STAO Fire Safety Resource

STAOFire 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 ResourceRecent 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 CombustibleMaterials

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 Emergencies8. 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

SCIENCE TEACHER

ScienceBiology

ChemistryEnvironmental Science

Earth and Space SciencePhysics

WHMIS/ Ministry of Labour

The Environmental Protection Act

Office of Ontario Fire Marshal

Occupational Health and Safety Act/Ministry of Labour

Education Act: O. Reg. 298/Ministry of Education

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

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

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

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 10Science, 2008: Health and Safety in Sciencehttp://www.edu.gov.on.ca/eng/curriculum/secondary/science910curr.pdfThe Ontario Curriculum, Grades 11 and 12Science, 2008: Health and Safety in Sciencehttp://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf

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

Expectation Number

Expectation Description Possible Fire Hazards Video #

Grade 9 Academic

SNC1D C2.2 conduct an inquiry to identify the physical and chemical properties of common

elements and compounds (e.g., magnesium sulfate, water, carbon, copper II) [PR] • Combustion of solids, liquids,

or gases 2

C2.3 plan and conduct an inquiry into the properties of common substances found in the laboratory or used in everyday life (e.g., starch, table salt, wax, toothpaste), 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]

• Combustion of solids, liquids, or gases

2

C2.4 conduct appropriate chemical tests to identify some common gases (e.g., oxygen, hydrogen, carbon dioxide) on the basis of their chemical properties, and record their observations [PR, C]

• Large volumes of gases combusting

• Mixing volumes of gases • Inappropriate heat source

1

Applied SNC1P

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]

• Combustion of solids, liquids, or gases

1, 2

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]

• Combustion of solids • NOTE: phosphorus should not

be used in a school lab

1, 2

Fire Safety Resource: Videos

Videos1. 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 FacilitatePD 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)

Fire-resistant ‘Flammables Cabinet’

Oxidizers and toxics

Flammable and Combustible Water-reactive Solids (e.g., alkali metals)

Separate cupboard or cabinet

Oxidizers, corrosive liquids, and flammable liquids

Highly Toxic Chemicals (e.g., Mercury)

Usually banned by most boards

Flammable liquids

Corrosive Liquids, acids (e.g., conc. HCl)

Vented ‘Acid Cabinet’; HNO3 should be isolated

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)

Not in glass containers Acids, water-reactive solids and toxics

Corrosive Solids (e.g., NaoH)

With general chemicals

Oxidizing Agents (e.g., peroxides, chlorates)

In plastic trays Flammable liquids/solids, water-reactive solids, organics, corrosive liquids

General Chemicals Inorganics/organics

HMIS Rating for Chemicals

Health 3 Health 2 Health 2Fire Hazard 3 Fire Hazard 0 Fire Hazard 0Reactivity 2 Reactivity 0 Reactivity 0

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)

HMIS Rating for Chemicals

Health 2 Health 1 Health 1Fire Hazard 0 Fire Hazard 0 Fire Hazard 0Reactivity 0 Reactivity 0 Reactivity 0

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)

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 1-5Experiment #1: Experiment #2:1. Test for H2 gas 4. Reaction of lithium with water2. Test for O2 gas 5. Reaction of sodium with water3. Test for CO2 gas

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 CombustibleMaterials

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 Emergencies8. 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

Teacher Observation Worksheet for PD1. What is the flame source shown in the video? ……….

2. Consider the following scenario? …………

3. … 

Gas Physical Characteristics Description of the Test Positive Test for the Gas

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

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