STAO Fire Safety Resource STAO Fire Safety Resource What You Will Learn The format of the STAO Fire Safety Resource The proper and safe use of flammable and combustible materials in secondary classrooms The legislation and curriculum linkages related to working with flammable and combustible materials in secondary classrooms STAO Safety Resource Recent Accidents in Ontario Science Classrooms 1. A beaker of methanol was ignited accidentally by a bunsen burner flame. The beaker was dropped, the flames spread, and several students were taken to hospital. 2. One cup of alcohol placed in a water cooler was ignited, a flame shot out and a ball of fire landed 2 meters away on a student’s jeans. 3. Reaction with Potassium Chlorate, Manganese Dioxide, Sugar and Glycerine in a test tube resulted in an explosion. Three students injured. Fire Safety Knowledge and Skills Knowledge for Handling Flammable and Combustible Substances 1. Type of Flammable and Combustible Materials 2. Quantity of Flammable and Combustible Materials 3. Concentration of Flammable and Combustible Materials Fire Safety Knowledge and Skills Knowledge and Skills for Preparation of Activities 4. Room Readiness ― Safety equipment 5. Storage and Disposal 6. Classroom Management ― Assessment of student skill level and readiness 7. Choice of Heat Source ― Suitable flame source Knowledge and Skills for Emergencies 8. Dealing with Unintended Flame Fire Safety Resource Components The Fire Safety Resource Components 1. Educators’ Guide 2. Video clips 3. Student Information Materials 4. Workshop or Training Materials Fire Safety Resource Learning Goals 1. Identify and clarify legislation and regulations related to fire safety 2. Identify and clarify curriculum expectations 3. Demonstrate procedures necessary to plan and supervise safe student learning activities 4. Provide classroom resources aligned with the curriculum expectations 5. Provide training materials for teachers and students Fire Safety Resource: Educators’ Guide Educators’ Guide An outline of legislation and curriculum linkages Links to curriculum policy for Grades 9-12 Science with a focus on safety Links to science courses with curriculum expectations that may involve working with flammable and combustible materials Student and teacher reflection tools for learning sustainment Teacher supports for videos Overview of Legislation Occupational Health and Safety Act/Ministry of Labour SCIENCE TEACHER Education Act: O. Reg. 298/Ministry of Education Science WHMIS/ Ministry of Labour Biology Chemistry Environmental Science Earth and Space Science Physics The Environmental Protection Act Office of Ontario Fire Marshal Legislation related to Safety in general: Education Act: O. Reg 298, 20.(g), Duties of Teachers ‘ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible’ http://www.elaws.gov.on.ca/html/regs/english/elaws_regs_900298_e.htm Legislation related to Safety in general: Occupational Health and Safety Act (OHSA) and its Regulations: Teachers need to be aware that under the OHSA every worker has the right to know about the hazards in their workplace, to bring issues to the employer’s attention and to refuse work that is unsafe Science teachers should have adequate training in the procedures for the safe use and handling of all chemicals used in the curriculum including flammable and combustible liquids ……. http://www.elaws.gov.on.ca/html/statutes/english/elaws_statutes_90o01_e.htm Legislation related to Safe handling of Flammable and Combustible Liquids: - Office of the Fire Marshall (OFM): Ontario Fire Code -Sentence 4.12.4.1.(3), Division B states: "Personnel working in laboratories shall be trained in the safe handling of flammable liquids and combustible liquids“ http://www.elaws.gov.on.ca/html/source/regs/english/2007/elaws_src_regs_r07 213_e.htm -OFM guideline, ‘Handling Flammable and Combustible Liquids in School Laboratories’ http://www.ofm.gov.on.ca/en/Legislation%20Directives%20and%2 0Technical%20Guidelines/Technical%20Guidelines%20and%20Re ports/pdf/OFM-TG-01-2011.pdf What does Curriculum Policy say about Safety in the Classroom? Implementation of the provincial Grades 9-12 Science curriculum policy requires that: ‘Teachers must model safe practices at all times and communicate safety expectations to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations’ The Ontario Curriculum, Grades 9 and 10 Science, 2008: Health and Safety in Science http://www.edu.gov.on.ca/eng/curriculum/secondary/science910curr.pdf The Ontario Curriculum, Grades 11 and 12 Science, 2008: Health and Safety in Science http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.p df Educators’ Guide: Curriculum Connections - Course Roadmap Science courses with curriculum expectations that may involve the use of flammable or combustible materials are highlighted in the curriculum roadmap chart. Educators’ Guide: Curriculum Connections - Expectations Addressed by Videos Grade/ Course Grade 9 Academic SNC1D Expectation Number C2.2 C2.3 C2.4 Applied SNC1P Expectation Description Possible Fire Hazards Video # conduct an inquiry to identify the physical and chemical properties of common • Combustion of solids, liquids, elements and compounds (e.g., magnesium sulfate, water, carbon, copper II) or gases [PR] plan and conduct an inquiry into the properties of common substances found in • Combustion of solids, liquids, the laboratory or used in everyday life (e.g., starch, table salt, wax, toothpaste), or gases and distinguish the substances by their physical and chemical properties (e.g., physical properties: hardness, conductivity, colour, melting point, solubility, density; chemical properties: combustibility, reaction with water) [IP, PR, AI] 2 conduct appropriate chemical tests to identify some common gases (e.g., • Large volumes of gases oxygen, hydrogen, carbon dioxide) on the basis of their chemical properties, and combusting record their observations [PR, C] 1 C2.2 use an inquiry process to identify the physical and chemical properties of common elements and simple common compounds, including gaseous substances (e.g., sulfur is a yellow solid; sodium chloride is water soluble; nitrogen gas is colourless, odourless, and very unreactive) [PR, AI] C2.5 investigate and compare the chemical properties (e.g., combustibility, reaction with water) of representative elements within groups in the periodic table families of elements (e.g., Mg and Ca; N and P) [PR, AI] • Mixing volumes of gases • Inappropriate heat source • Combustion of solids, liquids, or gases 2 1, 2 • Combustion of solids 1, 2 • NOTE: phosphorus should not be used in a school lab Fire Safety Resource: Videos Videos 1. Testing Gases: H2, O2, and CO2 2. Reactivity of Metals: Li, Na, and K 3. Oxidation of an Alcohol using a Catalyst 4. Acetylene Production from Calcium Carbide 5. Safely Synthesizing Esters 6. Aseptically Preparing a Bacterial Streak Plate Fire Safety Resource: Student Information Materials Student Information Materials Posters and handouts to: Be used prior to student activity Help students be aware of and understand their responsibilities Provide guidelines for working with flammable and combustible substances Fire Safety Resource: Workshop or Training Materials Workshop or Training Materials to Facilitate PD Sessions Introduce and clarify components of fire safety resource including: ― Related legislation and curriculum policy ― Fire Safety Knowledge and Skills set Provide teacher supports/handouts for videos ― Teacher notes ― Safety points ― Worksheets Video Outline While watching the video, answer the reflection sheet questions: 1. What categories (classes) of chemicals are used in this activity? 2. What specialised equipment is used? 3. What safety precautions are taken during this activity? 4. What classroom management concerns are addressed in the video? Video 1 – Testing Gases: H2, O2, and CO2 Video 1 - Testing Gases: H2, O2, and CO2 Video 1 Video 1 – Testing Gases: H2, O2, and CO2 Discussion Questions 1. What categories (classes) of chemicals are used in this activity? 2. What specialised equipment is used? 3. What safety precautions are taken during this activity? 4. What classroom management concerns are addressed in the video? Chemical Segregation in the Storage Room Chemical Storage Groups (adapted from SOS page 37) Group Storage Provision Store Away From Flammable and Combustible liquids (e.g., alcohols) Flammable and Combustible Water-reactive Solids (e.g., alkali metals) Fire-resistant Oxidizers and toxics ‘Flammables Cabinet’ Separate cupboard Oxidizers, corrosive or cabinet liquids, and flammable liquids Highly Toxic Chemicals (e.g., Mercury) Corrosive Liquids, acids (e.g., conc. HCl) Usually banned by most boards Vented ‘Acid Cabinet’; HNO3 should be isolated Flammable liquids Non-acid corrosive liquids, water-reactive solids and toxics Chemical Segregation in the Storage Room Chemical Storage Groups (adapted from SOS page 37) Group Storage Provision Store Away From Corrosive Liquids, bases (e.g., NaOH solution) Corrosive Solids (e.g., NaoH) Oxidizing Agents (e.g., peroxides, chlorates) Not in glass containers Acids, water-reactive solids and toxics General Chemicals Inorganics/organics With general chemicals In plastic trays Flammable liquids/solids, water-reactive solids, organics, corrosive liquids HMIS Rating for Chemicals Hazardous Materials Identification System (HMIS) Rating: for chemicals in Video #1 (The highest hazard rating is 4) 1. Calcium HMIS (0 to 4) Health 3 Fire Hazard 3 Reactivity 2 2. Manganese Dioxide HMIS (0 to 4) Health Fire Hazard Reactivity 3. 3% Hydrogen Peroxide HMIS (0 to 4) 2 0 0 Health Fire Hazard Reactivity 2 0 0 HMIS Rating for Chemicals Hazardous Materials Identification System (HMIS) Rating: for chemicals in Video #1 (The highest hazard rating is 4) 4. 5% Acetic Acid HMIS (0 to 4) Health 2 Fire Hazard 0 Reactivity 0 5. Lime Water 6. Sodium Bicarbonate HMIS (0 to 4) Health Fire Hazard Reactivity HMIS (0 to 4) 1 0 0 Health Fire Hazard Reactivity 1 0 0 Video 2 – Reactivity of Metals: Li, Na, and K Video 2 - Reactivity of Metals: Li, Na, and K Video 2 Video 2 – Reactivity of Metals: Li, Na, and K Discussion Questions 1. What categories (classes) of chemicals are used in this activity? 2. What specialised equipment is used? 3. What safety precautions are taken during this activity? 4. What classroom management concerns are addressed in the video? Station Passport: A Instructions Choose a partner Rotate through stations in partners 5 minutes per station Fill in Teacher Worksheets for videos 1 and 2 Stations 1-5 Experiment #1: 1. Test for H2 gas 2. Test for O2 gas 3. Test for CO2 gas Experiment #2: 4. Reaction of lithium with water 5. Reaction of sodium with water Station Passport: B When hands-on experiments cannot be safely performed. Participants will: - Working in small groups discuss answers to the worksheets for videos 1 and 2 Provide group answers to worksheets for discussion and feedback with large group Fire Safety in the Classroom Classroom Safety - Teacher and Student Responsibility ‘Teachers are also responsible for ensuring the safety of students during classroom activities and for encouraging and motivating students to assume responsibility for their own safety and the safety of others. They must also ensure that students acquire the knowledge and skills needed for safe participation in science activities.’ ‘Roles and Responsibilities in the Science Program’: The Ontario Curriculum, Science, Grades 9 and 10 (2008) Fire Safety Knowledge and Skills Knowledge for Handling Flammable and Combustible Substances 1. Type of Flammable and Combustible Materials 2. Quantity of Flammable and Combustible Materials 3. Concentration of Flammable and Combustible Materials Fire Safety Knowledge and Skills Knowledge and Skills for Preparation of Activities 4. Room Readiness ― Safety equipment 5. Storage and Disposal 6. Classroom Management ― Assessment of student skill level and readiness 7. Choice of Heat Source ― Suitable flame source Knowledge and Skills for Emergencies 8. Dealing with Unintended Flame Fire Safety in the Classroom Classroom Safety • Create an atmosphere of safety • Create a safety contract (STAO has one) • Have a system in place from cradle to grave • Do a prelab, lab, postlab format • Deliver just in time instructions • Leave stock bottles in prep room • Keep work areas clean (benches, fume hood) Fire Safety in the Classroom Planning an Activity Consider how the activities relate to the curriculum Use the smallest possible quantity/volume of a chemical Use lower/safer concentrations of reagents Use safer alternative i.e., not flammable or combustible and less toxic Use hot plates instead of open-flame burners Use the minimum reagent temperature (10 fold increase for every 10°C change) Do the labs yourself ahead of time, consult experienced teachers Outline of Videos Each Video includes: - Intro Sequence - Specific Curriculum Expectations addressed - List of materials - Chemical equations - Safe procedure for preparing and conducting the investigation - Summary of Fire Safety Knowledge and Skills considerations Debrief: Video Support Materials Curriculum connections - Teaching points outline how instructors can meet curriculum expectations Fire Safety Knowledge and Skills Set -outlines which fire safety knowledge and skills are needed to prepare the classroom Safety Points and Materials: summarized to allow for easy preparation Procedure: includes prep work, lab work, clean up and disposal Student Resource: e.g., Observation charts in Videos 1 and 2 Teacher Worksheets: enabling easy facilitation of PD workshops Debrief: Video Support Materials Student Resource: e.g., Observation Chart for Video 1 Gas Physical Characteristics Description of the Test Positive Test for the Gas Teacher Observation Worksheet for PD 1. What is the flame source shown in the video? ………. 2. Consider the following scenario? ………… 3. … Video 5 – Safely Synthesizing Esters Video 5 Summary - Application of Knowledge Video 5 – Safely Synthesizing Esters 1. What safety precautions are taken during this activity? Curriculum Connections Refer to the Curriculum Handout Strand A contains expectations describing Scientific Investigation Skills (SIS) Strands B-E/F contain expectations describing major topics or content areas Strand A expectations are to be developed through instruction of the B-E/F strands, by means of hands-on student practice where appropriate (i.e., these skills are not developed in isolation) Curriculum Connections Four Types of SIS/Strand A Expectations IP – Initiating and Planning PR – Performing and Recording AI –Analysing and Interpreting C – Communicating Video 1 – Testing for Gases Discussion Question 1. What Grade 9 classroom activities could incorporate the [PR] expectations to the right? What do Curriculum Expectations in strands B - E/F require for Scientific Investigations? Only specific expectations with [PR] (under “Developing Skills of Investigation and Communication”) require students to perform an investigation. Many of the specific expectations are accompanied by examples which: are meant to clarify the requirements specified in the expectation, illustrating the kind of knowledge or skill..... are intended as suggestions for teachers rather than as exhaustive or mandatory lists allow teachers to choose ones that are appropriate for their classrooms and courses, or they may develop their own approaches that reflect a similar level of complexity. Evaluation of Workshop THANK YOU!