Showing posts with label science. Show all posts
Showing posts with label science. Show all posts

October 23, 2015

UNSAFE SCIENCE

Across the country, students in school science classrooms and other laboratory settings are being burned and injured when accidents occur during science demonstrations. (UNSAFE SCIENCE by Andrew Minister, NFPA Journal, September-October 2015.) NFPA Journal is the official magazine of the National Fire Protection Association NFPA.org 

Andrew Minister is chief fire protection engineer at Pacific Northwest National Laboratory in Richland, Washington, and chair of NFPA's committee on Laboratories Using Chemicals.
A few of the resources in UNSAFE SCIENCE
CSB safety bulletin, “Key Lessons for Preventing Incidents from Flammable Chemicals in Educational Demonstrations.” By following the requirements of NFPA 45 and the lessons provided by the CSB, and by exercising caution and common sense in laboratory settings, schools and teachers can prevent these incidents that have resulted in injury and trauma to hundreds of students.

NFPA Lab Safety Tip sheet for Teachers and Students Download NFPA's Lab safety tip sheet. (PDF, 1.72 MB)

Laboratory Safety Institute (LSI), an international nonprofit education organization for laboratory safety that provides low-cost laboratory safety training and reference materials for schools.  
More at UNSAFE SCIENCE

 

January 09, 2015

Safety in the Science Classroom

#6 Question of the Month 
Q: I'm looking through the NGSS and I don't see any standards about lab safety or health education. Am I missing something? 

A: The NGSS are science content standards based on the National Research Council's Framework for K-12 Science Education, and as such, contain neither health education standards nor lab safety standards. This is not an indication that these topics are unimportant, but rather that they go beyond the content contained in the Framework.  Each state typically has both health education standards and lab safety standards or manuals that are used in addition to their science content standards. 

To find additional resources about lab safety, you can visit this page for books and resources: Safety in the Science Classroom.

January 02, 2014

What is a Healthy Schools Hero?

HEROES understand that when it comes to making decisions that impact children, "no risk is acceptable if it is avoidable."  

HEROES are committed to building schools for occupancy by children recognizing that standards, building codes, and guidelines that are based on the average adult male or workplace regulations are not safe for children because children are not little adults.
 
HEROES serve as a resource and mentor to the school community, setting up in-house systems for community participation, health surveillance, and ongoing hazard identification and control.
 
HEROES support the rights of parents to be involved in the decisions that affect their children, acknowledging that without informed parents, there will never be enough experts or inspectors to ensure schools are the healthy places and safe havens they are supposed to be.

HEROES educate community members, preparing them to exercise their special rights as parents, employees, patients, students and citizens.  

HEROES advocate for precautionary standards and protective measures as active members of building committees, school health advisory councils, site-based management boards, and environmental quality teams that set child safety standards and guidelines for school design, renovation, operations and maintenance, pest-proofing, lab safety, and all activities in and around the school.
Yes, it is painful to threaten the illusion of safety in a school or community and to talk about death and loss. The New London School Explosion survivors did not talk about their painful experiences for more than forty years. Their stories clearly teach us that it is even more painful to live with a tragedy when opportunities to prevent loss were unseen or overlooked.


December 03, 2013

Who Is Your 2014 Healthy Schools Hero?
Please post. Please forward.
Attention:  Science educators, STEM advocates, professionals in public health, school health, environmental health, facilities management, IAQ, IPM, health and safety, lab safety, school security, emergency and risk management, asthma educators, first responders, school administrators, nurses, advocates, parents and students.

Do you know someone whose sense of responsibility, inspirational leadership, and exemplary persistence and courage protects children from school hazards and unhealthy school conditions?

Send your hero's story, name, and email/phone # by February 1, 2014 to healthykids@rcn.com

The annual Healthy Kids Healthy Schools Hero Award was created as an annual opportunity to tell the story of the 1937 Texas School Explosion and to inspire leadership to protect children from the chemical hazards and unhealthy conditions in today's schools.  (HEROES 2004 - 2013)

March 18, 2014 is the 77th anniversary of the 1937 Texas School Explosion -- the worst school disaster in American history. Just minutes before the end of the school day, a gas explosion killed more than 300 people, mostly students. In their new state-of-the-art public school no expense had been spared except when it came to safety.

Lessons Learned. Lives Saved. The disaster resulted in a law that required adding a warning odor to natural gas, thus saving millions of lives all over the world. However, the false economies and short-sighted decisions that led to the 1937 explosion are still common in too many schools today. 

The Unfinished Legacy: Leadership for Excellence Needed.  The story of the 1937 Texas School Explosion needs to be part of our national legacy. Let's make March 18 an annual day to prioritize the values and technical skills we need to live safely with 21st century chemicals and technology.

Send your hero's story, name, and email/phone # by February 1, 2014 to healthykids@rcn.com.

- - -
*Photo (Ellie Goldberg, March 2005) 
The cenotaph, erected in 1939 is the memorial to victims of the 1937 school explosion. The sculptural block of Texas granite depicts twelve life-size figures, representing children coming to school, bringing gifts and handing in homework to two teachers. Around the inside of the base are the individual names of those who died.  The Egyptians defined a cenotaph as a symbolic tomb, honoring the dead but not containing the body. It is a sepulchral monument erected to commemorate a person or persons buried elsewhere.  
   

May 30, 2013

http://www.beyondbenign.org/

Webinar Series

Beyond Benign is leading a series of webinars aimed at high school chemistry teachers. Register here to join us!

May 30, 2013, 6:00 pm - 7:00 pm EST
Introducing Green Chemistry into the High School
 
June 6, 2013, 6:00 pm - 7:00 pm EST
Connecting Chemistry Concepts to Cutting-Edge Science Innovations

June 13, 2013, 6:00 pm - 7:00 pm PST
Safer Chemistry: Drop-In Replacement Labs

April 07, 2013

Safety in the Science Classroom


LInda Stroud
OSHA Training Requirements and Guidelines for K–14 School Personnel (PDF) provides a summary of OSHA training requirements and guidelines, at both the national and state level, as determined by state. It provides training guidelines, characteristics of an acceptable trainer, and topics that are required among various states. Authored by Linda M. Stroud, PhD, NSTA Safety Advisory Board, Chair, 2009–2010; and Kenneth R. Roy, PhD, NSTA Science Safety Compliance Consultant.

Guidelines from NSTA’s Safety Advisory Board

Safety Resources List

Much more at http://www.nsta.org/portals/safety.aspx
Inspiring Nominees Aimee Code and John Gann


September 14, 2012

EPA Awards Almost $11 Million to Advance Chemical Safety Research
 

The Environmental Protection Agency (EPA) announced nearly $11 million in grants to eight universities through EPA’s Science to Achieve Results (STAR) program. These grants will help the universities develop fast and effective methods to test chemicals’ toxicity to people and the environment. The grantees will focus on developing methods and models to predict how exposure to environmental and synthetic (man-made) chemicals and chemical mixtures may harm the public.

Environmental Protection Agency

June 01, 2012


Old science class chemicals removed The Beatrice Daily Sun (Nebraska) reports (http://bit.ly/JmSeKt) that a hazardous-waste disposal company based in Norwell, Mass., Clean Harbors, cleared away a total of 320 pounds of chemicals from Beatrice High School and Beatrice Middle School. 5 23 2012
 

March 18, 2011

2011 Healthy Schools Hero Dr. Dwight Peavey


Every year, to mark the anniversary of the March 18, 1937 Texas School Explosion, I salute a Healthy Schools Hero whose extraordinary responsibility and inspirational leadership is dedicated to eliminating explosives and other chemical hazards and unhealthy conditions in schools.  

The March 18 Healthy Schools Hero Award is an annual call to tell the story of the worst school disaster in American history as a case study and cautionary tale.  By example, each Hero is an inspiration to break the silence about school hazards and bring the Lessons of the 1937 Texas School Explosion to today’s schools.  

The 1937 story needs telling because the decision-making and false economies that led to the 1937 explosion are too common in schools today.  We have widespread school design, building and operations problems, warnings are unheeded, no one takes responsible for safety, and explosives and other hazardous materials and unhealthy conditions in labs, classrooms, closets and storerooms are routinely ignored.  

The 1937 explosion resulted in a law that required adding a warning odor to natural gas thus saving millions of lives all over the world.  However, other important recommendations of the 1937 Court of Inquiry have yet to be used so that schools are teaching safely and teaching safety to students in 21st century schools.    

March 04, 2011

Save the Gummy Bears, Save the World

gummiesAmy Cannon writes: I recently received an e-mail with a link to an article that had the title “Chemistry class explosion injures seven.” I was hesitant to open it, worried about what disaster I would find inside, but did anyway. The article was about a local chemistry teacher who was demonstrating a reaction between potassium chlorate and “food” when the reaction went “awry” and exploded upon her and seven students. Luckily there were no life threatening injuries, just minor cuts and burns. But, despite these “minor injuries”, my mind still went to that classroom on that day...read more

Amy Cannon, is Co-Founder and Executive Director of Beyond Benign, a non-profit organization that promotes sustainable science in order to create an environmentally, socially and economically prosperous world. http://www.beyondbenign.org

January 28, 2011

Lessons of the Challenger Disaster


Keeping quiet about a problem can lead to disastrous consequences. Study these lessons. Break the silence.
As many safety heroes know, it often takes enormous persistence and courage to take leadership for safety...and overcome indifference to a wide range of health and safety issues.  See Feed Your Heroic Imagination
Deadly space lessons go unheeded  Apollo 1, Challenger, Columbia tragedies have much in common, By James Oberg NBC News space analyst  ..."But the internal hazards -- what investigation boards have called the "flawed safety culture" -- have proven much more insidious. This is the realm of convenient assumptions, of complacency, of willfulness, of use of statistical superstitions, of a false familiarity with an unblinking foe. It is a culture made possible by an all-too-human aversion to facing unpleasantness. It has become easy to look away from these horrible space disasters -- and I never call them "accidents," a term that relieves the people involved on the ground of ultimate responsibility.

See Eliminating Cultures of Silence  "Sadly, before each disaster, stake holders saw clear warning signs for catastrophe and yet they said nothing. Trends show that similar cultures of silence proliferate in organizations across the country....The good news is that organizations who successfully handle these five issues transform cultures of silence into cultures of honesty and effective communication—eliminating potential catastrophes and saving lives."

Teachers who enforce safety rules not only avoid accidents in school but they give their students the skills and attitudes necessary to safeguard their future families and co-workers and "to live safer healthier longer lives."  (Jim Kaufman, Lab Safety Institute

... Silence begets silence. The bigger the silence, the more powerful it is. Silence can become so  all-encompassing that one is not even aware of it.  In such instances, entire constellations of thoughts, questions and conversations simply do not arise.  Or, if they do, the pervasiveness of the silence makes them seem dangerous. Perhaps the last person who tried to break the silence got in trouble, perhaps she became a pariah, perhaps she lost her job. --  Beyond Erin Brockovitch By Sonja Biorn-Hansen, in Rachel's Environment & Health News #815, http://www.rachel.org/?q=en/node/6438.  Sonja Biorn-Hansen an Environmental Engineer with the Oregon Department of Environmental Quality.

"...those normally charged with protecting a school from liability (and its occupants from harm), ...may not be familiar with the scope of the risks. Too often, people with only a cursory understanding of the issues will consider themselves experts. Familiarity may also be surprisingly limited among those to whom a school generally turns for advice on health issues, such as school nurses, industrial hygienists, HVAC companies, consulting firms and health departments ...More often than not, they will under-emphasize the risks and over-emphasize the costs (and the inconveniences) of responding to a perceived problem."  "Legal Aspects of Pollution in Schools," Earon Davis, The Healthy School Handbook, National Education Association, 1995.

Press Release: New Data Shows Schools Ignore Children's Health: Groups Urge Action by EPA and States    Healthy Schools Network Executive Director Claire Barnett warns, “Parents are stunned when they discover schools have known about environmental factors affecting their child and have done little or nothing. Then they learn that no agency responds either. Every effort should be made to intervene when children are in harm’s way.”


January 25, 2011

Chemistry of everyday things


The IYC 2011 will be a year-long celebration in which anyone can participate. You can coordinate an activity, engage in a project, or simply share an idea. Join in now and become part of something special.
    •    http://www.chemistry2011.org/
    •    http://iyc2011.acs.org/
    •    http://www.nbclearn.com/chemistrychapters


'Chemistry Now' Video Series Brings Science to Students



    Bring the Science of Chemical Safety to Your School

    Webcasts, podcasts, white papers, case studies, data sheets and more in the new SchoolDude Resource Library! 
    http://www.schooldude.com/resources/
    • Chemical Inventory Control and Storage Essentials for a Safe Educational Environment, 1/22/2012 Hosted by Roger Young, featuring Dave Waddell (North American Hazardous Materials Management Association) and Dr. Irene Cesa (Flinn Scientific Incorporated), this webcast examines best practices for chemical storage, inventory and disposal.
    • Identify and Control Chemical Safety Risks Roger Young, featuring Dave Waddell from the North American Hazardous Materials Management Association, Joanie Arrott from TASB and Dale Zabel from School District of Kettle Moraine, WI 

    January 20, 2011

    Rules really are monuments, gravestones...

    James Kaufman, founder of Laboratory Safety Institute, emphasizes the importance of schools teaching safety and teaching safely. Those who enforce safety rules not only avoid accidents in school but they give their students the skills and attitudes necessary to safeguard their future families and co-workers and "to live safer healthier longer lives."  

    In a 2005 interview for Lessons of the 1937 Texas School Explosion, Kaufman emphasized that safety rules and regulations are the lessons we learn from other people’s mistakes and short cuts.  

    “What rules really are, are monuments; they are gravestones,” he said. “It’s not that safety people sit up late trying to figure out how to make it take longer and cost more money and irritate the living daylights out of their colleagues. It’s that -- as night follows day --  if you do what those people did, sooner or later, you are going to get the same result.”   Kaufman said his father once asked him, “Jim, what’s the difference between school and life?  Well, in life the test comes first and the lesson comes afterwards.”

    September 21, 2010

    Teaching Safely, Teaching Safety

    Information and Tools

    Laboratory Self-Audit: Setting Up Your Audit
    Classrooms and laboratories practicing pollution prevention are safer for students and in most cases easier on the school budget besides being fairly easy to implement. However, changes in thinking must occur to make the initial effort a success. Lay the groundwork for change before using the Self-Audit Checklists included in this resource. Start with some basic grassroots organizing using these suggestions or some of the many community development resources available. The result will be a program that works for your school community.  Read more

    Checklists
    Posters

    August 23, 2010

    Monona Rossol on The Toxic Chemicals Safety Act



    Monona Rossol, chemist and industrial hygienist, talks about the Toxic Chemicals Safety Act currently before Congress and what changes it calls for. She'll also take calls and answer questions about the safetly of household chemicals.  

    Also see "Two Bills for Safer Chemical Policies Introduced," Arts, Crafts and Teacher Safety Newsletter, ACTS FACTS, August 2010. 
    Monona Rossol, Editor, ACTSNYC@cs.com, www.artscraftstheatersafety.org
    Reprint policy: www.artscraftstheatersafety.org/newsletter.html

    (More Lopate radio interviews on this and related topics: http://beta.wnyc.org/people/monona-rossol/)

    March 05, 2010

    Ensure that no one is ever injured...

    Two years after retiring from active laboratory safety activities and upon leaving the lab safety discussion list, Dave Andrews wrote the following reminder to his colleagues:

    "Fellow laboratory safety specialists: As we part company, I feel I must, for one final time, remind each of you in an academic setting that the lessons that you teach in your classes and your labs will be the habits that your charges will carry forward into industry.

    If you teach safety and then allow other than 100% compliance with safe work practices in your laboratory spaces, your charges will go forth from your classes and routinely bypass safety rules and you may, one day, wonder why one of your smartest students died in a laboratory accident.

    Make sure every rule in your laboratory is based on sound science and then enforce them 100% of the time for every student – and, most important, for your own work in the laboratory.

    Make sure your students know that laboratory clothing and safety equipment makes no fashion statement, but is required for entrance into the lab.  Do not allow any laboratory activity to proceed without a procedure.  Remember that legal requirements are the absolute minimum you must do in your lab – the rules in your lab must be based on what is necessary to ensure that no one is ever injured by the activities conducted in your laboratories and that no one outside your laboratories has any exposure to any of the chemicals within your labs."

    (Dave's response to my request for permission to reprint his words:  “Of course!  My goal is now, and has been, doing whatever is necessary to protect the American worker – especially when working with hazardous chemicals.  If these words will save one burnt finger, then they are well worth posting.  You have my permission to use them in any way you determine to be useful." Dave Andrews, 3/13/09)

    Addition words of wisdom from Dave:

    ·         If your management cannot/will not support safety in your lab – QUIT – the job is not worth the potential grief and guilt that awaits you!

    ·         If you knew an employee (student) was going to have an accident in the lab tomorrow, would you be willing to fire them(remove them) today?

    ·         Students entering a laboratory training program should have an entrance project to research rule, prudent practices, and injury reports and develop a set of safety rules for the lab – this will grant ownership of the rules to the students.  This is not an easy job for you!

    ·         Safety glasses are for when no activities are going on in the laboratory – when chemicals are being used, goggles are a minimum – face shields are not eye protection – safety glasses or goggles must be worn when using a face shield.

    ·         Personal protective clothing is not impervious to hazardous chemicals – their only intended function is to provide reaction time – If you get splashed with chemicals , the job stops, the PPC comes off, and corrective measure begin.

    ·         All severely hazardous chemical splashes require use of the safety shower and removal of affected clothing – No she cannot go down to the locker room and shower there!!!

    ·         Compliance with applicable regulations cannot be a goal – they are a requirement for operations – the absolute minimum necessary.  You must evaluate ALL the hazards and select protective measure that will always protect the student.

    ·         Every injury, splash(even if no injury) or other incident in the laboratory requires evaluation and either changing the rules, increasing the frequency and intensity of training or discipline.  (Oh, and discipline is not the real answer – as all incidents are a direct result of inadequate management!)
    -- Dave Andrews, CHMM (now expired)
    • Radiation Safety Officer and manager safety, health and Environment at one of the largest contract non-clinical laboratories in the world.  
    • Consultant/Instructor, Environmental & Occupational Consulting and Training, Inc
    • Instructor, Chemistry, Safety, Radiation Safety, and Environmental at a Nuclear Electric Generation plant
    • All of that without so much as a formal semester of college training, though I did take and pass (3.5) a post graduate level Toxicology class.

    March 03, 2010

    Hazardous Materials in Schools:  A Hidden Problem

    Excerpt from the article, Impediments to Implementing P2 in the Public Schools by Marina M. Brock

    Environmental, health, and safety hazards in public schools are often serious — and difficult to address.

    While interviewing a local fire prevention officer from one of our communities, I discovered that his major community concern regarding hazardous material was not what I believed it to be.  He removed from his cabinet a file that was about eight inches thick, and told me it was a written history of safety issues from our regional high school.  The file represented five years of effort to improve conditions that he felt were a problem.

    Blinded by my own assumptions regarding our educational institutions, I didn’t believe him — but I humored him, wanting to get into his good graces.  We arranged an on-site interview at the high school, where I was sure I would be able to point out that the facility was not as much of a problem as his “untrained eye” could see.

    Our first on-site interview was with the science supervisor, a 20-year veteran of high school science teaching.  While we were in his classroom discussing hazardous material management issues, a janitor worked quietly in the rear of the classroom sweeping the floor.  The science supervisor was pleased to tell us that he had been disposing of his “heavy metal acids” for years using the “Flynn Method,” by inerting them and pouring them into the sink, which connected to the “tight tank” outside his classroom.

    I remember thinking to myself that the designers of the high school must have been incredible visionaries to have the forethought to install a tight tank in the early 1970s, when the facility was constructed.  Before I could ask about this, however, the heretofore silent janitor sheepishly mentioned that they didn’t have a “tight tank” at their school.  Obviously embarrassed, we all remained silent.  The “tight tank” mistake eventually resulted in a $55,000 environmental cleanup.

    I soon discovered that my initial assumptions regarding the conditions at this school were grossly in error.  I was astounded at the lack of even a basic understanding regarding simple concepts of health, safety, and environmental compliance....

    For the complete article go to Impediments to Implementing P2 in the Public Schools 

    Marina M. Brock is a senior environmental specialist with the Barnstable County Department of Health and the Environment (BCDHE).  

    Too often, administrators ask teachers to accept unsafe conditions

    The introduction of a lab program into a high school is an expensive venture. Lab facilities and equipment require capital expenditures. The replenishment of supplies requires additional annual funds. In addition, safety requirements place limits on the number of students that can be properly supervised in a classroom. 

    Too often, administrators ask teachers to accept unsafe conditions by packing too many students in the lab space. When teachers object, the administrator may suggest that we sacrifice the quality of teaching by not providing lab experiences at all. This Hobson's choice forces teachers to make a bad decision—unsafe conditions or poor instruction. 
    In contrast, high schools across the United States support football teams that similarly require large expenditures for equipment and subscribe to required safety requirements. The football coach is never asked to use sub-standard helmets or to cancel play. High school science should not be considered less important than high school football.
  
    Excerpts from comments by Dr. Arthur Eisenkraft, Distinguished Professor of Science Education; Director, Center of Science and Math in Context (COSMIC), University of Massachusetts, Boston, at the Hearing: Improving the Laboratory Experience for America's High School Students, before the Subcommittee on Research and Science Education Committee on Science and Technology, House of Representatives, 110th Congress, first session, March 8, 2007