PRESENTER'S GUIDE
"ELECTRICAL SAFETY
IN THE LABORATORY"
Part of the "LABORATORY SAFETY SERIES"
Quality Safety and Health Products, for Today...and Tomorrow
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THE "LABORATORY SAFETY SERIES"
This education program is part of a comprehensive series of programs addressing laboratory safety.
This series includes the following twelve programs:
Handling Compressed Gas Cylinders in the Laboratory.
Preventing Contamination in the Laboratory.
Electrical Safety in the Laboratory.
Planning for Laboratory Emergencies.
Laboratory Ergonomics.
Flammables and Explosives in the Laboratory.
The OSHA Formaldehyde Standard.
Safe Handling of Laboratory Glassware.
Laboratory Hoods.
Material Safety Data Sheets in the Laboratory.
Orientation to Laboratory Safety.
Safety Showers and Eye Washes in the Laboratory.
ii
TABLE OF CONTENTS
Section
INTRODUCTION TO THE PROGRAM
— Structure and organization
— Background
— Objectives
— Reviewing the program
1
PREPARING FOR THE PRESENTATION
— Structuring the presentation
— Setting up the class and classroom
2
CONDUCTING THE SESSION
— The initial steps
— Showing the program
— Conducting the discussion
— Concluding the presentation
— "Wrapping up" the paperwork
3
OUTLINE OF MAJOR POINTS IN THE PROGRAM
4
ACCOMPANYING MATERIALS
— Scheduling and Attendance Form
— Quiz
— Training Certificate
— Employee Training Log
5
iii
INTRODUCTION TO THE PROGRAM
Structure and Organization
Information in this program is present ed in a definite order, so that employees will see the
relationships bet ween the various groups of information and can retain them more easily. The
sections in this program include:
How electricity works.
Common electrical hazards.
Fuses, circuit breakers and grounding.
Using and maintaining equipment.
Accidents and emergency procedures.
Each of the sections gives an overview of important information in one topic area, providing
employees with the basis for understanding how electricity functions and how to work with it sa fely.
Background
Electricity is literally every where in a laboratory. It powers equipment, runs tools and even provides
light. Most of the time it works fine.
However, electrical systems and equipment are subject to wear and tear... and laboratory employ ees
can get careless when working with electricity, as well. This can result in problems such as electric
shock, fire and even explosions.
Laboratory employees need to know how electricity functions, be aware of common electrical haz ards
and know how to work with electricity safely.
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Objectives
To help employees work with electricity safely, this education and training program is designed to
present basic information about how electricity functions, the types of problems it can cause, as well
as proper procedures for working with electricity. Upon completion of the program, employees should:
Know how electricity functions, and know the meaning of
common electrical terms such as volts, current and amperes.
Be aware of common electrical hazards and the types of
problems they can cause.
Know how circuits function and the role of fuses and circuit
breakers.
Understand the concept of "grounding" and how it relates to
outlets, three-prong plugs and ground fault interrupters.
Know how electrical equipment functions and what safeguards
to take when repairing or maintaining it.
Know what to do in the case of an accident or emergency
involving electricity.
Reviewing the Program
As with any educational program, the "presenter" should go through the entir e program at least once
to become familiar with the content and make sure the program is consistent with company policy and
directives. An "outline" of the points in the program is included in this Pres enter's Guide to help with
this task and for general reference.
As part of this review process, you should determine how you, as the presenter, will conduct your
session. The use of materials such as handouts, charts, etc., that may be available to you needs to
be well thought out and integrat ed into the overall program presentation.
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PREPARING FOR THE PRESENTATION
Structuring the Presentation
In conducting this education session, you should proceed with a friendly and helpful attitude.
Remember that the "trainees" are looking to your experience and k nowledge to help them relate to
the situations shown in the program. It is important to let the trainees interact with you and each other
during the training session. Stimulating conversation within the group is one of the best things you, as
the presenter of the program, can do to help everyone get as much as possible from the session. Be
alert for comments that could help in this area in future sessions and make note of them.
As the presenter, you also should:
Keep the session focused on the topic of electrical safety in
the laboratory.
Relate discussions to how electricity functions and how to
work with it safely.
Prevent any one person or small group of employees in the
session from doing all the talking.
Get everyone involved. Ask questions of those who don't
participate voluntarily.
Clarify comments by relating them to the key points in the
program.
Use the "Outline of Major Program Points" section in this guide, as well as the information included in
the quiz, as the basis for answering any questions. If you don't know the answer, say so. Tragic
results may occur should you provide incorrect or inaccurate information. Remember, this is a
positive program on working safely with electricity. Make sure your attitude and words reflect this and
that the emphasis is always on providing the information needed by the attendees to improve their
ability to work safely in their laboratories.
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Setting Up the Class and Classroom
Remember, there are a number of things that must be done to "set up" the class as well as the
classroom. These fall into several groups of activities, and include:
Scheduling and Notification
— Use the enclosed form to schedule employees into
the session.
— Make sure that the session is scheduled so that it fits
into your attendees' work day.
— Send out notification of the session well in advance,
to give people enough time to incorporate it into their
schedule for that day.
— If possible, post a notification on bulletin boards in
the affected employees' areas.
The Classroom
— Schedule the room well in advance.
— Make sure the room can accommodate the expected
number of attendees.
— Check it again on the day of the program to make
sure there is no conflict.
— Make sure the room can be darkened, and won't
create a glare on the television screen.
— Locate the light controls and test them.
— Make sure the power for the videotape or DVD
player you are using operates separately from the
room light.
— See if you can control the room temperature.
— Know where the closest restrooms are.
— Assure that the room is free from distracting noises.
— Make sure emergency exits are marked and known
to the attendees.
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Seating
— Make sure everyone can see the screen from their
seat.
— Make sure everyone can hear the videotape/DVD
and you (when you speak).
— Check to see that seating is such that writing can be
done easily.
— Make sure the seating arrangement allows eye
contact between attendees, and between you and
attendees.
Equipment and Materials
— Make sure the videotape or DVD player monitor, and
all appropriate cables and extension cords are
available.
— Make sure a stand or table is available and is of
appropriate height for all attendees to easily see the
monitor.
— If you plan on using a chartpad, blackboard, or other
writing board, make sure it is available, easy to see,
and you have the proper writing implements.
— Make sure you have 6" x 8" index cards or other
materials to be used as "name tents" for attendees.
— Make sure you have made up a sufficient number of
copies of the quiz, as well as any other handouts you
are using.
"Final Check"
— Make sure equipment is in the room prior to the
scheduled session.
— Make sure you have the right program, (look inside
the three-ring binder).
— Check to see that the room is set up properly.
— Check equipment prior to the presentation to assure
that it works.
— Make sure extension cords, etc. are "taped down", if
need be, to avoid tripping.
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CONDUCTING THE SESSION
The Initial Steps
In conducting the session remember the positive nature of this presentation. E veryone is attending in
order to learn more about how electricity functions and how they can work with it safely. Initially, you
need to:
Introduce yourself as the session leader.
State the title of the program, "Electrical Safety in the
Laboratory" and the purpose of the session (to learn about
how to work safely with electricity).
Inform the attendees when there will be breaks (if you plan
them) the location of exits and restrooms and if water,
coffee, or other refreshments will be available.
Make sure all of the attendees have "signed in" on your
scheduling and attendance sheet. Remember, it is very
important to document peoples' attendance at the session.
Once this housekeeping is done, it is time to move to the "meat" of the session. First, the attendees
need to be informed about the objectives of the session (this is where you can use a flip chart or
board to list the objectives, which should be done prior to the class starting). This listing should be
preceded with some int roductory remarks. Your own words are always best, but the remarks should
include information such as the following paragraphs:
"Electricity is as much a part of today's laboratory as you and I. Without it, our
operations would come to a stand-still. Electricity is literally everywhere in our labs.
Because it is, we need to know how to work with it safely."
"Accidents and equipment problems can cause electric shock or even ignite
flammable vapors. Performing equipment maintenance or making adjustments
without taking proper precautions can result in serious injuries. Sparks from
malfunctioning equipment can even cause explosions. We need to know electricity
inside and out... it is the only way to be safe."
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"The program we are going to watch today will give us a good overview of how
electricity functions and how we can work with it safely. To make this the most
productive session possible we need to look at what we want to accomplish here
today (verbally reference the 'Objectives' list from the first section in this guide, or
point to the blackboard or chart where you have written them down)."
Once the objectives have been provided, you are ready to show the program. However, you do need
to let the attendees know that they will be taking a quiz at the end of the session (if you are using it). It
needs to be emphasized that they are not being "graded", but that the quiz is being used to see if the
session is effectively transmitting information to them in a way they will remember.
Showing the Program
At this point, you need to introduce the title of the program once again, "Electrical Safety in the
Laboratory", darken the lights if necessary, and begin the showing of the program.
Conducting the Discussion
After the program has been shown, it is time for the group discussion on the information contained in
the session. Care must be taken to make sure that the discussion is kept to the general topic of
electrical safety. There are several ways to conduct this discussion. These include:
Calling for questions from the attendees and using these
questions as the basis for the discussion.
"Leading" the discussion through the points covered in the
program using statements such as:
— "One of the sections that we saw in the program
discussed the common types of electrical hazards
and the problems they may cause. How many types
of electrical hazards can we name?...and what
problems could they cause here in our laboratories?"
— "We saw an interesting sequence discussing how an
electrical system works and the relationship between
'current', 'volts' and 'amps'. Who can explain how an
electrical system functions?"
106 Capitola Drive
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You should use the discussion format that you are most comfortable with. The "Outline of Major
Program Points" section in this guide, and the questions and answers in the master copies of the quiz
can also be very useful as a basis for discussion.
Remember, you have allocated a limited amount of time in which this discussion can take place. It is
important to blend the attendees' questions and areas of obvious interest with the objective of trying
to touch on each major area wit hin the session in the discussion. By touching on each area, the
attendees are much more likely to retain the information presented in t he session.
Concluding the Presentation
Once discussion has concluded, whet her naturally or you have had to bring the discussion to a close
in order to complete the session wit hin the time allowed, it is time to give the quiz (if you are using it).
Again, remind the attendees that the quiz is only meant to help determine how effective the
presentation of the information is, and that they will not be graded on it. Let them know that they have
approximately five minutes to complet e the quiz.
At the end of the five minute period, remind the attendees to date and sign their quizzes, and then
collect them. The attendees should be thanked for attending the session and reminded of any other
sessions in the educational program that they may be attending. They can then be dismissed to
return to their normal activities.
*(An alternative to this approach is to give the quiz immediately after showing the, then use a review
of the quiz as a basis for your group discussion.)
"Wrapping Up" the Paperwork
Before much time has passed, and the subject matter is fres h in your mind, several areas of
"paperwork" must be completed. First, check to make sure that all attendees signed the scheduling
and attendance form. Next, make sure that you have a quiz from every attendee, dated and signed.
Also, depending upon what you have decided to do, a copy of the attendance sheet, along with the
quiz for each attendee should be either filed in your files, or turned over to the attendee's department
manager or the pers onnel office so that this paperwork can be included in their pers onnel file. The
attendees' training logs should also be updated, and each attendee should be given a filled out and
signed training certificat e, signifying that they have successfully complet ed the course.
106 Capitola Drive
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OUTLINE OF MAJOR PROGRAM POINTS
The following outline summariz es the major points of information presented in the program. The
outline can be used to review the program before conducting a classroom session, as well as in
preparing to lead a class discussion about the program.
Electricity is literally everywhere in our laboratories.
— Without it most of our operations would come to a
standstill.
— So we need to know how to work with it safely.
Accidents and equipment malfunctions can cause
problems such as:
— Electric shock.
— Ignition of flammable vapors.
— Explosions.
Performing equipment maintenance or making
adjustments without proper precautions can result in
serious injuries.
— We need to know how electricity works inside and
out.
The force carried by electrical current is measured in
"volts."
— Most equipment runs on 120 volts.
— Heavy duty equipment may require 220 volts.
"Current" is the flow of electricity.
— The "intensity" of the current is measured in
"amperes" (amps).
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The amount of current that an electrical circuit can carry
safely will vary.
— It depends on the thickness of the wire.
- Most laboratory electrical lines can safely carry 20
amps.
It is the flow of current (amperage), not the voltage, which
causes shocks.
— Only .06 amps (the amount of electricity needed to
light a Christmas tree bulb) can cause a fatal heart
attack.
Electricity flows when a "circuit" is completed.
— A circuit is a loop of uninterrupted electricity going
from a power source to equipment and back again.
— On/off switches regulate this "loop".
The flow of electricity in a circuit can also be broken by a
fuse or circuit-breaker.
— These are activated if wires are carrying more
electricity than they can safely handle.
"Stray" electricity is always being pulled toward the
ground.
— This is one of the major causes of shock.
"Grounding" provides a safeguard against this situation.
— A ground wire will direct "leaking" electricity back
through the circuit, not to the person using the
equipment.
— Ground wires are easily visible in three-prong plugs.
To be effective, a ground wire must be plugged into an
outlet that is also grounded.
— These outlets should be tested annually.
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For added safety, outlets can be fitted with "Ground Fault
Circuit Interrupters" (GFCIs).
— GFCIs protect you from "current leakage."
— They sense stray electricity by measuring the
continuity of the current.
— If any deviation exists, a GFCI will quickly shut off
the flow of electricity.
Following safe work practices is also critical to working
around electricity.
— Electricity can always be dangerous.
There are three very common electrical hazards.
— Fires.
— Shocks.
— Burns.
Many electrical problems involve faulty wiring. So you
should:
— Check insulation on all equipment wiring before
plugging in (look for cracks, etc.).
— Have faulty wires replaced immediately.
— Don't overload circuits (this will cause wiring to heat
up).
— Don't use electrical tape to try and "fix" wiring
problems.
Limit use of extension cords (they can develop cracks,
etc.).
— Some accreditation groups, such as JCAHO and
CAP prohibit their use.
Always use caution when selecting electrical equipment.
— Whenever possible use double-insulated tools.
— Ground stray electricity.
— Check electrical connections for sparking.
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Be sure to get faulty equipment repaired.
— Advise your super visor about any problems.
— Don't try to make electrical repairs yourself.
If you need to adjust an instrument or piece of equipment,
or perform routine maintenance, disconnect all the
power sources first.
— You should also practice "lock-out/tag-out"
techniques.
— Consult your supervisor if you have questions.
In areas where flammable materials are used, equipment
selection is doubly important.
— Motor-driven equipment should have non-sparking
motors and switches.
— Never bring "home appliances" into these areas
(most have switches that spark).
— Check the equipment that is used by maintenance
crews (such as vacuum cleaners, power tools, etc.),
as well.
You should also prevent water and other liquids from
contacting electrical equipment, since it:
— Can damage sensitive electrical circuits.
— May cause shock.
Guard against any contact with "energized" parts.
— Prevent exposure to limit accidents.
If an accident does occur, it is important to be prepared.
— Never touch a person who is in contact with a live
wire.
— Cut off electrical current at a switch or circuit
breaker.
— Contact emergency medical personnel immediately.
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Because of the heat generated by electricity, accidents
often result in fires.
— Always know where fire extinguishers are located in
your work area.
— Remember, electrical fires require Type C
extinguishers.
— If a fire is too much to handle, evacuate the area and
contact the fire department.
A working knowledge of first aid can also be helpful in
case of electrical accidents.
— Cover minor burns with loose, dry sterile dressing.
— Then get medical attention.
With more serious electrical accidents, victims may need
CPR or treatment for shock. You should:
— Learn how to administer CPR.
— Take other first aid training, if it is available.
* * * SUMMARY * * *
Electricity is a valuable asset. We need to use it correctly
and safely.
Follow proper work practices.
Report unsafe conditions.
Don't attempt repairs unless you are qualified.
Be prepared in case of an emergency.
Electricity makes our labs more efficient. It is up to us to
make sure we work with it safely!
106 Capitola Drive
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(P) 919-544-6663 (F) 919-544-5800
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ACCOMPANYING MATERIALS
In order to assist you in conducting your session on laboratory safety, we have provided some materials
that can be used with this program. These materials have been furnished in "master" form. This will
enable you to make as many copies of these forms as you need. If you have colored paper available to
you, it is often useful to put each form on a different color. This enables you to easily differentiate
between the materials. The materials enclosed with this guide include:
Scheduling and Attendance Form
This form is provided so you can easily schedule your attendees into each session of the program. It is
important that you have each attendee sign-in on the appropriate form, documenting their attendance at
the session. Typically, a copy of this form is filed in the employee's personnel folder.
Quiz
The quiz is normally given after viewing the program. However, if you want an indication of the "increase"
in the attendees' knowledge of how electricity functions and how to work with it safely, you can give the
quiz both before and aft er the program is shown. You can also use the quiz as the basis for class
discussion. If you have decided to give the quiz both before and after the attendees view the program, it
is often interesting to have the attendees compare their "before" and "after" answers as part of the
session. Typically, the quiz is filed in the employee's personnel file.
Training Certificate
This form allows you to give each employee their own "certificate of completion" showing that they have
attended the course and taken the quiz. Space is provided to insert the employee's name, the course
instructor and the date of completion.
Employee Training Log
This log helps you to keep track of when each employee has taken this course, as well as associated
courses or training. Space is provided to list pertinent data about the employee, as well as information
such as the date the course was taken, and the instructor conduc ting the course. A copy of this form
should be kept in each employee's training or personnel file.
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QUIZ
"ELECTRICAL SAFETY IN THE LABORATORY"
Name:
Date:
1. Which of the following problems can faulty electrical equipment cause?
Shock.
Fire.
Explosion.
All of the above.
2. Which of the following causes shock?
Micronage.
Amperage.
Voltage.
3. True or False... The function of a fuse or circuit breaker is to interrupt the flow of
electricity if the circuit becomes "overloaded"?
True
False
4. True or False... The purpose of the "third wire" on a three-pronged plug is to
"ground" leaking or stray electricity?
True
False
5. What type of fire extinguisher should be used with electrical fires?
Type A.
Type B.
Type C.
Any of the above.
6. True or False… The amount of electricity used to light a Christmas tree bulb can
cause a heart attack?
True
False
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QUIZ
"ELECTRICAL SAFETY IN THE LABORATORY"
PRESENTER'S COPY...WITH ANSWERS
1. Which of the following problems can faulty electrical equipment cause?
Shock.
Fire.
Explosion.
X
All of the above.
2. Which of the following causes shock?
Micronage.
X
Amperage.
Voltage.
3. True or False... The function of a fuse or circuit breaker is to interrupt the flow of
electricity if the circuit becomes "overloaded"?
X
True
False
4. True or False... The purpose of the "third wire" on a three-pronged plug is to
"ground" leaking or stray electricity?
X
True
False
5. What type of fire extinguisher should be used with electrical fires?
Type A.
Type B.
X
Type C.
Any of the above.
6. True or False… The amount of electricity needed to power a Christmas tree bulb
can cause a heart attack?
X
True
False
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SCHEDULING AND ATTENDANCE FORM
TRAINING SESSION SCHEDULE
ATTENDEE
DATE
TIME
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SIGNATURE
EMPLOYEE TRAINING LOG
Employee:
Employee #:
Social Security #:
Department:
Date of Next Required Training:
DA TE
TYPE OF TRAINING
OR COURSE DES CRIP TION
LOCA TION OF
COURSE MA TERIALS
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INS TRUCTOR'S
NAME AND A DDRESS
CERTIFICA TION OF
TRAINING AND TES TING
(Instructor's Signature)
TRAINING CERTIFICATE
This is to certify that _____________________________________ _________________________________
(Employee Name)
has completed the laboratory safety course “ELECTRICAL
SAFETY IN THE LABORATORY” and has been tested on the
contents of the course, as required.
This training, as well as the associated testing was conducted
by ___________________________________ and was
(Instructor Name)
completed on ___________.
(Date)
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