Title:
STAO - Fire Safety Resource
Marketing Abstract
This workshop will present the components of a Grades 9-12 Science Fire Safety resource that focuses on
mitigating safety issues arising from the handling of flammable and combustible substances in school
laboratories when conducting curriculum-linked activities.
Table of Contents

Introduction: Laboratory Mishaps – 15 minutes

Components of Resource – 10 minutes

Overview of Legislation and Regulations – 10 minutes

Curriculum Connections – 10 minutes

Videos - 30-35 minutes

Demonstrations/Hands-on Activities – 40 minutes

Scientific Investigation Skills (SIS) – 5 minutes
Length of Workshop

120 minutes
Maximum number of participants

Dependent on materials and facilities available if hands-on activities are part of workshop
Type of facility required

Chairs

Data projector and laptop

Flipchart, stand, and markers

Space at sides for participant-conducted demonstrations where possible* (e.g., 5 stations - 3 for Gas
Tests (H2, O2 and CO2) and 2 for metal reactivity (Li and Na))
1
Materials:
Materials for the facilitator


Data projector and cable connection for laptop computer
Flipchart, stand, and markers

Copies of handouts for participants, including evaluation form
Gas Tests - Chemicals/Materials Required:
Chemicals
Ca metal (small lumps)
MnO2
3% H2O2
vinegar
baking soda
limewater solution – Ca(OH)2
Materials
candle and BBQ lighter
wooden splints
two clean, dry scoopulas
a safety shield
100, 250 mL, and 400mL beakers
three 100 mL beakers
test tube
a strip of cardboard
test tube holder
250 mL and 125 mL Erlenmeyer flasks
a flask stopper with a rubber tubing attached
Gas Tests - Safety Equipment:
Prep Room (Teacher)
Gloves
Safety goggles
Lab coat
MSDS sheets for Ca metal, MnO2, 3% H2O2
Classroom
Safety shield
Bucket of sand
Teacher
Gloves
Safety goggles
Lab coat
Student
Safety goggles
Alkali Metals - Chemicals/Materials Required:
Chemicals
Li metal
Na metal
K metal
Mineral oil
Phenolphthalein solution
Vinegar
0.1 mol/L NaOH
Materials
Glass or wax tray
Mineral oil
Sharp knife
3 plastic petri dishes with covers
workplace labels
1000 mL beakers
150 mL beakers
overhead projector
250 mL beaker
wire mesh that covers mouth of 250 mL beaker
3 droppers
Alkali Metals - Safety Equipment:
Prep Room (Teacher)
Gloves
Safety goggles
Lab coat
Face shield
MSDS sheets for Li, Na, K metals; 0.1 mol/L
NaOH; and Phenolphthalein solution
Classroom
Safety shield
Bucket of sand
Teacher
Gloves
Safety goggles
Lab coat
Student
Safety goggles
2
TIME
Intro
Facilitator Notes
Welcome
This presentation will take about 2 hours and involve group work.
* The experiments will ONLY take place in facilities where they
can be safely performed.
Materials
Slide
STAO Fire Safety Resource
What You Will Learn
 The format of the STAO Fire Safety
Resource
We have three goals today, 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
 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
The Fire Safety resource will be freely available on the STAO
website (in English and French)
3
TIME
Intro
Facilitator Notes
Organize the participants into smaller groups (about 4 per
group) to discuss the articles and identify key points for flip
chart. This honours their ability to analyze the information and
recognizes the importance of small group discussion to learning.
3 Recent Classroom Accidents
1.
Students injured in Science classroom fire
 demonstration of how different chemicals burn
 nearby bunsen burner ignited 1L beaker of methanol
in teacher’s hand
 flames scattered onto students in front row
2.
Science experiment burns student
 demonstration of whoosh bottle experiment
 more alcohol added after first demo
 flame shoots out of jug burning student about 2
metres away from demo
3.
Teacher and students suffer lacerations in Science
lab explosion
 demonstration of exothermic reaction – potassium
chlorate, manganese dioxide, sugar and glycerine
 teacher wearing safety goggles; students moved back
 several students taken to hospital
**The facilitator may pre-read the three articles.**
Materials
Slides,
flipchart
Articles on 3
school lab
accidents
Slide
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.
Lead a group discussion:
What happened in each situation?
Were these demonstrations or student investigations?
What went wrong?
What could have been done to prevent the accident?
o
In the set-up? In the choice of reactions?
Summarize answers on flip chart. As facilitator, choose answers
to highlight key safety considerations that teachers should
remember for demonstrations and student investigations:
Reduce quantities
Choose safer alternatives
Use dilute concentrations
4
TIME
Intro
Facilitator Notes
Fire Safety Knowledge and Skills are outlined in the STAO Fire
Safety Resource.
These Fire Safety rules are summarized in the Fire Safety
Triangle
Materials
Slide
Fire Safety Knowledge and Skills
Knowledge for Handling Flammable and
Combustible Substances
1. Type of Flammable and Combustible
Materials
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
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
Prior activities in classroom
5. Storage and Disposal
6. Classroom Management
Assessment of student skill level and readiness
Distribution and control of materials in the
classroom
7. Choice of Heat Source
Suitable flame source
Use of hotplate
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
Knowledge and Skills for Emergencies
8. Dealing with Unintended Flame
- Evacuation plan
5
TIME
Components
Facilitator Notes
The Fire Safety Resource Components
1. Educators’ Guide
2. Video clips
3. Student Information Materials
4. Workshop or Training Materials
Materials
Slide
Fire Safety Resource Components
The Fire Safety Resource Components
1. Educators’ Guide
2. Video clips
3. Student Information Materials
4. Workshop or Training Materials
The learning goals for the STAO Fire Safety Resource are:
Fire Safety Resource Learning Goals
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
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
6
TIME
Components
Facilitator Notes
The first component is the Educator’s guide.
The Fire Safety Resource Components
1. Educators’ Guide
2. Video clips
3. Student Information Materials
4. Workshop or Training Materials
Materials
Slide
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
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
7
TIME
Legislation/
Regulations
Facilitator Notes
A key aspect of the Educator’s guide is outlining the legislation
and curriculum linkages. Some of the relevant legislation and
regulations related to Fire Safety in the classroom (more details
are available in Safe ON Science) are:
Materials
Slide
Overview of Legislation
Occupational
Health and Safety
Act/Ministry of
Labour
SCIENCE
TEACHER
Education Act: O.
Reg.
298/Ministry of
Education
Science
WHMIS (Workplace Hazardous Materials Information
System) Involves a check that:
hazardous materials or controlled products are properly
labelled or identified;
Material Safety Data Sheets are present in the
workplace; and
worker education programs have been carried out.
WHMIS/
Ministry of
Labour
Biology
Chemistry
Environmental Science
Earth and Space
Science
Physics
Office of
Ontario Fire
Marshal
The
Environmental
Protection Act
Legislation related to Safety in general:
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’
Occupational Health and Safety Act (OHSA)
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.
Ministry of Labour Inspections
The Ministry of Labour is responsible for enforcing the
Occupational Health and Safety Act (OHSA) and consequently
regularly inspects workplaces, including schools, to ensure that
employers and/or employees are not in breach of the Act or one
of its associated regulations as well as to protect workers’ (e.g.,
teachers) health and safety on the job. On the Ministry of
Labour web site an inspector explains what he looks for when
visiting chemistry labs and shop classes in schools.
http://www.labour.gov.on.ca/english/gallery/v_schools_hs.php
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
8
Legislation/
Regulations
Legislation related to Safe Handling of Flammable and
Combustible Liquids
Teachers electing to conduct demonstrations using flammable
and combustible liquids, need to be aware of specific legislation :
Office of the Fire Marshal (OFM): Ontario Fire Code –
‘Personnel working in laboratories shall be trained in the safe
handling of flammable liquids and combustible liquids’
The OFM guideline, Handling Flammable and Combustible Liquids
in School Laboratories, which ‘provides procedures that must be
used in conducting demonstrations using flammable and
combustible liquids in Ontario classrooms.’
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
The Environment
EPA (Environmental Protection Act)
This is Ontario's key legislation for environmental protection
and grants the Ministry of the Environment broad powers to
deal with the discharge of contaminants which cause negative
effects.
Curriculum
linkages
What does curriculum policy say about Safety in the classroom?
What does Curriculum Policy
say about Safety in the Classroom?
‘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’
Refer to ‘Health and Safety in Science’ in ‘Some Considerations
for Program Planning’ section of:
The Ontario Curriculum, Science, Grades 9 and 10 (2008)
The Ontario Curriculum, Science, Grades 11 and 12 (2008)
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
9
Curriculum
Connection
s
Science courses with curriculum expectations that may involve the
use of flammable or combustible materials are highlighted in the
curriculum roadmap chart or the ‘Guide Chart for Curriculum Linked
Activities Involving Flammables and Combustibles’.
The curriculum expectations of the following highlighted courses may
involve the use of flammable or combustible materials:
Grade 9 Science, Academic and Applied
Grade 10 Science, Academic and Applied
Grade 11 Biology, College
Grade 11 Chemistry, University
Grade 12 Biology, University
Grade 12 Chemistry, University
Grade 12 Chemistry, College
Grade 12 Science, Workplace
Grade 12 Science, University/College
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.
Summary
Yellow indicates a course with a single specific expectation
that may involve flammable or combustible materials,
Orange indicates a course with 2-3 specific expectations that
may involve flammable or combustible materials, and
Red indicates a course with 4 or more specific expectations
that may include flammable or combustible materials.
10
Curriculum
Connection
s
STAO chose 6 videos to demonstrate investigations that address key
curriculum expectations, with [PR] (Performing & Recording)
appended, in key courses. This chart in the Educators’ Guide provides
a list of these curriculum expectations.
NOTE: The abbreviation(s) for the broad area(s) of investigation
skills – IP, PR, AI, and/or C – are provided in square brackets at the
end of the expectations in strands B – E/F to which the particular
area(s) relate.
-
IP – Initiating and Planning
PR – Performing and Recording
AI – Analysing and Interpreting
C – Communicating
Educators’ Guide: Curriculum
Connections - Expectations Addressed
by Videos
Grade/
Course
Grade 9
Academic
SNC1D
Expectation
Number
C2.2
C2.3
Applied
SNC1P
Expectation Description
Possible Fire Hazards
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]
C2.4
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]
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
• Combustion of solids
• NOTE: phosphorus should not
be used in a school lab
Video
#
2
2
1
1, 2
1, 2
Please note that the curriculum expectations listed in the chart may
involve an investigation that requires flammable or combustible
materials. However, in many cases, safer, non-flammable alternatives
may exist. Also note that there is always the potential for serious
injury if high concentrations, large masses/volumes, or inappropriate
lab equipment is used. (see section 7 in Safe ON Science,
‘Considerations for Chemistry Activities’)
11
Videos
The second part of the STAO Fire Safety resource is comprised of 6
videos.
Fire Safety Resource: Videos
Videos
The Fire Safety Resource Components
1. Educators’ Guide
2. Video clips
3. Student Information Materials
4. Workshop or Training Materials
Videos:
1.
2.
3.
4.
5.
6.
Student
Informati
on
Materials
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
Testing Gases: H2, O2, and CO2
Reactivity of Metals: Li, Na, and K
Oxidation of an Alcohol using a Catalyst
Acetylene Production from Calcium Carbide
Safely Synthesizing Esters
Aseptically Preparing a Bacterial Streak Plate
The third part of the STAO Fire Safety resource is comprised of
the Student Information Materials
The Fire Safety Resource Contents
1. Educators’ Guide
2. Video clips
3. Student Information Materials
4. Workshop or Training Materials
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
Student Information Materials
Posters and handouts
These handouts are reflection materials that the students can
use prior to their activities to provide guidelines for their
responsibilities during investigations in school labs
12
Workshop
Materials
The fourth part of the STAO fire safety resource are the
Workshop Materials, which facilitate Professional Development days
and include classroom handouts.
The Fire Safety Resource Contents
1. Educators’ Guide
2. Video clips
3. Student Information Materials
4. Workshop or Training Materials
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
Workshop Materials
Introduce and clarify components of the resource including:
Related legislation and curriculum policy
Fire Safety Knowledge and Skills set
Provide teacher supports/handouts for the videos
Teaching notes
Safety points
Worksheets
13
Videos
To participants:
While watching the video, answer the questions on the reflection
sheet:
1.
2.
3.
4.
What categories (classes) of chemicals are used in this
activity?
What specialised equipment is used?
What safety precautions are taken during this activity?
What classroom management concerns are addressed in the
video?
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 - H2, O2, and CO2
Ask participants to fill out their participant reflection sheet during
the video
Play Video 1 – Testing Gases: H2, O2, and CO2
Video 1 - Testing Gases – H2, O2, and CO2
 Video 1
14
Videos and
support
materials
Answers Video 1: Testing Gases: H2, O2, and CO2
1. What categories (classes) of chemicals are used in this activity?
Calcium pellets – (general)
Manganese dioxide – (general)
3% fresh hydrogen peroxide – (oxidizer)
5% Dilute acetic acid (non water reactive acid)
Lime water (non water reactive base)
Sodium bicarbonate – (general)
2.
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?
What specialised equipment is used?
Wooden splints, scoopula, rubber tubing attached to a one hole
stopper
Beakers, Erlenmeyer flasks, test tubes
Candles
3.
What safety precautions are taken during this activity?
Label beakers
Use dilute H2O2 (3%)
Use small quantities
Use proper eye protection
Long handled lighter to ignite candle
4.
What classroom management concerns are addressed in the
video?
Small fire source – candles
Students can use a test tube rather than Erlenmeyer flask
Extinguish flame once used
Lab coat, safety goggles, gloves
15
Chemical Segregation in the Storage Room – more detail is available
in Safe ON Science (page 37)
Chemical Segregation in the Storage
Room
Chemical Storage Groups (adapted from SOS page 37)
Explain the categories
Flammable and Combustible liquids
Flammable and Combustible Water-reactive Solids (e.g., alkali
metals)
Highly Toxic Chemicals (e.g., Mercury)
Corrosive Liquids, acids (e.g., conc. HCl)
Corrosive Liquids, bases (e.g., NaOH solution)
Corrosive Solids
(e.g., NaOH)
Oxidizing Agents (e.g., peroxides, chlorates)
General Chemicals
Group
Storage Provision
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
Store Away From
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
Hazardous Materials Identification System (HMIS) Rating
For chemicals in video #1 (highest hazard rating is 4)
1. Calcium
2. Manganese Dioxide
HMIS (0 to 4)
Health
3
Fire
3
Hazard
Reactivity
2
HMIS (0 to 4)
Health
2
Fire
0
Hazard
Reactivity
0
3. 3% Hydrogen Peroxide
HMIS (0 to
Health
Fire
Hazard
Reactivity
4)
2
0
HMIS Rating for Chemicals
Hazardous Materials Identification System (HMIS) Rating:
for chemicals in Video #1
(The highest hazard rating is 4)
1. Calcium
2. Manganese Dioxide
HMIS (0 to 4)
3. 3% Hydrogen Peroxide
HMIS (0 to 4)
Health
3
Fire Hazard 3
Reactivity
2
Health
Fire Hazard
Reactivity
HMIS (0 to 4)
2
0
0
Health
Fire Hazard
Reactivity
2
0
0
0
4. Dilute Acetic Acid 5. Lime Water 6. Sodium Bicarbonate
HMIS (0 to 4)
HMIS (0 to 4)
HMIS (0 to 4)
Health
2
Health
1
Health
1
Fire
0
Fire
0
Fire
0
Hazard
Hazard
Hazard
Reactivity
0
Reactivity
0
Reactivity
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
16
Videos and
support
materials
Play Video 2: Reactivity of Metals: Li, Na, and K
Video 2 – Reactivity of Metals Li, Na,
and K
Video 2 - Reactivity of Metals – Li, Na, and K
Discussion Questions
1. What categories (classes) of chemicals are used in this activity?
alkali metals – Sodium, lithium, potassium (water incompatible
flammable solids)
mineral oil – (general)
water – (general storage)
Dilute acetic acid (non-water reactive acid)
NaOH – (strong corrosive base)
2.
What specialised equipment is used?
Knife
Tweezers
Petri dish
Wire mesh
Overhead projector
Explosion shield
3.
What safety precautions are taken during this activity?
Cut metals in preparation room
Leave stock bottles in prep room
Use small quantities – pea size
Label petri dishes
Use mineral oil to transport metals
Wear proper eye protection
Use explosion shield
Use safe alternatives – water in place of acid
Use beakers instead of flasks
Use a wire mesh
4.
What classroom management concerns are addressed in the
video?
Students wear eye protection
Students move back
 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?
17
Hands-on
Activities
30 min
Station Passport:A
This is a 30 minute activity where you will be able to perform some of
the experiments outlined in the Fire Safety Resource.
(* ONLY to be done in facilities where hands-on experiments can be
safely performed)
You will rotate through 5 stations. The first 3 stations (Experiment
#1) are testing gases H2, O2 and CO2. The other 2 stations
(Experiment #2) are reacting Li or Na with water.
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
Participants will:
Choose a partner
Rotate through stations in partners
5 minutes per station
Fill in Teacher Worksheets for videos 1 and 2
OR 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
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Summarize station activity
Fire Safety in the Classroom
Highlight student and teacher responsibilities to classroom safety
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)
Highlight that safe practice is related to the Fire Safety Knowledge
and Skills set:
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
Knowledge and Skills for Preparation of Activities
4. Room Readiness
Safety equipment
Prior activities in classroom
5. Storage and Disposal
6. Classroom Management
Assessment of student skill level and readiness
Distribution and control of materials in the classroom
7. Choice of Heat Source
Suitable flame source
Use of hotplate
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
Knowledge and Skills for Emergencies
8. Dealing with Unintended Flame
- Evacuation plan
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Remind the participants to use the Fire Triangle when designing their
experiments.
Ask: Does your school board or school have a Safety Contract?
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
Videos
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
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
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Videos
Highlight different parts of the Video Support materials:
-
-
-
Curriculum connections – expectations are clearly outlined and
teaching points highlight 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 for each experiment
Safety Points and Materials - summarized to allow for easy
preparation
Procedure – includes preparatory work, lab work, and 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
 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. …
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Video
Summary
Summary – Application of Knowledge to Video 5 – Safely
Synthesizing Esters
Video 5 – Safely
Synthesizing Esters
STOP VIDEO BEFORE Fire Safety Knowledge and Skills
considerations are displayed at the end of the clip ...
 Video 6
3. What safety precautions are taken during this activity?
Assessment of student skill level and readiness
Proper storage of chemicals by category
Stock bottles remain in stock room
Preparation in stock room
Using small quantities
Wearing proper eye protection
Appropriate heat source for flammables
No unintended flame - sand bucket, room readiness
Fume hood working
Personal Protective Equipment - safety goggles, closed toe shoes,
lab coat’, gloves (latex gloves are sufficient for the reagents
used in this lab)
Availability of eyewash, fire extinguisher, and well ventilated
space
Safe disposal:
-left over acid should be put into inorganic acids and acid salts
waste
-left over methyl alcohol and salicylic acid should be disposed of
in a waste bin for flammable liquids, halogenated solvents and
organic acids
-the test tubes where the ether was synthesized should be
placed in a completely separate container with special labeling,
since the sulfuric acid used as a catalyst will be incompatible with
the organic waste
Summary - Application of
Knowledge
Video 5 – Safely Synthesizing Esters
1. What safety precautions are taken during this activity?
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Scientific
Investigation
Skills
This section will demonstrate some of the curriculum linkages of
the Fire Safety Resource with reference to a few photocopied
pages of the provincial curriculum for the Grade 9 Science
Academic course.
Curriculum Connections
Refer to the Curriculum Handout
Strand A describes the Student Investigation Skills (SIS).
Strands, B-E/F, describe the major topics or content areas.
The curriculum expectations in the content strands incorporate
the SIS through abbreviations in square brackets after each
specific expectation. These abbreviations link a specific
expectation to the applicable broad area of investigation.
IP – Initiating and Planning
PR – Performing and Recording
AI - Analysing and Interpreting
C – Communicating
 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
NOTE: “[PR]” indicates that students achieving the specific
expectation will have developed skills in performing and
recording. Only specific expectations with [PR] appended require
students to perform an investigation.
Students learn and practice the Strand A skills while conducting
investigations in the lab.
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SIS
Pose the Question:
What Grade 9 classroom activities could incorporate these SIS/
Performing and Recording [PR] curriculum expectations?
Refer to the sample Grade 9 Curriculum Expectations in your
participant package.
Video 1 – Testing for Gases
Discussion Question
1. What Grade 9 classroom
activities could incorporate
the [PR] expectations to the
right?
Answers can include:
Students are given data about a terrestrial ecosystem
and asked to decide, between line, pie and bar graphs, and
then are required to use the graphs to interpret and
communicate the results to the students in the class
Students are asked to organize data in a table during a
field trip, laboratory or a homework activity
Students are asked to research the properties of the
planets, collect the data and organize it in a report that
includes tables and diagrams
Examples
Elaborate on the expectations with [PR] appended.
What do Curriculum Expectations in strands
B - E/F require for Scientific Investigations?
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.
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.
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Evaluation of Workshop
Please fill out your workshop evaluation form, in your participant
package!
THANK-YOU!
THANK YOU!
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