BUILT Instructor's Manual
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Introduction
Overview of the Curriculum
Unit 1 - Threats to Your Health on the Job
Unit 2 - Tobacco Threatens Everyones Health
Unit 3 - Investigating Chemical Hazards on the Job
Unit 4 - Protecting Your Health
As you know, work
in your trade can be dangerous. Building and construction trades workers
— like workers in some other occupations — face a higher-than-average
risk of cancer, lung disease, damage to the central nervous system and
other illnesses.
Every year, more than 5,000 Californians die from work-related causes:
occupational cancers, lung diseases, heart disease, kidney and nervous
system disorders. Over 35,000 new cases of occupational illness develop
each year in California.
When the hazard of tobacco smoke is added to other workplace toxics, the
risk for these diseases skyrockets. Building trades workers smoke cigarettes
at a rate nearly 60% higher than the general population. They use chewing
tobacco at a rate almost double that of white-collar workers.
Training is essential to protect workers from preventable illnesses caused
by tobacco and other toxics. Well-informed workers can make their workplaces
safer. The purpose of this curriculum is to provide workers with the information
and skills they need to take action to reduce the risks they face at work
— risks from both occupational and tobacco hazards.
Your classes offer workers and future workers an important opportunity
to learn skills they need to protect themselves. In our experience, workers
in the trades want more information about the occupational hazards they
face and the options available to them. Instructors share these concerns
and recognize the need for a curriculum that focuses on chemical hazards
and their short- and long-term health effects.
Over the years, we've improved safety and health on construction jobs
by requiring the use of hardhats and by educating workers about workplace
hazards, including the dangers of drug and alcohol use. Similarly, by
educating workers about the risks of toxic chemicals, including tobacco,
we can help prevent the devastating effects these substances have on them
and their families.
Building Participation
into the Classes
The goal of this curriculum is for students to use the information we
present to become problem solvers on their jobs. For this reason, we use
a cooperative learning approach. Our curriculum encourages students to
take an active role in the class. We've designed class activities to give
students maximum opportunity to learn from their own and one another's
experiences. By sharing their experiences, people learn that they are
not alone and that by working together they can achieve a safer workplace.
Classroom activities give students practice in planning strategies to
improve health and safety on their jobs.
Real-life experiences of workers are at the heart of this curriculum.
The curriculum also encourages students to ask questions and express their
doubts. Sometimes when students do not get a chance to talk about their
questions, unresolved concerns may get in the way of taking action to
protect their health.
Dual Hazard Approach
Our curriculum focuses on the dual risks of tobacco smoke and other toxic
chemicals at the workplace. Nearly half of all blue collar workers smoke.
In the United States population as a whole, smoking is the direct cause
of some 435,000 deaths per year from lung cancer, heart disease and emphysema.
Environmental tobacco smoke (ETS) — also called secondhand smoke or passive
smoking — includes sidestream smoke from the burning end of a cigarette
as well as the smoke that is exhaled by the smoker. ETS is dangerous to
both smokers and non-smokers.
Smoking and exposure to secondhand smoke take a disproportionately high
toll on workers for a number of reasons:
- Tobacco smoke
adds harmful chemicals to those already in the work environment, increasing
the likelihood of asthma, other respiratory problems, and even more
serious health damage.
- Smoking damages
the lungs' protective mechanisms, leaving the lungs more vulnerable
to toxic chemicals on the job.
- Substances in
cigarette smoke chemically combine with other cancer-causing substances
in the workplace to increase the likelihood of tumor growth.
- The hand-to-mouth
contact involved in smoking makes it more likely that a worker who smokes
will swallow or inhale toxic dust, fumes, particles or droplets that
may be in the workplace.
For all of these reasons,
our curriculum encourages workers to view tobacco smoke as another occupational
hazard.
For example, we recommend reducing workers' exposure to toluene, a highly
toxic substance found in many solvents, through control measures such as
ventilation or substituting a safer chemical. Likewise, we encourage creating
smoke-free workplaces to control workers' exposure to tobacco smoke, which
also contains toluene.
Our curriculum emphasizes that employers are legally responsible for providing
safe work environments. It encourages workers to view smoking as one of
the many job hazards that can be controlled to protect their health.
We also cover the health dangers of smokeless tobacco, such as chewing tobacco.
Smokeless tobacco is sometimes used as a substitute for smoking, but it
also contains many toxic chemicals and is extremely damaging to health.
Curriculum Organization
We have divided the curriculum into four interrelated units. However, each
unit can stand alone, so if you have limited time or already have covered
some of the topics, you can choose only one or two units to teach. The learning
activities in the second, third and fourth units build on work completed
in the previous units, so if you wish, you could use all the units within
a relatively short time period — two weeks, for example.
The first and second units require 60 minutes each. The third unit requires
30 minutes. The fourth unit requires 60 minutes. We encourage instructors
to allocate more time, if possible, allowing for more complete class discussions.
Instructors may choose to adapt the timing, order or content of the units
to suit the particular needs of their classes.
The units are:
Unit 1: Threats to Your Health on the Job (60 minutes)
The first unit draws on students' experiences to introduce the basic concepts
of how toxic substances, including tobacco, affect the body.
Unit 2: Tobacco Threatens Everyone's Health (60 minutes)
The second unit identifies the range of chemicals on the job that also are
found in tobacco smoke. It also discusses the health effects of tobacco
use and of secondhand smoke.
Unit 3: Investigating Chemical Hazards on the Job (30 minutes)
The third unit introduces students to the information and skills they need
to investigate chemical hazards they may encounter on the job.
Unit 4: Protecting Your Health (60 minutes)
The last unit identifies the various options available for making the workplace
safer. It assists students in developing specific strategies and skills
for improving health and safety on their jobs.
This Instructor's Manual provides you, the instructor, with the material
you need to teach each unit:
- A statement of
the learning objectives of each unit.
- A PLANNING
GUIDE for each unit.
- A description
of the learning activities and procedures to follow when presenting
each unit, including detailed INSTRUCTIONS and DISCUSSION
POINTS.(INSTRUCTIONS are suggestions on how to lead an activity.
DISCUSSION POINTS are suggestions on specific points that should
be made during a discussion, either by you or by your students.)
- Master copies
of all Handouts used in the curriculum. (You will need to make copies
of these for your students.)
We have also prepared
a student handbook (Guide to Toxics and Tobacco on the Job) for building
trades workers. This contains technical and legal information that will
be useful to students both in class and on the job. Please encourage students
to read the Guide and save it as a reference.
Resources Available to Instructors
BUILT (Building Trades Unions Ignite Less Tobacco), a project of the State
Building and Construction Trades Council of California, is available to
vocational education and apprenticeship program instructors for consultation
and referrals. You can contact BUILT by calling 916-442-8368 or by writing
to:
BUILT
921 11th Street, Suite 110
Sacramento, CA 95814.
e-mail: built@sbctc.org
BUILT works in partnership with the Labor Occupational Health Program (LOHP)
of the University of California, which provides educational materials and
occupational health and safety training. You can call LOHP at 510-642-5507
or write to:
LOHP/UC Berkeley
Center for Occupational and Environmental Health
2223 Fulton St., 4th Floor
Berkeley, CA 94720-5120.
e-mail: lohp@socrates.berkeley.edu
(Total
unit time : 60 minutes)
Activities |
Estimated
Time |
Materials |
1.
INTRODUCTORY PRESENTATION |
5
minutes |
Instructor's
Manual |
2.
ACTIVITY 1: Voices from the Workplace |
|
Instructor's
Manual,
Chalkboard, or butcher paper and pen
Give each student:
- Guide
- Handout 1, Voices from the Workplace
- Handout 2, MSDS for Toluene
- Handout 3, Some of the Chemicals in Cigarette Smoke |
a.
Students fill out Handout 1 |
10
minutes |
|
b.
Discussion and debate |
20
minutes |
|
3.
ACTIVITY 2: Mapping Risks: Identifying Toxic Hazards on Your Work
Site |
|
Instructor's
Manual, Give each small group:
- Masking tape
- Red and black markers
- Masking tape |
a.
Break into small groups or pairs to draw maps |
10
minutes |
|
b.
Discussion |
15
minutes |
|
1.
Read |
through
INSTRUCTIONS, DISCUSSION POINTS and HANDOUTS (including Instructor's
Copies) for all sections of the unit before classtime. |
2.
Reproduce |
enough
copies of Handouts 1, 2 and 3 (included with this manual) so
that each of your students can have one. |
3.
Bring |
•
One Guide for each of your students
• Handouts 1, 2 and 3 for each student
• Butcher paper, masking tape and markers. (Later in this unit you
will be dividing your class into groups of 3-5 students each. Each
group will need at least one sheet of butcher paper, some masking
tape, one red marker and one black marker.) |
4.
Before the Class Starts |
Write
the unit topic on your chalkboard or butcher paper:
UNIT
1:
THREATS TO YOUR HEALTH ON THE JOB
|
Also before class, write the Risk Map directions on the chalkboard
or butcher paper as follows:
RISK
MAP DIRECTIONS
1.Use the black marker to draw a floor plan of your workplace
(or classroom shop).Include work areas,equipment,processes,doors,windows,restrooms,eating
and smoking areas.
2.Use the red marker to draw the hazards. |
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UNIT ONE INTRODUCTION
(5 MINUTES)
[Distribute Guide and Handouts 1, 2 and 3 to students at beginning of class.]
Instructor Explains
- Every year more
than 5,000 Californians die from work-related causes: occupational cancers,
lung diseases, heart disease, kidney and nervous system disorders. More
than 35,000 California workers become seriously ill from work-related
causes each year.
- Training about
health and safety is necessary to protect workers from these illnesses.
Well-informed workers can make their jobs safer.
- The purpose of
today's training is to provide information about toxic hazards you face
on the job, including the extra risks from tobacco smoke. We're going
to discuss the basic ways toxic chemicals affect the body, and look
at some other ideas about job health and safety.
- One toxic we
will emphasize today is tobacco. Every year over 400,000 Americans die
because of tobacco use. Tobacco is the largest preventable cause of
illness and death in the United States.
- Most people don't
think of tobacco as a workplace toxic. However, the effects of tobacco
are not confined to the smoker. Secondhand smoke causes over 53,000
deaths a year among non-smokers. Worse news for trades workers is that
cigarette smoke interacts with the other toxics on the job to create
extra risks.
- We will be looking
at this problem by doing two activities. Are there any questions? Let's
begin…
VOICES FROM THE WORKPLACE
(30 MINUTES)
Instructions |
Explain to the
students that the purpose of this exercise is to "break the ice" and
get them to express their views on health and safety issues. Remind
students that there are no right or wrong answers, so it is important
to respect everyone's opinion. The exercise will be more effective
if you encourage debate. |
1. Students
Fill Out Handout 1 |
Depending on
the size of your class, have the students pair off or work in groups
of three. Ask students to mark the appropriate space: "Agree," "Disagree,"
or "Can't Decide" for each statement on Handout 1, Voices from
the Workplace. Emphasize that this is not an exam.It
is only a way to start people thinking about these issues. Students
will keep the handouts; they will not be collected. Students should
NOT write their names on the handouts. Let the small groups know they
will have 10 minutes to come up with their responses. |
2. Write Down
the Student Responses and Encourage Debate |
After the students
fill out Handout 1, write two headings on the chalkboard or butcher
paper. These headings should be: AGREE and DISAGREE. Read the first
statement aloud and ask a representative of each pair or group to
give a reason why they either agree or disagree. Write their reasons
on the chalkboard or butcher paper. Alternate between asking for
an AGREE and DISAGREE response.
Agree Disagree
|
The point here
is to encourage discussion. Encourage the students to explain why
they agree or disagree with the statements on Handout 1. Repeat
the process for each statement.
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3. Go Over Each
Statement and Add Additional Key Points |
Once the students
have quickly noted their reasons for agreeing or disagreeing with
each statement, go over each statement and add additional key points
that have not been addressed.
See the DISCUSSION POINTS in the Instructor's Copy of Handout
1 to help introduce some basic information about how toxics affect
the body and other health and safety issues. It is best for these
points to emerge from the students' discussion, rather than for you
to lecture to them. Acknowledge students for the important points
they have already covered in their responses.
During the discussion of Statement 1, ask the students to look at
Handout 2, the Material Safety Data Sheet (MSDS) for toluene. |
4. Discuss Handout
3 |
Ask students
to look at Handout 3, Some of the Chemicals in Cigarette Smoke.
Ask if students are surprised at how many chemicals are in tobacco
smoke. Do they recognize any as being toxics found on the job, as
well? |
(Instructor's Copy)
Handout 1
1. "Wearing
safety equipment slows me down, so I never wear a mask or respirator
unless I really smell stuff."
Agree Disagree
Can't Decide |
Discussion Points
- Respirators
and other safety equipment can be uncomfortable and slow you down.
But smelling a chemical is not a reliable way to find out if something
is toxic. Some very toxic chemicals have no odor (and you cannot see
them, either).
For example,
carbon monoxide has no odor. (Other chemicals, such as hydrogen sulfide,
deaden the senses, so you stop noticing the odor after a while.) On
the other hand, some chemicals, such as acetone, smell awful, but are
not very toxic. The law requires employers to make sure workers are
protected against any toxic chemical in the workplace by installing
proper ventilation or supplying the proper respirator.
Ask the students to look at Handout 2, the Material Safety Data Sheet
(MSDS) for toluene.
Handout
2 is a sample MSDS. MSDS stands for Material Safety Data Sheet. Under
California's Hazard Communication Standard, as part of workers' "Right
to Know," Cal/OSHA requires employers to make MSDS's easily available
to their employees. There should be an MSDS available for each hazardous
substance used on the job. MSDS's are usually not easy to read, but
they can contain useful information.
Toluene is found in cigarette smoke as well as in workplace solvents.
Ask the students the following questions:
- Look at Section
3 on Hazards Indentification. How can this toxic chemical enter your
body?
Make sure the students mention the three routes of entry: inhaling,
swallowing, and absorbing through the skin. Give examples of each: (inhaling
vapors from open can or when applying, swallowing if worker smokes without
washing hands first, absorbing through skin if splashed.)
- What are the
long-term effects of this toxic chemical?
Toluene can cause kidney damage and can aggravate alcoholism and central
nervous system, skin or liver diseases. A chemical's effect on your
health can be long term, short term or both. Some toxics have no immediate
effect, but will do great damage over the long term. (Example: lead.)
Other toxics do have an immediate effect, whether you notice it or not.
(Example: carbon monoxide.)
- Look at Section
8 on Exposure Controls/Personal Protection. Does the MSDS recommend
wearing safety equipment to protect you and your co-workers from this
toxic chemical?
The MSDS recommends eye and skin protection, respirators and ventilation.
Point out that these protective measures are not used around tobacco
smoke, which also contains toluene, lead and carbon monoxide.
2. "I'm being
poisoned anyway, as long as I'm breathing all this toxic stuff at
work, so why should I worry about tobacco smoke?"
Agree Disagree
Can't Decide |
Discussion Points
- The risk to your
health depends on two things: (1) How toxic a chemical is, and (2) How
much of it gets into your body.
A. HOW TOXIC
IS IT? Example: Both rubbing alcohol and beer can cause health problems
if you drink them. But if you drink rubbing alcohol, which is more toxic,
your health problems will be much greater than if you drink an equal
amount of beer.
B. HOW
MUCH GETS INTO YOUR BODY? Example: Your body may be able to tolerate
two beers, but if you drink six beers within a short time, you may get
quite sick. This is called an acute effect. If you drink two beers every
day, over time you may do long-term damage to your body. This is called
a chronic effect.
THE POINT IS:
THE MORE TOXICS THAT ENTER YOUR BODY, THE HIGHER THE RISK TO YOUR
HEALTH.
- Tobacco smoke
adds harmful chemicals to those already in the work environment, increasing
the total amount of toxics you're exposed to, and therefore increasing
the risk of cancer, heart disease, asthma, various respiratory problems
and other diseases.
- The hand-to-mouth
contact involved in smoking makes it more likely a worker who smokes
will swallow harmful chemicals that may be in the workplace.
3. "If you're
going to get cancer, you're going to get it, no matter what you do."
Agree
Disagree Can't Decide |
- Many people can
name someone they know who never worked with cancer-causing chemicals,
who never smoked, but who died of cancer anyway. We also know people
who smoke and live long lives. These cases are exceptions. The Surgeon
General and decades of research have proven that cigarette smoking causes
83% of all lung cancers and about 30% of other kinds of cancer. If you
smoke, your odds of dying from lung cancer are five times higher than
the odds for a non-smoker.
- It is harder to
total the number of people who have gotten cancer because they were
exposed to industrial chemicals. But many studies have proven that certain
chemicals increase your risk of cancer. There is no doubt that thousands
of cancer deaths could be prevented by reducing workers' exposure to
asbestos, nickel, chromium and other toxics. When a worker is exposed
to one of these chemicals and also smokes, the risk of getting cancer
multiplies sharply. The higher your chemical exposure (including tobacco
smoke), the higher the risk.
- Many substances
that formerly were thought to be safe are now recognized as being very
harmful to health. Some, such as asbestos and lead, have been banned
in many products. Workers' exposure to others, such as benzene and environmental
tobacco smoke, has been severely restricted.
4. "Smoking
makes exposure to workplace chemicals even more deadly."
Agree
Disagree Can't Decide |
Discussion Points
- If you smoke cigarettes
or have to breathe someone else's secondhand smoke, the risk to your
health from other toxic chemicals will be higher. When tobacco smoke
combines with other workplace toxics, there's more risk for several
reasons. For example, tobacco smoke contains hydrogen cyanide — a chemical
that paralyzes the cilia (tiny filtering hairs) in your lungs. That
makes it harder for your lungs to filter out other toxics.
- Smoking means
more chemicals for your body to handle. For example, welding on the
construction site produces carbon monoxide. Tobacco smoke also contains
carbon monoxide, so you are getting a much larger dose. Long-term exposure
to carbon monoxide weakens the heart.
- When the chemicals
in tobacco smoke combine with certain other cancer-causing substances
— for example, asbestos — the combination greatly increases the risk
of lung cancer. An asbestos worker who doesn't smoke has five times
the risk of lung cancer as the general population, while an asbestos
worker who smokes has more than 50 times the risk of lung cancer.
- Smoking on the
job also increases the risk of fire and explosion.
MAPPING RISKS: IDENTIFYING
TOXIC HAZARDS ON YOUR WORK SITE (25 MINUTES)
Instructions
The purpose of this "risk mapping" exercise is to let students use their
own work experience to identify dangers at the work site and find ways to
control them. Students will draw a map or floor plan of their work site.
The map should include the major equipment, processes and areas. Students
will also mark the location of hazards on the map. There are two steps to
the activity: (1) map drawing and (2) discussion.
1. Divide into Groups
Divide the class into groups of three or four students each. There should
be no more than five groups. Class members who work at the same site should
be in the same group. People who have no work experience should be included
in groups that are currently on work sites. One person in each group should
volunteer to be the "map-maker."
2. Distribute Materials
Give each group a piece of butcher paper. Give the "map-maker" a black pen.
The butcher paper can be taped to the wall, or students can work at a table
and tape the map to the wall when they are finished.
3. Explain the Activity
Explain the risk mapping activity and ask the group to draw their maps.
Refer to the risk map directions you wrote on the board. (See page 1.2.)
In black: Ask
each group to draw a map of their current work site, a previous work site,
or the classroom shop. The "map-maker" should draw a simple map that shows
work areas, storage areas, doors and windows (if applicable), equipment,
and other features of the work site. This can be an indoor or outdoor
work site.
In red: Once the basic map is drawn, pass out a red pen and ask
them to mark in red the places where workers might be exposed to toxic
hazards. If people are having trouble, remind them that the map is supposed
to show where they are exposed, not just where toxics are stored
or used. Give prompting as needed.
The instructor can also list the following questions on the board to help
students focus:
- Where is each
chemical stored? Where is it between storage and use? Where are vapors,
smoke, fumes or mists released into the air?
- Where is a chemical
used? Do the people handling the chemical wear protection? Who might
be exposed because they don't wear protection?
- Where do people
take breaks? Eat? Smoke? Wash up?
Students learn from being involved in a lively discussion when they
draw the map. Instructors should encourage everyone to participate.
Discussing the Maps
(15 minutes)
Note: A major purpose of this unit is to show how tobacco, as a toxic
substance, adds to the other toxics workers are exposed to. During the discussion,
be sure to point out exposures to tobacco in combination with other workplace
toxics. The discussion should include hazards of at least two chemicals
used at the work site. (It's best if the two chemicals are also found in
tobacco, but this is not necessary).
1. Groups Report on Their Maps
Bring the whole class back together. Ask the volunteer map-maker from each
group to explain his or her group's map to the rest of the class. Make sure
the student points out the major toxic hazards. The report on each map should
take no longer than two minutes. If groups are identifying the same hazards,
ask if any group has identified some different ones.
2. Sum Up the Exercise
Point out the similarities in the maps — the hazards that workplaces have
in common. Compare the students' maps to the Hazard Chart on pages 12-19
in the Guide.
Refer students to Handout 3, Some of the Chemicals in Cigarette Smoke,
which was handed out for use in Activity 1. Ask them to compare the chemical
hazards mentioned on their maps to this list of chemicals. What chemicals
on the work site are also found in tobacco smoke?
Collect the maps and keep them if you will be teaching Unit 4 to the same
group.
Voices from the Workplace
HANDOUT 1
1. |
"Wearing
safety equipment slows me down, so I never wear a mask or respirator
unless I really smell stuff." |
|
Agree |
Disagree |
Can't Decide |
|
Explain
your opinion if you wish. _________________________________
__________________________________________________________
__________________________________________________________ |
2. |
"I'm
being poisoned anyway, as long as I'm breathing all this toxic stuff
at work, so why should I worry about tobacco smoke?" |
|
Agree |
Disagree |
Can't Decide |
|
Explain
your opinion if you wish. _________________________________
__________________________________________________________
__________________________________________________________ |
3. |
"If
you're going to get cancer, you're going to get it, no matter what
you do." |
|
Agree |
Disagree |
Can't Decide |
|
Explain
your opinion if you wish. _________________________________
__________________________________________________________
__________________________________________________________ |
4. |
"Smoking
makes exposure to workplace chemicals even more deadly." |
|
Agree |
Disagree |
Can't Decide |
|
Explain
your opinion if you wish. _________________________________
__________________________________________________________
__________________________________________________________ |
MSDS for Toluene
Handout 2
1. CHEMICAL
PRODUCT AND COMPANY IDENTIFICATION
|
MANUFACTURER.............:
EM SCIENCE
A DIVISION OF
EM INDUSTRIES
P.O. BOX 70
480 DEMOCRAT ROAD
GIBBSTOWN, N.J. 08027 |
PREPARATION
DATE.: 3/17/00
INFORMATION PHONE NUMBER.:
856-423-6300
HOURS: MON. TO FRI. 8:30-5
CHEMTREC EMERGENCY NUMBER:
800-424-9300
HOURS: 24 HRS A DAY |
CATALOG
NUMBER(S):
TX0734 TX0735 TX0737
TX0745 TX0750 TX0735P
TX0735S
TX0735T TX0732 TX0738
TX0737P B30454 VW7230
ACS936
B10284 B86050 |
RODUCT
NAME: TOLUENE SYNONYMS: TOLUOL, METHYL-BENZENE CHEMICAL FAMILY: AROMATIC
HYDROCARBON FORMULA: C6H5CH3 MOLECULAR WEIGHT.: 92.14 |
2. COMPOSITION
/ INFORMATION ON INGREDIENTS
|
COMPONENT CAS
# APPR
%
TOLUENE 108-88-3
100% |
3. HAZARDS
IDENTIFICATION
|
EMERGENCY
OVERVIEW FLAMMABLE LIQUID AND VAPOR. HARMFUL OR FATAL IF SWALLOWED.
MAY CAUSE DAMAGE TO CENTRAL NERVOUS SYSTEM, LIVER, KIDNEYS AND LUNGS.
VAPOR HARMFUL. CAUSES IRRITATION OF EYES, NOSE AND THROAT.
WARNING: THIS PRODUCT CONTAINS A CHEMICAL(S) KNOWN TO THE STATE
OF CALIFORNIA TO CAUSE BIRTH DEFECTS OR OTHER REPRODUCTIVE HARM.
APPEARANCE: CLEAR, COLORLESS LIQUID; AROMATIC ODOR
POTENTIAL HEALTH EFFECTS (ACUTE AND CHRONIC)
SYMPTOMS OF EXPOSURE:
HARMFUL OR FATAL IF SWALLOWED. VAPOR HARMFUL IF INHALED. SYMPTOMS:
HEADACHE, DIZZINESS, HALLUCINATIONS, DISTORTED PERCEPTIONS, CHANGES
IN MOTOR ACTIVITY, NAUSEA, DIARRHEA, RESPIRATORY IRRITATION, CENTRAL
NERVOUS SYSTEM DEPRES-SION, UNCONSCIOUSNESS, LIVER, KIDNEY AND LUNG
DAMAGE. CONTACT CAN CAUSE SEVERE EYE IRRITATION. MAY CAUSE SKIN IRRI-TATI
ON.
MEDICAL COND. AGGRAVATED BY EXPOSURE: RESPIRATORY, LIVER AND
KIDNEY CONDITIONS
ROUTES OF ENTRY: INHALATION, INGESTION OR SKIN CONTACT
CARCINOGENICITY: THE MATERIAL IS NOT LISTED (IARC, NTP, OSHA)
AS CANCER CAUSING AGENT. |
4. FIRST
AID MEASURES
|
EMERGENCY
FIRST AID: GET MEDICAL ASSISTANCE FOR ALL CASES OF OVEREXPOSURE.
EYES: IMMEDIATELY FLUSH THOROUGHLY WITH WATER FOR AT LEAST
15 MINUTES.
SKIN: WASH THOROUGHLY WITH SOAP AND WATER.
INHALATION: REMOVE TO FRESH AIR; GIVE ARTIFICIAL RESPIRATION
IF BREATHING HAS STOPPED.
INGESTION: CALL A PHYSICIAN IMMEDIATELY. ONLY INDUCE VOMITING
AT THE INSTRUCTIONS OF A PHYSICIAN. NEVER GIVE ANYTHING BY MOUTH TO
AN UNCONSCIOUS PERSON. |
5. FIRE FIGHTING
MEASURES
|
FLASH POINT
(F): 40F (TCC)
FLAMMABLE LIMITS LEL (%): 1.30
FLAMMABLE LIMITS UEL (%): 7.10
EXTINGUISHING MEDIA: USE "ALCOHOL" FOAM, CARBON DIOXIDE, DRY
CHEMICAL. WATER SPRAY TO COOL FIRE-EXPOSED CONTAINERS.
FIRE FIGHTING PROCEDURES: WEAR SELF-CONTAINED BREATHING APPARATUS.
FIRE & EXPLOSION HAZARDS: DANGEROUS FIRE AND EXPLOSIVE HAZARD.
VAPOR CAN TRAVEL DISTANCES TO IGNITION SOURCE AND FLASH BACK. |
6. ACCIDENTAL
RELEASE MEASURES
|
SPILL RESPONSE:
EVACUATE THE AREA OF ALL UNNECESSARY PERSONNEL. WEAR SUITABLE PROTECTIVE
EQUIPMENT LISTED UNDER EXPOSURE / PERSONAL PROTECTION. ELIMINATE ANY
IGNITION SOURCES UNTIL THE AREA IS DETERMINED TO BE FREE FROM EXPLOSION
OR FIRE HAZARDS. CONTAIN THE RELEASE AND ELIMINATE ITS SOURCE, IF
THIS CAN BE DONE WITHOUT RISK. TAKE UP AND CONTAINERIZE FOR PROPER
DISPOSAL AS DESCRIBED UNDER DISPOSAL. COMPLY WITH FEDERAL, STATE,
AND LOCAL REGULATIONS ON REPORTING RELEASES. REFER TO REGULATORY INFORMATION
FOR REPORTABLE QUANTITY AND OTHER REGULATORY DATA. EM SCIENCE RECOMMENDS
SPILL-X ABSORBENT AGENTS FOR VARIOUS TYPES OF SPILLS. ADDITIONAL INFORMATION
ON THE SPILL-X PRODUCTS CAN BE PROVIDED THROUGH THE EM SCIENCE TECHNICAL
SERVICE DEPARTMENT (856) 423- 6300. THE FOLLOWING EM SCIENCE SPILL-X
ABSORBENT IS RECOMMENDED FOR THIS PRODUCT: SX0863 SOLVENT SPILL TREATMENT
KIT |
7. HANDLING
AND STORAGE
|
HANDLING
& STORAGE: KEEP CONTAINER CLOSED. STORE IN A COOL AREA AWAY FROM
IGNITION SOURCES AND OXIDIZERS. DO NOT BREATH VAPOR OR MIST. DO NOT
GET IN EYES, ON SKIN, OR ON CLOTHING. RETAINED RESIDUE MAY MAKE EMPTY
CONTAINERS HAZ-ARDOUS; USE CAUTION! ELECTRICALLY GROUND ALL EQUIPMENT
WHEN HANDLING THIS PRODUCT. |
8. EXPOSURE
CONTROLS / PERSONAL PROTECTION
|
ENGINEERING
CONTROLS AND PERSONAL PROTECTIVE EQUIPMENT: VENTILATION, RESPIRATORY
PROTECTION, PROTECTIVE CLOTH-ING, EYE PROTECTION: RESPIRATORY PROTECTION:
IF WORKPLACE EXPOSURE LIMIT(S) OF PRODUCT OR ANY COMPONENT IS EXCEEDED
(SEE TLV/PEL), A NIOSH/MSHA APPROVED AIR SUPPLIED RESPIRATOR IS ADVISED
IN ABSENCE OF PROPER ENVIRONMEN-TAL CONTROL. OSHA REGULATIONS ALSO
PERMIT OTHER NIOSH/MSHA RESPIRATORS (NEGATIVE PRESSURE TYPE) UNDER
SPECIFIED CONDITIONS (SEE YOUR SAFETY EQUIPMENT SUPPLIER). ENGINEERING
AND/OR ADMINISTRATIVE CONTROLS SHOULD BE IMPLEMENT-ED TO REDUCE EXPOSURE.
MATERIAL SHOULD BE HANDLED OR TRANSFERRED IN AN APPROVED FUME HOOD
OR WITH ADEQUATE VENTILATION. PROTECTIVE GLOVES SHOULD BE WORN TO
PREVENT SKIN CONTACT (VITON OR EQUIVALENT) SAFETY GLASSES WITH SIDE
SHIELDS SHOULD BE WORN AT ALL TIMES.
WORK/HYGENIC PRACTICES: WASH THOROUGHLY AFTER HANDLING. DO
NOT TAKE INTERNALLY. EYE WASH AND SAFETY EQUIPMENT SHOULD BE READILY
AVAILABLE.
EXPOSURE GUIDELINES
OSHA - PEL:
TWA STEL
CL
COMPONENT PPM MG/M3 PPM
MG/M3 PPM MG/M3
SKIN
TOLUENE
100 375
150 560
ACGIH - TLV:
TWA STEL
CL
COMPONENT PPM MG/M3 PPM
MG/M3 PPM MG/M3 SKIN
TOLUENE
50 188 X
IF THERE ARE NO EXPOSURE LIMIT NUMBERS LISTED IN THE EXPOSURE GUIDELINES
CHART, THIS INDICATES THAT NO OSHA OR ACGIH EXPOSURE LIMITS HAVE BEEN
ESTABLISHED. |
9. PHYSICAL
AND CHEMICAL PROPERTIES
|
BOILING POINT
(C 760 MMHG) : 110.6C
MELTING POINT (C) : -95C
SPECIFIC GRAVITY (H20 = 1) : 0.866
VAPOR PRESSURE (MM HG) : 21.86 20C
PERCENT VOLATILE BY VOL (%): 99+%
VAPOR DENSITY (AIR = 1) : 3.2
EVAPORATION RATE (BUAC = 1): 2.24
SOLUBILITY IN WATER (%) : INSOLUBLE
APPEARANCE : CLEAR, COLORLESS LIQUID; AROMATIC ODOR |
10. STABILITY
AND REACTIVITY
|
STABILITY: YES
HAZARDOUS POLYMERIZATION: DOES NOT OCCUR
HAZARDOUS DECOMPOSITION: COX, HYDROCARBONS
CONDITIONS TO AVOID: HEAT; CONTACT WITH IGNITION SOURCES.
MATERIALS TO AVOID: ( ) WATER ( ) ACIDS ( ) BASES ( ) CORROSIVES (X)
OXIDIZERS (X) OTHER: STRONG MINERAL ACIDS |
11. TOXICOLOGICAL
INFORMATION
|
TOXICITY DATA
IHL-MAN TCLO: 100 PPM ORL-RAT LD50: 636 MG/KG
IHL-MUS LC50: 400 PPM/24H SKN-RBT LD50: 12124 MG/KG
TOXICOLOGICAL FINDINGS:
TEST ON LABORATORY ANIMALS INDICATE MATERIAL MAY PRODUCE
ADVERSE MUTAGENIC AND REPRODUCTIVE EFFECTS. CITED IN REGISTRY OF TOXIC
EFFECTS OF CHEMICAL SUBSTANCES (RTECS) |
12. DISPOSAL
CONSIDERATIONS
|
EPA WASTE NUMBERS:
D001 U220
TREATMENT: INCINERATION, FUELS BLENDING OR RECYCLE. CONTACT YOUR LOCAL
PERMITTED WASTE DISPOSAL SITE (TSD) FOR PERMISSIBLE TREATMENT SITES.
ALWAYS CONTACT A PERMITTED WASTE DISPOS-ER (TSD) TO ASSURE COMPLIANCE
WITH ALL CURRENT LOCAL, STATE AND FEDERAL REGULATIONS. |
13. TRANSPORT
INFORMATION
|
DOT PROPER SHIPPING
NAME: TOLUENE |
14. REGULATORY
INFORMATION
|
TSCA STATEMENT:
THE CAS NUMBER OF THIS PRODUCT IS LISTED ON THE TSCA INVENTORY.
SARA SARA CERCLA
COMPONENT EHS
EHS TPQ RQ
(302)
(LBS)
(LBS)
TOLUENE 1000
OSHA SARA
DEMINIMIS
COMPONENT FLOOR
LIST 313
FOR
SARA 313
(%)
TOLUENEY
Y
1.0
IF THERE IS NO INFORMATION LISTED ON THE REGULATORY INFORMATION CHART,
THIS INDICATES THAT THE CHEMICAL IS NOT COV-ERED BY THE SPECIFIC REGULATION
LISTED. |
15. OTHER
INFORMATION
|
COMMENTS: NONE
NFPA HAZARD RATINGS:
HEALTH : 2
FLAMMABILITY : 3
REACTIVITY : 0
SPECIAL HAZARDS :
REVISION HISTORY: 8/1/81 9/1/83 10/1/85 5/6/86 12/6/86 6/8/87 10/27/87
8/24/88 3/21/89 3/1/1/11/93 4/5/95 10/23/96 2/11/97 2/2/99 12/3/99
| = REVISED SECTION
N/A = NOT AVAILABLE
N/E = NONE ESTABLISHED
THE STATEMENTS CONTAINED HEREIN ARE OFFERED FOR INFORMATIONAL PURPOSES
ONLY AND ARE BASED UPON TECHNICAL DATA THAT EM SCIENCE BELIEVES TO
BE ACCURATE. IT IS INTENDED FOR USE ONLY BY PERSONS HAVING THE NECESSARY
TECHNICAL SKILL AND AT THEIR OWN DISCRETION AND RISK. SINCE CONDITIONS
AND MANNER OF USE ARE OUTSIDE OUR CONTROL, WE MAKE NO WARRANTY, EXPRESS
OR IMPLIED, OR MERCHANTABILITY, FITNESS OR OTHERWISE |
Some of the Chemicals in Cigarette Smoke
HANDOUT 3
There are over 4,000 chemicals in cigarette smoke. More than 50 of them
are known to be carcinogens (to cause cancer). Many of the chemicals in
cigarette smoke are also found in the workplace and regulated by OSHA. Some
are found in common household products. This is a small sample of the toxic
chemicals in cigarette smoke.
Acetaldehyde |
Used
in glues and resins; suspected carcinogen; may increase the absorption
of other hazardous chemicals into the bronchial tubes. |
Acetone |
Used
in solvents; irritating to the throat, nose, and eyes; long-term exposure
can cause liver and kidney damage. |
Acrolein |
Used
in polyester resins and herbicides; an ingredient in tear gas and
other chemical warfare agents; extremely toxic; intensely irritating
to the upper respiratory tract and eyes. |
Acrylonitrile |
Used
in synthetic resins, plastics and rubber, and as a fumigant; also
known as "vinyl cyanide"; suspected human carcinogen. |
1-aminonaphthalene |
Used
in weed control; causes cancer. |
2-aminonaphthalene |
Banned
in industrial uses; causes bladder cancer. |
Ammonia |
Used
in cleaners; causes asthma and elevated blood pressure. |
Benzene |
Used
in solvents, pesticides and gasoline; causes leukemia and other cancers. |
Benzo[a]pyrene |
Found
in coal tar pitch, creosote, and some asphalts; causes skin cancer,
lung cancer and reduction in reproductive capacity. |
1,3-Butadiene |
Used
in rubber, latex, and neoprene products; suspected carcinogen. |
Butyraldehyde |
Used
in solvents and resins; powerful inhalation irritant; affects the
lining of nose and lungs. |
Cadmium |
Used
in non-corrosive metal coatings, bearings, pigments and storage batteries;
causes cancer; damages kidneys, liver and brain. |
Carbon
Monoxide |
Produced
by burning (in gasoline engines, welding, gas-powered tools, etc.);
decreases heart and muscle function; causes fatigue, dizziness, weakness;
especially toxic for the unborn, infants and people with lung or heart
disease. |
Catechol |
Used
as an antioxidant in dyes, inks and oils; causes high blood pressure,
upper respiratory tract irritation and dermatitis. |
Chromium |
Used
in metal plating and alloys, wood treatment and preservatives, and
pigments; causes lung cancer. Stainless steel welding involves the
greatest exposure. |
Cresol |
Used
in solvents, disinfectants, and wood preservatives; highly irritating
to the skin; acute inhalation levels cause upper respiratory, nasal
and throat irritation. |
Crotonaldehyde |
Used
as a warning agent in fuel gases; causes chromosome aberrations; reported
to interfere with immune function. |
Formaldehyde |
Part
of resin used in particleboard, fiberboard, and plywood, also used
in foam insulation. Causes nasal cancer; can damage lungs, skin and
digestive system. |
Hydrogen
Cyanide |
Used
in the production of resins and acrylic plastics and as a fumigant;
released in metal treatment operations and metal ore processing; used
for executions in some states' gas chambers; weakens lungs; causes
nausea, headaches, and fatigue. |
Hydroquinone |
Used
in paints, varnishes and motor fuel; causes eye injuries, skin irritation
and central nervous system effects. |
Isoprene |
Used
in rubber; similar to 1,3-butadiene; causes irritation to the skin,
eyes and mucous membranes. |
Lead |
Used
in paint and metal alloys (solder, brass, bronze); damages brain,
nerves, kidneys and reproductive system; causes anemia and stomach
problems; may cause cancer; particularly toxic to children. |
Methyl
Ethyl Ketone (MEK) |
Used
in solvents; irritating to nose, throat, and eyes; depresses the central
nervous system. |
Nickel |
Used
in stainless steel, other metal alloys and alkaline batteries; causes
upper respiratory irritation, bronchial asthma and cancer. |
Nicotine |
Used
as a highly controlled insecticide; exposure can result in seizures,
vomiting, depression of the central nervous system, growth retardation,
developmental toxicity in fetuses; mild nicotine poisoning results
in diarrhea, increase in heart rate and blood pressure, headache,
dizziness and neurological stimulation. |
Nitric
Oxide |
Created
by combustion of gasoline; major contributor to smog and acid rain;
linked to Huntington's disease, Alzheimer's disease, Parkinson's disease
and asthma. |
NNN,
NNK, and NAT |
These
compounds are found only in tobacco, NNN causes cancer and may cause
reproductive damage; NNK is a powerful lung carcinogen; NAT is a possible
carcinogen. |
Phenol |
Used
in resins in plywood and other construction materials and in epoxy
resins; highly toxic; affects the liver, kidney, respiratory, cardiovascular
and central nervous system. |
Propionaldehyde |
Used
as a disinfectant; causes irritation of the skin, eyes and respiratory
system. |
Pyridine |
Used
in solvents; causes eye and upper respiratory tract irritation; causes
nausea, headaches and nervousness; may cause liver damage. |
Quinoline |
Used
as a corrosion inhibitor and as a solvent for resins; causes genetic
mutations; possible human carcinogen; severe eye irritant; linked
to liver damage. |
Resorcinol |
Used
in laminates, resins and adhesives; irritating to skin and eyes. |
Styrene |
Used
in insulation, fiberglass, pipes and plastic; possible human carcinogen;
may cause leukemia; causes headaches, eye irritation, slowed reaction
time, fatigue and dizziness. |
Toluene |
Used
in solvents, oils and resins; highly toxic; causes fatigue, confusion,
weakness, memory loss, nausea, loss of appetite and drunken-type actions;
linked to permanent brain damage. |
(Total
unit time : 60 minutes)
Activities |
Estimated
Time |
Materials |
1.
INTRODUCTORY PRESENTATION |
5
minutes |
Instructor's
Manual |
2.
ACTIVITY 1: Tobacco Exposure Dialogue and Discussion |
|
Instructor's
Manual, Give each student:
- Guide
- Handout 1, Smoking Affects Everyone
- Handout 2, Secondhand Smoke Facts |
a.
Students read dialogue |
5
minutes |
|
b.
Discussion |
20
minutes |
|
3.
ACTIVITY 2: Tobacco Facts Quiz |
|
Instructor's
Manual, Give each student:
- Handout 3, Tobacco Facts Quiz |
a.
Break into pairs to work on quiz |
10
minutes |
|
b.
Discussion |
20
minutes |
|
1.
Read |
through
INSTRUCTIONS, DISCUSSION POINTS and HANDOUTS (including Instructor's
Copies) for all sections of the unit before classtime. |
2.
Reproduce |
enough
copies of Handouts 1, 2 and 3 (included with this manual) so
that each of your students can have one. |
3.
Bring |
•
One Guide for each of your students
• Handouts 1, 2 and 3 for each student
|
4.
Before the Class Starts |
Write
the unit topic on your chalkboard or butcher paper:
UNIT
2:
TOBACCO THREATENS EVERYONE'S HEALTH
|
|
UNIT TWO INTRODUCTION
(5 MINUTES)
[Distribute Guide and Handouts 1, 2 and 3 to students at beginning of class.]
Instructor Explains:
Building trades and construction workers face a number of health risks on
the job. The purpose of this unit is to give you information about toxic
hazards you face on the job, including the extra risks from tobacco smoke.
In this unit, we will take a look at how toxic tobacco is and how it threatens
the health of both people who use it and those around them.
Every year 400,000 people die because of tobacco use. Tobacco is the largest
preventable cause of illness and death in the United States. However, the
effects of tobacco are not confined to the smoker. Secondhand smoke causes
over 53,000 deaths a year among non-smokers. Worse news for trades workers
is that cigarette smoke interacts with the other toxics on the job to create
extra risks.
Today we'll address these issues:
- What is in tobacco?
- What are the
health effects of tobacco use?
- How does tobacco
combine with other workplace chemicals to create even more severe health
effects?
- What is environmental
tobacco smoke? Why is it a hazard to co-workers? What are its effects
on a worker's family?
We will be looking at
these issues by doing two activities. Are there any questions? Let's begin...
TOBACCO EXPOSURE
DIALOGUE AND DISCUSSION (25 MINUTES)
Instructions |
Explain
to the students that the purpose of this exercise is to get them to
express their views on smoking issues. Remind students that there
are no right or wrong sides, so it is important to respect everyone's
opinion. The exercise will be more effective if you encourage debate. |
1.
Student Volunteers Read Parts on Handout 1 |
Ask
the students to look briefly at Handout 1, Smoking Affects Everyone.
Then ask for three volunteers to come up front and read the three
parts. Emphasize that this is not a good-guy/bad-guy situation
and there are no right or wrong sides. It is only a way to
start people thinking about these issues. |
2.
Encourage Discussion and Debate |
The
point here is to encourage discussion. Ask for a response to each
of the DISCUSSION POINTS on the Instructor's Copy of Handout
1. The Instructor's Copy also suggests some responses that you might
look for. Add these points only after students have had an opportunity
to respond.
Following the discussion, refer to Handout 2, Secondhand Smoke
Facts. Ask if any of those points would be helpful in talking
with co-workers about smoking issues. |
3.
Refer to the List of Chemicals Found in Cigarette Smoke Section |
Ask
the students if they recognize any of these chemicals from their work
sites. For those chemicals on the list that they work with, ask what
protection is needed. |
Smoking Affects Everyone
Handout 1
1. What is
Manny upset about? Are other people bothered, too? Do you think it's
none of your business if someone wants to smoke near you or your co-workers? |
Manny is upset
about the subs smoking around other workers. Some of the other workers
have been complaining, too. The smoke that comes from the tip of a
cigarette and from a smoker exhaling is called secondhand smoke
or environmental tobacco smoke. This is the smoke that non-smokers
breathe. It is your business if someone smokes near you because the
secondhand smoke can affect you. |
2. Why does
Chris think it's harmful for people to breathe smoke? What chemicals
are in secondhand smoke? Do you think secondhand smoke is harmful? |
Chris has heard
that there are thousands of chemicals in tobacco smoke. In fact, there
are over 4,000 chemicals. Over 50 of these chemicals are carcinogenic.
If the students don't mention them, point out that tobacco smoke includes
chemicals they also may be exposed to at work, such as carbon monoxide,
lead and methyl ethyl ketone. |
3. What other
chemicals do you work with? What protection do you need to work with
those chemicals (for example, toluene)? What about protection from
secondhand smoke? |
Many of the
chemicals workers are exposed to require respiratory and other protection.
Carcinogens require very stringent protective measures, which may
include use in a closed system only. The best protection from any
toxic chemical is to eliminate its use or remove workers from any
possible exposure. That applies to tobacco too. |
4. Do you
agree with Manny that people shouldn't smoke around children? What
problems do you think kids might have if they're exposed to secondhand
smoke? |
Manny doesn't
want people to smoke around his kids. Children are highly sensitive
to the effects of tobacco smoke because their bodies are still developing.
Tobacco smoke causes respiratory problems, including asthma, in children.
It is also linked to Sudden Infant Death Syndrome (SIDS). |
5. What does
the law say about smoking in the workplace? What should the workers
in this workplace do? |
California state
law bans smoking in indoor workplaces. Some cities ban smoking in
outdoor areas, too. Employers and owners have the right to ban smoking
in outdoor workplaces. |
6. Joe is
worried about stepping on the rights of smokers. Could these workers
mention their problem with secondhand smoke without creating bad feelings
among the subs who smoke? |
Let the students
brainstorm about ways to deal with this problem. If they haven't mentioned
these, point out that they can:
• Talk to their
co-workers and get their support
• Talk to the subs
• Raise the issue at a tailgate safety meeting or health and safety
committee meeting
• Seek help from their union
• Form a group to meet with the employer, or choose a co-worker
the employer will listen to.
|
TOBACCO FACTS QUIZ (30
MINUTES)
Instructions |
Explain
to the students that the purpose of this exercise is to get them thinking
about the health effects of tobacco. Emphasize that, though it is
a quiz, they will not be graded on the answers or turn it in. |
1.Have
Students Pair Up |
Ask
students to break into pairs. They should review the questions together
and come up with their "best" answer. Have them write down the answer
on their quiz sheet. They should also be able to explain why they
believe it is the correct answer. If they disagree with their partner,
the pair should settle on one answer to present to the class. |
2.Review
Answers |
Allow
ten minutes for the students to discuss the quiz. Then call on one
pair to give their answer. Ask if anybody has a different answer.
Encourage discussion about their answers. Then give the correct answer
and proceed to the next question.
Some answers are provided in the Instructor's Copy of Handout 3. Use
them to help introduce basic information about the effects of tobacco.
It is best for these points to emerge from the students' discussion,
rather than for you to lecture directly to them. |
Tobacco Facts Quiz
Handout 3
1. |
What
is the most common cause of death among non-smokers exposed to secondhand
smoke? |
|
Lung cancer
Heart disease
Stroke
Emphysema |
|
Answer:
Heart disease. Over 3,000 non-smokers a year die from lung cancer
caused by secondhand smoke. However, the death toll from heart disease
attributable to passive smoking is 10 to 20 times as large as deaths
from lung cancer (over 50,000). Heart disease is also the most common
cause of death among tobacco users. |
2. |
Even
tobacco companies have admitted that tobacco use causes cancer. Which
of the following are also caused by tobacco use? |
|
Impotence
Drug use
Heart disease
Gum disease
All of the above |
|
Answer:
All of the above. Tobacco use is linked to impotence, heart disease
and gum disease. Also, tobacco use is drug use. Nicotine is a highly
addictive drug. Cigarettes and chewing tobacco are both ways of ingesting
nicotine. The reason people use tobacco is to satisfy their addiction
to nicotine. Quitting smoking or chewing tobacco can be at least as
difficult as quitting cocaine or heroin. |
3. |
True
or false? Environmental Tobacco Smoke (ETS) is not as harmful as mainstream
smoke (what a smoker inhales directly). |
|
True
False |
|
Answer:
False. ETS contains all the chemicals in mainstream smoke but with
higher levels of particulates. Sidestream smoke contains higher levels
of several carcinogens than mainstream smoke. Among these are benzene
(5-10 times more) and cadmium (7.2 times more). Approximately 10%
of a cigarette becomes mainstream smoke; the rest becomes ETS. |
4. |
Which
of the following ingredients are in chewing tobacco? (Check all that
apply) |
|
Polonium 210 (nuclear waste)
Formaldehyde
Cadmium
Arsenic
Lead
Dirt
N - Nitrosamines (NNN
and NNK)
Nicotine
Cyanide
Benzene
Fiberglass |
|
Answer:
All of these ingredients (and more) are in chewing tobacco. Dirt and
fiberglass cause abrasions on the skin inside the mouth so the tobacco
can enter the bloodstream more readily. |
5. |
Tobacco
combined with other toxics can increase the chances of getting certain
diseases. For instance, asbestos workers who also smoke are over fifty
times more likely to contract lung cancer than asbestos workers who
don't smoke. This effect is called: |
|
Coincidence
Synergy
Realy bad voodoo
Additive |
|
Answer:
Synergy. While the tobacco companies would like us to believe that
this is just "coincidence," the link is too strong. Some chemicals
work together to strengthen their power to cause disease. It is indeed
"really bad voodoo." |
6. |
Environmental
Tobacco Smoke is particularly bad for children. It has been linked
to many childhood health problems. Which of the following problems
has ETS not been linked to? |
|
Asthma
Sudden Infant Death
Syndrom (SIDS)
Ear infections
Measles |
|
Answer:
Measles. Not every disease is linked to tobacco use. However, secondhand
smoke's effects on the lungs and sinuses of young children make them
more susceptible to colds and other illnesses. People who smoke around
their children are going to be taking those children to the doctor
more often. |
Smoking Affects Everyone
Handout 1
Manny |
The
subs have been smoking right where our guys are working. Some of the
guys have been complaining about it. |
Joe |
What
is there to complain about? It's outside - they're not hurting anybody. |
Manny |
Yeah,
but we still breathe in the smoke. |
Joe |
Well,
if they want to smoke, that's their business and nobody else's. It's
a free country. |
Chris |
Wait
a minute — I've heard that there are thousands of chemicals in tobacco
smoke! Some of them are even the same as what's in the stuff we work
with, like toluene. We have to use protection around those chemicals,
but what's protecting us from tobacco smoke? |
Manny |
Yeah,
that's why I won't let anyone smoke around my kids anymore. |
Chris |
Sure,
secondhand smoke is really bad for kids, but it's not good for anybody! |
Manny |
Well,
they passed a law on smoking inside, but if we work outside, we have
no protection. |
Chris |
So
what are we going to do about those guys who smoke around us? Can't
the union protect us? What about Cal/OSHA? |
Joe |
Look,
let's not make a big deal out of it — I don't want any trouble with
the subs. |
Secondhand Smoke FACTS
Handout 2
- Secondhand smoke
contains over 4,000 chemicals, including over 50 known carcinogens.
Smoke from the tip of a cigarette has 20 times the carcinogens as smoke
inhaled by a smoker.
- Secondhand smoke
is the third leading preventable cause of death in America, killing
over 53,000 nonsmokers every year. 50,000 of these deaths are from heart
disease. 3,000 are from lung cancer.
- The U.S. Environmental
Protection Agency (EPA) has classified secondhand smoke as a Group A
carcinogen - a substance known to cause cancer in humans. There is no
safe level of exposure to Group A carcinogens, which also include asbestos
and benzene.
- If you breathe
secondhand smoke, your health risk is higher if you're also exposed
to toxic chemicals. For example, tobacco smoke contains hydrogen cyanide,
a chemical that paralyzes the cilia (tiny filtering hairs) in your lungs.
That makes it harder for your lungs to filter out other toxics.
- Tobacco smoke
adds harmful chemicals to those already in the work environment, increasing
the total amount you're exposed to and increasing the risk of cancer,
heart disease, asthma, respiratory problems and other diseases.
- Breathing secondhand
smoke means more chemicals for your body to handle. For example, welding
on the construction site produces carbon monoxide. Tobacco smoke also
contains carbon monoxide, so you are getting a much larger dose. Long-term
exposure to carbon monoxide weakens the heart.
- When the chemicals
in tobacco smoke combine with certain other cancer-causing substances,
such as asbestos, the combination greatly increases the risk of lung
cancer.
- Secondhand smoke
hurts kids by causing ear infections and respiratory problems such as
asthma. It also has been linked to Sudden Infant Death Syndrome (SIDS).
- California law
bans smoking in indoor workplaces to protect workers from secondhand
smoke. Some employers and some local laws ban smoking in outdoor areas,
too.
Tobacoo Facts Quiz
Handout 3
1. |
What
is the most common cause of death among non-smokers exposed to secondhand
smoke? |
|
Lung cancer
Heart disease
Stroke
Emphysema |
2. |
Even
tobacco companies have admitted that tobacco use causes cancer. Which
of the following are also caused by tobacco use? |
|
Impotence
Drug use
Heart disease
Gum disease
All of the above |
3. |
True
or false? Environmental Tobacco Smoke (ETS) is not as harmful as mainstream
smoke (what a smoker inhales directly). |
|
True
False |
4. |
Which
of the following ingredients are in chewing tobacco? (Check all that
apply) |
|
Polonium 210 (nuclear waste)
Formaldehyde
Cadmium
Arsenic
Lead
Dirt
N - Nitrosamines (NNN
and NNK)
Nicotine
Cyanide
Benzene
Fiberglass |
5. |
Tobacco
combined with other toxics can increase the chances of getting certain
diseases. For instance, asbestos workers who also smoke are over fifty
times more likely to contract lung cancer than asbestos workers who
don't smoke. This effect is called: |
|
Coincidence
Synergy
Realy bad voodoo
Additive |
6. |
Environmental
Tobacco Smoke is particularly bad for children. It has been linked
to many childhood health problems. Which of the following problems
has ETS not been linked to? |
|
Asthma
Sudden Infant Death
Syndrom (SIDS)
Ear infections
Measles |
(Total
unit time : 30 minutes)
Activities |
Estimated
Time |
Materials |
1.
INTRODUCTORY PRESENTATION |
3
minutes |
Instructor's
Manual |
2.
ACTIVITY 1: Mystery Illness Case Study |
|
Instructor's
Manual, Give each student:
- Guide
- Handout 1, The Mystery Illness
- Handout 2, MSDS for Petroleum Asphalt |
a.
Students read dialogue |
2
minutes |
|
b.
Students read dialogue |
10
minutes |
|
c.
Reconvene entire class and have groups report back |
15
minutes |
|
1.
Read |
through
INSTRUCTIONS, DISCUSSION POINTS and HANDOUTS (including Instructor's
Copies)before classtime. |
2.
Reproduce |
enough
copies of Handouts 1 and 2 (included with this manual) so that
each of your students can have one. |
3.
Bring |
•
One Guide for each of your students
• Handouts 1 and 2 for each student
|
4.
Make a Transparency |
Make
a transparency (for an overhead projector) of Handout 2 (optional.)
|
5.
Before the Class Starts |
Write the unit topic on your chalkboard or butcher paper:
UNIT
3:
INVESTIGATING CHEMICAL HAZARDS ON THE JOB
|
|
UNIT THREE INTRODUCTION
(3 MINUTES)
[Distribute Guide and Handouts 1 and 2 to students
at beginning of class.]
Instructor Explains:
The purpose of today's unit is to learn about your "Right to Know." You
have a legal right to certain information about health hazards on your job.
We'll focus on some of the information that the law requires your employer
to provide you.
We'll divide into small groups to figure out what the health hazards are
in a typical workplace. We'll also discuss how you can get more information
about the hazards.
Later on in the Guide, you will find information about laws and regulations
that require your employer to provide you with information and training.
Two of the most important are the Cal/OSHA Hazard Communication Standard
and the Cal/OSHA Injury and Illness Prevention Program Standard. Knowing
about these laws and regulations will help you answer some of the discussion
questions on the back of Handout 1.
Handout 2 is a sample MSDS. MSDS stands for Material Safety Data Sheet.
Under the Hazard Communication Standard, as part of workers' "Right to Know,"
Cal/OSHA requires employers to make MSDS's easily available to their employees.
There should be an MSDS available for each hazardous substance used on the
job. MSDS's are usually not easy to read, but they can contain useful information.
So it is helpful for workers to become familiar with them.
Are there any questions? Let's begin...
MYSTERY ILLNESS CASE
STUDY (27 MINUTES)
Instructions |
STEP
ONE
Small Group Discussion (12 minutes) |
1.
Read "The Mystery Illness" |
Ask
two student volunteers to read the parts of the two characters in
"The Mystery Illness" in Handout 1, in front of the class. (2 minutes) |
2.
Divide the Class into Groups |
Divide
the class into groups of four or five students each. The discussion
will be better if you make sure the more experienced students are
scattered among all the groups. |
3.
Explain the Exercise |
Using
their Guides and the sample MSDS (Handout 2), ask each group
to talk about the questions on the back of Handout 1, and to try to
come up with answers. Ask each group to choose someone to take notes
and report back to the class later. Write the page numbers on the
board to remind students where they can find information in their
Guides: (10 minutes.) |
|
STEP
TWO
Class Discussion (15 minutes) |
1.
Groups Report Back |
After
about 10 minutes of small group discussion, bring the class back together.
Choose one group, and ask the person who took notes to talk about
the group's ideas about the first question. Other groups can add information.
Ask the note taker from a different group to talk about the second
question, etc.
See the Instructor's Copy of Handout 1 for DISCUSSION POINTS.
During the discussion, it may be helpful to use an overhead transparency
of the MSDS to point out where to find information to answer some
of the questions. |
The Mystery Illness
Handout 1
1. How can
this worker find out what might be causing his symptoms? |
- One place
to start is to talk to co-workers. An informal survey of other
workers might show where the problem is worst and give clues about
what chemicals might be causing the problem. The workers can then
ask for more information from their employer or supervisor.
- When a
worker feels sick, he or she may need to get a check-up from a
physician who has training in occupational medicine (job-related
illness). The doctor may be able to diagnose the cause of the
problem. (See "Where to Get Information and Help" in the Guide.)
- Labels
on the chemicals and other materials they are working with may
give information to help track down the problem. But labels are
often incomplete and inaccurate.
- The workers
can ask their employer for a Material Safety Data Sheet (MSDS),
which gives information about a specific hazardous substance.
In a minute, we'll talk more about MSDS's.
- The workers
can ask for training and information under the Injury and Illness
Prevention Program regulations, issued by Cal/OSHA. These require
every employer to set up and maintain a program to prevent injuries
and illnesses. Employers must provide hazard training and workers
may not be penalized for requesting information about health hazards
on the job. Workers also have the right to see any medical monitoring
or exposure data relevant to their work area that the employer
may have.
- Unions are
also a source of information about health and safety. Some unions
will provide information to any worker in their industry, even
non-members.
- Check in
the Guide for other sources of information about health
and safety.
|
2. Handout
2 is an MSDS. What hazardous material is it for? |
- Petroleum
asphalt, which also contains the contaminant hydrogen sulfide.
|
3. What does
the MSDS say about the health effects of this material? Do any of
them match this worker's symptoms? What section did you find that
in? |
- In Section
IV — Health Hazard Data, it says that the "heated product may
release asphalt fumes which may cause nose, throat, mucous membrane
irritation, nausea, headaches, or dizziness." The MSDS also lists
health effects if there is skin contact, eye contact or ingestion,
which are not the problem in this case.
|
4. Based
on the information on the MSDS, in your Guide, and other things you
know about the situation, what do you think is causing this worker's
symptoms? |
- This worker's
symptoms may be caused by smoking, by the asphalt fumes, or by
a combination of both. The combined effect of cigarettes and certain
chemicals is sometimes greater than simply adding the effects
of each one alone. This is called synergy.
- When the
work site is dusty, the dust can get on a cigarette. When this
worker puts the cigarette in his mouth, he is swallowing or breathing
in even more toxic dusts.
- Asphalt
fumes can contain small amounts of polycyclic aromatic hydrocarbons
(PAH's), which may cause cancer. Cigarette smoke also contains
PAH's, so you're getting an extra dose if you both smoke and work
with asphalt. (See pages 27-28 in the Guide for details.)
- Smoking
damages the lung's protective mechanisms, which leaves the lungs
more vulnerable to other toxic chemicals on the job.
- The fact
that this worker is feeling symptoms probably means that ventilation
is inadequate.
|
5. According
to the MSDS, how should these workers be protected against asphalt
fumes? |
In Section V
— Employee Protection, it says that for outdoor use, you should "ensure
adequate ventilation and avoid fumes by working upwind." For indoor
use, "ensure adequate building ventilation and local exhaust..."
The MSDS recommends the use of respirators in some situations. Respirators
are not the best way to protect yourself against chemicals. Other
methods, like ventilation, are better. (Look in the Guide for more
information on respirators.)
Under "Work Practices" the MSDS describes ways to limit the amount
of asphalt fumes. These include operating kettles at the lowest possible
temperature that allows proper application and keeping kettles covered
with tight-fitting lids. The MSDS also has information on how workers
should protect their eyes and skin. |
6. Where
could these workers get a copy of the MSDS? |
- They could
get it from their employer. The law requires employers to have
MSDS's on all the hazardous materials they use easily available
to their employees (not locked in a supervisor's office).
- You can
ask your shop steward to get the MSDS for you.
- You can
also write or call the manufacturer and ask for a specific MSDS.
The law requires the label to include the manufacturer's phone
number.
- MSDS's
also may be found on the Internet.
|
1 |
How
can this worker find out what might be causing his symptoms? |
|
______________________________________________________
______________________________________________________
______________________________________________________ |
2 |
Handout
2 is an MSDS. What hazardous material is it for? |
|
______________________________________________________
______________________________________________________
______________________________________________________ |
3 |
What
does the MSDS say about the health effects of this material? Do any
of them match this worker's symptoms? What section did you find that
in? |
|
______________________________________________________
______________________________________________________
______________________________________________________ |
4 |
Based
on the information on the MSDS, in your Guide, and other things you
know about the situation, what do you think is causing this worker's
symptoms? |
|
______________________________________________________
______________________________________________________
______________________________________________________ |
5 |
According
to the MSDS, how should these workers be protected against asphalt
fumes? |
|
______________________________________________________
______________________________________________________
______________________________________________________ |
6 |
Where
could these workers get a copy of the MSDS? |
|
______________________________________________________
______________________________________________________
______________________________________________________ |
Manufacturer:
Owens-Corning Fiberglas Corp.
Fiberglas Tower
Toledo, Ohio 43659 |
Health
Information Phone & Emergency Phone
8:00 AM - 5:00 PM (EST); 419-248-8234
Emergencies only, after 5:00 PM (EST); 419-248-5330 |
Product
Division:
Trumbull Asphalt Division |
Technical
Support Information Phone:
8:00 AM - 5:00 PM (EST); 708-594-6977 |
Date Prepared:
February 28, 1991
Supersedes MSDS Dated: April 4, 1986 |
Product
Name(s):
Base Asphalts, Steep, Dead Level, Industrial and Shingle Laminating,
Shingle Adhesive, Paper Satch, Shingle Satch, Roll Satch, Coating,
Pipe Coatings, Waterproofing, Burial Vaults, Automotive, Mod Bitumen,
Potting Compound, Cutback Base, Crackfiller, Underseal, Emulsion Base,
Paving, Culvert Compound, Mineral Rubber. |
Section I
- Component Data
|
Hazardous Ingredients:
Common
Name |
Chemical
Name |
CAS
Number |
% Composition |
OSHA-PEL |
ACGIH-TLV |
Other |
Petroleum
Asphalt |
Petroleum
Asphalt |
8052-42-4 |
100 |
*None
Established |
5mg/M3
8-hr. TWA (asphalt fumes) |
NIOSH,
5 MG/M
3 Ceiling Limit
|
Hydrogen
Sulfide |
Hydrogen
Sulfide |
7783-06-4 |
Containment |
10
ppm, 8-hr. TWA 15 ppm, STEL |
10
ppm, 8-hr. TWA 15 ppm, STEL |
NIOSH,
10 ppm
10 minute max. |
*OSHA has not established
a specific PEL for asphalt fumes. They are considered as "particulates not
otherwise regulated" with a PEL of 5mg/m3 for the respirable dust fraction
and 15 mg/m3 for the total dust fraction.
SECTION II
- EMERGENCY AND FIRST-AID PROCEDURES
|
INHALATION: Move individual to fresh air immediately, if breathing
is difficult of if irritation persists, administer oxygen. If not breathing,
administer artificial respiration. Seek medical attention.
SKIN CONTACT: IF hot material strikes the skin, immediately
drench or immerse the area in water ro assist cooling. If available, apply
iced water or ice packs to the burned area. (Do not used iced water or cold
packs if the burned area covers more than 10% of the body, as this may contribute
to shock.) Do not try to remove asphalt from a burn after it has with cold
material, clean exposed skin with waterless hand cleaner, then wash with
mild soap and water. If irritation persists seek medical attention.
EYE CONTACT: Immediately flush eyes with running water for
at least 15 minutes. Seek medical attention immediately.
INGESTION: DO NOT INDUCE VOMITING! In general, no treatment
is necessary unless large ingested; however, get medical advice.
SECTION III
- FIRE AND EXPLOSION DATA
|
FLASH
POINT (0F): 400+ for asphalt |
Method
Used: Cleveland Open Cup |
AUTO
IGNITION TEMPERATURE : Unknown |
FLAMMABILITTY
LIMITS (%):
LEL: Not Determined
UEL: Not Determined |
EXTINGUISHING MEDIA: Foam, carbon dioxide, dry chemical.
SPECIAL FIRE-FIGHTING INSTRUCTIONS: Treat as a hydrocarbon
fire. Do not use water on asphalt fires as it may cause violent eruptions
and spreading of hot asphalt. Water may be used to cool containers in a
fire exposed area. In a sustained fire, use self-contained breathing apparatus.
UNUSUAL FIRE AND EXPLOSION HAZARDS: Hot asphalt may ignite
flammable materials on contact. Hydrogen sulfide may be released when the
product is heated.
SECTION IV
- HEALTH HAZARD DATA
|
PRIMARY ROUTES OF EXPOSURE: Inhalation, skin contact, and
eye contact.
HEALTH HAZARDS (Including acute and chronic effects and symptoms
of overexposure.)
ACUTE:
Inhalation |
Heated product may release asphalt fumes which may cause nose, throat,
mucous membrane irritation, nausea, headaches or dizziness. See Section
VII for health hazards of hydrogen sulfide in confined spaces. |
Skin
Contact: |
Prolonge
or repeated contact with the cold product may result in dryness and
irritation. Contact with hot product may cause thermal burns. Long
term skin exposure to asphalt fumes can increase sensitivity to sun,
and cause skin discoloration. |
Eye
Contact: |
May cause severe irritation, redness tearing and blurred vision. |
Ingestion: |
May cause mouth, throat and gastrointestinal tract irritation an upset
with possible nausea, vomiting and diarrhea. |
CHRONIC: Prolonged or repeated skin contact with this product
may result in irritation and dermatitis. (See Carcinogenity below.)
Carcinogenicity:
HAZARDS
INGREDIENTS: |
LISTED
AS A CARCINOGEN BY: |
ACGIH |
IARC |
NTP |
OSHA |
Petroleum
Asphalt (bitumens) |
|
No |
No* |
No |
No |
Hydrogen
Sulfide |
|
No |
No |
No |
No |
IARC
*In March 1987, the International Agency for Research on Cancer (IARC) classified
bitumens (such as the petroleum asphalt in this product) as a Group 3 material,
"not classifiable as to its carinogenicity to humans". This classification
was made based on inadequate evidence for the carcinogenic to humans. However,
asphalt does contain a small amount of polycyclic aromatic hydrocarbons
which have been shown to cause cancer and respiratory damage in animals.
NIOSH recently conducted mouse skin painting studies using selected fractions
of asphalt fume condensate. Skin application of the condensate fractions
resulted in skin tumors in laboratory mice.
CALIFORNIA PROPOSITION 65: This product contains detectable
amounts of some chemicals known to the State of California to cause cancer.
MEDICAL CONDITIONS AGGRAVATED BY EXPOSURE: Persons with a
history of chronic skin or respiratory disorders may be at increased risk
for a worsening of their condition from exposure to this product.
SECTION V
- EMPLOYEE PROTECTION
|
VENTILATION: Outdoor use - ensure adequate ventilation and avoid
fumes by working upwind. Indoor use - ensure adequate building ventilation
an local exhaust. (See Respiratory Protection below and Section VII on dangers
of hydrogen sulfide.)
RESPIRATORY
PROTECTION: If irritation occurs or if the TLV for asphalt fumes
is exceeded, use a NIOSH/MAHA approved air purifying respirator for dust,
mists and fume. In situations where the concentration H2S exceeds the
PEL OR TLV, supply air respirators or self-contained breathing apparatus
are required. Always use respiratory protection in accordance with you
company's respiratory protection program and OSHA regulations under 29
CFR 1910.134.
EYE PROTECTION:
Wear chemical safety goggles or a face shield when material is in liquid
form.
PROTECTIVE
CLOTHING: Wear long sleeved shirt and long pants. Leather or lined
neoprene coated gloves should be used when there could be direct contact.
Sunscreens may decrease the potential for skin discoloration with chronic
exposure.
WORK/HYGIENIC
PRACTICES: Kettles should be operated at the lowest possible temperature
that tallows proper application. Kettle should have tight-fitting lids
and be used in well ventilated areas. Handle in accordance with good industrial
hygiene and safety practices. These include avoiding any unnecessary exposure
and removal of the material fro the skin, eyes and clothing. Wash hands
and arms frequently. Shower after exposure. Wash work clothes when soiled.
Safety showers and eye wash stations should be available.
SECTION VI
- REACTIVITY DATA
|
STABILITY (Conditions to Avoid): Product is stable. However,
upon heating hydrogen sulfide gas (H2S) may be generated. (See Section VII
of this MSDS for more information on H2S.)
INCOMPATIBILITY
(Materials to Avoid): Do not allow hot molten asphalt to contact water
as this may cause violent eruptions and spreading of hot asphalt. Avoid
contact with strong oxidizers.
HAZARDOUS DECOMPOSITION
PRODUCTS: Carbon monoxide, carbon dioxide, sulfur oxides, hydrogen
sulfide and various hydrocarbon fractions. Upon heating, hydrogen sulfide
gas may be released. (See Section VII).
HAZARDOUS POLYMERIZATION:
Will not occur.
SECTION VII
- STORAGE PRECAUTIONS
|
PRECAUTIONS TO BE TAKEN IN HANDLING AND STORAGE: Ensure adequate
ventilation. (See Section V above.)
WARNING: Hydrogen sulfide (H2S), an extremely flammable, highly
toxic gas, may be released from heated asphalt and ay accumulate in storage
tanks and bulk transport compartments. Prolonged breathing of concentrations
of H2S around 40 ppm can produce eye and respiratory tract (mouth, nose
and throat) irritations, and at high concentrations (around 300 ppm). Is
considered immediately dangerous to life and health. Because the sense of
smell rapidly becomes insensitive to H2X, its odor cannot be relied on as
an indicator of its concentration. Always exercise caution when working
around closed built container of asphalt. Use ventilation or work upwind
from sources of fumes or vapors. Asphalt kettles should always be used outdoors
for adequate ventilation of fumes. Use supplied air respirators or self-contained
breathing apparatus if the PEL or TLV (10 ppm, 8-hr. TWA) for H2S is exceeded.
SECTION VIII
- PHYSICAL DATA
|
METING
POINT ( f): Not Applicable |
BOILING
POINT ( f): 700 |
SPECIFIC
GRAVITY (H20=1): Not Determined, Approximately 1 |
PERCENT
VOLATILE BY VOLUME: 0 |
VAPOR
PRESSURE (mmHg @ 20 C): Not Applicable |
VAPOR
DENSITY (Air=1): Not Applicable |
EVAPORATIVE
RATE (ETHYL ETHER = 1): Not Applicable |
SOLUBILITY
IN WATER: Not Applicable |
APPEARANCE
AND ODOR: Brown to black solid, faint petroleum odor |
pH:
Not Applicable |
SECTION IX
- ENVIRONMENTAL PROTECTION
|
ACTION TO TAKE FOR SPILLS (Use Appropriate Safety Equipment):
Dike storage tanks to prevent material from entering sewers or waterways.
Absorb with inert materials such as sand or vermiculite. Dispose as a solid
regulated waste.
WASTE DISPOSAL
METHOD: Dispose in accordance with federal, state and local regulations
as a solid waste. The primary method of disposal for dry solid waste re
landfills or incineration.
EPA HAZARDOUS
WASTE NUMBER: This material is not regulated under the "RCRA"
hazardous waste regulations, but may be under state or local regulations.
SECTION X
- SHIPPING INFORMATION
|
DOT
SHIPPING DESCRIPTION: Asphalt |
|
HAZARD
CLASSIFICATION: (Primary) ORM-C (Water Only) |
(Secondary)
Not Applicable |
ID
NUMBER: NA1999 |
IMO
CLASS NUMBER: 9 |
LABEL(S)
REQUIRED (if not excepted): Not Applicable |
|
EPA
HAZARDOUS SUBSTANCE: Not Applicable |
RQ
VALUE: Not Applicable |
PACKAGING
REQUIREMENTS (49CFR): (Specific) Not Applicable |
(Exceptions)
Not Applicable |
MAXIMUM
NET QUANTITY IN ONE PACKAGE: (Cargo only aircraft) Forbidden |
(Passenger
aircraft) Forbidden |
IATA
PACKAGING GROUP: Not Applicable |
|
FREIGHT
DESCRIPTION: Asphalt |
|
(Total
unit time : 30 minutes)
Activities |
Estimated
Time |
Materials |
1.
INTRODUCTORY PRESENTATION |
2
minutes |
Instructor's
Manual |
2.
ACTIVITY 1: Controlling Hazards |
|
Instructor's
Manual, Chalkboard, or butcher paper and pen |
a.
Brainstorm workplace hazards |
5
minutes |
Give
each student:
- Guide
- Handout 1, Hazard Controls |
b.
Break into small groups to discuss controls for those hazards or revise
risk maps (if students completed Unit 1) |
10
minutes |
Give
each small group:
- Risk map (if students completed Unit 1)
- Blue and green markers |
c.
Reconvene entire class and have groups report back to discuss controls |
15
minutes |
|
3.
ACTIVITY 2: Making an Action Plan |
|
Instructor's
Manual |
a.
Break into small groups to write plans |
10
minutes |
Give
each student:
- Handout 2, Action Plan |
b.
Reconvene entire class and have groups discuss their plans |
15
minutes |
|
4.
ACTIVITY 3: Conclusion and Review |
|
|
a.
Students answer review questions |
3
mintues |
Instructor's
Manual |
1.
Read |
through
INSTRUCTIONS, DISCUSSION POINTS and HANDOUTS (including Instructor's
Copies)before classtime. |
2.
Reproduce |
enough
copies of Handouts 1 and 2 (included with this manual) so that
each of your students can have one. |
3.
Bring |
•
One Guide for each of your students
• Handouts 1 and 2 for each student
|
4.
Before the Class Starts |
Write the unit topic on your chalkboard or butcher paper:
UNIT
4:
PROTECTING YOUR HEALTH
|
|
UNIT THREE INTRODUCTION (3 MINUTES)
[Distribute Guide and Handouts 1 and
2 to students at beginning of class.]
Instructor Explains:
You encounter various health hazards in the workplace, including the extra
hazards caused by tobacco smoke and by other trades working around you.
In this unit, we'll be discussing what can be done to control some of these
health hazards. We'll be doing two activities. Are there any questions?
Let's begin...
CONTROLLING HAZARDS
(30 MINUTES)
Instructions |
|
1.
Brainstorm Work Hazards |
Ask
class members to name some of the main hazards in their own workplaces.
Write them on a chalkboard or butcher paper (5 minutes) |
2.
Divide Class into Groups |
Divide
the class into small groups of three or four students each. (If the
class completed Unit One, break into the same groups they were in
when they drew the maps in Unit One. Give each group the map it drew
in Unit One.) |
3.
Explain the Activity |
You've
identified the hazards in your workplaces. During this class, we're
going to figure out how to reduce or eliminate the health problems
at work.
Write each hazard on Handout 1, Hazard Controls, in the first
column. Then fill in the second column in the handout, noting what
protective measures are currently in place. An example would be a
ventilation system. Then, try to identify a kind of protection that
might do a better job. An example might be substituting a safer material.
Write that in the third column.
(For groups with risk maps: Remember that in Unit One you marked the
hazards in your workplace in red. Now, with the blue markers, draw
or write in the protective measures that are currently in place. An
example would be a ventilation system. Then, try to identify a kind
of protection that might do a better job. An example might be substituting
a safer material. Write that with the green marker.) (10 minutes)
|
4.
Groups Report Back |
Bring
the whole class back together. Ask a spokesperson from each group
to briefly describe the control measures they have written in both
columns on their worksheet or on their map. |
5.
Discuss |
Use
the following questions to discuss the pros and cons of the different
ways hazards can be controlled in the workplace. Ask each group a
different question, selected from those below, as they report on their
control measures. The DISCUSSION POINTS after each question
suggest some answers you might look for. |
5a Point
out the ventilation system one group has listed. |
Discussion Points:
Is this the best method to protect you from this hazard? Why or why
not?
- Ventilation
is an important method of protection from chemical hazards. The
most effective ventilation system draws the toxics away from the
worker at the source of the contamination, through a "sucker"
or hood. This is called local ventilation. General ventilation,
such as open doors or a large overhead fan, brings fresh air into
an indoor area and dilutes the toxic substances in the air, but
doesn't remove them as quickly and effectively.
- If possible,
an even better way to control a hazard is to eliminate it by changing
to a less hazardous material, such as a safer solvent.
|
5b Point
out a hazard listed by students which is not being controlled very
well. |
Discussion Points:
Is there a better way to protect you from this hazard? If so, what
would you suggest?
- The best
type of control changes the equipment, materials or processes
so that the toxic substance is either eliminated or workers' exposure
to it is reduced. When possible, the best way to protect workers
is to substitute a safer chemical for the hazardous one. If the
hazard cannot be removed, it may be enclosed. This means that
workers are protected from the hazard by a physical barrier.
|
5c Point
out an area listed by students where workers are protected by certain
safety rules. |
Discussion Points:
Do these rules or safety procedures protect you? Are there other safety
rules that should be set up?
- Another
way to control toxic hazards is to set up rules or procedures
that reduce or eliminate workers' exposure. It may be possible
to limit the number of people doing the job, limit the amount
of time the workers are exposed or establish certain protective
housekeeping and washing procedures. For example, special vacuuming
or wet mopping may help reduce exposure to some hazardous dusts.
Rules against smoking in indoor workplaces also limit workers'
exposure to dangerous chemicals and safety hazards. California's
Smokefree Workplace law is in the section of the Labor Code that
requires employers to provide safe and healthy workplaces.
|
5d Point
out a work area listed by students where workers use personal protective
equipment. |
Is this protective
equipment the best way to protect yourself from this hazard? Why or
why not?
- Employers
are responsible for supplying and properly maintaining personal
protective equipment. Respirators, hoods, gloves, goggles and
other kinds of protective clothing may be the only feasible protection
in certain jobs. They can save lives. However, they do nothing
to eliminate the hazard. Safety equipment is often uncomfortable
and inconvenient to wear. It may not be effective if it's not
the right kind, isn't well maintained or doesn't fit properly.
Respirators, in particular, should only be considered as a last
resort. Cal/OSHA standards require that respirators only be used
as a last resort or as a temporary measure until a more effective
control such as ventilation is put in place.
- It is the
employer's legal responsibility to provide a safe workplace. Sometimes
instructions to use personal protective equipment shift this responsibility
to the worker. Wear your personal protective equipment, but keep
looking for more effective ways your employer can make your workplace
safer.
- In general,
the most effective control is one that eliminates the use of the
toxic chemical. But often that is not possible. Before workers
decide which control or set of controls to aim for, it's important
to consider all the options, and the advantages and feasibility
of each one. You may decide to work for the long-term elimination
of a certain chemical, but in the meantime, have a plan for a
short-term solution, too. We will be discussing this more in the
next part of the unit.
|
MAKING AN ACTION PLAN
(25 MINUTES)
Instructions |
STEP
ONE
Developing the Plan (10 minutes) |
1.Explain
the Exercise |
Explain
to the students that the purpose of this exercise is to give them
some practice in problem solving. What would be a realistic Action
Plan for getting a certain control measure installed at their work
sites? It's important that the discussion give students a chance to
talk about real barriers they face when they try to use their rights,
and what they can do to overcome those barriers. In the exercise,
students will develop an Action Plan to overcome those barriers, using
Handout 2.
Refer students to Handout 2, Action Plan. Based on the "brainstorm"
list students just created, or their "risk maps," they have decided
which of their suggested changes are most needed. For example, one
shop may need a new ventilation system and another may need to change
solvents. The purpose of the Action Plan each group will prepare is
to list what people can do to accomplish these changes.
Explain that it is important for groups to complete the back of Handout
2, "Obstacles" and "Strategies." Finding ways to overcome obstacles
may be the most important part of an Action Plan. |
2.
Divide into Groups |
Break
the class into the same small groups that met during Activity 1. Encourage
students to work together and share ideas about how to design an Action
Plan. |
|
STEP
TWO
Discussing the Plan (15 minutes) |
1.
Discuss Action Plan and Strategies |
Bring
the class back together. Ask one group to explain their Action Plan
to the class. Encourage the whole class to discuss it and to suggest
other strategies, based on their own Action Plans. Then have other
groups explain their Action Plans. |
2.
Raise Key Points |
Raise
the following points that should be included in effective Action Plans
if the students have not covered them in the discussion: |
Discussion
Points |
- Get support
of co-workers. All workers have the right to file a complaint
and get a Cal/OSHA inspection of their workplace. But you really
cannot rely on the government to do your job for you. As you know,
Cal/OSHA and other health and safety agencies are understaffed,
underfunded and overburdened. No matter whether you're trying
to get your employer to supply respirators that fit, install a
ventilation system or establish a workplace smoking ban, the first
and most important step to take is to get the support of
your co-workers.
- Change
takes time. It takes time to convince co-workers that it's
worth taking some action to eliminate a hazard. In many workplaces,
people have found it useful to:
- Seek
help from the union (or consider organizing one).
- Take
a survey of the workforce to document the symptoms and illnesses
that seem to be related to each worker's job.
- Identify
other workers who are concerned.
- Identify
resources for information and help.
- Have
a meeting.
- Form
a health and safety committee, or join one that's already
been set up.
- Form
a group to meet with the employer, or choose a co-worker the
employer will listen to.
- Talk
to your employer. Some employers take their responsibility
for providing a safe workplace seriously. Once they understand
that conditions on their sites can cause serious health problems,
they will attempt to cooperate in changing them. Some possible
approaches are:
- Explain
how serious the problem is.
- Explain
how many workers' compensation claims there could be, and
point out that they could be expensive and increase insurance
rates.
- Show
how production, absenteeism and morale will improve if hazards
are reduced.
- Show
the advantages of a health and safety committee.
- Request
that the employer talk with their insurance carrier about
health and safety services the insurer may provide.
- Tell
them about Cal/OSHA's free consultation service for employers.
- If your
employer won't cooperate...When employers don't cooperate,
workers still can:
- Seek
help from a union (or consider organizing one).
- File
a grievance (if there's a contract).
- File
a Cal/OSHA complaint or get someone else to file one.
- File
a complaint with the National Labor Relations Board.
- Tell
the press about the problem. Go public in the community.
- Consider
a job action or strike (only as a last resort).
|
CONCLUSION AND REVIEW
(3 MINUTES)
Instructions:
For those students who have completed the entire course, use the following
questions to review the main points in all four units. For those who have
completed only individual units, use the questions that pertain to those
units.
Discussion Points:
1. What are
some of the toxic hazards on your job? (UNIT ONE) |
- Students
should mention some of the chemicals they are exposed to on their
own jobs, as well as their health effects.
|
2. What are
some of the ways the combination of tobacco smoke and other chemical
hazards creates extra risks? (UNIT ONE OR UNIT TWO) |
- Make sure
students mention synergy (the combination of tobacco smoke and
other chemicals, such as asbestos, greatly increasing the risk
of disease), and the fact that smoking weakens the lungs' ability
to filter out other chemicals.
|
3. What are
some of your legal rights to know about health hazards on the job?
What does the law require your employer to do to make sure you have
the information you need? Where else can you get information about
the hazards on your job? (UNIT THREE) |
- Students
should mention the employer's responsibility to provide MSDS's
and to train them about health and safety hazards on the job.
Other places they can get information include their union and
Cal/OSHA.
|
4. What are
the best ways to control toxic hazards, including the hazard of tobacco
smoke? (UNIT FOUR ) |
- Students
should say that substituting safer chemicals and eliminating tobacco
smoke are the best controls for these hazards. They also should
mention that ventilation is a better control method than wearing
a respirator.
|
5. What steps
can workers take to make sure these protective measures are used in
their workplace? (UNIT FOUR) |
- Students
should list getting co-workers' support, asking the union for
help, meeting with the employer, filing an OSHA complaint if necessary,
etc.
|
Hazard Controls
Handout 1
Hazard |
Current Protection |
Better Protection |
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________ |
Action Plan
Handout 2
Instructions |
It
is your job to come up with a realistic plan of action to deal with
one health problem at your workplace. Some of the things a good plan
should include are:
• Ways to involve your co-workers and work together.
• Strategies for approaching the employer
• What your resources are (for information, legal assistance).
• Contingency plans in case things don't go the way you expect them
to. |
The
Goal of this Plan is |
(Write
down the protective measure you are trying to get, to deal with the
health problem you've chosen).
_________________________________________
_________________________________________
_________________________________________ |
Steps
to Achieve this Goal |
Step
1 ___________________________________
_________________________________________
_________________________________________
_________________________________________ |
|
Step
2 ___________________________________
_________________________________________
_________________________________________
_________________________________________ |
|
Step
3 ___________________________________
_________________________________________
_________________________________________
_________________________________________ |
|
List
on the back some of the obstacles you think you might run into working
on these problems, along with strategies you could use to get around
them. |
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________ |
This
paper appears in the eLCOSH website with the permission of the author
and/or copyright holder and may not be reproduced without their consent.
eLCOSH is an information clearinghouse. eLCOSH and its sponsors are not
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