Corps of
USCG = United States Coast Guard; Engineers.
NRC = Nuclear Regulatory Commission; DOE = Department of Energy
NOTES FOR SLIDE 36

Review: How to read a Federal law notation
or citation.
Break the class into small groups for the
exercise. Usually 2 or 3 per group is ideal.
Advance Slide

NOTES FOR SLIDE 37

Ask the participants to turn to this reference
in the manual, Chapter 1, HAZWOPER
Standard. This will give them practice in
locating a specific paragraph in the standard.
Point out that at the beginning of the
HAZWOPER Standard in Chapter 1, page
1-21, there is an index of the paragraphs in
the standard and what topic is covered in that paragraph.
Do not tell participants the page number, but participants should be on page 1-39.
NOTES FOR SLIDE 38

Instructor Note:
Depending on class size and ability, and time
restrictions, the instructor has the flexibility to
either assign a number of questions to each
group, have half the groups start with #1
while the other half starts with# 19, or have
all the groups do all questions.
The instructor must remain in the classroom to keep the groups on task and to answer
any questions.
Instructor Note:
You should have a “Cheat-sheet” with the answers on. As the groups progress through
the exercise, assistance can be offered. Do not give the answers, but simply nudge
the group in the right direction.
Review the EXAMPLE question with the participants. Demonstrate how they can find
the answer to the question by turning to 29CFR1910.1200(e)(1)(i) and (b)(6)(i) in their
participant manual.
Answer any questions they may have.
Each of the following slides will give the answer for the question as well as the location
and/or notation in the manual or standard. Answers to each question can be found on
pages 41 – 50 in this manual.
Tell participants to use pages 1-1 through 1-20 to answer questions 1 through 4,
the HAZWOPER standard beginning on page 1-21 to answer questions 5-17, and
the HAZCOM standard beginning on page 1-92 to answer questions 18-19. Record
exactly where in the standards or manual you found the answer.

NOTES FOR SLIDE 39
NOTES FOR SLIDE 40
NOTES FOR SLIDE 41
NOTES FOR SLIDE 42

NOTES FOR SLIDE 43
NOTES FOR SLIDE 44
NOTES FOR SLIDE 45
NOTES FOR SLIDE 46

NOTES FOR SLIDE 47
NOTES FOR SLIDE 48
NOTES FOR SLIDE 49
NOTES FOR SLIDE 50

NOTES FOR SLIDE 51
NOTES FOR SLIDE 52
NOTES FOR SLIDE 53
NOTES FOR SLIDE 54

NOTES FOR SLIDE 55
NOTES FOR SLIDE 56
NOTES FOR SLIDE 57
NOTES FOR SLIDE 58

NOTES FOR SLIDE 59
NOTES FOR SLIDE 60

Review the chapter objectives.
Ask them if there are any questions.

ACTIVITY 1: LEGAL RIGHTS ANSWER KEY

Use pages 1-1 through 1-20 to answer questions 1 through 5, the HAZWOPER
standard beginning on page 1-21 to answer questions 6-17, and the HAZCOM
standard beginning on page 1-92 to answer questions 18-19. Record exactly where in
the standards or manual you found the answer.
Example: The employer must maintain a list of all hazardous chemicals brought into
the workplace.
□ True
□ False
Section cited: _______________________________________________
Looking in OSHA Hazard Communication Standard 29CFR1910.1200 we find in

section (e): “Written hazard communication program” at paragraph (e)(1)(i) that the
written program must include “a list of the hazardous chemicals known to be present”
in the workplace. But, in sub-section (b)(6)(i) we find that this standard does not apply
to hazardous waste. Therefore, only the chemicals that are brought onto the site must
have SDSs.
 True
□ False
Section cited: _______________________________________________
The statement is true and we cite 29CFR1910.1200(e)(1)(i) and (b)(6)(i)

1. The government agency that is responsible for worker safety and health at
hazardous waste sites is:
 a) OSHA (Occupational Safety and Health Administration)
□ b) NIOSH (National Institute of Occupational Safety and Health)
□ c) EPA (Environmental Protection Agency)
□ d) NIEHS (National Institute of Environmental Health Sciences
Section cited: Chapter 1, page 1-1
2. If a worker is disciplined or fired for filing an OSHA complaint, she or he has no

recourse under the OSH Act.
□ True
 False
Section cited: Chapter 1, page 1-3; OSHAct Section 11(C)(1)

3. Which of the following is a right that workers have under the OSH Act:
(Select all that apply)
 a) file a safety complaint with OSHA
 b) request a workplace inspection
 c) talk to the OSHA inspector in private
□ d) set the amount of fine for any employer violation
Section cited:
4. The OSHA general duty clause requires employers to:
□ a) do all of the below
 b) provide a safe and healthful workplace
□ c) establish a joint labor-management safety and health committee
Section cited:
□ d) have an industrial hygienist at each site
Section cited:

5. The government agency that is responsible for protecting the air, land, and
water from pollution is:
□ a) OSHA (Occupational Safety and Health Administration)
□ b) NIOSH (National Institute of Occupational Safety and Health)
 c) EPA (Environmental Protection Agency)
□ d) NIEHS (National Institute of Environmental Health Sciences
6. When working on a hazardous waste site, you must work with a buddy to
ensure rapid assistance to employees in the event of an emergency.
 True
□ False
Section cited: 29CFR1926.65(d)(3) and 29CFR1926.65(a)(3)
7. A “qualified person” and a “site safety and health officer/supervisor” are always
the same person.
□ True
 False
Section cited: 29CFR1926.65(a)(3)

8. Section (q) of the Hazardous Waste Standard deals with the qualifications for
emergency response to hazardous substance releases.
 True
□ False
Section cited: 29CFR1926.65(q)
9. In an emergency response to a hazardous substance release, those workers

who respond in a defensive fashion without trying to stop the release must
be trained at this level.
□ a) first responder awareness level
 b) first responder operations level
□ c) hazardous materials technician
□ d) hazardous materials specialist
□ e) on-scene incident commander
Section cited: 29CFR1926.65(q)(6)(ii)

10. The difference between Level A and Level B protection is the:
□ a) difference in respiratory protection
 b) difference in chemical protective clothing
□ c) difference in number of layers of gloves worn
□ d) difference in the type of boot covers worn
Section cited: 29CFR1926.65 Appendix B
11. All written safety and health programs must include:
 a) all of the below
□ b) a medical surveillance program
Section cited: 29CFR1926.65(b)(1)(ii)(E)
□ c) a comprehensive work plan
Section cited: 29CFR1926.65(b)(1)(ii)(B)
□ d) a safety and health training plan
Section cited: 29CFR1926.65(b)(1)(ii)(D)

12. On a hazardous waste site:
 a) all of the below are true
□ b) decontamination must be performed in an area that minimizes exposure

to contaminated employees and equipment
Section cited: 29CFR1926.65(k)(2)(iv)
□ c) all employees leaving contaminated areas must decontaminated
Section cited: 29CFR1926.65(k)(2)(iii)
□ d) all equipment and solvents used for decon must be decontaminated or

disposed of properly
Section cited: 29CFR1926.65(k)(4)
13. The most important difference between Levels B, C, and D is:
 a) difference in respiratory protection
□ b) difference in chemical protective clothing
□ c) difference in layers of gloves worn
□ d) difference in the type of boot covers worn
Section cited: 29CFR1926.65 Appendix B Part A

14. On a hazardous waste site, the site-specific safety and health plan must
include:
 a) all of the below
□ b) the decontamination process
Section cited: 29CFR1926.65(b)(4)(ii)(G)
□ c) the type of personal protective equipment used by employees on site
Section cited: 29CFR1926.65(b)(4)(ii)(C)
□ d) the type and frequency of air monitoring
Section cited: 29CFR1926.65(b(4)(ii)(E)
15. Employers must provide hazardous waste workers with a medical examination:
□ a) all of the below are true
□ b) if the worker wants to start a family
Section cited:
□ c) if the worker wants to get married
Section cited:
 d) prior to their assignment to a hazardous waste site
Section cited: 29CFR1926.65((f)(3)(i)(A)

16. An “uncontrolled hazardous waste site” is one that does not have a chain link
fence around its perimeter.
□ True
 False
Section cited: 29CFR1926.65(a)(3)
17. On a hazardous waste job, each employer must develop and maintain a site-
specific safety and health plan for their employees.
 True
□ False
Section cited: 29CFR1926.65(b)(1)(i)

18. According to the Hazard Communication Standard:
 a) all of the below are true
□ b) chemical manufacturers and importers must provide labels on containers

and Safety Data Sheets (SDSs)
Section cited: 29CFR1910.1200(f) and 29CFR1910.1200(g)
□ c) employers must keep SDSs for every chemical used at their worksite
Section cited: 29CFR1910.1200(g)(1)
□ d) employers must provide training for all their employees about the
hazards of the chemicals they might be exposed to
Section cited: 29CFR1910.1200(h)(1)
19. The Hazard Communication Standard states that labeling does not apply to
hazardous waste.
 True
□ False
Section cited: 29CFR1910.1200(b)(6)(i)

Notes:

Notes:

Chapter 2: Hazard Recognition - Health Effects & Property of Chemicals
CHAPTER 2: Hazard Recognition – Health Effects and

Property of Chemicals
CHAPTER OVERVIEW
TIME METHOD MATERIALS
(minutes)
PPT slide: #2
135 Leading a facilitated discussion 40HWW – pgs.: 2-3 – 2-42
information found in the Chapter 2 PPT slides: #5 – 117, 122,
PowerPoint. and 126 – 130,
implement
Extra Informational Slides PPT slides: #98, 99, 114,
118-121, 123-125, 131-135
150 Total
TIME: 2.5 hours

2 Hazard Recognition 2015-FINAL – PowerPoint

• Explain the types of symptoms and health effects caused by exposure to health
hazards.
• Explain information on the physical properties and characteristics of hazardous
chemicals (i.e., vapor pressure/density, flashpoint, LEL/UEL, specific gravity).
• Use measurements taken at work and occupational exposure limits to figure out if
you have been overexposed to chemicals in the air.
• Use health effects, chemical properties, and sampling and monitoring information
to protect yourself (i.e., knowing what chemicals should not be mixed together).

CHAPTER 2 SLIDE SCRIPT

NOTES FOR SLIDE 1
Read the following statement,
Chemical, physical, biological, and
radiological hazards are found at hazardous
waste sites. You need to know how to
recognize hazards and the signs and
symptoms of exposure in order to protect
yourself, others, and the environment. This
chapter covers health effects and hazardous
properties of chemicals.
NOTES FOR SLIDE 2

Say: We expect that by the end of today’s
training each of you will be able to:
1. Explain the types of symptoms and

health effects caused by exposure to
health hazards.
2. Explain information on the physical
properties and characteristics of hazardous chemicals (i.e., vapor pressure/
density, flashpoint, LEL/UEL, specific gravity).
3. Use measurements taken at work and occupational exposure limits to figure out
if you have been overexposed to chemicals in the air.
4. Use health effects, chemical properties, and sampling and monitoring
information to protect yourself (i.e., knowing what chemicals should not be
mixed together).
NOTES FOR SLIDE 3

found on PPT slide #3 and discuss why
this happened. Display slide #4 and ask
participants if they have any questions.
A worker at a hazardous waste cleanup site
was instructed to combine half-full drums.

Sampling tests showed that two drums both contained non-flammable materials, so he
poured the contents of one drum into the other.
The liquid started to spatter, bubble, and produce a yellow cloud and then it caught on
fire.
NOTES FOR SLIDE 4

When combined, the chemicals reacted and
gave off vapors and so much heat that they
caught on fire.
Chemicals that are dangerous to mix
together are called “incompatible.”
Say: “In this chapter, you will learn about
properties of chemicals, including incompatibility, which can be used to recognize and
prevent this kind of problem.”
NOTES FOR SLIDE 5

Tests are often performed on mice or other
animals to determine the effects of chemicals
on humans. This is an introductory slide
only. While the topics may be mentioned,
an in-depth discussion occurs later in the
presentation.
NOTES FOR SLIDE 6

Show the title of the PowerPoint slide “What
are some examples of health effects from
exposure?”
Ask participants “What are some examples
of health effects from exposures?
Write down the various descriptions given by
the participants on a white board or flipchart
Advance the PowerPoint to show the definition from the participant manual, once
everyone is done giving a description.

Additional examples may include:

• Rashes from poison oak, ivy, or sumac
• Anaphylactic shock from bee stings or food allergies
• “Painter’s flush” from chlorinated solvents and alcohol
• Asbestosis, cancers and mesothelioma for Asbestos
• Parkinson-like symptoms from exposure to Hex-chrome
NOTES FOR SLIDE 7

Exposures can be brief, occur over many
years, or somewhere in between. Adverse
health effects may be immediate, not evident
for many years, or somewhere in between.
Acute health effects appear immediately
or shortly after (within 72 hours) exposure.
Acute effects are usually caused by short-
term (acute) exposures, generally less than 24 hours. Acute health effects may
disappear soon after the exposure ends or the damage may be permanent.
NOTES FOR SLIDE 8

Chronic health effects occur many months
or years after exposure and are often the
result of long-term, often low-level, exposure
to a chemical. With some chemicals, chronic
health effects can result from short-term
exposures.
You may not notice any effects from
exposure to a chemical with chronic health effects for many years. You generally do
not feel the damage as it is being done. For example, long-term exposure to asbestos
can cause asbestosis, lung cancer, and other cancers, but it does not scratch your
throat or give you any early warning that it is dangerous.

NOTES FOR SLIDE 9

What are the acute effects of exposure to
hydrofluoric acid (HF)? Notice how they vary
with concentration.
NOTES FOR SLIDE 10

Chemicals get into the body by four routes
of entry: breathing (inhalation), absorption
through the skin, swallowing (ingestion), and
injection.
Most chemicals can enter the body by more
than one route of entry. The toxicity of a
chemical may differ depending on how it
entered your body and it may not be a hazard if it can’t get into your body. Of the four
routes of entry, the lungs generally offer the least resistance to a chemical entering
your body. For example, ingesting large amounts of vitamin D can be acutely toxic but
skin contact does not present a hazard because vitamin D is not absorbed through
the skin. Inhaling metallic mercury (also known as elemental mercury or quicksilver)
is generally more hazardous than ingesting it. This is because 80 percent of inhaled
metallic mercury enters the blood through the lungs while less 0.01 percent of what is
ingested enters the blood via the stomach and intestines.
Instructor Note:
Additional information about mercury exposure:
http://www.atsdr.cdc.gov/PHS/PHS.asp?id=112&tid=24 - ATSDR Public

Health Statement for Mercury
NOTES FOR SLIDE 11

Inhalation, or breathing them in, is the most
common way that chemicals get into your
body. The vapors, particles, and fibers you
inhale end up in the lungs and, in some
cases, cross into the blood stream along with
oxygen. The smaller particles and fibers
are the deeper into the lungs they are likely

to travel. Fewer large particles and fibers get into the lungs because they are trapped
by mucous in the nose and upper airways, moved up by the small hair-like cilia, and
spit out or swallowed. Smoking damages the cilia, preventing them from moving the
mucous containing trapped dust and chemicals out of the lungs.
Instructor Note:
Additional information about smoking related illnesses:
http://www.drugabuse.gov/publications/research-reports/tobacco/what-
are-medical-consequences-tobacco-use
NOTES FOR SLIDE 12

Absorption through the skin can also
be a major route of exposure. Many
chemicals (for example, solvents and liquid
insecticides) can cross through intact skin
into the bloodstream.
NOTES FOR SLIDE 13

Different areas of the body absorb chemicals
at different rates. The rate absorption varies
with skin thickness, water content, and fat
content. Some chemicals will pass through
your skin more quickly if your skin has been
exposed to water for an extended period of
time (for example, wearing sweaty gloves all
day). The rate of absorption will also increase if the skin has been irritated, damaged,
punctured, or been exposed to chemicals that break down fat in the skin. The relative
rate of absorption is compared to a part of the body with a low rate of absorption.
This graphic compares the chemical absorption rate of some parts of the body to the
absorption rate of the feet.
While the graphic depicts a male, the absorption rate for females is the same.
Instructor Note:
You may get a few giggles from the reference to the genital area, but this can be used
to stress the importance of proper sanitation and hand washing even before using the
restroom facilities.

NOTES FOR SLIDE 14

Chemicals can be ingested, or swallowed,
when you eat, drink, or smoke. Toxic
particles are also ingested when you swallow
the mucus that has trapped them. Do not
eat, drink, smoke, or put on ChapStick© or
other cosmetics in a contaminated area.
Never bring food, cigarettes or cosmetics
into contaminated areas.
NOTES FOR SLIDE 15

Chemicals, bacteria, and other materials can
be injected under your skin by contaminated
tools, sharp objects, or pressurized air, gas,
or hydraulic fluid.
In addition, the picture on the right shows
a nail that was inadvertently shot through a
finger.
This would be a major injury in any situation, but coupled with hazardous materials, it
could be fatal. The integrity of the PPE would be broken; chemicals could be injected
into the body; or the worker could become “pinned” at a location and unable to free
him/herself for proper medical attention and decontamination.
NOTES FOR SLIDE 16

Show the title of the PowerPoint slide “How
does your body react when exposed to
chemical or physical hazards?”
Ask participants “How does your body
react when exposed to chemical or physical
hazards?
flipchart
The resulting health effects include injuries and illnesses, temporary health effects
and long-term diseases, minor symptoms to life-threatening conditions, and death. A

few examples are provided in your manual and specific types of health effects will be
discussed in detail.
Head (nervous system): dizziness, headaches, stress nervousness, irritability,
sleeplessness, tremors, speech changes
Ears: ringing, temporary deafness, hearing loss
Teeth and Gums: corrosion of enamel, blue/discolored gums
Eyes: redness, irritation, watering, grainy feeling, welder’s flash
Nose and Throat: sneezing, coughing, sore throat, nasal cancer
Chest and Lungs: wheezing, congestion, shortness of breath with mild exercise, flu-
like symptoms (metal fume fever)
Muscles, Tendons, and Joints: soreness, inflammation, tendinitis
Reproductive System: miscarriage, irregularities in menstruation, damage to fetus or
chromosomes, low sperm count, sterility
Stomach and Intestines (gastrointestinal tract): vomiting, diarrhea
Skin: redness, dryness, itching, ulcers, skin cancer
NOTES FOR SLIDE 17

The dose response curve shows how people
respond to toxic chemicals.
Point out that as the dose increases along
the horizontal axis, there is no response at
first. But as the dose increases, the most
sensitive people in the population start
to respond and then a higher and higher
percentage is affected until all of the population is affected and the curve levels off. No
more people left who aren’t affected by the chemical.

NOTES FOR SLIDE 18

Let’s look at the dose response curve for
alcohol consumption
The amount of a chemical, just like drinks,
can have a cumulative effect. We show
minimal effect with just one drink, but as the
amount of exposure is increased, everyone
would have an effect. You can ask, “Why do some people react differently to chemical
exposures?” Continuing with the alcohol example, this is really asking what factors
may impact different levels of impairment beside number of drinks. Your class
may answer: weight, metabolism, pre-existing medical conditions, gender, or past
exposures, to name a few. This is also true for exposure to chemicals.”
Another consideration is the long-term effect on the body. While a single exposure
may have little effect, continued exposure can go beyond the body’s ability to deal with
the chemical and cause lasting effects or even death.
NOTES FOR SLIDE 19

Several factors influence each person’s
response to a certain dose, or amount, of a
chemical. This is true whether the chemical
is the alcohol we drink, the medicine we
take, or a solvent used at work.
Factors that affect an individual’s response
to a toxic chemical include:
• Body weight • Gender
• Occupation • Heredity
• Physical and health condition • Age
• Exposure to other chemicals (now or • Lifestyle (smoking, nutritional status)
in the past)

NOTES FOR SLIDE 20

Your body processes chemicals in three
ways:
Metabolize, or break down, the chemical into
a form that is more easily excreted. Most
chemicals are metabolized in the liver but
other organs, including the lungs, kidneys,
skin, stomach, and intestines can be
involved in metabolizing chemicals too. Often the chemical is altered to be more water
soluble (easier to excrete) and less toxic.
Excrete (to separate and remove) the chemical or the byproducts of its metabolism in
urine, feces, sweat, exhaled air, or hair.
Store the chemical or byproducts of its metabolism in the bones, fat, or other tissues.
Instructor Note:
When the human body draws on the stored fat cells i.e., dieting, stress, the stored
chemicals are released back into the blood stream and the process starts over.
NOTES FOR SLIDE 21

Chemicals are often classified by how they
harm us.
This is an introduction for the next section of
this lesson.
NOTES FOR SLIDE 22

Asphyxiants are chemicals that interfere
with getting oxygen to body tissues and
can cause suffocation. There are two kinds
of asphyxiants: simple asphyxiants and
chemical asphyxiants.

NOTES FOR SLIDE 23

Simple asphyxiants take the place of
(displace) oxygen in the air so that there is
less oxygen available to be brought into the
body.
These chemicals can be heavier than air
(Argon, Propane, Carbon dioxide)and collect
in low areas, or lighter than air and collect in
high areas (Hydrogen, Ammonia, Helium)
Photo Credit:
http://www.fnal.gov/pub/today/archive/archive_2013/images/lartf-13-
0136-04D.jpg
NOTES FOR SLIDE 24

There are many simple asphyxiants that may
be found on construction and hazardous
waste sites. Carbon dioxide, ethane,
helium, hydrogen, methane, neon, krypton,
acetylene, nitrous oxide, argon, propane,
and nitrogen are simple asphyxiants.
NOTES FOR SLIDE 25

An atmosphere with less than 19.5% oxygen
by volume is considered oxygen deficient and
immediately dangerous to life and health.
The health effects experienced depend on
duration of the oxygen deficiency, work rate,
breathing rate, temperature, health, and age.
Adverse health effects, such as reduced
reaction times, may begin at 19.0% oxygen but not be immediately noticeable or
recognized. These percentages are for measurements taken at sea level; adjustments
must be made for higher elevations.

NOTES FOR SLIDE 26

Chemical asphyxiants reduce your body’s
ability to provide oxygen to its tissues, even
when there is plenty of oxygen in the air.
Chemical asphyxiants interfere with:
1. Oxygen getting into the blood

2. Oxygen being transported to body 3. Oxygen being taken up by tissues
tissues
4. A combination of the three
NOTES FOR SLIDE 27

Chemical asphyxiants reduce your body’s
ability to provide oxygen to its tissues,
even when there is plenty of oxygen in the
air. Even at low levels or following brief
exposures, chemical asphyxiants can cause
collapse, unconsciousness, and death.
Carbon monoxide, hydrogen cyanide,
hydrogen sulfide, and methylene chloride are
chemical asphyxiants.
Sewer gas, swamp gas, or marsh gas is created when organic material decomposes.
Such gases may be found in sewer systems, plumbing, tanks, and other confined
spaces. Sewer gas may contain a combination of the following: air (nitrogen, oxygen,
carbon dioxide), methane, hydrogen sulfide, ammonia, sulfur dioxide, and nitrogen
oxides. Sewer gases smell (hydrogen sulfide and sulfur dioxide), are flammable
(methane and hydrogen sulfide), and are hazardous to health.
NOTES FOR SLIDE 28

An irritant causes inflammation by direct
contact with the skin, eyes, nose, mouth, or
respiratory system.
Irritants can also be allergens.

NOTES FOR SLIDE 29

Respiratory tract irritants can cause injury to
the nose, mouth, throat and lungs. Inhaled
irritants can harm any part of the respiratory
tract but their water solubility determines
where they will do the most damage.
Materials that are more water-soluble (e.g.,
ammonia, formaldehyde, and sulfur dioxide)
affect mainly the upper respiratory tract as they contact moist tissues in the nose and
throat. Less water-soluble materials (e.g., nitrogen dioxide and phosgene) act deeper
in the lungs (lower respiratory tract). Chlorine and ozone are examples of chemicals
that often affect both the upper and lower respiratory tract.
Respiratory tract irritation can be relatively minor, such as a tightening of the chest or
bronchitis. But it may also be very serious, as in the case of pulmonary edema (fluid in
the lungs), and cause death.
NOTES FOR SLIDE 30

Skin irritants can cause redness, itching and
drying of the skin, which is known as contact
dermatitis. Organic solvents and detergents
are examples of skin irritants. Some acids,
such as sulfuric acid, are irritants at low
concentrations but can cause burns and
destroy tissue at higher concentrations.
NOTES FOR SLIDE 31

After repeated exposures to chemicals
known as allergic sensitizers, some people
become allergic and develop a reaction to
even small exposures of those chemicals.
Allergic sensitizers generally affect the
skin and respiratory tract and the reaction
may get worse with each exposure. The
symptoms are often the similar to those caused by irritants but they can occur at
locations other than where the chemical came in contact with the body. An example
of such symptoms is asthma (inflammation and narrowing of the airways in the lungs)
following skin contact with isocyanates. As with irritants, the response can be very
serious, and may even cause death. Sensitizers include isocyanates, formaldehydes,
phenol resins, epoxy resins, chromium, and nickel.

Instructor Note:
Additional pictures of occupational dermatosis:
http://www.cdc.gov/niosh/topics/skin/occderm-slides/ocderm10.html
NOTES FOR SLIDE 32

Systemic toxins affect body systems that
are removed from the body part of original
contact. This is different from local health
effects, such as skin irritation or burns from
contact with an acid, which occur at the point
of contact with the chemical. An example
of systemic toxicity is the central nervous
system (brain) depression caused by exposure to alcohols. Like many chemicals,
alcohols can also cause local health effects such as irritation at the site of contact
(skin, eyes, and lungs).
Instructor Note:
Additional information on isocyanates:
http://www.cdph.ca.gov/programs/hesis/Pages/Isocyanates.aspx
NOTES FOR SLIDE 33

Blood system toxins damage blood cells or
interfere with blood cell formation. Examples
include benzene, methylene chloride, arsine,
phosphorus, and naphthalene.
Instructor Note:
Additional information on worker exposures
to specific chemicals during oil and gas extraction flowback and production testing
activities:
http://blogs.cdc.gov/niosh-science-blog/2014/08/21/flowback-2/

NOTES FOR SLIDE 34

Nervous system (neuro) toxins damage the
central nervous system (brain) or peripheral
nervous system. Symptoms include dullness,
muscle tremor, restlessness, convulsions,
loss of memory, epilepsy, and loss of muscle
coordination. Examples include mercury,
insecticides, hexachlorophene, and lead.
NOTES FOR SLIDE 35

Liver (hepato) toxins cause liver damage
and produce symptoms including jaundice
and liver enlargement. Examples include
alcohols, carbon tetrachloride, and
nitrosamines.
Instructor Note:
Additional information on degreasers:
https://www.fedcenter.gov/assistance/facilitytour/vehicle/degreasers/
index.cfm?&printable=1
NOTES FOR SLIDE 36

Kidney (renal or nephro) toxins damage the
kidneys. Examples include halogenated
hydrocarbons and heavy metals.
Instructor Note:
Additional information about kidney toxins:
http://www.epa.gov/reg3hwmd/super/
sites/PAD002280725/index.htm
NOTES FOR SLIDE 37

Carcinogens cause cancer and must be
listed on an SDS equal or greater than 0.1
percent of the product.

Instructor Note:
Point out SDSs will be discussed during the next session.
Cancer is the uncontrolled growth of malignant (harmful) cells at any site in the body.
Cancer can take 20 to 30 years after the exposure to develop. Carcinogens include
vinyl chloride, asbestos, methylene chloride, and toluene-2, 4-diisocyanate. Other
chemicals must be listed on an SDS if the amount is 1.0 percent of the product.
NOTES FOR SLIDE 38

Reproductive toxins damage the
reproductive cells (egg and sperm) or
interfere with their formation. Examples
include DBCP, lead, cadmium, cellosolves,
and vinyl chloride.
Photo credit:
National Museum of Health and
Medicine - http://www.medicalmuseum.mil/index.cfm?p=collections.hdac.
anatomy.s02
U.S. National Library of Medicine - http://openi.nlm.nih.gov/
detailedresult.php?img=3170256_1477-7827-9-120-1&req=4
NOTES FOR SLIDE 39

Teratogens cause birth defects in the
developing fetus. Examples include
thalidomide, anesthetic gases, methyl ethyl
ketone, xylene, methylene chloride, lead,
methyl mercury, cigarette smoke, ionizing
radiation. Many teratogens can affect the
fetus even before the woman knows she is
pregnant.
Photo credit:
https://ndep.nv.gov/boff/nellis02.htm

NOTES FOR SLIDE 40

Mutagens cause a change (mutation) in your
genetic material. Mutation of the reproductive
cells may cause birth defects in future
children. Mutation of other cells in the body
may cause cancer. Examples of mutagens
include ethylene oxide (a sterilizing chemical
used in hospitals), benzene, hydrazine, and
ionizing radiation. Many mutagens are also carcinogens.
Photo Credit:
http://health.hawaii.gov/irhb/radiation/
NOTES FOR SLIDE 41

Instructor Note:
Do not describe exposure limits here –
introduction slide only
do we describe how much of a chemical we
might be exposed to?”
Ask participants “How do we describe how much of a chemical we might be exposed
to?
flipchart
Introduction to how concentrations and exposures are measured and reported.
(i.e., ppm, mg/m3, f/cc, etc.)
NOTES FOR SLIDE 42

Concentration of gases and vapors is often
measured in parts per million (ppm) or parts
per billion (ppb).

Other examples for ppm would be:

1” in 15.78 miles
Width of one credit card in 7.4 miles
One dime in a stack 7.46 miles high
NOTES FOR SLIDE 43

Concentration of particulates is usually
measured in weight per volume of air (i.e.,
mg/m3 [milligrams per cubic meter of air] or
ug/m3 [micrograms per cubic meter of air]).
NOTES FOR SLIDE 44

mg/m3 means milligrams of substance
in each cubic meter of air (a cubic meter
= 39 inches x 39 inches x 39 inches or
about 1.25 cubic yards). These units are
commonly used for concentrations of dusts,
metal fumes, or other particles in the air.
For example, one crushed aspirin in a cubic
meter of air is 325 mg/m3.
Concentration is different from weight because 5 mg/m3 is not 5 milligrams of arsenic,
it is 5 milligrams of arsenic in every cubic meter of air.
NOTES FOR SLIDE 45

NOTES FOR SLIDE 46

Micrometers (μm), millimeters (mm),
centimeters (cm), and meters (m) are metric
units of length. There are approximately 2.5
centimeters in an inch.
3.3 ft = 39.4 in = 1 m = 100 cm = 1,000 mm
= 1,000,000 μm
Typically, the darker hair is thicker. Black or dark brown hair is approximately. 140 -150
μm in diameter, while the blonds and lighter reds are 50 – 60 μm.
NOTES FOR SLIDE 47

Cubic centimeter (cc or cm3) and cubic meter
(m3) are common metric units of volume.
A cubic centimeter is the volume of a cube
that is 1 centimeter wide, 1 centimeter high,
and 1 centimeter long. A sugar cube is
approximately one cubic centimeter
Photo Credit:
http://pixelmixtur-stocks.deviantart.com/art/Sugar-Cube-
Stock-1-371395922
NOTES FOR SLIDE 48

A cubic meter is the volume of a cube that
is 1 meter wide, 1 meter high, and 1 meter
long. The volume of a blue public mailbox is
approximately 1/4 cubic meter and 250,000
times larger than a cubic centimeter.
NOTES FOR SLIDE 49

Exposure limits describe the maximum
amount or concentration of a substance you
can be exposed to. The term occupational
exposure limit (OEL) is term that includes

all workplace exposure limits. Some OELs are legally enforceable and some are
recommendations.
NOTES FOR SLIDE 50

Permissible Exposure Limits (PELs) are
enforceable exposure levels set by OSHA.
Employers must keep exposures below the
PELs.
NIOSH and non-governmental agencies
(such as the American Conference of
Governmental Industrial Hygienists) also establish limits, but these recommendations
are not legally enforceable.
NOTES FOR SLIDE 51

Threshold Limit Values (TLVs) are
recommended exposure limits set by the
American Conference of Governmental
Industrial Hygienists (ACGIH), a private,
non-governmental organization. In general,
TLVs are not legally enforceable. Contractors
on Department of Energy (DOE) sites are
required to meet TLVs when they are more protective (lower) than the OSHA PELs.
TLVs are reviewed and updated annually and are usually more protective of human
health than PELs.
Instructor Note:
Additional information on DOE 10CFR851:
10 CFR 851 is health and safety regulations for DOE contractors and sub-contractors.
http://energy.gov/ehss/worker-safety-and-health-program-10-cfr-851doe-
o-4401b

NOTES FOR SLIDE 52

Recommended Exposure Levels (RELs)
are set by NIOSH and are not legally
enforceable. RELs are usually more
protective of human health than PELs.
Most PELs and TLVs are defined as average
exposures over an 8-hour work shift. RELs
are set for 10-hour days. Some PELs, TLVs,
and RELs have a “skin” notation, which means that the material is readily absorbed
through the skin.
NOTES FOR SLIDE 53

The ceiling limit is an exposure level that
must not be exceeded at any time. It is
legally enforceable if set by OSHA.
NOTES FOR SLIDE 54

Short-Term Exposure Limits (STELs) are a
maximum average concentration to which a
person may be exposed for a short period
of time, usually 15 minutes. It is legally
enforceable if set by OSHA. NIOSH and
ACGIH also have recommended STELs for
some chemicals.
The graphic shows ACGIH’s TLV-STEL (a 15-minute time-weighted average) and TLV-
TWA (an 8-hour time-weighted average) for benzene.

NOTES FOR SLIDE 55

This is a comparison between the different
agencies and their occupational exposure
limits.
Point out that:
1. At any exposure (ceiling), NIOSH

considers this chemical a cancer
causer. NIOSH is the only one that lists a ceiling limit and as a carcinogen.
2. There is a wide difference between ACGIH, NIOSH, and OSHA on the STEL,
with NIOSH being the lowest.
3. There is also a wide range on the permissible limit, with NIOSH being the
lowest, followed by ACGIH, and finally OSHA being the highest.
NOTES FOR SLIDE 56

There are also shorter TWAs.
Short Term Exposure Limits (STELs) are
TWAs that are averaged over a 15-minute
period.
Unless otherwise noted, STELS are for 15
minutes and TWAs are for 8 hours.
NOTES FOR SLIDE 57

Ask participants to work through the activity.
Instructor Note:
Each mouse click will reveal a part of the
equation.

NOTES FOR SLIDE 58

Answer for problem on previous slide.
NOTES FOR SLIDE 59

Ask participants to work on the example
found on page 2-17 of their manual.
NOTES FOR SLIDE 60

Show the title of the PowerPoint slide and
the first bullet: Does your exposure exceed
the PEL?”
Ask participants “Does your exposure
exceed the PEL”
Ask participants to state the TWA they
calculated.
Advance the PowerPoint to show the answer from the participant manual.
NOTES FOR SLIDE 61

Exposure to all chemicals in a mixture must
be considered, especially if the health effects
of the chemicals are similar. For example,
if you work on a hazardous waste site
cleaning up acetone, xylene, and toluene,
it is important to consider your exposure to
all three because they all affect the central
nervous system.

To determine if additional controls must be used, the concentration of each chemical is

divided by its exposure limit and the three resulting numbers are added together. If the
result is 1 or greater then additional controls must be used.
Divide the concentration of each chemical by its exposure limit then add the three
resulting numbers together.
NOTES FOR SLIDE 62

This example shows how to combine
exposures to chemicals that have similar
effects. Air monitoring shows acetone levels
are at 500 ppm, xylene levels are at 50 ppm,
and toluene levels are at 100 ppm.
In this example, the result was 1.5 meaning
that additional controls to reduce exposures
are needed.
NOTES FOR SLIDE 63

Some substances can be detected by
biological monitoring.
This is a partial list of chemicals and how
they can be detected.
NOTES FOR SLIDE 64

ATSDR states that “this priority list is not a
list of “most toxic” substances, but rather
a prioritization of substances based on a
combination of their frequency, toxicity,
and potential for human exposure at NPL
(National Priority List) sites.”
Instructor Note:
Beryllium is also common on hazardous waste sites.
Instructor Note:
For additional information about ATSDR:

The Agency for Toxic Substances and Disease Registry (ATSDR), based in Atlanta,
Georgia, is a federal public health agency of the U.S. Department of Health and
Human Services. Source: ATSDR Web Site http://www.atsdr.cdc.gov/spl/
NOTES FOR SLIDE 65

All chemicals are made up of atoms that can
come together to form molecules. There are
approximately ninety-two types of atoms,
or elements, that appear in nature. Each
element has a chemical symbol. Carbon’s
symbol is C, oxygen’s symbol is O, and
silicon’s symbol is Si but this pattern doesn’t
always hold true. Iron’s symbol is Fe and potassium’s symbol is K.
NOTES FOR SLIDE 66

Chemical formulas indicate what atoms
a molecule is made of. Each formula lists
the symbols of the atoms in the molecule
and how many of those atoms are in each
molecule. For example, carbon monoxide
(CO) has one carbon atom and one oxygen
atom; carbon dioxide (CO2) has one carbon
atom and two oxygen atoms.
NOTES FOR SLIDE 67

Organic chemicals always contain a carbon
atom, usually bonded to a hydrogen atom,
but not all chemicals with a carbon atom are
organic. Do not confuse organic chemicals
(many are poisonous) with organic
vegetables (no pesticides). Many solvents
are organic chemicals. Petroleum, coal,
oils, vegetation and all animals are made of
organic chemical compounds. Some organic compounds are listed below.
• Benzene (C6H6) • Ethyl alcohol (CH3CH2OH)
• Carbon tetrachloride (CCl4) • Glucose (C6H12O6)
• Chloroform (CHCl3)

NOTES FOR SLIDE 68

Inorganic chemicals generally do not contain
carbon atoms. Examples are provided below.
• Hydrochloric acid (HCl)
• Ammonia (NH3)
• Sulfuric Acid (H2SO4)
• Sodium Chloride - table salt (NaCl) • Sodium Hydroxide (NaOH)
• Water (H2O) • Silica (SiO2)
NOTES FOR SLIDE 69

Chemicals can exist in three states: solid,
liquid, or gas/vapor. Solids have fixed volume
and shape and are not compressible. Liquids
are compressible, have a fixed volume, and
change shape with the container. Gases
are compressible and have an undefined
shape and volume (they expand to fill the
container).
NOTES FOR SLIDE 70

We often use the terms gas and vapor
interchangeably because they behave
similarly, but they are actually slightly
different. The difference is that a vapor is a
gas that is normally a liquid or solid at room
temperature. When a liquid evaporates it
produces vapors. Some solids, such as
iodine and carbon dioxide, are capable of subliming (going directly from a solid to
a gas) at atmospheric pressure and room temperature; thus, such solids also have
significant vapor pressures under these conditions.

NOTES FOR SLIDE 71

It is important to know what phase (solid,
liquid, or gas) a chemical is in to understand
the risk.
For example, a solid block of lead can’t
harm you unless you swallow it or grind
it into small particles and inhale it. But if
it is heated, the lead will turn into a liquid
which can burn you. If heated more, the lead will turn into a fume that can be inhaled.
The state of substance affects the type of hazards (burn or health effects from lead
exposure) and the degree of the hazards (it is easier to be exposed to lead fume than
a lead block).
Photo credit:
http://pubs.usgs.gov/of/2003/of03-029/HTML/Photos.html
NOTES FOR SLIDE 72

Freezing point is the temperature at which a
substance changes from a liquid to a solid.
Water left in your freezer (less than 32°F)
changes to a solid (ice).
You may notice that some chemicals list
a melting point while others list a freezing
point.
Chemicals that are normally a solid at room temperature (68º) will list a melting point,
while chemicals that are normally a liquid or vapor at room temperature will list a
freezing point.
NOTES FOR SLIDE 73

Melting point is the temperature at which a
substance from a solid to a liquid. Ice (solid
water) left at any temperature above 32°F
changes to a liquid (water).

NOTES FOR SLIDE 74

Sublimation point is the temperature at
which certain solids become gases without
ever being a liquid. For example, dry ice
(CO2) changes from a solid to a gas at
temperatures above -109°F.
NOTES FOR SLIDE 75

The key word is rapidly. Liquids change to
gas or vapor also through evaporation, which
is a slow process.
NOTES FOR SLIDE 76

Corrosives are compounds that can damage
skin, eyes, other tissues, metal, and other
solids. For example, strong acids (low pH)
and bases (high pH) are corrosive.
Corrosives are health hazards and must be
stored in glass or special plastics.
NOTES FOR SLIDE 77

pH is a measure of how strong an acid or
base a substance is. A pH of 1 is very acidic;
a pH of 14 is very alkaline. A pH of 7 is
neutral l– neither acid nor base.
A change in pH of one unit (for example,
from 3 to 4) represents a 10-fold change in
acidity or alkalinity.
1 = Very Strong Acid
3 = Wine

4 = Beer
7 = Neutral
14 = Very Strong Base (Alkali)
Acids destroy body tissue.
Bases destroy tissue and fatty material.
NOTES FOR SLIDE 78

Sulfuric acid, found in lead-acid car batteries,
has a pH of less than 1
Additional and/or more precise pHs:
HCL ; Battery Acid (Sulfuric) = 0
Gastric Juice = 1.6
Lemon Juice = 2.2 Milk = 6.4
Vinegar = 2.8 Water (pure) = 7.0
Carbonated Beverage = 3.0 Blood = 7.4
Orange = 3.5 Bile = 8.0
Apple Juice = 3.8 Detergents = 8.0 - 9.0
Tomato = 4.2 Seawater = 8.5
Coffee 5.0 Great Salt Lake = 10
Soil = 5.5 Milk of Magnesia = 10.5
Bread = 5.8 Ammonia = 11.0
Potato = 5.8 Liquid Soap = 11.0
Urine 6.0 Bleach = 12.0

Lye = 14.0

NOTES FOR SLIDE 79

Solubility is the ability of a solid, liquid, or
gaseous chemical substance to dissolve in a
liquid to form a homogeneous solution. The
solubility of a substance strongly depends
on the solvent as well as on temperature and
pressure. The extent of the solubility of a
substance in a specific solvent is measured
as the saturation concentration where adding
more solute does not increase the concentration of the solution.
The solvent is generally a liquid, which can be a pure substance or a mixture.
One also speaks of solid solution, but rarely of solution in a gas (see vapor-liquid
equilibrium instead). The extent of solubility ranges widely, from infinitely soluble (fully
miscible) such as ethanol in water, to poorly soluble, such as silver chloride in water.
The term insoluble is often applied to poorly or very poorly soluble compounds.
MEK = 2-Butanone; Sol = 28% (NPG; p.36)
Gasoline; Sol = Insoluble (NPG; p.151)
Solubility in water at 68°F (unless a different temperature is noted), % by weight (i.e.,
g/100 ml) -- NPG
NOTES FOR SLIDE 80

Solubility is usually expressed as a
percentage, by weight or mass that can be
dissolved in a certain mass of solvent.
NOTES FOR SLIDE 81

A substance is said to be immiscible if it is
not at all soluble in water and miscible if it is
fully soluble in water. In principle, the term
miscible applies also to other phases (solids
and gases). Miscibility of two materials is
often determined optically. When the two
miscible liquids are combined, the resulting
liquid is clear. If the mixture is cloudy the two materials are immiscible. Care must be

taken with this determination. If the index of refraction of the two materials are similar,
an immiscible mixture may be clear and give an incorrect determination that the two
liquids are miscible.
If a liquid that is immiscible (not soluble) spills into a waterway, most of it will either
float to the top or sink to the bottom. A chemical’s solubility helps determine how to
clean up wastes.
NOTES FOR SLIDE 82

Specific gravity (Sp.Gr.), sometimes called
relative density, is the ratio of the density
(mass of a unit volume) of a substance to
the density of a given reference material.
Specific gravity usually means relative
density with respect to water. Temperature
and pressure must be specified for both the
sample and the reference. Specific gravity is usually measured at 1 atmosphere (atm)
and a temperature of 68°F.
A hydrometer is an instrument used to measure the specific gravity (or relative
density) of liquids; that is, the ratio of the density of the liquid to the density of water.
A hydrometer is usually made of glass and consists of a cylindrical stem and a bulb
weighted with mercury or lead to make it float upright. The liquid to be tested is poured
into a tall jar, and the hydrometer is gently lowered into the liquid until it floats freely.
The point at which the surface of the liquid touches the stem of the hydrometer is
noted. Hydrometers usually contain a paper scale inside the stem, so that the specific
gravity can be read directly.
NOTES FOR SLIDE 83

By quantifying buoyancy, specific gravity
helps you determine where a chemical
spilled in water is likely to be found (floating
on the surface or sunk down to the bottom)
and identify clean-up methods (like pillows or
booms on the surface).

NOTES FOR SLIDE 84

Show the title of the PowerPoint slide: “Is the
specific gravity of this substance less than or
greater than one?”
Ask participants “Is the specific gravity of this
substance less than or greater than one?”
Once everyone has answered
Instructor Note:
This is a picture of the oils slick from the Deep Water Horizon oil spill
NOTES FOR SLIDE 85

Viscosity is a property of fluids, along with
density and buoyancy. Viscosity is the
measure of a material’s resistance to flow,
which decreases as temperature increases
and independent of pressure (except at very
high pressure). In this example, ketchup has
a higher viscosity, since it resists flow much
more than water. This viscosity of a substance impacts how quickly it will spread if
spilled.
This is something that many people have actually experienced. It may be fun to ask
people to try and give examples of materials that they see every day that have high
viscosity. Some may include molasses, honey, certain kinds of glue, nacho cheese
dip, some kinds of paint, and many other materials. If we could measure how fast the
liquid actually moves, we could get a better idea of a material’s viscosity. However, this
could get messy and the equipment we need to use like the photogates and the timer
don’t get along too well with liquids. What we need to do is keep the liquids contained
and keep our work area and equipment free from sticky substances. Luckily, there is
an easy, safe and fun solution to this problem. The Viscometer.
Viscosity is measured in centipoise (1 cP = 1 milliPascal·second). cP is a
measurement of pressure over time
cP measures the cohesion of Particles, or how well the molecules of a substance
bond together, and is expressed as a number as compared to water, which is listed
as 1. The higher the number, the higher the cohesion force. This means that the
molecules bond together and limit flow.

NOTES FOR SLIDE 86

Relative gas density, also known as vapor
density, is the weight of a vapor or gas
compared to an equal volume of dry air
at the same temperature and pressure.
Relative gas density is unitless. It is given as
a percentage of the weight of air. Air has a
relative gas density (RGasD) of 1.
The weight of a given volume of vapor or gas compared to the weight of an equal
volume of dry air at the same temperature and pressure.
Molecular Weight of Air = 29.
Chemical’s MW > 29 = heavier than air.
MW < 29 = lighter than air.
Instructor Note:
Additional information on an anhydrous ammonia leak:
http://yosemite.epa.gov/r6/polreps.nsf/0/094af7028cbdc9aa86256ac600
61bcb6
NOTES FOR SLIDE 87

Chemicals with an RGasD greater than 1
tend to settle and concentrate in low places
and chemicals with an RGasD less than 1
tend to rise.
If you do not know the relative gas density
of a chemical, look up its molecular weight
(MW) in the NIOSH Pocket Guide. If the MW
is more than 29 (the molecular weight of air) then the vapor or gas is heavier than air.
If the MW is less than 29, the vapor or gas is lighter than air.
Instructor Note:
An in-depth session on the NIOSH Pocket Guide will be covered in Chapter 3.

NOTES FOR SLIDE 88

Show the title of the PowerPoint slide: “Is
the relative gas density (RgasD) greater or
less than 1?”
Ask participants “Is the relative gas density
(RgasD) greater or less than 1?”
Once everyone has answered
RGasD tells you where to expect and monitor for released gases and vapors. Heavy
gases and vapors will tend to collect in low-lying areas. Any air movement will mix
gases and vapors so you can’t assume that an area is safe based on relative gas
density.
RGasD is found in the NIOSH Pocket Guide in the “Chemical and Physical Properties”
box for those hazardous chemicals that are gases.
Instructor Note:
Additional information on the argon leak in Murfreesboro, TN:
http://www.murfreesborotn.gov/CivicAlerts.aspx?AID=602&ARC=1376
NOTES FOR SLIDE 89

Vaporization – the process by which a liquid
or solid changes to gas.
Evaporation- is the process where particles
escape from the surface of a non-boiling
liquid and enters the gas state. Evaporation
takes place because the particles of liquids
have different kinetic energies; therefore,
some of the particles with higher kinetic energy overcome the intermolecular forces
and evaporate to go in the gas phase.

NOTES FOR SLIDE 90

Vapor pressure (VP) is a measure of a
liquid’s ability to evaporate or give off
vapor. The higher the VP, the faster a liquid
will become a vapor. Vapor pressure is
measured in millimeters of mercury (mmHg).
One atmosphere of pressure (1 atm) equals
760 mmHg. Any chemical with a VP of
760 mmHg or more will be a gas at room
temperature.
Instructor Note:
Vapor pressure - pressure exerted by a vapor that is in equilibrium with its liquid. A
liquid standing in a sealed beaker is actually a dynamic system: some molecules of
the liquid are evaporating to form vapor and some molecules of vapor are condensing
to form liquid. At equilibrium the rates of the two processes are equal and the system
appears to be stationary. The vapor, like any gas, exerts a pressure, and this pressure
at equilibrium is called the vapor pressure. Vapor pressure depends on various
factors, the most important of which is the nature of the liquid. If the molecules of
liquid bind to each other very strongly, there will be less tendency for the molecules to
escape as gas and a consequent lower vapor pressure; for example, polar molecules
that can form hydrogen bonds between themselves, e.g., water molecules and the
alcohols, have relatively low vapor pressures. If there is only weak interaction between
the liquid molecules, there will be a greater tendency for the molecules to evaporate
and a higher vapor pressure. Temperature also affects the vapor pressure. If the
system in equilibrium is perturbed by raising the temperature, then the system should
react to relieve this stress; as the temperature is increased, the evaporation process,
which absorbs heat, is speeded up to a greater degree than the condensation
process, which gives off heat, so that the vapor pressure is higher when equilibrium is
restored at the new temperature. If the temperature is increased enough to raise the
vapor pressure until it equals atmospheric pressure, the liquid will boil. If the external
pressure is reduced, as in a vacuum system, then the liquid will boil much more
readily than under atmospheric pressure. This fact is used in the vacuum distillation
process to obtain relatively pure samples of liquids with high boiling points. Some
solids, e.g., iodine and carbon dioxide, are capable of subliming (going directly from
a solid to a gas) at atmospheric pressure and room temperature; thus, such solids
also have significant vapor pressures under these conditions. Another factor affecting
vapor pressure is the presence of dissolved substances in the liquid or solid; the vapor
pressure of a pure liquid or solid is lowered by the addition of a solute.

NOTES FOR SLIDE 91

Liquids release some vapor all of the time
but chemicals with high vapor pressures
release a large amount of vapor at room
temperature. Vapor pressure increases as
temperature increases
At a higher temperature, more molecules
have enough energy to escape from the
liquid or solid. At a lower temperature, fewer molecules have sufficient energy to
escape from the liquid or solid.
The surface area of the solid or liquid in contact with the gas increases the rate of
evaporation but has no effect on the vapor pressure.
Instructor Note:
1 torr = 1 mmHg.
The torr (symbol: Torr) is a unit of pressure based on an absolute scale, now defined
as exactly 1/760 of a standard atmosphere.
Historically, one torr was intended to be the same as one “millimetre of mercury”.
However, subsequent redefinitions of the two units made them slightly different (by
less than 0.000015%). The torr is not part of the International System of Units (SI), but
it is often combined with the metric prefix milli to name one millitorr (mTorr) or 0.001
Torr.
NOTES FOR SLIDE 92

A chemical with a vapor pressure greater
than 760 mmHg is a gas at atmospheric
pressure and 72°F.
Changes in atmospheric pressure or
temperature will change the rate that
chemicals get into the air.
Say: For example: a chemical will get into the air quicker in Denver, CO than it will
in San Francisco due to elevation. It will get into the air quicker in San Antonio, TX in
July than in Buffalo, NY in January due to temperature.

NOTES FOR SLIDE 93

A chemical with a high boiling point will have
a low vapor pressure – it needs more heat to
become a vapor. The lower the boiling point,
the higher the vapor pressure will be.
NOTES FOR SLIDE 94

Chlorine dioxide has a BP of 52°F so it is
a liquid at lower temperatures and a gas at
higher temperatures
NOTES FOR SLIDE 95

Evaporation rate is the rate at which a
material will vaporize compared to the rate of
vaporization of a specific material.
The three main factors that determine
evaporation rate are:
Temperature – The higher the temperature,
the faster the evaporation rate.
Surface area – The more material exposed to the atmosphere, the greater the amount
of evaporation
Air movement – Moving air will cause more of the chemical to get into the atmosphere
than still air.

NOTES FOR SLIDE 96

Evaporation rate is the rate at which a
material will vaporize compared to the rate of
vaporization of a specific material.
Whenever a relative evaporation rate is
given, the reference material must be stated
and is usually ether or butyl acetate
EVAPORATION RATE
Reference Material: Ether
Reference Material: Butyl Acetate
NOTES FOR SLIDE 97

Evaporation rates compared to butyl acetate.
Low means that the substances evaporate
slowly and fast means that they evaporate
quickly.
NOTES FOR SLIDE 98

Instructor Note:
Slide 98 is an extra slide and does not
have to be used during training. It provides
additional information on the composition of
air.
Air is mainly composed of nitrogen, oxygen,
and argon.
The remaining gases are water vapor, carbon dioxide, methane, nitrous oxide, and
ozone and are referred to as trace gases

NOTES FOR SLIDE 99

Instructor Note:
additional information on the specific
composition of air.
These values will change ever so slightly,
depending on when and where we took the
sample.
Composition of dry atmosphere, by volume ppmv: parts per million by volume:
• Nitrogen (N2) 780,840 ppmv (78.084%)
• Oxygen (O2) 209,460 ppmv (20.946%)
• Argon (Ar) 9,340 ppmv (0.9340%)
• Carbon dioxide (CO2) 387 ppmv (0.0387%)
• Neon (Ne) 18.18 ppmv (0.001818%)
• Helium (He) 5.24 ppmv (0.000524%)
• Methane (CH4) 1.79 ppmv (0.000179%)
• Krypton (Kr) 1.14 ppmv (0.000114%)
• Hydrogen (H2) 0.55 ppmv (0.000055%)
• Nitrous oxide (N2O) 0.3 ppmv (0.00003%)
• Xenon (Xe) 0.09 ppmv (9x10−6%)
• Ozone (O3) 0.0 to 0.07 ppmv (0% to 7x10−6%)
• Nitrogen dioxide (NO2) 0.02 ppmv (2x10−6%)
• Iodine (I) 0.01 ppmv (1x10−6%)
• Carbon monoxide (CO) 0.1 ppmv;
• Ammonia (NH3) trace

NOTES FOR SLIDE 100

Participants may have been taught about
the fire triangle in school (junior or high
school) as part of a lesson on oxidation or
the like. Chain reaction was added because
enough heat must be produced to sustain
the fire (reaction). Think about holding the
flame of a cigarette lighter beneath a 2 by 4
for a second. There is heat, oxygen and fuel, but no chain reaction. If the 2 by 4 was
ground into sawdust, the reaction would go forward because the ratios were right.
NOTES FOR SLIDE 101

For a fire to burn, there must be a proper
combination of four things: fuel, oxygen, heat
(above the ignition temperature), and a chain
reaction. For example, even if you have
enough fuel, enough oxygen, and an ignition
source, there is no fire without a chain
reaction producing enough heat to sustain
the fire. Likewise, with enough fuel and an ignition source, but too little oxygen, there
is no fire. These four items make up the fire tetrahedron.
To put out a fire, you must remove one of the four elements shown in the fire
tetrahedron.
NOTES FOR SLIDE 102

NOTES FOR SLIDE 103

Flammable liquids produce vapors at room
temperature in concentrations that can be
easily ignited by a small spark or flame.
Gasoline is a flammable liquid.
Photo Credit:
http://www.google.com/
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1&ei=IBbHVN2XDYSpogSE54DYDw&tbm=isch&ved=0CCoQMygiMCI4
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NOTES FOR SLIDE 104

It should be mentioned that flash point was
selected as the basis for classification of
flammable liquids because it is directly re-
lated to a liquid’s ability to generate vapor,
i.e., its volatility. Since it is the vapor of the
liquid, not the liquid itself that burns, vapor
generation becomes the primary factor in
determining the fire hazard. The expression “low flash - high hazard” applies. Liquids
having flash points below ambient storage temperatures generally display a rapid rate
of flame spread over the surface of the liquid, since it is not necessary for the heat of
the fire to expend its energy in heating the liquid to generate more vapor.
NOTES FOR SLIDE 105

Oxidizers are chemicals that can start or
promote burning of other materials. Oxidizers
can react chemically with fuels and can start
fires or explosions. Store oxidizers away
from flammables and combustibles.

NOTES FOR SLIDE 106

When vapors of a flammable liquid are
mixed with air in the proper proportions in
the presence of a source of ignition, rapid
combustion or an explosion can occur. The
proper proportion is called the flammable
range and is also often referred to as the
explosive range.
NOTES FOR SLIDE 107

There is a minimum concentration of vapor
or gas in air below which propagation of
flame does not occur on contact with a
source of ignition.
In popular jargon, a vapor/air mixture below
the lower flammable limit is too “lean” to burn
or explode.
NOTES FOR SLIDE 108

There is also a maximum proportion of vapor
in air above which propagation of flame does
not occur.
In popular jargon, a mixture above the
upper flammable limit is too “rich” to burn or
explode.
NOTES FOR SLIDE 109

While this is considered “best practice’, there
are instances where the explosive gases
cannot be eliminated or reduced below 10%
of the LEL.
In these instances, entry to the area can still
be made, but workers must have special
training and tools to work in that area. In
some instances, the oxygen content can be lowered to a level that will not support
combustion.

NOTES FOR SLIDE 110

Methyl alcohol’s explosive range is between
6 and 36 percent.
NOTES FOR SLIDE 111

Show the title of the PowerPoint slide “What
is the difference between a fire and an
explosion?”
Ask participants “What is the difference
between a fire and an explosion?
NOTES FOR SLIDE 112

Fire is a rapid chemical process that
produces heat and light.
An explosion is a rapid chemical process
that produces heat and light and violent
expansion of gases.
NOTES FOR SLIDE 113

Fires spread slower than the speed of sound.
Explosions spread faster than the speed of
sound.

NOTES FOR SLIDE 114

Instructor Note:
additional information on the U.S. Chemical
Safety and Hazard Investigation Board.
The U.S. Chemical Safety and Hazard
Investigation Board (CSB) identified 281
combustible dust incidents between 1980 and 2005 that led to the deaths of 119
workers, injured 718, and extensively damaged numerous industrial facilities.
The Chemical Safety Board or CSB, is an independent U.S. federal agency charged
with investigating industrial chemical accidents. They cannot make laws, only offer
recommendations.
NOTES FOR SLIDE 115

Instructor Note:
A combustible dust is any fine material that
has the ability to catch fire and explode when
mixed with air. Combustible dusts can be
from:
• most solid organic materials (such as
sugar, flour, grain, wood, etc. )
• many metals, and
• some nonmetallic inorganic materials.
Some of these materials are not “normally” combustible, but they can burn or explode
if the particles are the right size and in the right concentration.
NOTES FOR SLIDE 116

The ease of ignition and the severity of a
combustible dust explosion is influenced by:
1. particle size;
2. moisture content;
3. ambient humidity;

4. oxygen available for combustion;

5. the shape of dust particles; and
6. the concentration of dust in the air.
Instructor Note:
To support rapid combustion, the dust must consist of very small particles with a high
surface area to volume ratio, thereby making the collective or combined surface area
of all the particles very large in comparison to a dust of larger particles.
NOTES FOR SLIDE 117

The dust explosion pentagon shows the
five conditions necessary for a deflagration,
explosion, or fire.
The following SDS requirements are
applicable to combustible dust hazards:
The chemical and common name(s) of the hazardous chemical or the chemical and
common names of all ingredients which have been determined to present a physical
hazard when present in a mixture (1910.1200(g)(2)(i) (C)(1));
Physical and chemical characteristics of the hazardous chemical (for example,
vapor pressure or flash point) including the potential for fire, explosion, and reactivity
(if known, Kst, MIE, MEC and particle size are combustible dust characteristics)
(1910.1200(2)(g)(ii) and (iii));
Any generally applicable precautions for safe handling and use, which are known
to the chemical manufacturer, importer or employer preparing the SDS, including
appropriate hygienic practices, protective measures during repair and maintenance
of contaminated equipment, and procedures for cleanup of spills and leaks
(1910.1200(g)(2)(viii)); and
Any generally applicable control measures, which are known to the chemical
manufacturer, importer or employer preparing the SDS, such as appropriate
engineering controls, work practices, or personal protective equipment (1910.1200(g)
(2)(ix)).

NOTES FOR SLIDE 118

Instructor Note:
Slide 118 is an extra slide and does not have
to be used during training. It provides an
example of an explosion created by sugar
dust.
On February 7, 2008, a sugar dust explosion
and subsequent fire at a sugar refinery in
Port Wentworth (Savannah), Georgia caused 14 deaths and left 60 workers seriously
injured.
Imperial Sugar - Port Wentworth (Savannah), GA.
Hazard Communication Guidance for Combustible Dusts
U.S. Department of Labor - Occupational Safety and Health Administration
OSHA 3371-08
Chemical Safety Board lists the injuries at 36 for the Imperial Sugar Refinery
Explosion.
NOTES FOR SLIDE 119

Instructor Note:
example of an explosion created by sugar
dust.
NOTES FOR SLIDE 120

Instructor Note:
This slide is a link to the CSB Imperial Sugar
safety video.
On February 7, 2008, fourteen workers
were fatally burned in a series of sugar dust
explosions at the Imperial Sugar plant near
Savannah, Georgia. This CSB safety video
explains how the accident occurred.

NOTES FOR SLIDE 121

Instructor Note:
additional information about industries with
potential dust explosion hazards.
Combustible dust explosion hazards may
exist in a variety of industries.
• Dyes • Rubber
• Coal • Furniture
• Fossil fuel power generation • Textiles
• Food (e.g., candy, starch, flour, feed) • Pesticides
• Plastics • Pharmaceuticals
• Wood • Metals (e.g., aluminum, chromium,
iron, magnesium, and zinc)
NOTES FOR SLIDE 122

Policies, practices and procedures must be
designed to keep the conditions necessary
for a fire/explosion from coming together.
NOTES FOR SLIDE 123

Instructor Note:
additional information about dust explosion
hazards.
An initial (primary) dust explosion in
processing equipment may shake loose
accumulated dust or damage a containment system.

Pictures are of a coal-fueled power plant in Wisconsin.

Product Labels
Where manufacturers are aware that the downstream use of their product routinely
generates combustible dusts, a warning addressing a potential explosion hazard
should be included on the label as an immediate visual reminder.
Manufacturers, importers and distributors will have to assess the evidence regarding
the product’s hazards and must consider exposures under normal conditions of use or
in foreseeable emergencies when evaluating what hazard warnings must be listed on
the label.
An example of combustible dust warning information on a label:
Warning: May Form Combustible (Explosive) Dust - Air Mixtures. Keep away from
all ignition sources including heat, sparks and flame. Keep container closed and
grounded. Prevent dust accumulations to minimize explosion hazard.
NOTES FOR SLIDE 124

Instructor Note:
additional information about dust explosion
hazards.
This may cause one or more secondary
explosions that can be more destructive than primary explosion because of the
increased quantity of combustible dust in the air.
Pictures are of a coal-fueled power plant in Wisconsin. Note the blown out panel in the
silo close-up (yellow border).
NOTES FOR SLIDE 125

Instructor Note:
example of a dust explosion incident.
Oak Creek - An explosion Tuesday morning
(Feb. 3, 2009) inside a We Energies (Power
Plant) coal dust silo rained flames down

on a group of contract employees who were making preparations for repair work to
begin. Four employees were inside the 65-foot-tall structure and two outside when the
explosion occurred, said a We Energies spokesman. A doctor said a 43-year-old man
pulled his son, 22, and at least one other co-worker to safety.
The 22-year-old was the most severely injured, suffering burns to more than half
his body, according to Tom Schneider, medical director of the Columbia St. Mary’s
Regional Burn Center in Milwaukee. The silo, one of nine at the plant, is used to
collect coal dust that accumulates from coal that is brought by train to the plant, said
We Energies spokesman Barry McNulty. He said the dust is compacted and, like coal
itself, is burned for fuel. Much like gas vapors, coal dust becomes explosive when it
reaches certain concentrations in an enclosed area.
An explosive concentration would obscure objects viewed from about 6 feet away,
according to Guy Colonna, a combustible dust expert with the National Fire Protection
Association.
The lightest dust particles become the most hazardous, rising unnoticed to the upper
reaches of a work space, he said.
Colonna said heat or sparks from operating machinery, static electricity or some type
of cutting or welding are common ignition sources in industrial settings.
Another, smaller, explosion and fire occurred on January 25, 2015. There were no
injuries.
NOTES FOR SLIDE 126

Incompatible chemicals react violently when
they come in contact with each other and
may result in:
• Fire;
• Explosion; and
• Toxic gas release.
Incompatible chemicals must be prevented from coming into contact with each other.
Store containers of incompatible chemicals away from each other so that they won’t
come into contact if the containers leak or rupture.
When strong acids and bases (alkalis) are mixed, heat and spattering occur and can
damage eyes and skin. Acids added to cyanides produces hydrogen cyanide gas,
which can cause death.

NOTES FOR SLIDE 127

Water-reactive chemicals can create heat,
spattering and toxic fumes upon contact with
water.
NOTES FOR SLIDE 128

Polymerization is a reaction that causes
molecules to link together to form chains and
produces heat in the process. Heat and toxic
chemicals are often produced during the
reaction.
Instructor Note:
Pictures show incident scene just outside of Cincinnati, OH. When a rail tank car
partially full of styrene began to polymerize after the inhibitor broke down. See
following slide for a more complete description of the incident.
Instructor Note:
A demonstration of this process can be done using small children’s beads. In one
bowl, place a handful of loose children’s beads. Demonstrate how you can move your
hand easily through the beads.
In another bowl, place a string of children’s beads that form a tangled chain. Explain
how the loose beads represent molecules and the strings of beads represent
molecules that have undergone polymerization.
NOTES FOR SLIDE 129

In this case, 24,000 gallons of styrene in
a tank car released toxic gases during
polymerization. A stabilizer is added to
styrene to prevent this from happening but it
has a useful life* and the tanker car had been
sitting for much too long. The toxic gases
releases sent two to the hospital and required
residents within a half mile to evacuate.

Instructor Note:
Additional information on the styrene leak in Cincinnati, OH:
http://www.isitech.com/en/resources/chemie-unfaelle/styrene-usa.html
Instructor Note:
* A stabilizer like 4-tertiary-butyl-catechol (TBC), which prevents polymerization,
is usually added to styrene for transport and storage. Under ideal conditions, TBC
stabilizes styrene for approximately 3 months. According to media reports, the tank
wagon had been stationary at the site of the accident for 9 months.
NOTES FOR SLIDE 130

Shock-sensitive chemicals can explode if
dropped, shaken, or moved.
Examples: Ethyl ether can form peroxides,
which are shock-sensitive and explosive.
Picric acid and perchloric acid become
unstable over time and can explode if moved.
Importance: Do not handle bulging drums or containers if crystals have formed
around the lids. Explosion containment devices and blast shields are needed to
handle these chemicals. OSHA requirements for shock-sensitive chemicals are in
1910.120(j)(5) and 1926.65(j)(5).
NOTES FOR SLIDE 131

Instructor Note:
opportunity to engage participants about the
unique hazards of the construction industry.
What is unique about risks in construction?

NOTES FOR SLIDE 132

Instructor Note:
an additional information regarding research
focused on construction workers exposures.
In 2010, more than 50 percent of construction
workers reported that they were regularly
exposed to vapors, gas, dust or fumes at work twice a week or more, which was more
than double that of all industries combined. Construction workers, representing only
five to six percent of the non-farm labor force, account for half of all occupational
cancers. CPWR, The Center for Construction Research and Training. [2013, April].
The construction chart book. Online. Available at: www.cpwr.com. p. 35.
Liss GM, Petsonk EL, Linch KD [2010, Nov]. The construction industry. In:
Occupational and Environmental Lung Diseases: Diseases from Work, Home,
Outdoor, and Other Exposures. Eds: Tarlo S, Cullinan P, & Nemery B, eds., Hoboken,
NJ: John Wiley & Sons, Ltd. 273-289.
NOTES FOR SLIDE 133

Instructor Note:
an additional information regarding research
focused on construction workers exposures.
NOTES FOR SLIDE 134

Instructor Note:
additional information regarding the life cycle
of chemicals.
Exposures must be considered over the life
cycle of products.
Even years after installation, some products can give off, or off-gas, dangerous levels
of chemicals.

Maintenance activities may disturb the matrix of the material, resulting in possible
exposures.
Demolition can damage or destroy the bonding agents, resulting in high levels of
exposure.
NOTES FOR SLIDE 135

Instructor Note:
additional information regarding the life cycle
of construction materials.
The problem is worse for construction
materials.
Many products look similar, but can have very a different chemical make-up.
Often safety is overlooked in the name of production, and assumptions are made
based on past experience rather than testing the material.
NOTES FOR SLIDE 136


Notes:

Notes:

Chapter 3: Information Sources
CHAPTER 3: Information Sources

CHAPTER OVERVIEW
TIME
METHOD MATERIALS
(minutes)
PPT slide: #2
135 Leading a facilitated discussion with 40HWW – pgs.: 3-3 – 3-60
the participants, discuss the information PPT slides: #2 – 138, 145-
found in the Chapter 3 PowerPoint. 146, 149-150

implement
Extra Informational Slides PPT slides: #14 – 15, 24 –
26, 108
150 Total
70 Complete Activity 2 Health Effects 40HWW – pgs.: A-2 – A-3
This exercise can be completed at the Activity 2 2016 FINAL -
end of this chapter or any time during PowerPoint slides: #1 – 10
the course.

50 Complete Activity 3 Hazard Recognition 40HWW – pgs.: A-4 – A-5

the course.
50 Complete Activity 4 Hazard Recognition 40HWW – pgs.: A-6 – A-8

the course.
50 Complete Activity 5 Physical and 40HWW – pgs.: A-9 – A-10

Chemical Properties Activity 5 2016 FINAL -
This exercise can be completed at the PowerPoint slides: #1 – 10
end of this chapter or any time during
the course.
50 Complete Activity 6 Hazard Information 40HWW – pgs.: A-11 – A-12

Sources Activity 6 2016 FINAL -
This exercise can be completed at the PowerPoint slides: #1 – 10
the course.
70 Complete Activity 7 SDS Worksheet 40HWW – pgs.: A-13 –

This exercise can be completed at the A-14
end of this chapter or any time during Activity 7 2016 FINAL -
the course. PowerPoint slides: #1 – 7
TIME: 3.0 hours

3 Information Sources 2015-FINAL – PowerPoint
NIOSH Pocket Guide to Chemical Hazards – Any edition of the NPG
will be sufficient to use during training.

HAMMER Training Facility only: DOT Emergency Response Guide

(ERG) – Any edition of the NPG will be sufficient to use during
training.
Activity 2 – Health Effects – Activities - pgs. A-2 – A-3
Activity 2 2016 FINAL - PowerPoint
Activity 3 – Hazard Recognition – Activities – pgs. A-4 – A-5
Activity 3 2016 FINAL – PowerPoint
Activity 4 – Hazard Recognition – Activities - pgs. A-6 – A-8
Activity 5 – Physical and Chemical Properties – Activities – pgs. A-9
– A-10
Activity 6 – Hazard Information Sources – Activities - pgs. A-11 – A-12
Activity 7 – SDS Worksheet – Activities – pgs. A-13 – A-14
1. Use the NIOSH Pocket Guide to find information on the properties, hazards,
and controls for chemicals.
2. Use DOT symbols and NFPA labels to identify and rate the hazards of shipped
and packaged materials.
3. Use a label and a Safety Data Sheet (SDS) to identify:
• a product’s manufacturer or importer;
• what hazardous chemicals it contains;
• the safety and health hazards of the product; and
• what protective measures need to be taken when working with it

Chapter 3 Slide Script

NOTES FOR SLIDE 1
There are several different systems used
to identify materials and their hazards.
Identification information is included on
labels fixed to small containers (drums,
packages, boxes) and placards fixed to large
containers (trailers, rail cars, tanks). Safety
Data Sheets must be available for chemicals
used on the job.
NOTES FOR SLIDE 2

After this lesson, you will be able to:
1. Use the NIOSH Pocket Guide to

find information on the properties,
hazards, and controls for chemicals.
2. Use DOT symbols and NFPA labels
to identify and rate the hazards of
shipped and packaged materials.
3. Use a label and a Safety Data Sheet (SDS) to identify:
• a product’s manufacturer or importer;
• what hazardous chemicals it contains;
• the safety and health hazards of the product; and
• what protective measures need to be taken when working with it
NOTES FOR SLIDE 3

The NIOSH Pocket Guide is a quick source
of information on properties, hazards, and
controls for chemicals commonly found in the
workplace. NIOSH evaluates all known and
available medical, biological, engineering,
chemical, trade, and other information
relevant to the hazard. The NIOSH Pocket
Guide (NPG) is 454 pages, including
thirty pages of introduction and Appendices A-G, and contains information on 677
chemicals.

Instructor Note:
The NIOSH Pocket Guide is available on the NIOSH Web site (http://www.cdc.gov/
niosh/npg/) in the following formats: website, PDF, CD, and print. While the website
uses fewer abbreviations, the layout of the NPG is similar for all formats.
NOTES FOR SLIDE 4

All substances in the NPG have a NIOSH
REL or an OSHA PEL.
Chemicals are listed alphabetically, two
to a page, with seventeen categories of
information for each chemical. Chemical
names are cross-referenced to DOT ID
numbers, CAS numbers, synonyms, and
trade names in the indexes.
Instructor Note:
Additional information about CAS numbers will be provided in later slides.
NOTES FOR SLIDE 5

The NIOSH Pocket Guide contains 677
chemicals listed in alphabetical order.
NOTES FOR SLIDE 6

Instructor Note:
The following slides will be used to
demonstrate how to locate information in the
NPG.
Say: Turn to page 311 in the NPG. The
chemical at the top of the page, toluene, will
be used as an example in the explanations
on the following slides.

NOTES FOR SLIDE 7

A reproduction of the format used in the
NIOSH Pocket Guide with each titled,
numbered cell is shown and will be
explained on the following slides.
NOTES FOR SLIDE 8

Box #1:
The chemical name used in the OSHA
General Industry Air Contaminants Standard
(29 CFR 1910.1000) is listed in the blue
shaded box in the upper left corner. When
researching chemicals, care must be taken
to ensure that you’re looking at the correct
chemical. Several chemicals have names that sound similar or are spelled the same
except for one or two letters or numbers are different and some chemicals are listed
under alternative names (synonyms).
NOTES FOR SLIDE 9

Box #2:
This section contains the chemical formula,
which indicates the elements in a substance
and their configuration. A toluene molecule
is made of 7 carbon atoms and 8 hydrogen
atoms. The structural formula (on the right)
is a better representation of how the atoms
are arranged but is not included in the NPG.
NOTES FOR SLIDE 10

Box #3:
The Chemical Abstract Service (CAS)
number is unique to the substance.
Sometimes SDSs or labels on containers will
list the CAS number instead of the chemical
name.
CAS REGISTRY is the most authoritative collection of disclosed chemical substance
information, containing more than 99 million organic and inorganic substances and

66 million sequences. The registry covers substances identified from the scientific
literature from 1957 to the present, with additional substances going back to the early
1900s.
Instructor Note:
Link to more information about CAS numbers: www.cas.org/content/at-a-glance
NOTES FOR SLIDE 11

Box #3:
A complete listing of the CAS numbers of
substances in the NPG begins on page 374.
Say: If you search the CAS number index,
you will find 108-88-3 on page 375, third
column, fourth from the bottom. You’ll find
page number 311 next to CAS number 108-88-3.
NOTES FOR SLIDE 12

Box #3:
Say: If you to turn back to page 311, you’ll
find the entry for toluene with 108-88-3 in the
CAS number section.
NOTES FOR SLIDE 13

Box #4:
The NIOSH RTECS®, or Registry of the
Toxic Effects of Chemical Substances, is a
collection of toxicity data from the scientific
literature. The print and PDF versions of the
NPG do not have an index for RTECS# but
the web-based and CD-ROM versions have
an index with links to the data.

NOTES FOR SLIDE 14

Instructor Note:
If you have internet access in the classroom,
you can demonstrate how to research
the RTECS index. If no internet access is
available, skip to Slide 16.
The print and PDF versions of the NPG do
not have an index for RTECS# but the web-based and CD-ROM versions have an
index.
NOTES FOR SLIDE 15

Instructor Note:
you can demonstrate how to research
the RTECS index. If no internet access is
The web-based and CD-ROM versions of the
NPG allow you to view the RTECS data by
clicking on the chemical’s RTECS number.
NOTES FOR SLIDE 16

Box #5:
The IDLH value is the concentration
above which exposure to a substance
poses an immediate threat to life, causes
irreversible adverse health effects, or
impairs an individual’s ability to escape.
Some of the factors taken into consideration
when establishing IDLHs were severe eye or respiratory irritation, disorientation,
and incoordination. IDLH values are based on effects that might occur following a
30-minute exposure but workers should make every effort to exit the area immediately.

NOTES FOR SLIDE 17

Box #5:
“Ca” appears in the IDLH field for substances
that NIOSH classifies as carcinogens.
“10%LEL” in the IDLH field indicates that
the IDLH concentration was based on the
potential for an explosion, not a toxicological
hazard. “N.D.” indicates that an IDLH
concentration has not been determined for the substance. A complete explanation of
IDLH values and how they are set is found on page x in the front of the NPG.
On pages 310 and 311 of the NPG are examples showing “Ca” in the IDLH box and
on pages 132 and 133 are examples of “10%LEL” in the IDLH box.
NOTES FOR SLIDE 18

Box #6:
The conversion field shows the relationship
between concentration in units of parts per
million (ppm) and milligrams per cubic meter
(mg/m3) for chemicals with exposure limits
given in ppm. If you know the concentration
(or exposure limit) of a chemical in
units of ppm then you can multiply it by
the conversion factor to determine the concentration in mg/m3. If you know the
concentration of a chemical in units of mg/m3 then you can divide it by the conversion
factor to determine the concentration in ppm.
NOTES FOR SLIDE 19

Box #7:
The DOT field contains the four digit
DOT Identification (ID) number and the
corresponding three digit DOT Emergency
Response Guide (ERG) number.
The Department of Transportation (DOT)
assigned an identifying number to each
chemical, compound, or classification of materials transported on the nation’s
highways or rail-lines. Each ID number has a corresponding ERG number, which
describes actions to stabilize an emergency situation. DOT labels and placards will be
discussed in more detail later in this chapter.

NOTES FOR SLIDE 20

Box #7:
The mustard-colored (DOT) Emergency
Response Guide (ERG) is used by
emergency services responding to a spill
or fire involving hazardous chemicals. The
NIOSH Pocket Guide contains a list of all
DOT numbers used in this guide starting on
page 379. Remember, these numbers and the information they refer to are not always
specific to one chemical; the information may pertain to a group of similar chemicals.
NOTES FOR SLIDE 21

Box #7:
The National Library of Medicine worked with
the DOT’s Pipeline and Hazardous Materials
Safety Administration (PHMSA) to develop
free ERG applications for Apple and Android
phones and tablets.
Instructor Note:
These are free applications.
http://phmsa.dot.gov/portal/site/PHMSA/menuitem.6f23687cf7b00b0f22e4c6962d9c8789/?vgnextoid=f6db5a
aa0581d310VgnVCM1000001ecb7898RCRD&vgnextchannel=c8e71dec94973110VgnVCM1000009ed0789
8RCRD&vgnextfmt=print
https://play.google.com/store/apps/details?id=gov.nih.nlm.erg2012
https://itunes.apple.com/us/app/erg-2012-for-iphone/id592158838?mt=8&ign-
mpt=uo%3D2
NOTES FOR SLIDE 22

Box #7:
Instructor Note:
Read the scenario description below and ask
participants to use their NPG to research the
chemical.
Assume that a tanker began leaking on your
job site. Not having the shipping manifest
close by, you could use the number on the
diamond-shaped placard on the tanker to research the chemical in the NIOSH Pocket
Guide and the DOT ERG.

NOTES FOR SLIDE 23

Box #7:
Say: If you search the NPG DOT ID number
index, you will find 1294 on page 379, fourth
column, 2/3 of the way down. Next to 1294,
you will see “311” referring you to page 311
in the NIOSH Pocket Guide.
NOTES FOR SLIDE 24

Instructor Note:
an additional exercise on how to look up
information in the ERG.
Box #7:
Say: If you look in the yellow section of the DOT Emergency Response Guide, you’ll
find that 1294 is toluene. Next to 1294, you will see the number “130”. This refers you
to Guide # 130 in the orange section of the DOT Emergency Response Guide.
NOTES FOR SLIDE 25

Instructor Note:
Box #7:
Exercise:
If you knew that 1294 was toluene then you could also look it up in by the name in the
blue section of the ERG.

NOTES FOR SLIDE 26

Box #7:
Exercise:
“130” refers you to Guide # 130 in the orange section of the DOT Emergency
Response Guide.
NOTES FOR SLIDE 27

Box #7:
Exercise:
The Protective Clothing section of Guide
130 from the Emergency Response Guide
has been reproduced above. The Protective
Clothing section lists the precautions to be
taken concerning the selection of protective
clothing when responding to a spill.
As you can see, this section of the 2012 ERG doesn’t provide enough specific
information for use during clean-up operations. While it addresses the need for
maximum respiratory protection during emergency operations, it gives no direction for
selection of other protective clothing. Other sources of information, such as the NIOSH
Pocket Guide and SDSs, should be used in selecting PPE and determining a proper
course of action involving the clean-up of hazardous chemicals.
NOTES FOR SLIDE 28

Box #8:
Often, products will arrive on the worksite
with labels listing the ingredients using a
synonym, rather than the proper names of
the chemicals. The chemicals in the NIOSH
Pocket Guide are organized by the names
used in the OSHA standards but synonyms
and Trade Names are also provided.

NOTES FOR SLIDE 29

Instructor Note:
This slide presents an exercise on how to
look up Synonyms and Trade Names. Each
click of the mouse reveals a step in the
exercise.
Box #8:
There is an index of synonyms and trade names starting on page 383.
If you receive a container listing the ingredient phenyl methane, you can research the
chemical using the Pocket Guide. Phenyl methane is listed on page 414 in the NPG’s
synonyms index (right column, 10th from the bottom). Next to phenyl methane is page
number 311. If you turn to page 311 and search through the synonyms, you will find
phenyl methane listed under toluene.
NOTES FOR SLIDE 30

Box #9:
When available, exposure limits from NIOSH
and OSHA are given for each chemical.
These limits are given in ppm, mg/m3 or μg/
m3, or both, depending on their composition.
Generally, gases and vapors are measured
in ppm and particulates are measured by
mass (weight), in milligrams or micrograms, per cubic meter of air.
The notation “Ca” is given for substances that NIOSH considers potential occupational
carcinogens.
NOTES FOR SLIDE 31

Box #9:
The NIOSH Recommended Exposure Limits
(RELs) are not legally enforceable while
the OSHA Permissible Exposure Limits
(PELs) are legally enforceable. When these
exposure limits are preceded by “TWA”
it means they are time-weighted average
exposures over the course of a workday (NIOSH uses a 10-hour workday and OSHA
uses an 8-hour workday). The ACGIH Threshold Limit Values (TLVs) are not listed
in the NPG but are another set of exposure limits that are not generally enforceable.
Contractors on DOE sites are required to meet TLVs when they are more protective
(lower) than the OSHA PELs.

NOTES FOR SLIDE 32

Box #9:
The section may also include exposure limits
that are not full-shift time-weighted averages.
ST indicates a short-term exposure limit
(STEL), which is a 15-minute time-weighted
average (TWA), unless otherwise stated. The
“C” designation refers to ceiling value, which
is a concentration that workers should never be exposed to. OSHA’s ceiling value (C)
for toluene is 300 ppm. This means that workers should not be exposed to 300 ppm or
higher concentrations of toluene.
These and other terms are explained beginning on page xi in the front of the NIOSH
Pocket Guide.
Instructor Notes:
A few substances, OSHA allows exposures above the ceiling but below a “maximum
peak” for a specified duration. For example, OSHA indicates a maximum peak value of
500 ppm toluene for 10 minutes. Toluene’s ceiling value, 300 ppm, may be exceed but
up to concentrations of 500 ppm and for 10 minutes.
NOTES FOR SLIDE 33 and 34

Only show the title of the PowerPoint
slide.
ASK CLASS:
To turn to page 3-11 and read the exposure
scenario in the Time-Weighted Average
Activity box.
Advance the PowerPoint to display the two bullets of information.
You are working 8-hour shifts using a product containing toluene and want to
determine if your exposure exceeds the OSHA PEL for toluene. You know that the
OSHA Permissible Exposure Limit (PEL) for toluene is 200 ppm averaged over an
8-hour day. Air monitoring results show that you were exposed to 10 ppm for the 4
hours before lunch and 100 ppm for 4 hours after lunch.
Instructor Note:
Have the participants work through the problem by using the formula template on
page 3-11 to document how they would calculate their answer.

Give the participants 5 minutes to work through the problem before advancing the
PowerPoint slide.
What is your time-weighted average exposure to toluene for the 8-hour shift?
TWA = (concentration #1 x time #1) + (concentration #2 x time #2)
(time #1 + time #2)
TWA = ( ppm x hours) + ( ppm x hours)
( hours + hours)
TWA = ( + ) ppm
TWA = ppm
Does your exposure exceed the OSHA PEL?
NOTES FOR SLIDE 35

Instructor Note:
After reviewing the answer, explain to
participants how the calculation proved that
they would not be exposed above the OSHA
PEL in this scenario.
NOTES FOR SLIDE 36

Box #10:
This section indicates the NIOSH and/or
OSHA methods used to measure exposure
to the chemical.
These numbers represent a collection
of methods for sampling and analysis

of contaminants in workplace air, and in the blood and urine of workers who are
occupationally exposed. These methods have been developed or adapted by NIOSH
or its partners and have been evaluated according to established experimental
protocols and performance criteria. These methods describe how to collect samples
and analyze them against known standards. The results can indicate whether action is
needed to reduce exposure.
Instructor Note:
No explanation of these methods is given in the NIOSH Pocket Guide. For more
information on these methods, visit https://www.osha.gov/dts/sltc/methods/ or http://
www.cdc.gov/niosh/nmam
NOTES FOR SLIDE 37

Box #11:
The Physical Description gives a brief
explanation of what the chemical looks and
smells like. While you should never use
your nose to determine the presence of a
chemical, this information is important if you
smell something unexpected on your work
site. It may also list the state (solid, liquid, or gas) in which the chemical is commonly
shipped or found, such as a liquefied, compressed gas.
NOTES FOR SLIDE 38

Box #12:
The Chemical and Physical Properties
section provides information on the specific
properties of the chemical. Some items listed
are: the molecular weight of the chemical
(MW); the flash point (Fl.P); upper and lower
explosive limits (UEL and LEL); the boiling
point (BP) which is the temperature where a liquid turns to a vapor or gas; and the
freezing point (FRZ) which is the temperature where a liquid chemical turns to a solid.
How chemicals act depends upon their physical and chemical properties.
Understanding how chemicals behave can help you anticipate the hazards.
Instructor Note:
To demonstrate how knowing the Flash Point can keep a worker safe on the job, use
the following example to demonstrate your point.
Example: The Fl.P. of toluene is 40°F. At 40°F, toluene gives off enough vapors to burn
if there is a source of ignition.

Instructor Note:
Chemical and physical properties are discussed in detail beginning on page 19 in
chapter 2 of the Participant manual.
NOTES FOR SLIDE 39

Box #12:
The following abbreviations are used for
the chemical and physical properties given
for each substance. “NA” indicates that a
property is not applicable, and a “?” indicates
that it is unknown.
MW = Molecular Weight is the mass (weight) of a molecule.
BP = Boiling Point is the temperature at which the vapor pressure of the liquid
equals the pressure surrounding the liquid and the liquid changes into a
vapor.
Sol = Solubility is the maximum amount of a material (called the solute) that
can be dissolved in given quantity of solvent at a given temperature.
Fl.P = Flash Point is the lowest temperature at which a liquid can form an
ignitable mixture in air near the surface of the liquid.
IP = Ionization Potential is the minimum amount of energy required to remove
an electron (to infinity) from the atom or molecule.
VP = Vapor Pressure of a liquid is the pressure exerted by its vapor when the
liquid and vapor are in dynamic equilibrium.
MLT = Melting point for solids is the temperature at which it changes state from
solid to liquid at atmospheric pressure.
FRZ = Freezing point for liquids and gases is the temperature at which a liquid
becomes a solid at normal atmospheric pressure.
UEL = Upper explosive limit is the highest concentration (percentage) of a gas
or a vapor in air capable of producing a flash of fire in presence of an
ignition source.
LEL = Lower explosive limit is the lowest concentration (percentage) of a gas
or a vapor in air capable of producing a flash of fire in presence of an
ignition source.
MEC = Minimum explosive concentration provides insight into the minimum
amount of combustible dust that will explode when dispersed in air.

Sp.Gr. = Specific gravity is the ratio of the density of a substance to the density
(mass of the same unit volume) of a reference substance.
RGasD = Relative density of gases is the same definition as Specific Gravity
except it is specifically applied to gases.
NOTES FOR SLIDE 40

Box #13:
The Personal Protection and Sanitation
section gives guidelines to follow when
working with the chemical. These
recommendations should be followed if
additional controls are needed after all
feasible process, equipment, and task
controls have been implemented.
For example, the recommendations when working with toluene are: Prevent skin
contact; Prevent eye contact; Wash skin when contaminated; Remove wet clothing
immediately due to flammability; No recommendation to change clothing after the work
shift. The complete definitions for the recommendation codes for toluene are shown in
the manual.
Instructor Note:
An explanation of the categories is provided on NIOSH Pocket Guide page xiv and the
codes and their definitions are given in Table 2 on pages xviii and xix in the NPG.
NOTES FOR SLIDE 41

Box #14:
This section provides a condensed table of
recommendations for selecting respirators
for the conditions (entry into unknown or
IDLH conditions or escape) and maximum
use concentrations (500 ppm) listed. The
first line indicates whether the respirator
recommendations are based on the NIOSH or the OSHA exposure limit. The more
protective exposure limit is used and “NIOSH/OSHA” is indicated if they are the same.
An explanation of the Recommendations for Respirator Selection is found beginning
on NIOSH Pocket Guide page xiv and explanations of the abbreviations, symbols, and
codes used in the section begins on page xx of the NIOSH Pocket Guide.

NOTES FOR SLIDE 42

Box #14:
When using this section to choose a
respirator, care must be taken to understand
the abbreviations and consider the IDLH
values.
Descriptions of the abbreviations and
symbols used in the respiratory protection section and a partial list of the codes and
their description are given in the Participant manual. A complete listing of the codes
for the categories of respirators, their Assigned Protection Factors (APFs), and their
descriptions begins on page xx of the NIOSH Pocket Guide.
NOTES FOR SLIDE 43

Box #15:
Incompatibilities and Reactivities refer to
specific conditions and types of chemicals
to avoid when working with this substance.
Toluene lists “Strong oxidizers” as an
incompatible group of chemicals. Oxidizers
provide a source of oxygen and with toluene,
being a flammable chemical, additional oxygen in the atmosphere would create an
extremely hazardous atmosphere due to the increased danger of fire or explosion.
NOTES FOR SLIDE 44

Box #16:
Exposure Routes (ER) refers to how the
chemical enters the body. Toluene can
enter the body through Inh (inhalation),
Abs (absorbed through the skin), and Ing
(ingestion or swallowing). Con indicates
that contact with the skin or eyes may be
hazardous (cause burns, irritation, etc.).

NOTES FOR SLIDE 45

Box #16:
Symptoms (SY) lists the possible effects
of exposure to the chemical and whether
NIOSH classifies it as a potential carcinogen.
A complete list of the abbreviations used in
this section is found beginning on page xxvi
but the terms are not explained.
Instructor Note:
Many of the terms can be found in the U.S. National Library of Medicine’s dictionary;
http://www.nlm.nih.gov/medlineplus/mplusdictionary.html.
NOTES FOR SLIDE 46

Box #16:
Target Organs (TO) refers to the parts of
the body affected by the chemical. Toluene
affects the eyes, skin, respiratory system,
central nervous system, liver, and kidneys.
NOTES FOR SLIDE 47

Box #17:
The last section provides recommendations
for first aid for workers who have been
exposed to this chemical.
Explanations for these and other terms used
in the First Aid section begin on page xxviii of
the NIOSH Pocket Guide.
If a person breathes large amounts of this toluene, move the exposed person to fresh
air at once. If breathing has stopped, perform artificial respiration. Keep the affected
person warm and at rest. Get medical attention immediately.

NOTES FOR SLIDE 48

Instructor Note:
The next slides will discuss DOT placards,
the NFPA Label and the HMIS labeling
system.
NOTES FOR SLIDE 49

DOT labels and placards are diamond-
shaped and use numbers, symbols and
colors to warn about hazards. These labels
and placards must be posted on large
portable tanks, tank trucks, and rail cars.
The four-digit ID number that identifies the
chemical is listed in the DOT Emergency
Response Guidebook, the NIOSH Pocket
Guide, and the National Library’s Wireless Information System for Emergency
Responders (WISER).
Some labels and placards identify specific chemicals, like this one for toluene (1294).
DOT numbers are identical to UN numbers, except that some substances without a
UN number may have a DOT number. These additional numbers use the range 8000-
9999.
NOTES FOR SLIDE 50

DOT labels and placards are diamond-
shaped and use numbers, symbols and
colors to warn about hazards.
Some labels and placards identify specific
chemicals, like this one for toluene (1294).
NOTES FOR SLIDE 51

Others labels give the hazard symbol and
UN hazard class number but name the
hazard instead of the specific chemical.
The four digit ID number may be found on a
nearby panel.

NOTES FOR SLIDE 52

The one- or two-digit number at the bottom
is the UN (United Nations) Hazard Class or
Division.
Substances (including mixtures and
solutions) and articles subject to the UN
numbers are assigned to one of nine
classes according to the hazard or the most
predominant of the hazards they present.
NOTES FOR SLIDE 53

Some Hazard Classes are further divided
into Divisions to provide more information
about the hazard. For example, gases are
divided into three Divisions: flammable
(2.1), non-flammable, non-toxic (2.2), and
toxic (2.3). The additional information may
be conveyed with the name, the Division
Number, or both.
NOTES FOR SLIDE 54

The DOT specifies both colors and symbols
to represent classes of hazards.
Instructor Note:
See page 3-21 in the Participant Manual for
examples of each of the DOT Placards.
NOTES FOR SLIDE 55

The following are examples of symbols
used to represent UN Hazard Classes and
Divisions. Note that some substances may
fall into more than one Hazard Class or
Division and some placards only indicate
Class while others are more specific and
indicate the Division Number.

NOTES FOR SLIDE 56

OSHA maintains a database of chemical
information from several government
agencies and organizations.
https://www.osha.gov/chemicaldata/index.
html
NOTES FOR SLIDE 57

Instructor Note:
you can demonstrate how to use the OSHA
chemical database. If no internet access is
Use these steps to get to the OSHA chemical
database.
The following 6 slides demonstrate how to look up a chemical in the OSHA database.
NOTES FOR SLIDE 58

Instructor Note:
Click on “A to Z Index” in the upper right
corner.
https://www.osha.gov/chemicaldata/index.html
NOTES FOR SLIDE 59

Instructor Note:
Click on “Chemical Database” under the
letter “C”.

NOTES FOR SLIDE 60

Instructor Note:
Type a chemical name or CAS number in the
“Search by” field on the left and click on the
magnifying glass.
NOTES FOR SLIDE 61

Instructor Note:
Click on “Get Report” to the right of the
chemical name.
NOTES FOR SLIDE 62

Instructor Note:
Reports include exposure limits, carcinogen
classifications, chemical and physical
properties, and emergency response information.

NOTES FOR SLIDE 63

The NFPA (National Fire Protection
Association) 704 (Standard System for the
Identification of the Hazards of Materials
for Emergency Response) is a standard
maintained by the National Fire Protection
Association. The standard describes a
system to help emergency personnel quickly
and easily identify the short-term hazards
posed by nearby hazardous materials during a fire, spill, or similar emergency.
The 704M system may be used to label storage vessels, containers, buildings,
and rooms at stationary facilities. Some facilities use this system throughout their
departments and put the NFPA label on all hazardous materials. The facility’s hazard
communication training should inform the worker if this warning system is being used
at the work site.
NOTES FOR SLIDE 64

The system uses numbers and symbols in
four divisions of a color-coded diamond to
convey the hazard information. The number
in the blue section indicates the level
(severity) of health hazard, red indicates
flammability, yellow instability (chemical
reactivity), and white contains codes for
special hazards.
NOTES FOR SLIDE 65

Health, flammability, and instability hazards
are rated on a scale from 0 (minimal hazard)
to 4 (severe hazard). The NFPA diamond
does not name individual chemicals and
usually represents the maximum rating in
each category for chemicals in the area. In
areas with few chemicals, there may be a
labeled NFPA diamond for each chemical.

NOTES FOR SLIDE 66

NFPA placards allow emergency responders
to determine if they should enter and what,
if any, specialty equipment should be used,
procedures followed, or precautions taken
during the first moments of an emergency
response.
NOTES FOR SLIDE 67

The special hazard (white) section of the
NFPA diamond may contain symbols that
give more information about the chemical.
There are three special hazard symbols
defined in the NFPA 704 standard.
OX - Oxidizer. May make combustion without
an air supply possible and greatly increase
the rate of combustion/fire.
SA - Simple asphyxiant. Use is limited to nitrogen, helium, neon, argon, krypton, and
xenon.
W - Reacts violently or explosively with water.
Local fire jurisdictions may choose to include other symbols not defined by NFPA
based on hazards in their area.
NOTES FOR SLIDE 68

At a minimum, NFPA hazard diamonds
should be posted at the following locations:
1. the two exterior walls of a facility,

2. access to a room or area, and
3. each principal means of access to an
exterior storage area.
Since the NFPA hazard diamonds are intended to quickly provide hazard information
to emergency responders, the placards should be visible where the responders are
likely to enter. If there are numerous areas where the responders could enter, then
there should be numerous placards.

NOTES FOR SLIDE 69

While not defined in the NFPA standard,
infectious and radioactive materials may be
indicated in the special hazard section of
NFPA diamonds.
One of the most common types of packaged
biological waste is infectious waste from
hospitals and other health care facilities.
This type of waste should be in boxes, plastic containers, or red plastic bags marked
on all sides with the infectious materials symbol shown below.
Examples of infectious materials include used needles and syringes, soiled bandages,
test tubes, and disposable vials. Less frequently encountered biological hazards
include biological research materials.
Radioactive sources are used in industry and medicine, and radioactive wastes result
from energy and weapons production. Do not work with or around radiation hazards
unless you have had the training to do so and have the proper PPE and equipment.
Radiation hazards should be covered in the Standard Operating Procedures (SOPs)
for your work site. All forms of radiation should be considered very hazardous. Treat
Them With Respect!
NOTES FOR SLIDE 70

ASK THE CLASS:
Look at this NFPA 704 Diamond from an
East LA location. What do you notice?
Instructor Note:
This NFPA Diamond was seen at a Shell
station in Louisiana on Tuesday, March 16,
2010. The diamond is upside down and the portion that should be red is white.
NOTES FOR SLIDE 71

Hazard Materials Identification System
(HMIS) is a proprietary labeling system for
individual chemical containers.
HMIS changed the “Yellow” Reactivity
Hazards area to an “Orange” Physical
Hazard area in 2002. You may still see HMIS
labels with the old yellow Reactivity Hazards.

NOTES FOR SLIDE 72

HMIS uses colors, numbers, letters of the
alphabet, and symbols to convey information
to chemical users.
Blue = level of health hazard
Red = level of flammability hazard
Orange = level of physical hazard (similar to
instability or reactivity)
White contains codes for PPE recommendations for normal use, not emergencies
Physical Hazard represents those materials containing any of the following properties:
self-reactive, organic peroxide, explosive, compressed gas, pyrophoric, and oxidizer.
NOTES FOR SLIDE 73

Health, flammability, and physical hazard
are rated on a scale from 0 (minimal hazard)
to 4 (severe hazard), just like the NFPA
diamonds.
The health section (blue) will include an *
(asterisk) when a substance has chronic
effects. The (*) signals the fact that a chronic
hazard is associated with the material and indicates that additional information on the
hazard is available on the product SDS or manufacturer’s label.
The (*) in the Health block is used for health hazards with clear evidence of health
effects from repeated overexposure, including carcinogenicity, mutagenicity,
reproductive toxicity, and target organ toxicity.
NOTES FOR SLIDE 74

HMIS assigns a letter of the alphabet as
a code for PPE combinations. This chart
shows combinations of PPE and HMIS’s
corresponding codes and symbols.

NOTES FOR SLIDE 75

HMIS labels are different from NFPA 704
diamonds in that they:
Provide information on PPE
Indicate with an * when a substance has
chronic effects or may cause cancer
Are typically on containers to communicate
hazards to employees who work with the chemical
NOTES FOR SLIDE 76

WISER (Wireless Information System
for Emergency Responders) is a system
designed by the U.S. National Library
of Medicine (NLM) to assist emergency
responders in hazardous material incidents.
While it was intended for Hazmat First
Responders, WISER is a considerable
resource for construction workers and those making safety and health decisions.
NOTES FOR SLIDE 77

WISER provides a wide range of information
on hazardous substances, including
substance identification support, physical
characteristics, human health information,
and containment and suppression advice.
Hazardous substances include:
• 400+ chemicals (5000+ aliases/synonyms)
• Radioisotopes
• Biologicals
NOTES FOR SLIDE 78

WISER is available online and as a stand-
alone application for PCs and various mobile
devices.
Instructor Note:
Visit http://wiser.nlm.nih.gov to use WISER
when you have access to the internet or for

information on downloading WISER for iOS (Apple), Android, and Windows devices
for when you don’t have access to the internet.
NOTES FOR SLIDE 79

WISER allows you to find information on a
known substance by searching for:
• Name
• UN/NA number – UN = United Nations/
NA = North America
• CAS registry number
• STCC (standard transportation commodity codes) – is a publication containing
specific product information used on waybills and other shipping documents. A
STCC code is a seven digit numeric code representing 38 commodity groupings.
Assignment of a STCC Code is associated by a commodity description developed
to conform with exact descriptions in freight transportation classifications of rail
and motor carriers.
NOTES FOR SLIDE 80

Results can be filtered by substance type or
category or a combination
Types of substances
• Chemical
• Biological
• Radiological
DOT Hazard Classifications
Weapons of mass destruction
Miscellaneous categories:
• Chemicals associated with meth labs
• Chemical weapons precursors - The precursors are designed to be significantly
less toxic than the agent they make when mixed, and this allows the weapon to be
transported and stored more safely than otherwise.

NOTES FOR SLIDE 81

Instructor Note:
you can demonstrate how to access WISER.
If no internet access is available, skip to
Slide 83.
WISER is available online at wiser.nlm.nih.
gov
Type wiser.nlm.nih.gov into your computer’s web browser and hit “Enter”
Click on “WebWISER” near the top of the page
Select “Known Substances”
Select search by “Chemicals” and “Name” from the dropdown lists
Type “Sulfuric Acid” into the “Search Text” field and hit “Enter”
NOTES FOR SLIDE 82

Instructor Note:
you can demonstrate how to access WISER.
If no internet access is available, skip to
Slide 83.
WISER can help you to identify an unknown
chemical.
Using the options on the left side of the page, identify an unknown chemical by
selecting criteria for any combination of the following:
• Select the chemical’s physical properties
• Select symptoms of exposed victims
• Also narrow results using:
• NFPA 704 placard
• Substance categories
• DOT classification
• Meth Lab
• Chemical weapons precursors
• Weapons of mass destruction (blood, blister, choking, and nerve agents

NOTES FOR SLIDE 83

The OSHA Hazard Communication Standard
(29CFR1926.59 or 29CFR1910.1200)
requires employers to have a written hazard
communication (HazCom) program, label
chemical containers, and keep SDS for each
hazardous chemical used in their workplace.
NOTES FOR SLIDE 84

Workers must be told the location of the
employer’s written hazard communication
program, SDS, and hazardous chemical lists.
If you don’t know where SDS are kept on
your job, you should ask you supervisor first
then ask the general contractor and then go
to the subcontractors.
NOTES FOR SLIDE 85

In 2012, OSHA revised its HazCom standard
to be aligned with the Globally Harmonized
System of Classification and Labeling
of Chemicals (GHS). OSHA’s use of the
GHS helps to ensure a consistent way of
classifying hazards and communicating the
information to workers.
NOTES FOR SLIDE 86

The 2012 Hazard Communication standard
gives workers the right to understand the
chemical hazards associated with their jobs.

NOTES FOR SLIDE 87

The OSHA HazCom now requires that labels
contain these elements:
1. Product identifier
2. Supplier identification (name,
address & telephone number)
3. Signal words
5. Precautionary statements
4. Hazard statement
6. Hazard pictogram
NOTES FOR SLIDE 88

Product identifier is the name, code, or
batch number used to identify the hazardous
chemical
NOTES FOR SLIDE 89

Supplier identification includes the name,
address and telephone number of the
chemical manufacturer, importer or other
responsible party.

NOTES FOR SLIDE 90

Signal word is used to indicate the relative
level of severity of the hazard and alert
the reader to a potential hazard on the
label. “Danger” is used for the more severe
hazards, while “warning” is used for the less
severe.
NOTES FOR SLIDE 91

Hazard statement means a statement
assigned to a hazard class and category that
describes the nature of the hazard(s) of a
chemical, including, where appropriate, the
degree of hazard.
NOTES FOR SLIDE 92

Precautionary statement means a phrase
that describes recommended measures
that should be taken to minimize or prevent
adverse effects resulting from exposure to a
hazardous chemical, or improper storage or
handling.
NOTES FOR SLIDE 93

Hazard pictograms means a composition
that may include a symbol plus other graphic
elements, such as a border, background
pattern, or color, that is intended to convey
specific information about the hazards of a
chemical. Eight pictograms are designated
under this standard for application
to a hazard category. The use of the
“environmental” pictogram is not mandatory by OSHA. Other government agencies
may choose to use the pictogram.

NOTES FOR SLIDE 94

The label producer may provide any
supplementary information that it determines
helpful. Such information may include
hazards not otherwise classified, directions
for use, PPE pictograms (as found on HMIS
labels), expirations dates, and fill dates. This
section must also identify the percentage of
ingredient(s) of unknown acute toxicity when it is present in a concentration of ≥1%
and the classification is not based on testing the mixture (product) as a whole.
NOTES FOR SLIDE 95

There are 9 pictograms that may be used on
labels and SDS.
These are required by OSHA after June 1,
2015 and began showing up earlier because
of U.S. companies doing business overseas
meeting the GHS requirements in places
throughout the world.
NOTES FOR SLIDE 96

This slide emphasizes the difference
between physical and health hazards. There
are only 8 pictograms shown here. The
environmental one isn’t included because
OSHA does not regulate that area, which is
not a direct hazard for workers.
NOTES FOR SLIDE 97

Only show the title of the PowerPoint slide
“What kinds of chemicals does the flame
pictogram describe?”
ASK THE CLASS:
What kinds of chemicals does the flame
pictogram describe?

Write the participant responses on a whiteboard or flipchart.

Once everyone is done giving examples, advance the PowerPoint to show the
examples from the participant manual.
Flammables - a gas having a flammable range with air at 20°C (68°F) and a standard
pressure of 101.3 kPa (14.7 psi), a liquid having a flash point of not more than 93°C
(199.4°F) or a solid which is a readily combustible solid, or which may cause or
contribute to fire through friction.
Self-Reactives are thermally unstable liquid or solid chemicals liable to undergo a
strongly exothermic decomposition even without participation of oxygen (air). This
definition excludes chemicals classified under this section as explosives, organic
peroxides, oxidizing liquids or oxidizing solids. A self-reactive chemical is regarded
as possessing explosive properties when in laboratory testing the formulation is
liable to detonate, to deflagrate rapidly or to show a violent effect when heated under
confinement.
Pyrophorics means a liquid or solid which, even in small quantities, is liable to ignite
within five minutes after coming into contact with air.
Self-heating is a solid or liquid chemical, which, by reaction with air and without energy
supply, is liable to self-heat; this chemical differs from a pyrophoric liquid or solid in
that it will ignite only when in large amounts (kilograms) and after long periods of time
(hours or days).
Emits Flammable Gas - solid or liquid chemicals which, by interaction with water,
are liable to become spontaneously flammable or to give off flammable gases in
dangerous quantities.
Organic Peroxide - An organic peroxide is any organic (carbon-containing) compound
having two oxygen atoms joined together (-O-O-). This chemical group is called a
“peroxy” group. Organic peroxides can be severe fire and explosion hazards. Organic
peroxides are thermally unstable chemicals, which may undergo exothermic self-
accelerating decomposition.
NOTES FOR SLIDE 98

“What kinds of chemicals does the flame
over circle pictogram describe?”
ASK THE CLASS:
What kinds of chemicals does the flame
over circle pictogram describe?


Instructor Notes:
This is not an obvious symbol. You should tell participants that the letter O in the
symbol should be a memory clue for oxidizer.
Oxidizing liquid means a liquid which, while in itself not necessarily combustible, may,
generally by yielding oxygen, cause, or contribute to, the combustion of other material.
Oxidizing solid means a solid which, while in itself is not necessarily combustible, may,
generally by yielding oxygen, cause, or contribute to, the combustion of other material.
NOTES FOR SLIDE 99

“What kinds of chemicals does the exploding
bomb pictogram describe?”
ASK THE CLASS:
What kinds of chemicals does the exploding
bomb pictogram describe?
Explosives - a solid or liquid chemical which is in itself capable by chemical reaction of
producing gas at such a temperature and pressure and at such a speed as to cause
damage to the surroundings. Pyrotechnic chemicals are included even when they do
not evolve gases.
Self-Reactives - are thermally unstable liquid or solid chemicals liable to undergo a
strongly exothermic decomposition even without participation of oxygen (air). This
definition excludes chemicals classified under this section as explosives, organic
peroxides, oxidizing liquids or oxidizing solids. A self-reactive chemical is regarded
as possessing explosive properties when in laboratory testing the formulation is
liable to detonate, to deflagrate rapidly or to show a violent effect when heated under
confinement.
Organic Peroxides - means a liquid or solid organic chemical which is considered a
derivative of hydrogen peroxide. Organic peroxides are thermally unstable chemicals,

which may undergo exothermic self-accelerating decomposition. Organic Peroxides

are found under both the “bomb” pictogram and the “flame” pictogram.
NOTES FOR SLIDE 100

“What kinds of chemicals does the corrosion
pictogram describe?”
ASK THE CLASS:
What kinds of chemicals does the corrosion
pictogram describe?
Skin corrosion is the production of irreversible damage to the skin; namely, visible
necrosis through the epidermis and into the dermis, following the application of a
test substance for up to 4 hours. Corrosive reactions are typified by ulcers, bleeding,
bloody scabs, and, by the end of observation at 14 days, by discoloration due to
blanching of the skin, complete areas of alopecia, and scars. Histopathology should
be considered to evaluate questionable lesions.
NOTES FOR SLIDE 101

“What kinds of chemicals does the gas
cylinder pictogram describe?”
ASK THE CLASS:
What kinds of chemicals does the gas
cylinder pictogram describe?
Gases under pressure
Gases under pressure shall be classified in one of four groups compressed gases,
liquefied gases, dissolved gases and refrigerated liquefied gases.

NOTES FOR SLIDE 102

“What kinds of chemicals does the health
hazard pictogram describe?”
ASK THE CLASS:
What kinds of chemicals does the health
hazard pictogram describe?
Instructor Note:
Point out that this symbol covers a lot of health effects.
Carcinogen means a substance or a mixture of substances which induce cancer
or increase its incidence. Classification of a substance or mixture as posing a
carcinogenic hazard is based on its inherent properties and does not provide
information on the level of the human cancer risk which the use of the substance or
mixture may represent.
Respiratory Sensitizer means a chemical that will lead to hypersensitivity of the
airways following inhalation of the chemical.
Reproductive Toxicity - includes adverse effects on sexual function and fertility in adult
males and females, as well as adverse effects on development of the offspring.
Target Organ Toxicity - causes harm in specific organs
Mutagenicity - A mutation is defined as a permanent change in the amount or
structure of the genetic material in a cell. The term mutation applies both to heritable
genetic changes and to the underlying DNA modifications. The term mutagenic and
mutagen will be used for agents giving rise to an increased occurrence of mutations in
populations of cells and/or organisms.
Aspiration Toxicity - Aspiration is a medical term referring to sucking in fluid. When
you drink soda through a straw you are aspirating it into your mouth. In first aid and
medical care it means getting fluids (or small solid particles) into the airways (trachea
or lungs). It includes severe acute effects such as chemical pneumonia, varying
degrees of pulmonary injury or death following aspiration.

NOTES FOR SLIDE 103

Only show the title of the PowerPoint
slide “What kinds of chemicals does the
exclamation pictogram describe?”
ASK THE CLASS:
What kinds of chemicals does the
exclamation pictogram describe?
Instructor Note:
This is also not an obvious symbol. When noting that this means acute toxicity, it
is referring to “harmful” not “severe” toxicity which is represented by the skull and
crossbones. These two symbols can never be used together, just one or the other.
Irritant - A chemical, which is not corrosive, but which causes a reversible inflammatory
effect on living tissue by chemical action at the site of contact. A chemical is a skin
irritant if, when tested on the intact skin of albino rabbits by the methods of 16 CFR
1500.41 for four hours exposure or by other appropriate techniques, it results in an
empirical score of five or more.
Dermal Sensitizer - a chemical that will lead to an allergic response following skin
contact.
Acute Toxicity (harmful) - refers to those adverse effects occurring following oral or
dermal administration of a single dose of a substance, or multiple doses given within
24 hours, or an inhalation exposure of 4 hours.
Narcotic Effects - Central nervous system depression including narcotic effects in
humans such as drowsiness, narcosis, reduced alertness, loss of reflexes, lack of
coordination, and vertigo are included. These effects can also be manifested as
severe headache or nausea, and can lead to reduced judgment, dizziness, irritability,
fatigue, impaired memory function, deficits in perception and coordination, reaction
time, or sleepiness;
Respiratory Tract Irritation - (characterized by localized redness, edema, pruritis
and/or pain) that impair function with symptoms such as cough, pain, choking, and
breathing difficulties are included.

NOTES FOR SLIDE 104

“What kinds of chemicals does the skull and
crossbones pictogram describe?”
ASK THE CLASS:
What kinds of chemicals does the skull and
crossbones pictogram describe?
Instructor Note:
Acute Toxicity (severe)
NOTES FOR SLIDE 105

Both pictogram alert users of acute toxicity
but skull and crossbones indicates a more
severe hazard.
Instructor Note:
Substances can be allocated to one of four
toxicity categories based on acute toxicity by
the oral, dermal or inhalation route according
to the numeric cut-off criteria established in the HazCom Standard. Acute toxicity
values are expressed as (approximate) LD50 (oral, dermal) or LC50 (inhalation)
values or as acute toxicity estimates (ATE). Substances allocated to categories 1- 3
are considered Acute Toxicity (severe) and category 4 substances are given the label
of Acute Toxicity (harmful).
NOTES FOR SLIDE 106

OSHA doesn’t enforce environmental
regulations!
The environmental pollutant pictogram is part
of GHS, but not OSHA’s HazCom standard
(29CFR1910.1200)
EPA regulates environmental regulations.

NOTES FOR SLIDE 107

If you pour anything into a container it must
be labeled unless you are going to use it
within the work shift and control it.
Employers can go beyond the minimum
standard and require labeling for all
containers.
NOTES FOR SLIDE 108

Instructor Note:
additional exercise on how to understand an
OSHA compliant label.
Instructor Note:
Review this example label from OSHA with the class so they can see all of the key
elements. If you have time ask them to label in their books the following items:
• Pictogram • Hazard statement
• Signal word • Precautionary statements]
The Substance: HS85, Batch Number: 85L6543
Step 1: Perform Classification:
Class: Acute Oral Toxicity; Category 4
Step 2: Gather Labeling Information:
Pictograms: exclamation point
Signal Word: WARNING
Hazard Statements: Harmful if Swallowed
Precautionary Statements:
Prevention:
• Wash hands and face thoroughly after handling.
• Do not eat, drink or smoke when using this product

Response:
• If swallowed: Call a doctor if you feel unwell.
• Rinse mouth
Storage:
• None specified
Disposal:
• Dispose of contents/container in accordance with local/regional/national/
international regulations.
Step 3: Create the Label
• Putting together the above information on HS85, a label might list the information
found on the
NOTES FOR SLIDE 109

Safety Data Sheets (SDSs) are an important
source of information on hazardous
chemicals. Manufacturers and distributors
must forward SDSs to the purchaser with
the first shipment, and with the first shipment
after an SDS is updated. Whenever the
employer receives a new or revised SDS
that could impact your health, you must be informed within 30 days after receipt. Your
employer must maintain SDSs for all hazardous chemicals used on the job. SDSs do
not cover hazardous wastes. You can, however, find information on hazardous wastes
in shipping papers, manifest forms, and waste profile sheets.
NOTES FOR SLIDE 110

Instead of Material Safety Data Sheets
(MSDS), the 2012 OSHA HazCom standard
requires Safety Data Sheets (SDS). The
major improvements with SDS are that the
format and information found in them will be
more complete and consistent.
The SDS format is based on a format
originally outlined by ANSI standard Z400.1

NOTES FOR SLIDE 111

Safety Data Sheets must contain the
following 16 sections in this order as
required by 29 CFR1910.1200(g)(2)
They are:
1. Identification
2. Hazard(s) Identification 6. Accidental release measures
3. Composition, information on 7. Handling and storage
ingredients
8. Exposure controls, personal
4. First-aid measures protection
5. Fire-fighting measures
Instructor Note:
If you are familiar with the ANSI (American National Standards Institute) Z400.1
standard you can take the time to explain the ANSI standard before going through
the explanation of the sections. This standard was developed by the Chemical
Manufacturers Association, but adopted by ANSI in 1993. It has become adopted
internationally under the GHS. If you are not knowledgeable about the ANSI standard
you can move right into explaining the 16 sections of the SDS.
NOTES FOR SLIDE 112

9. Physical and chemical properties
10. Stability and Reactivity
11. Toxicological information
12. Ecological information
13. Disposal considerations
15. Regulatory information
14. Transport information
16. Other information
Instructor Note:
Sections 12 -15 may be included on the SDS but are not mandatory. The SDS must
contain headings for sections 12-15, to be consistent with the GHS, but OSHA will
not enforce the content of these sections because they are within other agencies’
jurisdictions.

NOTES FOR SLIDE 113

Section 1: Identification includes the product
identifier, the name of the manufacturer or
distributor along with the phone number and
address and an emergency number. The
name of the product in this section must be
the same as the name on the label of the
container. If other names, product numbers,
or means of identification are used they should be listed. The section also lists the
recommended use of the product as well as restrictions.
NOTES FOR SLIDE 114

Section 2: Hazard(s) identification includes
all of the dangers of the chemical. The
section must include the GHS label
elements, hazard classifications, signal
word, hazard statement, and precautionary
statements. Hazard symbols may be
provided as a graphical reproduction
(pictograms) or the name of the symbol.
Other hazards which do not result in classification (e.g., dust explosion hazard) or are
not covered by the GHS would be listed in this section.
NOTES FOR SLIDE 115

Section 3: Composition/information on
ingredients lists the different chemicals in
the product and any trade secret claims. Any
hazardous chemical comprising 1% or more
of the product (or 0.1% if the chemical is a
carcinogen, reproductive toxin, or category 1
mutagen) must be listed in this section. Next
to each hazardous ingredient, the SDS must
list the Chemical Abstracts Service (CAS) number, synonyms, and content in percent.
Trade secret claims must be identified on the SDS for any hazardous ingredients that
are being withheld. These claims are usually indicated by the phrase “Proprietary
Information,” or “Confidential.”

NOTES FOR SLIDE 116

Section 4: First-aid measures describes the
important symptoms, immediate or delayed
health effects, and required treatment.
Descriptions of necessary first-aid measures
must be subdivided according to the different
routes of exposure, i.e., inhalation, skin and
eye contact and ingestion.
NOTES FOR SLIDE 117

Section 5: Fire-fighting measures lists the
proper (and improper) ways to extinguish
fires, the types of fire extinguisher that
should be used, the specialized equipment,
and chemical hazards from a fire involving
the product. This information may be of
limited value in situations when several
chemicals are involved.
Under the federal Emergency Planning and Community Right-to-Know law, firefighters
have the right to review workplace chemical inventories and SDSs and to inspect the
workplace in order to plan for and prevent fires and explosions.
NOTES FOR SLIDE 118

Section 6: Accidental release measures
explains the emergency procedures,
protective equipment, and proper methods
and materials for containment and cleanup
releases.
NOTES FOR SLIDE 119

Section 7: Handling and storage describes
precautions for safe handling and conditions
for safe storage, including other chemicals
that are not compatible with the product.

NOTES FOR SLIDE 120

Section 8: Exposure controls/personal
protection lists occupational exposure limits,
engineering controls, and personal protective
equipment (PPE).
NOTES FOR SLIDE 121

Section 9: Physical and chemical properties
lists the product’s physical and chemical
characteristics. A chemical’s properties
can help you identify it and determine the
degree of the hazard it presents. Odor may
help you identify a chemical; however, odor
is generally a poor means of identifying a
chemical and even worse method of determining the concentration of the substance in
the air. Many substances can reach hazardous levels with no noticeable odor. Others
cause olfactory fatigue and you become unable to smell the chemical.
The SDS must include the following properties or indicate that the information is not
available:
• Appearance (physical state, color, • upper/lower flammability or explosive
etc.) limits
• Odor • vapor pressure
• Odor threshold • vapor density
• pH • relative density
• melting point/freezing point • solubility(ies)
• initial boiling point and boiling range • partition coefficient: n-octanol/water
• flash point: • auto-ignition temperature
• evaporation rate • decomposition temperature
• flammability (solid, gas)

NOTES FOR SLIDE 122

Section 10: Stability and reactivity refers to
the chemical’s stability and the possibility
of hazardous reactions. The section
lists conditions to avoid (e.g., shock or
vibration), incompatible chemicals that
react dangerously with the substance, and
decomposition products that might result
from a reaction. Information on stability and reactivity is important for proper handling
and storage of the product.
NOTES FOR SLIDE 123

Section 11: Toxicological information includes
the ways the chemical can enter the body
and the health effects it can cause. This
section lists the routes of exposure, signs
and symptoms of exposure, acute and
chronic health effects, and quantitative
measures of toxicity. This information is often
inadequate or incomplete. A SDS must list
a chemical as a carcinogen (cancer causing) if it is listed as such by the International
Agency for Research on Cancer (IARC), the U.S. National Toxicology Program (NTP),
or OSHA.
Instructor Note:
This is a partial reproduction of the toxicological information section. The complete
section is included in the participant manual
NOTES FOR SLIDE 124

Section 12: Ecological information refers
to damage the chemical can cause to
the environment. This section includes
information on the chemical’s ecotoxicity
(aquatic and terrestrial), persistence and
degradability, potential for bioaccumulation,
and mobility in soil. OSHA does not enforce
the content of this section because it is
within other agencies’ jurisdictions.

NOTES FOR SLIDE 125

Section 13: Disposal considerations
describes proper disposal and recycling
practices and covers possible dangers when
disposing of the chemical. OSHA does not
enforce the content of this section because it
is within other agencies’ jurisdictions.
NOTES FOR SLIDE 126

Section 14: Transport information contains
guidance on classification for shipping
and transport (UN number, hazard
classes, packing group, etc.) and provides
precautions in connection with transporting
the chemical. OSHA does not enforce the
content of this section because it is within
other agencies’ jurisdictions.
NOTES FOR SLIDE 127

Section 15: Regulatory information identifies
safety, health and environmental regulations
(e.g., TSCA, CERCLA, SARA, CAA, Prop.
65) specific to the product in question.
OSHA does not enforce the content of this
section because it is within other agencies’
jurisdictions.
NOTES FOR SLIDE 128

Section 16: Other information includes the
date the SDS was prepared or the last
revision. Other useful information, such as
NFPA ratings, may be included here.

NOTES FOR SLIDE 129

The EPA requires that hazardous waste
be labeled during transit. An example of a
hazardous waste label is shown below.
Information on the label includes:
• Generator’s name and address.
• DOT proper shipping name.
• EPA identification number.
• Accumulation start date
NOTES FOR SLIDE 130

The DOT requires truck drivers to carry
a bill of lading containing the following
information for all hazardous materials:
• Shipper’s name and address;
• Receiver’s name and address;
• Description of hazardous material (identification number, proper shipping name,
hazard class, and packing group);
• Emergency response information;
• DOT hazard classification information; and
• Quantity of material shipped to the location.
NOTES FOR SLIDE 131

The EPA requires that hazardous waste
be accompanied by a manifest to track
it from the cradle-to-grave. The manifest
has a number of copies which are given
to the generator, the transporter, and site
characterization workers. Hazardous waste
manifests must include:
• Identification number, name, and address of the generator;
• Identification number, name, and address of the permitted work site;
• Identification number and name of the hazardous waste hauler; and
• Description of the contents.

NOTES FOR SLIDE 132

The waste profile sheet is provided by the
laboratory that conducts the analysis of
the hazardous waste. The profile sheet
describes the physical and chemical
properties of the waste sample. Information
from waste profile sheets is important for site
characterization.
NOTES FOR SLIDE 133

Although the SDS, shipping papers, manifest
forms, and waste profile sheets contain
important information, they have a number of
limitations.
• Information may be incomplete or
inaccurate.
• Information may not apply to the site or specific use.
• Information may be too general.
• SDS may not be current.
It is important that you read these documents before there is an emergency. It is a
good practice to call the emergency number on the SDS to get clean-up response and
emergency information before there is an emergency.
NOTES FOR SLIDE 134

Unions, employers, trade groups, state
governments, and other organizations may
also provide sources of information.
NOTES FOR SLIDE 135

New Jersey has prepared Hazardous
Substance Fact Sheets for more than
1,600 pure substances. These Fact Sheets
are primarily prepared for workers and
emergency responders who handle a specific
substance.

NOTES FOR SLIDE 136

CPWR provides many publications and
resources for workers. www.cpwr.com
NOTES FOR SLIDE 137

On cpwr.com you’ll find:
1. Monthly e-news http://www.cpwr.com/

publications/cpwr-updates
2. Key Findings from Research http://
www.cpwr.com/publications/key-
findings-from-research
3. Hazard Alert cards http://www.cpwr.com/publications/hazard-alert-cards
NOTES FOR SLIDE 138

Free information from CPWR is also on:
• www.silica-safe.org
• www.CPWRConstructionSolutions.org
• www.elcosh.org
• www.stopconstructionfalls.com
NOTES FOR SLIDE 139

This website is designed specifically for
contractors and workers. www.silica-safe.org

NOTES FOR SLIDE 140

Construction Solutions is a database of
practical control measures to reduce health
hazards.
www.cpwrConstructionSolutions.org
NOTES FOR SLIDE 141

Construction Solutions is organized by
trade, task, hazard and controls.
www.cpwrConstructionSolutions.org
NOTES FOR SLIDE 142

CPWR’s website for the campaign to
prevent falls in construction also provides
training and other resources.
www.StopConstructionFalls.com
NOTES FOR SLIDE 143

CPWR maintains the Electronic Library
of Construction Occupational Safety and
Health (eLCOSH)
www.elcosh.org

NOTES FOR SLIDE 144

Types of information on eLCOSH include
• Videos
• Images/photos
• PowerPoints
• Toolbox talks
• News articles
• Training guides
• Recalls
• Handouts
• Reference materials
• Research reports
• Abstracts & summaries
NOTES FOR SLIDE 145

eLCOSH Nano is a web-based construction
nanomaterial inventory with 400+ products.
www.elcosh.org
NOTES FOR SLIDE 146

Nanoparticles exist in nature and can be
created and used for their unique properties.
Materials engineered to such a small
scale are often referred to as engineered
nanomaterials (ENMs), which can take on
unique optical, magnetic, electrical, and other
properties. These emergent properties have
the potential for great impacts in electronics, medicine, and other fields. (NIEHS)

NOTES FOR SLIDE 147

Nanoparticles must have at least one
dimension that is less than 100 nanometers.
NOTES FOR SLIDE 148

Carbon nanotubes are 100,000 times smaller
than a human hair.
NOTES FOR SLIDE 149

Little is known about the health effects of
nanoparticles.
Nanoparticles can enter the body through
inhalation, ingestion, and dermal exposure.
They are small enough to pass from the
blood to the brain.
The health effects of nanoparticles can be different than the health effects of larger
particles of the same material.
Instructor Note:
http://www.niehs.nih.gov/health/topics/agents/sya-nano/

NOTES FOR SLIDE 150

NIOSH, CPWR, and others are evaluating
the potential for exposure to nanoparticles.
Instructor Note:
The picture shows grinding of a nano-
enabled mortar during a CPWR evaluation.
NOTES FOR SLIDE 151


Activity 2: Health Effects: Answer Key

NOTES FOR SLIDE 1
Instructions to the Exercise:
This activity is designed to give the
participants practice in using the NIOSH
Pocket Guide. The activity can be used after
page 3-18 of Chapter 3 in the Participant
Manual or be used as a review any time
during the course.
Divide the participants into groups of 3 – 4 and have them work as a group to find
the answers. Depending on time and the ability of the groups, the instructor has the
flexibility of assigning all chemicals to each group or having each group research only
2 or 3 chemicals.
The instructor must remain in the room while the activity is taking place, both to
answer any questions and to keep the groups on task. It is recommended that a
second instructor also be present in the classroom to assist with any questions. Do not
give the answers, but instead point the groups in the right direction.
The activity should take approximately 30 minutes for the groups to do their research.
After the groups have completed their assignments, have each group report back to
the entire class. Do not have one group answer all of the questions. (i.e. Ask group
1 to answer question 1, then ask the other groups if they agree or have a different
answer. Then have group 2 answer question 2 and so on.) The slides will assist in the
process as some participants will want to record the answers from the other groups.
This is encouraged as they will need the information to answer the last two questions
on page A-3. The report back should take no more than 40 minutes.
NOTES FOR SLIDE 2

You are assigned to work in a large
abandoned warehouse on a brownfield
site. The building is being renovated for use
as a parts assembly shop. Large doors on
either end of the warehouse provide natural
ventilation. Using the NIOSH Pocket Guide,
find the OSHA Permissible Exposure Limits
(PELs), the Immediately Dangerous to Life
or Health Level (IDLH) concentrations, the routes of entry, the target organs, and the
symptoms of overexposure for the chemicals listed. Then, answer the questions on
next page.

Chemical OSHA IDLH Routes Target Symptoms

PEL of Entry Organs
Methylene 25 ppm 2300 INH, ING, Eyes, Skin, Irritation of eyes and skin;
Chloride ppm ABS, CON CVS (heart), lass, drow, dizz; numb, tingle
CNS (skin) limbs, nau, (carc)
Lead 0.050 100 INH, ING Eyes, GI Tract, Lass, insom; facial pallor;
CON CNS, Kidneys, anor, low-wgt, malnut;
mg/m3 mg/m3
Blood, Gingival constip, abdom pain, colic;
Tissue anemia; gingival lead
line; tremor; para wrist &
ankles; encephalopathy;
kidney disease; irrit eyes;
hypotension,
Acetone 1000 ppm 2500 INH, ING, Eyes, Skin, Irrit eyes, nose, throat; head
ppm CON Resp. Sys., dizz, CNS depress; derm
CNS
Toluene 200 ppm 500 ppm INH, ING, Eyes, Skin, Irrit eyes, nose; lass, conf,
ABS, CON Resp. Sys., euph, dizz, head; dilated
C 300
CNS, Liver, pupils, lac; anxi, musc ftg,
ppm
Kidneys insom; pares; derm; liver,
500 kidney damage
ppm/10
min max
Muriatic Acid C 5ppm 50 ppm INH, ING Eyes, Skin, Irrit nose, throat, larynx;
(soln), Resp. Sys. cough, choking; derm; soln:
(Hydrogen
CON eye, skin burns; liquid:
Chloride) frostbite, In animals: lar
spasms; pulm edema
Toluene-2-4- C Ca INH, ING, Eyes, Skin, Irrit eyes, skin, nose, throat;
CON Resp. Sys., choke, paroxysmal cough;
Diisocyanate 0.02 ppm 2.5 ppm
(in animals: chest pain, retster soreness;
(TDI) Pancreas, Liver, naus, vomit, abdom pain;
Mammary bron, broncho spasm, pulm
Gland, edema; dysp, asthma; conj,
Circulatory lac; derm, skin sens; (carc)
Sys.,& Skin
tumors

This question is meant to generate discussion. Some participants may have a greater
concern because a chemical is listed as a carcinogen. Others may express concern
over different target organs. Still others may be concerned with low PELs or IDLHs.
There are no “right” answers.
1. Which of these chemicals would you have the most health concerns about?
Why?
TDI is a carcinogen
Methylene Chloride is a carcinogen
Lead and TDI have a low Permissible Exposure Limit (PEL)
Instructor Note:
NIOSH lists TDI and Methylene Chloride as potential carcinogens but OSHA does not.
2. For which chemicals would you want to wear chemical eye protection?
All have eyes listed as target organs; however, lead is the only one not
listed as an eye irritant.
Instructor Note:
Point out the difference between a target organ and an affected body part.

Activity 3: Hazard Recognition: Answer Key

NOTES FOR SLIDE 1
during the course.
Divide the participants into groups of 3 – 4
and have them work as a group to find the answers. Depending on time and the ability
of the groups, the instructor has the flexibility of assigning all of the questions to each
group or having each group research only 2 or 3 questions.
Remain in the room while the activity is taking place, both to answer any questions
and to keep the groups on task. It is recommended that a second instructor also be
present in the classroom to assist with any questions. Do not give the answers, but
instead point the groups in the right direction.
answer. Then have group 2 answer question2 and so on.)
The Activity 3 2016 FINAL slides will assist in the process as some participants will
want to record the answers from the other groups. The report back should take no
more than 20 minutes.
NOTES FOR SLIDES 2 and 3

You are Chris Worker, a construction worker
working as part of a mixed crew on a
CERCLA hazardous waste site erecting an
entombment chamber for 55 gallon drums.
The site characterization and analysis crew
has finished work. You are working for the
contractor hired to clean up the site and are
dressed in Level C protection (air purifying
respirators and splash suits). Soon after starting the excavation, you spotted 30 - 40
unmarked drums buried where you were going to build the chamber. Upon closer
examination, these drums are corroded and appear to be leaking. This spot was listed

on the site map as having no barrels and

was therefore not included in the initial site
characterization and analysis.
To save time and stay on schedule, your
supervisor decides to go ahead and use
the crew to clear these drums without any
assessment and without including them in
the original site analysis or plan.
You refused to do any work with the buried drums until the contractor had the drums
sampled and all the hazards identified. Your employer did this and told you not to
worry. They sampled the nearest drum and found that it contained waste phosphorus
trichloride. Therefore, your team still dressed in Level C protection with HEPA (High
Efficiency Particulate Air) cartridges, could now overpack the drums and store them to
one side while you continued building the concrete forms.
You are still concerned and decide to use the NIOSH Pocket Guide to find out some
information on this chemical.
1. What is the UEL N/A and LEL N/A of this chemical?

What is the flashpoint of this chemical? Not Applicable
What does this mean? The chemical will not burn
2. What is the vapor pressure of this chemical? 100 mm/hg

3. What are this chemical’s target organs? Eyes, skin, Respiratory System
4. What are the routes of entry to the body? Inhalation, Ingestion, Contact
5. What is the PEL of this chemical? 0.5 ppm
What is the IDLH of this chemical? 25 ppm
What do these numbers mean? In concentrations above .5 ppm, you must
have proper respiratory protection. At or above 25 ppm and without a
supplied air respirator, you will experience an acute exposure that poses
an immediate danger to life and health.

6. What level of protection would you want to be wearing for your job?
Minimum Level B because of unknowns (chemicals and exposure levels).

A “Level A” might be chosen because the drums appear to be leaking,
and phosphorus trichloride is a fuming liquid. Since PPE hasn’t been
covered yet in the course, this question will be a challenge and should
serve as a teaser for things to come.
7. Using the above information, what concerns, if any, would you have entering
the excavation to overpack these leaking drums?
Contents of the drums not sampled
Fire or explosion hazard
Reactivity with other materials (sodium, potassium, aluminum, acids,

organic materials, water
High molecular weight (137.4) and will accumulate in low areas
Cave – in
Heavy Equipment


NOTES FOR SLIDE 1
during the course.
NOTES FOR SLIDES 2, 3 and 4

You are Kim Worker, a construction worker
working as part of a mixed crew on a
CERCLA hazardous waste site erecting an
entombment chamber for 55 gallon drums.
The site characterization and analysis crew
has finished work. You are working for the
contractor hired to clean up the site and are
dressed in Level C protection (air purifying
respirators and splash suits). Soon after starting the excavation, you spotted 30 - 40
unmarked drums buried where you were going to build the chamber. Upon closer
examination, these drums are corroded and appear to be leaking. This spot was listed
on the site map as having no barrels and was therefore not included in the initial site
characterization and analysis.

To save time and stay on schedule, your

supervisor decides to go ahead and use
the crew to clear these drums without any
assessment and without including them in
the original site analysis or plan.
You refused to do any work with the buried
drums until the contractor had the drums
sampled and all the hazards identified.
Your employer did this and told you not to
worry. They sampled the nearest drum and
found that it contained waste phosphorus
trichloride.
Therefore, your team still dressed in Level
C protection with HEPA (High Efficiency
Particulate Air) cartridges, could now
overpack the drums and store them to
one side while you continued building the
concrete forms. You checked your NIOSH Pocket Guide and gathered information
about this chemical.
As you were finishing researching the NIOSH Pocket Guide, your foreman came up to
tell you that there was reason to believe that some of the barrels also contained TDI
known as toluene-2 4-diisocyanate. You immediately returned to your Pocket Guide to
get some information on this new chemical.
1. What are the physical characteristics of tolune-2, 4-diisocynate? Colorless to

pale yellow liquid (above 71°F) with a sharp, pungent odor
2. What is the UEL 0.9% and LEL 9.5% of this chemical?
3. What is the flashpoint? 260°F; Class IIIB Combustible Liquid
What does this mean? Flashpoint is the temperature at which a chemical

gives off enough vapors to burn if there is a source of ignition. 260°F
puts this chemical into to the slightly combustible range as it exceeds
200°F

4. What is the vapor pressure of this chemical? 0.01 mm/hg @ 77°F
5. What is the PEL of this chemical? C = 0.02ppm (c = ceiling)

What is the IDLH of this chemical? 2.5 ppm Ca (Ca = Carcinogenic)
What do these numbers mean? A Ceiling Limit cannot be exceededduring

any part of the workday and “Ca” (carcinogen) means a potential
occupational carcinogen.
6. What are this chemical’s target organs? Eyes, skin, Respiratory System
7. What are the routes of entry to the body? Inhalation, Ingestion, Skin and/or
eye contact
8. What level of protection would you want to be wearing for your job?
Level A - chemical reacts with oxidizers (phosphorus trichloride) and may
splatter; Pocket Guide recommends no skin contact.
9. Using the above information, what concerns, if any, would you have entering
the excavation to overpack these leaking drums?
The two chemicals may react, ignite, or splatter
Extremely low TWA (very toxic)
High molecular weight (174.2) and will accumulate in low areas
All of the chemicals have still not been identified

Activity 5: Physical and Chemical Properties: Answer Key

NOTES FOR SLIDE 1
during the course.
the answers. Depending on time and the ability of the groups, the instructor has
the flexibility of assigning all of the chemicals to each group or having each group
research only 2 chemicals.

Knowing a compound’s physical and chemical properties can help you to determine
how much of a risk it will pose to people and to the environment. Look up the
properties of these chemicals in the NIOSH Pocket Guide and then answer the
questions below.
Chemical M.W V.P. BP Fl.P. LEL PEL Sol. Sp.Gr

OSHA
Kerosene 347° - 100o - None

170 5mm/hg 0.7% Insoluble 0.81
pg. 184 617°F 162oF NIOSH
100mg/m3
200 ppm
MEK @200°F
78mm/
72.1 175°F 16oF or 28% 0.81
hg
pg. 36 1.4%
590mg/m3
OSHA
None
TCA @124°F
163.4 338F NA NA NIOSH Miscible 1.62
pg. 314 1mm/hg
1ppm
7mg/m3
Ammonia NA 50ppm
17.0 8.5 atm -28°F 15% 34% NA
pg. 15 Gas 35mg/m3
1. Which chemicals pose a fire hazard?

Kerosene - Fl.p 100 - 162°F Combustible LEL 0.7%;
MEK - Fl.p 16°F Combustible LEL 1.4% at 200°F;
Ammonia - Already a gas Flammable LEL 15%
2. Which chemicals would mix readily with water? Which would sink in water?
Which would float?
MIX SINK FLOAT

MEK Kerosene
TCA
Ammonia MEK

3. Remembering that 1% = 10,000 ppm, are the LELs more or less that the PELs?
By about how much?
PELs are always listed, if applicable, as less than or equal to 10% of the
LEL. Most times you will see this number (LEL), if applicable, listed in
the IDLH column followed by a note stating that the number is 10% of the
LEL.
4. What chemical would get into the air (evaporate) the fastest?
Ammonia = 6460 mm/hg (8.5 atm x 760mm/hg) = 6460 mm/hg
Which would get in the air the slowest?
TCA w/1mm/hg at 174°F
5. Which chemical vapor would be most likely to rise above the site of a spill or
release? (Remember, air has a M.W. of 29.5)
Ammonia with a MW of 17
Which chemical vapor would be most likely to settle near the site of a spill or
release? (Remember, air has a M.W. of 29.5)
Kerosene with a MW of 170
Instructor Note:
You might variously read or hear that the MW of air is 28.8, 29, or 29.5. Regardless,
the formula for vapor density for our purposes has always between the MW of a
chemical divided by 29.

Activity 6: Hazard Information Sources: Answer Key

NOTES FOR SLIDE 1
during the course.
NOTES FOR SLIDE 2

Use the label on page A-12 to answer the
following questions:

1. What is the name, address and telephone number of the chemical

manufacturer, importer or other responsible party?
Great Chemical Company, 55 Main Street, Anywhere, CT 064XX Telephone
(888) 777-8888
2. What is the Product Identifier used to identify the hazardous chemical?

OXI252 (disodiumflammy) CAS #: 111-11-11xx
3. What Signal Word(s) are used to indicate the relative level of severity of the
hazard?
Danger
4. What Hazard Statement is used to describe the nature of the hazard(s) of a

chemical?
May cause fire or explosion; strong oxidizer Causes severe skin burns
and eye damage.
5. What Precautionary statements are used on the label?

• Keep away from heat. • Keep away from clothing and other combustible
materials. • Take any precaution to avoid mixing with combustibles. •
Wear protective neoprene gloves, safety goggles and face shield with
chin guard. • Wear fire/flame resistant clothing. • Do not breathe dust or
mists. • Wash arms, hands and face thoroughly after handling.
6. What First Aid measures are identified on the label?

IF ON SKIN (or hair): Take off immediately all contaminated clothing.
Rinse skin with water. • IF ON CLOTHING: Rinse immediately
contaminated clothing and skin with plenty of water before removing
clothes. Wash contaminated clothing before reuse. • IF IN EYES: Rinse
cautiously with water for several minutes. Remove contact lenses, if
present and easy to do. Continue rinsing. • IF INHALED: Remove person
to fresh air and keep comfortable for breathing. • IF SWALLOWED: Rinse
mouth. Do NOT induce vomiting. • Immediately call poison center

7. What should you do in case of a fire while using this chemical?

In case of fire: Use water spray. In case of major fire and large quantities:
Evacuate area. Fight fire remotely due to the risk of explosion.
8. What is the proper disposal procedure for this chemical?

Dispose of contents/container in accordance with local/regional/national/
international regulations.

Activity 7: SDS Worksheet: Answer Key

NOTES FOR SLIDE 1
during the course.
NOTES FOR SLIDE 2

Use the SDS sheet found on page A-15 to
answer these questions.

1. What is the name of the product?

3M™ Super 77™ Multipupose Adhesive (Aerosol)
2. When was the SDS last issued? 9/11/14
3. What pictogram(s) are found on the SDS?

Flame, Exclamation mark and Health Hazard
4. Are there OSHA PELSs listed for the ingredients? Yes  No 
5. List the OSHA TWAs and any other TWAs listed for each ingredient.
Hexane (ACGIH TWA:50 ppm Skin Notation - OSHA TWA:1800 mg/m3(500
ppm))
Cyclohexane (ACGIH TWA:100 ppm - OSHA TWA:1050 mg/m3(300
ppm))
Petroleum distillates (CMRG TWA:50 ppm )
Acetone (ACGIH TWA:250 ppm;STEL:500 ppm -OSHA TWA:2400 mg/
m3(1000 ppm))
Propane(ACGIH Limit value not established: - OSHA TWA:1800 mg/
m3(1000 ppm))
6. What “Serious Eye damage/Irritation” hazard classification category is this

chemical?
Category 2A
7. Which organ does this chemical cause damage to?

Cardiovascular System

8. Does this product contain any cancer causing materials? Yes  No 
9. What first aid measures should be taken if the product comes into contact with
the eyes?
Immediately flush with large amounts of water. Remove contact lenses if
easy to do. Continue rinsing. Get medical attention.
10. What types of materials will react with this product?

This material may be reactive with certain agents under certain conditions
- see the remaining headings in this section.
11. What are some possible health effects of a single exposure to this chemical?
Central Nervous System (CNS) Depression: Signs/symptoms may include
headache, dizziness, drowsiness, incoordination, nausea, slowed
reaction time, slurred speech, giddiness, and unconsciousness.
12. What eye/face protection is recommended when using this chemical?

Indirect Vented Goggles
13. What NFPA Flammability Hazard Classification does this chemical receive?
Classification 4
14. Would this material be safe to use near a heater? Yes No 

Notes:

Notes:

Chapter 4: Monitoring and Sampling
CHAPTER 4: Monitoring and Sampling

CHAPTER OVERVIEW
TIME
METHOD MATERIALS
(minutes)
PPT slide: #2
15 Show video: Fatal Exposure - Tragedy Video: 3_6_Fatal_

at DuPont Exposure_Tragedy_at_
DuPont

the participants, discuss the information PPT slides: #2 – 26 and 28
found in the Chapter 4 PowerPoint. – 52


implement
Extra Informational Slides PPT slides: #27
120 Total

70 Complete Monitoring for “Unknowns”

hands-on activity
This monitoring exercise can be
completed at the end of this chapter or
any time during the course. CPWR’s
recommendation is to conduct the
exercise at the beginning of Day 4.
TIME: 2.0 hours
4 Monitoring and Sampling 2015-FINAL – PowerPoint

Video: 3_6_Fatal_Exposure_Tragedy_at_DuPont
NIOSH Pocket Guide to Chemical Hazards – Any edition of the NPG
will be sufficient to use during training.
Demonstration:
• Gilian BDX-II® Air Sampling Pump (or similar air sampling pump)
with two types of cassettes
• Rotometer and tubing – used to calibrate the air sampling pump
• Max XT ll® (or similar multi-gas monitor) with tubing, moisture
filter, calibration gas, flow meter
• Microclip® (or similar passive multi-gas monitor) with sampling
and calibration attachments
• Calibration kits; calibration gas, flow meter, tubing.
Hands-on:
• 1 direct-reading oxygen/combustible gas meter
• 1 MSA Kwik-Draw® detector pump (or equivalent) per every 4
participants
• 3 Ethanol colorimetric tubes per every 4 participants
• 3 Ammonia colorimetric tubes per every 4 participants

• 1 large can of Lysol Disinfectant Spray

• 1 bottle household rubbing alcohol (isopropyl alcohol)
• 1 bottle of household ammonia
• 4 Small containers with tight-fitting lids per every 4 participants
• 1 small container of Lysol Disinfectant Spray (Ethanol)
(approximately 1 oz.) per every 4 participants
• 1 small container of rubbing alcohol (approximately 1 oz.)per
every 4 participants
• 1 small container of ammonia (approximately 1 oz.)per every 4
participants
• 1 container for used tubes per every 4 participants
1. Describe situations where monitoring is needed.
2. Explain the advantage and disadvantage of monitoring methods.
3. Describe different types of sampling.
4. Identify issues with the way monitoring is being conducted at your job.


NOTES FOR SLIDE 1
NOTES FOR SLIDE 2

After completing this module, you will be able
to:
1. Describe situations where monitoring

is needed.
2. Explain the advantage and
disadvantage of monitoring methods.
3. Describe different types of sampling.
4. Identify issues with the way monitoring is being conducted at your job.
NOTES FOR SLIDE 3

At a hazardous waste site, what questions
can we answer with monitoring and
sampling?
What is in that barrel?
How much lead is in this soil?
What chemicals are in the air where Jim is
working?
How much is Jim exposed to?
After a chlorine gas leak, how far did the gas cloud spread?
Can you think of others?

NOTES FOR SLIDE 4

Show the title of the PowerPoint slide
“Monitoring and sampling are very important
because they:”
Ask participants “Why do you think
monitoring and sampling are important?
Write down the various descriptions given
by the participants on a white board or flipchart
Say “Monitoring provides information about the presence of hazardous substances.”
Monitoring and sampling are very important because they:
1. Identify where the dangers are on the hazardous waste site.

2. Determine the extent and conditions of worker exposures.
3. Assist in the selection PPE (suit, gloves, respirator, etc.) and other controls.
4. Aid in planning work activities and methods (for example, using water
sprayers).
5. Determine the special equipment and tools needed.
6. Determine whether employees need medical surveillance or exams.
7. Create a record of exposure.
8. Determine potential for community exposure.
NOTES FOR SLIDE 5

Monitoring must be performed whenever
employees may be exposed to hazardous
substances. The monitoring results are one
criteria in selecting PPE and other controls.
Airborne exposures are very complex and
can change a lot over the course of day
or a project. An industrial hygienist, site
health and safety professional, or other
knowledgeable person must set up a monitoring plan indicating the frequency of
monitoring. Monitoring must be conducted more frequently, or continuously, when
conditions are more hazardous and more likely to change (for example, confined

spaces, IDLH conditions, or flammable atmospheres). Monitoring includes all

employees who may be exposed to hazardous concentrations of chemicals but should
focus on those employees likely to have the highest exposure first. When worker
overexposures have been identified, the monitoring program must be expanded to
identify all overexposed workers.
The photo shows realtime air monitoring near the site of an oil spill. The U.S.
Environmental Protection Agency is responding to the spill of an unknown volume of
oil into Lake Michigan from the BP refinery in Whiting, Indiana. BP notified the federal
government’s National Response Center on March 24, 2014 at 5:25 p.m. that a spill
had occurred.
NOTES FOR SLIDE 6

Exposures may change and monitoring must
be repeated if:
1. Work begins in a different area of the

site;
2. Work activities or tasks change;
3. Materials being handled change;
4. Signs that exposures may have changed;
5. Excessive contamination in the work area occurs; or
6. Weather conditions change.
NOTES FOR SLIDE 7

Monitoring can determine the concentration
or presence of:
• Oxygen
• Explosive gases or vapors
• Toxic chemicals
• Radiation
• Noise
• Heat stress
• Biological hazard

NOTES FOR SLIDE 8

Sampling can be classified as personal,
area, or bulk/surface.
Instructor Note:
Reference source: Fundamentals of
Industrial Hygiene: Chapter 15 – Evaluation
Photo Credit:
https://www.fema.gov/media-library/assets/images/68910
NOTES FOR SLIDE 9

Personal monitoring in the breathing zone
determines a specific worker’s exposure.
BREATHING ZONE
The breathing zone is within a ten inch radius
of the worker’s nose and mouth. OSHA
requires that worker exposure monitoring air
samples be collected in the breathing zone.
Air sampling filters may be attached to the collar or lapel.
Worker exposure monitoring air samples must always be collected outside of any
respiratory protection equipment. Samples must be collected outside of respirators to
determine the level of exposure and consequent level of protection that the employer
must implement.
NOTES FOR SLIDE 10

Personal samples are usually collected by
placing a battery-operated air pump on the
person’s belt and clipping a collection tube
or filter cassette in their breathing zone
(near the collar). Air from the breathing
zone is pulled into the collection device
where the contaminants are trapped. The
collection device, or the filter in it, is sent to a
laboratory for analysis.
Instructor Note:
Point out the sampling pump and cyclone with 37 millimeter filter cassette. You may
also want to point out the powered air purifying respirator (PAPR) that the worker is
wearing. This was part of a CPWR research project looking at ventilation or vacuum
controls.

NOTES FOR SLIDE 11

Personal monitoring is the most accurate
measurement of exposure because the
sampling device goes where you go and
collects air from your breathing zone. This is
why personal sampling is used to compare
actual worker exposures to occupational
exposure limits (OELs) whenever
possible. OELs may be legally enforceable or recommendations that are not legally
enforceable. OSHA sets legally enforceable Permissible Exposure Limits (PELs) and
requires personal monitoring while OELs set by NIOSH and ACGIH are not generally
enforceable. The laboratory reports results as a concentration or TWA that can easily
be compared to the OELs.
Instructor Note:
The picture on slide shows worker during the Katrina clean up in 2006.
NOTES FOR SLIDE 12

NIOSH and OSHA methods require
calibration of personal air sampling pumps
before and after each use. Calibration
should be performed with same type of filter
or sampling media that will used during
monitoring. Primary calibration devices such
as a bubble burette, a spirometer, electronic
bubble meter (shown above on the left),
are the most accurate and preferred. Rotameters (shown above in the center) are a
less expensive and less accurate calibration device and may be acceptable for field
calibration in some cases.
NOTES FOR SLIDE 13

Passive dosimeters (diffusion monitor) are
small badges that can be used for personal
sampling too. The badges are clipped to the
collar and collect contaminants as air passes
over them without using a pump. They can
only be used once and must be sent to a lab
for analysis.
Photo Credit:
OSHA

NOTES FOR SLIDE 14

Area monitoring is not used to determine a
specific worker’s exposure. It’s often used
to measure background concentrations in
air prior to the start of work, trigger alarms
if concentrations get too high, assess the
effectiveness of controls, and to protect the
community.
NOTES FOR SLIDE 15

Bulk and surface sampling are used to
determine how much of a hazardous
substance is present:
• In water
• In soil • In waste
• On surfaces • In materials
NOTES FOR SLIDE 16

Bulk sampling identifies hazardous contents
and is important for determining work plans,
necessary controls and PPE, and proper
disposal.
NOTES FOR SLIDE 17

The presence of a hazardous substance can
indicate the potential for exposure but should
not be used to estimate worker exposure.
Example, just because a soil sample shows
lead present does not mean excavators will
be exposed over the PEL. Once work begins,
air monitoring will show worker exposure
levels.
Photo Credit:
DOE/Oak Ridge National Laboratory

NOTES FOR SLIDE 18

Wipe sampling shows which surfaces are
contaminated. A piece of cloth or other
material is wiped across a known area (often
100 cm2) of the surface and then submitted
to a laboratory for analysis. Wipe sampling
for lead is common in homes believed to
have older paint. DOE facilities use wipe
sampling for beryllium and other metals.
Questions to consider when monitoring is being performed are, who is responsible for
monitoring and have they been properly trained.
NOTES FOR SLIDE 19

Personal, area, and bulk/surface sampling
can be accomplished by sending a sample to
a lab or using real-time monitoring.
NOTES FOR SLIDE 20

There are many different monitoring methods
and each approach may answer different
questions and has different advantages
and limitations. Many methods are not as
accurate or quick as we’d like them to be and
no single instrument or method can detect
all chemicals, but proper monitoring can
provide information to help protect workers’
health. Using the wrong method or instrument may expose workers to an unsafe work
environment.
NOTES FOR SLIDE 21

There is often more than one sampling
method for a hazardous substance.
Collecting paint chips and sending them to
a laboratory is accurate but using an XRF
instrument is much quicker and doesn’t
damage the surface.

Advantages of Sending Bulk Samples to a Lab:

• Very accurate
Disadvantages of Sending Bulk Samples to a Lab:
• Expense and time involved
• Disturbs painted surface
• Have to repaint or patch the surface
Advantages of using a XRF instrument:
• Provides results quickly

• Does not damage painted surface
Disadvantages of using an XRF instrument:
• Need permit and training
• Many things can interfere with XRF readings
• Some surfaces cannot be measured by XRF (e.g., curved surfaces)
• Instruments are expensive
NOTES FOR SLIDE 22

Sampling should be planned with the
laboratory’s input. The laboratory must
be qualified and accredited to perform
the analysis you are requesting. The final
limitation is that generally need to know what
chemical or chemicals might be present
before you sample so that you can select the
right method.
NVLAP = the National Voluntary Laboratory Accreditation Program. NVLAP
provides an unbiased third-party evaluation and recognition of performance.
NVLAP accreditation signifies that a laboratory has demonstrated that it operates in
accordance with NVLAP management and technical requirements pertaining to quality
systems; personnel; accommodation and environment; test and calibration methods;
equipment; measurement tractability; sampling; handling of test and calibration items;
and test and calibration reports.

AIHA Laboratory Accreditation Programs (AIHA-LAP) is a group of laboratory

accreditation programs. The primary mission of AIHA-LAP is to establish high
standards of performance for laboratories that promote the production of quality data
for use in evaluating exposures that impact public health, the environment and natural
resources.
NOTES FOR SLIDE 23

The time required to receive the results is
a major weaknesses of personal sampling
methods that require laboratory analysis. It
may take 1-14 days to receive the results
from a laboratory and that may be too long
to wait for some decisions. Also, these
samples provide no information about ceiling
exposures during the hours they were
collected.
NOTES FOR SLIDE 24

Samples of groundwater and water from
wells, ponds, and streams are usually sent to
a lab to identify chemicals.
The photo shows water sampling following
the January, 2014 leak of 10,000 gallons of
4-methylcyclonehexane methanol, or MCHM,
in the Elk River in West Virginia.
Photo Credit:
http://wvutoday.wvu.edu/n/2014/01/29/wvu-receives-nsf-grant-to-study-
chemical-leak-s-impact-in-charleston-area
NOTES FOR SLIDE 25

Soil samples are usually sent to a lab for
analysis and can indicate the extent of the
contamination (concentration), how deep it
is, and the boundaries of the contaminated
area.
Here is an example of a tool used to take soil
samples:

NOTES FOR SLIDE 26

A glass cylinder called a “thief” or a
“coliwasa” is inserted into a waste drum or
tank and used to collect a sample. Some
basic tests may be performed at the site
but the sample is often bottled and sent to
a lab for analysis. Compatibility testing is
performed by a laboratory and can determine
whether the hazardous materials can be
safely mixed. Compatibility software programs have been developed by the U.S. EPA,
Army Corp of Engineers, and other groups.
NOTES FOR SLIDE 27

Instructor Note:
exercise on how use colorimetric strips.
Colorimetric strips can be used for basic on-
site chemical classification.
How to use:
Strip (L) will be the same length as the chart (R) when the two are shipped together.
The strips come in a plastic tube w/chart. The tube will have a lot number and
expiration date on its label.
Remove only as many strips as are required and reseal the container immediately
after use. Do not touch test papers! Avoid exposing the strips to sunlight and
moisture. Store the container in a cool dry place.
Interferences: Concentrated acidic solutions tend to totally destroy indicators
impregnated in paper. Bleeding of the indicator dyes and extreme pH values are good
evidence of indicator dye destruction. In the event of such a strong solution dilution
may be needed for accurate analysis. Heavy oils may saturate test papers and mask
test colors. Opaque solutions may mask colors. Lightweight organic solvents may
cause the blue indicator in Test #4 to bleed. Volatile organics may vaporize before
reading can be made. Test #2 – Oxidizer test- strongly acidic, basic solutions may
cause false positives. Test #3 – Fluoride test – Chlorate, Bromates, and Sulfates result
in a whitening of the test paper if present in large quantities. Test #5 – Free HNO2 (not
nitrate ions) may cause false positives.

Directions:
1. Keep Classifier dry until ready to use to avoid premature activation of the test
strips. Avoid touching or contaminating test areas on strip.
2. Fan Classifier in gas zone just above the level of solution to be tested. Observe
the results. (Classifier Strips are intended to be used for one wet testing
procedure. Testing vapors is considered a part of a single test.
3. Dip Classifier vertically into the solution (test end first).
4. Leave the strip in solution for 30 seconds, swishing if possible.
5. After removing test strip form solution IMMEDIATEL LAY FLAT on Color Chart.
(If Classifier is dipped or held in the incorrect position, bleeding from test #1
interfere with tests #2, #4, and /or #5.
NOTES FOR SLIDE 28

Real-time monitoring provides an immediate
measurement of concentration. The
instrument, equipment, or method used
depends upon the potential hazards present.
NOTES FOR SLIDE 29

“Advantages of real-time monitoring include:”
Ask participants “What are some advantages
of conducting real-time monitoring?
Write down the various responses given by
Advance the PowerPoint to show the advantages from the participant manual, once
Advantages of real-time monitoring include:
1. Results are immediate (seconds to minutes)
2. Relatively inexpensive (starting at a few hundred dollars)
3. Relatively easy to operate with proper training
4. Used to ensure safe entry into confined space

NOTES FOR SLIDE 30

“Disadvantages of real-time monitoring
include:”
Ask participants “What are some
disadvantages of conducting real-time
monitoring?
Write down the various responses given by the participants on a white board or
flipchart
Advance the PowerPoint to show the advantages from the participant manual, once
Disadvantages of real-time monitoring include:
1. Concentration range limited - may not be able to detect high enough or low
enough levels of toxic or flammable materials
2. Most monitors cannot identify an unknown contaminant or distinguish one from
another;
3. Must be calibrated and maintained on a regular basis;
4. Background levels and other chemicals can give false readings (cross-
sensitivity); and
5. Common instruments only have a few sensors.
NOTES FOR SLIDE 31

Real-time instruments can be used to
measure:
• Oxygen
• Explosive gases or vapors
• Toxic chemicals
• Radiation
• Noise
• Others
When used for confined space entry, real-time measurements must be taken in the
following order to ensure accuracy and safety: 1. oxygen (19.5%-23.5%), 2. flammable
(less than 10% LEL), and 3. potential toxic substances (below IDLH or PEL,
depending on the exact situation).

NOTES FOR SLIDE 32

Oxygen meters measure the percent oxygen
in the air.
Normal breathing air contains approximately
20.9% oxygen. Air which contains less than
19.5% oxygen is oxygen-deficient. The
oxygen in confined spaces such as tanks,
pits, silos, pipelines, vaults and sewers
is often oxygen-deficient. OSHA requires SAR (with escape) or SCBA respiratory
protection in atmospheres with less than 19.5% oxygen.
An atmosphere is oxygen-enriched if it contains more than 23.5% oxygen. Oxygen
enrichment makes it easier for flammable and combustible substance to burn and
increases the risk of fire or explosion.
Keep in mind that:
• Temperature, pressure and carbon dioxide can all affect readings;
• Instruments must be calibrated and checked regularly; and
• Users must be trained.
NOTES FOR SLIDE 33

Flammable and explosive chemicals are
detected by combustible gas meters and
reported as a percent of the lower explosive
limit (% LEL). These instruments are useful
for confined space entry. Above 10% of the
LEL indicates there is an atmosphere with
potential for fire/explosion.
NOTES FOR SLIDE 34

Keep in mind that CGIs:
• Should be field-calibrated before each
shift;
• Require periodic factory calibrations;
• Do not respond the same to all gases
and vapors;
• Some need a minimal amount of oxygen to work properly;
• Users must be trained; and

• Enough time must be allowed for contaminants to reach the instrument through
the length of tubing used.
NOTES FOR SLIDE 35

Combustible gas indicators are often
included in instruments with sensors for
oxygen, carbon monoxide, and one or two
toxic gases, such as hydrogen sulfide. These
are sometimes referred to as multi-gas
meters.
Instructor Note:
CPWR currently uses this meter.
NOTES FOR SLIDE 36

A colorimetric detector tube is a glass tube
filled with a solid material that changes
color when it reacts with certain chemicals.
A hand-operated or battery-powered pump
is used to pull a specific volume of air
through the tube and the contaminant reacts
with the chemical in the tube producing
a stain proportional in length to the concentration of the contaminant. Drager,
MSA, Sensidyne, and others manufacture colorimetric detector tubes for dozens of
contaminants or types of contaminants (alcohols, for example).
Instructor Note:
CPWR uses the MSA Qwik-Draw pump.
NOTES FOR SLIDE 37

The instructions are important and different
for every type of colorimetric tube.
Instructor Note:
Pass an example with these sections
highlighted around the room.

NOTES FOR SLIDE 38

Pumps for colorimetric tubes are for single
or multiple tubes and are manual or battery
operated.
NOTES FOR SLIDE 39

Colorimetric tubes are relatively easy to use,
inexpensive, and quick.
NOTES FOR SLIDE 40

There are limitations to the usefulness of
colorimetric detector tubes
• Cannot be used to reliably identify
chemicals.
• Each tube is specific to a chemical or a
small range of chemicals.
• Similar chemicals may produce a color change (interference).
• Pump must be checked for leaks and calibrated.
• Tubes have a limited shelf life (always check expiration date before use).
• User must read the correct scale on the tubes.
• User must follow specific pump-stroke requirements.
• Results can be off by as much as 25%
• Results may be affected by temperature and humidity.
• The results may not be clear.

NOTES FOR SLIDE 41

There are limitations to the usefulness of
colorimetric detector tubes
• Cannot be used to reliably identify
chemicals.
• Each tube is specific to a chemical or a
small range of chemicals.
• Similar chemicals may produce a color change (interference).
• Pump must be checked for leaks and calibrated.
• Tubes have a limited shelf life (always check expiration date before use).
• User must read the correct scale on the tubes.
• User must follow specific pump-stroke requirements.
• Results can be off by as much as 25%
• Results may be affected by temperature and humidity.
• The results may not be clear.
NOTES FOR SLIDE 42

Numerous other real-time instruments are
available for hazardous chemicals. Use of
these instruments, including photo-ionization
detectors (PID), flame ionization detectors
(FID), portable gas chromatographs, and
other more specialized monitors, requires
special training.
Instructor Note:
The photo shows a mercury vapor analyzer.
NOTES FOR SLIDE 43

No single instrument can measure all
forms of radiation accurately. With different
accessories, Geiger counters can be used to
detect alpha particles, beta radiation, gamma
and x-rays. Workers on sites with ionizing
radiation may be required to wear badges
(dosimeters) that measure dose over many
days. On sites where radiation sources are
present, a specific monitoring program should be in place which describes monitoring
devices, the type of hazard, and control methods.

NOTES FOR SLIDE 44

Instruments to measure air velocity (speed)
are useful for confined space entry.
Once you know the velocity you can use
calculations or charts that come with blowers
to determine air flow rate or how much air
is being moved per hour. This is important
when determining how long to ventilate a
space before entry.
NOTES FOR SLIDE 45

A velometer and a blower’s chart can be
used to determine air changes per hour.
A nomograph, similar to this one, usually
comes with a blower.
NOTES FOR SLIDE 46

Sound level meters (SLM) are direct reading
instruments that measure how loud the
noise in decibels (dB). Most instruments use
the A scale (dBA) which mimics how the ear
responds to noise.
Keep in mind that SLMs:
• Require calibration before and after
each use
• Battery must be checked before each use
• Do not record data and the display must be viewed constantly during use
• Personnel must be trained to use instrument

NOTES FOR SLIDE 47

Personal noise dosimeters also measure
sound level but they record data over a
period of time. These instruments are worn
by the employee during the entire shift and
used to determine a time-weighted average
exposure.
NOTES FOR SLIDE 48

Heat stress monitors measure heat
stress index, black globe temperature, air
temperature and relative humidity.
The black globe temperature, which usually
consists of a 150 mm (6 inch) black globe
with a thermometer located at the center.
The black globe temperature represents the
integrated effects of radiation and wind.
NOTES FOR SLIDE 49

The presence of biological hazards such
as molds, bacteria, viruses, and certain
parasites will affect PPE selection, as well as
decontamination and disposal procedures.
Specialists must be brought in to investigate
and evaluate biological hazards.
NOTES FOR SLIDE 50

If you are requested to wear a sampling
device:
1. Be sure the monitor is positioned

properly within your breathing zone;
2. Notify supervisor, safety or industrial
hygiene personnel of any problems;
3. You have the right to see the monitoring results
4. Compare the results with OSHA PELs, NIOSH RELs, and ACGIH TLVs;

5. Keep the results. If you become ill the information may be helpful to your
doctor; and
6. Ask for assistance if you do not know what the results mean.
NOTES FOR SLIDE 51
Site management and health and safety
personnel are responsible for selecting
appropriate monitoring equipment.
Manufacturers are often the best source
of information about equipment uses,
capabilities, and limitations. Some general
considerations when selecting monitoring
equipment follow:
1. Instruments used in potentially flammable or explosive atmospheres must be

intrinsically safe (incapable of creating sparks that could ignite an explosive or
flammable atmosphere).
2. Most direct-reading instruments and sampling methods are designed to
measure only one contaminant or group of contaminants and may experience
interference from others.
3. No instrument or monitoring method can measure all toxic substances.
4. Make sure instruments are designed for the conditions (temperature, humidity,
etc.) they will be used in.
5. Users must be trained on monitoring procedures and allowed to practice
regularly.
NOTES FOR SLIDE 52
Case Study - What happened?
• Construction workers lowered the
sampling tube of a combustible gas
meter into an underground vault.
• The readings came back normal (0% LEL).
• A worker climbed into the vault with the combustible gas meter and the alarm
immediately sounded.

NOTES FOR SLIDE 53

Case Study - Why did this happen?
• Some combustible gas meters are not
accurate when there is too little oxygen
in the air and some may not work at all.
• Methane from an old dump had filled
up the vault, pushed oxygen out, and
prevented the meter from working
properly.
• By opening the vault and climbing in, oxygen began to mix with the methane and
the meter began working again.
• The workers should have tested for oxygen before combustible gases or used a
meter that tests both at the same time.
NOTES FOR SLIDE 54


Monitoring for “Unknowns” Activity
Objectives: When finished with this activity, participants will be able to:
• Restate why monitoring is important
• List the order that monitoring is to be conducted
• Using the NIOSH Pocket Guide, determine where to monitor
• List the Oxygen, LEL, and chemical exposure levels that, according to
OSHA, are considered acceptable.
• Using the NIOSH Pocket Guide, determine what precautions should
be taken to protect workers from hazardous exposures
Time: 1.25 hours
Methods: Discussion, Small Group Activity
Materials: 1 direct-reading oxygen/combustible gas meter
1 Detector tube pump per every 4 participants
3 Ethanol colorimetric tubes per every 4 participants
3 Ammonia colorimetric tubes per every 4 participants
1 large can of Lysol® Disinfectant Spray
1 bottle household rubbing alcohol (isopropyl alcohol)
1 bottle of household ammonia
4 Small containers with tight-fitting lids per every 4 participants
1 small container of Lysol® Disinfectant Spray (Ethanol)
(approximately 1 oz.) per every 4 participants
1 small container of rubbing alcohol (approximately 1 oz.)per every 4
participants
1 small container of ammonia (approximately 1 oz.)per every 4
participants
1 container for used tubes per every 4 participants
Whiteboard / Flipchart and markers to record monitoring results
1 NIOSH Pocket Guide for each participant

Personal
Protective
Equipment: Safety Glasses
Nitrile Ambidextrous Powder-Free Disposable Gloves
Create the following chart on a whiteboard or flipchart.

Instructor Note:
Below is a suggested format for recording the group’s responses to all three tubs.
Tub #1 Tub #2 Tub #3
Ethanol Ammonia Ethanol Ammonia Ethanol Ammonia

Group #1
Group #2
Group #3
Distribute PPE to participants.

Divide the class into groups of 4 - 5 participants each.
Distribute 1 Detector tube pump to each group.
Explain the principles behind a detector tube pump and detector tubes.
Review the various components of the detector tube pump, i.e., plunger, End-of-
Stroke Indicator Assembly, detector tube holder, etc.
Demonstrate how to perform a leak test.
1. Plug the detector tube pump inlet by inserting an unbroken detector tube into
the tube Holder.
2. Deflate the detector tube pump fully, release, and wait 10 seconds. The
detector tube pump is leak-free if the distance from the bellows to the frame
does not change.
3. If the detector tube pump leaks, check the tube holder and retest.
Ask each group to perform a leak text on their detector tube pump.

Demonstrate how to use the detector tube pump.
1. Using the breaker on the detector tube pump, break off both tips of the detector
tube.
2. Using a twisting motion, insert the detector tube into the rubber tube holder.
The arrow on the detector tube should point toward the detector tube pump.
3. Re-zero stroke counter.
4. With all four fingers on the handle, depress the knob with your palm. NOTE:
Watch the stroke counter; to ensure proper sample volume, the counter will
only advance if a full pump stroke is taken.
5. Release the knob. As the detector tube pump re-inflates, the end-of stroke
indicator turns to high-visibility yellow. The stroke is over when the eye returns
to the “all black” state.
6. Remove the detector tube and evaluate the stain, follow the instructions
provided with the detector tubes.
Distribute Tub #1 (Lysol® Disinfectant Spray) to each group and 1 Ethanol tube.
Warn participants they are not to “sniff” the openings of the tubs to try to guess the
contents.
Tell participants they do not have to remove the cover completely and should only
“crack” open the top wide enough to insert the detector tube.
Tell each group to select one member to sample the tub using the detector tube pump
and Ethanol tube,
Instruct the participants to make only one pump.
Warn the participants to NOT stick the end of the tube into the liquid.
Ask the groups to tell you what reading they got. Record the findings on the
Whiteboard/Flipchart. Compare readings. (There should be a range of approximately.
25% between the high group and the low group) Stress that the detector tubes can be
off by as much as 25% plus or minus.
Ask if the possibility exists that there could be more than one chemical present. After
receiving a positive response, distribute one ammonia tube per group and ask a
different group member to make one draw only.
Ask the groups to tell you what reading they got. Record the findings on the
Whiteboard / Flipchart.

Instructor Note:
There should not be any readings for ammonia.
Ask the class in what order monitoring should be done. Stress that oxygen is always
tested first, with LEL second.
Using the direct-reading monitor, select one group and check their tub #1 for oxygen
and LEL. Tell the class what readings you get from the direct-reading monitor.
Ask how many of the participants would work with this chemical with no PPE. Most
will answer “NO”. Show the household chemical that was used in this example.
Distribute Tub #2 (Rubbing Alcohol) and repeat the above tests.
Record all results.
Ask the participants to determine the PPE that would be needed to work with this
chemical based only on the monitoring results and their NPG. Ask who would work
with this chemical with no PPE. Show the chemical.
Repeat exercise with Tub #3 (Household Ammonia). After recording the results for
Ethanol, ask what color the tube is compared to what color it was after the tests from
the other tubs.
Read Section 4 of the detector tube instructions and tell participants what color the
directions say it should be (grayish-green). Tell the class that they are monitoring the
alcohol family, just not Ethanol.
Before the groups sample Tub#3 using the ammonia detector tube, stress that all
participants need to watch closely. Remind participants to not “sniff” around the
opening of this tub.
Instructor Note:
The detector tube should fully saturate almost immediately.
Ask the participants to determine the PPE that would be needed to work with this
chemical based only on the monitoring results and their NPG. Ask who would work
with this chemical with no PPE. Show the chemical.
After all tubs have been monitored, ask participants if they have any questions.
Restate objectives.
Collect all the detector tube pumps, tubs and used detector tubes. Dispose of the tub
contents and detector tubes according to local laws/regulations.

Notes:

Chapter 5: Personal Protective Equipment
CHAPTER 5: Personal Protective Equipment

CHAPTER OVERVIEW
TIME
METHOD MATERIALS
(minutes)
PPT slide: #2

PPT slide: #4

the participants, discuss the information PPT slides: #5 – 13, 15 –
found in the Chapter 5 PowerPoint. 35, 38 – 64, 66 – 78 and
81 – 85

implement
Extra Informational Slides PPT slides: #14, #36 – #37,

#65 and #79 – #80
105 Total
80 Respirators Hands-on:
4 rotations (SCBA; Airline; APR;
Cleaning, Disinfecting, Fit-Testing)

TIME: 5.0 hours

5 PPE 2015-FINAL – PowerPoint
Demonstration:
• Level A suit
• Gloves (surgical, nitrile, Viton, SilverShield and butyl rubber)
• SCBA unit
• SAR unit
• Full-face APR w/filter adapter
• Various APR filters and cartridges
• Spectacle Kit
• Welders clip-on adapter
• Polyken© tape
Hands-on:
• Saranex© suit – 1 per participant
• Level A suit
• Rubber boots
• Gloves (surgical, nitrile, and butyl rubber)
• Polyken© tape
• SCBA unit (Up to 8 units): Facepiece, 30 minute tank (filled to
1500 - 1800 pounds), and regulator on belt
• Cascaded set of Grade D air supply and SCBA quick - connect
refill hose (three [3] participants per bottle and monitor all Grade D
bottles before using)
• SAR unit (Up to 8 units): Facepiece, 5 - minute egress bottle (filled
to 1500 - 1800), shoulder strap, and regulator on belt
• Grade D air supply bottles equipped with manifolds and SAR
manual refill hose (warning bell optional)
• Lengths of 50’ air line, one per participant
• Full-face APR w/filter adapter (Up to 8 units) and a pair of HEPA or
Combo filters

• Either a Bitrex® or Irritant Smoke fit-testing kit

• Respirator parts kit, spare facepieces for sizing
• Two (2) open - end wrenches for the cascades, and tie - downs for
Grade D bottles if they are not in a wheeled 6-pack
• Monitoring instrument to test the quality of the Grade D air
• Cleaning station table w/4 water-filled tubs (warm - hot water
110o), four (4) boxes of surgical gloves, 6 - 10 rolls of paper
towels, sanitizer, and Clorox©
• First - aid kit
• Three (3) tables, each capable of holding eight (8) respirator units
• Respirator drying rack
1. Identify if the proper PPE has been selected for the hazard.
2. Properly Don and Doff your PPE.
3. Inspect, clean and store your PPE.
4. Describe the four ensemble levels that may be used when doing hazardous
waste work.
5. Explain the difference between a qualitative and a quantitative fit test.


NOTES FOR SLIDE 1
NOTES FOR SLIDE 2

Eliminating hazards or using engineering and
administrative controls may not always be
feasible on hazardous waste sites. Personal
Protective Equipment (PPE) is required
by OSHA and the EPA for all contractors
working on Superfund sites when other
controls cannot provide adequate protection.
PPE shields or isolates the wearer from
the chemical, physical, radiological, and
biological hazards at hazardous waste sites. Careful selection and use of PPE can
protect the respiratory system, skin, eyes, ears, hands, feet, and head.
NOTES FOR SLIDE 3

1. Identify if the proper PPE has been

selected for the hazard.
2. Properly Don and Doff your PPE.
3. Inspect, clean and store your PPE.
4. Describe the four ensemble levels that
may be used when doing hazardous waste work.
5. Explain the difference between a qualitative and a quantitative fit test.

NOTES FOR SLIDE 4

Show the title of the PowerPoint slide “Case
Study – What Happened?”
found on page 5-2 of their manual and
discuss why this happened.
Display slide #4 and ask participants if they
have any questions.
Two workers were removing paint from a small process room. Methylene chloride was
applied to the walls using brushes and rags. The workers wore coveralls, vinyl gloves,
and full-face respirators with organic vapor cartridges. After an hour in the room, the
workers felt eye and throat irritation but continued to work. After two hours, one of the
workers was dizzy and both workers left the area. What happened?
The high levels of methylene chloride in the room used up the charcoal in the organic
vapor cartridges. After 45 minutes, the workers had begun to breathe in large amounts
of the chemical, but ignored the warning signs of exposure until they became too sick
to keep working. The employer did not implement an adequate respiratory protection
program; a change out schedule was not used to make sure that the cartridge life
was not exceeded. The employer did not provide appropriate gloves and clothing
to prevent the absorption of methylene chloride and skin absorption added to the
inhalation exposure. The workers were not trained to recognize the signs of exposure
to the chemicals that they were using.
Advance the PowerPoint to show the answer.
Instructor Note:
For more information about methylene chloride click on the link to the NJ Fact Sheet:
http://nj.gov/health/eoh/rtkweb/documents/fs/1255.pdf
NOTES FOR SLIDE 5

A written personal protective equipment
(PPE) program is required by OSHA
[1926.65(g)(5)] as part of the employer’s
safety and health program and site-specific
safety and health plan [1926.65(b)(1)].
Selected PPE must be capable of protecting
employees from known and potential
hazards. The PPE program must address:

1. selection, based upon site-specific hazards;

2. use and limitations;
3. work task duration;
4. maintenance and storage;
5. decontamination and disposal;
6. training and proper fitting;
7. putting on and taking off equipment;
8. inspection procedures;
9. evaluation of the effectiveness of the PPE program; and
10. limitations during temperature extremes, heat stress, and other appropriate
medical considerations.
Instructor Note:
Picture depicts a HW worker dressed-out in Level C: Fullface APR Respirator/
PPE (Less-Than a Totally-Encapsulating Chemical-Protective Suit) combination. Or
Minimum Air: Minimum Skin.
NOTES FOR SLIDE 6

Respiratory protection is required at
hazardous sites when engineering or
administrative controls cannot provide
adequate protection.
Respirators can provide protection from
chemical and particulate (dusts, fumes,
mists, fibers) exposures (including some radioactive and biological materials) and
oxygen deficient atmospheres. The respiratory protection standards for general
industry (29CFR1910.134) and construction (29CFR1926.103) are identical. OSHA’s
respiratory protection standards require employers to develop a site-specific written
respiratory protection program if workers are required to wear respirators. When
voluntary use of respirators is permitted employers are required to have a written
program sufficient to control the potential hazards associated with the use of the
respirator [1910.134(c) or 1926.103(c)]. If voluntary use is permitted, employers
must provide users with the information contained in Appendix D of the respiratory
protection standard.

NOTES FOR SLIDE 7

The respiratory protection program must be
written, have a designated administrator, and
address:
Hazard evaluation
Potential exposures
Respirator selection and use
Type of respirator needed for each job
Type of filter or cartridge needed
User seal checks
Supplying Grade D air
Medical evaluation
Before use and then as needed
Fit testing (tight-fitting respirators)
Type of fit testing
Before use and at least annually
Training
Before use, as needed, and at least annually
Storage, maintenance, repair, and care
Program evaluation
Identify the program administrator
How the program will be evaluated
Recordkeeping
NOTES FOR SLIDE 8

Employers must provide medical evaluations
to determine employees’ ability to use a
respirator before fit testing and use. Medical
clearance to use a respirator is determined
by a physician or other licensed health care
professional (PLHCP). The PLHCP uses a
questionnaire and, if necessary, a follow-
up medical examination, to determine if you are at risk for adverse health effects
from the added stress of a respirator. If you answer “yes” to specific questions on the

questionnaire, you must then get tests or a physical exam. The medical clearance is
repeated if you have health problems, change the type of respirator you use, or the
workplace changes. The PLHCP must be told what your job involves. Your employer
keeps a copy of the medical clearance report with your other workplace records. The
report must be limited to your ability to wear a respirator.
Medical conditions that could keep you from wearing a respirator include:
• lung disease
• claustrophobia (fear of small spaces)
• severe high blood pressure
• heart disease
• punctured eardrum
Instructor Note:
A sample medical questionnaire can be found at:
https://www.osha.gov/pls/oshaweb/owadisp.show_document?p_
table=STANDARDS&p_id=9783
NOTES FOR SLIDE 9

Selecting the correct respirator for the
hazard is the responsibility of the program
administrator or other qualified personnel.
Choosing the wrong respirator may be life-
threatening. All respirators must be approved
by the National Institute for Occupational
Safety and Health (NIOSH). Procedures for
selecting respirators must be part of your employer’s written program. To select the
correct respirator a qualified person must first test the air and know:
• The percentage of oxygen in the air
• The hazardous substances workers may be exposed to
• The concentration of the substances in the air
• Permissible Exposure Limits (PELs) for the substances
• The likelihood of Immediately dangerous to life or health (IDLH) conditions
• If the contaminants are hazardous to skin and eyes

NOTES FOR SLIDE 10

Air monitoring, using laboratory and/or direct
reading instruments, is used to identify the
substances in the air and determine their
concentrations.
NOTES FOR SLIDE 11

The concentration of the each hazardous
substance must be compared to its PEL
or another more protective occupational
exposure limit, such as RELs or TLVs.
NOTES FOR SLIDE 12

Immediately dangerous to life or health
(IDLH) means an atmosphere that poses
an immediate threat to life, would cause
irreversible adverse health effects, or would
impair an individual’s ability to escape.
The IDLH was considered a maximum
concentration above which only a highly reliable breathing apparatus providing
maximum worker protection should be permitted. In determining IDLH values, NIOSH
considered the ability of a worker to escape without loss of life or irreversible health
effects along with certain transient effects, such as severe eye or respiratory irritation,
disorientation, and incoordination, which could prevent escape. As a safety margin,
IDLH values are based on effects that might occur as a consequence of a 30-minute
exposure. However, the 30-minute period was NOT meant to imply that workers
should stay in the work environment any longer than necessary; in fact, EVERY
EFFORT SHOULD BE MADE TO EXIT IMMEDIATELY!
The purpose of establishing an IDLH exposure concentration is to ensure that the
worker can escape from a given contaminated environment in the event of failure of
the respiratory protection equipment.

IDLH is based on:

• acute human toxicity data
• acute animal inhalation toxicity data
• acute animal oral toxicity data
• chronic toxicity data or an analogy to a chemical with similar toxic effects
• 10% of the lower explosive limit
RD50 data: An RD50 is defined as the 10-minute exposure concentration producing
a 50% respiratory rate decrease in mice or rats and can be used to estimate severe
respiratory irritation
IDLH values are less than 2,000 times the NIOSH REL (or OSHA PEL)
Instructor Note:
For additional information on IDLH: http://www.cdc.gov/niosh/idlh/idlhintr.html
NOTES FOR SLIDE 13

An atmosphere with less than 19.5%
oxygen by volume is considered oxygen
deficient and immediately dangerous to life
and health. The health effects experienced
depend on duration of the oxygen deficiency,
work rate, breathing rate, temperature,
health, and age. Adverse health effects,
such as reduced reaction times, may begin at 19.0% oxygen but not be immediately
noticeable or recognized. These percentages are for measurements taken at sea
level; adjustments must be made for higher elevations.
NOTES FOR SLIDE 14

Instructor Note:
examples of IDLH values for some common
chemicals.
These are NIOSH values found in the NIOSH
Pocket Guide to Chemical Hazards.

NOTES FOR SLIDE 15

An assigned protection factor (APF) indicates
the level of respiratory protection that a
respirator can be expected to provide to
employees when used as part of an effective
respiratory protection program. OSHA,
NIOSH, and ANSI have published assigned
protection factors for each type of respirator.
We will be referring to the OSHA APFs throughout this manual but some organizations
and government installations use other APFs. A lower APF means the respirator does
not provide as much protection. For example, a full facepiece air-purifying respirator
has an OSHA APF of 50 and an SCBA in positive pressure mode has an APF of
10,000. The full facepiece air-purifying respirator will let more contaminant into your
facepiece and provide less protection than the SCBA will.
NOTES FOR SLIDE 16

Maximum use concentration (MUC) is a
respirator’s APF multiplied by the OSHA PEL
(or another exposure limit) for a chemical.
The MUC is for a specific chemical and type
of respirator and does not take into account
the filter or cartridge. Air-purifying respirators
cannot be used at IDLH concentrations even
when the MUC is greater than the IDLH concentration. In this situation, you must use
a respirator, such as a SCBA, specifically listed for IDLH conditions.
NOTES FOR SLIDE 17

Ask participants to work through the
example on the slide.
Click on the PowerPoint and review the
answer to the example.
If you know the concentration at your
worksite, you can also use a respirator’s
assigned protection factor to figure out the maximum concentration of a chemical
you’re likely to be exposed to while wearing that respirator. To do this, use the
following formula:

NOTES FOR SLIDE 18

1. Air-purifying respirators (APRs)
remove contaminants from the air
before it is inhaled.
2. Atmosphere-supplying respirators
(also known as air-supplying
respirators) supply clean breathing
air from a source independent of the
work area.
• Supplied-air respirators (SARs) or airline respirators supply air through an
airline from a tank or compressor to the wearer.
• Self-contained breathing apparatus (SCBA) supplies the air from a tank on
the wearer’s back.
NOTES FOR SLIDE 19

Air-purifying respirators (APRs) can provide
protection from particulates (dusts) and
some toxic chemicals. They work by filtering
air before it is inhaled. APRs include filtering
facepieces, half mask elastomerics, full
facepiece elastomerics, and powered-air
purifying respirators (PAPRs). Most APRs
consist of a facepiece with one or two
filtering cartridges through which the air enters an exhalation (out) valve near the chin,
and two straps. The most widely used on hazardous waste sites are full facepiece
APRs. Respirators and masks that are not approved by NIOSH should never be used
for respiratory protection on a hazardous waste site or other jobs.
Instructor Note:
Elastomeric refers to a polymer plastic that stretches.
NOTES FOR SLIDE 20

NOTES FOR SLIDE 21

Half-mask respirators and filtering facepiece
respirators have an APF of 10 so they only
provide one-fifth the respiratory protection
of full facepiece APRs. Unlike full facepiece
respirators, half-mask APRs do not provide
eye protection. Filtering facepieces consist of
a filtering medium that makes up the entire
facepiece and, in some cases, an exhalation
valve. Filtering facepiece respirators do not provide protection from gases or vapors
but are permitted for particles as long as they provide sufficient protection for the
concentration present. Remember, APRs must not be used when the oxygen content
is less than 19.5%.
NOTES FOR SLIDE 22

Full facepiece APRs have an APF of 50 and
provide eye protection. They protect against
dusts and some toxic chemicals by filtering
air before it is inhaled. Air enters through
the cartridge(s), which is selected to remove
particles, chemicals, or some combination of
these, and exits through a valve.
Workers who wear glasses will need a special kit to prevent the temples (side pieces)
of the glasses from letting air leak in around the sides of the mask.
NOTES FOR SLIDE 23

Another type of APR is the powered air-
purifying respirator (PAPR), which uses
a blower to force air through the filters or
cartridges and into the mask.
PAPRs consist of a hood or helmet,
facepiece, filter or cartridge, power source,
and a blower. APF for PAPRs are 50 with
a half mask, 1,000 with a full facepiece, 25 with a helmet, hood, or loose-fitting
facepiece. PAPRs with a helmet or hood can be given an APF of 1,000 with evidence
from the manufacturer. PAPRs can only be used in environments where there is
enough oxygen.

NOTES FOR SLIDE 24

If the respirator is a negative pressure
respirator and the PLHCP (Physician or
other licensed health care professional)
finds a medical condition that may place the
employee’s health at increased risk if the
respirator is used, the employer shall provide
a PAPR if the PLHCP’s medical evaluation
finds that the employee can use such a
respirator; if a subsequent medical evaluation finds that the employee is medically
able to use a negative pressure respirator, then the employer is no longer required to
provide a PAPR.
Instructor Note:
OSHA regulation: 1910.134(e)(6)(ii)
NOTES FOR SLIDE 25

Two types of air purifiers (cleaners) are used
with APRs.
1. Filters or air purifying elements

remove dusts, particles, mists, and
fumes (tiny metal particles) from air
2. Chemical cartridges use a filter,
sorbent, or catalyst, or a combination of these to remove vapors and gases
from air
NOTES FOR SLIDE 26

Procedures for selecting filters and
cartridges must be part of your employer’s
written program. Filters and cartridges are
chosen based on the contaminants, the
concentration of the contaminants, and, to
a lesser extent, the size of the particles. For
example, welding often produces both fumes
and gases and may require a combination cartridge with both a filter and a chemical
cartridge. In some instances, cartridges to protect you from a chemical are not
available or have short service life and it is not possible or practical to use an APR.

NOTES FOR SLIDE 27

Filters, canisters, and cartridges are labeled
and, as a secondary means of identification,
color-coded.
Instructor Note:
Filters use a color code system established
by ANSI Z88.7-2010
NOTES FOR SLIDE 28

NIOSH has nine filter classes for non-
powered respirators and they are based
on three levels of filter efficiency and three
levels of resistance to degradation from oil
mist.
There are nine classes of filters (three levels
of filter efficiency, each with three categories
of resistance to filter efficiency degradation).
Levels of filter efficiency are 95%, 99%, and 99.97%.
Categories of resistance to filter efficiency degradation are N – not oil resistant, R – oil
resistant, and P – oil proof.
The filter class will be clearly marked on the filter, filter package, or respirator box
(e.g., N95 means N-series filter at least 95% efficient).
While 30CFR Part 11 classifications were substance-specific (dust, fume, mist,
etc.), 42CFR Part 84 classifies particulate filters by efficiency and performance
characteristics against non-oil and oil-containing hazards.
NOTES FOR SLIDE 29

do you know when your cartridge or filter
needs to be changed?”
Ask participants “How do you know when
your cartridge or filter needs to be changed?

Your employer’s written program must include a change schedule for cartridges for
gases and vapors [1910.134(d)(3)(iii)(B)(2)], unless the cartridge has an end-of-
service-life indicator (ESLI), which is a window that changes color when the cartridge
is no longer effective. The frequency with which cartridges need to be changed
depends on the chemicals, their concentrations and boiling points, the temperature
and humidity of the air, and your rate of work or breathing. Some cartridges will only
last for minutes while others may be effective for many hours. It is considered a best
practice to replace gas and vapor cartridges at the beginning of each shift and some
substance-specific OSHA standards (e.g. benzene and formaldehyde) require this
even if the end of the cartridge’s service life has not been reached.
Odor, taste, and irritation cannot be used in place of a change schedule or ESLI but
you must leave the work area and change your cartridges if you detect a taste or smell
in your respirator. You cannot rely on smell, taste, or irritation because they may not
occur until you’ve already been exposed. If your sense of smell is weakened, you
may be working with a useless cartridge and not even know it.
When a particulate filter becomes “loaded” it becomes difficult to breathe through and
must be changed. Cartridges and filters must also be changed when recommended by
the manufacturer or when they become damaged or wet.
NOTES FOR SLIDE 30

Atmosphere-supplying respirators (also
known as air-supplying respirators) include
self-contained breathing apparatus (SCBA)
and supplied-air respirators (SARs)
NOTES FOR SLIDE 31

Self-contained breathing apparatus (SCBA)
supply clean breathing air from a tank
carried on the wearer’s back. Full facepiece
SCBAs operated in a positive pressure
or pressure demand mode offer the best
respiratory protection because the pressure
in the facepiece prevents you from breathing
contaminated air, even if you have a leak.

The usefulness of SCBAs is limited by the amount of air that can be carried in the tank
on the wearer’s back.
NOTES FOR SLIDE 32

Supplied-air respirators (SARs), also known
as airline respirators, supply breathing air
from a tank or compressor through an airline
to the wearer’s mask. For the greatest
protection, airline respirators should be
used with a full facepiece and operated in a
positive pressure/pressure demand mode.
Airline hoses must never exceed 300 feet from the air source to the wearer. Supplied-
air respirator hoses are a problem when there is any moving equipment. The hose can
get cut, run over, or tangled up in equipment. Often hoses are covered with plastic or
duct tape to keep chemicals off of them.
NOTES FOR SLIDE 33

Supplied-air respirators (SARs), also known
as airline respirators, supply breathing air
from a tank or compressor through an airline
to the wearer’s mask. For the greatest
protection, airline respirators should be
used with a full facepiece and operated in a
positive pressure/pressure demand mode.
Airline hoses must never exceed 300 feet from the air source to the wearer. Supplied-
air respirator hoses are a problem when there is any moving equipment. The hose can
get cut, run over, or tangled up in equipment. Often hoses are covered with plastic or
duct tape to keep chemicals off of them.
NOTES FOR SLIDE 34

Compressors used to supply breathing air
must meet special requirements. These
compressors must be equipped with in-line,
air-purifying sorbent beds and filters that
are maintained and replaced or refurbished
per manufacturer’s instructions. The
compressor’s exhaust must not contaminate

the air it supplies. To avoid contamination of the supplied air, locate compressor air
intakes in a contaminant-free area. Compressed breathing air must meet or exceed
the following criteria for Grade D breathing as described in ANSI/CGA G-7.1-1989:
• Oxygen content of 19.5% - 23.5%;
• Hydrocarbon (condensed) content of 5 mg/m3 or less;
• CO content of 10 ppm or less;
• CO2 content of 1,000 ppm or less; and
• Lack of noticeable odor.
Procedures for protecting hoses and ensuring clean air must be part of your
employer’s written program.
NOTES FOR SLIDE 35

Sometimes workers need to go into areas
that are immediately dangerous to life or
health (IDLH). SCBA and SARs with escape
bottle are the most protective forms of
respiratory protection and the only types
allowed in IDLH conditions. Whenever SCBA
or SARs are used in these areas, there
must be a trained worker outside who is in constant contact with the workers inside.
Provisions must be made for rescue.
Positive pressure SCBA or SARs with an escape bottle must be used when:
• the oxygen content of the air is less than 19.5%;
• the contaminant and/or its concentration are unknown;
• the concentration of the contaminant is IDLH or above the concentration safely
handled by a less protective respirator; and
• there is an emergency including any of the above conditions.

NOTES FOR SLIDE 36

Instructor Note:
example of the APRs CPWR uses in training.
This SAR facepiece to APR facepiece
converter is used in CPWR training.
NOTES FOR SLIDE 37

Instructor Note:
example of how to inspect the SCBA and
airline used by CPWR.
There needs to be a lesson plan that tells the
instructor what they are supposed to be doing with the SCBA and airline. There should
be directions in the instructor notes to refer to the lesson plan.
NOTES FOR SLIDE 38

Respirators must be properly fitted, worn
correctly, cleaned, stored, and maintained
to provide the level of respiratory protection
indicated by the assigned protection factor.
A tight-fitting respirator will protect you only
if it seals against your face. Faces come
in different sizes; so do respirators. The
purpose of fit testing is to find the manufacturer/size combination that offers you the
best protection. OSHA’s respiratory protection standard requires that users of tight-
fitting respirators be fit-tested:
• After receiving medical clearance
• Prior to use
• Following changes in respirator make, model, or size
• Following changes in physical characteristics affecting fit
• Annually

Weight loss or gain, scars, dentures, dental work, or facial injury can change the way
the respirator seals to your face and require another fit test.
NOTES FOR SLIDE 39

Facial hair prevents the respirator from
sealing to your face and wearing or fit testing
a tight-fitting respirator is not allowed when
facial hair may interfere with the face-to-
facepiece seal.
Section 1910.134(g)(1)(i) of the OSHA
General Industry Standards states:
“The employer shall not permit respirators with tight-fitting face-pieces to be worn by
employees who have (A) facial hair that comes between the sealing surfaces of the
face-piece and the face . . . or (B) any condition that interferes with the face-to-face-
piece seal.”
OSHA says there cannot be any facial hair between the skin and the facepiece when
you use a respirator that relies upon a good face-to-face-piece seal. This includes any
tight-fitting (as opposed to helmet or loose-fitting hood) positive pressure respirators.
Even a heavy stubble can prevent a good face-to-face-piece seal. Studies clearly
show that facial hair will reduce the protection provided by respirators, particularly
negative-pressure respirators. Twelve out of 14 studies reviewed showed that leakage
increased 20 to 1,000 times when respirator wearers had facial hair (Stobbe, 1988).
Rules about facial hair must be part of your employer’s written program.
NOTES FOR SLIDE 40

Workers must be fit tested with the same
make, model, style, and size of respirator
that will be used.
Instructor Note:
CPWR staff person Steve Surtees
administering the QNFT to a member of
Abatement Local #207. RESPIRATOR USE:
Fit-test card was issued to a CPWR employee at the FEMA JFO (joint field office) in
Baton Rouge, LA during CPWR’s first full day on assignment to the state of Louisiana
by FEMA following hurricane Katrina. It is for an N-95 3M filtering facepiece with a fit-
factor of 200. Issued on November 11, 2005.

NOTES FOR SLIDE 41

Fit testing can be either qualitative
(subjective) or quantitative (objective
measurement with a computer), depending
on the respirator. Procedures for annual fit
tests must be part of your employer’s written
program.
Qualitative and Quantitative fit-testing are
used to find the size and model of respirator you should wear. They also indicate how
good the face-to-facepiece seal is. These tests must be repeated every year to ensure
a proper fit and your employer must keep a record of the tests.
Photo Credit:
Qualitative fit testing photo courtesy U.S. Air Force photos/Abner
Guzman
NOTES FOR SLIDE 42

Qualitative (Taste/Smell) Testing
Purpose: Determine whether the seal
between the respirator’s facepiece and the
wearer’s face is adequate.
Method: While wearing a respirator you
are exposed to a test substance which
is an irritant (smoke), has a strong odor (banana oil), or has a sweet or bitter taste
(saccharine or Bitrex®). If you smell, taste, or detect the substance then your
respirator does not fit well and will not protect you.
Requirements: These qualitative methods are OSHA-approved and can be used to fit
test tight-fitting respirators as required by 1910.134. These tests can only be used for
APRs with an APF of 10 or less and tight-fitting atmosphere-supplying respirators and
powered APRs.
Disadvantages: Qualitative fit testing depends on your senses; passing or failing is
subjective and determined by the respirator user. Having a poor sense of smell or
taste or not following the method may cause you to believe you are protected when
you aren’t. Some of the test substances can irritate the eyes or cause coughing.
NIOSH recommends against fit testing with irritant smoke because of the associated
health risks. Fit testing is often done in an “ideal” environment that does not reflect real
working conditions. Test conditions will not show how a respirator will fit in extreme
temperatures or during hard physical work.

NOTES FOR SLIDE 43

Purpose: Measures the effectiveness of a
respirator in keeping contaminants from
entering the facepiece during a fit test.
Quantitative fit tests provide a fit factor
to indicate whether the seal between the
respirator’s facepiece and the wearer’s face
is adequate. Fit factor means a quantitative
estimate of the fit of a particular respirator to a specific individual, and typically
estimates the ratio of the concentration of a substance in room air to its concentration
inside the respirator when worn.
Methods: A probe is added to the respirator facepiece or between the filter and the
facepiece. Then an instrument is used to measure particles or air pressure inside
and outside the mask. The most common method measures the number of particles
in the room and in the respirator mask, compares the two numbers, and calculates
a fit factor. The test is repeated while you complete 8 activities (speaking, moving
your head, deep breathing, bending over, etc.) that may affect fit. These activities are
performed for one minute each except for grimacing (smiling or frowning) which is
done for 15 seconds. Grimacing breaks the face to facepiece seal and checks to see if
the respirator reseals to the face afterward. The test provides an average fit factor for
the 7 one-minute activities.
Requirements: Quantitative fit testing is required by OSHA for all negative pressure
respirators with an APF greater than 10 and is a good practice for all respirators. The
quantitative fit test must indicate a fit factor of at least 100 for half mask respirators
and at least 500 for full facepiece respirators or else the respirator cannot be used.
NOTES FOR SLIDE 44

Both positive-pressure and negative-
pressure seal checks must be done each
time you put on a respirator. These quick
checks ensure that the respirator is properly
seated on and sealed to your face but do not
replace initial or annual fit-testing.
The individual who uses a tight-fitting
respirator is to perform a user seal check to ensure that an adequate seal is achieved
each time the respirator is put on. Either the positive and negative pressure checks
listed in 1910.134 Appendix B, or the respirator manufacturer’s recommended user
seal check method shall be used. User seal checks are not substitutes for qualitative
or quantitative fit tests.

OSHA allows the respirator manufacturer’s recommended procedures for performing

a user seal check to be used instead of the positive and/or negative pressure
check procedures provided that the employer demonstrates that the manufacturer’s
procedures are equally effective.
NOTES FOR SLIDE 45

Positive-Pressure (Exhale) User Seal Check
Method: Cover the exhalation (out) valve
with your hand and blow out gently. The
facepiece should expand but not break
the seal. Adjust the respirator to eliminate
leaks and repeat the process. For a positive
pressure respirator, after the air supply is
attached, simply hold your breath. You should not hear any air leaking from the mask.
Instructor Note:
29CFR1910.134 (Appendix B) requires a user seal checks be done each time a
respirator is put on, or donned.
NOTES FOR SLIDE 46

Negative-Pressure (Inhale) User Seal Check
Method: For an APR, place your hands or
latex gloves over cartridges and inhale. For
an SCBA or SAR, disconnect the hose at
the regulator, cover the end of the hose and
inhale. Hold your breath for 10 seconds and
check to see that no outside air leaks into the
face-piece. Adjust the respirator to eliminate leaks and repeat the process.
Instructor Note:
29CFR1910.134 (Appendix B) requires a user seal checks be done each time a
respirator is put on, or donned.

NOTES FOR SLIDE 47

Respirators should be inspected before and
after each use, if not used, at least monthly.
Most construction workers are responsible
for doing this themselves. Even if someone
else is assigned to do this for you, it is a
good idea to check for yourself. Procedures
for inspecting, maintaining, and storing
respirators must be part of your employer’s
written program. Your employer’s policy may include more frequent inspections.
Inspection for all respirators should include:
1. Check the condition of the face-piece and all of its parts

2. Check the headbands to make sure that they can be tightened to provide a
good fit
Inspection for SCBA and SARs should include:
1. Check the hose and the points where the hose attaches to the face-piece and
to the air tank
2. Check the head and tank harnesses for cracks, tears, or other defects
3. Check the regulator according to the manufacturer’s directions
4. Check the air tanks or compressor for damage
5. Report defects or unusual conditions immediately
NOTES FOR SLIDE 48

Employers must provide each user with a
respirator that is clean, sanitary and in good
working order.
Use procedures in 1910.134 Appendix B-2 or
equivalent manufacturer’s recommendations.

NOTES FOR SLIDE 49

It is a good practice to clean and disinfect
respirators after every use.
OSHA states that respirators must be
cleaned and disinfected:
• as often as necessary to maintain
sanitary conditions when used by one
person;
• before being worn by different individuals when issued to more than one
employee; and
• after each use for respirators used for emergencies, fit testing, or training.
Cleaning and disinfecting for all respirators should include:
1. Inspect each piece

2. Wash/disinfect the respirator components following the manufacturer’s
instructions
3. Hand-dried with a clean lint-free cloth or air-dried.
4. Inspect the pieces as they are put back together
5. Store away from dust, sunlight, heat, extreme cold, high humidity, and
chemicals
Cleaning and disinfecting for SCBAs and SARs should include:
1. Remove the air tank or hoses

2. Inspect each piece
3. Wash/disinfect the face-piece, hose, and harness following the manufacturer’s
instructions with disinfectant soap and water
4. Hand-dried with a clean lint-free cloth or air-dried.
5. Do not submerge SCBAs in water
6. Follow the manufacturer’s specialized instructions
Wiping a respirator with an alcohol wipe is NOT an approved method for disinfecting a
respirator!

NOTES FOR SLIDE 50

Instructor Note:
Review the summary information found
on pages 5-28 and 5-29 of the Participant
Manual.
NOTES FOR SLIDE 51

After other controls have been used to the
extent feasible, PPE provides an important
barrier between chemicals or other hazards
and your body. Although it cannot eliminate
exposures, PPE can reduce exposures
when properly selected and worn.
Chemical protective clothing (CPC) is a
type of PPE and protects employees from chemical and physical hazards. CPC is an
important part of a hazardous waste site worker’s protective equipment.
Chemical protective clothing includes suits, foot covers, boots, gloves, and hoods that
are made of special materials. These materials are chemical-resistant, which means
they act as a barrier to keep chemicals from coming in contact with your skin. It is
critical to select CPC that is designed to protect against the specific chemicals on your
site. Otherwise, you might not be protected, even when you think you are.
NOTES FOR SLIDE 52

CPC, and other PPE, must be selected
based on potential exposures and explained
in the safety and health plan. For example,
totally-encapsulating suits may be required
for moving leaking drums, whereas non-
encapsulating suits may be okay for
operating a remote (robot) drum handler.
The level of protection provided must be
reevaluated as additional site information is gained.
Several choices in suits, gloves, boots, over-boots/shoes, eyewear, hearing loss
protections, and/or shoe covers.

NOTES FOR SLIDE 53

Suits, respirators, gloves, and chemical
protective steel-toed boots are always worn
together in an ensemble, or combination.
PPE ensembles are selected based on the
respiratory and skin risks of the job. OSHA
describes PPE ensembles as Level A, Level
B, Level C, and Level D, in Appendix B of the
HAZWOPER standard (29CFR1926.65).
NOTES FOR SLIDE 54

CPC suits are classified as either Totally
Encapsulating (TECP) or non-encapsulating
(NECP). Detailed information about
encapsulating and non-encapsulating CPC
will be discussed on the next slides.
NOTES FOR SLIDE 55

Chemical protective suits are of two
general types, totally-encapsulating or non-
encapsulating.
Totally-encapsulating chemical-protective
(TECP) suit: Provides head-to-toe coverage
to protect the wearer from chemicals. These
“moon suits” have special seams and zippers
to prevent chemicals from leaking into the suit. They are gas/vapor-tight and have
exhalation valves. TECPs are used when the highest levels of skin and respiratory
protection are needed. These suits have a face shield that is part of the hood.
TECP suits used for Level A protection must be tested and certified as gas/vapor tight.
Non-encapsulating chemical-protective (NECP) suit: Provides good protection
from chemicals and may or may not have face shields. These suits are not totally-
encapsulating, are not vapor tight, and do not have exhalation valves. They provide
less skin protection than vapor tight suits. These suits are used when less skin
protection is needed. The hood can either be part of the suit or detached.

Disposable suits, which provide limited protection from chemicals, can be used alone
or in conjunction with these chemical-protective suits.
NOTES FOR SLIDE 56

Level A provides the highest level of skin,
respiratory, and eye protection that can be
worn by a hazardous waste site worker.
NOTES FOR SLIDE 57

The following constitute Level A equipment
and may be used as appropriate:
1. NIOSH-approved positive pressure,

full face-piece self-contained breathing
apparatus (SCBA), or positive
pressure supplied air respirator (SAR)
with escape SCBA.
2. Totally-encapsulating chemical-protective (TECP) suit.
3. Built-in outer chemical-resistant gloves and separate inner chemical-resistant
gloves.
4. Chemical-resistant boots with steel toe and shank.
5. Disposable protective suit, gloves, and boots (worn outside the Level A suit to
protect the expensive suit).*
6. Coveralls.*
7. Hard hat (under suit).*
8. Long underwear (to absorb sweat).*
* Optional depending on conditions
Instructor Note:
With SAR, the suit must be properly equipped with a pass-through air-line connection,
called an air-line egress.

NOTES FOR SLIDE 58

Level A - Level A protection should be worn
when:
1. The hazardous substance has been

identified and requires the highest
level of protection for skin, eyes,
and the respiratory system based on
either the measured (or potential for)
high concentration of atmospheric vapors, gases, or particulates; or the site
operations and work functions involve a high potential for splash, immersion,
or exposure to unexpected vapors, gases, or particulates of materials that are
harmful to skin or capable of being absorbed through the skin;
2. Substances with a high degree of hazard to the skin are known or suspected to
be present, and skin contact is possible; or
3. Operations are being conducted in confined, poorly ventilated areas, and
the absence of conditions requiring Level A have not yet been determined
(unknown substances or concentrations).
NOTES FOR SLIDE 59

Level B provides the highest level of
respiratory protection, but a lesser degree of
skin and eye protection than Level A. Level
B is the minimum acceptable level for initial
entry.
NOTES FOR SLIDE 60

The following constitute Level B equipment
1. NIOSH-approved positive pressure,

full face-piece self-contained
breathing apparatus (SCBA), or
positive pressure supplied air
respirator (SAR) with escape SCBA.
2. Nonencapsulating chemical-protective (NECP) suit. Hooded chemical-

resistant clothing (overalls and long-sleeved jacket; coveralls; one or two-piece

chemical-splash suit; disposable chemical-resistant overalls) - not vapor-tight.
3. Inner and outer chemical-resistant gloves.
4. Chemical-resistant boots (outer) with steel toe and shank.
5. Boot covers: outer, chemical-resistant (disposable).
6. Disposable protective suit or coveralls and gloves (worn outside the Level B
suit to protect the expensive suit and gloves).*
7. Hard hat.*
8. Face shield. *
9. Long underwear (to absorb sweat).*
NOTES FOR SLIDE 61

Level B protection should be used when:
1. The type and atmospheric

concentration of substances have
been identified and require a high
level of respiratory protection, but less
skin protection.
2. The atmosphere contains less than 19.5 percent oxygen; or
3. The presence of incompletely identified vapors or gases is indicated by a direct-
reading organic vapor detection instrument, but vapors and gases are not
suspected of containing high levels of chemicals harmful to skin or capable of
being absorbed through the skin.
Instructor Note:
This involves atmospheres with IDLH concentrations of specific substances that
present severe inhalation hazards and that do not represent a severe skin hazard; or
that do not meet the criteria for use of air-purifying respirators.

NOTES FOR SLIDE 62

Level C provides less respiratory protection
than Levels A and B and less skin protection
than A. It may or may not provide the same
skin protection as Level B, depending on the
type of suit worn.
NOTES FOR SLIDE 63

The following constitute Level C equipment
1. NIOSH-approved air-purifying
respirator (APR), full-face or half-
mask.
2. Hooded chemical-resistant clothing
(overalls; two-piece chemical-splash suit; disposable chemical-resistant
overalls).
3. Inner and outer chemical-resistant gloves.
4. Coveralls.*
5. Chemical-resistant boots (outer) with steel toe and shank.*
6. Boot covers: outer, chemical-resistant (disposable).*
7. Hard hat.*
8. Escape mask.*
9. Face shield.*
Half mask APRs do not provide eye protection!

NOTES FOR SLIDE 64

Level C - Level C protection should be used
when:
1. The atmospheric contaminants, liquid

splashes, or other direct contact will
not adversely affect or be absorbed
through any exposed skin;
2. The types of air contaminants have been identified, concentrations measured,
and an air-purifying respirator is available that can remove the contaminants;
and
3. All criteria for the use of air-purifying respirators are met.
NOTES FOR SLIDE 65

Instructor Note:
an example demonstrating how objects
can interfere with the seal of the respirator
facepiece.
There cannot be any interference between the respirator and the seal on your face.
NOTES FOR SLIDE 66

Level D provides no respiratory protection
and little or no skin protection. It is for people
who work outside of the hazardous waste
area. Level D protection is typically worn by
workers involved with support activities such
as equipment supply, maintenance, or off-
site vehicle operation. Level D is similar to
“typical work clothes” except for chemical-resistant boots with steel shank.

NOTES FOR SLIDE 67

The following constitute Level D equipment
1. Coveralls (work clothing).

2. Chemical-resistant boots or shoes
with steel toe and shank.
3. Hard hat.*
4. Gloves.*
5. Outer, chemical-resistant boots (disposable).*
6. Safety glasses or chemical splash goggles.*
7. Face shield.*
8. Escape mask.*
NOTES FOR SLIDE 68

Level D - Level D protection should be used
when:
1. The atmosphere contains no known

hazard; and
2. Work functions preclude splashes,
immersion, or the potential for
unexpected inhalation of or contact with hazardous levels of any chemicals.
NOTES FOR SLIDE 69

Remember, CPC ensembles must be
selected based on the level of respiratory
and skin protection required. Combinations
of personal protective equipment other than
those described for Levels A, B, C, and D
protection may be more appropriate and
may be used to provide the proper level of
protection.

Instructor Note:
As an aid in selecting suitable chemical protective clothing, it should be noted that the
National Fire Protection Association (NFPA) has developed standards on chemical
protective clothing.
NOTES FOR SLIDE 70

Chemical resistance: Different materials are
resistant to different chemicals. Even water
can breakdown some materials. CPC must
provide protection against the chemicals
likely to be at the site. This is true for whole-
body as well as hand and foot protection.
Durability: In addition to exposure to
chemicals, CPC will be subject to stretching, contact with rough surfaces and sharp
objects. CPC must be durable enough to be used without being torn, punctured, or
abraded.
Resistance to temperature extremes: Heat and cold can often damage CPC. Clothing
which will be worn in cold temperatures could crack or become ineffective against
chemicals. Likewise, heat may destroy the chemical resistance of clothing or even
melt it. Always check the manufacturer’s information about temperature damage.
Ability to be cleaned: Clothing must either be decontaminated or disposed of after
each use.
Cost: CPC is expensive, but buying less expensive, inferior products which do not
adequately protect employees can be more expensive in the long run due to increased
medical costs and lost work time.
Flexibility: Materials need to be flexible enough for the wearer to move and work
safely. Overly rigid suits can result in unnecessary accidents from slips, trips, and
falls. Gloves which are too rigid can make gripping difficult and lead to other hazards.
Heat stress and thermal comfort: CPC’s contribution to workers’ heat stress must
be considered, monitored, controlled, and balanced against the need to provide
protection from chemicals.
Size: CPC should be available in a variety of sizes to accommodate different sized
workers. Suits that are too small will tear easily and provide no protection. Suits that
are too large will make walking and working difficult. Safety boots that are too big will
result in a tripping hazard and reduced comfort. Gloves that don’t fit well make using
equipment difficult and dangerous.

NOTES FOR SLIDE 71

Contact time: CPC can only be used for a
specified amount of time when used against
certain chemicals.
Concentration: The concentration of the
chemical may affect the type of CPC worn or
the length of time it can be worn.
Presence of Chemical Mixtures: CPC may not be effective against certain mixtures of
chemicals.
Temperature: CPC manufacturers will put temperature restrictions on their materials.
Size of the contaminant molecules and pore size of the CPC material: The size of the
pore size of the CPC may not protect against a chemical contaminate if the molecules
are too small and will pass through the CPC material.
Physical state (solid, liquid, gas) of the chemical contaminants: CPC may be designed
to protect against liquids/solids and may not be affective against gases. CPC used to
protect against gases/vapors needs to be tested and certified that it protects against
gases and vapors.
NOTES FOR SLIDE 72

Like respirators, CPC has limitations. The
biggest limitation of CPC is leakage. With
gloves and protective clothing, leakage has
to do with chemicals either leaking through
an opening or passing through the protective
barrier of your clothing. Three types of
leakage issues are: penetration, degradation
and permeation.
Penetration is the movement of a chemical through openings in CPC
NOTES FOR SLIDE 73

Penetration is the movement of a chemical
through openings in CPC. Zippers, stitched
seams, abrasions, punctures, tears, or other
openings in the CPC material can contribute
to penetration.

NOTES FOR SLIDE 74

Degradation is the physical deterioration of
the protective material and reduces chemical
resistance.
NOTES FOR SLIDE 75

High temperature, sunlight, inappropriate
storage environments, and chemical
exposure can contribute to degradation.
NOTES FOR SLIDE 76

Signs of degradation are not always
visible and include discoloration, blistering,
brittleness, softening, cracking, swelling, and
shrinking.
NOTES FOR SLIDE 77

Permeation is the movement of a chemical
through a protective material on a molecular
level (invisible).

NOTES FOR SLIDE 78

Breakthrough time is the amount of time
required for a chemical to permeate, or pass
through, a material.
NOTES FOR SLIDE 79

Instructor Note:
example of how to calculate which type
of CPC material is best when exposed to
styrene.
Which fabric do you want your suit to be made of when working with styrene?
Based on this information, any of the DuPont fabrics listed except the first, Tychem
SL, would be equally good. Remember that there are other factors to consider.
NOTES FOR SLIDE 80

Instructor Note:
example of how to calculate which type
of CPC material is best when exposed to
styrene.
What if hydrogen styrene and hydrogen
fluoride gas were present on the site?
Adding just one chemical to the exposure completely changes the CPC material that
you would select. Now there is only one fabric with a breakthrough time greater than
480 minutes.

NOTES FOR SLIDE 81

Materials used to make most PPE and suits
do not “breathe”, causing rapid heat and
moisture build-up inside the PPE. Wearing
PPE makes it difficult for the body to cool
itself and adds to heat stress. This leads
to discomfort and possibly heat-related
illnesses including:
• Heat exhaustion
• Fainting
• Heat cramps
• Heat rash
• Heat stroke
NOTES FOR SLIDE 82
NOTES FOR SLIDE 83

It is important to inspect CPC for evidence
of chemical or physical damage. Instructions
for inspection, maintenance, and storage
should be in the site safety and health plan.
CPC should always be inspected when it is:
1. Received from the distributor

2. Issued to workers
3. Put into storage
4. Taken out of storage

5. Used in training
6. Used for work or an emergency response
7. Received following maintenance or repair
NOTES FOR SLIDE 84

An inspection checklist should be developed
for each item. CPC inspection checklists
should consider:
1. Weakness in zipper or valve seals

2. Cuts, holes, tears, swelling, and
abrasions in seams of fabric
3. Signs of contamination such as discolorations or visible stickiness
4. Signs of malfunctioning exhaust valves
5. Improper storage
Proper maintenance and storage can prevent problems with CPC and prolong the
life of the equipment. SOPs should describe storage before the CPC is issued to the
wearer and also post-use storage. Check manufacturer’s data, as most CPC has a
shelf life.
Instructor Note:
CPC may be contaminated even though it does not appear discolored.
NOTES FOR SLIDE 85

Fully encapsulating suits make
communication very difficult. It is important
to establish other ways to communicate.
Learn the alarm and hand signals used on
your site. Two-way radios, portable radios,
or radios with a microphone and speaker
combination attached to the full-face
respirator are recommended. Remember, all
radios must be intrinsically safe when working in a potentially explosive atmosphere.
Most suits restrict movement and increase clumsiness, especially when climbing,
working in tight areas, or using hand tools.

PPE, especially TECPs, increases heat stress and the risk of heat-related illnesses.
Heat stroke is a serious threat. Watch for signs of dizziness, nausea, and lack of
perspiration, especially at temperatures over 70°F.
Disposable boot covers may be slippery. Use caution to prevent slips and falls.
Suit-to-boots and suit-to-glove joints on Level B and Level C suits should be taped.
Fold the end of the tape back under to make a tab for easy removal. Use special care
when removing tape as adhesive tape can damage the suit material.
Goggles and eye/face protection may become clouded due to moisture from
breathing. When in Level A, you may want to keep a cloth inside the suit to wipe fog
off the inside of the face shield.
Kneeling can contaminate and tear the suit.
Seams are weak points, especially in disposable suits. Be careful not to strain and
split them. If this occurs, report the incident and follow the appropriate SOP.
Use caution when suits are worn in potential fire areas. Most suits offer no fire
protection and may increase the possibility of injury because they melt. If fire occurs,
get out of the area. Special fire retardant suits may be worn over your CPC, but this
makes movement more difficult and greatly increases heat stress.
NOTES FOR SLIDE 86


PPE Fashion Show

Preparation:
Before starting the section, arrange in the classroom, or similar training area, all of the
PPE needed to dress out in Level A, Level B and Level C. See pages 5-32 through
5-35 for a list of the required PPE needed for each dress out. Ensure an SCBA is fully
charged and assembled. Set up the breathing air system/manifold and prepare an
airline respirator for use.
Ask for three volunteers willing to dress out in Level A, Level B and Level C dress-out.
Instruct the classroom participants to assist the volunteers with putting on the various
levels of PPE.
Demonstrate how to inspect the CPC in all three levels of protection. Explain that the
inspection of the respiratory protection will be done in a later exercise.
Starting with Level A, instruct the volunteer to begin donning the PPE. Make
corrections when needed.
Point out the need for putting tabs on the ends of the tape used to seal openings
in the protective suits, wrists and ankles. Demonstrate how to make a proper tab, if
necessary.
Demonstrate how to layer the PPE suit between the sleeve and gloves, and the
placement of the cuff over and halfway down the boot.
Clean-up:
When finished with the exercise, ask the classroom participants assist the volunteers
with the removal of their PPE.
Remind the volunteers to keep their facepiece with them at their seats.

Respirator Hands-on
Objective: Individual inspection, donning, limited activity, and doffing of a complete
SCBA unit, a complete SAR unit, and a full-face APR; Demonstration of qualitative
fit testing using either a Bitrex® or Irritant Smoke fit-testing kit; Cleaning/Sanitizing
respirators using 2 washes and two rinses; Drying; Storage
Preparation:
Prior to conducting the hands-on exercise, set up four tables in a training location
outside of the classroom. On one table lay out enough SCBA respirators for each
member of a small group to use. At the second table repeat the process for the airline
respirators. At the third table, stock enough APR filters for each person assigned to
wear an APR respirator. The fourth table will be used to set up the Respirator Wash
Station.
The SCBA and SAR tables will have the equipment neatly arranged around the edges
of the tables. The APR table will have the APR boxes, filter adapters, and filter boxes
stacked on a top half of a table, with the fit testing materials on the other top half of the
same table. The Respirator Wash Station will have four tubs, warm water, sanitizer,
and laundry bleach (hypochlorite solution).
Assign an appropriately sized respirator facepiece to each person medically qualified
to participate in the hands-on exercises. Explain to the participants that this will be
their facepiece to use for all the respirator hands-on demonstrations.
Divide participants into four groups based on size of class. Assign each group to a
designated respirator (Group A = SCBA, Group B = SAR, Group C = APR, and Group
D = Respirator Wash). If the class is not large enough to divide into 4 groups, then
Respirator Wash should be taught during Group C.
At the three respirator stations, the learners select their equipment by standing next
to a respirator unit. The trainer will then coach his learners on how to inspect, don, fit/
seal - check, and doff their equipment. Groups A & B will then “go on air” for five or so
minutes.
The Group C will receive instruction about fit testing. Group D learners will learn about
sanitizing, drying, and storing respirators. When all the stations have completed their
tasks, they rotate: Group A to D; Group B to A; Group C to B, and Group D to C. With
a smaller group, it is not unusual to omit Group D as a rotation.
Demonstrate the major parts of the SCBA, SAR, and APR. SCBA, SAR and APR
Inspection Checklists for CPWR MSA equipment are located on pages 246 - 248 of
this Instructor Guide.

Review the Respirator Wash Protocol: Sanitizer Wash; Rinse; laundry bleach
(hypochlorite solution) Wash; Rinse; total time in sanitizer/laundry bleach (hypochlorite
solution) not less than two minutes.
Instructor Note:
When using respirator facepieces provided by CPWR, participants should not
disassemble the facepieces beyond removing the Heads-up Display units.

SCBA Inspection Checklist - MSA Firehawk® Self Contained

Breathing Appartus
FACEPIECE/MASK
 Facepiece has its size marked on it in two (2) places (top strap connection
and left chin strap connection) as well as on the nose cup.
 Inspect the outside front of the facepiece and hard lens for cuts, abrasions,
degradation, permeations, cleanliness, etc.
 Check the 5-point harness/straps for cuts and wear.
 Make sure all straps are fully extended.
 Inspect the front of the facepiece where the Mask Mounted (Second Stage)
Regulator (MMR) goes – look for dirt, debris, water, etc.
 Confirm that the inhalation valve and spider/wagon wheel are in place, and
appear to be functional.
 Inspect the inside of the facepiece:
 cleanliness, wear, presence of critters, water, etc.;
 sealing surface;
 speaking diaphragm;
 nose cup;
 exhalation valve;
 clean;
 it works – is not stuck (push “plunger” several times)
 is visible from front of the mask
 Inspect the MSA Nightfighter™ Heads-up Display for cracks, dirt, or other
physical problems. (See page 24X For directions on how to set up the MSA
Nightfighter™ units.)
 Review the series of LED lights (Green, Yellow, Red, flashing yellow)
indicating the amount of breathing air in your SCBA cylinder/tank:
• 4 green = full
• 3 green = around 1500psi
• 2 yellow = flashing, around 1000psi
• 1 red = flashing, 700 or less (approximately 7 minute of air left when
flashing red light starts).
• 1 flashing yellow = Low Battery
 Attach the MSA Nightfighter™ Heads-up Display attachment to the right
side of the facepiece.

CYLINDER/BOTTLE/TANK and CARRIER

 Lay out the SCBA carbon-fiber cylinder, straps, etc. with the gauge
assembly, quickfill, and low pressure warning bell alarm closest to you.
 Check the gauge at the base of the cylinder/bottle. If the needle is resting
within the yellow box to the right of the number “20”, it is considered full
(2216 psi).
 To the left of the cylinder’s handwheel is a knurl, loosen it, detach the
assembly, and set the assembly aside. We will come back to it.
 Midway up the cylinder and on its right side is a latch (butterfly) which locks
the cylinder in its carrier. Open it.
 Push the cylinder away from you (few inches) so you can rotate it.
 Locate the large white sticker, check the cylinder’s Canadian Government
Specification “TC” number, the DOT number, the cylinder’s serial number,
and its inception date or date of manufacture. It the date of manufacture is
greater than 5 years, there should be a re-test sticker. Find it. Your bottle
has 15 year life or 3 hydrostatic test dates, whichever comes first.
 Check cylinder for wear, damage, and cleanliness.
 Slide the cylinder back in place, resting on a stop at the bottom of the
carrier, close to you. Then lock it back in place with the latch.
 On the assembly disconnected earlier (containing the bell alarm and
quick-fill), visually check the “O” ring for dirt or damage and re-connect the
assembly to the base of the cylinder.
 The quick-fill valve should have its rubber dust cover on it when not being
used.
 Inspect your harness straps and belt for integrity and cleanliness.
Instructor Note:
• The bell alarm will go with approximately 7 minutes of air remaining (normal
breathing).
• An air line moves from the base of the cylinder and up its left side to the first
stage regulator which reduces the air pressure in the cylinder to 80 psi.
• Two air lines leave this regulator; one to the right to a second gauge on the
right chest harness strap; one to the left to the MMR. (The MMR reduces
the psi to 1.2 - 2.)

HEADS-UP DISPLAY SYSTEM

 Set the facepiece on the table on the right side of your SCBA, close to the
battery operated transmitter (sending unit) connected to the second gauge
on the right chest harness strap.
 Turn the air on in your cylinder using the handwheel at the cylinder’s base.
 Look for the LED lights in the display attached to your facepiece light up,
with all colors and sequences lighting and quickly disappearing. Then, only
4 green lights should appear for several seconds, confirming a full tank.
 Check the reading on the shoulder mounted gauge with the reading on
the air cylinder gauge. These lights will disappear but reappear when your
tank loses about 1/4 of its volume – 3 green lights. And so on. If you need
to check your volume right away while wearing the apparatus, depress the
button on the transmitter and the lights will appear – then disappear. If you
hold the button down for longer than 3 seconds, the lights will remain on
continuously – or until you press in the button again for 3 seconds. To check
this sequence, turn your cylinder’s handwheel until the bottle has been
turned off, slowly turn the Bypass Valve on (red knob on MMR) and watch
the LED light sequences change as air leaves the air line.
 Check the reading on the shoulder mounted gauge to ensure the lights are
activating at the proper time.

DONNING THE CYLINDER/BOTTLE/TANK and FACEPIECE

 Put facepiece off to the side.
 Make sure the MMR is on the belt’s retaining plate.
 Use the Bypass Valve to bleed off any air in the line.
 Carefully stand the cylinder and its carrier up on its rounded smooth end
with the gauge facing away from you and grasp the “holds” on either side of
the carrier assembly.
 Bend over slightly and lift the SCBA over your head and set it on your back.
 Secure your chest or sternum strap.
 Using both hands, grab each a shoulder strap and pull down, bringing the
SCBA up squarely on your back. (Stand upright while doing this)
 Fasten your seat belt (belt buckle).
 Re-adjust any chest and hip straps as necessary and slide any belt parts
(MMR, buckle) to a comfortable position,
 Don facepiece.
 Perform a negative seal check.
 Perform a positive seal check (difficult to do).
 Repeat both checks a second time.
 Put right hand behind your back and turn the handwheel on the tank all the
way on.
 Confirm that your heads-up display is activated.
 Remove MMR from belt clip and listen to the MMR for unusual noises,
chirps, chatters, etc. If any noise is evident, do not use the system.
 Connect the MMR to your facepiece.
 Inhale.
 Hold your breath. Check for air leaks. Insert a finger between the sealing
surface of the respirator and your face. Then let it re-seal.

DOFFING THE FACEPIECE AND THE CYLINDER/TANK/BOTTLE

 Disconnect MMR from facepiece.
 Secure MMR to belt’s retaining plate.
 Turn off cylinder/bottle/tank using handwheel at bottom of the cylinder.
 Turn Bypass Valve (on MMR) to bleed any air out of line. Turn off Bypass
valve after system is bled.
 Remove facepiece.
 Open belt buckle.
 Undo chest/sternum strap/buckle.
 Loosen shoulder straps using the metal ring on each side of the chest
harness straps.
 Remove cylinder/carrier from back.
 Set equipment on table.
 Remove heads-up display unit from facepiece.

SAR Inspection Checklist - MSA PremAire® Firehawk Air Line

System
Cylinder/Regulator
 Check the cylinder to make sure it is full.
 Make sure the cylinder’s handwheel is closed.
 Fully extend the cylinder assembly’s shoulder strap, making sure it is not
twisted, and inspect the strap and belt for cuts, tears, abrasions, or signs of
heat or chemical related damage.
 Inspect the cylinder for scratches, abrasions, cuts and signs of heat or
chemical related damage.
 Using the DOT label on the cylinder, verify its “Creation” or “born on” date
and/or check for hydrostatic test stickers to verify that the cylinder is still in-
service.
 Lock the cylinder firmly back in its carrier.
 Inspect the cylinder’s air supply hose to its connection on the PremAire®
manifold.
 Check the condition of the other manifold inlets and quick-connects.
 Follow and inspect the air supply hose to leaving the manifold and ending
at the Bypass Valve (closed) on the Mask Mounted “push-to-connect”
Regulator (MMR).
 Mount the MMR on its retaining plate if not already secured.

Ultra Elite™ FACEPIECE INSPECTION

 Confirm the facepiece’s size and that of the interior nose cup assembly.
 Check the lens for cracks, scratches, and a tight seal with the facepiece
rubber.
 Check the facepiece’s exterior for rubber deterioration, dirt, cracks, tears,
holes, or tackiness.
 Inspect the valve spider gasket/“wagon wheel” and inhalation valve.
 Check the fully extended head straps for breaks, loss of elasticity, serrations
(ridges) for signs of wear, missing buckles and straps, and the facepiece’s
sealing surface for rubber deterioration, dirt, cracks, tears, holes, or
tackiness.
 Remove and inspect nose cup assembly for deterioration, dirt, cracks, tears,
holes, or tackiness and that its two valves are present, in good shape, and
operative.
 Confirm that the speaking diaphragm is secured tightly by its retaining ring.
 The exhalation valve must operate easily.
 Put the nose cup assembly back in the facepiece.

DONNING THE APPARATUS:

 If tangled or twisted, straighten or re-clip the cylinder carrier’s shoulder
strap.
 If not already done, secure your MMR on your belt’s retaining plate and then
make sure that its Bypass Valve knob is turned off
 Don your PremAire® apparatus with the cylinder on right hip and the
shoulder strap on your left shoulder and position it for accessibility and
comfort.
 “Go on air/Regulator Functional check” – Pressurize your MMR. Make sure
that your regulator’s ribbed grey seal ring is not torn, gouged, or nicked and
that it’s seated properly in its groove. Insert the regulator into the facepiece
adapter.
a) No air should flow. Listen to the regulator. Any unusual sounds should
be checked further.
b) To make sure it operates, turn the Bypass Valve knob on and off.
c) Disconnect air supply hose and bleed off the pressure using the Bypass
Valve knob.
 If any there are problems with any one or more of items a – c, then the
regulator must be removed from service and sent to a certified repairperson.
 Disconnect the regulator from the facepiece and put the MMR back on its
belt plate.

DONNING THE FACEPIECE

 Pull the head harness completely over your head and tighten the lower
(neck) straps first and then the temple straps.
 Check the position of the head harness and reposition straps if necessary.
 Tighten the front head harness strap for best visibility and final fit.
 Functionally check the inhalation valve by inhaling ambient air.
 Check with the manufacturer to determine if a Negative and/or Positive User
Seal Check must be done:
 Negative User Seal Check: block the inlet adapter connection and inhale.
The facepiece should collapse and stay collapsed against your face.
Repeat. If this effort does not work, do not use the facepiece.
 Positive User Seal Check: take a deep breath, block the inlet adapter
connection, and exhale. If the exhalation valve is stuck you may feel a
heavy rush of air around the facepiece. You may need to exhale sharply to
open the valve. If this does not release the valve, do not use the facepiece.
(This seal check is hard to do.)
 Connect the air supply hose to the “MAIN INLET” socket of the manifold.
 “Go on air” – Take the MMR on your belt’s retaining plate and push it inward
into your facepiece’s inlet adapter. Inhale sharply to start the air flow and
gently pull on the MMR to ensure that the regulator is securely attached to
the facepiece.
Instructor Note:
Tell the participants that if at any time you need to “leap frog” to another pressurized
continuous air source, just quick-connect the new source of air to the “DUAL SUPPLY”
manifold outlet. Also, if at any time your main air supply fails, turn your emergency
escape cylinder’s handwheel slightly to the left, or toward your heart, just enough
to re-establish air flow/breathing. Then, give the hand-signal for “Out of Air” and the
hand-signal “Stop, I am leaving the work area” to the closest co-worker. Exit the work
area, even if the main air supply is re-established.

DOFFING THE FACEPIECE

 Grasp the top of the MMR, push in the two quick-release buttons, and pull
the regulator down and out of the facepiece’s inlet adapter.
 Secure the MMR on your belt’s retaining plate.
 Disconnect the air supply at the “MAIN INLET” and bleed off pressure.
 Fully loosen the harness straps and pull the facepiece away from your face.
 Place your facepiece in a designated area for cleaning/disinfecting and
storage.
DOFFING THE APPARATUS

 Loosen the shoulder strap at its chest slide.
 Doff your cylinder and carrier while releasing your belt.
 Place your apparatus in a designated area for cleaning and storage.

APR Inspection Checklist

 Identify hazard condition and match respirator to situation.
 Examine the facepiece for the following:
• Excessive dirt
• Cracks, tears, holes, or distortion from improper storage
• Inflexibility (stretch and massage to restore flexibility)
• Cracked or badly scratched lenses in facepieces
• Incorrectly mounted facepiece lens or broken or missing mounting clips
• Cracked or broken air-purifying element holder(s), badly-worn threads,
or missing gasket(s) (if required)
 Examine the head straps or head harness for the following:
• Breaks
• Loss of elasticity and twists
• Broken or malfunctioning buckles and attachments
 Remove exhalation valve cover and examine for the following:
• Foreign material, such as detergent, residue, dust particles, or human
hair, under the valve seat
• Cracks, tears, or distortion in the valve material
 Examine air-purifying element for the following:
• Correct cartridge canister or filter for the hazard
• Correct installation, loose connections, missing or worn gaskets, or cross
threading in holder
• Expired shelf-life date on cartridge or canister
• Cracks or dents in outside case of filter, cartridge, or canister
• Evidence of prior use of sorbent cartridge or canister, indicated by
absence of sealing material, over inlet
 Place chin in chin cup.
 Pull crown strap over head.

 Adjust bottom, middle, and top strap to the correct fit.

 Perform positive seal check by placing palm of hand over exhalation valve
cover and exhaling slightly for a count of ten. Notice any leaks.
 Perform negative seal check by placing palms of hands over filter intakes
and inhaling slightly for count of ten. Notice any leaks.
 Readjust straps, if necessary.
 Repeat fit checks if readjustment occurs.
 Check for good breathing.

Respirator Wash Protocol

 Remove filters, cartridges, or canisters. Disassemble facepieces by
removing any components allowed/recommended by the manufacturer.
Discard or repair any defective parts.
 Wash components in warm (110 deg. F maximum) water with a mild
detergent or with a cleaner recommended by the manufacturer. A stiff bristle
(not wire) brush may be used to facilitate the removal of dirt.
 Rinse components thoroughly in clean, warm (110 deg. F maximum),
preferably running water. Drain.
 When the cleaner used does not contain a disinfecting agent, respirator
components should be immersed for two minutes in one of the following:
 Laundry bleach (hypochlorite solution) made by adding approximately one
milliliter of laundry bleach to one liter of water at 110 deg. F; or,
 Other commercially available cleansers of equivalent disinfectant quality
when used as directed, if their use is recommended or approved by the
respirator manufacturer.
 Rinse components thoroughly in clean, warm (110 deg. F maximum),
preferably running water. Drain.
Instructor Note:
The importance of thorough rinsing cannot be overemphasized. Detergents or
disinfectants that dry on facepieces may result in dermatitis. In addition, some
disinfectants may cause deterioration of rubber or corrosion of metal parts if not
completely removed.
 Components should be hand-dried with a clean lint-free cloth or air-dried.
 Reassemble facepiece, replacing filters, cartridges, and canisters where
necessary.

Procedure for the MSA Nightfighter™ Heads-up Display

Depending on the unit, insert either 2 AAA or 2 AA batteries into the heads-up receiver
unit and secure cover. The unit should run a self-check with all lights flashing in every
possible configuration as soon as the batteries are inserted. If the unit fails to perform
the self-check this may be caused by “dead” batteries in the receiver unit.
Insert 2 AAA batteries into the sending unit located on the shoulder strap of the SCBA
harness and secure cover. While watching the receiver unit, open the valve on the
SCBA unit. After approximately 15 – 20 seconds the Heads-up receiver will show the
amount of air in the SCBA bottle (Either 4 green for full, 3 green for 1000 to 1500 psi,
2 yellow for 600 to 1000 psi, or 1 flashing red for less than 600 psi). If the unit fails to
show the amount of air in the SCBA bottle this may be caused by “dead” batteries in
the sending unit.
Repeat for each unit.
Instructor Note:
Check each unit individually. Do not rely on one sending unit to activate all receivers.
Instructor Note:
If, while checking or using these units, the receiver shows flashing yellow lights, you
have a low battery. A single flashing yellow light indicates a low battery in the receiver.
A double flashing yellow light indicates a low battery in the sending unit. Discard the
batteries in both the receiver and sender and insert new batteries. Perform the checks
as listed above.

Notes:

Work Practices and Site Control
CHAPTER 6: Work Practices and Site Control

CHAPTER OVERVIEW
SECTION 6A
TIME
METHOD MATERIALS
(minutes)
PPT slide: #2

PPT slide: #4 - #5

the participants, discuss the information PPT slides: #6 – 37 and 39
found in the Chapter 6A PowerPoint. – 57

implement
Extra Informational Slides PPT slides: #38 and #58-59
105 Total

TIME: 2.0 hours – 6A Work Practices and Site Control

6A - Work Practices and Site Control 2015-FINAL – PowerPoint
SECTION 6B
TIME
METHOD MATERIALS
(minutes)
PPT slide: #2

the participants, discuss the information PPT slides: #6 – 30, 32 – 5
found in the Chapter 6B PowerPoint.

implement
15 Show video: No Escape - Xcel Video: No Escape - Xcel

Penstock Fire Penstock Fire
Extra Informational Slides PPT slides: #31
75 Total

TIME: 1.25 hours – 6B Work Practices and Site Control – Other Safety
Hazards
6B - Work Practices and Site Control Safety Hazards 2015-FINAL –
PowerPoint
No Escape - Xcel Penstock Fire – Video
Demonstration:
• Lock out/tag out devices and tags
• GFCI example
• Absorbent socks and pad examples
• Drum spill kit
• Non sparking tool
• Drum thief samplers
• Drum Overpack
1. Recognize what information is needed about the work site before cleanup work
begins.
2. Obtain information from a site-specific health and safety plan.
3. Explain terms used when talking about hazard controls. For example “site
map,” “buddy system,” “communication systems,” “work zones,” and “site
control.”
4. Recognize when unsafe methods are being used.
5. Explain the five approaches to controlling hazards.

Chapter 6A Slide Script

NOTES FOR SLIDE 1
Workers’ exposures to hazards at a waste
site are controlled mainly using engineering
and administrative controls and personal
protective equipment (PPE), in that order.
Engineering controls are the most effective
way to reduce workers’ exposure. Personal
protective equipment does not control the
source of exposure, but it does reduce the amount of substance reaching the body.
Safe work practices are vitally important to protect the workers’ safety and health.
Standard operating procedures (SOPs) are written instructions for safe work practices.
Safe work practices can minimize exposure for workers, the environment, and nearby
communities. Each site’s SOP contains written instructions for safe work practices.
NOTES FOR SLIDE 2

1. Recognize what information is needed

about the work site before cleanup
work begins.
2. Obtain information from a site-specific
health and safety plan.
3. Explain terms used when talking about hazard controls. For example, site map,
buddy system, communication systems, work zones, and site control.
NOTES FOR SLIDE 3


Case Study – Refer to page 6-2 in the Participant Manual

What happened?
Workers were assigned to cut apart an empty 500-gallon tank.
A mixture of benzene, xylene, and toluene had been drained out of the tank and there
was no liquid inside.
Everything was going fine when they were cutting on the outside of the tank, but once
they cut through the metal there was a giant roar and flames shot out of the top of the
tank.
Luckily, it was a flash fire that went out quickly and no one was hurt.
NOTES FOR SLIDE 4

Show the title of the PowerPoint slide “Why
did this happen?”
Ask participants “Why did this happen?
Advance the PowerPoint to show the two
causes for the incident, once everyone is done giving a description.
Why did this happen?
Some of the chemical vapors were left in the tank.
Sparks caused the vapors to ignite when the workers cut through the tank.
NOTES FOR SLIDE 5

There is no single description of a hazardous
waste site. The contaminants, size of the
site, duration of cleanup, and other aspects
of hazardous wastes sites vary widely. For
example; a hazardous waste site could be
a military base contaminated with heavy
metals, an abandoned industrial facility
contaminated with chlorinated solvents, a chemical spill on a highway, or a chemical
plant following an explosion.

NOTES FOR SLIDE 6

There is no single description of a hazardous
waste site. The contaminants, the size of the
site, duration of cleanup, and other aspects
of hazardous wastes sites vary widely. A
hazardous waste site could be a military
base could be a contaminated with heavy
metals and chlorinated solvents, a chemical
spill on a highway, a chemical plant explosion, etc.
NOTES FOR SLIDE 7

Before workers can enter a site, the following
information must be obtained:
1. Location and approximate size of the

site
2. Description of the tasks to be
performed
3. Time required to do the tasks
4. Site layout and accessibility by air and roads
5. Safety and health hazards expected at the site
6. Pathways for movement of released hazardous substances
7. Capabilities of emergency response teams
8. Expected hazardous substances and their chemical and physical properties
NOTES FOR SLIDE 8

Site characterization and analysis
identifies the safety and health hazards
on a hazardous waste site so they can be
controlled. Site characterization must be
done before cleanup begins on a hazardous
waste site and conditions must be monitored
after site characterization to detect changes.
--29CFR1926.65(c)

Experts must determine:
1. What chemicals or hazardous wastes are at the site

2. How much of each hazardous substance is on site
3. Chemical and physical properties of the hazardous substances
4. Safety and health hazards on the site
5. Appropriate controls, including PPE, to protect employees from the hazards
NOTES FOR SLIDE 9

Hazardous waste site characterization and
analysis requirements can be divided into
seven parts.
1. Information required prior to entry

2. Personal protective equipment
3. Preliminary evaluation
4. Hazard identification 6. Risk identification
5. Monitoring 7. Worker notification
NOTES FOR SLIDE 10

Before workers can enter a site, the following
information must be obtained:
• Location and approximate size of the site
• Description of the tasks to be performed
• Time required to do the tasks
• Site layout and accessibility by air and roads
• Safety and health hazards expected at the site
• Pathways for movement of released hazardous substances
• Capabilities of emergency response teams
• Expected hazardous substances and their chemical and physical properties

NOTES FOR SLIDE 11

Personal protective equipment must be
provided for workers engaged in initial site
entry. If this initial survey cannot establish
airborne concentrations, all employees must
use a high level of protective gear called
Level B or higher. Once further information
on the hazards is available, the protective
equipment will be reevaluated by the health and safety specialist and adjusted to be
more or less stringent.
Instructor Note:
Spectators outside of the controlled site, are watching the entry.
NOTES FOR SLIDE 12

The preliminary site evaluation determines
the level of protection to be worn by the
entry team. Information is obtained prior to
the initial entry through observations and
monitoring from the perimeter, interviews,
and review of records, safety data sheets
(SDSs), or other documents regarding
materials at the site.
NOTES FOR SLIDE 13

After the preliminary evaluation, the entry
and back-up teams evaluate the site’s
specific characteristics to identify existing
hazards and help select the appropriate
engineering controls and personal protective
equipment for the tasks to be performed.
Until contaminant concentrations are known,
Level B is the minimum level of PPE required for entry and back-up teams.

NOTES FOR SLIDE 14

Once further information on the hazards
is available, the protective equipment will
be reevaluated by the health and safety
specialist and adjusted to be more or less
protective.
Show the question asked on the slide
“Based on the picture, what can be
determined about this site?”
Ask participants “Based on the picture, what can be determined about this site?”
Write down the various answers given by the participants on a white board or flipchart
Tell the participants; Since these workers are wearing level C we know that the site
has been characterized.
NOTES FOR SLIDE 15

Show the question asked on the slide “What
PPE is missing or inappropriate?”
Ask participants “What PPE is missing or
inappropriate?”
Write down the various answers given by the
participants on a white board or flipchart
Tell the participants; there are several discussion points on PPE, or lack thereof, in
these pictures.
NOTES FOR SLIDE 16

Hazard identification documents all
conditions that may cause death or serious
harm, including those that may pose
inhalation or skin absorption hazards that
are immediately dangerous to life or health
(IDLH). Hazards include but are not limited to
confined spaces (including trenches and low
spots), potentially explosive or flammable situations, and typical construction hazards
(falls, electrocution, noise, etc.).

NOTES FOR SLIDE 17

Some of the dangers on a hazardous
waste site are the same as on a regular
construction job.
Even the simplest task can become
hazardous while wearing a respirator and
other PPE.
NOTES FOR SLIDE 18

Monitoring must be conducted during the
initial entry when the site evaluation shows
the potential for IDLH conditions or ionizing
radiation or if the evaluation provides
insufficient information to eliminate the
possibility of these conditions. Hazardous
levels of ionizing radiation are measured
with direct-reading instruments. Direct-
reading instruments are also used to identify IDLH conditions such as combustible or
explosive atmospheres, oxygen deficiency, and toxic substances.
In addition to the monitoring required for initial entry, periodic monitoring is required
when there is a possibility that exposures may exceed the Permissible Exposure
Limits. Additional monitoring may be required when work begins in a different area,
when work involves new contaminants, when different task are performed, or when
working with obvious contamination.
NOTES FOR SLIDE 19

Once hazards (specific hazardous materials
or conditions) are identified, the risks
associated with these hazards must be
determined. Employees must be informed of
any risks, including:
• Exposures exceeding OSHA PELs
or other occupational exposure limits
recommended by NIOSH or ACGIH;
• IDLH concentrations; • Explosion and flammability risks; and
• Potential sources of skin and eye • Oxygen deficiency or enrichment.
irritation or absorption;

NOTES FOR SLIDE 20

Before work begins, each site worker must
be told about the substances known or
expected to be present on the site. The
employer must make information including
chemical and physical properties and health
effects available to employees so that they
understand the hazards of doing their job.
Examples of where workers can find information:
• NIOSH Pocket Guide to Chemical Hazards
• ACGIH TLVs and BEIs • Safety Data Sheets
• Emergency Response Guidebook • Signs and labels
NOTES FOR SLIDE 21

A site control program for protecting
employees must be implemented before
cleanup begins on a hazardous waste site.--
1926.65, Paragraph (d)
The site control program shall, as a
minimum, include: A site map; site work
zones; the use of a “buddy system”; site
communications including alerting means for emergencies; the standard operating
procedures or safe work practices; and, identification of the nearest medical
assistance.
NOTES FOR SLIDE 22

A site map should show the lay of the
land, prevailing wind direction, drainage,
and the location of buildings, containers,
impoundments, pits, ponds, and tanks.
The drawing represents what some may
consider a typical worksite in that there isn’t
a Warm Zone other than the Decon Line.
There is a demarcation line between the Work or Hot Zone and the Support or Cold
Zone, but there are no other indications of a Warm Zone separating the Hot and Cold
Zones. Often times space is limited. Other times it has been determined that either a

very small or no buffer is not needed. Sometimes it is just about keeping costs down –
in the short run.
Site maps are helpful for planning PPE use, assigning personnel to work zones, and
identifying evacuation routes. A site map should be modified during work to reflect
changes in activities. Computer software or clear overlays can be used to help prevent
information from cluttering the map.
NOTES FOR SLIDE 23

Most hazardous waste sites have three work
zones: Hot, Warm, and Cold.
NOTES FOR SLIDE 24

The hazards, potential for exposure, and
level of protective equipment needed is
different for each zone. These zones are
used to control the spread of hazardous
substances, restrict the number of people
in high-risk areas, and to ensure that the
people in each area have appropriate
training and PPE. You may hear each zone called several different names.
NOTES FOR SLIDE 25

The Hot Zone, or Exclusion Zone, is the
contaminated area and presents a high
potential for exposure to hazards. Personnel
working in this area wear the highest level of
PPE required on the site. Workers must be
decontaminated every time they leave the
Hot Zone.
Activities performed in the Hot Zone include:
• Site characterization (e.g., mapping, photographing, sampling);

• Installation of wells for ground water monitoring or treatment; and

• Clean-up work such as drum movement and staging.
NOTES FOR SLIDE 26

The Warm Zone is between the Hot and
Cold Zones and where decontamination
activities take place. The site safety officer,
personnel decontamination station operator,
and emergency response personnel
are usually stationed in the Warm Zone.
Equipment, supplies and workers’ rest areas
are also located here. The Warm Zone, or Contamination Reduction Zone, contains
the Decontamination Line or Contamination Reduction Corridor. The decontamination
line is made up of a series of stations, arranged in order of decreasing contamination,
that reduce contamination. Protective equipment and clothing are removed and
decontamination procedures take place in the warm zone to prevent the transfer of
hazardous substances to cleaner areas. There are often two Decontamination Lines;
one for workers and, if necessary, one for heavy equipment, tools, and machinery.
Decontamination will be discussed in detail in Chapter 7.
The boundary between the Hot Zone and Warm Zone is called the hot line. It must
be clearly marked by lines or hazard tape or enclosed with physical barriers such as
chains, fences, or ropes.
NOTES FOR SLIDE 27

The Cold Zone, or Support Zone, is free
of contamination and personnel should
have no exposure. The command post
supervisor, project team leader, and support
field team members are usually stationed
in the Cold Zone. The location of the Cold
Zone is chosen for accessibility (emergency
vehicles), resources (power lines, water, shelter), visibility (line of sight to the Hot
Zone), wind direction (upwind of the Hot Zone), and distance (as far from the highest
hazard as practical).
The Contamination Control Line is the boundary between the Cold and the Warm
Zone. Everything located outside of the Contamination Control Line is in the Cold
Zone.

NOTES FOR SLIDE 28

Hazardous waste workers must always use
the buddy system and work in teams of two
or more. The “buddy system” requires teams
of workers to watch out for each other’s
safety and health.
A buddy provides assistance, observes his
or her partner for signs of chemical exposure
or heat stress, periodically checks the partner(s)’ protective clothing, and notifies the
command post supervisor if help is needed.
NOTES FOR SLIDE 29

Buddies should maintain line-of-sight contact
and communication with each other and the
command post supervisor. Workers must
make sure that hand signals are understood
before entering the Hot Zone.
NOTES FOR SLIDE 30

Communication systems need to be
established prior to the start of work so
that team members can alert each other to
emergencies, pass along safety information
(i.e., time available in air cylinder), initiate
changes in work tasks, and maintain site
control.
NOTES FOR SLIDE 31

The system must address communication
with individuals on the site and at other
locations (for example, with emergency
responders). Internal communication
systems include: 2-way radios, walkie-talkies,
audio and visual alarms, hand-signals,
and cell phones. External communication
systems include: telephone, computer or email, 2-way radios, audio and visual

alarms, including sirens, horns, flags or pennants, and strobe or other flashing lights.
Any communication device that is electric or electronic must be intrinsically safe.
Flares and smoke should only be used in the Cold Zone. Site-specific training on
communication and warning systems is required.
NOTES FOR SLIDE 32

Site-specific training on communication and
warning systems is required.
NOTES FOR SLIDE 33

Common hand signals include:
Instructor Note:
Site Communication, Timothy Mustard and
Judy Blakemore, Stevens Publishing Corp. 8
2000
NOTES FOR SLIDE 34

This is an example of a basic communication
plan from the EPA.

NOTES FOR SLIDE 35

Nearby medical facilities must be identified
before cleanup begins on a hazardous waste
site. The facility should be made aware
of the cleanup activities and procedures
for requesting medical assistance. All
employees must be informed of the medical
facility’s location and how to notify them
in the event of an emergency or when
treatment is needed. The location of the nearest prepared medical facility and
notification procedures must be included in the site control plan.
NOTES FOR SLIDE 36

OSHA [29CFR1926.65(b)] requires a safety
and health program. The program must be
written and identify, evaluate, and control
safety and health hazards and provide for
emergency response at hazardous waste
sites. The written safety and health program
and the site-specific safety and health plan,
contained in the program, must be kept on
site and available to anyone involved with the hazardous waste operation.
The safety and health program must describe:
1. An organizational structure for the 5. The medical surveillance program;

operation;
6. The standard operating procedures
2. A comprehensive work plan; for safety and health; and
3. A site-specific safety and health 7. Any connection between the
plan; general program and site-specific
activities.
4. The safety and health training
program;

NOTES FOR SLIDE 37

The organizational structure section of the
program must describe lines of authority
(who reports to whom), responsibilities
of supervisors and employees, and
communication between all personnel
involved in the cleanup operation. This
information must be in writing and covered
during the site-specific training. The lines or authority or organizational chart
must identify a general supervisor who has overall responsibility and authority for
clean-up activities. This section must also identify the safety and health supervisor
who develops the site safety and health plan and makes sure it is followed. The
components of the organizational structure section should be reviewed and updated
as necessary to ensure that they are accurate and effective. Site-specific training is
needed whenever there is a change in work location or process.
NOTES FOR SLIDE 38

Instructor Note:
example of a comprehensive work plan.
The comprehensive work plan must include
activities, logistics, and use of resources.
The comprehensive work plan should be
reviewed during the site-specific training. The work plan must include specific details
about:
• The tasks to be done; • What equipment and resources will be
needed;
• How they will be done;
• What training will be needed; and
• Who will do them;
• What medical tests will be needed.
Instructor Note:
This example work plan is from the EPA.

NOTES FOR SLIDE 39

Show the question asked on the slide “How
are hazardous wastes cleaned up?”
Ask participants “How are hazardous wastes
cleaned up?”
Write down the various answers given by
Just as there is no single description of a hazardous waste site, there isn’t one
universal cleanup method. In the early days of hazardous waste cleanup, rusty barrels
of chemicals were put into new drums and buried again in pits lined with plastic
sheets. Tons of contaminated dirt was also dumped over the drums in these “safer”
landfills. In 1984 EPA made it illegal to put hazardous waste in common landfills (the
land ban). Since that time, scientists have been coming up with new ways to treat
hazardous waste and to clean up water or soil. Treatment methods include:
Free-product recovery - Pump pools of waste out of the ground. The waste has to be
treated with one of the methods below or the chemical may be purified and reused.
Filtration - Filter out solid hazardous waste from water with sand beds or other filters.
The waste has to be treated with one of the methods below.
Incineration - Burn the hazardous waste in a high-temperature incinerator.
Solidification - Mix waste with cement and ashes to turn it into a solid block that can be
buried in a regular landfill.
Chemical decontamination - Wash buildings or pipes or treat waste with chemicals to
remove, transform, or neutralize the contaminant. The resulting solution may need to
be treated with one of the above methods before disposal.
Mechanical decontamination - Scrape, blast, or grind buildings to remove chemicals.
Sometimes special peel-off coatings are used. The dust and debris has to be treated
with one of the above methods.
Dismantling - Cut machines or building components apart with saws, cutters, grinders,
torches, explosives, or water jets. Dust must be treated with one of the above
methods.

NOTES FOR SLIDE 40

These treatment methods can cause serious
health and safety problems without the
proper precautions and controls.
NOTES FOR SLIDE 41

The site-specific safety and health plan
addresses the hazards during each phase
of the work and the procedures and controls
required to protect employees. To the extent
possible, the plan should be detailed enough
to avoid language that is generic or requires
interpretation. The site-specific safety
and health plan should be used as a planning guide before site work begins and a
reference tool throughout the site work. When new information is obtained during site
inspections, the plan should be updated. Each of the following topics must be covered:
• Safety and health hazard analysis for • Site control
each task or operation
• Decontamination
• Employee training
• Emergency response
• Personal protective equipment
• Confined-space entry
• Medical surveillance
• Spill-containment
• Air monitoring
NOTES FOR SLIDE 42

Under the OSHA standard
[29CFR1926.65(e)], training must be
provided for all hazardous waste workers
who are exposed to hazardous substances,
health hazards, or safety hazards.
Supervisors and management responsible
for the site must also receive training. All
hazards at a site and methods which will

be used to control them must be described in writing. The safety and health program
must address on-site training. Training should include the following as required based
on the job description:
• Names of personnel and alternates; recognition of symptoms which may
indicate overexposure;
• Safety and health hazards present;
• Decontamination;
• Use of personal protective equipment;
• Emergency response;
• Safe work practices;
• Confined-space entry; and
• Engineering controls and equipment;
• Spill-containment program.
• Medical surveillance, including
NOTES FOR SLIDE 43

General site workers must have a minimum
of 40 hours of instruction and a minimum of
three days of site-specific training under the
direct supervision of a trained, experienced
supervisor. Supervisors are required to
complete the 40-hour general program, three
site-specific training days, and an additional
8 hours of training designed for managers. Treatment, storage and disposal (TSD)
facility workers and workers on site for a specialized operation must have a minimum
of 24 hours of instruction and a minimum of one day of site-specific training.
NOTES FOR SLIDE 44

Eight hours of refresher training is
required every year for all site workers and
supervisors. Employees who will assist with
emergency response (ER) activities must
receive site-specific ER training.

NOTES FOR SLIDE 45

The medical surveillance program must
provide for monitoring of workers’ health
before, during employment, and at the
end of employment (if the last exam was
more than 6 months before the job ends). A
medical surveillance program is a required
part of the safety and health program.
Medical surveillance can indicate that employees will be able to wear the required
PPE while working in temperature extremes, that they do not have an illness from
chemical exposure on prior jobs, and that they are not sick from being overexposed to
chemicals on the current job.
NOTES FOR SLIDE 46

Medical surveillance must be provided by the
employer for the following employees:
1. All employees who are or may be

exposed to hazardous substances or
health hazards at or above the PEL or
another published exposure level (if
no PEL) for 30 days or more a year;
2. All employees who wear a respirator for 30 days or more a year or as required
by 1910.134;
3. All employees who are injured, become ill, or show symptoms due to possible
overexposure to hazardous substances from an emergency response or clean-
up; and
4. Members of hazardous materials response (HAZMAT) teams.
Note that medical clearance must be obtained before a respirator is used, even if the
respirator will be used for less than 30 days per year.

NOTES FOR SLIDE 47

Medical exams must be conducted:
1. Before a new job assignment*;

2. At a frequency determined by the
doctor but not exceeding once every
two years;
3. When a job ends+, unless the last exam was less than 6 months before;
4. Following signs or symptoms indicating possible overexposure to hazardous
substances or health hazard; or
5. Following injury or exposure above the PEL or other occupational exposure
limit in an emergency situation.
Instructor Note:
* Commonly referred to as a “baseline” exam/physical
+ Commonly referred to as an “exit” exam/physical
NOTES FOR SLIDE 48

All medical examinations and procedures
must be performed by or under the
supervision of a licensed physician,
preferably one knowledgeable in
occupational medicine. The exam must
be provided without cost to the employee,
without loss of pay, and at a reasonable
time and place. A physician will decide on the content of the examination. You should
explain to the physician the type of work you do, the potential health risks, and the
type of protective equipment that you wear on the job. At minimum medical exams
must include a medical and work history. They should also include a complete
physical, lung function test, hearing test, and an EKG for your heart.

NOTES FOR SLIDE 49

Your employer must give the physician:
1. A copy of OSHA’s HAZWOPER

standard (29CFR1926.65);
2. Your job description;
3. Your current or anticipated exposure
levels;
4. A description of personal protective equipment used or to be used;
5. Information from previous examinations that the physician may not have; and
6. Information required by the OSHA’s Respiratory Protection standard
(29CFR1910.134).
NOTES FOR SLIDE 50

Your employer must give you a copy of the
doctor’s written report, including:
1. Medical conditions that would make

hazardous waste work or respirator
use particularly risky for you;
2. Recommended limitations on your
assigned work;
3. Results of the exam and tests, if you request them; and
4. A statement that the doctor has told you about the exam results and any
conditions that require further examination or treatment.
NOTES FOR SLIDE 51

The report your employer receives from the
physician can only discuss findings related to
your work. Any medical conditions unrelated
to your job must not be revealed to the
employer. You have the right to a copy of the
physician’s full report.

Your employer must keep medical and exposure records for as long as you are
employed plus another 30 years. If you work for your employer for less than a year,
he does not have to keep your records provided that he gives them to you when you
leave.
NOTES FOR SLIDE 52

Standard operating procedures (SOPs)
ensure that site characterization and cleanup
are conducted according to a plan. SOPs
provide guidelines for routine operations
and for emergency response, must be
written, and must be site-specific. Your site
may have SOPs for the use of specialized
air monitoring equipment, discovering underground cables, and communicating with
neighborhood groups or organizations. Examples of tasks, tools, and hazards that
may require SOPs are discussed in this chapter.
The use of the Buddy System is important example of a Standard Operating
Procedure.
NOTES FOR SLIDE 53

SOPs detail safe work practices for the
activities on a particular hazardous waste
site and should be covered in site-specific
training.
Instructor Note:
Example is from the EPA.
NOTES FOR SLIDE 54

There are five approaches to hazard control
at hazardous waste sites. From most
effective to least effective they are:
• Elimination removes the hazard from the
workplace
• Substitution replaces hazard with a less
hazardous alternative

• Engineering controls prevent hazard from

• Administrative controls use work practices, training, procedures, and scheduling
to reduce exposure
• Personal protective equipment (PPE) is worn by workers to prevent the hazard
from reaching the worker
Personal protective equipment (PPE) is the last line of defense and only used when
other controls cannot provide adequate protection.
NOTES FOR SLIDE 55

Eliminating hazards or substituting less
hazardous alternative are effective controls
but are often difficult, especially on
hazardous waste sites.
Engineered controls such as remotely
operated drum punchers, ventilation of
confined spaces, and sealed cabs on earth
moving equipment control the hazard to prevent exposure. Engineering controls are
usually the most reliable way to control hazards that cannot be eliminated.
Local exhaust ventilation (LEV) removes contaminants at or near the source.
These pictures were taken at the Cincinnati, OH, William Powell Valve Co. factory and
depict overhead Kirk & Blum Co. exhaust ventilation hoods. The exhaust on the left is
in the “off” position and the exhaust on the right is in the “on” position.
Photo Credit:
CDC/ Barbara Jenkins, NIOSH; Kirk & Blum Mfg. Co. / Wm. Powell
Valve Co.
NOTES FOR SLIDE 56

Administrative controls use policies and
work practices to reduce employee exposure
to hazards and must be written before the
work begins. They may include a scheduling
system to limit time in a workspace or access
to the space. Examples of administrative
controls include industrial hygiene monitoring
programs, medical surveillance programs,

confined-space entry permits, lock-out procedures, training, work practices, and

limiting exposure time. Administrative controls can be less reliable than elimination or
engineering controls because they require workers to know and follow procedures.
NOTES FOR SLIDE 57

Personal protective equipment (PPE) is
a last resort and must be used to reduce
employee exposures when the hazard
cannot be eliminated or controlled with
engineering or administrative controls.
Examples of personal protective equipment
include respirators, gloves, steel-toed boots,
chemical-protective suits, and face shields. PPE is discussed in more detail in Chapter
5.
All hazards at a site and methods which will be used to control them must be
described in writing. The safety and health program must address on-site training.
NOTES FOR SLIDE 58

Instructor Note:
example of a site evaluation.
Abex Corporation operated was located in a
residential section of Portsmouth, Virginia.
The site includes a two-acre property where
a brass and bronze foundry operated between 1928 and 1978. The foundry melted
used railroad car journal bearings and recast the materials into new bearings. The
waste sand from the casting operation contained various heavy metals, including lead.
The waste sands were disposed on areas on and around the foundry with primary
disposal occurring in an open area immediate north of the foundry. Soil contamination
was also found in a number of adjacent or nearby properties including Washington
Park Housing Complex, a playground, and two square blocks of homes.
The site has been investigated by EPA since 1983. The site was on the EPA’s National
Priority List (NPL) and remediation was completed in 2009. The early remediation cost
was estimated to be 32 million dollars.

NOTES FOR SLIDE 59

Instructor Note:
example of a site evaluation.
The activities at the Abex Corporation site
will yield a long list of potential hazards.
Listed in this slide are the EPA-declared
major cleanup activities for the Abex Hazardous Waste Cleanup Site in Portsmouth,
VA.
NOTES FOR SLIDE 60


Chapter 6B Slide Script

NOTES FOR SLIDE 1
Workers’ exposures to hazards at a waste
site are controlled mainly using engineering
and administrative controls and personal
protective equipment (PPE), in that order.
Engineering controls are the most effective
way to reduce workers’ exposure. Personal
protective equipment does not control the
source of exposure, but it does reduce the amount of substance reaching the body.
Safe work practices are vitally important to protect the workers’ safety and health.
Standard operating procedures (SOPs) are written instructions for safe work practices.
Safe work practices can minimize exposure for workers, the environment, and nearby
communities. Each site’s SOP contains written instructions for safe work practices.
NOTES FOR SLIDE 2

1. Recognize what information is needed

about the work site before cleanup
work begins.
2. Obtain information from a site-specific health and safety plan.
3. Explain terms used when talking about hazard controls. For example, site map,
buddy system, communication systems, work zones, and site control.

NOTES FOR SLIDE 3

There are many hazardous conditions
and substances that may be present on
hazardous waste sites and require specific
controls.
1. Fires and explosions

2. Electricity
3. Excavations
4. Heavy equipment 8. Ponds and lagoons
5. Slips, trips, and falls 9. Temperature extremes
6. Strains and sprains 10. Radiation
7. Drum handling 11. Confined spaces
NOTES FOR SLIDE 4

Fire and explosions are serious hazards on
hazardous waste sites. Flammable materials,
incompatible and unstable chemicals,
and other fuel sources are present and
equipment, hot work, and other ignition
sources can trigger a fire or explosion.
Constant attention must be given by
everyone onsite to preventing fires and explosions.
To help prevent fires, you should:
1. Use non-sparking tools and 4. Store and handle compressed

intrinsically safety equipment gases and explosive/flammable
chemicals properly
2. Participate in training, drills, and
practice 5. Conduct frequent fire safety
inspections
3. Follow other safety rules to reduce
the possibility of fire. 6. Train employees in hazard
recognition
Photo Credit:
http://www.oregonmetro.gov/tools-living/healthy-home/common-
hazardous-products

NOTES FOR SLIDE 5

To control fires your employer should:
1. Maintain supplies of fire-extinguishing

media (foam, water, powder)
2. Locate fire-fighting equipment in
strategic areas
3. Train fire brigade crews and allow them adequate practice time
4. Conduct fire drills and site evacuations
5. Conduct frequent fire safety inspections
6. Inspect and maintain fire-suppression equipment
7. Post evacuation routes
8. Train employees in hazard recognition
9. Store and handle compressed gases and explosive/flammable chemicals
properly
10. Provide non-sparking tools and intrinsically safe radios, electronic and electrical
equipment, and power tools
NOTES FOR SLIDE 6

Cutting, welding, and grinding are common
activities at hazardous waste sites and
require hot-work permits. Before welding
begins, remove any extra air cylinders or
other cylinders from the area to prevent fires
and explosions. Welding on equipment or
vessels that may contain traces of heavy
metals or chlorinated solvents must be done
with adequate ventilation and personal protective equipment. OSHA’s Subpart J--
Welding and Cutting provides minimum safety requirements for all cutting and welding
activities. Hot-work SOPs should include a permit system.

NOTES FOR SLIDE 7

Electrocution is one of the most common
causes of death among construction
workers.
Electrical shock and electrocution are often
the result of:
1. Contact with energized equipment

and live lines, especially overhead lines
2. Use of electrical equipment in wet areas
3. Failure of equipment
Electrical hazards can be controlled by:
1. Lock-out/tag-out;
2. Ground-fault circuit interrupter (GFCI) equipment; and
3. Double-insulated tools and grounded tools kept in good repair.
NOTES FOR SLIDE 8

Improperly used or maintained power tools
can cause electrical shocks, fires, and
explosions. On hazardous waste sites, power
tools can spread contamination too.
The following general guidelines should
be incorporated into site-specific SOP’s for
power tool use.
NOTES FOR SLIDE 9

When GFCIs are not used, a construction
site must have an Assured Equipment
Grounding Conductor Program for cords and
receptacles that are not part of the building.
This program must:
1. Be written
2. Name a competent person to run the program

3. Include inspections of all cords, plugs, and receptacles before each day’s use
4. Include continuity tests and polarity test every 3 months and after repairs
5. Maintain records of tests and keep them on site
NOTES FOR SLIDE 10

At a minimum, soil excavation SOPs must
comply with all OSHA requirements listed in
1926 Subpart P--Excavations.
These include:
1. Excavations 5 feet or more deep (in

stable soil) must be shored or sloped.
2. Excavations 4 feet or more in depth must have a stairway, ramp, ladder or other
safe ways to exit to prevent more than 25 feet in lateral travel for employees.
3. Locations of utility lines must be determined before excavation begins.
4. Air monitoring must be conducted if oxygen deficient or hazardous
atmospheres exist or could exist in an excavation that is more than 4 feet deep.
NOTES FOR SLIDE 11

Even though a worker may not operate
equipment or vehicles, the presence of
heavy equipment and vehicles affects
everyone on a hazardous waste site.
Keep the following in mind:
1. All equipment in the Hot Zone must

stay there until it is thoroughly decontaminated.
2. Equipment and vehicle operators who wear protective clothing and respirators
may not be able to hear or see as well as they normally do and their reactions
may be slower.
3. Never work or stand underneath loads handled by lifting or digging equipment.
4. If you are working in an excavation, pay close attention to any nearby vehicles
or equipment.

5. Workers near or around vehicles must be given highly visible vests or clothing.
This is especially true on hazardous waste sites where an operator’s vision and
hearing may be impaired.
6. Always check vehicles entering and exiting the site for leaks and spills. Direct
vehicles to decontamination if needed.
NOTES FOR SLIDE 12

Equipment maintenance is an ongoing
process at any hazardous waste site.
Equipment should be removed from the Hot
Zone, decontaminated and taken to the Cold
Zone for maintenance and repairs unless:
1. Repairs are minor; or

2. Equipment cannot be moved or cannot be moved without causing additional
damage.
If repairs must be done in the Hot Zone, then the mechanics must be qualified for
entry and must wear the required PPE.
Equipment in the Cold Zone should be repaired away from site activity, traffic and
flammable and combustible materials, especially if welding, cutting, or heating is
needed. Equipment, blades, end-loader buckets, dump bodies, and similar equipment
must be either fully lowered or blocked when being repaired, as described in OSHA’s
Subpart O (motor vehicles, mechanized equipment) 1926.600(a)(3)(i). All controls
must be in a neutral position, with the motor stopped and brakes set, unless the work
requires otherwise.
NOTES FOR SLIDE 13

Ladders must not be moved, shifted or
extended while occupied.
At minimum ladders must comply with the
requirements of OSHA’s 1926 Subpart X
Stairways and Ladders.
You must take extra care when using ladders
while wearing PPE. Restricted motion and visibility make these regulations especially
important.

1926.1053 Ladders:
1. Must have non-conductive side rails if used around energized electrical

equipment.
2. You must hold the ladder with at least one hand when going up or down the
ladder.
3. You must not carry any object or load that could obstruct or hamper a climb, or
cause loss of balance.
4. Portable ladders must be capable of supporting at least 4 times the intended
load.
5. The horizontal distance between the bottom of the ladder and the wall should
be ¼ the length of the ladder.
6. Ladder must extend 36 inches above a landing platform.
NOTES FOR SLIDE 14

Everyone who works on a scaffold must
be trained to be able to recognize and
control the hazards of working on scaffolds
(1926.454). Anyone who erects, dismantles,
moves, repairs, or inspects scaffolds must be
trained on the procedures for those tasks.
At a minimum, the use of scaffolds must
be in compliance with OSHA’s Subpart L (1926.450-454). Working on, erecting or
dismantling scaffolds in a hazardous atmosphere or while wearing PPE requires extra
caution.
The following are a few of the basic scaffold safety requirements which must be met:
1. Scaffolds must be able to support their own weight plus at least four (4) times
the maximum intended load.
2. Personal fall arrest systems or guardrails are required on scaffolds when
workers are exposed to falls above 10 feet.
3. Supported scaffolds with a base to height ratio above 4:1 must be restrained by
guying, tying, bracing, etc. Supported scaffolds must be plumbed and braced.
4. Supported scaffolds must rest on base plates and either mud sills or other firm
foundations.

5. Scaffold platforms must be fully planked or decked. Planks and decking must
meet minimum loading and other requirements.
NOTES FOR SLIDE 15

The five most serious scaffold hazards are:
1. Falls
2. Unsafe access
3. Struck by falling objects
4. Electrocution when scaffold components become energized or contact live lines
5. Scaffold collapse
NOTES FOR SLIDE 16

To reduce the risk of musculoskeletal injures
during lifting, loading and other manual
materials handling:
1. Use carts, dollies, hoists, and pulleys

whenever possible. Repetitive lifting of
even light loads can cause damage to
the spine.
2. Get help when lifting heavy and awkwardly shaped loads.
3. Lift by squatting and keeping the object as close to your body as possible, if the
load is compact enough to fit between your knees.
4. Store materials at waist height to avoid excessive bending and reaching.
NOTES FOR SLIDE 17

To reduce the risk of musculoskeletal injures
during lifting, loading and other manual
materials handling:
1. Keep the distance of the lift between

knee and shoulder height. Lifting
above the shoulders places extra
stress on the spine and back muscles

as well as the neck, shoulders and arms.

2. Avoid uneven, one-sided lifting. Never twist and lift at the same time.
3. Do not try to catch falling objects.
4. Push instead of pulling – it is less stressful to your back, arms, and shoulders
and gives you the advantage of using your own weight.
5. Get adequate rest.
NOTES FOR SLIDE 18

Unidentified drums can be very dangerous
and should be inspected, sampled, and
handled by experts. If you discover a drum,
report it immediately to your supervisor.
Assume that a drum or container is
hazardous until tested. Do not rely on
outdated or questionable drum markings or
labels alone to identify hazards.
Special instruments or probes should be used to detect buried drums. Drums which
may contain radioactive wastes must not be handled until specially trained personnel
can assess the hazards.
NOTES FOR SLIDE 19

Only workers trained to do so should
move drums. They should use remote
handling equipment whenever possible.
Fire-extinguishing equipment must be on
hand and ready to use. They will move the
contents of deteriorated drums to clean
drums when they cannot fix the drums. The
clean container must meet DOT, OSHA, and EPA requirements.

NOTES FOR SLIDE 20

OSHA also lists special requirements for
handling drums with mixed wastes from
laboratories, which are called lab packs
[(1926.65(j)(6)].
These requirements include:
• Lab packs are only opened when
necessary
• Only persons with the knowledge to inspect, classify, and segregate the contents
of a lab pack may open it
• Unless the contents are otherwise identified, handle as shock-sensitive waste
(especially if you see crystals on any container)
Photo Credit:
https://www.ehs.umass.edu/shock-sensitive-crystals
NOTES FOR SLIDE 21

OSHA lists minimum special handling
precautions which must be taken if a
container is known or suspected of holding
shock sensitive wastes [29CFR1926.65(j)
(5)]. You should assume that a container of
packaged laboratory wastes contains shock
sensitive or explosive material until the
contents have been characterized.
NOTES FOR SLIDE 22

Even if your job does not involve drum
handling, you may work near large numbers
of drums containing known or unknown
chemicals. Use the chart below, to figure out
what type of material is supposed to be in a
drum.

NOTES FOR SLIDE 23

Staging means placing drums with similar
contents alongside each other. This is one
step toward remedial action. When staging
drums, place them no more than 2 wide with
an aisle between. This allows access to all
drums without standing on, or leaning over,
drums. The number of staging areas should
be kept to a minimum. There must be adequately maintained access and exit routes at
all times.
NOTES FOR SLIDE 24

Staging areas may include: drum opening
and sampling; holding materials until tests
come back; bulking or mixing compatible
materials; and loading and shipping.
Instructor Note:
EPA HW site for the state of Louisiana during
the first year of Katrina clean-up. After the
first year it became the receptacle for four other Gulf States. At the end of the first
year it was still having all its clean water shipped in because of infrastructure issues.
CPWR trainers spent 11 consecutive months in the state. At this site, run by USACE,
two contractors provided the workers and CPWR provided HWR training.
NOTES FOR SLIDE 25

Drum sampling requires specific precautions
and is usually carried out by trained
engineers or technicians. The drum sampling
procedures must be included in the safety
and health plan.

NOTES FOR SLIDE 26

If any of the following conditions are present,
the drum should not be sampled until special
precautions are taken:
• A bulging top warns of pressure build up
within the drum
• Damaged or dented drum could also
mean a buildup of pressure
• Vapor or mist coming from the top of the drum, usually near the bung hole
• Obvious leak
Instructor Note:
If the drum shows signs of crystallization, or corrosion special precautions also need
to be taken before sampling can be done.
NOTES FOR SLIDE 27

These sampling safe work practices should
be included in the drum sampling SOP:
• Drum tops should be covered with
plastic sheeting to avoid worker contact
• Never stand on drums, use ladders and
platforms to reach stacked drums
• Do not lean over drums to reach the one being sampled
• Dispose of or decontaminate sampling equipment according to the sampling plan
NOTES FOR SLIDE 28

Your site must have a spill control plan that
describes actions to take if either a minor
or major spill occurs. Depending on the
chemical, the spill control plan may include:
containment and/or confinement methods.

On top of the red overpack drum is a sampling rod or tube and three non-sparking
tools. If an electronic chemical monitor is used, it must be intrinsically safe. Grounding
may be necessary. Never stand on or lean over drums, barrels, or other containers.
NOTES FOR SLIDE 29

Containment includes:
Plugging— The leaking drum is plugged to
prevent or limit further release. Common
plugging materials include wood, soap, rags,
and commercial products. Plug materials
must be compatible with the chemical that is
leaking.
Patching— A patch is applied over the leaking area. Patching materials include rubber,
patching mud, and tape. Patching materials must be compatible with the chemical that
is leaking.
Over packing— Placing a leaking drum into a compatible larger drum to contain the
contents.
NOTES FOR SLIDE 30

Confinement keeps the spill in a defined
area and includes:
Diking— Dikes may be built around the
perimeter of the leak with sand, earth, straw,
sorbent, or other materials. The diking
material must be compatible with the spilled
material. Plastic sheeting can be used as an
additional barrier.
Blocking— Drains, ditches, or storm sewers should be covered and blocked to prevent
run-off of spilled materials. This blocking can be done with a sorbent pad, a piece
of plastic, or a rubber pad. If flammable or toxic materials enter these systems, the
potential for damage to property or people is increased.
Absorption— Run-off can be absorbed with dirt, sand, soda ash, saw dust, wood
chips, peat moss, vermiculite, foam, kitty litter or other materials. The sorbent must be
compatible with the spill. For example, wood chips and an acid can start a fire.
Collection— Run-off can also be collected in containers such as drums or buckets.

NOTES FOR SLIDE 31

Instructor Note:
example of spill control following the BP oil
spill in the Gulf of Mexico in 2010
NOTES FOR SLIDE 32

Show the question asked on the slide “Is this
proper drum storage?”
Ask participants “Is this proper drum
storage?”
Tell the participants; this is an obvious example of improperly stored drum.
NOTES FOR SLIDE 33

Drums should be stored with compatible
chemical groups to prevent hazardous
reactions and errors in shipping.
• Store only compatible substances on the
same or adjacent pallets.
• Use only intact pallets without broken or
damaged boards;
• Set drums squarely on pallets and band drums together if possible;
• Place drums with labels and numbers facing outward; and
• They may be placed no more than 2 high and 2 wide with an aisle in between (in
contrast with staging from the previous page where they cannot be stacked).

NOTES FOR SLIDE 34

Drum inspections should be conducted daily,
or according to the site SOP, to look for:
• Leaking
• Swelling or bulging
• Rust or other signs of deterioration
• Exterior corrosion or crystallization
• Damage
Report these or other identified conditions to the supervisor.
NOTES FOR SLIDE 35

Show the question asked on the slide
“Which crew do you want to be on and why?”
Ask participants “Which crew do you want to
be on and why?”
Instructor Note:
The picture on the right shows drums that are not lined in rows of two which is counter
to the information discussed earlier. Placing drums in rows of 2 is a “rule of thumb” or
a “best practice” but not the law.
Photo Credit:
The picture on the right is from the Hanford Reservation in SE
Washington State.

NOTES FOR SLIDE 36

Ponds and lagoons store large volumes of
waste materials and may also be used for
treating waste materials. The hazards around
ponds and lagoons may include:
1. Drowning
2. Corrosive and toxic gases, vapors,
and liquids
3. Unstable walking surfaces
The precautions that should be used around ponds and lagoons include:
1. Safety equipment such as life jackets, safety belts, or life lines when working
close to unguarded areas;
2. Chemical protective equipment to prevent skin contact and inhalation of
chemicals;
3. Limit access and keep barricades secure; and
4. Train workers.
NOTES FOR SLIDE 37

Employers must ensure adequate sanitation
at temporary workplaces, including
hazardous waste sites. 1926.65(n)
An adequate supply of drinking (potable)
water must be provided at the site and kept
clean and free of contamination. If water unfit
for drinking (non-potable) is available at the
site for firefighting or other purposes, the water lines and hose connections must be
clearly marked to indicate that it not safe for drinking, washing, or cooking.
HAZWOPER 1926.65(n)(3) requires a minimum number of toilet facilities based on
the number of employees. Hazardous waste sites that do not have sewers must be
provided with chemical, recirculating, combustion, or flush toilets, unless these are
prohibited by local codes.
Employers must provide enough nearby washing and showering facilities to ensure
that employees can remove hazardous materials from themselves.

Showers and change rooms for all employees exposed to hazardous substances and
health hazards must meet the following requirements.
Showers must be provided in accordance with 29CFR1926.51(f)(4).
Change rooms must have two separate areas, one for removal and storage of clean
clothes and one for the removal and storage of work clothing. Change rooms must
meet the requirements of 29CFR1926.51(i).
Showers and change rooms must be located in areas where exposures are below
the PEL. If this is not possible, then a ventilation and supplied-air system must be
provided to reduce exposures to the required levels.
Employers must ensure that all employees shower at the end of the work shift and
when leaving the site.
Showers are not required for jobs lasting less than 6 months. If the job lasts longer
than 6 months, showers and change rooms must be provided in accordance with
29CFR1926.65(n)(7).
NOTES FOR SLIDE 38

High temperatures put extra physical stress
on the body and over time, this heat stress
can cause illness, particularly if you are
not accustomed to it. Wearing chemical
protective clothing and equipment greatly
increases the risk of heat illness even if
outside temperatures are moderate.
To help prevent heat-related illnesses:
• Work in the shade
• Wear light permeable clothing
• Drink more fluids than your thirst tells you to (especially water);
• Avoid alcohol;
• Take additional breaks until you’ve worked in the heat for two week ; and
• Take regular cool-off breaks, in an air-conditioned space if possible, but at least
out of direct sunlight.

NOTES FOR SLIDE 39

Prolonged exposure to cold environments
can cause hypothermia and frostbite
(freezing of tissues, usually on the
extremities such as the hands, toes, nose,
cheeks, and ears). Parts of the body with
frostbite appear red and tingling, and then
turn pale and numb. Frostbitten tissue
should be gently warmed slowly by a trained
medical person. The victim should be given hot liquids to drink and not allowed to
smoke because it interferes with blood flow. Hypothermia is when the body is losing
heat faster than it can make it and the body temperature falls below 95 degrees. Mild
hypothermia begins with shivering, progresses to stumbling, lack of coordination, and
difficulty speak, and in severe cases can result in loss of consciousness and death.
Cold, wet conditions can increase your risk of muscle strain and other musculoskeletal
injuries. Using vibrating tools in cold weather can lead to hand-arm vibration
syndrome, which causes the blood vessels in your finger tips to collapse. This causes
your finger tips to go white and numb.
NOTES FOR SLIDE 40

The three forms of radiation, alpha, beta,
and gamma, are capable of causing serious
health effects including reproductive and
developmental problems, cancer, and death.
The degree of damage depends upon the
dose and type of radioactivity.
NOTES FOR SLIDE 41

Alpha radiation particles are relatively large
and do not travel far (about 3 inches in air).
They can be stopped by material as thin as
a sheet of paper or your outermost layer of
skin. If taken into the body (swallowed or
breathed in), alpha particles are an extreme
health hazard. Respiratory protection is
required. Sources include radon, uranium,
polonium and plutonium.

Beta radiation particles are small and travel farther than alpha particles (a few feet
in air). Beta particles will travel through clothes and skin but are somewhat stopped
by plastic. They are most dangerous if swallowed or breathed in. Sources include
radioactive phosphorus and radioactive carbon.
Gamma radiation can pass deep into the body damaging internal organs, cancer, and
death. It takes a thick lead or concrete shield to stop gamma rays. Sources include
radioactive cobalt and cesium.
NOTES FOR SLIDE 42

Areas controlled for radiological purposes
will be designated with a magenta (or black)
standard three-bladed radiological warning
symbol on a yellow background.
Entrance points to radiation areas must have
signs (or equivalent postings) indicating the
presence of radiation or radioactive materials
and stating the entry requirements, such as “Personnel Dosimeters, Radiation Work
Permit RWP, and Respirator Required.” Remember, conditions can change quickly so
do not assume the sign is the same as the one you saw before.
NOTES FOR SLIDE 43

Exposure to radiation must be kept ALARA
(as low as reasonably achievable). Site-
specific will teach you how to use time,
distance, and shielding to protect yourself
from radiation. In general, you should
minimize your exposure time, stay as far
away from the radiation source as possible,
and use protective barriers or shield to keep
radiation from reaching you.
Photo Credit:
http://www.fnal.gov/pub/today/NuMIhornrepairmockdrill.html

NOTES FOR SLIDE 44

Areas controlled for radiological purposes
will be designated with a magenta (or black)
standard three-bladed radiological warning
symbol on a yellow background.
Entrance points to radiation areas must have
signs (or equivalent postings) indicating the
presence of radiation or radioactive materials
and stating the entry requirements, such as “Personnel Dosimeters, Radiation Work
Permit RWP, and Respirator Required.” Remember, conditions can change quickly so
do not assume the sign is the same as the one you saw before.
NOTES FOR SLIDE 45

Repeated exposure to excessive noise
can cause permanent hearing loss. High-
volume sound is also linked to high blood
pressure, stress, insomnia, anxiety, and
headaches. While the OSHA PEL is 8 hours
at 90 decibels (dB), noise levels above
85 decibels are considered dangerous by
most organizations. Building trades workers are at high risk for hearing damage from
workplace noise.
The decibel scale is logarithmic, like the Richter scale for earthquakes, not linear.
NIOSH uses a doubling rate of 3 dB meaning that every increase of 3 dB doubles the
noise level so 88 dB is twice as powerful and damaging as 85 dB. A 115 dB sound is
more than 300 times as powerful as a 90 dB sound.
NOTES FOR SLIDE 46

73 percent of construction workers are
exposed to noise levels above the NIOSH
REL
Average noise exposure levels, selected
construction occupations, 1999-2006
Instructor Note:
The statistics come from the 5th Edition of CPWR’s Construction Chart Book.

NOTES FOR SLIDE 47

58 percent of construction workers on DOE
sites have noise-induced hearing loss
Prevalence of noise-induced hearing
loss, selected construction trades at U.S.
Department of Energy site, 1996-2010
Instructor Note:
The statistics come from the 5th Edition of CPWR’s Construction Chart Book.
NOTES FOR SLIDE 48

Falls are a leading cause of death and
injury among construction workers. In 2010,
falls lead to 267 deaths and about 18,000
nonfatal injuries among construction workers.
This means that in 2010, 33% of construction
worker deaths and 24% of construction
worker injuries were due to falls.
OSHA’s scaffolding safety standard, Subpart L of 1926, mandates training for scaffold
erectors and users. Fall protection is required when working 6 feet above a lower level
(10 feet for workers on scaffolding).
Slips and trips are caused mainly by bad housekeeping. Slippery surfaces, poor
lighting, and weather conditions also contribute to slip/trip hazards. Slips and trips
may sound minor but they cause enormous back and other musculoskeletal injuries. A
clean worksite helps to prevent injuries and increases productivity.
NOTES FOR SLIDE 49

Being struck by a vehicle, construction
equipment or material is another leading
cause of injuries for construction workers.
Personal protective equipment can limit your
vision and hearing and create a sense of
isolation. To prevent struck-by injuries:
• Pay close attention to all activities
around you • Use and listen for vehicle back-up
alarms
• Watch out for others

• Watch for improperly stacked drums • Wear high visibility clothing

• Do not use damaged pallets
NOTES FOR SLIDE 50

Every year approximately one hundred (100)
workers in the United States die in confined
spaces and several thousand are injured.
About one-third of confined space fatalities
are would-be rescuers. In many confined
space fatalities, employers did not have a
written confined space program or a confined
space permit system.
According to OSHA, confined spaces have three defining properties:
1. Limited or restricted ways to get in and out of the space;

2. Not intended for continuous human occupancy; and
3. Large enough to fit a person.
NOTES FOR SLIDE 51

Confined spaces found at hazardous waste
sites include:
1. Ditches, culverts, and ravines

2. Incinerators and scrubbers
3. Tank trucks and rail cars
5. Sewer system with manhole
4. Vaults and silos entrance

NOTES FOR SLIDE 52

Permit-required confined spaces (PRCS) are
confined spaces with at least one additional
hazard.
1. Hazardous atmosphere (or the

potential for one)
2. Material that could engulf a person.
The material could be stored in the space (for example, grain) or enter the
space through pipes (such as water or chemicals)
3. A shape (tapers, slopes or converges) that could trap or asphyxiate someone
4. Any other recognized serious safety or health hazard
Other hazards that may exist in confined spaces include:

1. Falling objects 4. Extreme heat or cold
2. Slip, trip and fall hazards 5. Electrical hazards
3. Poor lighting 6. Biological hazards
NOTES FOR SLIDE 53

Confined spaces do not always look
dangerous. It may even be hard to recognize
that a particular space is a confined space.
For example, settling tanks and excavations
are confined spaces even though they are
open on top.
The potential hazards of confined spaces
can become life-threatening conditions very quickly. Lack of ventilation can allow toxic
gases and vapors to accumulate. Materials stored in the space or brought in through
pipes can instantaneously engulf entrants. Energy sources which are not locked out
can be turned on by people outside the space. All potential hazards must be evaluated
and controlled before work inside the space begins.
Photo Credit:
https://www.portlandoregon.gov/water/article/356549

NOTES FOR SLIDE 54

A large portion of confined space deaths are
due to atmospheric hazards (toxic gases or
vapors, asphyxiants, flammable or explosive
atmospheres). The trouble is that you can’t
see atmospheric (air) hazards. You can’t see
when there is too little or too much oxygen in
the air. Nor can you see toxic or flammable
gases or vapors that accumulate in confined spaces (except for very rare cases).
Photo Credit:
http://www.raleighnc.gov/home/content/PWksStormwater/Articles/
StormwaterMappingSection.html
NOTES FOR SLIDE 55

What causes oxygen deficiency?
1. Other gases in the confined space can

displace the oxygen in the air
2. Activities such as welding and burning
can “use up” oxygen in the confined
space
3. Chemical reactions such as rusting or the drying of certain paints and cements
can also “use up” the oxygen
NOTES FOR SLIDE 56

Toxic, flammable, or explosive gases or
vapors may be present in a confined space
or introduced by work activities. The acute
(immediate) hazards that could impair your
ability to leave a space are the greatest
concern. These hazards include central
nervous system effects from solvents and
chemical residues, asphyxiation from carbon
monoxide or hydrogen sulfide, and fire or explosion of gasoline or solvents.
Photo credit:
http://fyi.uwex.edu/agsafety/confined-spaces/manure-storagehandling/
http://www.ehss.vt.edu/programs/CNF_rescue.php

NOTES FOR SLIDE 57

Monitor the air in a confined space before
entering the space and while inside. Collect
the initial air sample through a sampling
probe inserted into the space.
Ventilation can be used to bring air into the
space and eliminate hazards from oxygen
deficiency and gases and vapors that are
toxic, flammable, and explosive.
Instructor Note:
Using welding or medical oxygen to “ventilate” a space can cause oxygen levels to
become dangerously high (greater than 23.5%).
NOTES FOR SLIDE 58

All confined space SOP’s should be in
compliance with OSHA’s confined spaces
standard (29CFR1910.146 for General
Industry and 29CFR1926 Subpart AA for
Construction) and permits must include the
required elements. This should be the case
even if the space is not a permit-required
confined space.
NOTES FOR SLIDE 59

Electrical power, mechanical equipment,
pipes and valves must be locked-out to
prevent operation and the release of energy
during repair or cleaning. It is not enough
to just turn off an electrical switch or close
a valve. You must lock-out energy sources
to prevent someone who is unaware of the
work being done from turning the power on. When locking out steam or fluid transfer
pipes, release the pressure before unbolting and separating pipes.
• Know the site lock-out procedure before any operation is attempted.
• Never assume a machine, circuit, or pipe is locked out just because it should be.
• When in doubt, lock it out!
• Lock-out tags should be placed on all locked-out equipment.

NOTES FOR SLIDE 60

A variety of lock-out device are available,
depending on the power source and
equipment.
NOTES FOR SLIDE 61

No Escape - Xcel Penstock Fire
Instructor Note:
Show video at the end of the session
NOTES FOR SLIDE 62


Notes:

Decontamination
CHAPTER 7: Decontamination
CHAPTER OVERVIEW

(minutes)
PPT slide: #2
PowerPoint.
5 Summarize objectives and important 40HWW – pgs.: 7-13 – 7-14
implement PPT slide: #43
Decon Area Construction
Decon Area Walk Through
105 Total
50 Complete Activity 8 Decon 40HWW – pgs.: A-28 – A-29

the course. PowerPoint slides: #1 – 22

Decontamination
TIME: 1.5 hours

7 - Decon 2015-FINAL– PowerPoint
Activity 8 – Decon – Activities - pgs. A-28 – A-29
Activity 8 2016 FINAL – PowerPoint
Demonstration:
• Surgical/non-latex gloves
• Non-skid booties
Hands-on:
• See Building the Decon Line and Building the Decon Tubs
sections, Pgs.:
• Danger/Caution tape
• Demonstrate proper decontamination of your personal protective equipment,
yourself, your tools and equipment to protect yourself, your family, and your
community.
• Explain the layout of a decontamination line.

Decontamination
NOTES FOR SLIDE 1

Decontamination (decon) is the process of
removing contaminants from personnel and
equipment to protect yourself, your fellow
workers, and your family and community. It
may also include neutralizing contaminants
by chemical means. Proper disposal is an
important part of decontamination.
NOTES FOR SLIDE 2

to:
1. Demonstrate proper decontamination

of your protective gear, yourself,
your tools and equipment to protect
yourself, your family, and your
community.
2. Explain the layout of a decontamination line.
NOTES FOR SLIDE 3

Case Study – Refer to page 7-2 in the
Participant Manual
What happened
Two workers finished a day of pumping out a tank full of xylene. They rinsed off their
reusable suits with water and hung them up to dry. When they came back the next day
the suit material felt soft and sticky. The suits had to be thrown away.

Decontamination
NOTES FOR SLIDE 4

did this happen?”
They did not decontaminate properly. The workers were wearing the right suits, but
they did not clean them off with soap and water. Poor decontamination can damage
suits or equipment and expose you or your family. In this chapter, you will learn about
how to decontaminate equipment properly to prevent this kind of problem.
NOTES FOR SLIDE 5

Decontamination, or commonly called decon,
is necessary to prevent worker exposure
and the spread of hazardous substances
beyond the work site. Each hazardous waste
site involves different workers, equipment,
chemicals, and risks.
NOTES FOR SLIDE 6

Decontamination procedures are described
in the employer’s site safety and health plan.
The site-specific decontamination and safety
and health plans should state when, where,
and how decontamination will occur.

Decontamination
NOTES FOR SLIDE 7

The decontamination plan must contain the
following information:
1. A description of the location and

layout of decontamination stations
2. A list of the decontamination
equipment and supplies needed (for
example, water, scrubbing brushes)
3. PPE to be worn by decontamination workers
4. Specific decontamination procedures for substances that may be encountered
on the site
NOTES FOR SLIDE 8

The decontamination plan must contain the
following information:
1. Methods for preventing contamination

of clean areas
2. Procedures for minimizing worker
contact with contaminants during
removal of PPE
3. Safe disposal methods for clothing and equipment which are not completely
decontaminated
4. A plan for the evaluation and revisions of the plan whenever the type of PPE
changes, the site conditions change, or the site hazards are reassessed based
on new information
NOTES FOR SLIDE 9

Proper decontamination procedures must:
1. Be communicated to workers and

implemented before employees or
equipment enter the with hazardous
substance

Decontamination
2. Protect workers from exposure to hazardous substances or contaminated

equipment
3. Prevent continued permeation of the hazardous substance into PPE, other
equipment, and tools and degradation
4. Prevent the mixing of incompatible substances
5. Prevent the uncontrolled transfer of contaminants to the home and community
and to employees in clean areas
6. Be monitored by the safety and health supervisor and revised as necessary
NOTES FOR SLIDE 10

It is important to reduce the need
for decontamination by minimizing
contamination and contact with hazardous
substances. SOPs should establish practices
that minimize exposure and maximize worker
protection.
For example, these PPE practices can
minimize worker exposure:
1. Inspect PPE before each use to ensure it is in good condition

2. Close zippers, buttons, and snaps fully
3. Tuck inner gloves under the suit’s sleeves and outer gloves over suit’s sleeves
4. Wear a third pair of tough outer gloves over the sleeves
NOTES FOR SLIDE 11

It is important to reduce the need
for decontamination by minimizing
contamination and contact with hazardous
substances. SOPs should establish practices
that minimize exposure and maximize worker
protection.

Decontamination
For example, these PPE practices can minimize worker exposure:
1. Tuck boots under the legs of outer clothing

2. Wear hoods over the respirator harness
3. Tape and tab all joints (if tape adhesive is compatible with suit materials) to help
prevent contaminants from getting inside gloves, boots, and jackets
NOTES FOR SLIDE 12

Proper work practices can help reduce the
amount of contamination and the need for
decontamination. Examples of good work
practices include:
1. Follow SOPs that minimize contact

with hazardous substances
2. Do not kneel or walk through puddles or areas of obvious contamination
3. Properly dispose of decontamination equipment and solvents
NOTES FOR SLIDE 13

Proper work practices can help reduce the
amount of contamination and the need for
decontamination. Examples of good work
practices include:
1. Use remotely controlled equipment,

such as drum grapplers, to sample,
handle, and open drums
2. Cover monitoring and sampling instruments with plastic bags
3. Wear disposable outer garments and use disposable equipment whenever
possible

Decontamination
NOTES FOR SLIDE 14

Protective clothing and equipment must be
decontaminated, cleaned, maintained, or
replaced as often as necessary to protect
the workers. You must remove and discard
contaminated clothing and PPE that cannot
be decontaminated because it is permeable
and/or not chemically resistant.
NOTES FOR SLIDE 15

The decon line must be set up and
operational before anyone starts work in the
Hot Zone or Exclusion Zone.
NOTES FOR SLIDE16

Decontamination must occur:
• When PPE or clothing becomes
contaminated;
• Before personnel go from a hot zone to
a cold zone;
• Before workers eat, drink, smoke, or use
restroom facilities; and
• Before equipment or vehicles leave the site.
NOTES FOR SLIDE 17

Decontamination takes place as you leave
the Hot Zone and pass through a series of
wash stations in the Warm Zone. This area is
called the decon line or decontamination line.
The decontamination line is made up of a
series of stations that reduce contamination.

Decontamination
NOTES FOR SLIDE 18

The stations are arranged in order of
decreasing contamination, preferably in a
straight line. Most decontamination activities
take place in the Warm Zone (also known as
the Contamination Reduction Corridor Zone)
but gross decontamination may take place
in the Hot Zone. The only way out of the Hot
Zone should be through the decon line.
NOTES FOR SLIDE 19

Hazards are present in the Hot Zone. The
“Hot line” is the outer boundary and should
be clearly marked with hazard tape, signs, or
ropes.
NOTES FOR SLIDE 20

Decontamination activities occur in the Warm
Zone. Protective equipment and clothing are
removed to prevent the transfer of hazardous
substances to cleaner areas.
NOTES FOR SLIDE 21

The Cold Zone is free of contamination.
Workers who have been in the Hot Zone
receive a medical exam in the Cold Zone.
The Cold Zone contains the administrative
and other support personnel who keep the
zones running smoothly.

Decontamination
NOTES FOR SLIDE 22

Personnel decontamination must occur
before workers enter clean areas. Workers
in suits and respirators may be assigned to
the decon line to scrub and rinse protective
gear and help you take it off. Outer, more
heavily contaminated items such as boots,
gloves, and suits should be decontaminated
and removed first. Less contaminated items, for example inner boots and gloves, are
removed next. You must go through decon every time you leave the Hot Zone.
NOTES FOR SLIDE 23

On most decon lines you will stand in a tub
and your outer gloves and outer boots will
be scrubbed with brushes and a compatible
cleaner. Outer gloves will be removed and
then you will step into two other tubs in
succession, one for a full-body wash and
the last tub for a rinse. You will take off your
outer boots and then your suit, carefully rolling them inside out so you do not get
chemicals from the outside of the suit on your skin. You take off your respirator and
inner gloves last. Some decon lines are very long and complicated and some are short
but the basic idea is always the same.
NOTES FOR SLIDE 24

Decontamination
NOTES FOR SLIDE 25

Instructor Note:
This is a more detailed version of the decon
line layout.
Full decon is a 19-station, 19-step procedure
that is recommended by the EPA for use on
hazardous waste sites. Condensed decon
procedures are more often used on HW
sites. Although condensed decon is commonly used, it is still important to be familiar
with the full decon procedures in order to understand and perform condensed decon
properly. The difference between full and condensed decon is not the number of
steps but the number of stations. Every decon procedure, regardless of the number
of stations, should involve the same general sequence of steps: wash, rinse, remove/
wash, rinse, remove.
The 19-step procedure that is recommended by the EPA is as follows:
EXCLUSION ZONE
Station 1: Segregated Equipment Drop,
Station 2: Boot Cover & Glove Wash,
Station 3: Boot Cover & Glove Rinse,
Station 4: Tape Removal,
Station 5: Boot Cover Removal,
Station 6: Outer Glove Removal
Crossing the HOTLINE into the CONTAMINATION REDUCTION ZONE.
Station 7: Suit/Safety Boot Wash,
Station 8: Suit/Safety Boot Rinse,
Station 9: Change and Redress - Boot Cover/Outer Gloves,
Station 10: Safety Boot Removal,
Station 11: Fully Encapsulating Suit with Hard Hat Removal,
Station 12: SCBA Backpack Removal,
Station 13: Inner Glove Wash,
Station 14: Inner Glove Rinse,

Decontamination
Station 15: Face Piece Removal,

Station 16: Inner Glove Removal,
Station 17: Inner Clothing Removal,
Crossing the CONTAMINATION CONTROL LINE into the Support Zone
Station 18: Field Wash,
Station 19: Redress.
Level B procedures are very similar to the Level A full decon procedures. The only
major difference is that you remove your SCBA or escape bottle (if used) before
removing your protective suit. (Stations 11 and 12 are reversed.)
The Level C process is similar to the Level A and B procedures except that you are
wearing different respiratory protection. Station 9 switches from tank change to filter/
cartridge or mask change, and the SCBA backpack removal station is deleted. This
changes the number of stations to 18.
NOTES FOR SLIDE 26

Decontamination begins as you exit the Hot
Zone and ends before you enter the Cold
Zone.
NOTES FOR SLIDE 27

All personnel, clothing, equipment, and
sample containers leaving contaminated
areas must be decontaminated.

Decontamination
NOTES FOR SLIDE 28

The process of decontamination uses one
or more methods to remove or neutralize
hazardous substances. The decon methods
must be site-specific. Just as no one pair of
gloves will protect you from every chemical,
no single decon method will remove all types
of contamination.
• Contaminants may be removed by washing and rinsing, dissolving contaminants
in a solvent (water, alcohol, dilute acid, etc.), wiping, scrubbing, scraping,
evaporating, heating, freezing, melting, or adsorption/adsorption (with powdered
lime or kitty litter).
• Contaminants may be neutralized or inactivated by using a weak acid or base,
chemical detoxification (making the hazardous substance less toxic), disinfecting
or sterilizing equipment with chemical disinfectants, heat, or steam,
Particulate (dust) that cling to PPE and machinery may become trapped in small
openings, such as the weave of the fabric, can be removed with water or a liquid rinse.
Surfactants, such as detergent, improve the effectiveness of washing and rinsing by
making the contaminants dissolve more readily into a solvent and reducing the ability
of contaminants to stick to surfaces. Multiple rinses with clean solutions will remove
more contaminants than a single rinse with the same volume of solution.
Volatile liquid contaminants can be removed from protective clothing or equipment
by evaporation followed by a water rinse. Make sure that you wear an appropriate
respirator or use other protection from the vaporized chemicals.
Chemicals, heat, and radiation may be used as disinfectants to kill some
microorganisms such as bacteria and viruses. Disposable PPE is recommended for
use with infectious agents. All equipment that cannot be decontaminated, such as
wooden handles, and any contaminated cleaning solutions must be properly disposed.
NOTES FOR SLIDE 29

It is important to select and follow proper
decon procedures. The methods used
must be compatible with the clothing and
equipment being cleaned and capable of
removing the contaminant without creating
hazardous byproducts. Decontamination
through chemical neutralization requires
careful planning and training.

Decontamination
NOTES FOR SLIDE 30

Decontamination of equipment prevents
deterioration of the equipment and controls
the spread of hazardous substances. The
specific decontamination procedure depends
on the equipment and the hazardous
substance.
Contaminated monitoring equipment
requires special cleaning. EPA regional laboratories or the manufacturer can provide
information on proper decontamination methods.
Metal tools should be cleaned, as appropriate, by chemical or physical means.
Wooden tools and tools with wooden handles are difficult to decontaminate because
they absorb chemicals.
The safety and health plan must detail the methods for decontaminating all respirators.
Certain parts of contaminated SCBAs and other respirators, such as the harness
assembly and leather or cloth components, are difficult to decontaminate. If grossly
contaminated, they may need to be discarded. Rubber components can be soaked in
soap and water and scrubbed with a brush, depending on the contaminant. Regulators
must be maintained according to the manufacturer’s recommendations.
NOTES FOR SLIDE 31

Contaminated wash and rinse solutions
must be contained and properly disposed
of to prevent pollution and the spread
contamination. Tools used in the Hot Zone
must not be removed from the Hot Zone
unless they have been decontaminated.
Contaminated clothing, tools, buckets,
brushes, etc. must be secured in drums or other containers and properly labeled. The
spent solutions and runoff must be transferred to properly labeled drums and disposed
of according to local, state, and federal regulations.

Decontamination
NOTES FOR SLIDE 32

Workers at the start of the decon line (toward
the Hot Zone) will need more protection from
contaminants than workers at the end of the
decon line. Decon workers should wear the
same level of PPE as Hot Zone workers or
no more than one level of protection lower.
Decon workers must never wear less than
Level C protection. The safety and health plan should specify the level of PPE to be
worn by workers at all positions on the decon line.
NOTES FOR SLIDE 33

While it is intended to protect workers,
the community, and the environment,
decontamination can result in health and
safety hazards if not done properly.
To reduce health and safety risks during
decontamination:
• Make sure that decontamination solutions are compatible with the hazardous
substances being removed to prevent a reaction, which could produce an
explosion, heat, or toxic products.
• Make sure there are enough decon workers to help each person through the line
• Provide hand-holds while boots are being washed or boot covers removed
NOTES FOR SLIDE 34

Instructor Note:
Continued from previous slide:
• Use “gripper” decals or other methods
of increasing traction to reduce the
likelihood of slips on plastic sheeting and
slippery surfaces
• Provide benches or chairs (not wooden unless they will be disposed of after the
job) for personnel to sit on at stations where boots or suits are removed
• Be sure all work areas are adequately decontaminated and cleaned
• Prevent unauthorized employees from removing protective clothing or equipment
from change rooms

Decontamination
NOTES FOR SLIDE 35

How do you know if decontamination was
effective?
You can inspect decontaminated items to
make sure there are no visible signs of
contamination. In most cases there will
not be an on-the-spot test to assure total
decontamination. Wipe samples can be
collected from decontaminated equipment and sent to a lab for analysis. PPE can be
sent to a lab to be analyzed for the presence of contamination. The final rinse can also
be analyzed to help determine the effectiveness of decontamination.
NOTES FOR SLIDE 36

Let’s walk through the decon process and
line layout
NOTES FOR SLIDE 37

The Level of PPE varies with the hazards
present and the zone you are working in.
The PPE being worn in this picture are for an
exercise conducted by CPWR and will likely
be different on the jobsite.
NOTES FOR SLIDE 38

Decon workers in Level B PPE wash and
rinse workers in Level A.
Once all workers in Level A PPE have gone
through the wash and rinse stations, the
decon workers in Level B will help each other
wash and rinse their suits.

Decontamination
NOTES FOR SLIDE 39

Decon workers in Level C PPE help remove
suits and respirators.
They will do this for workers in Level A and
Level B PPE. Once all workers in Level A
and Level B PPE have gone through the
decon line, the decon workers in Level C
will help each other remove their suits and
respirators.
NOTES FOR SLIDE 40

Instructor Note:
Continued from previous slide.
NOTES FOR SLIDE 41

Once all workers in Level A PPE have gone
through the wash and rinse stations, the
decon workers in Level B will help each other
wash and rinse their suits.
NOTES FOR SLIDE 42

Workers in Level C PPE are the last ones out
and decon themselves.

Decontamination
NOTES FOR SLIDE 43


Decontamination

Instructor Note:
The chemicals selected in this example are Chloroacetaldehyde, Boron Oxide,
Bromoform, Nitric Oxide and Calcium Oxide. Assign each group one of the chemicals
above. You can select your own chemicals from the NIOSH Pocket Guide and fill in
the answers or you can use the examples given below.
NOTES FOR SLIDE 1

Chapter 7 in the Participant Manual or be
used as a review any time during the course.
the answers. Depending on time and the ability of the groups, the instructor has the
flexibility of assigning all chemicals to each group or having each group research only
2 or 3 chemicals.
The instructor must remain in the room while the activity is taking place, both to
answer any questions and to keep the groups on task. It is recommended that a
second instructor also be present in the classroom to assist with any questions. Do not
give the answers, but instead point the groups in the right direction.
answer. Then have group 2 answer question 2 and so on.) The slides will assist in the
process as some participants will want to record the answers from the other groups.
This is encouraged as they will need the information to answer the last two questions
on page A-3. The report back should take no more than 40 minutes.
NOTES FOR SLIDE 2

Your group has been given the identity of
a chemical found on site. Your task is to
design a decontamination line to properly
decontaminate workers. Research your
chemical in the NIOSH Pocket Guide and,
as a group, decide what level of protection

Decontamination
the workers in the Hot Zone (Exclusion Zone) and all areas of the decon line will be
wearing. Another consideration is what materials will be used in the decon line.
Synonyms/Trade Page
Name Name CAS# DOT # Concentration
Chloroacetaldehyde 2-Chloroethanol 107-20-0 2232 60 40 ppm
Chemical: Chloroacetaldehyde
1. What level of protection will the Hot Zone (Exclusion Zone) workers be wearing
and why?
Level B or C. A concentration of 40 ppm allows an APR, but being so
close to the IDLH of 45 ppm, an SAR could be indicated. The absorption
problem has to be taken into consideration, but with a boiling point
of 1860 F, the material will most likely be a liquid. Unless special
circumstances are present, Level A would not be required.
2. What level of protection will the Warm Zone (Contamination Reduction Zone)
workers who meet the Hot Zone workers be wearing and why?
The level of protection recommended for decon workers meeting Hot
Zone workers is the same level as what the workers are wearing, and
should never be less than one level lower than the workers in the
exclusion zone.
3. What level of protection will your Warm Zone (Contamination Reduction Zone)
workers who help the Hot Zone workers remove their PPE be wearing and
why?
The level of protection required in the decon line is no more than one
level less than the workers in the exclusion zone. If workers are in level
A, decon must be in no less than level B. If workers are in level B, Decon
must be in no less than level C. Keep in mind that if the workers are in
level C, decon must also be in level C. Having the first decon workers
in the same level of protection as the exclusion zone workers would be
acceptable.
4. List any special hazards that this chemical might present.

Combustible Liquid;
Eye and skin irritant; and
Severe respiratory problems

Decontamination
Synonyms/Trade Page
Boron Oxide N/A 1303-86-2 NA 30 Unknown
Chemical: Boron Oxide
and why?
In this situation, Level B would be acceptable. Boron oxide is not a strong
contact or absorption hazard. This material will most likely be a solid,
minimizing the risk of skin exposure. However, many will worry about the
statement that it reacts with water (sweat) to form boric acid and will opt
for Level A, especially with the unknown exposure. Level C would not be
acceptable because of the unknown exposure.
exclusion zone.
why?
acceptable.

Mixture forms boric acid. This can be overcome by using a dry method
of decon (HEPA - vac) or by using a quick drench neutralizing chemical
shower to dilute the material for the first station of the decon process.

Decontamination
Synonyms/Trade Page
Bromoform Methyl Tribromide 75-25-2 2515 34 900 ppm
Chemical: Bromoform
and why?
Levels A would be required for the workers in this scenario. This chemical
is an eye and skin irritant. Being a liquid, there is the danger of splash.
The chemical has an exposure limit of 5mg/m3 for skin, meaning that
route of exposure is a very high concern.
exclusion zone.
why?
acceptable.

The routes of entry and the low exposure limits concerning skin contact.
A shower at the beginning of the decon line or having the first decon
workers dressed in level A would be acceptable.

Decontamination
Synonyms/Trade Page
Nitric Oxide Nitrogen Monoxide 10102-43-9 1660 224 50 ppm
Chemical: Nitric Oxide
and why?
At this concentration, Level C would be acceptable. This substance in its
gaseous form will not cause irritation to skin unless the skin is wet.
exclusion zone.
why?
acceptable.

This substance is often confused by many with Nitrous Oxide (Laughing
Gas). This substance is a strong oxidizer and will accelerate the burning
of combustible materials. Some health effects (pulmonary edema) are
delayed for up to 24 hours after exposure.

Decontamination
Synonyms/Trade Page
Calcium Oxide Lime 1305-78-8 1910 48 15mg/m3
Chemical: Calcium Oxide
and why?
Level C would be acceptable in this scenario. Being a dry substance, skin
contact is a minimal concern.
exclusion zone.
why?
acceptable.

This material is also a strong oxidizer. Being a material that most people
use around the home, many disregard the hazards associated with this
chemical.

Decontamination
Building the Decon Line

Instructor Note:
Size and shape may change to match available space and needs.
Materials to be supplied by the training center
• 6 - 2” x 4” x 16’ or equivalent for decon perimeter
• 3 - 2” x 4” x 10’ for decon tubs
• 3 chairs or one 8’ bench
• 3 - 6’ tables or equivalent for glove and respirator wash, and respirator drying
Materials supplied by CPWR – (Grant sponsored training only)
• 1 roll plastic 20’ x 100’ for decon line, decon tubs, and covering tables
• All required tape, warning tape, brushes and “spray nozzles” needed for decon
procedures, glove and respirator wash tubs, sanitizer/cleaner, paper towels,
respirator storage bags
• Arrange 2” x 4” x 16’ as shown above

• Unroll and cut plastic extending the length of the decon line, allowing
approximately 2’ past each end. (36’ total)
• Open the plastic, removing as many wrinkles as possible.
• Beginning on one long side, position both 2” x 4”s on the plastic equal distance
from the ends and roll the plastic and 2” x 4”s 2 ½ times towards the center.
• Repeat with the other long side. Make sure that the 2” x 4”s are the same distance
from the ends of the plastic. All 2” x 4”s must be lying flat.
• Check the width using one of the 2” x 4” x 16’ on the ends. If needed, continue
wrapping plastic until the decon is 16’ wide.
• Place the 2” x 4” x 16’ on each end of the plastic and wrap the 2” x 4” until
meeting the side 2”x 4”s. Tape the corners as needed.

Decontamination
Take the class to the proposed location of the decon line which the participants are to
construct. Direct the participants to:
• Lay out the poly decon floor;
• Construct the decon perimeter barriers using 2x4s, caution, danger, and Polyken©
tape;
• Section the decon line into Level B and Level C decon work zones;
• Place the three (3) decon ponds, glove drops, three (3) sprayers and brushes,
and hip-air (SAR) air lines in the Level B zone;
• Place two (2) benches, two (2) wash tables with seven (7) tubs, respirator rack,
and glove drops in the Level B zone;
• Establish the Hot Zone for Level As using danger tape.
Building the Decon Tubs

Instructor Note:
Tubs can be larger if desired. Material requirements will change if sizes are increased
• Using the 2” x 4” x 10’s, cut 4 pieces from each measuring 30” long
• Using screws or nails and 4 - 30” 2” x 4”s, assemble 3 squares. The completed
squares will be 31 ½” by 3 ½” high.
• From the roll of plastic, cut 3 pieces approximately 50” square. Wrap the frames in
the plastic and secure with tape, creating 3 “tubs”.

Decontamination
Decon Line Walk Through
When the decon line is completed, at least two instructors will demonstrate a “walk-
thru” of the decon process, starting with a Level A worker leaving the Hot Zone,
entering the front of the decon line, and ending with the Level C decon workers
exiting.

Decontamination
Notes:

Emergency Response
CHAPTER 8: Emergency Response

CHAPTER OVERVIEW

(minutes)
PPT slide: #2
PowerPoint.
5 Summarize objectives and important 40HWW – pgs.: 8-10 – 8-11
implement PPT slide: #31
90 Total
Activity – Prioritizing Emergency

Response Card Sort
Complete Activity 9 Wireless 40HWW – pgs.: A-30 – A-32
Information System for Emergency
Response (WISER) Leaking Barrels
in a Warehouse.
This exercise can be completed at the
the course.

Emergency Response
TIME: 1.5 hours

8 – Emergency Response 2015-FINAL– PowerPoint
Activity 9 – Wireless Information System for Emergency Response
(WISER) Leaking Barrels in a Warehouse – Activities - pgs. A-30 –
A-32
Activity – Prioritizing Emergency Response Card Sort
Hands-on:
• Card Sort Activity cards
• Tape
• Explain OSHA’s requirements for a written, site-specific emergency response plan
• Identify the important parts of an emergency response plan
• Explain the need for the Incident Command System (ICS)

Emergency Response
NOTES FOR SLIDE 1

Chapter 8: Emergency Response
NOTES FOR SLIDE 2

to:
1. Explain OSHA’s requirements for

a written, site-specific emergency
response plan
2. Identify the important parts of an
emergency response plan
3. Explain the need for the Incident Command System (ICS)
NOTES FOR SLIDE 3

Site management must provide a detailed
SOP for emergencies including fire,
explosion, spills, or other situations that
cannot be handled by workers on site. The
site safety and health plan is required by
29CFR1926.65 and includes a section on
Emergency Response. Knowing what to
do during an emergency and practicing it
beforehand helps workers protect their safety and health.

Emergency Response
NOTES FOR SLIDE 4

Case Study – Refer to page 8-2 in the
Participant Manual
What happened
• Workers were cleaning out an old factory in Brooklyn that used potassium cyanide
and many different acids.
• Two leaking drums were put next to each other.
• The chemicals combined to form hydrogen cyanide, a highly toxic gas.
• Workers struggled to see the exits due to the gas in the air and left the building
slowly.
• Once they got outside there were not enough showers to hose the chemicals off
everyone quickly.
• Finally, the first worker who finished decon called the fire department.
NOTES FOR SLIDE 5

did this happen?”
• No one thought ahead about what kinds of emergencies could happen on this job.
• They did not plan ahead with exit signs, a sufficient number of showers, and
SOPs for notifying the fire department.
• In this chapter, you will learn about planning for emergency response to prevent
these kinds of problems.

Emergency Response
NOTES FOR SLIDE 6

Emergency response or responding to
emergencies means a response effort by
employees from outside the immediate
release area or by other designated
responders (i.e., mutual-aid groups, local
fire departments, etc.) to an occurrence
that results, or is likely to result, in an
uncontrolled release of a hazardous substance. OSHA defines “outside help” as
anyone other than employees working in the immediate area or maintenance
personnel. Notify your supervisor whenever you detect a spill or release. The
supervisor will decide whether outside help is required.
Instructor Note:
OSHA 29 CFR 1926.65(a)(3) Definitions
NOTES FOR SLIDE 7

Responses are not considered emergency
responses when employees in the immediate
area can control the hazardous substance
at the time of the release. Controlled
means the substance has been absorbed
or neutralized, or that the safety and health
hazards have been eliminated by other
means. For example, a spill of 100 milliliters
(3 ounces) of acetone can be cleaned up by employees in the area and is unlikely
to result in safety or health hazards. Responses to releases with no potential safety
or health hazard are not considered to be emergency responses. The most common
emergencies at waste sites are spills, fires, and explosions.
Instructor Note:
Photo Credit:
University of Central Florida: http://www.ehs.ucf.edu/envmgmt/spillprev.
html

Emergency Response
NOTES FOR SLIDE 8

Site characterization and analysis includes
knowing the status and capabilities of
emergency response teams that would
provide assistance to hazardous waste
clean-up site employees at the time of an
emergency.
Instructor Note:
OSHA 29 CFR 1926.65(c)(4)(vii)
The picture is of a confined space technical rescue training event or drill.
NOTES FOR SLIDE 9

A hazardous materials (HAZMAT) response
team is:
• An organized group of employees
• Designated by the employer
• Expected to perform work to stabilize
and control leaks or spills of hazardous
substances
• Required to approach to the hazardous substance in some situations
• Not the same as a fire brigade
A HAZMAT team responds to potential releases of hazardous substances to control or
stabilize the incident. A HAZMAT team may be a separate component of a fire brigade
or fire department.
Instructor Note:

Emergency Response
NOTES FOR SLIDE 10

In accordance with 1926.65(b)(4)(ii)(H),
employers must develop and implement an
emergency response plan (ERP) as a part of
the site-specific safety and health program.
The ERP must be designed to handle
anticipated emergencies and implemented
prior to the start of emergency response
operations. The plan shall be in writing and available for inspection and copying by
employees, their representatives, and OSHA personnel.
NOTES FOR SLIDE 11

The ERP must be consistent with the
disaster, fire, local, state, and federal
response plans and address:
• Evacuation routes and procedures,
including safe distances and places of
refuge
• Pre-emergency coordination with outside
parties
• Emergency recognition and prevention
• Lines of authority, training, and communication
• Site security and control
• Rescue, medical treatment, and first aid
• Decontamination, PPE and emergency equipment
• Procedures for reporting emergencies to responders and governmental agencies
• Post emergency review and follow-up
NOTES FOR SLIDE 12

A worker alarm system shall be installed to:
• Notify employees of an emergency
situation;
• Stop work activities if necessary;
• Lower background noise in order to
speed communication; and
• Begin emergency procedures

Emergency Response
The alarm system must produce a signal (noise, light, etc.) that can be perceived
by all affected employees. All alarms must be distinct and recognized as signaling a
specific action. The employer shall assure that all components of the alarm system are
approved for the work site and operating properly.
NOTES FOR SLIDE 13

Employers who evacuate their employees
from the danger area and prohibit them from
assisting in an emergency are not required to
have an ERP. Instead, these employers must
provide an emergency action plan that meets
the requirements of 1926.35 or 1910.38
1926.35(a) Scope and Application

This section applies to all emergency action plans required by a particular OSHA
standard. The emergency action plan shall be in writing (except as provided in the last
sentence of paragraph (e)(3) of this section) and shall cover those designated actions
employers and employees must take to ensure employee safety from fire and other
emergencies.
1926.35(b) Elements – The following elements, at a minimum, shall be included in the
plan:
1926.35(b)(1) - Emergency escape procedures and emergency escape route
assignments;
1926.35(b)(2) - Procedures to be followed by employees who remain to operate
critical plant operations before they evacuate;
1926.35(b)(3) - Procedures to account for all employees after emergency evacuation
has been completed;
1926.35(b)(4) - Rescue and medical duties for those employees who are to perform
them;
1926.35(b)(5) - The preferred means of reporting fires and other emergencies; and
1926.35(b)(6) - Names or regular job titles of persons or departments who can be
contacted for further information or explanation of duties under the plan.
1926.35(c) Alarm System

Emergency Response
1926.35(c)(1) - The employer shall establish an employee alarm system which

complies with 1926.159.
1926.35(c)(2) - If the employee alarm system is used for alerting fire brigade
members, or for other purposes, a distinctive signal for each purpose shall be used.
1926.35(d) Evacuation
The employer shall establish in the emergency action plan the types of evacuation to
be used in emergency circumstances.
1926.35(e) Training
1926.35(e)(1) - Before implementing the emergency action plan, the employer shall
designate and train a sufficient number of persons to assist in the safe and orderly
emergency evacuation of employees.
1926.35(e)(2) - The employer shall review the plan with each employee covered by
the plan at the following times;
1926.35(e)(2)(i) - Initially when the plan is developed,
1926.35(e)(2)(ii) - Whenever the employee’s responsibilities or designated actions
under the plan change, and
1926.35(e)(2)(iii) - Whenever the plan is changed.
1926.35(e)(3) - The employer shall review with each employee upon initial assignment
those parts of the plan which the employee must know to protect the employee in the
event of an emergency. The written plan shall be kept at the workplace and made
available for employee review. For those employers with 10 or fewer employees the
plan may be communicated orally to employees and the employer need not maintain a
written plan.
Instructor Note:
OSHA 29 CFR 1926.35
NOTES FOR SLIDE 14

An emergency action plan must include at a
minimum:
1. Procedures for reporting a fire or other

emergency;
2. Procedures for emergency

Emergency Response
evacuation, including type of evacuation and exit route assignments;

3. Procedures to be followed by employees who remain to operate critical plant
operations before they evacuate;
4. Procedures to account for all employees after evacuation;
5. Procedures to be followed by employees performing rescue or medical duties;
and
6. The name or job title of every employee who may be contacted by employees
who need more information about the plan or an explanation of their duties
under the plan.
Instructor Note:
OSHA 29 CFR 1910.38(c) and 1926.35(b)
NOTES FOR SLIDE 15

The emergency response plan must be
reviewed periodically and rehearsed
regularly as a part of the overall training for
site operations.
If site conditions have changed or new
information is available concerning hazards,
the employer must update the ERP.
Make sure you know where to go and what to do before an emergency occurs. When
it happens, it is too late to read the plan!
NOTES FOR SLIDE 16

Employees shall not be permitted to
participate in or supervise field activities until
they have been trained to a level required by
job function and responsibility

Emergency Response
NOTES FOR SLIDE 17

Employees who may be exposed to
hazardous substances while responding at
hazardous waste sites must be trained to
respond to expected emergencies
NOTES FOR SLIDE 18

First aid training is not typically included in
the basic 40-hour Site Worker mandated by
1926.65. However, first aid considerations
and emergency medical treatment are
required components of the site safety and
health plan. Personnel designated to provide
first aid require advanced training and are
necessary for emergency response.
In a medical emergency, get the victim out of the hot zone, decon as completely as
you can, wipe off and remove PPE, and tell medical personnel what has happened.
Photo Credit:
https://blog.dol.gov/2014/08/14/mine-rescue-teams-a-special-breed/
http://www.houstontx.gov/fire/divisions/ems.html
NOTES FOR SLIDE 19

The alarm system must be tested at least
every two months. The system must be
operational at all times and during repairs
or maintenance a back-up system must be
operational. Maintenance work must be done
by trained personnel only.
During site-specific training, the employer
must explain the alarm system and how to report an emergency. Emergency
telephone numbers must be posted near the telephone or in obvious locations.
Photo Credit:
http://www.cpsc.gov/PageFiles/77650/07565.jpg
http://your.kingcounty.gov/votes/2008_08_17_archive.html

Emergency Response
NOTES FOR SLIDE 20

If you observe a life-threatening event:
1. Activate the alarm system

2. Notify the supervisor or emergency
coordinator
3. Carry out your designated activities
NOTES FOR SLIDE 21

Post emergency response is the portion of
a response performed after the immediate
threats have been stabilized or eliminated
and clean-up has begun.
If post emergency response is performed
by an employer’s own employees who were
a part of the initial emergency response, it
is considered to be a part of the initial emergency response. However, if a group of
an employer’s own employees, separate from the group providing initial response,
performs the clean-up operation, then the separate group of employees would be
considered to be performing post-emergency response and subject to paragraph (q)
(11) – 1926.65.
Instructor Note:
OSHA 29 CFR 1926.65(c)(4)(vii)
Photo Credit:
State of California Office of Emergency Services
NOTES FOR SLIDE 22

Incident Command System (ICS) is used to
manage emergency situations (like chemical
releases) by providing:
• Unity of command (one person in
charge)
• Span of control to manage personnel (3
- 7 people under one supervisor)
• Life safety code (priorities of protection are life, environment, then property)

Emergency Response
• A modular system to manage resources (a system that can expand and contract
with the emergency event)
• Common terms to promote seamless communication.
NOTES FOR SLIDE 23

In the early 1970s, ICS was developed to
manage rapidly moving wildfires and to
address the following problems:
• Too many people reporting to one
supervisor;
• Different emergency response
organizational structures;
• Lack of reliable incident information;
• Inadequate and incompatible communications;
• Lack of structure for coordinated planning among agencies;
• Unclear lines of authority;
• Terminology differences among agencies; and
• Unclear or unspecified incident objectives.
In 1980, federal officials transitioned ICS into a national program called the National
Interagency Incident Management System (NIIMS), which became the basis of a
response management system for all federal agencies with wildfire management
responsibilities. Since then, many federal agencies have endorsed the use of ICS, and
several have mandated its use.
Instructor Note:
For more information on the Incident Command System go to: https://www.osha.gov/
SLTC/etools/ics/what_is_ics.html
NOTES FOR SLIDE 24

An ICS separates emergency response
personnel into five groups or sections:
Command, Operations, Planning, Logistics,
and Finance and Administration.

Emergency Response
The National Incident Management System (NIMS) requires the use of the Incident
Command System at domestic emergencies involving multi-jurisdictional participation.
Effective coordination (of both personnel and equipment) among local, state, and
federal responders at the scene of a response is a key factor in ensuring successful
responses to major incidents. An Incident Command System/Unified Command (ICS/
UC) is the tool used to manage all emergency response incidents. Understanding the
concepts of ICS/UC is as important for local responders, who generally arrive on-
scene first and thus are most likely to implement the management system, as it is for
state and federal organizations and any skilled support personnel that may be joining
the response.
ICS is a standardized on-scene incident management concept designed specifically
to allow responders to adopt an integrated organizational structure without being
hindered by jurisdictional boundaries.
An ICS allows integrated communication and planning by establishing a
manageable span of control. An ICS divides an emergency response into five
manageable functions: Command, Operations, Planning, Logistics, and Finance and
Administration.
Instructor Note:
You can find more information on ICS at http://www.osha.gov/SLTC/etools/ics/about.
html and at http://www.fema.gov/emergency/nims/faq/training.shtm.
NOTES FOR SLIDE 25

The Command Staff is responsible for health
and safety, communicating with the public,
and coordinating with other agencies and
groups. The Incident Commander/Unified
Commander remains responsible for these
activities or may assign individuals to carry
out these responsibilities and report directly
to the IC/UC.
The Safety Officer’s role is to develop and recommend measures to the IC/UC for
assuring personnel health and safety and to assess and/or anticipate hazardous and
unsafe situations. The Safety Officer also develops the Site Safety Plan, reviews the
Incident Action Plan for safety implications, and provides timely, complete, specific,
and accurate assessment of hazards and required controls.

Emergency Response
The Information Officer’s role is to develop and release information about the
incident to the news media, incident personnel, and other appropriate agencies and
organizations.
The Liaison Officer’s role is to serve as the point of contact for assisting and
coordinating activities between the IC/UC and various agencies and groups. This may
include Congressional personnel, local government officials, and criminal investigating
organizations and investigators arriving on the scene.
NOTES FOR SLIDE 26

The Operations Staff is responsible for all
operations directly applicable to the primary
mission of the response.
NOTES FOR SLIDE 27

The Planning Staff is responsible for
collecting, evaluating, and disseminating the
tactical information related to the incident,
and for preparing and documenting Incident
Action Plans (IAP’s). An IAP is prepared
at a decided upon frequency (1, 2, 4 times
per days) to set response priorities and
objectives and to allocate resources to meet those objectives.
NOTES FOR SLIDE 28

The Logistics Staff is responsible for
providing facilities, services, and materials
for the incident response.

Emergency Response
NOTES FOR SLIDE 29

The Finance and Administrative Staff is
responsible for all financial, administrative,
and cost analysis aspects of the response.
NOTES FOR SLIDE 30

The ICS structure is fixed but the size and
specifics can be adjusted for the incident.
ICS is a standardized on-scene incident
management concept designed specifically
to allow responders to adopt an integrated
organizational structure without being
hindered by jurisdictional boundaries. Many
smaller incident responses will not require
Planning, Logistics, or Finance sections while larger responses will require many
people in each of the five sections.
Photo Credit:
http://dma.wi.gov/dma/news/2013news/13079.asp
http://www.calema.ca.gov/NewsandMedia/_layouts/
DispItem.aspx?List=f1e85c6a-fa43-4225-9050-
2b846c19cb73&ID=114&Web=9ce220de-6375-45c8-9565-f1a49b0cad7f
NOTES FOR SLIDE 39


Emergency Response
Activity – Prioritizing Emergency Response Card Sort
This thirty minute (30) activity asks participants to consider, in a small group, what
actions they would take in response to an emergency situation and prioritize, or rank,
a list of the steps, actions, or procedures. The activity requires the group to come
to a consensus on the ranking of the actions. In the end, the learners will recognize
(maybe experience) the tendency for confusion and subjective decision making during
a crisis, but will learn eight (8) priority procedures that should always be carried out in
a defined order.
Divide the class into groups of at least four (4) based on the size of class. Each group
gets a shuffled set eight (8) Emergency Response Action Cards.
Explain the action listed on each card. (Be careful not to hand them out in the correct
order!) Half of the groups get a copy of Scenario 1 while the other half of the groups
gets a copy of Scenario 2. Each group must read their scenario and, assuming they
are co-workers at the site in the scenario, place the cards in the appropriate order.
Each card contains one of eight response actions for the emergency situation in their
scenario.
Once the groups get consensus on the order of the eight activities, they tape the
cards together in the order which the activity should happen and then tape the
completed list to a wall. Have the lists taped up at the same time – to limit last minutes
changes or bouts of anxiety. The card ordering part of the activity should take no
longer than ten (10) minutes.
Once the lists are up, the instructor can call on a leader from each of the groups to
present the rationale behind their ordering. Or, you can call on a leader from one
group from each scenario to make a report. Instructor and participants alike can ask
questions of the reporters or make comments to them. When the report back process
is completed, the instructor may read off the proper order, show a PPT slide with the
proper order, reveal a flip chart paper with the proper listing, etc. The flash cards are in
the hazardous waste gang boxes (if using CPWR provided equipment). There are four
(4) sets. Each set has the following cards:
While every emergency situation demands all eight actions, when the situation
involves hazardous materials and an injured person, there is a priority listing of four
actions in the following order:
1. Alert Others
2. Size up the situation
3. Rescue the injured
4. Control the hazard

Emergency Response
This is the proper order of actions for both scenarios:
1. Alert others (nearby) - refers to the action of telling a nearby coworker or

anyone else nearby that there is a problem; get help.
2. Size up the situation - refers to taking time to think through the situation as you
recognize it and decide what you will do.
3. Rescue the injured - refers to getting in there and getting the downed worker
out (so they can get medical attention).
4. Decontaminate the injured - refers to actions taken to wash/rinse contamination
off the injured person.
5. Control the hazard - refers to containing and controlling any spill or leak of
hazardous material that is part of the incident.
6. Evacuate - refers to you ensuring that all non-essential (uninvolved personnel
are cleared from the problem area).
7. Notify EPA/OSHA - refers to a phone call or letter to the appropriate
governmental agency to let them know an incident has occurred.
8. Evaluate how you responded - an evaluation of the incident and the subsequent
responses made to stabilize and resolve the incident.

Emergency Response
Scenario 1
A one-ton cylinder of chlorine located near the cooling tower of Oilchem Corporation
becomes overheated, causing the relief valve to burst and release its contents. A
yellow-green vapor cloud has drifted over the hazardous waste unit and is moving
towards other units. One worker is down in the area of the cloud. You are the first
person to discover this situation.
What should you do? Arrange the cards in order of the first step you should take, the
second step, and so on.
Scenario 2
A large abandoned manufacturing plant/warehouse has undergone an extensive
mitigation effort to remove hazardous waste left on the site. Your contractor has had
the responsibility of decontaminating the process equipment that was contaminated.
The clean-up is nearing the end. All that remains is the removal from the site of
the hazardous waste that has been placed in 55 gallon barrels. This will be done
this morning. The drums are being loaded onto the tractor trailer trucks as you are
removing the last of the barrier walls from around the process equipment. During the
loading process the trouble begins.
While picking up drums with a forklift, the operator pierces two drums with the forks
of the forklift. The drums are beginning to leak. Both of the drums contain toluene
diisocyanate (TDI). In his extreme state of excitement, the forklift operator backs
his forklift off the loading dock where it crashes onto a pile of already staged drums.
These drums begin the leak. These drums contain acetic anhydride. The forklift
operator appears to be injured and can be heard moaning.
What should you do? Arrange the cards in order of the first step you should take, the
second step, and so on.

Emergency Response
Card Sort Actions – these can be printed out and cut into strips for use during the
activity. CPWR recommends laminating the cards and reusing them in future classes.
Alert Others
Size up the situation
Rescue the injured
Control the hazard
Decontaminate the Injured
Evaluate
Notify EPA/OSHA
Evacuate
Emergency Response
Activity 9: Wireless Information System for Emergency

Response (WISER) Leaking Barrels in a Warehouse
Instructor Note:
Adapted from WISER’s Warehouse training
scenario
http://wiser.nlm.nih.gov/training.html
If you have not already done so, search for
and download the WISER application.
NOTES FOR SLIDE 2

Instructor Note:
This exercise will require participants to
access the internet. Providing free Wi-Fi
internet access will ensure no participants
will incur data charges.
If Wi-Fi access is not available, the exercise
can be conducted using a personal computer
with internet access by visiting http://webwiser.nlm.nih.gov/getHomeData.do.
Adapted from WISER’s Warehouse training scenario: http://wiser.nlm.nih.gov/training.
html
Ask participants to turn to page A-30 in the activities section of their manual for
direction on how to participate in the activity.
Tell participants if they have not already done so to search for and download the
WISER application on their smartphone or tablet.
NOTES FOR SLIDE 3

Tell participants the exercise will
demonstrate how to identify an unknown
substance using WISER’s “help identify”
feature.
Ask participants to read the “Scenario”
Scenario Overview: This training scenario
will demonstrate how to use WISER’s
“help identify” feature to narrow down the possible identity of an unknown substance

Emergency Response
based on the physical properties of the substance and the symptoms of the exposed
workers.
The scenario involves an incident at a warehouse where drums are leaking an
unknown substance and exposed workers have been affected. The scene has been
cleared of exposed workers and the situation stabilized. You are part of a team
consisting of a hazmat specialist and skilled support personnel who have been
asked to identify the contents of the leaking drums and provide information and
recommendations to the Incident Commander.
NOTES FOR SLIDE 4

Demonstrate how to use the menu features
in WISER to narrow the search based on
known information.
Scenario Information: The substance in
question has been described as a colorless
liquid with an alcohol-like smell.
Open the WISER application or website and select “Help Identify Chemical”. Select
“Properties” then select “State” and indicate that the unknown is a liquid.
Return to the list of properties, select “Color”, and indicate that the substance is
colorless.
Return to the list of properties, select “Odor”, and indicate that the substance has an
alcohol-like odor.
Now the list of likely chemicals has been narrowed from 438 to 31.
NOTES FOR SLIDE 5

Scenario Information: The workers from
the warehouse are showing symptoms
of nausea, dizziness, headache, and eye
irritation.
Select “Symptoms” then select “Gastro/
Urinary”. This can be accomplished by
clicking on the stomach area of the human
body image or by using the list of symptom categories (the list icon in the lower
right corner of the application) and selecting “Gastro/Urinary”. From the “Gastro/
Urinary” list, select “nausea”. Return to the human body image or the list of symptom

Emergency Response
categories and select “Neurological”. Select “dizziness” and “headache” from the list
of neurological symptoms. Return to the human body image or the list of symptom
categories and select “Eyes”. Select “Eye irritation/redness” from the list of eye
symptoms.
Tap on “Results” at the bottom of the mobile application or click on “Results” on the
left hand side of the website.
After entering physical properties of the substance and the symptoms of the workers,
the list of likely chemicals has been narrowed 11 substances.
NOTES FOR SLIDE 6

Scenario Information: You see an NFPA
label on the barrels indicating the substance
is serious (3) flammability hazard.
Select “NFPA 704,” click on the red
diamond, then select “3 – Serious”. Tap
on “Results” at the bottom of the mobile
application or click on “Results” on the left
hand side of the website.
The results list has been reduced to 3 potential substances.
NOTES FOR SLIDE 7

The “Group By” feature allows the results
list to be grouped by any of the property
and symptom categories, as well as
NFPA 704 categories and the supported
substance categorizations (WMDs, meth
lab, chemical weapons precursors, DOT
hazard classifications). This allows you to
identify a property, symptom, or other piece
of information that would help you eliminate a number of potential substances.

Emergency Response
NOTES FOR SLIDE 8

Scenario Information: The HAZMAT
specialist on your team uses a hydrometer
to determine that the substance floats on
water so you know that its specific gravity is
less than one.
While viewing the list of results, tap on the
drawers icon in the upper right corner of the
application, select group by “Property”, then “Specific Gravity”. You should see one
substance that you can remove from the results because it sinks in water (specific
gravity >1) and are left with two possible substances.
Tap and hold on the substance with a specific gravity greater than one for the option
of removing it from the list.
NOTES FOR SLIDE 9

This will likely be as far as you can narrow
the list, and it is likely that you don’t need
to go further. The remaining substances
are very similar alcohols with similar
characteristics, effects, and handling
procedures. For example, they each
reference the same DOT guidelines and
the same or similar treatment information. Enough information is likely now known to
recommend appropriate initial hazmat response procedures.

Emergency Response
Notes:

Emergency Response
Notes:

Activity - Decatur
ACTIVITY - DECATUR
TIME: 4.0 hours

MATERIALS: 40-hour Hazardous Waste Worker manual
Activity 10 – Decatur Abandoned Storage Facility – Activities - pgs.
A-33 – A-57
Activity 11 – We have a problem! – Activities – pg. A-58
Flip chart paper and markers
METHODS: Small group exercise
OBJECTIVE: This training scenario will demonstrate how to use site specific
information about a hazardous waste site to answer questions about
pre-job planning and to develop a site control plan and a health and
safety plan.
Divide the class into 3 or 4 groups.

Tell participants to read the information provided on pages A-33 and A-34 in Activity
10.
Tell participants they are encouraged to use the Safety Data Sheets (SDS) provided
on pages A-39 through A-57, WISER (if available) and their NIOSH Pocket Guide to
answer the questions found in the activity.
Instruct participants to sketch the key elements of their site control plan to present
to the rest of the class. Tell them that they can use the map on page A-38, flip chart
paper and markers to assist with their presentations.
Walk around and check in with each group to be sure they are on task and developing
their presentation.
Instructor Guide A-1

Activity - Decatur
After the groups have time to research the information and are almost finished
answering the questions on pages A-35 through A-37, read the “new” information
found in Activity 11.
Tell participants to answer the questions on page A-58 and to update their site control
plan and/or their health and safety plan to, if necessary.
Ask groups to present their presentation to the class when they are finished with the
assignment. Encourage others to ask questions. Participants should work together to
find and understand the information.
Follow-up each presentation with key points to remember.
SCENARIO:
The scenario involves an abandoned waste storage building which has been
scheduled for clean-up and demolition. Your firm has been hired (lowest bid) to
remove the remaining chemicals, demolish the building, and haul off all debris to help
prepare the site for the city’s first casino, hotel, and shopping complex.
Planning the Job:
1. What additional information would you want before beginning work?
2. Are there any “basic” construction working conditions and safety hazards your
company ought to be concerned with?
A-2 Instructor Guide

Activity - Decatur
3. Are there any chemical hazards that your company should be concerned with?
4. Are there possible threats of fire and/or explosion? Why or Why Not?
5. How will you prep the site for all its work activity? (Again, basic construction site
setup, including work site/area access [security?] and communication in all 3
[three] control zones.)
6. How will the Superintendent of the job and the supervisors enforce healthy and
safe work practices?
7. Where will the Exclusion (Hot) Zone, the Contamination Reduction (Warm)
Zone, and the Support Zone be? The Contamination Reduction Corridor
(Decon Line)?
Draw boundaries for these zones on the map on the last page of this exercise,
and then transfer the information to a large sheet of paper to present to the
class.

Activity - Decatur
8. What Level(s) of PPE will be worn on this site and why?

Hot Zone:
Warm Zone/Decon Line:
Cold Zone:
9. What will you do if an emergency occurs that requires immediate evacuation of

an injured or ill Hot Zone worker?

Activity - Decatur
Decatur – We have a problem!

1. What chemical do we think is causing the fuming in the pit?
2. With your three days of site-specific training from your employer, are you
trained and equipped to clean this pit out? Explain.
3. What are your concerns about being exposed and/or near these fuming drums?

Activity - Decatur
Notes:

Hands-on Simulation
HANDS-ON SIMULATION
Objective:
Individual inspection, donning, use, and decontamination of a complete PPE
ensemble for Levels A, B and C.
Preparation:
Prior to conducting the hands-on exercise, set up four tables in a training location
outside of the classroom. On one table lay out enough Level A PPE for each member
of a small group to use. At the second table repeat the process for Level B PPE. At
the third table, stock enough Level C PPE for each person assigned to the group. The
fourth table will be used to set up the Respirator Wash Station.
The SCBA and SAR tables will have the equipment neatly arranged around the edges
of the tables. The APR table will have the APR boxes, filter adapters, and filter boxes
stacked on a top half of a table, with the fit testing materials on the other top half of the
same table. The Respirator Wash Station will have four tubs, warm water, sanitizer,
and laundry bleach (hypochlorite solution).
Divide participants into four groups based on size of class. Assign each group to a
designated PPE level (Group A = Level A, Group B = Level B, Group C = Level C, and
Group D = Support/Respirator Wash). Group D is a support group and does not dress-
out during its rotation. Group D will go to the Respirator Wash Station which will have
four tubs, sanitizer, and laundry bleach (hypochlorite solution).
At the three respirator stations, instruct the participants to select their equipment
by standing next to a respirator unit. The instructor at each station will direct the
participants to inspect, don, and user seal check their respirator. They will then be
instructed to select, inspect and don their CPC. When all the stations have completed
these tasks, they will report to their decon stations (CRC) or, if they are Group A,
enter the Exclusion Zone. At the stations they will be coached on the tasks they are to
perform. Group A will acclimate to their Level A suits while Group B will staff the front
of the decon line (steps 1 – 9), Group C will staff the back of the decon line (steps 10 –
17), and Group D prepares the respirator washes and suit staging.
Instructor Guide HS-1

Hands-on Simulation
Lead Group A to the Exclusion Area and perform a simple activity to simulate an
actual work environment. Group A cannot enter the Exclusion Zone until the Decon
line is completely staffed.
At the completion of the simulated field exercise, return to the Decon line
which activates the decontamination process. Group A proceeds through the
decontamination zones and exits at the rear of the Decon line.
Group B is responsible for performing the following decontaminations steps:
• Boot Cover and Glove Wash and Rinse,
• Tape Removal,
• Boot Cover Removal,
• Outer Glove Removal
• Suit/Safety Boot Wash and Rinse
• Tank Change and Redress - Boot Cover/Outer Gloves,
Group C is responsible for performing the following decontaminations steps:
• Safety Boot Removal,
• Fully Encapsulating Suit with Hard Hat Removal,
• SCBA Backpack Removal,
• Inner Glove Wash and Rinse
• Face Piece Removal,
• Inner Glove Removal,
Decontamination Procedures:
Level A
Workers in Level A approach the decontamination line in teams of 2 or 3. All tape is
removed, starting with the boot tape. If participants experience trouble removing tape,
their buddy can provide assistance. Don’t forget to have them remove the name tag.
Instructor Note:
Tell participants to wad and roll tape between their hands to make it easier to dispose
of tape.
Level A workers extends both hands over the first decon tub without entering the tub.
The Level B workers at the first tub wash and rinse the outer gloves. Level A worker
HS-2 Instructor Guide

Hands-on Simulation
removes his/her outer gloves in a controlled manner without “cross-contaminating”

if possible. Level A participant extends hands over the first tub again to have inner
gloves washed and rinsed.
Level B worker invites Level A participant into the first tub, motioning the Level A
worker to the front of the tub. The Level B worker, facing the rear of the line, offers a
shoulder for the Level A worker to lean on, taps the back of one leg, signaling that the
foot should be raised for washing and rinsing.
After each foot is washed and rinsed, the Level B worker taps and pushes the foot out
of the tub. If the Level A worker puts their foot back into the tub, the boot needs to be
washed again.
Level B workers at the second tub invite the Level A worker into their tub.
This step is a full-body wash. When completed with the full body wash, the Level A
worker is directed to move to the front of the tub, where the boots are washed again
as in tub 1.
Instructor Note:
Care must be taken to leave at least one empty tub between the Level A workers in
case a Level A worker should lose their balance and stumble.
Following the same procedure, the Level A worker enters the third tub for a full body
rinse.
The Level A worker is now ready to enter the second part of the decon where he is
greeted by the first Level C worker. The Level C worker checks the Level A worker to
determine if all tape and all contaminates have been removed. If satisfied, the Level C
worker invites the Level A worker into the area. The Level C worker unzips the suit of
the Level A worker and directs the Level A worker to a waiting team of Level C workers
where the suit and air tank will be removed.
The team of Level C workers guide the Level A worker to an empty chair/bench. By
grasping the fingers of the Level A worker’s gloves, the Level C worker directs the
Level A worker to pull their arms from the sleeves of the suit, keeping their arms inside
the suit.
The hardhat inside the suit is tilted slightly forward and lifted off the head of the Level A
worker. This prevents tearing of the hat liner. The suit is then worked off the shoulders
and the SCBA tank and lowered to the floor so that the suit is below the waist of the
Level A worker.
The Level A worker removes the MMR and attaches it to the clip on the belt, reaches
behind with the right hand and turns the SCBA tank completely off, then “bleeds” the
air from the system by opening and then closing the RED bypass valve on the MMR.

Hands-on Simulation
Level A worker then removes the SCBA pack, as shown in prior training exercises, and
hands unit to a Level C worker, who either hands it out to a Level D participant or lays
it on a table immediately outside the decon line without leaving the line.
The Level A worker then sits on a bench or chair for the removal of the suit. A Level C
worker will remove one boot, remove the suit from that leg, and replace the boot. The
process is repeated for the other leg.
Instructor Note:
For safety reasons, the Level A worker can assist in replacing the boot.
The Level A worker is directed to the Glove Wash station where the inner nitrile
(surgical) gloves are washed and rinsed.
The Level A worker next removes the respirator facepiece as shown in prior training.
The facepiece is washed in a four station respirator wash.
Instructor Note:
Wash tubs, in order, contain Chemical sanitizer, clear water rinse, 1/100 laundry
bleach (hypochlorite solution) solution, clear water rinse. As much liquid as possible is
drained from the facepiece between tubs.
The Level A worker places the facepiece on the drying rack, removes inner nitrile
gloves in a controlled manner, and exits the line.
All Level A workers exit following the same process.
Instructor Note:
If any Level A worker’s low-pressure alarm activates, that participant moves to the
front of the line to begin the process.
Level B
When Group A is through, Group B decons themselves and proceed through the
Group C zone and out the back of the decon.
Instructor Note:
Group B does not go backwards up the decon line. They start their decontamination
process at the step they are on and move forward through the process (i.e. workers at
tub 2 begin the process at tub 2; workers at tub 3 begin the process at tub 3.).
At the first tub, one Level B worker hands their brush or wand to the other worker,
removes all visible tape, extends his/her hands over the tub, and has his/her gloves
washed by the other Level B worker. The gloves are removed and the worker enters
the tub for a boot wash.

Hands-on Simulation
The Level B worker proceeds through the line, following the same procedure as the
Level A workers.
Instructor Note:
Extra care must be taken as the level B worker is dragging an airline with him/her.
After exiting the last tub, the Level B worker disconnects their MMR, disconnects their
airline, replaces the dust plug, and hands the airline to the Level B worker at the 3rd
tub.
Instructor Note:
If the Level B worker has difficulty disconnecting their airline, the Level B worker at the
3rd tub may assist. MAKE SURE THE WORKER HAS DISCONNECTED THEIR MMR
FIRST!
The Level B worker removes their middle green Nitrile gloves and is invited to enter
the second part of the Decon by the Level C worker.
The Level B worker is directed to a waiting team of Level C workers who will lead the
Level B worker to the bench/chair, remove the Escape air bottle and harness, and
unzip the suit.
The suit is removed by the Level C workers by removing the hood, pulling the suit
down in a controlled manner, and turning the sleeves inside out as the suit is being
lowered below the waist of the Level B worker.
The suit is removed in the same manner as the Level A suit, one leg at a time. The
Level B worker then follows the same procedure as the Level A worker in washing/
rinsing the gloves, removing and washing/rinsing the facepiece, removing the inner
nitrile gloves, and exiting the line.
The remaining Level B workers exit the same manner. Level B workers remove all
tape, rinse gloves, and start at the tub where they are stationed. They DO NOT go to
the beginning of the line
Instructor Note:
A worker at tub 2 may offer a shoulder for the last worker at tub 1 for support.
Likewise, a worker at tub 3 may offer a shoulder for the last worker at tub 2. For the
last worker at tub 3, the Level C worker may offer a shoulder for support as a safety
measure.

Hands-on Simulation
Level C
Once Group B is out, Group C decons and exits.
Instructor Note:
Group C does not go backwards up the decon line. They start their decontamination
process at the step they are on and move forward through the process.
Level C workers either work as teams and undress each other or work individually and
undress themselves. Either way, all PPE is removed in a controlled manner. All tape is
removed.
In this area, outer gloves are not washed or rinsed, only discarded into a waiting
receptacle. Suits are removed to below the waist, one boot and suit leg is removed,
and boot is replaced. Process is repeated for the other leg. After suit has been
removed and boots replaced, middle green gloves are discarded, and worker
proceeds to glove wash, facepiece removal, and respirator wash.
The last two Level C workers undress as a pair so that assistance can be rendered if
needed.
Level D
As the groups process through the decon line, Group D will remove the discarded
suits and supplied air units and take them to the dress-out stations. They monitor the
condition of the washes and rinses, re-supply the paper towels and surgical gloves,
and when everyone is out of the decon, they return the air lines to the Level B decon
station, retrieve the gloves and return them to the dress-out stations, pick up any tape
on the floor, and remove any water from the Decon floor.
If there isn’t a Group D group, each group is then responsible for retrieving their suits,
disinfecting them, and laying them out to dry.
Clean Up
All participants return to the respirator rack and retrieve their facepieces and/or air
hoses and return the hoses to the proper dress-out station while they proceed (rotate)
to their next dress-out station. The rotation sequence is: Group A to D; Group B to A;
Group C to B, and Group D to C. (With a smaller group, it is not unusual to omit Group
D as a rotation.) The process continues until all participants have participated in all
PPE groups.
After completing two rotations, call for a break.
When all four rotations, three if there is no Group D, are complete, everyone cleans
and resets the Decon line. All dress-out areas are staged in a “ready” mode for the
Hands-on Dress out Evaluation, which is a repeat of this Hands-on Simulation.
Review the workshop activities for all PPE levels and summarize objectives and
important knowledge learners are to retain or implement.

Hands-on Simulation
Notes:

Hands-on Simulation
Notes:

Assessments
HANDS-ON DRESS OUT EVALUATION
During the Hands-on Dress out Evaluation instructors perform an evaluation of each
participant’s performance and not coach. No coaching should be done during this
evaluation. This is strictly an observation to determine if participants understand how
to inspect, don and decontaminate the various levels of PPE.
Conduct the Hands-on Dress out Evaluation using the same procedures described in
the Hands-on Simulation activity above.
COURSE EXAM
Participants will take a 50-question (multiple choice) exam. Minimum passing score is
70%.
Total time for participants to take the exam and review the results after you’ve scored
the exams is approximately 1.5 to 3 hours.
Be sure to allow time for participants to review their results.
Instructor Note:
Students with literacy difficulties have the option of having the written test read to them
individually - this ensures that they are tested on their knowledge of the material, not
on their reading ability.
If needed, an interpreter should be provided.
Be sure to collect all exams back from participants before they leave!
Instructor Guide E-1

Assessments
Notes:
E-2 Instructor Guide

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40-Hour Hazardous

CHAPTER 2: Hazard Recognition – Health Effects and Property of

CHAPTER 8: Emergency Response 8-1

Instructor Guide III

Suggestion for time management

Instructor Guide I-1

I-2 Instructor Guide

USING THE LESSON PLANS

Instructor Guide I-3

PREPARING FOR CLASS

I-4 Instructor Guide

NOTE: Have participants complete Medical Questionnaire

ID numbers can be assigned and pictures for ID cards can

Legal Rights and Responsibilities PPT

Activity 1 – Legal Rights

Hazard Recognition PPT

3 hours Chapter 3 Information Sources

Information Sources PPT

Activity 2 – Health Effects (If time permits)

Activity 3 – Hazard Recognition

Instructor Guide I-5

2 hours Chapter 4 Monitoring and Sampling

Video: Fatal Exposure - Tragedy at DuPont

Monitoring and Sampling PPT

Instructor option - PPE Fashion Show

Work Practices/Hazard Control PPT 6A

Dry walk-through of the Decon procedure

NOTE: If instructors have not built the decon

Dress out and decontamination of three levels

Dress out and decontamination of three levels of PPE en-

Respirators will be cleaned and sanitized after the inal

I-6 Instructor Guide

Monitoring for “Unknowns” Hands-on Activity

Work Practices and Site Control PPT 6B

Video: No Escape - Xcel Penstock Fire (Shown

1.5 hours Chapter 8 Emergency Response

Chapter 8 Emergency Response PPT

Small Group Activity: Instructor choice of “Card

“Decatur, We have a problem” Exercise

“Decatur, We have a problem” Exercise (contin-

Instructor Guide I-7

2 hours Hands-on Dressout Evaluation (continued)

NOTE: Respirators must be cleaned, sanitized, and dried

I-8 Instructor Guide

DAILY INSTRUCTOR RESPONSIBILITIES

Instructor Guide I-9

• Print both sides of ID cards on card stock.

I-10 Instructor Guide

Instructor Guide I-11

I-12 Instructor Guide

Instructor Guide I-13

I-14 Instructor Guide

CHAPTER 1: Legal Rights & Responsibilities

Instructor Guide 1-1

SUPPLEMENTAL INFORMATION FOR INSTRUCTORS:

1. Notice of proposed rule making;

1-2 Instructor Guide

2. Promulgation of a proposed rule; and

Instructor Guide 1-3

When hazardous waste is transported, it becomes the responsibility of the DOT

1-4 Instructor Guide

CHAPTER 1 SLIDE SCRIPT

NOTES FOR SLIDE 2