Unit Overview
Lesson
1
2
3
4
5
Topic
An introduction to WHMIS
Common fire hazards and fire prevention methods in the home and workplace
Toxins in the workplace
An introduction to chemical reactions
Wise management of hazardous materials in the home
Suggested Time: approx. 20 periods (70 min per period)
Table of contents
Lesson 1.1 Ready to Work: It Happened in Ontario
2
Lesson 1.2 Smart Marks
10
Lesson 1.3 Taking Precautions
22
Lesson 1.4 First Day on the Job
28
Lesson 2.1 Fighting Fires
49
Lesson 2.2 Detection Systems
60
Lesson 2.3 Flammable materials
69
Lesson 2.4 Special Materials
78
Lesson 3.1 Dressed to Live
85
Lesson 3.2 How Much is Enough?
91
Lesson 4.1 Reaction Rates
95
Lesson 4.2 Reactivity Series
100
Lesson 4.3 The Air We Breathe
105
Lesson 5.1 Clean Up
109
Lesson 5.2 Off You Go!
117
References
118
1
Lesson 1.1 Ready to Work: It Happened in Ontario
EXPECTATION
CODES
MSV.01
Time Suggested: 70 min
EXPECTATIONS
demonstrate an understanding of WHMIS legislation and general safety
procedures as they apply to materials in the workplace and the home
BOTTOM LINE
Make students aware how WHMIS exists to protect them in the workplace, through case
studies and discussion.
MATERIALS
TEACHER
"It Happened in Ontario" scenario sheet
"Live Safe, Work Smart" WHMIS
overheads
STUDENT
"It Happened in Ontario” question sheet
SAFETY CONCERNS
There is a need for balance in presenting these materials: there are hazards, and we have
the means to understand and prevent such hazards. Safety is information and prevention,
not avoidance.
LESSON SEQUENCE
Read "It Happened in Ontario" aloud, using overhead as written copy.
Using prompt questions on student sheet, guide discussion about what happened, why,
and how it could have been prevented. Encourage sharing of other incidents, statistics on
fires and injuries at work and home.
Use "Live Safe, Work Smart" overheads to introduce the aspects of WHMIS. Teachers
should familiarize themselves with the components of the WHMIS system, and the
responsibilities of supplier, employer, and employee. See background information.
ASSESSMENT TOOLS AND STRATEGIES
Observe participation in discussion.
ACCOMMODATIONS
None required
EXTENSIONS
Graph statistics by type of injury, location, age, etc. depending on availability.
Survey class to establish type of hazards they may experience in their day: at home, at
work, at school.
2
BACKGROUND INFORMATION
WHMIS: An Introduction
(Source: Saskatchewan Labour, Ready to Work)
WHMIS (pronounced "wimis") stands for Workplace Hazardous Materials Information
System. It is a Canada-wide information system set up to protect all Canadian workers
and employers. A hazardous material is any substance that can cause illness, disease or
death to unprotected people. Sometimes hazardous materials are called “hazardous
products”, “controlled products “or “dangerous goods”.
WHMIS provides vital information about any materials that pose a risk or hazard in the
workplace. Students may have already been introduced to this system in secondary level
science classes.
WHMIS provides employers and workers with information about the hazardous materials
they work with on the job. This information is necessary to protect the health and safety
of everyone in the work place.
The WHMIS information system is based on a law in Canada that came into effect in
October, 1988. It states that everyone has a right to know about the hazardous substances
that are being used in their workplace. It requires suppliers, employers and workers to use
the system to identify and handle hazardous materials safely. WHMIS rules apply in
every province and territory of Canada.
People who do not follow the laws on hazardous materials can be charged with an
offence and, if convicted, can be fined or jailed.
Why is it needed?
In our daily lives there are hundreds of materials and chemicals that have been developed
to make our work easier and to allow us to make better products. In this process there are
substances that are used or produced that can be dangerous to people if handled
improperly. WHMIS lets us know a) which materials are dangerous, and b) how we can
protect ourselves when we handle them.
The danger of hazardous materials can come from explosion, fire, skin contact, inhalation
or ingestion. How bad the danger is will usually depend on one or more of the following:
•
•
•
•
•
•
the amount of pressure there is (gases)
how easily the material burns or explodes
the amount of material there is
how toxic it is
how it enters the body
its concentration
3
Who developed WHMIS?
Once the need for a national information system was recognized, WHMIS was developed
by joint committees of employers, unions and governments.
What problems does WHMIS try to solve?
•
unlabelled chemicals in workplaces
•
lack of awareness by employers about the identity and hazards of the chemicals
they are using
•
inadequate information provided by suppliers to employers and workers,
about the hazards of the chemicals they are using
•
differences between provinces and territories in the way hazardous materials are
handled
The three main parts of WHMIS
WHMIS has three main parts to help identify and handle hazardous materials safely:
1. Labels: They are applied to the containers with materials inside.
The labels supply vital warning information.
2. Material Safety Data Sheets (MSDS): Sheets of information stored separately from
the material. These sheets give details for handling emergencies, clean-ups, and
controls for the safe use of the hazardous materials. The law requires the employer to
have a MSDS available for every hazardous material in the workplace.
3. Worker Education: Employers must provide instruction to each worker on how to
use WHMIS, what hazardous materials are on site, and how to handle them properly.
Employee Responsibility
Workers have the responsibility to use the system to protect themselves from hazardous
materials by:
•
•
•
recognizing labels
checking the hazards
following recommended procedures
Employer and supplier responsibilities will be discussed in other activities.
Exemptions of Products from WHMIS
Some products are already covered by other legislation. These have been partially
exempted from having to follow WHMIS requirements for labels and MSDS’s.
4
Employers must still follow WHMIS laws for these products by educating workers in the
safe handling of the products and by using labels when the contents are transferred. These
products include consumer products, cosmetics and drugs, explosives, pesticides and
radioactive substances.
Some products are covered by other laws and are completely exempted from WHMIS.
These include wood and products of wood, tobacco and products made of tobacco,
hazardous wastes and manufactured articles.
HELPFUL HINTS
Consider whole and small group facilitation of discussion. Have groups record their
responses on paper to the accident that killed Sean Kells. Be sensitive to the emotional
impact this may have on students. The emphasis is that understanding WHMIS has the
potential to protect them and their colleagues from injury.
RESOURCES
It Happened in Ontario - Scenario Sheet and Question Sheet
Live Safe, Work Smart - Text content of overheads in "Chemical Hazards: Grade 9"
5
It Happened in Ontario - Question Sheet
It was his third day on the job, and a new worker was asked to pour a chemical
product from a drum. While he was pouring the liquid, the drum exploded and the
worker received third degree burns to 90% of his body. He was rushed to the
hospital but he died the next day.
The story told is about a young worker named Sean Kells. He died on November 18,
1994. Since Sean's death, his family has been active trying to increase health and safety
awareness for young people.
It can't bring Sean back, but they hope they can help prevent other deaths and injuries
among young people.
What the worker didn't know:
The chemical contained a hazardous material called toluene
Toluene can explode very easily. In this case, it exploded because of the static
electricity charge that was created when he poured the material into the drum.
Why did he not know it was a hazardous material?
What could you do to prevent this from happening where you work?
Taken from "Live Safe, Work Smart." Also available at: www.livesafeworksmart.net
6
It Happened in Ontario - Scenario Sheet (Teacher Copy)
It was his third day on the job, and a new worker was asked to pour a chemical
product from a drum. While he was pouring the liquid, the drum exploded and the
worker received third degree burns to 90% of his body. He was rushed to the
hospital but he died the next day.
The story told is about a young worker named Sean Kells. He died on November 18,
1994. Since Sean's death, his family has been active trying to increase health and safety
awareness for young people.
It can't bring Sean back, but they hope they can help prevent other deaths and injuries
among young people.
What the worker didn't know:
The chemical contained a hazardous material called toluene
Toluene can explode very easily. In this case, it exploded because of the static electricity
charge that was created when he poured the material into the drum.
Why did he not know it was a hazardous material?
The container was not marked or labelled.
He had not received any training.
He did not know his rights and responsibilities.
What could you do to prevent this from happening where you work?
Make sure you get the appropriate training before starting a new job or task.
Check that there is a label on every product. (The law requires that all hazardous
products have a label. This requirement is part of the WHMIS system.)
Know your rights and responsibilities.
MOST IMPORTANTLY, always ask for help if you are not sure if the job you are
asked to do is hazardous or not.
Taken from "Live Safe, Work Smart." Also available at: www.livesafeworksmart.net
7
W
H
M
I
S
Workplace
Hazardous
Materials
Information
System
WHY IS IT NEEDED?
• Ensure every worker’s Right to Know
about health and safety hazards
• To help stop injuries, illnesses, deaths,
medical costs, fires, explosions from unsafe
use of hazardous chemicals.
• To protect all workers.
WHMIS IS LAW
In Ontario coverage by:
• Occupational Health and Safety Act
• Ontario WHMIS Regulation
• Enforced by the Occupational Health and
Safety Branch of the Ontario Ministry of
Labour
8
Taken from "Live Safe, Work Smart." Also available at: www.livesafeworksmart.net
9
WHMIS RESPONSIBILITIES
Supplier
• Provide labels and MSDS
Employer
• Make labels & MSDS’s available
• Develop safe procedures
• Train workers on WHMIS
Worker
• Follow safe work procedures
• Inform employer of hazards
FOUR MAIN PARTS OF WHMIS
1. Classification and Symbols
2. Labels
3. Material Safety Data Sheets (MSDS)
4. Worker Education
Taken from "Live Safe, Work Smart." Also available at: www.livesafeworksmart.net
10
Lesson 1.2 Smart Marks
Time Suggested: 70 min
EXPECTATION
CODES
SIS.04
EXPECTATIONS
SIS.05
select and use appropriate numeric, symbolic, graphical, and linguistic
modes of representation to communicate scientific ideas, plans, and
experimental results (e.g., present a detailed experimental report according
to specified standards)
SIS.06
compile and interpret data or other information gathered from print,
laboratory, and electronic sources, including Internet sites, to research a
topic, solve a problem, or support an opinion (e.g., research the uses of the
most common products of the refining of petroleum)
MSV.01
demonstrate an understanding of WHMIS legislation and general safety
procedures as they apply to materials in the workplace and the home
MSV.02
demonstrate safe handling, storage, and disposal procedures for a variety of
materials, including some hazardous materials, in the school la boratory
(e.g., safely handle solvents, oxidizing agents, acids, bases)
MS1.01
categorize hazardous chemicals as flammable, as reactive, or as harmful to
health
MS1.02
demonstrate an understanding of important safety legislation (e.g., WHMIS
legislation, the Fire Code, the Building Code, the Occupational Health and
Safety Act)
MS1.04
identify some oxidizing agents by name and/or chemical formula, and
describe their chemical reactivity with fuels and other oxidizable substances
(e.g., write the chemical formula for oxygen gas and explain the reaction of
oxygen gas with a fuel in terms of the products formed)
MS1.08
demonstrate an understanding of the toxicity and hazards of some chemical
substances (e.g., mercury)
MS1.10
explain the meaning of the terms acute and chronic as they apply to the
effect of hazardous materials on the body.
MS2.02
demonstrate an understanding of WHMIS legislation by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., use appropriate personal protection, and
demonstrate proper housekeeping and knowledge of emergency procedures,
when handling chemicals in the laboratory)
demonstrate a knowledge of emergency laboratory procedures
11
MS2.03
plan and carry out investigations using laboratory equipment effectively,
safely, and accurately (e.g., compare the corrosive action of acids on
various metals, and collect and test the hydrogen produced by this action;
prepare and use a foam fire extinguisher)
BOTTOM LINE
Students identify WHMIS hazard classifications and workplace products symbols
MATERIALS
TEACHER
Large selection of empty product
containers: domestic, industrial, and
laboratory. Include some non-hazardous.
STUDENT
Master list of WHMIS symbols
Quiz sheet on WHMIS symbols
Vocabulary journal
Safety gloves and goggles
SAFETY CONCERNS
Containers need to be empty and clean. Teacher should be responsible at this point to
make collection. As students learn how to read and deal with the hazard warnings, they
can add to the collection. Even so, introduce the students to wearing safety goggles and
gloves when dealing with chemicals, to avoid the risk of coming into contact with any
product remaining in the containers. Add this to the list of general lab safety rules.
LESSON SEQUENCE
Provide students with master WHMIS symbol list and selection of containers. Have them
find the symbols on each product and place into groups of similar hazard. Close activity
by discussing any pattern in the groups: does one type of product always have a similar
hazard associated?
Review WHMIS definitions of "hazards." Ask students to collect words from the product
labels that give a warning of potential hazard, e.g.: flammable, combustible, etc. Students
to record in an ongoing vocabulary journal and on large paper to display around lab.
Discuss meanings by using associated words, group into hazard types. Complete
“Designer Labels” exercise if review is required.
ASSESSMENT TOOLS AND STRATEGIES
Use vocabulary building exercise throughout course and review scope and correctness
when unit complete.
WHMIS symbol matching quiz sheet
ACCOMMODATIONS
Provide key word list for the hazard types prior to activity to assist reading
Simplify the master list to only the symbol and hazard
12
EXTENSIONS
As an alternative to providing empty containers, perform this lesson as a "field trip" to a
hardware or automotive store. Carry out the symbol search along the shelves, with
students recording product name, type and hazard.
BACKGROUND INFORMATION
See WHMIS Product Classification Symbols master sheet
WHMIS Product Classification and Hazard Symbols
WHMIS divides hazardous materials into six main classes based on their specific
hazards. The classes are lettered A through F. Class D, which is poisonous and infectious
materials, has 3 divisions for different types of poisons. Each of these 8 classes of
materials has a symbol.
Class B, flammable and combustible materials, is also divided into subclasses or
divisions. Unlike Class D, however, it does not have separate symbols for each.
Class B subclasses or divisions are:
• Division 1 − flammable gas
• Division 2 − flammable liquid (flash point below 37.8 2C)
• Division 3 − combustible liquid (flash point greater than 37.8 2C)
• Division 4 − flammable solid (can be ignited by heat or friction)
• Division 5 − flammable aerosol (small drops of a liquid suspended in air)
• Division 6 − reactive flammable material (flammable in air)
Exemptions
Some products such as pesticides, certain consumer products and explosives do not
require the distinctive WHMIS label because they are already covered by other labelling
laws. If those products are transferred to smaller containers, WHMIS requires that
workplace labels be applied.
HELPFUL HINTS
Class B and C have very similar symbols: think of the "O" for "oxidizing."
RESOURCES
WHMIS symbol master sheet
WHMIS symbol quiz sheet plus solution sheet
13
WHMIS Product Classification Symbols
Symbol
Class
Type
Description
Examples
A
Compressed gases
Products held under
pressure
Oxygen
Propane
B
Flammable and
combustible materials
Products that will burn or
catch on fire easily
C
Oxidizing materials
D1
Materials causing
immediate and serious
toxic effects
Products that can cause
or promote combustion
of another material
(whether or not they are
themselves combustible)
or products that are
organic peroxides
Products that can rapidly
cause harmful health
effects, including death
Propane
Acetone
Kerosene
Magnesium
Sodium
Hydrogen
peroxide
Nitric acid
D2
Materials causing other
toxic effects
D3
Biohazardous infectious
materials
E
Corrosive materials
F
Dangerously reactive
materials
Carbon monoxide
Phenol
Products whose health
effects generally appear
over time following one
or several exposures
Living organisms or their
toxins that can cause
disease in people or
animals
Products that can corrode
metal surfaces or cause
burns to skin
Benzene
Diisocyanates
Lead
Products that can be
health or safety hazards
under certain conditions
(pressure, temperature,
impact, violent reaction
with water or air)
Fluorine
Hydrogen cyanide
B-Chloroprene
AIDS virus
Hepatitis B virus
Rabies virus
Caustic soda
Hydrochloric acid
Bleach
14
WHMIS Symbols Quiz Sheet
Taken from: Saskatchewan Labour, Ready for Work V. An Introduction to WHMIS
15
WHMIS Symbols Quiz Sheet
(Teacher’s Copy - solutions)
Taken from: Saskatchewan Labour, Ready for Work V. An Introduction to WHMIS
16
Designer Labels
Consumer Symbols
Degree of Hazard
Warning labels used for household products have an
OUTER BORDER which INDICATES THE DEGREE OF HAZARD and
a CENTRAL SYMBOL which INDICATES THE TYPE OF HAZARD.
17
FLAMMABLE
$ Fire hazard
$ Will ignite if exposed to a spark
$ Store away from heat
$ Use in ventilated area
POISON
$ Potentially fatal if inhaled or swallowed
$ May have serious long term effects
$ Wear gloves & face mask
$ Wash after using
EXPLOSIVE
$ Handle container with care
$ may explode if heated or dropped
$ May react violently with other material
$ Keep away from heat sources
CORROSIVE
$ Causes skin & eye burns
$ Do not breath fumes
$ Wear glove and eye protection
$ May damage metals
18
DESIGN A SIGN
Use the information to design a sign for the following materials.
You need to think about two things:
1) The Degree of Hazard
2) The Type of Hazard
Cut the shape of the sign out and glue it beside the description. Then cut and glue the type of hazard on top of
the shape.
The materials or equipment used could explode under certain conditions.
The material is very poisonous.
19
The material, while less toxic, is still dangerous.
There is some danger of the substance catching fire.
The substance may eat away at skin, clothing, or other material.
The substance will irritate the skin, eyes, nose, or lungs a lot.
20
The substance might readily ignite and burn when in contact with other substances.
There is some danger of infection or poisoning from animals, plants, or microorganisms.
The substance is strongly radioactive and gives off radiation.
There is a slight danger of electric shock.
21
22
Lesson 1.3 Taking Precautions
Time Suggested: 70 min
EXPECTATION
CODES
SPECIFIC EXPECTATIONS
MSV.01
demonstrate an understanding of WHMIS legislation and general safety
procedures as they apply to materials in the workplace and the home
MSV.02
demonstrate safe handling, storage, and disposal procedures for a variety of
materials, including some hazardous materials, in the school laboratory
(e.g., safely handle solvents, oxidizing agents, acids, bases)
MS1.01
c categorize hazardous chemicals as flammable, as reactive, or as harmful to
health
MS1.02
demonstrate an understanding of important safety legislation (e.g., WHMIS
legislation, the Fire Code, the Building Code, the Occupational Health and
Safety Act)
MS1.08
demonstrate an understanding of the toxicity and hazards of some chemical
substances (e.g., mercury)
MS1.10
explain the meaning of the terms acute and chronic as they apply to the
effect of hazardous materials on the body
demonstrate an understanding of WHMIS legislation by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., use appropriate personal protection, and
demonstrate proper housekeeping and knowledge of emergency procedures,
when handling chemicals in the laboratory)
MS2.02
MS2.03
plan and carry out investigations using laboratory equipment effectively,
safely, and accurately (e.g., compare the corrosive action of acids on
various metals, and collect and test the hydrogen produced by this action;
prepare and use a foam fire extinguisher)
BOTTOM LINE
Students to use the precautions and emergency procedures given on WHMIS supplier
labels to produce a summary set of safety guidelines.
MATERIALS
TEACHER
Collection of empty product containers as
in activity 1.2
STUDENT
Vocabulary journal
WHMIS General Precautions sheets
WHMIS symbols master from lesson 1.2
Safety gloves and goggles
23
SAFETY CONCERNS
As in 1.2 use gloves and goggles when handling hazardous product containers.
LESSON SEQUENCE
Introduction of concept that we can take precautions against harm from the hazardous
products described by the WHMIS symbols (lesson 1.2). Recall lesson 1.1 and why we
are learning about WHMIS. Part of the WHMIS system is to tell us what precautions are
necessary and what to do in an emergency. The first place we can find that information is
on the product label.
In small investigative groups looking at one type of product, students are to find out what
precautions and first aid procedures are described on the labels. They record their
discoveries by adding vocabulary to their journals, now they have "safety" words to add
to "warning words," and summarizing one group on a "WHMIS General Precaution
Sheet."
Using a jigsaw structure, each student then becomes part of a learning group, and will
both provide and collect safety information on all the WHMIS categories.
In closing the activity, whole group discussion as to what specific safety rules can now be
added to the general laboratory guidelines as presented in the introductory lesson.
ASSESSMENT TOOLS AND STRATEGIES
Maintenance of vocabulary journal
Assess completion of worksheets
ACCOMMODATIONS
Provide a cut and paste alternative with typical safety precautions and emergency
procedures to match and add to the WHMIS General Precaution sheets.
BACKGROUND INFORMATION
Labels
The Workplace Hazardous Materials Information System has labels that are used to
identify hazardous materials. The purpose of the labels is to alert workers to the main
hazards of products and provide procedures for working with them, as well as to direct
workers to the second part of the information system, the Material Safety Data Sheet.
There are three main types of WHMIS labels:
•
•
•
Supplier Labels which are placed on the container by the manufacturer or
distributor. The materials are then shipped to the workplace.
Workplace Labels which are placed on hazardous materials where needed on the job
site. When any hazardous material is taken out of its supplier container and put into
another container, workplace labels must be applied to the new container.
Other means of identification in the workplace: pipes, tubes, pumps or vessels may
be used to transport hazardous materials from one place to another. Since each work
site may be different, the employer has to develop ways of warning the worker that
24
site may be different, the employer has to develop ways of warning the worker that
there are hazardous materials present. Sometimes coloured flags or tapes are attached
or the containers are coloured. As each employer has developed his/her own system
for warning employees, it is necessary that the employee be trained to recognize this
‘other means of identification’ used by the employer.
Supplier Labels
When hazardous materials enter the workplace, the supplier label is the first warning sign
that hazardous materials are present. The label may be placed on the container of
hazardous materials by the supplier before shipping, or the supplier label may be included
with the shipment and placed on the containers by the receiver when the shipment arrives
at the workplace. The supplier label has a special "hatch" border to draw attention to it.
The label will signal that hazardous materials are present. Suppliers must provide
supplier labels on containers of products sold or imported into the workplace.
The supplier label provides these 7 types of information:
q
q
q
q
q
q
q
product identifier - the name of the hazardous material
supplier identifier - the name and address of the supplier
MSDS statement - a statement indicating that a Material Safety Data Sheet for that
material is available in the workplace
hazard symbols - one or more of 8 WHMIS hazard symbols relevant to the
hazardous material
risk phrase - a brief description of the hazard and the effects of exposure on the body
precautionary measures - brief instructions for the safe use of the materials
first aid measures - how to treat persons who have been exposed to the material
There is no specific rule for the size, shape or colour of the label, but it must contrast with
the background colour of the container. In other words, a yellow label is not allowed on a
yellow drum or a blue label on a blue bottle, and so forth.
A problem arises when the container with the hazardous material is small. It is difficult to
fit a label with all the above information on a small bottle. When the container is less
than 100 millilitres, or one third of a can of pop, only the following information is
required on the supplier label:
q
q
q
q
product identifier
supplier identifier
a statement making reference to a MSDS
hazard symbols showing the dangers associated with the material
25
HELPFUL HINTS
The jigsaw structure is only one possible way to disseminate information through the
group. A simple substitution is to have each expert group produce a handout or poster
that can then be copied for or by the other students. The intent is to avoid unnecessary
repetition of the same task, i.e. reading a label, but to maximize the information received.
RESOURCES
Sample supplier label
WHMIS General Precautions sheet
Sample precaution statements
Sample WHMIS Supplier Label
Taken from Saskatchewan Labour, Ready For Work
26
WHMIS General Precautions
WHMIS Hazard Group
(A - F)
Type of hazard
Take these Precautions:
In emergency do this:
27
Sample Precaution Statements
q
Handle with care
q
Keep away from heat
q
May explode if dropped
q
Keep away from flame
q
Keep separate from flammable materials
q
Keep away from areas where food and drink is consumed
q
Avoid exposure to skin
q
Wear safety glasses
q
Wear gloves
q
Wear protective clothing
q
Ensure eyewash station is nearby
q
Ensure shower is nearby
q
Use in a well ventilated area
28
Lesson 1.4 First Day on the Job
Time Suggested: 100 – 140 min
EXPECTATION
CODES
SIS.04
EXPECTATIONS
SIS.05
select and use appropriate numeric, symbolic, graphical, and linguistic
modes of representation to communicate scientific ideas, plans, and
experimental results (e.g., present a detailed experimental report according
to specified standards)
SIS.06
compile and interpret data or other information gathered from print,
laboratory, and electronic sources, including Internet sites, to research a
topic, solve a problem, or support an opinion (e.g., research the uses of the
most common products of the refining of petroleum)
MSV.01
demonstrate an understanding of WHMIS legislation and general safety
procedures as they apply to materials in the workplace and the home
MSV.02
demonstrate safe handling, storage, and disposal procedures for a variety of
materials, including some hazardous materials, in the school laboratory
(e.g., safely handle solvents, oxidizing agents, acids, bases)
MS1.01
categorize hazardous chemicals as flammable, as reactive, or as harmful to
health
MS1.02
demonstrate an understanding of important safety legislation (e.g., WHMIS
legislation, the Fire Code, the Building Code, the Occupational Health and
Safety Act)
MS1.06
describe the factors that increase the danger of flammable substances (e.g.,
flash point, auto-ignition)
MS1.07
identify and explain common types of incompatibility between classes of
chemicals (e.g., acids must not be stored on the same shelf as bases)
MS1.08
demonstrate an understanding of the toxicity and hazards of some chemical
substances (e.g., mercury)
MS1.09
describe routes of entry of hazardous materials into the body (e.g.,
ingestion, inhalation, absorption through the skin)
MS1.10
explain the meaning of the terms acute and chronic as they apply to the
effect of hazardous materials on the body.
MS2.02
demonstrate an understanding of WHMIS legislation by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., use appropriate personal protection, and
demonstrate proper housekeeping and knowledge of emergency procedures,
demonstrate a knowledge of emergency laboratory procedures
29
demonstrate proper housekeeping and knowledge of emergency procedures,
when handling chemicals in the laboratory)
MS2.05
demonstrate, in oral and in written reports, a thorough knowledge of the
terminology and symbols used in WHMIS (e.g., correctly interpret material
safety data [MSD] sheets, labelling symbols, and acronyms such as LD50,
LC50, TWAEV, STEV, CEV).
BOTTOM LINE
In a workplace scenario, students extract information from the MSDS (Material Safety
Data Sheet) to create a supplier label for a product.
MATERIALS
TEACHER
Sample of product containers (lesson
1.2/1.3) with the product MSDS
MSDS sample template
(for accommodations)
STUDENT
Supplier label data sheet
Art supplies
WHMIS MSDS Basics
Using MSDS for Common Products
SAFETY CONCERNS
As in 1.2, 1.3, wear goggles and gloves when handling the containers.
LESSON SEQUENCE
Present this scenario to students: you have arrived at your new job and been told that you
will be working with product X. How do you find out what it is and how to work with it
safely? The answer can be found on the product’s Material Safety Data Sheet or MSDS the ultimate source! Introduce sections using the MSDS sample template. Be aware that a
variety of layout formats exist but ultimately all MSDS formats provide the same
information.
The students' tasks are:
1 Collect the necessary information from the MSDS onto the supplier label data sheet
2 Use this supplier label data to create a label that clearly presents the important details.
Provide paper, colours, stencils, etc. for artistic presentation. If access is available, allow
production on a computer. Alternative: make label poster size for display in lab.
The MSDS contains numerous opportunities for students to continue adding to their
vocabulary journals. Some may necessitate further research for meaning.
Students independently complete the question sheets for homework or continuation tasks
as determined by the teacher:
WHMIS MSDS Basics
Using MSDS for Common Products
30
ASSESSMENT TOOLS AND STRATEGIES
Finished product assessed for technical accuracy and organization.
Use independent question sheets as summative assessment.
Completion of worksheets can be assessed for evidence of initiative ( a learning skill)
ACCOMMODATIONS
Either make the supplier label data sheet the final product, or provide this summary data
for the students to design the label.
Provide a the MSDS sample template and highlight sections required to complete by
reading the product MSDS
EXTENSIONS
Students can use internet resources to track down MSDS sheets. Compare the 9 section
and 16 section formats.
Using the laboratory MSDS library, students can carry out a hazardous materials audit of
the lab, reviewing safety measures.
BACKGROUND INFORMATION
See lesson 1.3 for details of WHMIS labels
Material Safety Data Sheets (MSDS)
The Material Safety Data Sheet is a very important technical document.
There is a MSDS for every hazardous material on site.
The MSDS is the second level of the right to know.
Federal law requires that a supplier provide a MSDS for each controlled product.
Saskatchewan law requires the employer to have a MSDS available for every hazardous
material in the workplace. The MSDS must be readily accessible to all workers, worker
representatives and members of the occupational health committee.
Every MSDS must be current (up to a maximum of 3 years is allowed between updates).
The MSDS must be revised within 90 days after new hazard information becomes known
about the material.
The MSDS has 9 main sections containing information that the employer should be
aware of. None of these sections should be left blank, but their order may vary.
1. Product Identification and Use: the product name, identification number and use,
as well as information on how to contact the supplier or manufacturer.
2. Hazardous Ingredients: the identity of the ingredients, their concentrations and
estimates of immediate and severe health effects.
3. Physical Data: a physical description of the product.
31
4. Fire and Explosion Data: information on the ability of the product to catch fire or
explode, and the means of extinguishing a fire.
5. Reactivity Data: the ability of the product to react dangerously.
6. Toxicological Properties: information on how materials enter the body and what the
short and long-term health effects are.
7. Preventive Measures: information on control measures including ventilation,
personal protective equipment (gloves, respirators, etc.) and work procedures.
8. First Aid Measures: information on immediate treatment in case of contact with
the product.
9. Preparation Information: information on who prepared the MSDS and when.
The MSDS can contain more information than the required 9 sections. For example,
some MSDSs will include information about how to safely transport the product. This
will be listed under “TDG” or “ Transportation of Dangerous Goods”.
Exemptions
Some companies do not want to disclose information on the MSDS because they would
be giving away trade secrets. Some cleaners and soaps are examples of this. Those
companies submit a request to a committee that approves or turns down the company’s
request. Other situations arise where consumer products fall under other laws; when this
occurs, the MSDS does not have to have all parts completed.
Please note that there is also a 16 heading format for MSDS’s that is also acceptable.
Many of the chemicals purchased from common suppliers of school science supplies
come with MSDS’s of this format.
HELPFUL HINTS
This would be more relevant to students if prior to class, the teacher could find out any
products they already work with, at home or in employment, and provide those MSDS.
The extension task in lesson 1.1 would be a source of information.
An important skill in this lesson is the ability to "skim read" the MSDS, skipping
irrelevant or too complex information, looking for the key words. Remind students to use
their vocabulary lists to help them find the right details.
RESOURCES
WHMIS Supplier Label Data Sheet
MSDS Sample Template
WHMIS MSDS Basics
Using MSDS for Common Products
MSDS for WD40 and Varsol
32
WHMIS Supplier Label Data Sheet
Product name
Supplier name and address
MSDS Statement
"Refer to the MSDS available for
further information."
WHMIS hazard symbol(s)
Risk phrase
Precautions necessary
First aid
33
MSDS Sheets - Sample Template
Material Safety Data Sheet (MSDS)
Section 1: Product Information
Product Identifier
Manufacture’s Name
Supplier’s Name
Street Address
Street Address
City
Province
City
Province
Postal Code
Emergency Telephone
Postal Code
Emergency Telephone
Product Use
Section 2: Hazardous Ingredients
Chemical Identity
Concentration
CAS#
PIN #
LD50 Species &
Route
LC50 Species
& Route
Section 3: Physical Data
Physical State
Odour & Appearance
Odour Threshold
Specific Gravity
Co-efficient of Water/Oil Distribution
Vapour Pressure
Boiling Point
Freezing Point
pH
Evaporation Rate
Percent Volatile (by volume)
Section 4: Fire or Explosion Hazard
Conditions of Flammability
Means of Extinction
Explosion Data:
Sensitivity to Mechanical Impact
Sensitivity to Static Discharge
34
Flashpoint & Method
Upper Flammable Limit %
Autoignition Temperature
Lower Flammable Limit %
Hazardous Combustion Products
Section 5: Reactivity Data
Stability
Incompatible Materials
Phone #
Date of Preparation
Conditions of Reactivity
Hazardous Decomposition Products
Section 6: Toxicological Properties
Route of Entry
___ Skin Contact
___ Skin Absorption
___ Eye Contact
___ Inhalation
___ Ingestion
Effects of Acute Exposure to Product
Effects of Chronic Exposure to Product
Exposure Limits
Irritancy of Product
Synergistic Products
Evidence of Carcinogenicity, Reproductive Toxicity, Teratogenicity or Mutagenicity?
Sensitization to Product
35
Section 7: Preventive Measures
Personal Protective Equipment
Gloves (specify)
Respiratory (specify)
Eye (specify)
Footwear (specify)
Other Equipment (specify)
Engineering Control (e.g., ventilation, enclosed process, specify)
Leak and Spill Procedure
Waste Disposal
Handling Procedures & Equipment
Storage Requirements
Special Shipping Information
Section 8: First Aid Measures
Inhalation
Ingestion
Eye contact
Skin Contact
Section 9: Preparation Information
Prepared by: ( group, department)
Phone number
Date:
Source: Saskatchewan Labour "Ready for Work, Introduction to WHMIS"
36
WHMIS MSDS Basics
1. How many sections must be provided on a MSDS?
2. What is the title of the section of the MSDS that tells whom to contact if you have
questions about the product?
3. Which section of the MSDS lists the special protective measures you can take to
avoid harmful contact with the product?
4. How often must a MSDS be updated?
37
WHMIS MSDS Basics
(Teacher’s Copy with Answers)
1
How many sections must be provided on a MSDS?
9 sections
2
What is the title of the section of the MSDS that tells whom to contact if you have
questions about the product?
product identification and use
3
Which section of the MSDS lists the special protective measures you can take to
avoid harmful contact with the product?
preventive measures
4
How often must a MSDS be updated?
Every three years or 90 days after new hazard information becomes known.
38
Using MSDS with Common Products
WD40
What is the telephone number of the
supplier?
Under what section of the MSDS did
you find this information?
What problems can occur if you get
WD40 in your eyes?
In what section did you find this
information?
What should you do if you get WD40
in your eyes?
What could you have done to prevent
it from happening?
What engineering controls may be
needed for this product?
Are the ingredients of this product
carcinogenic (cancer causing)?
Varsol
What is the WHMIS classification for
this product?
Based on this classification, what
precautions will you have to take with
product?
What may happen if this product is
breathed in?
Under what section was this found?
What should be done if the person
breathes the product in?
What personal protection may be
needed when using this product?
What handling and storage
precautions are required with this
product?
39
Using MSDS with Common Products
(Teacher's copy with responses)
WD40
What is the telephone number of the
supplier?
Under what section of the MSDS did
you find this information?
What problems can occur if you get
WD40 in your eyes?
In what section did you find this
information?
What should you do if you get WD40
in your eyes?
What could you have done to prevent it
from happening?
What engineering controls may be
needed for this product?
Are the ingredients of this product
carcinogenic (cancer causing)?
Varsol
What is the WHMIS classification for
this product?
Based on this classification, what
precautions will you have to take with
product?
What may happen if this product is
breathed in?
Under what section was this found?
What should be done if the person
breathes the product in?
What personal protection may be
needed when using this product?
What handling and storage precautions
are required with this product?
The emergency telephone number is (613) 996-6666
Look under Product Identification to find the contact
information.
WD40 may cause eye irritation.
Look in Toxicological Properties.
Flush eyes immediately with plenty of water for at least
15 minutes. Then get medical attention.
You should have worn safety glasses when using this
product.
Proper ventilation if used frequently indoors.
No, the ingredients are not listed as carcinogens.
Class B: Flammable and Combustible material;
Division 3: Combustible liquid. Keep the product away
from anything that could ignite the liquid - electric
sparks, flames, etc.
High vapour concentrations are irritating to the eyes
and respiratory tract. This may cause headaches,
dizziness, anesthesia, drowsiness, unconsciousness, and
other central nervous system effects, including death.
Look in the Health Hazard Information section.
Remove the person from exposure to the fumes.
Administer artificial respiration if the person has
stopped breathing. Call for medical attention.
If there is prolonged and/or repeated skin and eye
contact, wear safety glasses with side shields, long
sleeves, and chemical resistant gloves. Where ventilation
is not adequate and concentrations in the air may exceed
safe limits, approved respirators may be needed.
Handle open containers with care. Keep the container
closed as much as possible. Store varsol in a cool, wellventilated place away from incompatible materials. Do
not handle or store near an open flame, heat, or other
sources of ignition. Protect material from direct
sunlight. Use proper grounding procedures as varsol
will accumulate static charges which may cause an
electrical spark.
40
* * * * * * * * * * * * * * * * * * * * * * * * * * * *
*
M S D S
*
* Canadian Centre for Occupational Health and Safety
* * * * * * * * * * * * Issue : 2000-1 (February, 2000)
*
*
*
*
*** IDENTIFICATION ***
MSDS RECORD NUMBER
PRODUCT NAME(S)
PRODUCT IDENTIFICATION
DATE OF MSDS
CURRENCY NOTE
form on 1998-04-27
:
:
:
:
:
1671684
3958-1020 WD40 FULL PALLET 3.785L & SPRAY
MATERIAL SAFETY DATA SHEET : 00002589
1996-07-11
This MSDS was provided to CCOHS in electronic
*** MANUFACTURER INFORMATION ***
MANUFACTURER
ADDRESS
: K-G PACKAGING
: 8001 Keele Street
Post Office Box 89
Concord Ontario
Canada
L4K 1B2
EMERGENCY TELEPHONE NO. : 613-996-6666 (24 HRS)
(CANUTEC)
*** MATERIAL SAFETY DATA ***
MATERIAL SAFETY DATA SHEET : 00002589
K-G PACKAGING
8001 KEELE STREET P.O. BOX 89
CONCORD, ONTARIO CANADA L4K 1B2
CANUTEC EMERGENCY #:1-613-996-6666(24HR)
--------------------------------------------------------------------Product: 3958-1020 WD40 FULL PALLET 3.785L & SPRAY
---------------------------------------------------------------------SECTION 01: MANUFACTURER INFORMATION
--------------------------------------------------------------------MANUFACTURER...................... K-G PACKAGING
8001 KEELE STREET P.O. BOX 89
CONCORD, ONTARIO
CANADA
L4K 1B2
CANUTEC EMERGENCY #:1-613-9966666(24HR)
PRODUCT NAME...................... 3958-1020 WD40 FULL PALLET 3.785L &
SPRAY
CHEMICAL FAMILY................... ORGANIC MIXTURE.
TRADE NAMES & SYNONYMS............ SAME AS PRODUCT NAME.
PRODUCT USES...................... LUBRICANT/PENETRANT.
CHEMICAL FORMULA.................. NOT APPLICABLE.
MOLECULAR WEIGHT.................. NOT APPLICABLE.
T.D.G. CLASSIFICATION............. NOT REGULATED.
WHMIS CLASSIFICATION.............. B3.
NFCC SECTION 4.1.................. CLASS II.
NFPA CODE 30B..................... CLASS II.
41
HMIS RATING FLAMMABILITY.......... 2 MODERATE HAZARD.
HMIS RATING HEALTH................ 1 SLIGHT HAZARD.
HMIS RATING REACTIVITY............ 0 MINIMAL HAZARD.
---------------------------------------------------------------------SECTION 02: HAZARDOUS INGREDIENTS
---------------------------------------------------------------------%
CAS / TLV
LD/50, ROUTE, SPECIES
LC/50, ROUTE,
SPECIES
---------------------------------------------------------------------STODDARD SOLVENT
10-30
8052-41-3
5g/kg
5g/m3
1OO ppm
ORAL-RAT
INHAL-RAT
PETROLEUM BASE OIL
5-10
64742-65-0
5 mg/m3
MINERAL SPIRITS
60-100
64742-47-8
NOT AVAILABLE
NOT AVAILABLE
NOT AVAILABLE
>5000 mg/kg
ORAL - RAT
1400 ppm/4H
INHAL - RAT
---------------------------------------------------------------------SECTION 03: PHYSICAL DATA
---------------------------------------------------------------------PHYSICAL STATE.................... LIQUID.
BOILING POINT (DEG C)(CONC)....... >149.
VAPOUR PRESSURE(PSIG)-AEROSOL..... NOT AVAILABLE.
@ 20 C
VAPOUR DENSITY (AIR=1)............ GREATER THAN 1.
(BY WEIGHT)
SOLUBILITY IN WATER............... NEGLIGIBLE.
APPEARANCE........................ LIGHT AMBER.
ODOR.............................. CHARACTERISTIC.
ODOR THRESHOLD.................... NOT AVAILABLE.
SPECIFIC GRAVITY (LIQUID)......... 0.78-0.82.
PERCENT VOLATILE (BY WEIGHT)...... 72-75.
EVAPORATION RATE.................. LESS THAN 1.
n-BUTYL ACETATE = 1
pH................................ NOT APPLICABLE.
FREEZING POINT: (C)............... NOT AVAILABLE.
COEFFICIENT OF WATER\OIL.......... NOT AVAILABLE.
DIST.
---------------------------------------------------------------------SECTION 04: FIRE & EXPLOSION DATA
---------------------------------------------------------------------FLAMMABILITY...................... COMBUSTIBLE.
IF YES, UNDER WHICH............... EXCESSIVE HEAT, SPARKS, OPEN FLAME
CONDITIONS ?
EXTINGUISHING MEDIA............... CARBON DIOXIDE, DRY CHEMICAL, FOAM.
SPECIAL PROCEDURES................ WATER FROM FOGGING NOZZLES MAY BE
USED TO COOL CLOSED CONTAINERS TO PREVENT BUILD-UP. IF EXPOSED TO
EXTREME TEMPERATURES.FULL PROTECTIVE EQUIPMENT INCLUDING SELF CONTAINED
BREATHING APPARTATUS SHOULD BE WORN IN A FIRE INVOLVING THIS MATERIAL.
FLASH POINT(C),TAG CLOSED-CUP..... >42.
(CONCENTRA TE)
AUTO IGNITION TEMPERATURE (C)..... NOT AVAILABLE.
LOWER FLAMMABLE LIMIT............. 1.
42
(% BY VOLUME)
UPPER FLAMMABLE LIMIT............. 6.
(% BY VOLUME)
HAZARDOUS COMBUSTION
PRODUCTS.......................... HYDROCARBON FUMES AND SMOKE. CARBON
MONOXIDE WHERE COMBUSTION IS INCOMPLETE.
EXPLOSION DATA
SENSITIVITY TO STATIC....... NOT APPLICABLE.
DISCHARGE
SENSITIVITY TO IMPACT....... NOT APPLICABLE.
-------------------------------------------------------------------SECTION 05: REACTIVITY DATA
--------------------------------------------------------------------CHEMICAL STABILITY:
YES......................... UNDER NORMAL CONDITIONS.
NO, WHICH CONDITIONS?....... NOT APPLICABLE.
COMPATABILITY WITH OTHER
SUBSTANCES :
NO, WHICH ONES?............. STRONG OXIDIZING AGENTS.
HAZARDOUS PRODUCTS OF
DECOMPOSITION..................... HYDROCARBON FUMES AND SMOKE. CARBON
MONOXIDE WHERE COMBUSTION IS
INCOMPLETE.
REACTIVITY CONDITIONS?............ NOT APPLICABLE.
---------------------------------------------------------------------SECTION 06: TOXICOLOGICAL PROPERTIES
---------------------------------------------------------------------ROUTE OF ENTRY:
SKIN CONTACT................ MAY CAUSE IRRITATION.
SKIN ABSORPTION............. NO DATA AVAILABLE FOR THIS PRODUCT
MIXTURE.
EYE CONTACT................. MAY CAUSE IRRITATION.
INHALATION.................. INHALATION OF SOLVENTS MAY CAUSE
IRRITATION.
INHALATION, CHRONIC......... UNKNOWN.
INGESTION................... MAY CAUSE HEADACHE, NAUSEA, VOMITING
AND WEAKNESS.
EFFECTS OF ACUTE EXPOSURE......... DIZZINESS, NAUSEA. IRRITATION TO
SKIN & EYES.
EFFECTS OF CHRONIC EXPOSURE....... SOLVENTS MAY CAUSE DEFATTING
DERMATITIS.
EXPOSURE LIMIT OF MATERIAL........ SEE SECTION II.
IRRITANCY OF MATERIAL............. SLIGHT.
SENSITIZING CAPABILITY OF......... UNKNOWN.
MATERIAL
CARCINOGENICITY OF MATERIAL....... THE INGREDIENTS OF THIS PRODUCT ARE
NOT LISTED AS CARCINOGENS BY NTP, (NATIONAL TOXICOLOGY PROGRAM), NOT
REGULATED AS CARCINOGENS BY OSHA, (OCCUPATIONAL SAFETY AND HEALTH
ADMINISTRATION), AND HAVE NOT BEEN EVALUATED BY IARC,(INTERNATIONAL
AGENCY FOR RESEARCH ON CANCER), NOR BYACGIH (AMERICAN CONFERENCE OF
GOVERNMENTALINDUSTRIAL HYGIENISTS).
REPRODUCTIVE EFFECTS.............. NO INFORMATION IS AVAILABLE AND NO
ADVERSE REPRODUCTIVE EFFECTS ARE ANTICIPATED.
TERATOGENICITY.................... NO INFORMATION IS AVAILABLE AND NO
ADVERSE TERATOGENIC EFFECTS ARE ANTICIPATED.
MUTAGENICITY...................... NO INFORMATION IS AVAILABLE AND NO
ADVERSE MUTAGENIC EFFECTS ARE ANTICIPATED.
43
SYNERGISTIC MATERIALS............. NONE KNOWN.
---------------------------------------------------------------------SECTION 07: PREVENTIVE MEASURES
--------------------------------------------------------------------GLOVES/ TYPE................ WEAR CHEMICAL RESISTANT GLOVES.
RESPIRATORY/TYPE............ IF USED INDOORS ON A CONTINUOUS
BASIS, USE OF A CARTRIDGE TYPE RESPIRATOR (NIOSH/MSHATC 23C OR
EQUIVALENT) IS RECOMMENDED.
EYE/TYPE.................... SAFETY GLASSES.
FOOTWEAR/TYPE............... RUBBER SAFETY BOOTS.
OTHER/TYPE.................. NOT REQUIRED.
ENGINEERING CONTROLS.............. VENTILATION - LOCAL (MECHANICAL IF
USED INDOORS ON A CONTINUOUS BASIS).
LEAK/SPILL........................ REMOVE ALL SOURCES OF IGNITION. USE
AN INERT ABSORBENT MATERIAL, AND NON-SPARKINGTOOLS. AVOID BREATHING
FUMES. VENTILATE AREA. PREVENT FROM ENTERING A WATERCOURSE.
HANDLING PROCEDURES AND
EQUIPMENT......................... STORE IN A COOL, WELL VENTILATED
AREA NOTTO EXCEED 50 DEG C.
WASTE DISPOSAL.................... DO NOT PUNCTURE OR INCINERATE
CONTAINERS,EVEN WHEN EMPTY.DISPOSE OF IN ACCORDANCE WITH LOCAL,
PROVINCIAL AND FEDERAL REGULATIONS.
STORAGE NEEDS..................... KEEP AWAY FROM HEAT, SPARKS, AND
OPEN FLAMES.
--------------------------------------------------------------------SECTION 08: FIRST AID MEASURES
--------------------------------------------------------------------EMERGENCY FIRST AID
PROCEDURE......................... IN CASE OF EYE CONTACT, FLUSH
IMMEDIATELY WITH PLENTY OF WATER FOR AT LEAST 15 MINUTES AND GET
MEDICAL ATTENTION. FOR SKIN, WASH THOROUGHLY WITH SOAP AND WATER.
IF AFFECTED BY INHALATION OF VAPOUR OR SPRAY MIST, REMOVE TO FRESH AIR.
IF SWALLOWED; DO NOT INDUCE VOMITING, GET MEDICAL ATTENTION.
--------------------------------------------------------------------SECTION 09: ADDITIONAL INFORMATION
--------------------------------------------------------------------NOTICE FROM CCL INDUSTRIES
INC............................... THE INFORMATION ON THIS MATERIAL
SAFETYDATA SHEET IS PROVIDED BY CCL INDUSTRIES INC. FREE OF CHARGE.
WHILE BELIEVED TO BE RELIABLE, IT IS INTENDED FOR USE BY SKILLED
PERSONS AT THEIR OWN RISK. CCL INDUSTRIES INC. ASSUMES NO
RESPONSIBILITY FOR EVENTS RESULTING OR DAMAGES INCURRED FROM ITS USE.
THE INFORMATION ON THIS MATERIAL SAFETY DATA SHEET RELATES ONLY TO
THE SPECIFIC MATERIAL DESIGNATED HEREIN AND DOES NOT RELATE TO USE IN
COMBINATION WITH ANY OTHER MATERIAL OR IN ANY PROCESS.
DATED............................. 071196
44
* * * * * * * * * * * * * * * * * * * * * * * * * * * * *
*
M S D S
*
* Canadian Centre for Occupational Health and Safety
* * * * * * * * * * * * Issue : 2000-1 (February, 2000)
*
*
*
*
*** IDENTIFICATION ***
MSDS RECORD NUMBER
PRODUCT NAME(S)
PRODUCT IDENTIFICATION
DATE OF MSDS
CURRENCY NOTE
form on 1999-12-08
: 2179769
: HP VARSOL SOLVENT
: MSDS Number:
07163
CAS Number: 8052-41-3
: 1998-05-26
: This MSDS was provided to CCOHS in electronic
*** MANUFACTURER INFORMATION ***
MANUFACTURER
: Imperial Oil
Chemicals Division
: 111 St Clair Avenue West
Toronto Ontario
Canada
M5W 1K3
ADDRESS
*** SUPPLIER/DISTRIBUTOR INFORMATION ***
SUPPLIER/DISTRIBUTOR
ADDRESS
: Imperial Oil
Chemicals Division
: 111 St Clair Avenue West
Toronto Ontario
Canada
M5W 1K3
*** MATERIAL SAFETY DATA ***
Date Prepared: May 26, 1998
Supersedes:
March 14, 1998
MSDS Number:
07163
___________________________________________________________________
1. PRODUCT INFORMATION
Product Identifier: HP VARSOL SOLVENT
Application and Use: solvent, diluent, chemical feedstock, or fuel.
Product Description: Aliphatic hydrocarbon.
CAS number: 8052-41-3
-------------------------------------------------------------------REGULATORY CLASSIFICATION
WHMIS Information:
Class B, Division 3: Combustible Liquids
TDG Information (Rail/Road): PIN Number: UN 1256
Shipping Name: Naphtha, solvent
Packing Group: III
Primary TDG: Class 3
Canadian Environmental Protection Act (CEPA):
All components of this product are either on the Domestic Substances
List (DSL) or exempt.
National Pollutant Release Inventory (NPRI):
45
This product contains the following NPRI reportable substances:
COMPONENT
CAS #
APPROX. %
1,2,4- Trimethylbenzene
95-63-6
4.2
--------------------------------------------------------------------EMERGENCY TELEPHONE NUMBER
MANUFACTURER/SUPPLIER
Health/Transportation
Imperial Oil
Chemicals Division
24 Hour Service (519) 339-2145
111 St. Clair Avenue
West, Toronto, Ontario, M5W 1K3
____________________________________________________________________
2. REGULATED COMPONENTS
The following component data is defined in accordance with subparagraph 13(a)(i) to (iv) or paragraph 14(a) of the Hazardous Products
Act.
NAME
Stoddard solvent
orl rat
% (v/v)
100
CAS
8052-41-3
LD50: >5 g/kg
LC50: >5 g/m3 rat
____________________________________________________________________
3. TYPICAL PHYSICAL AND CHEMICAL PROPERTIES
Physical State: Liquid
Spec. Gravity: 0.79 at 15.5 deg C
Vap. Pres.: 0.3 kPa at 20 deg C Approximate
Solubility in Water: < 0.01% at 25 deg C
Boiling Point: 158 to 195 deg C Typical
Freezing/Melting Point.: -58 deg C
Viscosity: 1.14 cST at 25 deg C
Vapour Density (air=1): 5
Evaporation Rate, n-Butyl Acetate=1: 0.1 Approximately
% Volatile: 100
pH: Not applicable.
Odour: Mild petroleum odor.
Appearance: Clear, colorless liquid.
____________________________________________________________________
4. HEALTH HAZARD INFORMATION
NATURE OF HAZARD
INHALATION:high vapour/aerosol concentrations (greater than
approximately 1000 ppm) are irritating to the eyes and the respiratory
tract, and may cause headaches, dizziness, anesthesia, drowsiness,
unconsciousness, and other central nervous system effects, including
death.
EYE CONTACT: Slightly irritating, but will not injure eye tissue.
SKIN CONTACT: Low toxicity. Frequent or prolonged contact may irritate
the skin and cause a skin rash (dermatitis). Skin contact may
aggravate an existing dermatitis condition.
INGESTION: Minimal toxicity. Small amounts of liquid aspirated into the
respiratory system during ingestion or from vomiting may cause mild to
severe pulmonary injury and possibly death.
CHRONIC: This product contains ethylbenzene. A study conducted by the
National Toxicology program states that lifetime inhalation exposure of
rats and mice to concentrations of ethylbenzene (750 ppm) resulted in
increases in certain types of cancer, including kidney tumors in rats
46
and lung and liver tumors in mice. These effects were not observed in
animals exposed to lower concentrations of ethylbenzene (75 ppm or 250
ppm). The study does not address the relevance of these results to
humans. High exposures to xylenes in some animal studies have been
reported to cause health effects on the developing embryo/fetus. These
effects were often at levels toxic to the mother. The significance of
these findings to humans has not been determined.
SPECIAL HEALTH PRECAUTIONS: Health studies have shown that many
petroleum hydrocarbons pose Potential human health risks which may vary
from person to person. As a precaution, exposure to liquids, vapors,
mists or fumes should be minimized.
-------------------------------------------------------------------OCCUPATIONAL EXPOSURE LIMIT
ACGIH RECOMMENDS:
For Trimethylbenzene, 25 ppm (123 mg/m3).
For Stoddard Solvent, 100 ppm (525 mg/m3).
MANUFACTURER RECOMMENDS:
100 ppm based on composition.
Local regulated limits may vary.
______________________________________________________________________
5. FIRST AID MEASURES
INHALATION: In emergency situations use proper respiratory protection
to immediately remove the affected victim from exposure. Administer
artificial respiration if breathing has stopped. Keep at rest. Call for
prompt medical attention.
EYE CONTACT: Flush eyes with large amounts of water until irritation
subsides. If irritation persists, get medical attention.
SKIN CONTACT: Immediately flush with large amounts of water. Use soap
if available. Remove contaminated clothing, including shoes, after
flushing has begun.
INGESTION: If swallowed, DO NOT induce vomiting. Keep at rest. Get
prompt medical attention.
____________________________________________________________________
6. PREVENTIVE AND CORRECTIVE MEASURES
PERSONAL PROTECTION: The selection of personal protective equipment
varies depending upon conditions of use. Where prolonged and/or
repeated skin and eye contact is likely to occur, wear safety glasses
with side shields, long sleeves, and chemical resistant gloves. Where
eye contact is unlikely, but may occur as a result of short and/or
periodic exposures, wear safety glasses with side shields. Where
concentrations in air may exceed the occupational exposure limits given
in Section 4 and where engineering, work practices or other means of
exposure reduction are not adequate, approved respirators may be
necessary to prevent overexposure by inhalation.
ENGINEERING CONTROLS: The use of local exhaust ventilation is
recommended to control emissions near the source. Laboratory samples
should be handled in a lab hood. Provide mechanical ventilation of
confined spaces.
47
ELECTROSTATIC ACCUMULATION HAZARD: Yes, use proper ground procedure.
Additional information regarding safe handling of products with static
accumulation potential can be ordered by contacting the American
Petroleum Institute (API) for API Recommended Practice 2003, entitled
"Protection Against Ignitions Arising Out of Static, Lighting, and
Stray Currents"
(American Petroleum Institute, 1220 L Street Northwest, Washington, DC
20005), or the National Fire Protection Association (NFPA) for NFPA 77
entitled "Static Electricity" (National Fire Protection Association,
1 Batterymarch Park, P.O. Box 9101, Quincy, MA 02269-9101).
HANDLING, STORAGE AND SHIPPING: Keep container closed. Handle and open
containers with care. Store in a cool, well ventilated place away from
incompatible materials. DO NOT handle or store near an open flame,
heat, or other sources of ignition. Protect material from direct
sunlight. Material will accumulate static charges which may cause an
electrical spark (ignition source). Use proper grounding procedures.
DO NOT pressurize, cut, heat, or weld containers. Empty product
containers may contain product residue. DO NOT reuse empty containers
without commercial cleaning or reconditioning.
SPILL CONTROL AND DISPOSAL: Consult an expert on the disposal of
recovered material. Ensure disposal in compliance with government
requirements and ensure conformity to local disposal regulations.
Notify the appropriate authorities immediately. Take all additional
action necessary to prevent and remedy the adverse effects of the
spill.
LAND SPILL: Eliminate source of ignition. Keep public away. Prevent
additional discharge of material, if possible to do so without hazard.
Prevent spills from entering sewers, watercourses or low areas. Contain
spilled liquid with sand or earth. Do not use combustible materials
such as sawdust. Recover by pumping (use an explosion proof motor or
hand pump), or by using a suitable absorbent.
WATER SPILL: Eliminate sources of ignition. Warn occupants and shipping
in Surrounding and downwind areas of fire and explosion hazard and
request all to stay clear. Remove from surface by skimming or with
suitable absorbents. If allowed by local authorities and environmental
agencies, sinking and/or suitable dispersants may be used in unconfined
waters.
_____________________________________________________________________
7. FIRE AND EXPLOSION HAZARD
Flashpoint and Method: 43 deg C TCC Typical
Autoignition Temperature: 229 deg C Approximate
Flammable Limits: 1 to 13.3 % by volume Approximate
GENERAL HAZARDS: Combustible Liquid; may form combustible mixtures at
or above the flash point. Toxic gases will form upon combustion.
48
FIRE FIGHTING: Use water spray to cool fire exposed surfaces and to
protect personnel. Shut off fuel to fire. Use foam, dry chemical or
water spray to extinguish fire. Respiratory and eye protection required
for fire fighting personnel. Avoid spraying water directly into storage
containers due to danger of boilover. A self-contained breathing
apparatus (SCBA) is recommended for indoor fires and any significant
outdoor fires. For small outdoor fires, which may easily be
extinguished with a portable fire extinguisher, use of an SCBA is
optional. This liquid is volatile and gives off invisible vapors.
Either the liquid or vapor may settle in low areas or travel some
distance along the ground or surface to ignition sources where they may
ignite or explode.
HAZARDOUS COMBUSTION PRODUCTS: Fumes, smoke and carbon monoxide
_________________________________________________________________
8. REACTIVITY DATA
GENERAL: This product is stable and hazardous polymerization will not
occur.
INCOMPATIBLE MATERIALS AND CONDITIONS TO AVOID: Strong oxidizing agents
HAZARDOUS DECOMPOSITION: Not applicable
___________________________________________________________________
9. NOTES
In containers of 454 litres capacity or less this product is exempt
from TDG regulations.
REVISION SUMMARY: Since March 14, 1998 this MSDS has been revised in
Section(s): 3, 4, 7
______________________________________________________________________
10. PREPARATION
DATE PREPARED: MAY 26, 1998
SUPERSEDES:
MAR 14, 1998
Prepared By: Solvents
(416) 968-4415
CAUTION: The information contained herein relates only to this product
or material and may not be valid when used in combination with any
other product or material or in any process. If the product is not to
be used for a purpose or under conditions which are normal or
reasonably foreseeable, this information can not be relied upon as
complete or applicable. For greater certainty, uses other than those
described in "Application and Use" of section 1 must be reviewed with
the supplier. The information contained herein is based on information
available at the indicated date of preparation.
49
Lesson 2.1 Fighting Fires
Time Suggested: 140 - 210 min
EXPECTATION
CODES
SIS.01
EXPECTATIONS
SIS.02
select appropriate instruments and use them effectively and accurately in
collecting observations and data (e.g., use a balance to accurately measure
the mass of a precipitate)
SIS.03
demonstrate the skills required to plan and carry out investigations using
laboratory equipment safely, effectively, and accurately (e.g., plan and carry
out an investigation to determine the percentage composition of a
compound)
MS1.01
categorize hazardous chemicals as flammable, as reactive, or as harmful to
health
MS2.03
plan and carry out investigations using laboratory equipment effectively,
safely, and accurately (e.g., compare the corrosive action of acids on
various metals, and collect and test the hydrogen produced by this action;
prepare and use a foam fire extinguisher)
MS3.01
identify and analyse the different aspects of fire safety, including fire
prevention and inspection in the home, school, and workplace (e.g., the use
of appropriate sources of heat in the kitchen or laboratory the appropriate
use of various types of fire extinguishers and other methods for
extinguishing fires the need for a planned evacuation route at home and at
school)
demonstrate an understanding of safe laboratory practices by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., safely disposing of hazardous solutions correctly
interpreting Workplace Hazardous Materials Information System [WHMIS]
symbols), and using appropriate personal protection (e.g., wearing safety
goggles)
BOTTOM LINE
Students will see by experimentation that extinguishing a fire requires the removal of one
part of the "fire triangle."
50
MATERIALS
TEACHER
Examples of Fire Triangles
STUDENT
Lights Out!
Experiment materials for each group:
250 mL beaker
candle (tealight is most suitable)
(modeling clay)
Test tube
2 tablespoons of baking powder
50 mL vinegar
50 mL sand
500 mL beaker or glass plate large enough
to cover top of 250 mL beaker
Matches and splint
Safety goggles for every person
SAFETY CONCERNS
This lab introduces heat and flame into the lab. Students need to be reminded of lab fire
procedures, and introduced to specific safety for flames, for example:
q Keep all materials away from experiment area
q Place the heat source on a stable, heat proof base. Preferably clamp it in position
before lighting
q Do not leave the flame unattended
q Wear safety goggles when heating: spluttering and sparks
q Test to see if a piece of equipment is hot with a drop of water, not your fingers
q Remove one match at a time from the box, and keep the box closed
LESSON SEQUENCE
Introduce this section of the course that is going to focus on WHMIS type B hazards:
flammables and combustibles. Discuss what is necessary for a fire to burn. Introduce the
concept of the "Fire Triangle." See examples in the resources.
Students work in small groups experimenting with different methods of extinguishing a
fire. Experiment procedure in resource sheet "Lights Out!"
Apply experiment results to professional fire fighting equipment. Show and discuss
"Types of Fires and Fire Extinguishers."
Students independently complete "The Right Tools for the Job"
ASSESSMENT TOOLS AND STRATEGIES
Observe experiment procedures and laboratory practice
Responses to "Right Tools for the Job"
ACCOMMODATIONS
Reduce steps in experiment. Design working groups to support those needing
accommodations.
51
EXTENSIONS
Invite a custodian or firefighter and give students the opportunity to activate an
extinguisher for a simulated fire. Support this with guidance on when NOT to fight a fire
and call for help.
HELPFUL HINTS
The experiment could be set up as activity centres, where students try one method at each
station.
RESOURCES
Examples of the "Fire Triangle"
Types of Fires and Fire Extinguishers
The Right Tool for the Job
Lights Out!
52
Examples of the "Fire Triangle"
53
Types of Fires and Fire Extinguishers.
There are four common types of fires that are classified by the letters A, B, C, and D
depending on what type of material is burning.
Fire extinguishers are also classified with the same letters to show which type of fire they
are best suited to be used for.
Type of Fire
Class A
Class B
Class C
Class D
Type of Material Involved
common combustible materials like
paper, wood, plastic
flammable or combustible liquids like
gasoline, oil, kerosene
overloaded electrical equipment,
appliances, power tools
combustible metals like magnesium,
sodium and metallic powders
Type of Fire Extinguisher Required
Water extinguishers
Dry chemical extinguishers
Dry chemical extinguishers
CO2 extinguishers
Dry chemical extinguishers
CO2 extinguishers
Metal sand extinguishers
A fire extinguisher works best when it separates one of the components of the Fire
Triangle from the other two. There are four common types of fire extinguishers.
Type of extinguisher
Air-Pressurized Water
extinguishers (APW)
Type Code
A
How they extinguish a flame
remove heat from the flame
Dry chemical extinguishers
CO2 extinguishers
AB
ABC
Metal sand extinguishers
D
smother the flame
smother the flame and remove heat from the
flame because compressed CO2 is very cold
smother the flame
54
The Right Tool for the Job!
How does water extinguish a campfire?
Why would water poured onto an oil fire cause the fire to spread?
What part of the Fire Triangle does a CO2 extinguisher remove?
A carbon dioxide ( CO2 ) fire extinguisher is the best choice if an electric clothes dryer is
on fire. Why would a water extinguisher not be suitable for the clothes dryer fire?
55
The Right Tool for the Job!
(Teacher sheet with answers)
How does water extinguish a campfire?
It takes heat away from the fire as liquid water is converted into steam
Why would water poured onto an oil fire cause the fire to spread?
It sink below the burning oil and the fire would spread through the oil on the surface
What part of the Fire Triangle does a CO2 extinguisher remove?
It isolates oxygen and makes it unavailable for the fire.
A carbon dioxide ( CO2 ) fire extinguisher is the best choice if an electric clothes dryer is
on fire. Why would a water extinguisher not be suitable for the clothes dryer fire?
Because tap water is a good conductor of electricity, the person operating the
extinguisher may be electrocuted.
56
Lights Out!
Materials
250 mL beaker
Candle (tealight is most suitable)
(modeling clay)
Test tube
2 tablespoons of baking powder
50 mL vinegar
50 mL sand
500 mL beaker or glass plate large enough to cover top of 250 mL beaker
Matches and splint
Safety goggles
Safety
Wear your goggles and tie back long hair
Clear all your things from the bench, except your instructions and experiment materials.
Collect all the materials and read all the instructions before you begin.
Step 1
q
Place the candle into the 250 mL beaker. If using a regular taper candle, make it stand
firmly using modeling clay. Position the candle in the middle of the bottom so the
flame will not touch the glass.
q
Light the candle using a match or a splint if you have to reach into the beaker. Do not
try to lift the candle to light it. Use a longer splint if you need.
q
Put the 500 mL beaker upside down, completely over the smaller beaker. It should
rest safely on the bench. Or place the glass plate over the top of the 250 mL beaker to
completely cover the hole.
How long does the candle continue to burn?
Which part of the fire triangle have you removed?
Step 2
q
Remove the large beaker or glass plate and relight the candle.
q
Pour the sand onto the flame from above the beaker top. Do not try to reach into the
flame.
57
What happens to the candle?
Which part of the fire triangle have you removed?
Step 3
q
With the candle out, clean out the sand from the beaker and put the candle back
firmly in the bottom. Relight the candle.
q
Using the large beaker, fill it with 2 cm of cold water and pour it onto the candle to
extinguish the flame.
Which part of the fire triangle have you removed?
Step 4
q
Pour away any water and replace the candle firmly in the bottom of the beaker.
Relight the candle.
q
In the test tube, put 2 teaspoons of baking powder. Make sure everyone in your group
is wearing their safety goggles. Hold the test tube very close to the side of the beaker
and be ready to move quickly. Half fill the test tube with vinegar. It will fizz and
make bubbles that rise up the tube! As it does, let the bubbles overflow into the
beaker, onto the candle. Do not pour in the liquid - keep that to use your fire
extinguisher again!
Which part of the fire triangle have you removed?
If you have baking powder and vinegar left, you may try this step again and see if
changing the amounts make more or less foam.
58
Lights Out!
(Teacher copy - responses and comments)
Materials:
The quantities and equipment used is open to variation. When substituting other
materials, concern should be taken that the candle can be held securely, and the flame is
enclosed to avoid accidental contact yet is still accessible for lighting and extinguishing.
Safety:
Do not overprotect students. This experiment does involve a naked flame, but it is of low
temperature and is easily extinguished. Allow students to demonstrate good laboratory
skills and they will be prepared for the more complex experiments to come.
Step 1
Placing the beaker or glass plate over the candle removes the air and hence oxygen
supply. The candle will burn until it has used up the available oxygen in the enclosed
space.
Step 2
Sand "smothers" the fire if placed over the flame. This also removes the oxygen supply
available from the air.
Step 3
Water cools the candle and flame, removing heat from the equation.
Step 4
It might appear that again cooling is the method of extinguishing here, but also the foam
is created by the reaction producing carbon dioxide. When poured over the flame, it
introduces large amounts of CO2 that displace the oxygen, and the fire cannot burn.
59
Lesson 2.2 Detection Systems
Time Suggested: 70 - 100 min
EXPECTATION
CODES
SIS.05
EXPECTATIONS
SIS.09
select and use appropriate SI units (units of measurement of the Système
international d’unités, or International System of Units)
MSV.03
describe practices that promote fire safety, as well as safety in the handling
and disposal of materials, in everyday living in the home and workplace.
MS3.01
identify and analyse the different aspects of fire safety, including fire
prevention and inspection in the home, school, and workplace (e.g., the use
of appropriate sources of heat in the kitchen or laboratory the appropriate
use of various types of fire extinguishers and other methods for
extinguishing fires the need for a planned evacuation route at home and at
school)
select and use appropriate numeric, symbolic, graphical, and linguistic
modes of representation to communicate scientific ideas, plans, and
experimental results (e.g., present a detailed experimental report according
to specified standards)
BOTTOM LINE
The workings of domestic smoke detectors and research flame detectors are revealed to
students through research opportunities.
MATERIALS
TEACHER
Resources of smoke detector diagrams
(available online)
Domestic smoke detector
STUDENT
"Seeing What Can't Be Seen" article
Smoke Alarms Worksheet
Helping Smoke Alarms Do Their Job
Home Smoke Alarm Survey
SAFETY CONCERNS
If smoke detectors are used for hands-on investigation, product warnings should be
carefully followed as some contain harmful materials.
60
LESSON SEQUENCE
Use the "Seeing What Can't Be Seen" article as a reading activity about fire detection at
NASA. Guided reading may be useful, including new vocabulary and summarizing
content.
Using either diagrams of smoke detectors on display, or by their own research (internet),
students complete the "Smoke Alarms Worksheet." A dismantled smoke alarm may be
interesting to see inside - see safety precautions.
Teacher led discussion based on the information on "Helping Smoke Alarms Do Their
Job." This is the link into the students' lives: how their knowledge can protect them and
their families.
A homework exercise is recommended in "Home Smoke Alarm Survey." Be sensitive to
varying living arrangements of your students.
ASSESSMENT TOOLS AND STRATEGIES
This mainly text-based activity would suit a visual summary: students could produce a
chart, diagram, poster or graphic organizer of the safety information contained in the
lesson.
ACCOMMODATIONS
The level of assistance provided in the research and reading activities is easily varied to
suit the individual students.
EXTENSIONS
Direct students to continue their research into sprinkler systems.
BACKGROUND INFORMATION
Review the additional material presented in the unit Fire Safety's My Job, from the Texas
Fire Marshall's Office at: http://www.tdi.state.tx.us/fire/fmcurric.html
HELPFUL HINTS
Throughout this lesson, make good use of the students' vocabulary journals, display lists,
keywords, etc. to support their reading.
RESOURCES
Seeing What Can't Be Seen
Helping Smoke Alarms Do Their Job
Smoke Alarms Worksheet
Home Smoke Alarm Survey
61
Seeing What Can't Be Seen
Read the original document with illustrations at:
http://nasaexplores.com/lessons/01-029/fullarticle.pdf
There's more to fire than meets the eye. Because humans have a very limited range of
vision, there are times when they need to see what can't be seen.
A typical house fire is hard to miss with its thick, choking black smoke - the result of
burning wood, paper and lots of waste - and bright orange, red and blue flames. Rockets
don't use wood and paper for fuel, though; they burn liquid hydrogen, a substance that
burns so cleanly that there's no visible flame or smoke. A hydrogen fire wouldn't be easy
to spot. NASA employees who work with rockets had to come up with a way to detect
these fires to prevent dangerous situations.
The first answer was a simple corn straw broom. Since workers couldn't see hydrogen
leaks or fires, they held a broom in front of them when entering areas where hydrogen
was stored. If the broom caught on fire, they knew there was a hydrogen leak. The
broom method of fire detection was simple and effective, but danger was only a
broomstick's length away. There had to be a better way.
"Technology is good when it helps us do our job in a safer way," says John Wilson,
manager of the Virtual Learning Center at Stennis Space Center in Mississippi. "Here at
Stennis, we test engines for the Space Shuttle and other projects. We use millions of
gallons of hydrogen fuel, so it's inevitable that there will be a leak somewhere. But with
no combustion byproducts, a hydrogen flame is almost invisible. We needed to see what
couldn't be seen."
The solution might have been an infrared viewing system, much like the night vision
goggles you see in movies. In the movies, the hero can spot people hiding by the heat
they emit. While that sounds good, the drawback is that there are many sources of heat—
people, sunlight, and steam— so it would be easy for an infrared fire detector to give a
false reading.
Researchers know that hydrogen emits energy in the ultraviolet range, so they combined
an ultraviolet sensor with an infrared detector. By combining both forms of light
detection, the fire detector could more accurately zero in on hydrogen leaks and fires.
"The imager we developed sees ultraviolet light, which human eyes can't," says Wilson.
"And that means helps us spot a fire up to 250 feet away. It works like binoculars, only in
reverse. It expands our range of vision to help us see things that are close, rather than far
away."
62
The fire detection unit looks like binoculars, too. The user looks through a headpiece that
shows the hydrogen flame pattern in a coloured image. Other items in the room will be
colorless shapes, so the fire source will stand out vividly. This technology could be used
anywhere hydrogen fuels are stored.
There's a down-to-Earth adaptation already in use. Many types of race cars use alcoholbased fuels, and alcohol is another clean-burning fuel where leaks spell danger. The pit
crews can now use a similar fire detection unit to spot fuel fires on the racetrack.
"All technology— and technology is science put to work— is made in incremental steps,"
says Wilson. "We start small and increase from there. As we tune our detector to see
hydrogen leaks, we may be able to develop it to see other things.
In the past, firefighters dealt mainly with wood fires, but with the many composite
products now on the market, there's no way to tell what type of hazardous materials could
be burning in a house fire. Developing more refined detectors could be very useful right
here on Earth to save many lives.
"Science fiction is just one or two steps ahead of reality," Wilson continues. "Infrared
night vision was a fantasy idea for expanding our range of vision, but now we use it
daily. The hydrogen fire detection system builds on very similar ideas to help us see what
can't be seen."
Courtesy of NASA Aerospace Technology Enterprise
Article Published by NASAexplores: March 15, 2001
63
64
Smoke Alarms
(Adapted from Fire Safety's My Job, from the Texas Fire Marshall's Office)
Examine diagrams of a smoke alarms to answer the following questions.
Name the two types of smoke alarms commonly found in homes.
_____________________
_____________________
What are the two most common power sources for smoke alarms?
1. _____________________
2. _____________________
Describe one advantage and disadvantage for each.
Power source
1.
2.
Advantage
Disadvantage
Describe how smoke particles activate a photoelectric smoke alarm.
_________________________________________________________________
_________________________________________________________________
Describe how smoke particles activate an ionization smoke alarm.
_________________________________________________________________
_________________________________________________________________
What type of fires is a photoelectric smoke alarm is best suited for?
___________________________________________
What type of fires is an ionization smoke alarm best suited for?
______________________________________________
65
Smoke Alarms (Teacher copy)
Examine diagrams of a smoke alarms to answer the following questions.
Name the two types of smoke alarms commonly found in homes.
photoelectric
ionization
What are the two most common power sources for smoke alarms?
1. _batteries
2. _a direct connection to the house electrical power
Describe one advantage and disadvantage for each.
Power source
1. Battery
Advantage
No wiring required
2. House power
No batteries to replace
Disadvantage
Needs to be checked and
replaced when necessary.
Smoke alarm does not
work during a power
outage.
Describe how smoke particles activate a photoelectric smoke alarm.
When smoke enters the sensing chamber, light reflects off the smoke particles and
hits the light sensor which sets off the alarm.
Describe how smoke particles activate an ionization smoke alarm.
In clean air, electrons from a small radioactive source keep the electrical circuit
closed. Smoke particles interfere with the flow of the electrons, breaking the circuit.
A sensor in the circuit tells the alarm to sound.
What type of fires is a photoelectric smoke alarm is best suited for?
This detector responds better to large smoke particles produced
during a smouldering fire.
What type of fires is an ionization smoke alarm best suited for?
This detector responds best to small smoke particles produced during a flaming fire.
66
Helping Smoke Alarms Do Their Job
Do Their
Job
ý Place at least one smoke alarm on each level (story) of
the building.
Fire experts
ý Place a smoke alarm outside each sleeping area.
say that
having a
ý If your family sleeps with bedroom doors closed, place a
smoke alarm in each bedroom.
working
ý Test each smoke alarm once a month. (Match to an
smoke alarm
important date, such as pay day or the day the electric bill
triples your
arrives.)
chances of
ý Change the batteries once a year. Suggested dates:
surviving a
daylight savings time clock change, birthday, anniversary of
fire.
alarm installation or moving.
ý For the best warning system, have alarm smoke alarms interconnected so
that if one sounds, they all sound. Have the alarms wired to house wiring, with
backup batteries.
Smoke alarms come in a variety of options. Match the description to the type.
1. Good early warning for smoke and fires
2. Should be tested once a month
3. More effective at detecting smoke from
flaming fire
4. More effective at detecting smouldering fires
5. Should be placed outside sleeping areas
6. Uses a small light sensor
7. Uses a small radioactive cell
A. battery-operated
B. hard-wired
C. both
A. battery-operated
B. hard-wired
C. both
A. photoelectric
B. ionization
C. both
A. photoelectric
B. ionization
C. both
A. photoelectric
B. ionization
C. both
A. photoelectric
B. ionization
C. both
A. photoelectric
B. ionization
C. both
Taken from: Fire Safety's My Job, Texas Fire Marshall
67
Home Smoke Alarm Survey
Draw a plan of your home on a separate sheet of paper. Draw a blackened circle to show
the location of each smoke alarm. If needed, draw an open circle where other smoke
alarms should be located.
Check each smoke alarm using the steps in the table below.
Test by
pressing test
button
Did the
alarm
sound?
1.
Check when
done
Circle one:
Yes
No
Circle one:
Alarm sounded
Batteries were
changed
Batteries were
not changed
Circle one:
Alarm sounded after
changing batteries
Should be replaced
because alarm did not
sound
2.
Check when
done
Circle one:
Yes
No
Circle one:
Alarm sounded
Batteries were
changed
Batteries were
not changed
Circle one:
Alarm sounded after
changing batteries
Should be replaced
because alarm did not
sound
3.
Check when
done
Circle one:
Yes
No
Circle one:
Alarm sounded
Batteries were
changed
Batteries were
not changed
Circle one:
Alarm sounded after
changing batteries
Should be replaced
because alarm did not
sound
Location
If the alarm did not
work, were the
batteries changed?
Test again. If the alarm still
does not sound, the smoke
alarm should be replaced.
Taken from: Fire Safety's My Job, Texas Fire Marshall
68
Lesson 2.3 Flammable materials
Time Suggested: 100 – 140 min
EXPECTATION
CODES
SIS.01
EXPECTATIONS
SIS.02
select appropriate instruments and use them effectively and accurately in
collecting observations and data (e.g., use a balance to accurately measure
the mass of a precipitate)
SIS.03
demonstrate the skills required to plan and carry out investigations using
laboratory equipment safely, effectively, and accurately (e.g., plan and carry
out an investigation to determine the percentage composition of a
compound)
MSV.02
demonstrate safe handling, storage, and disposal procedures for a variety of
materials, including some hazardous materials, in the school laboratory
(e.g., safely handle solvents, oxidizing agents, acids, bases)
MSV.02
demonstrate safe handling, storage, and disposal procedures for a variety of
materials, including some hazardous materials, in the school laboratory
(e.g., safely handle solvents, oxidizing agents, acids, bases)
MS1.01
categorize hazardous chemicals as flammable, as reactive, or as harmful to
health
MS1.02
demonstrate an understanding of important safety legislation (e.g., WHMIS
legislation, the Fire Code, the Building Code, the Occupational Health and
Safety Act)
MS1.03
describe factors that affect the rate of chemical reaction, paying special
attention to what makes reactions dangerous (e.g., increasing the
temperature at which a reaction takes place can cause an explosion volatile
liquids and dispersed powders have a greater rate of reaction)
describe the factors that increase the danger of flammable substances (e.g.,
flash point, auto-ignition)
MS1.06
MS2.03
demonstrate an understanding of safe laboratory practices by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., safely disposing of hazardous solutions correctly
interpreting Workplace Hazardous Materials Information System [WHMIS]
symbols), and using appropriate personal protection (e.g., wearing safety
goggles)
plan and carry out investigations using laboratory equipment effectively,
safely, and accurately (e.g., compare the corrosive action of acids on
various metals, and collect and test the hydrogen produced by this action;
prepare and use a foam fire extinguisher)
69
BOTTOM LINE
Students will experience the variability of flammable and combustible materials.
MATERIALS
TEACHER
Fume hood
STUDENT
deep fireproof (glass or metal) pan
lit candle or long matches
metal tongs
heat proof gloves
safety goggles
2 cm squares of fabrics (natural: wool,
cotton, linen, silk, and synthetic: polyester,
acrylic, nylon)
large bowl of water
stop watch
hand lens
Fabric Flammability
SAFETY CONCERNS
See the experiment procedure for safe execution. The students are to burn only natural
materials and the teacher demonstrates the synthetics in the fume hood due to the
potential for hazardous gases to be produced.
LESSON SEQUENCE
Introduction links from the WHMIS classification of flammable materials. Some burn
easily, others not at all. Prepare students with safety procedures for their experiment
looking at "Fabric Flammability." Allow investigation in small groups.
Follow up the student experiment with a demonstration of how synthetic materials burn.
Follow the same procedure as the students used, but this must be done in a working fume
hood due to hazardous vapours. Use the analysis questions to close the activity with
group discussion of the consequences. Link their observations to the properties that
contribute to flammability: composition, texture (air content) and how this is important
when handling materials.
Consider now liquid fuels such as we use at home and in vehicles. Burn a small volume
of ethanol in a teaspoon as a demonstration of a flammable liquid in action. Caution:
Always move the stock bottle of any flammable liquid to another room (preferably)
or to the far side of the room before demonstrating combustion. Compare this
relatively safe use with something like gasoline, around which you NEVER want a flame
or spark. Explain the difference with the concept of "Flashpoint" and have students
complete the worksheet.
ASSESSMENT TOOLS AND STRATEGIES
Observational rubrics for laboratory practice
Worksheet responses can be assessed for knowledge and making connections
70
ACCOMMODATIONS
The experiment on flammability may be better performed as a teacher demonstration with
the students actively involved as observers and recorders.
EXTENSIONS
Introduce auto-ignition as another dangerous property of flammable substances. Instruct
students to search the Internet for the auto-ignition temperatures of the liquids given in
the "Flashpoint" worksheet.
BACKGROUND INFORMATION
The auto-ignition temperature of a substance is the minimum temperature at which a
substance will ignite without a spark or flame. The auto-ignition temperature is usually
much higher than the flash point. For example, diethyl ether has an auto-ignition
temperature of 1600 C but a flash point of -45° C. If heated on a hot plate, diethyl ether
could quite easily ignite.
HELPFUL HINTS
Create a large thermometer on the board and have students place the flash points of these
substances as well as others they wish to research on the thermometer. This will give
them a strong visual message of the range of flash points.
RESOURCES
Fabric Flammability
Flashpoint
71
CAUTION: Check that your school fire regulations permit this experiment
Fabric Flammability
Materials:
deep fireproof (glass or metal) pan to catch burning material
a lit candle or long fireplace-type matches
metal tongs
safety goggles
2 cm squares of fabrics (natural only: wool, cotton, linen, silk)
large bowl of water
stopwatch
hand lens
Safety:
Remove all other materials from the experiment location
Wear safety goggles
Tie back long hair
Perform each stage of the experiment separately
Immerse any remaining fabric completely in the water
Procedure:
Read the questions in the results section to be ready to make your observations.
Position the bowl of water next to the heatproof pan.
q Hold one fabric swatch using the tongs over the heat resistant pan, no higher away
than 10 cm.
q Use the candle or matches to light the corner of the fabric furthest from the tongs.
q Carefully observe the fabric. Time how long before burning stops. Let any pieces fall
into the glass dish.
AT ANY TIME YOU CAN STOP THE BURNING BY PUTTING THE FABRIC INTO
THE BOWL OF WATER.
q When all the flames have gone, look closely at any remains with the hand lens. They
will still be hot - do not touch with your fingers.
q Push the remains to one side and try with the next fabric sample
q Wait until the remains have completely cooled before throwing away.
q
q
72
Results
For each sample, answer the questions on the observation chart. Add extra columns as
necessary.
Fabric:
What texture does this fabric have?
How easily did the fabric start burning?
Did the fire go out or stop spreading when
the lighter was removed?
How quickly did the fire spread?
Was there a tendency for the fabric to
burst into flames?
Did the material seem to melt and
disappear or turn to ash?
How long did it continue to burn?
What effect would this material have if
clothes made of it were on fire?
Analysis
Which of the natural fibres burned fastest in the test?
Which of the synthetic fibres burned fastest in the teacher demo?
Which fabric would be best suited for skiwear?
For summer wear?
For children’s sleepwear?
For clothing for the elderly or handicapped individuals?
What differences did you see between the natural and synthetic fabrics?
73
Flashpoint
There are more organic compounds found in nature than any other. In science, the word
“organic” does not mean something that’s natural like apples that have been grown
without pesticides. The word “organic” means that these compounds are made up mostly
of the elements carbon and hydrogen. Find these elements on the periodic table and
record their chemical symbol.
Carbon______
Hydrogen________
Questions:
C2 H6
C2 H6 O
C3 H8
C3 H7 F
CO2
H2 O
1. Which of the compounds above are organic. Explain.
2. The opposite of organic is “inorganic.” Which compounds listed in the box are
inorganic compounds?
There are millions of organic compounds in nature, everything from crude oil to polyester
that is used to make fabric. As well as having carbon and hydrogen, most organic
compounds have another thing in common – they burn. Some organic compounds are
serious fire hazards while many others are safe to have at home. Here’s an example:
Home heating oil is a dark, thick organic liquid with an awful tar-like odour. Ether is
also an organic compound that is colourless, flows like water, and has a slight solvent
odour. Both substances are flammable, i.e., they will burn. A match held 2 cm above a
dish containing ether will start a fire. However, you can drop a match into a dish of home
heating oil and watch the match safely go out. What’s the difference?
Ether is an example of a liquid with an extremely low flash point – the temperature at
which vapours from the liquid can catch fire or explode. Oil has a high flash point,
producing very little combustible vapour. The lower the flashpoint, the greater the risk of
vapours being produced. A low flash point increases the risk the flammable substance
will ignite.
74
Here is a table of different flammable liquids and their flash points:
Common liquids and their flash points
Liquid
Intended Use
butane
gasoline
acetone
toluene
rubbing alcohol
turpentine
home heating oil
charcoal barbeque lighter
mineral spirits
cigarette lighters
fuelling an engine ONLY!
nail polish remover
cleaning solvents
massage
thinning paint
burn in the furnace only
ignite barbeque coals
thinning paint and cleaning brushes
Flash point
o
C
-88
-42
-18
4
15
35
45
70
70
Use the chart to answer these questions:
Butane has a very low flash point. Why is this property ideal for its intended use?
Why is it dangerous to use nail-polish remover in a poorly ventilated room?
Which is the greater fire hazard, a spill of gasoline or a spill of barbeque lighter?
Explain.
Which is the safest to use to clean paintbrushes, turpentine or mineral spirits? Explain.
75
Flashpoint
( Teacher copy with answers)
There are more organic compounds found in nature than any other. In science, the word
“organic” does not mean something that’s natural like apples that have been grown
without pesticides. The word “organic” means that these compounds are made up mostly
of the elements carbon and hydrogen. Find these elements on the periodic table and
record their chemical symbol.
Carbon__C___
Hydrogen__H______
Questions:
C2 H6
C2 H6 O
C3 H8
C3 H7 F
CO2
H2 O
1. Which of the compounds above are organic. Explain.
C2 H6
C2 H6 O
C3 H8
C3 H7 F. These molecules are organic
because they contain the elements carbon and hydrogen.
2. The opposite of organic is “inorganic.” Which compounds listed in the box are
inorganic compounds?
Inorganic compounds: CO2
H2 O
There are millions of organic compounds in nature, everything from crude oil to polyester
that is used to make fabric. As well as having carbon and hydrogen, most organic
compounds have another thing in common – they burn. Some organic compounds are
serious fire hazards while many others are safe to have at home. Here’s an example:
Home heating oil is a dark, thick organic liquid with an awful tar-like odour. Ether is
also an organic compound that is colourless, flows like water, and has a slight solvent
odour. Both substances are flammable, i.e., they will burn. A match held 2 cm above a
dish containing ether will start a fire. However, you can drop a match into a dish of home
heating oil watch the match safely go out. What’s the difference?
Ether is an example of a liquid with an extremely low flash point – the temperature at
which vapours from the liquid can catch fire or explode. Oil has a high flash point,
producing very little combustible vapour. The lower the flashpoint, the greater the risk of
vapours being produced. A low flash point increases the risk the flammable substance
will ignite.
76
Here is a table of different flammable liquids and their flash points:
Common liquids and their flash points
Liquid
Intended Use
butane
gasoline
acetone
toluene
rubbing alcohol
turpentine
home heating oil
charcoal barbeque lighter
mineral spirits
cigarette lighters
fuelling an engine ONLY!
nail polish remover
cleaning solvents
massage
thinning paint
burn in the furnace only
ignite barbeque coals
thinning paint and cleaning brushes
Flash point
o
C
-88
-42
-18
4
15
35
45
70
70
Use the chart to answer these questions:
Butane has a very low flash point. Why is this property ideal for its intended use?
A small spark from the lighter flint will cause butane to ignite immediately.
Why is it dangerous to use nail-polish remover in a poorly ventilated room?
Because it has such a low flash point, any spark or flame could ignite the acetone in
nail polish remover.
Which is the greater fire hazard, a spill of gasoline or a spill of barbeque lighter?
Explain.
Gasoline is a far greater hazard because its flash point is much lower than that of
barbeque lighter.
Which is the safest to use to clean paintbrushes, turpentine or mineral spirits? Explain.
Mineral spirits is much safer to use because its flash point is higher than that of
turpentine, implying that it would not ignite as readily.
77
Lesson 2.4 Special Materials
Time Suggested: 140 min
EXPECTATION
CODES
SIS.01
EXPECTATIONS
SIS.03
demonstrate the skills required to plan and carry out investigations using
laboratory equipment safely, effectively, and accurately (e.g., plan and carry
out an investigation to determine the percentage composition of a
compound)
MSV.02
demonstrate safe handling, storage, and disposal procedures for a variety of
materials, including some hazardous materials, in the school laboratory
(e.g., safely handle solvents, oxidizing agents, acids, bases)
MSV.03
describe practices that promote fire safety, as well as safety in the handling
and disposal of materials, in everyday living in the home and workplace.
MS1.01
categorize hazardous chemicals as flammable, as reactive, or as harmful to
health
MS1.03
describe factors that affect the rate of chemical reaction, paying
special attention to what makes reactions dangerous (e.g., increasing
the temperature at which a reaction takes place can cause an
explosion volatile liquids and dispersed powders have a greater rate
of reaction)
MS1.06
describe the factors that increase the danger of flammable substances (e.g.,
flash point, auto-ignition)
MS2.01
formulate scientific questions, in qualitative terms, about rates of chemical
reaction (e.g., How do the rates of combustion of some fuels in air differ?
What happens to the rates of combustion of fuels in pure oxygen or when
mixed with a solid oxidant?)
MS2.03
plan and carry out investigations using laboratory equipment effectively,
safely, and accurately (e.g., compare the corrosive action of acids on
various metals, and collect and test the hydrogen produced by this action;
prepare and use a foam fire extinguisher)
demonstrate an understanding of safe laboratory practices by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., safely disposing of hazardous solutions correctly
interpreting Workplace Hazardous Materials Information System [WHMIS]
symbols), and using appropriate personal protection (e.g., wearing safety
goggles)
78
BOTTOM LINE
Students look at two specific hazardous materials in research and experiment: gasoline
and hydrogen, to summarize the study of the nature of danger from flammables.
MATERIALS
TEACHER
STUDENT
Gasoline Do's and Don'ts
A Real Explosion!
Test tube
Test tube rack
Test tube stopper
Microspatula size piece of zinc metal
15mL of 1 mol/L hydrochloric acid
Wooden splint
Matches
SAFETY CONCERNS
See experiment procedure. Review safety rules for handling chemicals.
LESSON SEQUENCE
A product we all deal with but many disregard it's hazardous nature is gasoline. In
completing the "Gasoline Do's and Don'ts" worksheet, students will both have an
opportunity to review safe handling techniques and apply the technical aspects of
flammable materials discussed in lesson 2.3
As flammability and combustibility increases, what is the next step? Explosive. It is not
only the material type that controls this change in danger level but also the external
conditions. In a safe set of conditions, students will experiment with "A Real Explosion"
in producing and detecting hydrogen gas. Link this back to the reading exercise in lesson
2.2.
ASSESSMENT TOOLS AND STRATEGIES
Completion of the gasoline worksheet can be assessed for Making Connections
A Real Explosion observation table can be assessed for Inquiry
ACCOMMODATIONS
Provide sample responses to worksheet and match to best procedure.
EXTENSIONS
Create instructional material for safe gasoline handling: poster, brochure, labels, etc.
Research special handling procedures for other familiar products, for example propane
containers.
79
BACKGROUND INFORMATION
Hydrogen is Greek for "water-father." A French chemist, Antoine Lavoisier named it
hydrogen. Hydrogen is used in high temperatures for cutting, melting, and welding
metals. It is also used in rocket fuel, production of hydrochloric acid, and hydrogenation
of fats and oils.
Hydrogen is the lightest and most abundant element, making up about 90% of the
universe. It is a reactive, colorless, odourless, and tasteless gaseous element. Hydrogen in
the form of water (H2 O) is needed for everyday life and is found in almost all organic
compounds. The Sun and the stars consist mostly of hydrogen. Pockets of pure hydrogen
gas can collect in underground mines and can cause explosions. The most common
method of producing hydrogen is through steam reforming natural gas. Another method
is electrolysis, where electricity is used to split water (H2 O) into its component elements,
hydrogen and oxygen.
HELPFUL HINTS
The NASA Explores source has an extension to the experiment where the teacher fills a
balloon with hydrogen and explodes it using a lit candle. Attach the balloon to the end of
a metre stick with tape. Warn your students that the upcoming “bang” may be quite loud.
RESOURCES
Gasoline Do's and Don'ts
A Real Explosion!
80
Gasoline Do’s and Don’ts
Gasoline has an extremely low flash point that makes it ideal for it's only use - to fuel an
engine. Here are some tips on using gasoline safely. Use the information in the section on
flammable materials to explain these rules.
Gasoline Safety Tip
Always fuel gas-powered tools like lawn
mowers outside.
Why?
Never fuel a lawn mower when the engine
is still hot.
Gasoline should always be stored in a
tightly sealed container and in a wellventilated area.
Never keep gasoline in the basement
Gasoline is usually cold when it comes out
of a service station fuel tank. Never fill
your gas container right to top.
Never use gasoline to remove grease from
engine parts.
81
Gasoline Do’s and Don’ts
(Teacher Copy with answers)
Gasoline has an extremely low flash point that makes it ideal for it's only use - to fuel an
engine. Here are some tips on using gasoline safely. Use the information in the section on
flammable materials to explain these rules.
Gasoline Safety Tip
Always fuel gas-powered tools like lawn
mowers outside.
Why?
This ensures there is adequate ventilation
to disperse the vapours.
Never fuel a lawn mower when the engine
is still hot.
Gasoline vapours could easily ignite.
Gasoline should always be stored in a
tightly sealed container and in a wellventilated area.
A tightly sealed container prevents the
vapours from escaping. Good ventilation
allows any vapours that do escape to
disperse.
Never keep gasoline in the basement.
There are many possible ignition sources
in the basement, e.g., the pilot light in a
hot water heater and sparks produced
when operating power tools.
Gasoline is usually cold when it comes out
of a service station fuel tank. Never fill
your gas container right to top.
This allows room for the gasoline to
expand. Otherwise, excessive pressure
could build up causing either the cap to
blow off or the can to rupture.
Never use gasoline to remove grease from
engine parts.
There are other liquids that do the job just
as well but have much higher flash point.
82
A Real Explosion!
Seeing What Can't Be Seen: Testing for Hydrogen
Materials:
plastic baby bottle and rubber nipple
pea-size piece of zinc metal
15mL of 1 mol/L hydrochloric acid
Wooden splint
Matches
scissors
Safety :
Wear eye goggles at all times.
Hydrochloric acid is severely corrosive to eyes and skin.
Do not eat or breathe in chemicals
Hydrogen gas is explosive. Do not have open flames or sparks near gas
production.
Procedure:
Cut off the top half of the bottle nipple.
Place a pea-size portion of zinc into the baby bottle.
Pour 10 mL of 1 mol/L hydrochloric acid over the zinc.
Immediately, screw the nipple and bottle cap back onto the bottle
Place an inverted test tube over the cut nipple to collect the gas.
Touch the bottom of the bottle with your fingertips.
After 30 seconds, remove the test tube. The mouth of the test tube must
always be pointed down!
Place a burning splint into the mouth of the test tube.
Observations
How did the bottom of the
bottle feel?
What happened when the
burning splint was placed near
the hydrogen?
The product of this reaction was
water, H2 O. Where did the
oxygen come from?
Why do rockets contain huge
tanks of hydrogen?
Why did helium replace
hydrogen in large air ships in
83
the 1920s and 1930s?
Taken from: NASA Explores
(Teacher’s copy )
Observations
How did the bottom of the
bottle feel?
warm to the touch
What happened when the
burning splint was placed near
the hydrogen?
A loud “pop” was heard.
The product of this reaction was
water, H2 O. Where did the
oxygen come from?
The oxygen was supplied by the air.
Why do rockets contain huge
tanks of hydrogen?
Hydrogen is an ideal fuel for rockets because it is
lightweight and produces a great deal of energy.
Why did helium replace
hydrogen in large air ships in
the 1920s and 1930s?
Helium does not burn.
Taken from: NASA Explores
84
Lesson 3.1 Dressed to Live
Time Suggested: 70 min
EXPECTATION
CODES
EXPECTATIONS
SIS.04
demonstrate a knowledge of emergency laboratory procedures
MSV.01
demonstrate an understanding of WHMIS legislation and general safety
procedures as they apply to materials in the workplace and the home
demonstrate an understanding of important safety legislation (e.g., WHMIS
legislation, the Fire Code, the Building Code, the Occupational Health and
Safety Act)
MS1.02
MS1.08
demonstrate an understanding of the toxicity and hazards of some chemical
substances (e.g., mercury)
MS1.09
describe routes of entry of hazardous materials into the body (e.g.,
ingestion, inhalation, absorption through the skin)
explain the meaning of the terms acute and chronic as they apply to the
effect of hazardous materials on the body.
MS1.10
MS2.02
demonstrate an understanding of WHMIS legislation by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., use appropriate personal protection, and
demonstrate proper housekeeping and knowledge of emergency procedures,
when handling chemicals in the laboratory)
BOTTOM LINE
With the aid of a simple demonstration and visual props, students will identify how
hazardous materials may enter the body and how to avoid the risk with appropriate
personal protection equipment.
MATERIALS
TEACHER
Safety goggles
STUDENT
How do hazardous materials enter the
body?
Protective gloves
Lab coat/overalls
Respirator/mask
Hearing protectors
Safety boots
Onion
Knife
Coloured card/labels
SAFETY CONCERNS
Allow sensitive students to stay distant from the demonstration
85
LESSON SEQUENCE
Demo: peel and cut an onion. Prompt discussion: Why do my eyes water? What if I
wiped my eyes? Can you smell it? How is the irritating onion juice getting into my body?
What if this wasn't a simple onion? Link to lab safety rules: no food, wash hands, wear
gloves, etc.
Student activity on outline of person or whole class using lab skeleton/mannequin: use
coloured flags to identify routes into body (eye, mouth, nose, skin) with technical
vocabulary (absorption, ingestion, inhalation) and words to journal lists.
How can we protect ourselves? Add onto figure the personal protective equipment (PPE)
available. If using the skeleton dress it in the PPE. Extend to all possible, including
physical dangers (work boots, hearing protectors)
Students independently complete "How do hazardous materials enter the body."
ASSESSMENT TOOLS AND STRATEGIES
Completion of the worksheets can be assessed for knowledge
ACCOMMODATIONS
Use workplace video resources to make the assignment more relevant.
EXTENSIONS
Use a safety equipment supplier catalogue to make a summary list of the range and types
of PPE available.
BACKGROUND INFORMATION
See the information cards in Live Safe! Work Smart!
HELPFUL HINTS
This is intended to bring humour into a very serious topic. If a student volunteer is
willing, "dress" them instead of the skeleton. Make sure at the closure, students
appreciate the underlying important message: toxins are often invisible and protection is
available.
RESOURCES
Live Safe! Work Smart!
86
How Do Hazardous Materials Enter the Body
Many common household materials like soap and bleach can be toxic under certain
conditions. Even ordinary table salt can be toxic if there is too much of it in our blood.
SECTION 6 - TOXICOLOGICAL PROPERTIES of the MSDS contains health hazard
information and describes the possible health effects, which may result from
overexposure to a specific material.
Route of Entry
This part of Section 6 describes the ways in which hazardous materials can enter the
body. This is important so we know how best to protect ourselves from exposure. The
three routes of entry into the body are: ingestion, skin or eye absorption, and inhalation.
Ingestion - means taking the material into the body by mouth (swallowing).
Describe how a worker could accidentally ingest a toxic material.
_________________________________________________________________
_________________________________________________________________
Describe two ways in which type this of hazard can be avoided.
_________________________________________________________________
_________________________________________________________________
Absorption - Some chemicals may contact the eyes and the skin and are either absorbed
into the body or cause local burns or irritations. A very common example of this
irritation is the substance that irritates your eyes when you chop onions. Chopping
onions, for example, causes certain chemicals in the onion to undergo a chemical change,
producing a vapour that irritates the eye.
Also, many organic chemicals are absorbed through the skin and the mucosal
membranes, e.g., pesticides.
Describe two ways in which type this of hazard can be avoided.
_________________________________________________________________
_________________________________________________________________
Inhalation – This is probably the most common way that hazardous materials enter the
body. Inhalation means taking the material into the body by breathing it in. Very tiny
blood vessels in the lungs are in constant contact with the air you inhale. Airborne
contaminants can be easily absorbed through this tissue. Airborne contaminants could be
solids (dusts), liquids ( mists), and gases ( or vapours)
87
List two solids that could be inhalation hazards.
Solid
Workplace ( e.g., restaurant kitchen)
List two liquids that could be inhalation hazards.
Liquid
Workplace ( e.g., restaurant kitchen)
List two gases that could be inhalation hazards.
Gas
Workplace ( e.g., restaurant kitchen)
Describe two precautions that could protect the worker from inhalation hazards.
________________________________________________________________
________________________________________________________________
88
How Do Hazardous Materials Enter the Body (Teacher copy)
Many common household materials like soap and bleach can be toxic under certain
conditions. Even ordinary table salt can be toxic if there is too much of it in our blood.
SECTION 6 - TOXICOLOGICAL PROPERTIES of the MSDS contains health hazard
information and describes the possible health effects, which may result from
overexposure to a specific material.
Route of Entry
This part of Section 6 describes the ways in which hazardous materials can enter the
body. This is important so we know how best to protect ourselves from exposure. The
three routes of entry into the body are: ingestion, skin or eye absorption, and inhalation.
Ingestion - means taking the material into the body by mouth (swallowing).
Describe how a worker could accidentally ingest a toxic material.
A toxic material could be ingested if the worker handles the material and then
consumes something without washing his/her hands in the correct way.
Describe two ways in which type this of hazard can be avoided.
1. Wearing gloves if required.
2. Washing hands and face using the guidelines required for the jobsite (
Absorption - Some chemicals may contact the eyes and the skin and are either absorbed
into the body or cause local burns or irritations. A very common example of this
irritation is the substance that irritates your eyes when you chop onions. Chopping
onions, for example, causes certain chemicals in the onion to undergo a chemical change,
producing a vapour that irritates the eye.
Also, many organic chemicals are absorbed through the skin and the mucosal
membranes, e.g., pesticides.
Describe two ways in which type this of hazard can be avoided.
1. Working in a properly ventilated area.
2. Wearing appropriate personal protective equipment such as gloves, protective
clothing and respirators or masks.
Inhalation – This is probably the most common way that hazardous materials enter the
body. Inhalation means taking the material into the body by breathing it in. Very tiny
blood vessels in the lungs are in constant contact with the air you inhale. Airborne
contaminants can be easily absorbed through this tissue. Airborne contaminants could be
solids (dusts), liquids ( mists), and gases ( or vapours)
89
List two solids that could be inhalation hazards.
Solid
Workplace ( e.g., restaurant kitchen)
wood dust
wood shop/furniture manufacturing
flour
-bakeries
List two liquids that could be inhalation hazards.
Liquids
Workplace ( e.g., restaurant kitchen)
cleaning mists
janitorial work
hair products
hair salon
List two gases that could be inhalation hazards.
Gas
Workplace ( e.g., restaurant kitchen)
volatile solvents
painting
vapours from fuels
auto shop
Describe two precautions that could protect the worker from inhalation hazards.
1. Respirator of dust mask.
2. Ensuring that the workplace ventilation system is operating efficiently.
90
Lesson 3.2 How Much is Enough?
Time Suggested: 70 min
EXPECTATION
CODES
EXPECTATIONS
SIS.04
demonstrate a knowledge of emergency laboratory procedures
MSV.01
demonstrate an understanding of WHMIS legislation and general safety
procedures as they apply to materials in the workplace and the home
demonstrate an understanding of important safety legislation (e.g., WHMIS
legislation, the Fire Code, the Building Code, the Occupational Health and
Safety Act)
MS1.02
MS1.08
demonstrate an understanding of the toxicity and hazards of some chemical
substances (e.g., mercury)
MS1.09
describe routes of entry of hazardous materials into the body (e.g.,
ingestion, inhalation, absorption through the skin)
explain the meaning of the terms acute and chronic as they apply to the
effect of hazardous materials on the body
MS1.10
MS2.02
demonstrate an understanding of WHMIS legislation by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., use appropriate personal protection, and
demonstrate proper housekeeping and knowledge of emergency procedures,
when handling chemicals in the laboratory)
BOTTOM LINE
Students complete a worksheet to practice their understanding of LC50 and LD50- terms
used on the MSDS to describe toxicity.
MATERIALS
TEACHER
prepare worksheet
STUDENT
SAFETY CONCERNS
no concerns
LESSON SEQUENCE
Display an overhead of a blank MSDS. Ask students to locate which section contains
route of entry information. Provide sample MSDS’s and have students identify routes of
entry. (see lesson 1.4)
Arrange for a tour of a local shop or medical lab to observe the personal safety equipment
and ventilation standards required by these professions.
Locate the acronyms LC50 and LD50 on an MSDS and discuss what they mean. (see
"What Do LD50 and LC50 Tell Us?")
Some students will perhaps question the appropriateness of using lab animals in this
91
manner. Allow some time for discussion. Stress that a material with a large LD50 or
LC50 value is less toxic than a material with a small value. For example, discuss these
substances: varsol - LD50 >5 g/kg orl rat ; caffeine LD50 192 mg/kg or 0.192 g/kg
To help students visualize these quantities pour out 5 g of water in a graduated cylinder
(5 mL) and 0.19 g of any white powder (e.g., flour) into a clear plastic vial. Stress that
although the amounts are quite different, both will kill 50% of laboratory rats.
Provide What Do LD50 and LC50 Tell Us? Otherwise, provide samples of MSDS
sheets and ask students to rank the substances in order from least to most toxic.
ASSESSMENT AND EVALUATION TOOLS
Completion of the worksheets can be assessed for knowledge
ACCOMMODATIONS
What Do LD50 and LC50 Tell Us? This worksheet requires students to be able to convert
from mg to g and vice versa. Be prepared to review this conversion. Otherwise, modify
the worksheet so that all units are identical. Consider decreasing the number of materials
if students find the worksheet too challenging.
EXTENSIONS
Absorption : Research the properties of materials that absorb through the skin. Dimethyl
sulfoxide DMSO is a particularly interesting one that appears to have medical
applications. A search on the Internet for DMSO should provide lots of information.
Research and report on the acronyms TWAEV, STEV, and CEV
BACKGROUND INFORMATION
Ingestion: Toxic materials may be transferred from contaminated fingers as a result of
eating and drinking in a contaminated work area. Good personal hygiene and other
protective measures are required to prevent ingestion. Workers should also avoid placing
personal objects like pens and the tips of eyeglasses frames in their mouths. The MSDS
may also provide exposure limits depending on the type of chemical. Some examples
include:
TWAEV Time-Weighted Average Exposure Value: The average airborne concentration
of a biological or chemical agent to which a worker may be exposed in a workday or a
workweek.
STEV Short Term Exposure Value: - The maximum airborne concentration of a chemical
or biological agent to which a worker may be exposed in any 15 minute period, provided
the TWAEV is not exceeded.
CEV Ceiling Exposure Value: The maximum airborne concentration of a biological or
chemical agent to which a worker may be exposed at any time.
92
What Do LD50 and LC50 Tell Us?
MSDS information comes in a variety of formats. For example, LD50 information is
sometimes given in mg/kg and other times is in g/kg. Because of this, the safe worker
must be able to read and interpret MSDS information.
Here is the LD50 information taken from the MSDS sheets of these materials
aspirin ( a pain reliever)
benzene ( a solvent which is banned from use in schools because it is so toxic)
caffeine ( a stimulant in coffee)
rubbing alcohol ( massages)
sucrose ( table sugar)
Goop ( a hand cleaner)
air freshener
See if you can match the substance with its LD50 information
Substance
LD50 Information
ORAL LD50 (rat) 4710 mg/kg
29700 mg/kg
Oral rat LD50: 5045 mg/kg; skin rabbit
LD50: 12.8 gm/kg
LD50 (IPR-RAT)(MG/KG) - 390
LD50 (IPR-RAT)(MG/KG) - 2.9
ORAL LD50 (RATS): 19.7 G/KG
93
What Do LD50 and LC50 Tell Us?
(Teacher copy with answers)
This worksheet illustrates the variety of forms that MSDS information comes in. A safe
worker, for example, needs to be able to distinguish between milligrams and grams when
examining LD50 information. The information in the right column was taken directly
from different MSDS sheets. Be prepared to assist students with the conversion of mg to
grams if necessary. You will notice a lack of consistency for which case to use for mg
and kg.
Substance
LD50 Information
air freshener
ORAL LD50 (rat) 4710 mg/kg
sucrose
29700 mg/kg
rubbing alcohol
Oral rat LD50: 5045 mg/kg; skin rabbit
LD50: 12.8 gm/kg
aspirin
LD50 (IPR-RAT)(MG/KG) - 390
benzene
LD50 (IPR-RAT)(MG/KG) - 2.9
Goop ( a hand cleaner)
ORAL LD50 (RATS): 19.7 G/KG
94
Lesson 4.1 Reaction Rates
Time Suggested: 100 – 140 min
EXPECTATION
CODES
EXPECTATIONS
SIS.01
demonstrate an understanding of safe laboratory practices by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., safely disposing of hazardous solutions correctly
interpreting Workplace Hazardous Materials Information System [WHMIS]
symbols), and using appropriate personal protection (e.g., wearing safety
goggles)
SIS.02
select appropriate instruments and use them effectively and accurately in
collecting observations and data (e.g., use a balance to accurately measure
the mass of a precipitate)
SIS.03
demonstrate the skills required to plan and carry out investigations using
laboratory equipment safely, effectively, and accurately (e.g., plan and carry
out an investigation to determine the percentage composition of a
compound)
SIS.07
communicate the procedures and results of investigations for specific
purposes by displaying evidence and information, either in writing or using
a computer, in various forms, including flow charts, tables, graphs, and
laboratory reports (e.g., draw a graph of the relationship between the
volume and pressure of a fixed amount of gas at constant temperature)
MS1.03
describe factors that affect the rate of chemical reaction, paying special
attention to what makes reactions dangerous (e.g., increasing the
temperature at which a reaction takes place can cause an explosion; volatile
liquids and dispersed powders have a greater rate of reaction);
MS2.01
formulate scientific questions, in qualitative terms, about rates of chemical
reaction (e.g., How do the rates of combustion of some fuels in air differ?
What happens to the rates of combustion of fuels in pure oxygen or when
mixed with a solid oxidant?);
MS2.03
plan and carry out investigations using laboratory equipment effectively,
safely, and accurately (e.g., compare the corrosive action of acids on
various metals, and collect and test the hydrogen produced by this action;
prepare and use a foam fire extinguisher);
BOTTOM LINE
Students will change simple experimental variables and observe how this affects the
reaction rate.
95
MATERIALS
TEACHER
STUDENT
Safety goggles
5 Alka Seltzer tablets
plastic cup
iced water
tap water
hot water
100 mL graduated cylinder
stopwatch
pestle and mortar
empty film canister
plastic bowl/bucket
Reaction Rate Proposal
Film Can Pop Off
SAFETY CONCERNS
The rates of reaction activity involves pressure changes. Eye protection must be worn.
LESSON SEQUENCE
Propose the puzzle to students that we need to know how temperature or surface area will
affect the rate of a chemical reaction. Provide them with the "Reaction Rates Proposal"
sheet and ask them to design a suitable experimental test. They must write a sequenced
procedure, include safety considerations, and plan for a "fair test." Once the proposal is
approved, they can carry out the experiment.
The concept is continued in "Film Can Pop-Off", using the same equipment.
ASSESSMENT TOOLS AND STRATEGIES
The student lab design can be assessed for Inquiry with an appropriate rubric
ACCOMMODATIONS
Provide the experiment procedure.
EXTENSIONS
Do not provide the list of materials. Allow for independent investigation.
BACKGROUND INFORMATION
The reaction of Alka-seltzer and water releases a considerable volume of carbon dioxide
gas. If you allow students to vary the temperature, the lid of the film canister may pop
off very quickly creating a potentially dangerous situation.
HELPFUL HINTS
Start with the canister half-filled with water and then increase or decrease depending on
96
the pop time desired.
RESOURCES
Consult the rates of reaction section of any grade 12 chemistry text for more background
on the factors affecting reaction rates.
97
Reaction Rates - Proposal
Materials
Safety goggles
4 Alka Seltzer tablets
plastic cup
iced water
tap water
hot water
100 mL graduated cylinder
stopwatch
pestle and mortar
plastic bowl/bucket
Caution: This activity involves pressure changes. Eye protection must be worn.
Purpose
Part 1: To see how temperature affects how fast a reaction happens
Part 2: To see how surface area affects how fast a reaction happens
Considerations to be answered in your proposal:
List all the variables in your experiment you are going to keep the same
Name one variable that you are going to change during your experiment
What safety factors must be considered?
Write out a step-by-step procedure for both part 1 and part 2 of the experiment and have
it approved by your teacher
98
Film Can Pop-Off
Task:
To make the lid of the film canister pop off in not less than 10 seconds and not more than
20 seconds using only the Alka-Seltzer and water reaction.
Challenge:
Students have only ONE Alka-Seltzer tablet to complete all the testing and launching in
this experiment. Hint: break up the tablet into smaller pieces to try the experiment more
than once.
Teacher notes:
Suggest the students break the tablets into pieces of similar size for each of their trials.
Tricks: if the can is completely full of water when the tablet is added, not enough gas is
produced to pop off the lid. A can that is 25% full of water may produce too much CO2 ,
causing the lid to pop off too quickly.
99
Lesson 4.2 Reactivity Series
Time Suggested: 70 – 110 min
EXPECTATION
CODES
EXPECTATIONS
SIS.01
demonstrate an understanding of safe laboratory practices by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., safely disposing of hazardous solutions correctly
interpreting Workplace Hazardous Materials Information System [WHMIS]
symbols), and using appropriate personal protection (e.g., wearing safety
goggles)
select appropriate instruments and use them effectively and accurately in
collecting observations and data (e.g., use a balance to accurately measure
the mass of a precipitate)
demonstrate the skills required to plan and carry out investigations using
laboratory equipment safely, effectively, and accurately (e.g., plan and carry
out an investigation to determine the percentage composition of a
compound)
demonstrate a knowledge of emergency laboratory procedures
SIS.02
SIS.03
SIS.04
MS1.05
MS2.03
predict the reactivity of metal elements with other chemical substances,
using the activity series of metals (e.g., predict the reactivity of metals with
acids and oxygen)
plan and carry out investigations using laboratory equipment effectively,
safely, and accurately (e.g., compare the corrosive action of acids on
various metals, and collect and test the hydrogen produced by this action;
prepare and use a foam fire extinguisher)
BOTTOM LINE
Students conduct an experiment to compare the reactivity of a given set of common
metals.
MATERIALS
TEACHER
Steel wool or sandpaper
STUDENT
safety goggles
Spot plate (minimum 5 rows, 5 columns)
Dropping bottles of 0.5 mol/L solutions:
Magnesium nitrate
Zinc nitrate
Iron (III) nitrate
Copper (II) nitrate
Hydrochloric acid
Small strips of metals, 4 pieces each:
magnesium, zinc, iron, stainless steel,
copper
100
SAFETY CONCERNS
This experiment is presented using microscale equipment: a method that uses very small
quantities of reactants and non-glass labware. This minimizes many of the typical hazards
in school laboratories: spills, breakages, cross-contamination of reactants. The equipment
is of minimal expense, and chemical supply costs are reduced. Most laboratory supply
companies now include micro scale kits and supplies.
LESSON SEQUENCE
Review safety rules for handling chemicals and experiments whilst introducing the
activity. Brainstorm where metals are used, particularly those included in the experiment.
Students complete the "Activity Series" experiment.
Closing discussion should link their discoveries to the danger of substitutions, and the
practical application of choosing metals for different purposes
ASSESSMENT TOOLS AND STRATEGIES
Student inquiry skills can be assessed using an appropriate inquiry rubric.
ACCOMMODATIONS
Reduce the number of metals and metal ion solutions used.
EXTENSIONS
Have students write the word and perhaps chemical equations for the reactions involved.
Show video clips of the reaction of the alkali metals with water.
BACKGROUND INFORMATION
A metal activity series is a qualitative ranking of metals in terms of their reactivity.
Metals to the left on the periodic table tend to be more reactive than those on the right.
However, this is a very “rough” rule of thumb. Relate the observations of this
experiment to relevant reactions your students are likely to see, e.g., corrosion of steel.
HELPFUL HINTS
In preparing metals for the experiment, clean all surfaces with steel wool or sandpaper
before cutting into small strips. The magnesium nitrate solution does not react with any
of the metals. To save time and expense, you may wish to use distilled water as a
placebo.
101
Activity Series
Materials
safety goggles
Spot plate (minimum 5 rows, 5 columns)
Dropping bottles of 0.5 mol/L solutions:
Magnesium nitrate
Zinc nitrate
Iron (III) nitrate
Copper (II) nitrate
Hydrochloric acid
Small strips of metals, 4 pieces each:
Magnesium
Zinc
Iron
Stainless steel
Copper
Procedure
q
q
q
q
q
Wear eye protection
Using the chart below, place a piece of metal strip into each well. Each 'column' is
one type of metal.
Following the pattern on the chart, add 5 drops of solution onto the metal strips. Each
'row' is one type of solution.
Observe the appearance of the metals after the solutions are added. If you believe a
chemical reaction has taken place, write "R" in the chart on the spot that matches the
metal/solution combination.
Dispose of the contents of the spot plate into the special waste container provided.
102
Observations
Copper nitrate
Iron (III)
nitrate
Hydrochloric
acid
Zinc nitrate
Magnesium
nitrate
Magnesium
Zinc
Iron
Stainless steel
copper
Magnesium
Zinc
Iron
Stainless steel
Copper
Copper nitrate
Copper nitrate
Copper nitrate
Copper nitrate
Copper nitrate
Magnesium
Zinc
Iron
Stainless steel
Copper
Iron (III nitrate
Magnesium
Iron (III) nitrate
Zinc
Iron (III) nitrate
Iron
Iron (III) nitrate
Stainless steel
Iron (III) nitrate
Copper
Hydrochloric
acid
Magnesium
Hydrochloric
acid
Zinc
Hydrochloric
acid
Iron
Hydrochloric
acid
Stainless steel
Hydrochloric
acid
Copper
Zinc nitrate
Magnesium
Zinc nitrate
Zinc
Zinc nitrate
Iron
Zinc nitrate
Stainless steel
Zinc nitrate
Copper
Magnesium
nitrate
Magnesium
nitrate
Magnesium
nitrate
Magnesium
nitrate
Magnesium
nitrate
Rank the metals in order:
Most reactive
Least reactive
Based on this experiment, which metal could be used to build a totally rust proof car?
103
Observations (Teacher copy)
R –reaction
Copper nitrate
NR – no reaction
Magnesium
Zinc
Iron
Stainless steel
copper
Magnesium
Zinc
Iron
Stainless steel
Copper
R
R
R
NR
Copper nitrate
Copper nitrate
Copper nitrate
Copper nitrate
Copper nitrate
Magnesium
Zinc
Iron
Stainless steel
Copper
R
R
NR
NR
NR
Iron (III nitrate
Magnesium
Iron (III) nitrate
Zinc
Iron (III) nitrate
Iron
Iron (III) nitrate
Stainless steel
Iron (III) nitrate
Copper
R
R
R
NR
NR
Zinc
Hydrochloric
acid
Iron
Hydrochloric
acid
Stainless steel
Hydrochloric
acid
Copper
R
NR
NR
NR
NR
Zinc nitrate
Magnesium
Zinc nitrate
Zinc
Zinc nitrate
Iron
Zinc nitrate
Stainless steel
Zinc nitrate
Copper
NR
NR
NR
NR
NR
Magnesium
nitrate
Magnesium
nitrate
Magnesium
nitrate
Magnesium
nitrate
Magnesium
nitrate
R
Iron (III)
nitrate
Hydrochloric
acid
Zinc nitrate
Magnesium
nitrate
Hydrochloric
acid
Magnesium
Hydrochloric
acid
Rank the metals in order:
Most reactive
magnesium
zinc
iron
stainless steel, copper
Least reactive
Based on this experiment, which metal could be used to build a totally rust proof
Stainless steel or copper could be used because they were the least reactive.
104
Lesson 4.3 The Air We Breathe
Time Suggested: 70 min
EXPECTATION
CODES
EXPECTATIONS
SIS.01
demonstrate an understanding of safe laboratory practices by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., safely disposing of hazardous solutions correctly
interpreting Workplace Hazardous Materials Information System [WHMIS]
symbols), and using appropriate personal protection (e.g., wearing safety
goggles)
SIS.03
demonstrate the skills required to plan and carry out investigations using
laboratory equipment safely, effectively, and accurately (e.g., plan and carry
out an investigation to determine the percentage composition of a
compound)
MSV.02
demonstrate safe handling, storage, and disposal procedures for a variety of
materials, including some hazardous materials, in the school laboratory
(e.g., safely handle solvents, oxidizing agents, acids, bases)
MS1.04
identify some oxidizing agents by name and/or chemical formula, and
describe their chemical reactivity with fuels and other oxidizable substances
(e.g., write the chemical formula for oxygen gas and explain the reaction of
oxygen gas with a fuel in terms of the products formed)
MS1.05
predict the reactivity of metal elements with other chemical substances,
using the activity series of metals (e.g., predict the reactivity of metals with
acids and oxygen)
MS2.01
formulate scientific questions, in qualitative terms, about rates of chemical
reaction (e.g., How do the rates of combustion of some fuels in air differ?
What happens to the rates of combustion of fuels in pure oxygen or when
mixed with a solid oxidant?)
MS2.02
demonstrate an understanding of WHMIS legislation by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., use appropriate personal protection, and
demonstrate proper housekeeping and knowledge of emergency procedures,
when handling chemicals in the laboratory)
BOTTOM LINE
Students carry out an experiment to oxidize a small ball of steel wool in a flame and then
set up a 24-hour experiment to demonstrate the oxidation of steel wool in water under
different conditions.
105
MATERIALS
TEACHER
Flame (Bunsen, candle)
Safety goggles
Steel wool
STUDENT
Steel wool (~ 15 grams)
8 test tube
Tongs
Safety goggles
Boiled water
Salt solution (50 g NaCl in 1000 mL of
water)
White vinegar
Vegetable oil
SAFETY CONCERNS
See the experiment procedure. As with all experiments, it is highly recommended that the
teacher practice the demonstration prior to the lesson.
LESSON SEQUENCE
Introduce the process of oxidation and relate it to the weakening of metal. Review the
safety rules for using flame in the laboratory. Explain the two part structure of the
experiment "Oxidization" before students start
ASSESSMENT TOOLS AND STRATEGIES
Have students self-assess their inquiry skills using an appropriate skills checklist or
rubric.
ACCOMMODATIONS
Setup one set of test tubes 2 days prior to this class. Show students the results of the
experiment immediately.
EXTENSIONS
Have students research and experiment with different ways in which corrosion can be
prevented.
BACKGROUND INFORMATION
The corrosion of iron is a complicated process that is accelerated by the presence of an
electrolyte like salt. Consult a grade 12 chemistry textbook for more details regarding
this process.
HELPFUL HINTS
The reaction of iron in oxygen is available on video or CDROM from a variety of
sources. Consult your AV catalogue for further details.
RESOURCES
Oxidization
106
Oxidization
Materials
Steel wool (~ 15 grams)
8 test tubes
Tongs
Flame (Bunsen, candle)
Safety goggles
Boiled water
Salt solution (50 g NaCl in 1000 mL of water)
White vinegar
Vegetable oil
Procedure
Teacher demonstration
Wear safety goggles throughout this experiment.
q Divide the steel wool into nine equal portions.
Part 1
q Take one piece of steel wool and observe and record the physical appearance.
q Using tongs, hold the steel wool in an open flame. CAUTION: The small drops of
molten iron can burn skin. Hold the steel wool well away from your hands and body.
q Observe and record the physical appearance of what is left after oxidization has
occurred.
q
Part 2 Student Experiment
q Roll the remaining eight portions of steel wool tightly to form a ball and put into a
test tube. Roll it smaller if it will not fit easily.
q Half fill the test tubes with solution: 2 each of tap water, boiled water, salt water and
vinegar. Label each tube with its contents.
q In one test tube for each solution, pour a thin layer of vegetable on top of the liquid to
make a seal and add "+ oil" to the label.
q You should now have 8 test tubes as listed on the observation chart below.
q After 24 hours, observe and record what has happened in each tube.
107
Observations
Part 1
Appearance of the steel wool before
Appearance of the steel wool after
Part 2
Observations after 24 hours
Tap water
Boiled water
Salt water
Vinegar
Tap water + oil
Boiled water + oil
Salt water + oil
Vinegar + oil
Adapted from Ontario Curriculum Centre
108
Lesson 5.1 Clean Up
EXPECTATION EXPECTATIONS
CODES
Time Suggested: 70 min
SIS.01
demonstrate an understanding of safe laboratory practices by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., safely disposing of hazardous solutions correctly
interpreting Workplace Hazardous Materials Information System [WHMIS]
symbols), and using appropriate personal protection (e.g., wearing safety
goggles)
SIS.05
select and use appropriate numeric, symbolic, graphical, and linguistic
modes of representation to communicate scientific ideas, plans, and
experimental results (e.g., present a detailed experimental report according
to specified standards)
SIS.06
compile and interpret data or other information gathered from print,
laboratory, and electronic sources, including Internet sites, to research a
topic, solve a problem, or support an opinion (e.g., research the uses of the
most common products of the refining of petroleum)
MSV.01
demonstrate an understanding of WHMIS legislation and general safety
procedures as they apply to materials in the workplace and the home
MSV.02
demonstrate safe handling, storage, and disposal procedures for a variety of
materials, including some hazardous materials, in the school laboratory
(e.g., safely handle solvents, oxidizing agents, acids, bases)
MS1.01
categorize hazardous chemicals as flammable, as reactive, or as harmful to
health
MS2.02
demonstrate an understanding of WHMIS legislation by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials (e.g., use appropriate personal protection, and
demonstrate proper housekeeping and knowledge of emergency procedures,
when handling chemicals in the laboratory)
MS2.03
plan and carry out investigations using laboratory equipment effectively,
safely, and accurately (e.g., compare the corrosive action of acids on
various metals, and collect and test the hydrogen produced by this action;
prepare and use a foam fire extinguisher)
MS3.02
investigate and report on a topic related to the safe handling, storage, and
disposal of hazardous materials, focusing on some specific examples (e.g.,
the hazards of disposing of chemicals and drugs in rural and urban water
systems local means of disposing of hazardous materia ls hazardous
materials in the home application of WHMIS in the use of materials in a
local workplace).
109
BOTTOM LINE
In a safe simulation, students will practice techniques for cleaning up a hazardous
material spill.
MATERIALS
TEACHER
Safety goggles
Gloves
Masks
Lab coats/aprons
STUDENT
Aluminum pie plate (or similar dish)
Coloured oil (motor, chain saw, etc.)
Water
Liquid detergent
Kitty litter (or laboratory absorbent pad)
Glass rod or spoon
Clean Up Procedures
Household Hazardous Waste
SAFETY CONCERNS
The use of protective gloves may be considered, more for cleanliness than because of
health hazards.
LESSON SEQUENCE
Have waiting at each student station a pie plate containing coloured oil. Upon entry into
lab, alert students there has been a spill of a caustic material. Place warning signs at
doorway. Provide students with "Clean Up Procedures" and observe them in action.
Consider all the hazardous materials (review lessons 1.1, 1.2, 1.3, 1.4) we encounter
daily. What principles should be applied for the storage and disposal of these products?
Use the information contained in "Household Hazardous Waste" sheets for students to
create instructions for safe use of at least one product.
Use scenarios common in everyday life: changing oil in the car, finishing a painting job,
using a darkroom. Have students brainstorm what do we tend to do? What should we do?
ASSESSMENT TOOLS AND STRATEGIES
Observation of choices and lab skills during experiment
ACCOMMODATIONS
If students may overreact to the spill scenario, be specific that this is a simulation using
safe oil.
EXTENSIONS
The DEQ Oregon site has tables for products typically found in workshops, gardens, etc.
Students could extend their summary activity to other areas using this resource.
BACKGROUND INFORMATION
The website of the Oregon Department of Environmental Quality contains a great deal of
useful information for dealing with household hazardous wastes.
HELPFUL HINTS
You may wish to have students conduct a hazardous household chemical inventory to see
110
what items are most common. Ask students to inquire about the location of the nearest
Household Hazardous Waste disposal centres in their neighbourhood.
RESOURCES
Clean Up Procedures
111
Clean up Procedures
Emergency - WHMIS Class D2 and E Material has spilled in the lab.
You are being observed as waste control officers and your performance evaluated
Step 1: Personal Safety
Put on appropriate PPE for dealing with a Class E material.
Recommend any other safety precautions you think necessary:
The spill has occurred at your workspace and is fortunately contained on the dish there.
This sheet guides you through three types of clean up methods. Today you are going to
model each one in sequence. Usually you would choose just the most efficient for the
material and situation.
Step 2: Dilution
There are products that become less hazardous when diluted with water. Apply this clean
up method to the chemical. Stir the solutions to increase mixing. Do not allow any
material to spill. Describe the appearance of the mixture:
Step 3: Neutralization
We can change the chemical properties of a hazardous material by reacting it with
something else, where the products are less dangerous. Apply this clean up method to the
diluted chemical by adding liquid detergent. Do not allow any material to spill. Describe
the appearance of the mixture:
Step 3: Absorption
Collecting up a liquid is tricky, so this final clean up method uses an absorbent solid
material to soak up the chemical. Apply this method to the neutralized mixture by adding
kitty litter or placing the absorbent pad into the liquid. How long does it take for all the
liquid to be absorbed?
The chemical has now been properly contained and the solid waste can be swept or
dropped into the garbage can.
Congratulations - you have succeeded in making the area safe.
112
Household Hazardous Waste
Why Is It A Problem?
Many products found in your home can pose a health or environmental hazard if you
don't dispose of them properly. Anything labelled as toxic, flammable, corrosive,
reactive, infectious or radioactive can threaten family health and safety.
According to national estimates, each home contains 3 - 8 gallons of hazardous materials
in kitchens, bathrooms, garages and basements. Throwing these materials into the
garbage can result in sanitation workers who may be injured by fires or explosions or
poisoned by acids. Hazardous wastes that reach our landfills can leach into the soil,
polluting water and threatening all living things.
Substances poured into household drains and toilets enter into the sewage treatment
process, eventually impacting fish and wildlife. Substances poured on soil or streets or
into storm drains are carried to our streams. As little as one pint of solvent can cause
measurable fish kills.
113
How To Minimize Hazardous Waste In Your Home
q
q
q
q
Use safer alternatives.
Read labels before purchasing. Watch for the words "caution," "warning," and
"danger." Follow label directions.
Buy only what you need and will use up.
If you do have products left over, give them to friends, neighbours, or charitable
institutions to use up.
Handle Hazardous Waste The Recommended Way
Until you use up or safely dispose of these materials, you can
q Keep containers upright, tightly closed, with labels intact.
q Keep unused portions and empty containers (check labels to see if an empty container
can be triple-rinsed and safely discarded in your household garbage.)
q Never mix substances or pour into other containers.
q Avoid burning or reusing empty containers.
q Keep out of reach of children, pets, and wildlife.
If Something Spills ...
Your first concern must be for your own safety. If you have been exposed to toxic
materials, call your local Poison Control Centre. For medical emergencies or large spills,
call 911 or your fire department.
q
q
q
q
q
q
q
Read the product label for exposure and spill information.
Keep the area well ventilated.
Keep children and pets away.
Wear gloves and protective clothing.
Contain and cover the spill with absorbent material such as cat litter, clay, or sand.
Sweep and scoop the material into a container with a lid or doubled plastic bags.
Secure well.
Finally, wash the surface well with soap and water.
114
Product
Aerosols
Batteries:
Household
(mercury, cadmium,
lithium, silver, lead)
Bleach: Chlorine
Disposal Suggestions
Best: Put only empty cans
in trash.
2nd Best: Take full or
partially full cans to
HHW collection site.
Best: Take to HHW
collection site.
Substitutions and Precautions
Instead: Use non-aerosol products.
Safe Use: Store in cool place. Do not
burn or put in trash compactor.
Best: Use up/give away.
2nd Best: Flush small
amounts down drain with
plenty of water. Take
large amounts to HHW
collection site.
Instead: Use ½cup borax per washe r
load, or use hydrogen peroxide in a
3% solution.
Safe Use: Never mix bleach with
strong acids such as toilet bowl
cleaner The combination produces
hazardous fumes.
Instead: Use non-toxic alternatives
Safe Use: Liquid dishwashing
detergent is mildest, laundry
detergent is moderate, automatic
dishwasher detergent is harshest.
Use mildest product for your needs.
Instead: Use non-toxic alternatives.
Safe Use: Do not pour grease down
the drain. Pour boiling water down
drain weekly. Use plunger or
plumber’s snake. Pour ½cup baking
soda and ½cup vinegar down drain.
Let stand 15 minutes. Pour boiling
water down drain.
Safe Use: Check contents of
medicine chest regularly. Old
medications may lose their
effectiveness, but not their toxicity.
Instead: Use non-toxic alternatives.
Safe Use: Use only in wellventilated area
Detergent Cleaners
Best: Use up/give away.
2nd Best: Dilute and wash
down sink or take to
HHW collection site.
Drain Cleaners
Best: Use up/give away.
Put empty container in
trash.
2nd Best: Dilute small
amounts and wash down
sink or take to HHW
collection site.
Medicines:
Unneeded or
expired
Best: Take to HHW
collection site
2nd Best: Flush down
drain
Best: Use up/give away
2nd Best: Take to HHW
collection site
3rd Best: Expose to air to
evaporate solvents, then
put in garbage.
Best: Use up/give away.
2nd Best: Take to HHW
collection site.
Metal Polishes
Mildew Remover
Instead: Use rechargeable batteries.
Avoid battery-operated products.
Instead: Scrub with a mixture of
vinegar and salt
115
Mothballs
Best: Use up/give away.
2nd Best: Take to HHW
collection site.
Oven Cleaner
Best: Use up/give away
2nd Best: Flush with lots
of water
Toilet Bowl
Cleaner
Best: Use up/give away.
2nd Best: Take to HHW
collection site.
Best: Use up/give away.
2nd Best: Take to HHW
collection site.
Window Cleaner
Wood Cleaners,
Polishes and Waxes,
Best: Use up/give away
2nd Best: Take to HHW
collection site.
Instead: Before storing clean
articles, double wrap in tightly
sealed plastic bags or in tight
container (such as a cedar chest).
Safe Use: Don’t use in living areas.
Air out clothing before use
Instead: Use a non- chlorinated
scouring powder, pumice stick or a
copper or steel wool scrubbing pad.
Use cleaner without lye.
Safe Use: Do not use aerosols; they
can explode
Instead: Use a paste of borax and
lemon juice and scrub with a stiff
brush.
Instead: Spray on solution of ½
water and ½vinegar; wipe dry with
newspaper or squeegee.
Safe Use: Ventilate room.
Instead: Damp mop wood floors
with mild vegetable oil soap. Rub
black heel marks with a paste of
baking soda and water. For wood
furniture, apply olive or almond oil.
Let stand for several hours. Polish
with a soft dry
Taken from: Oregon Department of Environmental Quality
116
Lesson 5.2 Off You Go!
EXPECTATION
CODES
Time Suggested: 45-70 min
EXPECTATIONS
See previous activities
BOTTOM LINE
Summary lesson applying concepts covered in the unit.
MATERIALS
TEACHER
none required
STUDENT
none required
SAFETY CONCERNS
none
LESSON SEQUENCE
Students use their course notes, including the vocabulary journal to create a concept map
or flow chart of the material covered in this unit. A brainstorming session of "What did
we do?" may be useful first.
With their knowledge of WHMIS legislation, students write a set of questions they
should ask an employer before accepting or starting work. Review the employee (student)
role and rights under WHMIS laws.
Using research media, students look at accidents that have occurred involving hazardous
materials and analyze them in the context of cause and prevention.
Students write and carry out a safety inspection for the laboratory, their workplace or
their home, including recommendations for improvement.
ASSESSMENT TOOLS AND STRATEGIES
The strategy for assessment here is to emphasize how this unit relates to the students'
lives. Their understanding and recall of content is measured as they apply it to situations
of importance to them
ACCOMMODATIONS
Have a copy of class notes from a well-organized student available as reference
HELPFUL HINTS
The concept summary map needs to be carried out by all students, otherwise there can be
a measure of choice and selection for the remaining tasks. A good opportunity to have
groups present to the class their individual applications.
RESOURCES
Internet, newspapers, magazines, etc.
"Live Safe, Work Smart!" contains examples of interview questions, surveys, etc.
117
References
DND ( Department of National Defense) General Safety Program
-lots of good general information about WHMIS and workplace safety issues
http://www.vcds.dnd.ca/dsafeg/pubs/vol4/intro_e.asp
Fire Safety for Texans
-an excellent compilation of background information and worksheets designed
specifically for grade 8 students
http://www.tdi.state.tx.us/general/download/fmcurrguide8.doc
Health Canada
-MSDS sheets as well as general WHMIS information
http://www.hc-sc.gc.ca/ehp/ehd/psb/whmis/msds.htm
Live Safe! Work Smart. Health and Safety Resources for Ontario Secondary School
Teachers. Ontario Ministry of Labour
-an excellent collection of safety resources and classroom ready materials. A
must have for SNC 3E. A copy of this document should be in each secondary
school. Consult your science or tech department head. Other copies are available
from:
Government of Ontario and Canadian Centre for Occupational Health and Safety
Ontario Ministry of Labour, 2000
Binder Format (also available on CD-Rom for PC, Website)
$Free to Ontario Secondary School teachers through their schools and boards
OCC No. 1085
SCIENCE SAFETY: A Kindergarten to Senior 4 Resource Manual for Teachers,
Schools, and School Divisions
-excellent background material on WHMIS
-good specific lesson plans and resources
-a source of blank MSDS sheets
http://www.edu.gov.mb.ca/metks4/docs/support/scisafe/index.html
The Fairfax County (Virginia) Fire & Rescue Department
-has an excellent website dealing with fire safety (especially on the use of fire
extinguishers)
-a downloadable PowerPoint presentation is available at
http://www.ilpi.com/safety/downloads/ARESfireRevFINAL22mar01.ppt
118