CLMP1(MSDS) Guidelines ver4
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This document provides guidelines for a mini-project on researching and presenting information from Material Safety Data Sheets (MSDS) for dangerous chemicals. Students are instructed to focus their MSDS research on the hazards involved, first aid measures, fire and explosion data, and industrial uses of the chemical. They are also encouraged to include statistics on worldwide chemical usage and any pollution incidents if available. Groups will present a summary slide of another group's chemical and a reflection slide on the usefulness of MSDS information in chemical logistics jobs. A list of dangerous chemicals is provided for students to choose from, with the requirement that no two groups study the same chemical.
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Using the information on anticipation and control we studied in the textbook, identify the hazards that are present in the facility. In your discussion, explain why you chose the hazards, and describe whether you believe the hazards to be actual hazards or potential hazards (which require further evaluation). Describe the specific location(s) at the facility where the hazards are located, and determine how many employees are potentially at risk in those areas.
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One of the presses is a 2,000-ton press, and the other press is a 200-ton press. The 2,000-ton press is the greatest noise source for the facility. The machining area uses a metal working fluid. The safety data sheet (SDS) for the metal working fluid is attached here. All welding is performed on stainless steel. The painting booth uses a powder coating operation, but the employees use xylene and methyl ethyl ketone (MEK) to clean the parts prior to the powder coating operation. At the end of the shift, one of the employees uses 1,3 butadiene to clean the nozzles for the paint booth. The facility uses two electric forklifts to move materials between the production area and the storage warehouse and between the warehouse and the shipping area. All employees work an 8-hour shift.
Part 1:
Using the information on anticipation and control we studied in the textbook, identify the hazards that are present in the facility. In your discussion, explain why you chose the hazards, and describe whether you believe the hazards to be actual hazards or potential hazards (which require further evaluation). Describe the specific location(s) at the facility where the hazards are located, and determine how many employees are potentially at risk in those areas.
Your response for Part 1 should be at least one page in length.
Part 2:
Using the information on evaluation that we studied in the textbook, summarize how you would measure the personal exposures to the hazards that you identified in Part 1. Use the Occupational Safety and Health Administration (OSHA) website (https://www.osha.gov/dts/sltc/methods/toc.html) or the National Institute for Occupational Safety and Health (NIOSH) website (http://www.cdc.gov/niosh/docs/2003-154/default.html) to select the specific sampling and analytical method that would work best to evaluate any chemical hazards you identified. Provide a summary of the sampling media you would use, include the sampling flow rate, discuss how long you would sample, and explain how you would calibrate the sampling train. Include a discussion about why you selected the specific sampling and analytical method.
Your response to Part 2 should be at least one page in length.
Part 3:
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Calculate the 8-hour time weighted average (TWA) exposure.
Compare the results to the appropriate OSHA permissible exp ...
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Learning Objectives
By the end of today’s lecture, students should be able to:
Define the term toxic substance and provide examples
Define the term pesticide and provide examples
List the types of pesticides used outdoors and in homes and provide examples
Provide examples of specific chemical toxins found in common outdoor and indoor pesticides and describe human health impact
Explain the benefits to pesticide use in agriculture and other practices
Explain the dangers to pesticide use in agriculture and other practices
Describe pesticide particle drift and how to prevent contamination of nearby sensitive areas
Small Group Brainstorm!
Please get into groups of 3-4 and brainstorm the following question:
What are the advantages to using pesticides, even if they contain toxic substances?
Elect someone to share with the class
Toxic substances are hazardous to health and the environment
Toxic substance: any chemical or mixture that may be harmful to environment and to human health
Inhaled, swallowed, absorbed through skin
Naturally occurring toxins (poisonous substances coming from living organisms)
Certain plants like poinsettias, some wild mushrooms, berries
Toxic substances contained in most everyday household products synthetic (man-made)
Examples?
Non-toxic substances (safe to use, do not harm humans and the environment)
Examples?
There are several types of pesticides
Pesticide: any substance used to kill, repel, control pests (certain forms of plant or animal life)
Include several types:
Herbicides: destroy weeds, other unwanted vegetation
Insecticides: control wide variety of insects
Fungicides: prevent growth of molds, mildew
Disinfectants: preventing spread of bacteria
Compounds used to control mice, rats
Which of the following are pesticides?
Cleaners used to disinfect kitchen floor
Cleaning products used to remove mildew on bathroom tiles
Household plant sprays
Lawn and garden products to kill insects and weeds
Some swimming pool chemicals
Which type are each of these?
Many toxins/pesticides severely affect human health
DDT:
Affected organ systems: developmental, endocrine, hepatic, neurological, reproductive
Cancer classification: reasonably anticipated to be human carcinogen
Use: (prior to 1972 ban, but still in some countries) insect control in agriculture and control of malaria vector
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Affected organ systems: cardiovascular, hepatic, neurological
Cancer classification: Reasonably anticipated to be human carcinogen
Use: paint stripper, found in aerosol, pesticide products
Many toxins/pesticides severely affect human health
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Affected organ systems: dermal, developmental, endocrine, hepatic, immunological, neurological
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FINAL INSTRUCTIONS FOR GROUP WORK SESSIONS AND CHARTS
This document provides instructions for group work sessions on education and resilience. It outlines the goals, tasks, materials, and expected outputs for sessions on:
1) Education and social cohesion, where groups will identify priorities and recommendations to promote social cohesion.
2) Comprehensive school safety and climate change education for sustainable development, where groups will focus on these topics and identify priorities and gaps.
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Similar to CLMP1(MSDS) Guidelines ver4 (13)
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