Surrey
MakerSpace
Rules
&
General Safety
Last Updated November 9, 2014
Kevin Amboe
David Brankin Elementary
Table of Contents
MAKER MOVEMENT ................................................................................................................................ 3
MAKER MOVEMENT IN SURREY ......................................................................................................... 3
MAY MINI MAKER PROJECT ................................................................................................................. 5
MAY MINI MAKER KIT .............................................................................................................................................5
MINI MAKER CURRICULUM CONNECTION ............................................................................................................6
INNOVATIVE LEARNING DESIGNS – MAKER SPACES PROJECT ................................................ 8
PROJECT COMMITMENTS: ........................................................................................................................................9
PROJECT EVIDENCE: .................................................................................................................................................9
OPTIONS FOR GOING BEYOND MAY MAKER MONTH ..........................................................................................9
WHAT IS INCLUDED IN THE GRANT?................................................................................................................... 11
WHAT ELSE IS AVAILABLE TO SUPPORT ‘MAKING’ IN OUR SCHOOL?............................................................. 12
WHAT ARE THE SELECTION CRITERIA? .............................................................................................................. 12
SAFETY CONSIDERATIONS ................................................................................................................ 13
FIRST AID ................................................................................................................................................................ 17
Bleeding ......................................................................................................................................................................17
BOX CUTTER ........................................................................................................................................................... 18
GLUE GUN ................................................................................................................................................................ 18
PLIERS ...................................................................................................................................................................... 18
TIN SNIPS ................................................................................................................................................................ 18
POWER TOOLS ........................................................................................................................................................ 18
SAWS ........................................................................................................................................................................ 19
SANDING .................................................................................................................................................................. 19
FILES ........................................................................................................................................................................ 19
HAMMER AND NAILS ............................................................................................................................................. 19
SCREWDRIVER AND SCREWS ................................................................................................................................ 19
Please feel free to use our work with Attribution. KA
Maker Movement
One key to transformation in education is helping students reimagine what is possible. Students who
imagine printing structures they designed are participating in the same learning as Boeing engineers
who design and print commercial airline parts. Hugh Herr, who lost both of his legs in an accident, has
worked with MIT to design and produce bionic legs that can run, climb and dance. We live in a time
where almost anything is possible.
The MakerSpace movement recaptures the concept of “experimental play.” The central thesis is that
students should engage in tinkering and ‘Making’ because these are powerful ways to participate, share
and learn. MakerSpaces are not limited to physical space but share the ideals of making, tinkering,
collaborating and inventing. The purpose of this grant is to seed opportunity for students and educators
to grow ‘Maker’ mindsets and integrate those mindsets into learning, both within and outside the school
environment.
Tinkering was a way of controlling the environment and a vehicle for intellectual development.
Throughout history, art, and science, craft and engineering, analytical thinking, and personal
expression have coexisted in communities, industry, culture, commerce, academia, and in the
heads of creative people. Throughout history, there has been an acceptance of the intuitive
sense that peak learning results from direct experience.
Sylvia Martinez
In Teaching Children Thinking, a paper written by Seymour Papert in 1968 makes the claim, “The
phrase, “technology and education usually means inventing new gadgets to teach the same old stuff in a
thinly disguised version of the same old way. Moreover, if the gadgets are computers, the same old
teaching becomes incredibly more expensive and biased toward its dumbest parts, namely the kind of
rote learning in which measurable results can be obtained by treating children like pigeons in a Skinner
box (Paper, 1972)
Maker Movement in Surrey
Many aspects of Making are woven into the fabric of learning in Surrey. In the last three years, Digital
Storytelling has been a focus of the Information and Media Literacy (IML) team. Secondary schools
have been making within Yearbook, Photography, Fine Arts, Tech Ed, Programming, and many more
courses. Sylvia Martinez spoke at the Engaging the Digital Learner Dinner series and ignited a passion
to do more.
The Innovative Learning Design project is an opportunity for teachers to explore how to best prepare
students for the future. Piaget’s 1976 ideas was that “to understand is to invent.” The central thesis of
MakerSpaces is that children should engage in tinkering and making because they are powerful ways to
learn.
Have you considered Hacking Learning? Creativity should have the same status as literacy
http://youtu.be/h11u3vtcpaY
Changes in educational possibility arise as new media alter the ways of knowing and the
opportunities for participating in the creation of knowledge.
Robbie McClintock
May Mini Maker Project
May Mini Maker kits were offered to each IML rep and each Teacher Librarian. The intention of
providing this starter kit is to open more opportunities for the MakerSpace movement to reach our
students. The MakerSpace movement is recapturing the concept of “experimental play.” The central
thesis is that children should engage in tinkering and making because they are powerful ways to learn.
While these may seem like a new toy for the classroom, the intention is to provide a window into the
world of what is possible. MakerSpaces are not based on a physical space but rather share the ideals of
making, tinkering, collaborative learning and invention.
The purpose of this opportunity is for you as a leader in the school and district to have an opportunity to
tinker, invent, explore the Maker mindset and the implications within the school environment.
These Mini-Maker Kits are an opportunity for IML Reps and Teacher-Librarians to explore Maker
Spaces. This is a one-time opportunity being provided to the IML Rep and Teacher Librarian for priority
use in their classroom, and, the kits become the property of the school.
A landing page for this project has been created in SurreySchools.ca. The Bitly to easily access this
group is http://bit.ly/makerkit
On this group are links to a group for each tool that was offered, as well as a discussion board for ideas
and peer support.
May Mini Maker Kit
Each kit is designed as a starter kit so that all schools could be included in starting the Maker
journey.
Option 1 – Squishy Circuits
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Recommended Primary
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The Squishy Circuits Hardware Kit is a convenient way to start with Squishy Circuits.
Although many different components will work with Squishy Circuits, the kit components
are sure to work.
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Kit Includes:
4 Squishy Circuit Hardware Kits and 1 Bottle Cream of Tartar
(You will need to supply Flour, Vegetable Oil and Salt to make the squishy dough – recipe provided in
link above)
Option 2 – Makey Makey
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Recommended Late Primary / Intermediate
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Makey Makey turns the whole world into a keyboard
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Makey Makey was developed from a Research based project at MIT Media Lab's
Lifelong Kindergarten
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Make + Key = MaKey MaKey
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Use your wildest imagination and turn everyday objects into touch pads and combine
them with the internet
Makey Makey believes that everyone can create the future and change the world
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Includes:
2 Makey Makey Kits and 1 x 70m roll copper tape
(Does require an internet browser to access interactive websites)
Option 3 – Arduino
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Recommended Upper Intermediate
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Arduino is an open-source electronics prototyping platform based on flexible, easy-to-use
hardware and software. It's intended for artists, designers, hobbyists and anyone interested
in creating interactive objects or environments.
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Includes:
1 Arduino Starter Kit
(This is a more advanced kit that requires a computer using introductory programming language(free)
to program the Arduino)
Mini Maker Curriculum Connection
Core Competencies
There are many ways that working with the kits connect to secondary and
elementary curriculum. The most obvious is through the Core Competencies.
Working with making has direct connections to many Science and Social Studies
content areas as well as processes. Engaging students in critical thinking and
reflection often access a variety of literacy skills.
and Innovation
Responsibility and Wellbeing
Assessment of Learning
Assessment is a measure of progress on a pathway. The beauty of making, tinkering, and inventing is
that the pathway is not necessarily known until it is traveled. We need to adapt our formative
assessment to look through the lens of intended learning directions and use it to clear additional
pathways.
It will be a challenge to collate the learning pathways into an easy to understand communication to
parents. The direction that we are moving as a district with both the FreshGrade and Communicating
Student Learning pilots are well suited to report to parents on big ideas and learning concepts that have
been explored by students on their individual pathways.
Prepared to Learn
Most classrooms have challenges. Making is actually a
tool to overcome to several common challenges such as:
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Written output issue
Oral language and vocabulary
Kinesthetic learners
High Energy learners confined to low energy
learning activities.
A classroom that does not have the ideal self-directed,
self-regulated, and trusted students (yet) still can
experience and benefit from Making.
Ideal Learning through Making
In my ideal classroom, (most) students
would be self-directed, self-regulated and
trusted. This would give the teacher
permission to support individual students
and groups going deep with their making
experiences.
Kevin Amboe
The experiences are shaped to their strengths. If students and the class does better when the whole class
is on the same task, then the making task needs to be the same with different outputs. Rather than
various maker activities that follow student passions and expertise, all students can be sculpting a
representation of a story that is being read to the students. Rather than students learning to draw
something of interest, students can watch together videos of drawing, but each produce the same
project that is personalized such as a selfie drawing. (The culmination of the project is to create a movie
of the stages of their drawing and record a voice over of their learning process.)
Innovative Learning Designs – Maker Spaces Project
We are inviting you on a journey to make, invent, create, imagine, share, collaborate, investigate,
explore, wonder, inquiry, iterate, inspire and learn. This sets the context for our challenge. How do we
move forward to equip our students with these skills, fluencies and understandings to navigate their
future?
Using an inquiry approach, school teams will design an instructional plan that is built upon the
foundational elements that best support student learning. Your inquiry would likely fall under the
umbrella of “How does ‘Making’ impact student learning of specific learning intentions?” or “How does
making impact students as learners?”
Taking time to explore and learn new things does take time. Your team will need to consider three
questions to reduce the impact of one more project. ‘Making’ is part of learning so,
1. What can I do differently to meet the current learning outcomes?
2. What am I doing that I can drop to explore the potential to meet other learning outcomes?
3. How does making / tinkering impact students overall learning experiences
The Learning Design project provides an opportunity for educators to work together to create
transformative learning. These include:
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Learning tasks that are authentic (e.g. project and problem-based), relevant and crosscurricular;
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Assessment that is ongoing, performance-based, equitable and guides instruction;
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Constructivist and Constructionist instructional models that engage students in inquiry;
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Diverse learning needs are met with differentiated content, process and product;
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Collaborative learning opportunities that are incorporated into both physical and virtual
spaces;
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Creative and critical thinking skills are pervasive across all curricular area
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Students are able to influence and actively participate in shaping their learning.
The following questions may help guide your conversation as you consider an innovative learning design
application for your school:
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Where are we now, and what would we like our story to be?
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What experiences have we had with ‘Making’ and how have they affected you in your learning
journey?
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How can we use these opportunities to rethink the curriculum?
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What are the structures will we need to establish or change in order to support ongoing
reflection and discussion as a community of learners?
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How will learning and making be different at our school?
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How do we measure the difference we make for students now, and how will we measure the
impact of your interventions and innovations?
Project Commitments:
What is the school team committing to?
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Working as a triad, involving 2 teachers/classrooms and an administrator, to explore
‘Making’ with students during the month of May, 2014;
Conducting regular school-based meetings to reflect, debrief, and plan next steps;
Designating a teacher as team leader to coordinate, communicate and act as the district
contact;
Sharing weekly on Social Media during May Maker Month;
Attending one afterschool workshop in each of
Sharing learning with school colleagues.
Project Evidence:
Note: school teams are expected to find relevant ways to reflect upon and share how the
transformation of student learning is progressing. Additional commitments include:
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Submitting a 2-page summary of the learning journey / impact of learning during June,
2014;
Producing a 3-minute video of the learning journey / impact on learning by June 15, 2014
(can be student created);
Completing a district-designed feedback survey (if required).
Options for going beyond May Maker Month
1.
Collaborative Inquiry:
 Creating a collaborative team that is engaged in inquiry into critical questions about
teaching and learning
 Sharing reflections on evidence of student learning
 Designating a teacher as team leader to coordinate, communicate and provide support
 Using social media (via blogging and twitter) to share the on-going learning journey
 Sharing out to a wider audience at the end of each school year (completing a short multimedia summary report)
2.
Instructional Design:
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Implementing a variety of differentiated, student-centered learning activities which
integrate making
Using ongoing formative assessment of student needs to drive the inquiry
Using summative assessment periodically throughout the two-year plan to determine the
effectiveness of the innovations and to set future directions.
Make direct connections to Provincial Learning Intentions
Planning and implementing a variety of differentiated, student-centered, learning activities
which integrate “Making”;
Using ongoing formative assessment of student needs to drive inquiry;
Demonstrating that Maker projects – process, product, reflection – directly connect to the
Core Competencies.
Making can be exciting in itself; however core to its value is not the end product. The process
builds value but extending the learning opportunities by using the models created in other lessons
or projects. Gary Stager recommends a pedagogical strategy of “…and then?” to view ‘finished
projects’ as part of a continuum of interesting ideas, and iterations, not as an end product.
3.
Research Component:
 Schools find ways to reflect and share their progress of transformation of student learning
 If required, schools complete a district designed survey
“If you make an instrument, make music; if you make something that goes fast, measure its speed
and make it go faster; if you need props for a school play, print them; if you design a monument
for a local event, defend why your monument is the best representation of the event; if you make
a design, can you make it better?”
Sylvia Martinez
What is included in the Grant?
Each school will receive one kit valued at approximately, $3,000 to 4,000.00. The only options for the
kits are those provided by the IML team; however, schools may wish to supplement their learning
journey with additional resources.
Each kit is designed to provide a variety of activities that increase in complexity and capacity. All are
chosen to be have high levels of play included. In addition, it is understood that kits are not static so
items are identified as Reference / Resources, Activity, Parts Tools, and Consumables
Your school team is applying for one of the kits listed below to be provided by Education Services; please
note that each kit provides only the items listed – items are not interchangeable. Schools may wish to
supplement their learning journey with additional, school-based resources.
Kit 1 (Recommended K-3): Squishy Circuits (Basic Electronics), Resource Books, Construction /
Building Kits, Basic Tools
Kit 2 (Recommended grades 3-5): Little Bits (Electronics), Resource Books, Construction / Building
Kits, Makey Makey (interactive software / electronics), Hand Tools
Kit 3 (Recommended grades 5 – 8): Little Bits (Electronics), Resource Books, Construction / Building
Kits, Makey Makey (interactive software / electronics), Hand Tools, Arduino (Intermediate
programming computer components)
Kit 4 (Recommended grades 8 – 10): Resource Books, Construction / Building Kits, Makey Makey
(interactive software / electronics), Hand Tools, Arduino (Intermediate programming computer
components), Raspberry Pi (Micro computer programming)
It is understood that the kits provide a starter or entry level kit. As schools explore, tinker and create,
there will be a need for building materials as well as consumables such as nails. The kits attempt to
provide an initial amount to have on hand while starting and to determine what the school may be
wanting to invest in additional quantities.
Suppliers
We used a variety of suppliers / vendors in the process. We need to use District Approved suppliers. Any
order from new suppliers that results in more than $25 000 in sales in the year also have to become
approved suppliers.
Sources
(Obviously prices were based on the market at the time.)
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Costco
Dollar Tree
Dollarama
Fraser Heights Secondary – Tech Ed Department
HomeDepot
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InventoLearn.com
LeesElectronics.com
LittleBits.cc
KMS Tools
Make.com
JoyzLabs
SquishyCircuitStore.com
Spectrum (our Lego vendor)
Stockade.ca
Sunlight Art Glass
Summit Tools
Toy Traders
Visions Electronics
What else is available to support ‘Making’ in our school?
Making can be done virtually as well as in the physical. While this grant includes devices, tools, and
resources, there are many Maker activities that can be incorporated from existing devices, tools and
resources within the school.
o
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3D creation – TinkerCAD, Google SketchUp, 123D Sculp
Movie Making – iMovie, Explain Everything
Construction – Lego, Blocks
Programming – Scratch, Dreamweaver, Wikispaces
What are the selection criteria?
1. Making Focus: (Readiness to explore, tinker, invent):
Members of the triad identify some ideas of how a ‘Maker’ mindset could be integrated into their
classrooms and potentially the school community.
2. Learning Focus:
The project clearly and specifically articulates how student learning will be enhanced and how
participation in activities will prepare students for the future.
3. Collaborative Inquiry:
The project clearly indicates a commitment and readiness to engage in collaborative practices with
colleagues and to address critical questions about teaching and learning.
4. Action Plan: The action plan provides specific suggestions about how teaching and learning may be
transformed by innovative instructional (classroom-based) practice.
5. Evidence of Student Learning: The project provides specific examples of how team members will
share the impact of innovative learning tasks and/or structures.
Safety Considerations
As with any tool, the tool is not dangerous when used for the intended purpose and in a safe manner. It
is expected that all tools provided will be used for the intended purposes and safely. Initially this may
mean that most tools will be used directly by teachers on behalf of the student request. As students are
trained to use the tools safely, students will be given more opportunity to be hands on directly using the
tools in safe ways under supervision.
See Also
BCTEA webpage - safety
http://www.bctea.org/safety-1
and WorkSafeBC - Heads Up for Safety
http://www.bced.gov.bc.ca/irp/resdocs/headsup.pdf
Safety
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All members must understand and comply with the safety rules and procedures.
Food containers (soft drink cans, water bottles, food boxes, etc.) may not be used
to store any materials that could be ingested by mistake. Putting a label on it
DOES NOT make it O.K.!
Any unsafe practices observed must be immediately reported to a Staff Member.
Any equipment damaged or found to be defective must immediately be taken
out of service and reported to a Staff Member.
Where there are potential flying objects, eye protection needs to be worn
Where sharp tools are being used and gloves are not a hinderance to safety,
gloves need to be warn.
Safety Orientation
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All users of the MakerSpace and MakerSpace resources complete the Rules and Safety
Orientation.
Use of MakerSpace WorkSpace
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No one may work alone at any time in the MakerSpace WorkSpace and WorkShop, not even
Staff Members.
All members agree to refrain from utilizing any tool or equipment in the MakerSpace
WorkSpace and WorkShop for which they have not passed a Safety Orientation class.
All members agree to always ask a Staff Member if they don’t know, don’t remember, or are
unclear on safety procedures or operation of any equipment or processes. (If it’s still confusing,
ask again!)
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Rights and Responsibilities
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Right to a safe work environment
Safety is everyone’s responsibility
Right to a clean shop
Cleaning up is everyone’s responsibility
Responsibility to report misconduct
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Safety is the most important job in the MakerSpace, please keep this in mind at all
times and look around you to make sure others are operating in a safe manner.
Safe Conduct in the MakerSpace
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Be aware of what’s going on around you, such as who is running machines near you.
Don’t hurry,
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If you don’t know how to use a machine, get instructions on proper procedure
before using it.
Inherent Risks of the MakerSpace
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Flying objects
Hot objects
Sharp objects
Tripping hazards
Always Use Appropriate Safety Equipment
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Eye protection
○ Always wear safety glasses when using power tools
Hand protection
○ Use push blocks with saws
○ Use vice grips with small parts
○ Use gloves with sharp tools providing the glove does not hinder safe
movement.
Foot protection
○ Always wear closed toed shoes
Injuries and Emergencies
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IN THE CASE OF A SERIOUS EMERGENCY, TURN OFF ALL EQUIPMENT
AND IMMEDIATELY DIAL 911 AND CONTACT A STAFF MEMBER.
All injuries, no matter how minor, must immediately be reported to a Staff Member.
All chemical spills, no matter what the material, or how minor, must
immediately be reported to a Staff Member.
Manufacturer’s Safety Data Sheets (MSDS)
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All staff must read, understand and follow MSDS.
You must provide an MSDS for every chemical or material used, toxic or not! Provide
two copies of current MSDS forms for all chemicals used or stored
Clean-up
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Make sure your work areas are clean after use.
Excerpt from p120 of Tinkering
• Safety is first. Sounds like a cliché, but it’s really a statement of reality. Little learning will happen
and little fun will be had if someone gets hurt, so take your time and make sure your space and your
program are safe. Here are some key safety precautions we take at our program:
— No kids under 6 are allowed to participate without an accompanying adult. (This is
due to the potential danger of random materials and tools available to all at the Workshop. In
a more controlled space, you can tinker with kids much younger.)
— All electric tools are locked except the scroll saw and the hand drills. We’ve seen
it nigh impossible to sustain more than minor scratches from these two devices. (Don’t tell
anyone, but you can actually put your finger on the scroll saw blade without getting cut; it’s
just going up and down. Rotary saws are a much, much different story.)
— Safety glasses are required for all electrical tools except the hand drills. A few
hand tools should also be used with safety glasses: cutters that send tiny bits flying and
hammers on metal, stone, or other brittle materials.
— Only one kid at a time can use the electrical tools. We’ve had two minor injuries
resulting from two kids “helping” each other on the scroll saw.
— No horseplay, running, biking, rollerblading, scootering, or skateboarding in the
Workshop. (You’d think that’d be obvious, but then you’re probably over 12 years old.)
Small injuries will happen as your kids tinker, but with good planning and structure, big
ones never will. We’ve had Community Science Workshops running in five Californian cities
for over 20 years now and never had worse than a few deep cuts and stitches. We never
hesitate to compare our Work- shop to sports programs, especially for the liability watchdogs.
Everyone knows that if you play sports hard, once in a while you get hurt. As long as all due
precautions are taken, it’s part of the game, and it’s worth it. The same goes for using tools
and fiddling with all sorts of materials. Only we’ve never had a broken leg, never a torn
tendon, and never a concussion. (Heck, at my old high school, they used to park an ambulance
at the end of the football field during a game, and my buddy still limps from an injury sustained during one of those “school spirit” events. Yeesh.) On the bright side, don’t forget
that one can learn a lot from an injury: how the skin works and heals, how burn pain is
different than cut pain, how blood pumps, how fingerprints can come back, how a blister
functions, etc. Also, a good group debriefing after an injury can help raise awareness and
avoid more.
First Aid
Each site has a first aid attendant who will deal with any major first aid; however, you should be
prepared to provide initial first aid until the attendant can arrive at your class or the injured person
taken safely to the office.
Bleeding
If there is an injury with minor bleeding, the initial treatment is:
Direct Pressure, clean the injury, apply bandaid
If there is an injury with major bleeding, the initial treatment is:
Direct Pressure, contact your first aid attendant
Cutting yourself with metal objects
Objects such as box cutters not only causes bleeding and swelling, it can also put
you at risk of getting tetanus. If you cut yourself and have not had a tetanus shot in
the last five years, you may be at risk of developing a life-threatening infection.
Chemicals in eyes
If there is an chemicals in the eyes, the initial treatment is:
To flush the eye with copious amounts of water. Ensure the to wash the chemical off
the face and not flush the waste-water into the unaffected eye. Further follow up
should be done by a trained first aider.
Dust
Various dusts are created from scraping, sanding, cutting in makerspaces. These
can be a danger if in eyes or inhaled. Masks and safety goggles need to be warn
where the dust is created or stirred up.
Embedded Objects
Embedded objects require immediate trained first aid treatment.
Burns
The initial treatment for burns is to remove the cause and cool the area with gentle
flowing water. (If it is a chemical burn, then the chemical must be brushed away
before flushing.)
Specific Tool Risks
Box Cutter
To prevent injuries while using one of the many types of box cutters, consider the following safety
recommendations.
• Always cut away from your body.
• Never use your thumb to stop a blade from cutting.
• Extend the blade only as far as needed based on the thickness of the material you are attempting to
cut. You will get more leverage, have more control and will lessen the likelihood of damaging the
contents inside the box.
• Pass box cutters with the blade retracted and handle pointed out.
Glue Gun
To prevent injuries while using one of the many types of Glue Guns:
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Ensure the power is properly plugged in and not creating a tripping hazard
Ensure the tip is not left in contact with any flammable materials.
Ensure glue does not drip onto skin. If it does, either remove the drop or run under water.
Pliers
To prevent injuries while using pliers:
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Safety glasses or goggles should be worn when cutting wire, etc. to protect eyes.
Always cut at right angles. Never rock from side to side or bend the wire back and forth against
the cutting edges.
Tin Snips
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Tin Snips are very powerful scissors that are used for cutting thin, soft, flexible metals.
If a finger were caught in the snips, the tool is strong enough to remove a finger.
When cutting difficult pieces, small pieces should be carefully held on both sides to prevent
flying debris.
Power Tools
Powertools should be limited to staff initially. As students show maturity and ability with tools
a select group of students could be trained and provided with safe and appropriate use. General power
tool safety includes:
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Do not force the tool.
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Use the power tool accessories only for the jobs for which they were designed.
Unplug tool/remove battery before changing
accessories.
Power Screwdriver, Dremmel, and the Power Drill all capable of moving at high speeds, that
even dull tools cut or injure and are capable of creating flying debris.
Saws
Coping, Hacksaw, and Mitre saws all have sharp teeth. The tools are safe when stored and
handled correctly. General safety rules include:
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Ensure the object being cut is held in place
Ensure the workspace is clear of objects that may be knocked over and there are no tripping
hazards.
Sanding
Sandpaper and sanding blocks are useful to finish projects or make minor adjustments. Slipping with
sandpaper or a sanding block may result in an abrasion injury that may hurt but unlikely need a
bandaid
Files
Files are similar to sandpaper; however they are much harder and with force can create a serious injury.
In addition, the object being filed may become very sharp and create injury potential
Hammer and Nails
e shield (with safety glasses or goggles).
avoid glancing blows and over and under strikes.
Screwdriver and Screws
Screwdrivers are very safe tools when used correctly. If the screwdriver is used with excessive force or
as a pry tool, slipping could result in serious injury.