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STAO Fire Safety Resource

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

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STAO Fire Safety Resource

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  1. STAO Fire Safety Resource

  2. 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

  3. STAO Safety ResourceRecent Accidents in Ontario Science Classrooms • 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. • 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. • Reaction with Potassium Chlorate, Manganese Dioxide, Sugar and Glycerine in a test tube resulted in an explosion. Three students injured.

  4. Fire Safety Knowledge and Skills Knowledge for Handling Flammable and Combustible Substances • Type of Flammable and Combustible Materials 2. Quantity of Flammable and Combustible Materials 3. Concentration of Flammable and Combustible Materials

  5. Fire Safety Knowledge and Skills Knowledge and Skills for Preparation of Activities • Room Readiness • Safety equipment • Storage and Disposal • Classroom Management • Assessment of student skill level and readiness • Choice of Heat Source • Suitable flame source Knowledge and Skills for Emergencies 8. Dealing with Unintended Flame

  6. Fire Safety Resource Components The Fire Safety Resource Components • Educators’ Guide 2. Video clips 3. Student Information Materials 4. Workshop or Training Materials

  7. Fire Safety Resource Learning Goals • Identify and clarify legislation and regulations related to fire safety • Identify and clarify curriculum expectations • Demonstrate procedures necessary to plan and supervise safe student learning activities • Provide classroom resources aligned with the curriculum expectations • Provide training materials for teachers and students

  8. 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

  9. Education Act: O. Reg. 298/Ministry of Education Office of Ontario Fire Marshal Overview of Legislation Occupational Health and Safety Act/Ministry of Labour Science Teacher Science Biology Chemistry Environmental Science Earth and Space Science Physics WHMIS/ Ministry of Labour The Environmental Protection Act

  10. 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.e-laws.gov.on.ca/html/regs/english/elaws_regs_900298_e.htm

  11. 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.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90o01_e.htm

  12. Legislation related to Safe handling ofFlammable 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.e-laws.gov.on.ca/html/source/regs/english/2007/elaws_src_regs_r07213_e.htm • OFM guideline, ‘Handling Flammable and Combustible Liquids in School Laboratories’ http://www.ofm.gov.on.ca/en/Legislation%20Directives%20and%20Technical%20Guidelines/Technical%20Guidelines%20and%20Reports/pdf/OFM-TG-01-2011.pdf

  13. What does Curriculum Policysay 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.pdf

  14. 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 - Course Roadmap

  15. Educators’ Guide: Curriculum Connections - Expectations Addressed by Videos

  16. Fire Safety Resource: Videos Videos • 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

  17. 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

  18. 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

  19. Video Outline While watching the video, answer the reflection sheet questions: • 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?

  20. Video 1 - Testing Gases: H2, O2, and CO2 Video 1 Video 1 – Testing Gases: H2, O2, and CO2

  21. Discussion Questions 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 1 – Testing Gases: H2, O2, and CO2

  22. Chemical Segregation in the Storage Room Chemical Storage Groups (adapted from SOS page 37)

  23. Chemical Segregation in the Storage Room Chemical Storage Groups (adapted from SOS page 37)

  24. 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 3. 3% Hydrogen Peroxide HMIS (0 to 4) HMIS (0 to 4) HMIS (0 to 4)

  25. 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 5. Lime Water 6. Sodium Bicarbonate HMIS (0 to 4) HMIS (0 to 4) HMIS (0 to 4)

  26. Video 2 - Reactivity of Metals: Li, Na, and K Video 2 Video 2 – Reactivity of Metals: Li, Na, and K

  27. Discussion Questions 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 2 – Reactivity of Metals: Li, Na, and K

  28. 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: Experiment #2: 1. Test for H2 gas 4. Reaction of lithium with water 2. Test for O2 gas 5. Reaction of sodium with water 3. Test for CO2 gas Station Passport: A

  29. 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

  30. 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)

  31. Fire Safety Knowledge and Skills Knowledge for Handling Flammable and Combustible Substances • Type of Flammable and Combustible Materials 2. Quantity of Flammable and Combustible Materials 3. Concentration of Flammable and Combustible Materials

  32. Fire Safety Knowledge and Skills Knowledge and Skills for Preparation of Activities • Room Readiness • Safety equipment • Storage and Disposal • Classroom Management • Assessment of student skill level and readiness • Choice of Heat Source • Suitable flame source Knowledge and Skills for Emergencies 8. Dealing with Unintended Flame

  33. 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, postlabformat • Deliver just in time instructions • Leave stock bottles in prep room • Keep work areas clean (benches, fume hood)

  34. 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 Fire Safety in the Classroom

  35. 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

  36. 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

  37. Student Resource: e.g., ObservationChart for Video 1 Teacher Observation Worksheet for PD What is the flame source shown in the video? ………. Consider the following scenario? ………… … Debrief: Video Support Materials

  38. Video 5 Video 5 – Safely Synthesizing Esters

  39. Video 5 – Safely Synthesizing Esters What safety precautions are taken during this activity? Summary - Application of Knowledge

  40. 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

  41. Four Types of SIS/Strand A Expectations IP – Initiating and Planning PR – Performing and Recording AI –Analysing and Interpreting C – Communicating Curriculum Connections

  42. Discussion Question What Grade 9 classroom activities could incorporate the [PR] expectations to the right? Video 1 – Testing for Gases

  43. 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.

  44. Evaluation of Workshop • THANK YOU!

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