Laura Engells completed an internship with the Environment, Health and Safety (EHS) Department at Freescale Semiconductor. Over the summer of 2015, she worked on several projects under the guidance of her mentor Troy Wappler. These projects included creating training materials on chemical handling, developing emergency response charts, drafting a fire impairment checklist, writing a process safety management report, and organizing documents for an air permit. Engells gained experience in areas like hazards analysis, manufacturing processes, and technical writing from her work on these projects.

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Venture into the Realm of EHS
Final Presentation: Summer 2015
Laura Engells

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Overview
• Introduction
• Objectives
• Themes
• Timeline
• Discussion of Projects
• Applications
• Conclusion
• Questions

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Introduction
• Laura Engells
• Pursuing my Masters of Applied Geography
at Texas State University.
• Intern with the Environment, Health and
Safety Department (EHS).
• Completed projects under the guidance of
my mentor Troy Wappler.
• Expected Graduation Date: May 2016

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About Me
• Alumna of Texas State University, Class of 2014.
• Graduated Summa Cum Laude with:
- Bachelor of Science in Geography
- Bachelor of Arts in Anthropology
• Pursuing my Masters of Applied Geography in Resource and
Environmental Studies at Texas State University.
• Graduate Assistant and Research Assistant at Texas State
University.

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Objectives
• Support the EHS Department through various tasks and projects.
• Become familiar with various aspects of environmental, safety, and
industrial hygiene programs.
• Complete 4 major projects:
1. Emergency Response Program Project
2. Fire Protection Program Project
3. Process Safety Management Report
4. Air Permit Research and Organization

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5 Underlying Themes
• Site
• Situation
• Hazards
• Environment
• Safety

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2015 2015Week 1 2 3 4 5 6 7 8 9 10 11 12
Introduction: Welcome to Environment,
Health and Safety
5/18/2015
Complete EHS Trainings and Introductory
Projects
6/1/2015
Application: EHS Trainings and Research
Skills
6/8/2015
City of Austin Drainage Fee Calculations,
Research, and Meetings
6/15/2015
Emergency Response Charts
6/22/2015
Fire Impairment Checklist and Newspaper
Public Notices
6/29/2015
Communication: Application of Research
Skills
7/6/2015
Process Safety Management Report
7/13/2015
Air Permit Document
Translation
7/27/2015
Research: Air
Permit History for
Oak Hill Site
8/3/2015
Timeline

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Project Discussions
• May: Chemical Handling Training Pamphlet
• June: Emergency Response Charts and Fire Impairment Checklist
• July: Process Safety Management Report for Bulk NF3 Installation
• August: Air Permit Research and Organization

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Chemical Handling Pamphlet
• Project from Emerson
• Communicate the important points from EHS’ Chemical Handling
Training.
• Design Features: double sided document featuring images,
descriptions, and charts from Chemical Handling Training.

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GHS Pictograms
 Found on labels, pictograms indicate the
health, physical, and environmental
hazards associated with usage of the
chemical.
NFPA Diamond
 Identifies four key hazards: health,
flammability, instability, and special
hazards.
 Key hazards are indicated with various
colors: blue is health, red is flammability,
yellow is reactivity, and white is special
hazard.
 Rates the severity of hazard on a scale
from 0-4; 0 is minimal and 4 is severe.
HMIS Label
 Rates the danger of the materials on a
scale from 0-4; 0 is low and 4 is high.
 Categorizes the dangers of the materials
into 4 categories: health, flammability,
reactivity, and personal protection.
Acid Spill
 Required PPE: safety glasses and orange
corrosive protective gloves
 Additional PPE for face, body, and feet:
face shield, chemical protective apron, and
rubber boots.
Base Spill
 Required PPE: safety glasses and orange
corrosive protective gloves,
 Additional PPE for face, body, and feet:
face shield, chemical protective apron, and
rubber boots.
Solvent Spill
 Required PPE: safety glasses, nitrile gloves
under orange corrosive protective gloves
 Additional PPE for face, body, and feet:
face shield, chemical protective apron, and
rubber boots.
CHEMICAL HANDLING TRAINING

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Emergency Response Charts
• Project from Jason
• Create Emergency Response Charts for the various types of
emergencies listed in the EHS directory.
• Design Features: each Freescale Department can easily find their
task listed in the table, emergency vs. emergency 911
designations, detailed actions for each type of emergency.

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Emergency Emergency 911
AuSS  Monitor Response
Channel, assist as
needed.
 Monitor Response
Channel, assist as
needed.
CMT  No action required.  Assist as needed.
CP/CUB (operations)  Monitor Response
Channel, assist as
needed.
 Monitor Response
Channel, assist as
needed
 Assist in escorting
outside response
agencies as requested by
IC
CP/CUB (TGM/Maintenance)  Monitor Response
Channel, assist as
needed.
 No action required.
EHS  Assume IC
 Monitor Response
Channel, assist as
needed.
 Ensure EHS
documentation is
complete, such as the
EHS tracking sheet.
 Assume IC
 Monitor Response
Channel, assist as
needed.
 Coordinate response
effort with outside
response agencies.
 Ensure EHS
documentation is
complete, such as the
EHS tracking sheet.
Equipment Group  No action required.  No action required.
GAC  No action required.  No action required.
General Employees  Report event by
contacting security at
(OH-5555) (EB-4444).
 Report Event by
contacting security at
(OH-5555) (EB-4444).
HMRT  No action required.  No action required.
MERT  Monitor Response
Channel, assist as
needed.
 Support OHR as
requested.
 Render appropriate
medical assistance.
 Monitor Response
Channel, assist as
needed.
 Support OHR as
requested.
 Render appropriate
medical assistance.
Animal Response

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Fire Impairment Checklist
• Project from Troy
• Create a Fire Protection Impairment Assessment Form to be
included as Appendix B in Austin Event- EHS Response Procedure
document.
• Design Features: Purpose, Scope, Overview, and Fire Impairment
Checklist.

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This document is also included as Appendix B of the Austin Event- EHS Response Procedure document.
I. PURPOSE
The purpose of this document is to establish protocol for the impairment of a water-based fire
protection system. Through a checklist format, this document outlines the precautions to be taken when
fire protection equipment is impaired due to system maintenance, construction, renovation, system
failure, or other unforeseen events.
II. SCOPE
This protocol applies to all fire protection equipment at the Oak Hill and Ed Bluestein sites: Sprinkler
systems, Standpipe systems, Fire hose systems, Underground fire service mains, Fire pumps, Water
storage tanks, Water spray fixed systems, Foam-water systems, Water mist systems, and Fire service
control valves.
III. OVERVIEW
Fire protection system impairment occurs when the following conditions are present: the system cannot
immediately perform its intended function, the system cannot be quickly returned to effective service,
the system cannot be restored to effective service within 60 seconds due to non-continuous monitoring.
Following the protocol ensures that increased risks are minimized and the duration of the impairment is
limited.
IV. FIRE IMPAIRMENT CHECKLIST
Step Options
Indicate Impaired Equipment Sprinkler System
Fire Main
Water Supply
Foam System
Special Application Fixed Extinguishing
System
Fire Detection of Supervisory System
Manual Fire Protection
Indicate Location of Impairment Office
Central Plant/ CUB
Process
 Building ID
 Provide a brief explanation as to why this

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Process Safety Management Report
• Project from Laura
• Research and Complete a Process Safety Management Report for
the Bulk NF3 Installation.
• Design Features: Report following OSHA’s guidelines for a PSM
report including: terms, figures, system drawings, reports from Air
Products, and associated documents.

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Overview
The installation and operation of Bulk NF3 at the Ed Bluestein site is subject to the
OSHA Standard “Process Safety Management of Highly Hazardous Chemicals” (29CFR
1910.119) as it exceeds the threshold quantity for NF3 listed in Appendix A of the
Standard of 5000 lb. T he PSM program is limited to only the Bulk NF3 system (i.e.,
Freescale Ed Bluestein is not an OSHA PSM facility). The OSHA Standard consists of
14 distinct elements which must be included in the program.
This Bulk NF3 System PSM document describes how the Freescale Ed Bluestein site
fulfills each of the 14 element requirements of the PSM program. It has been created
and is maintained as a record and referenced in the Risk Management and Process
Safety Management Program Requirements document in the Austin EHSMS (JFR). In
addition to maintaining this overall governing document, the specific on-going
requirements are included as Scheduled Responsibilities in the Risk Management and
Process Safety Management Program Requirements document.
Scope – Bulk NF3 System Definition
Bulk NF3 System source consists of a 20 ft ISO trailer (8800 lb) and Y cylinder (430 lb)
on the exterior pad off the NE corner of Z dock. The ISO trailer is connected to the
system through a ½ inch high pressure stainless flex gas line. This flex gas line is the
feed to the system. There are up to 10 B cylinders (44 lbs per – 440 lb total) in auto-
crossover cabinets within the HPM rooms (Y1433 and Y1417) serving as bulk system
back-up to the distribution network in rooms Y1417 and Y1433. The System distribution
network consists of the bulk NF3 source feeding into the bulk mass flow meter (MFM)
panel (in Y1433) which then distributes to two laterals (RPS and insitu). Each room
then has a manifold off of each lateral for a total of 2 RPS lines (one per room) and 2
insitu lines (one per room). These lines then feed existing gas cabinet connections to
floor valve boxes in the fab level providing gas to one or more chemical vapor
deposition (CVD) process tools. The System terminates at the connections of individual
gas lines from the floor valve boxes to the process tools.
Etch process tools are fed from individual gas cabinets in Y1433 which are not tied into
the bulk system distribution network. Therefore, etch is not included in the bulk system
definition and is not considered part of the PSM process.
The PSM population is defined as groups/job functions that have a defined role in the
operation and maintenance of the bulk NF3 system. This includes Air Products
personnel, some Facilities personnel, EHS staff, HMRT members and CVD equipment
engineering/maintenance.
Bulk NF3 System Description
 Outdoor installation
 Oxidizer gas
 1 bulk Isotainer system (fill = 8800 lb, volume = 48,000 scf)

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Air Permit Organization
• Project from Troy
• Organize associated documents and research for Oak Hill’s Air
Permit History and create a binder system for it.
• Design Features: organization system based off of the Ed
Bluestein’s air permit binder, charts, tables, and plans.

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TABLE OF CONTENTS
SECTION PAGE
1.0 SCOPE OF DOCUMENT...........................................................................................1
2.0 COMPLIANCE METHODOLOGY..............................................................................2
2.1 EMISSIONS CALCULATIONS............................................................................2
2.1.1 Buildings.............................................................................................................2
2.1.2 Boilers/Oxidizers ................................................................................................3
2.1.3 Tanks .................................................................................................................5
2.1.4 Bulk Gas Cylinders.............................................................................................7
2.1.5 Engines ..............................................................................................................7
2.1.6 Cooling Towers ..................................................................................................8
2.1.7 Industrial Wastewater Treatment Plant (IWTP)...................................................9
2.1.8 Concentrated Acid Treatment System................................................................9
2.1.9 Loading of Waste Solvents and Acids ..............................................................10
2.1.10 Neutralization of Acid Contaminated Waste ..................................................11
2.2 SITE-WIDE HOURLY SPECIES EMISSION CAPS...........................................12
2.2.1 Pollutants Evaluated.........................................................................................12
2.2.2 Modeled Emission Points .................................................................................13
2.2.3 Dispersion Modeling.........................................................................................14
Dispersion Option.........................................................................................................14
Building Wake Effects...................................................................................................14
Receptor Grid Terrain...................................................................................................15
Receptor Grid Design...................................................................................................16
Meteorological Data .....................................................................................................17
Modeling Results (Unit Impacts)...................................................................................18
2.3 ANNUAL CATEGORICAL EMISSION CAPS ....................................................20
3.0 COMPLIANCE DEMONSTRATION ........................................................................22

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Applications of Projects
• A more complete understanding of hazards
• Manufacturing situational awareness and knowledge
• Technical writing experience
• OSHA Project experience
• Experience working in a manufacturing setting

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Conclusion
“Safety is something that happens between
your ears, not something you hold in your
hands” ~Jeff Cooper

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Thank You
To everyone in the EHS Department, thank you for a
great summer full of diverse experiences, projects, and
learning opportunities.

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Questions?