Course Profile Science, Grade 11, Workplace Preparation,
Public
Unit 1: Handling Materials Safely
Time: 20 hours
Activity 1.0 | Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity
1.4 | Activity 1.5 | Activity 1.6
Students conduct experiments and investigations leading to an understanding of safe handling, storage, and disposal of a variety of materials found at school, at home, and in the workplace. They gain knowledge of critical legislation relating to health and safety issues such as WHMIS. The culminating activity involves an independent study of safety issues at home and in the workplace. The overall expectations of this unit are emphasized throughout the course.
Strand(s): Materials and Safety
Overall Expectations:
MSV.01,
MSV.02, MSV.03.
Specific Expectations:
MS1.01,
MS1.02, MS1.03, MS1.04, MS1.05, MS1.06, MS1.07, MS1.08, MS1.09, MS1.10, MS2.01,
MS2.02, MS2.03, MS2.04, MS2.05, MS3.01, MS3.02.
|
Activity 1.0 |
Introduction to the Course |
75 minutes |
|
Activity 1.1 |
Introduction to Hazards |
225 minutes |
|
Activity 1.2 |
Product Choice and Symbols |
210 minutes |
|
Activity 1.3 |
Chemical Reactions |
240 minutes |
|
Activity 1.4 |
Material Safety Data Sheets |
90 minutes |
|
Activity 1.5 |
Labelling |
240 minutes |
|
Activity 1.6 |
Product Investigation |
120 minutes |
· Lab safety procedures from Grade 10 and/or Grade 9
· Chemical and physical change concepts from Grade 9
· Students must be convinced that the work of the course has value beyond the grade achieved as it prepares them to take an active and responsible role in their workplace and community.
· The first activity begins with an introduction to the course with particular note of the ongoing article collection project and a description of the final unit.
· Students are provided with a clear understanding of how the course work enables them to successfully complete the final unit.
· Model the collection and presentation of information (such as Activity 1.1.1, 1.4.3, and 1.6.1.) for the study of the School as a Workplace in preparation for Activity 6.1. Be aware of employability skills that students obtain throughout the unit and direct students to reflect and record them as appropriate.
· Since this unit deals with hazardous materials, the specific safety considerations for each activity should be the first priority when preparing the students for the work.
· Determine the approach to note making, group work, lab activities, reports, and workplace connections for the unit in order to establish clear standards and routines for students for this unit, especially since it establishes the tone for the whole course.
· Review available resources on WHMIS, especially with respect to Material Safety Data Sheets, supplier and workplace labels, and routes of entry.
· Collect resource materials related to WHMIS legislation, and health and safety issues in general.
· Consult with school custodian(s) regarding potential assistance with Activities 1.1.3
· Consider inviting guest speakers such as the board’s safety officer, Fire Department personnel, members of the school safety committee, or other workplace safety officials from the community (e.g., the hazardous waste management site co-ordinator)
· Collect a wide variety of empty household product containers for materials, which might also be used in a workplace, as well as household and workplace labels for such products.
· Obtain copies of the Science Department, School, or Board safety manual and make them available to students.
A variety of teaching/learning strategies are used in the activities in this unit, and are outlined in the chart below showing how they are connected to the assessment and evaluation strategies.
|
Teaching/Learning Strategies |
Assessment Task |
Tool |
|
1.0 Introduction
to the Course Teacher-led overview of the course Introduction to the long term projects |
|
|
|
1.1 Introduction
to Hazards Teacher-led review of lab safety and tour of lab Small group discussion of accidents and causes Class discussion on hazardous substances and individual identification of symbols Small group development of home hazard areas and development of diagram |
Classroom Map Accident Report Hazard Symbols Quiz Home Investigation |
Checklist Marking Scheme Marking Scheme Checklist |
|
1.2 Product
Choice and Symbols Small group classification of categories of hazardous substances followed by class discussion Examination of product labels Small group discussion by category chosen with individual summary created |
Product Comparison Point Form Summary |
Marking Scheme Marking Scheme Rubric |
|
1.3 Chemical
Reactions Small group discussion and development of graphic organizer to classify substances Teacher demonstration of rates of reaction followed by student experiment Student experiment on oxidization of iron Student determination of relative reactivity of metals in copper (II) chloride Teacher demonstration of flammability followed by limited and controlled student experiments |
Hazardous materials list Lab report – temp and rate Lab report – oxidation Activity Series Ranking Written report on flammability |
Checklist Marking scheme Rubric Self check Rubric |
|
1.4 Material
Safety Data Sheets Student examination of MSDS and identification of routes of entry Student interpretation of MSD Sheets to determine safety precautions Student interpretation of MSD Sheets to determine safe disposal procedures |
Hazardous Materials Summary |
Rubric |
|
1.5 Labelling Student comparison of household and workplace labels for the same product. Student development of WHMIS labels based on MSD Sheets. MSDS content knowledge Development of label for their individual product. |
Comparison Chart Labels Worksheet Assignment Label |
Checklist Anecdotal Comments Marking Scheme Checklist |
|
1.6 Product
Investigation Student collection and presentation of information relating to one product. |
Report, brochure, portfolio, poster, etc. |
Rubric |
A variety of assessment tasks are suggested for each activity, as outlined in the chart above. Charts provided at the end of each activity show the type of tool which can be used, along with links to the Achievement Chart and learning skills. These suggestions allow teachers to make their own decisions regarding whether to use the assessment as diagnostic, formative, or summative, and how to use the assessment data for evaluation purposes.
Safety at Work – Young Workers Awareness Program
Industrial Accident Prevention Association
250 Yonge St., 28th floor
Toronto, ON
M5B 2N4
toll free 800-406-4272 or 800-669-4939
fax 800-316-4272
www.iapa.on.ca
Work Smart Work Safe
Teacher Guide and Student Workbook
Workplace Safety and Insurance Board
Prevention Division
800-663-6639
www.yworker.com
“Be Safe” Ontario Edition
STAO (Science Teacher’s Association of Ontario)
Chemistry – The Unsafe Science
Science Emergency and Safety Procedures
STAO
Chairperson
STAO Safety Committee
c/o membership office
Box 771
Dresden, ON
N0P 1M0
Fax 519-683-2470
Copyright March 2000, STAO
ISBN 1-894592-01-8
www.stao.org
Science Classroom Safety - Grades 7 and 8
Science Classroom Safety - Grades 9 to OAC
York Region District School Board
60 Wellington St. W., Box 40,
Aurora, ON
L4G 3H2
905-727-3141
Attention: Safety Officer
Enbridge – Customer Natural Gas MSDS
Safety and Environment Department
416-495-5433
Engineering and Materials Evaluation Centre
416-495-5636
Plumb, Donald; Bob Ritter; Edward James; and Alan Hirsch. Nelson Science 9. ITP Nelson, 1999
Wolfe, Elgin. SCIENCEPOWER 9. McGraw-Hill Ryerson Limited, 1999.
Ministry of Labour Publications
416-326-7731
toll free 800-268-8013
Publications
http://pubont.mbsec.com/pool/english
http://pubont.mbsc.com/pool/french
A Guide to the Occupational Health and Safety Act
ISBN 0-7778-1437-4
Workplace Hazardous Materials Information System
(WHMIS): A guide to the Legislation
ISBN 0-7729-5654-5
The Occupational Health and Safety Act and WHMIS
Regulation
ISBN 0-7729-8694-0
Office of Biosafety
of Health
http://www.hc-sc.gc.ca/hpb/lcdc/biosafty/index.html
Du-all Safety – General information on safety
http://www.du-all.com/
Canadian Farm
Safety Information Sources – Agricultural safety resources
http://www.fsai.on.ca/index.htm
Work Smart
Work Safe
Young Worker Awareness Program
Workplace Safety and Insurance Board
Prevention Division
800-663-6639
www.yworker.com
The WHMIS
Video Primer
Marlin Motion Pictures Ltd.
Marlin Westwood Training
Work Smart Work Safe
CD-ROM (interactive)
WSIB
Time: 75 minutes
This activity allows the teacher to provide an overview of the course, establish classroom routines and introduce the two ongoing projects that are threaded throughout the other units.
Specific
Expectations: Not Applicable
· Read over Units 5 and 6.
· The teacher must be familiar with the two long-term projects. See 5.1 and Unit 6.
· Handouts should be provided. See Appendix in Unit 5 for an example for 5.1.
1.0.1 Student Activity: Students are introduced to the overall course expectations and their two long-term projects. A class routine is established for these activities.
Teacher Facilitation: The teacher uses the first class as a means of developing rapport, setting a tone and developing a routine for the term. An overview of the course is provided for students. The teacher leads a discussion of each unit in which course content is briefly described creating student interest. The practical nature of the course is stressed and its relevance to the workplace is emphasized. The teacher refers to the two long-term projects – Unit 5 Human Impact on the Environment newspaper project and the Unit 6 workplace study. Using handouts, the weekly routine of selecting and summarizing newspaper articles, keeping a log, and developing a portfolio is explained. Students are asked to place handouts at the front of their notebooks for ongoing reference. A location is established in the lab/classroom for the storage of materials generated in these activities.
Time: 225 minutes
This activity introduces students to concepts relating to hazardous materials and dangerous situations that can be found at school, home, and in the workplace. Students consider the school as a “workplace” and begin their collection of information included in the Study of the School as a Workplace for the example to be completed in Activity 6.1
Specific
Expectations
MS1.01 - categorize hazardous chemicals as flammable, as reactive, or as harmful to health;
MS3.01 - identify and analyse the different aspects of fire safety, including fire prevention and inspection in the home, school, and workplace (e.g., the use of appropriate sources of heat in the kitchen or laboratory; the appropriate use of various types of fire extinguishers and other methods for extinguishing fires; the need for a planned evacuation route at home and at school).
· Safe and responsible laboratory practices must be emphasized at all times.
· Resource materials should be collected well in advance. Teachers are encouraged to make use of department and custodial resources as well as contacting a Board Safety Officer.
· Community resources such as a Fire Department will be useful.
· Students will bring a wealth of personal information to class that should be utilized wherever possible. Make links to part time jobs, co-op placements, summer jobs, and household chores.
· Discuss student job experience opportunities with the co-operative education teacher to share materials relating to placement safety.
· When appropriate in the development of the unit, the differences between consumer product labels and WHMIS labels must be pointed out to the students. This can be accomplished by providing students with a consumer label and a WHMIS label from the same, familiar product such as bleach.
· Help students to make the connection between their work in this unit and the project of Unit 6.
· Science safety procedures from Grade 10 and/or Grade 9 Science.
1.1.1 Student Activity: Students review lab safety procedure. Working from the Science
Department safety list, the class discusses the reasoning behind these rules. A short tour of the lab is conducted to point out safety features such as fire extinguishers, fire alarm location, fire blanket, first aid kit, eye-wash station, and safety goggles. Students then draw a map of their classroom/lab illustrating these features. Students record the map in their checklist for the School as a Workplace as part of the description and store it in an appropriate place.
Teacher Facilitation: It is assumed that Science Departments have developed a standard set of safety rules for students when working in a lab. The teacher may ask the class what they remember about lab safety from previous Science courses. Responses are written on the board. The teacher then provides a handout and a comparison is made. The teacher leads a class discussion on the need for each of the rules. A tour of the lab is conducted in which the teacher points out the various safety features and reviews their use. Students can be assigned the task of producing a classroom map with labels. Students may collaborate but each will hand in individual work. The teacher may use this as an opportunity to stress that the classroom is part of the school as a workplace and indicate that the map represents a partial description that could be used in the example in Activity 6.1.2.
1.1.2 Student Activity: As a class or in small groups students share personal experiences or incidents they have heard regarding dangerous situations at home or work. They write a report of the incident, which can take the form of a written summary or the completion of an accident report form. If students have on-the-job experience or contacts, they may be able to supply accident report form samples.
Teacher Facilitation: The teacher begins the activity by asking the question,” Has anyone in this class been hurt or had an accident at home or at work?” or “Do you know someone who has been involved in an accident at home or work?” Since most students will be able to answer “yes” to the question, the teacher leads a class discussion in which the students share their experiences. They are encouraged to draw from the experiences of family, friends, and possibly co-workers. The teacher can also share his/her experiences. A writing task is assigned in which students describe an accident, including the cause(s) of the accident and suggestions of how it could have been prevented. Alternatively students could fill out a school accident report form or a workplace form. (Reference Activity 6.1.2.)
1.1.3 Student Activity: Building on their experiences from Activity 1.1.2 students generate a list of substances that they consider as dangerous. Using a handout of hazard symbols they learn to identify the various types of hazards and the dangers they pose, and identify which types of hazards are in the list they generated. By watching The WHMIS Video Primer or listening to a guest speaker(s), (e.g., custodian, fire fighter) students gain further insight as to the kinds of dangerous substances they could encounter at school, at home, or at work. Students write a matching symbols quiz.
Teacher Facilitation: The teacher begins the activity by asking class members to briefly report on what hazards they described in Activity 1.1.2. A list of the hazardous materials is written on the board. Students are encouraged to add to the list. Through further discussion, students attempt to group substances according to common characteristics. In pre-planning the teacher has acquired resources from a number of areas such as the WSIB (Workplace Safety and Insurance Board) “Work Smart – Work Safe” program. Using a handout sheet generated from these resources the teacher guides the class in identifying the hazards listed on the board and continues with others that may be missing. The teacher shows a video to reinforce understanding and/or invites a guest speaker to visit the class. The speaker could be a school custodian demonstrating the types of substances he/she works with and the care that must be taken. Others such as the school board safety officer, fire fighter, or a WSIB representative would make welcome visitors. It may be possible to visit an industrial safety training facility or plant safety office. The teacher administers a symbol identification quiz.
1.1.4 Student Activity: Students apply their knowledge of hazards to their homes. In small groups they identify areas in a home that may contain hazardous substances and or dangerous conditions. Students then develop lists of the types of materials that could be found in these places. Each student draws a map or diagram to illustrate these areas in their own home. As well as these areas students also indicate the location of smoke and carbon monoxide detectors and show fire exits. For homework students verify and modify their maps and checklists, adding to their list any new substances. They check batteries in detectors.
Teacher Facilitation: The teacher asks, “What sorts of dangerous things can be found around the home?” and “Where can they be found?” After a brief discussion small groups are formed to answer the questions by making a chart of the typical rooms in their homes (e.g., kitchen, bathroom, laundry) and a list of hazardous materials which may be found in those rooms, along with where and how the materials are stored in that room, in order to develop a checklist that will be used for a homework assignment. The teacher writes the two questions on the board and circulates to keep the groups focused. The groups report back to the class and students add to their lists new submissions they hear from other groups. The teacher then asks, “What safety features can be found in the home?” These features, such as smoke detectors, are added to their list under a Safety Features heading. The teacher asks the class to re-write their findings so that dangerous substances are matched with places where they are found. For homework the students are assigned the task of drawing a map/diagram of their home indicating the danger zones and using their checklists to verify the types of substances found there. They also indicate any safety devices and check their operational status. A fire prevention and/or safety inspection checklist provided by the local fire prevention officer should be a required component of the household report.
|
Task |
Tool |
Categories |
Learning Skill |
|
Classroom Map |
Checklist |
Inquiry, Knowledge |
Organization |
|
Accident Report |
Marking Scheme |
Communication, Connections |
Works Independently, Homework |
|
Hazard Symbols Quiz |
Marking Scheme |
Knowledge |
Organization |
|
Home Investigation |
Checklist |
Inquiry, Connections |
Initiative, Homework |
· Provide a base map for the classroom to which they add the symbols.
· Provide prepared charts for activities, with room headings included.
· Provide shortened, specific sets of laboratory rules as required.
· Have students videotape rooms (parental consent required) with student dialogue.
· Scribe answers using peer or teacher.
Board or School Accident Report forms
Hazardous Occurrence Investigation Report
Human Resources Development Canada
http://www.on.hrdc-drhc.gc.ca/english/labour/forms_e.shtml
Home Safety Checklist from local fire department
“Work Smart Work Safe”
Young Worker Awareness Program
Workplace Safety and Insurance Board
Prevention Division
800-663-6639
www.yworker.com
Time: 210 minutes
This activity introduces students to the final task and allows students to choose a product for their presentation. Students examine a variety of household products that are also used in the workplace. They record information about the labels and use this information to classify a selection of products. Students then record the appropriate information about their product in preparation for the final task.
Strand(s): Materials
and Safety
Specific
Expectations
MS1.01 - categorize hazardous chemicals as flammable, as reactive, or as harmful to health;
MS1.08 - demonstrate an understanding of the toxicity and hazards of some chemical substances (e.g., mercury);
MS3.02 - investigate and report on a topic related to the safe handling, storage, and disposal of hazardous materials, focusing on some specific examples (e.g., the hazards of disposing of chemicals and drugs in rural and urban water systems; local means of disposing of hazardous materials; hazardous materials in the home; application of WHMIS in the use of materials in a local workplace).
· Collect a large variety of common household product containers for materials which might also be used in the workplace.
· Reference Activity 6.2.1
· Chemical concepts from Grade 9 Science.
· Awareness of WHMIS from Grade 9 Science or the workplace.
1.2.1 Student Activity: In small groups, students write the names of hazardous materials that they identified in Activity 1.1 on individual sticky notes. They then group the sticky notes into categories of similar products, such as cleaning supplies or garden products. Each group reports on their categories and a class chart is made with all the categories identified. Students identify additional products for each category. Each group then takes one of the categories and identifies at least one workplace where each of the materials might be used. Students report on group results.
Teacher Facilitation: The teacher introduces the focus for the unit of safe handling of materials in the home and workplace by asking them to identify and categorize products which are used in the home. The teacher provides support for the group discussions, and may add examples to make sure that a broad range of products are suggested which can be grouped into categories such as cleaning supplies, fuels, coatings, fertilizer, adhesives, pesticides, herbicides, personal care products, and lubricants. (Reference Activity 6.2.1.)
1.2.2 Student Activity: Working in small groups, students examine empty containers (or their labels) for five products and record the contents of each label under the following headings: Name of Product, Use of Product, Ingredients, Symbols Used (including chemical formula if available), and Warnings. They enter the product information in a class chart for each of the categories.
Teacher Facilitation: The teacher introduces the challenge of finding out more about the products listed from the labels. The teacher provides the actual containers for the products (or the label) to avoid the transportation of hazardous materials by students. Check with Grade 10 Science teachers who will have a collection of household products for use in the Chemistry unit of these courses. Take appropriate safety precautions when transporting and storing these materials. Each group is provided with containers of products from more than one of the categories listed in Activity 1.2.1. Some students may need assistance in organizing the information required. Caution students to make sure that all containers remain tightly closed during this activity. Prepare class charts for the summary of the information noted.
1.2.3 Student Activity: Students choose which category of product they would like to study, according to their interest, and identify whether their interest is because of a home or a workplace use. In category groups students use the class chart prepared for each category in 1.2.1 and they discuss what common properties the products in their group have, and what properties are distinctive. Each student writes a point form summary of the category. Students then choose which of the products they would like to investigate for their final task, and review the assignment details for the final task, including the rubric.
Teacher Facilitation: The teacher introduces the culminating task for the unit, in which each student will produce a summary of information on a particular product. The teacher asks students to identify a category they find interesting and to group with others with the same interest, and provides direction for the discussion and writing task. The teacher may work through one of the categories not chosen as a model. The teacher provides assistance to groups as they discuss the products in their category. The teacher provides more information on the final task and introduces the rubric to be used for evaluation.
|
Task |
Tool |
Category |
Learning Skill |
|
Product Classification Chart |
Marking Scheme |
Knowledge/Understanding |
Teamwork |
|
Product Label Examination |
Checklist |
Inquiry |
Teamwork |
|
Point Form Summary |
Checklist |
Communication |
Teamwork |
· Provide copies of class charts.
· Provide template, framework or structured, focused questions to assist with completion of product comparison chart.
· Provide samples of point form summaries.
· Have students read in pairs.
Pesticide Information Profiles (PIPs)
www.ace.orst.edu/info/extoxnet/pips/ghindex.html
Canadian Centre for Occupational Health and Safety –
Chemical Profiles
www.ccohs.ca
Online Hazardous Materials Tutorials from the
International Association of Firefighters
www.iaffhazmat.org/DistanceLearning
All inclusive MSDS and Hazardous Materials Site
www.ilpi.com/msds/index.html
Time: 240 minutes
This activity provides opportunities for students to understand the classification and reactions of chemical substances and how these characteristics can be used to determine potential hazards, responsible handling procedures, and appropriate disposal techniques.
Strand(s): Materials
and Safety
Specific
Expectations
MS1.01 - categorize hazardous chemicals as flammable, as reactive, or as harmful to health;
MS1.03 - describe factors that affect the rate of chemical reaction, paying special attention to what makes reactions dangerous (e.g., increasing the temperature at which a reaction takes place can cause an explosion; volatile liquids and dispersed powders have a greater rate of reaction);
MS1.04 - identify some oxidizing agents by name and/or chemical formula, and describe their chemical reactivity with fuels and other oxidizable substances (e.g., write the chemical formula for oxygen gas and explain the reaction of oxygen gas with a fuel in terms of the products formed);
MS1.05 - predict the reactivity of metal elements with other chemical substances, using the activity series of metals (e.g., predict the reactivity of metals with acids and oxygen);
MS1.06 - describe the factors that increase the danger of flammable substances (e.g., flash point. Auto-ignition);
MS2.01 - formulate scientific questions in qualitative terms, about rates of chemical reaction (e.g., How do the rates of combustion of some fuels in air differ? What happens to the rates of combustion of fuels in pure oxygen or when mixed with a solid oxidant?);
MS2.03 - plan and carry out investigations using laboratory equipment effectively, safely and accurately (e.g., compare the corrosive action of acids on various metals, and collect and test the hydrogen produced by this action; prepare and use a foam fire extinguisher);
MS2.04 - determine, through experimentation, the ease of combustion of various flammable liquids (e.g., compare the ease of combustion of small quantities of alcohol, varsol, mineral oil, or vegetable oil).
· Emphasis is placed on practical applications of the classroom work at all times and the materials used are selected, wherever possible, from within the experience of the students.
· These activities require a thorough understanding of laboratory safety practices
· The teacher must preview any unfamiliar experiment or demonstration prior to its use in class.
· Any demonstration, which will produce hazardous fumes, must be conducted outside or in a fume hood.
· Some students may not have fully developed laboratory skills. If possible, they should be paired with students who have acquired these skills and encouraged to take an active role in the practical work. Lab partners should be re-evaluated occasionally to ensure that all students have an opportunity to practice the procedures.
· Activity 1.3.1 is intended to introduce the need to understand the reactivity of substances that will be studied in the subsequent activities.
· Knowledge of safe laboratory practice and the ability to work safely to carry out experiments.
· Knowledge of chemical names and the ability to recognize chemical symbols from Grade 9 Science.
1.3.1 Student Activity: Students work in small groups to predict the circumstances or applications in which each substance in a list of substances supplied by the teacher, might pose a safety hazard. For each of the substances on the list, the group also identifies a second material which is hazardous under the same set of conditions.
Teacher Facilitation: The teacher divides the class into groups of four to six students and provides them with a piece of chart paper and markers for the activity. The activity is introduced by the teacher asking the entire class to think of situations where the use of a solvent-based cleaner is hazardous and how the danger can be avoided. The teacher records the situations on the board and they provide a model for the students in their work. The list of materials should be drawn from those most likely to be familiar to the students based on their interests (e.g., cleaners, bleach, fuels, aerosols, compressed gases). The teacher encourages students to think of substances that they personally have used or are familiar with by reputation. An emphasis should be placed on those substances, which are used as part of the world of employment. The teacher should be prepared for student digression into areas of illegal drugs and alcohol and tobacco abuse. These should not be flatly refused but rather the substance should be recorded in the appropriate category and the students urged to move on. The teacher asks groups to report in turn on chemicals that they have identified and record them on the board or an overhead within a Venn diagram as flammable, reactive, or harmful to health.
1.3.2 Student Activity: Students observe a demonstration of the relative rates of reaction in a number of demonstrations and then predict the results of and carry out an experiment to determine the rate of reaction of a small piece of magnesium metal in vinegar at different temperatures. They then list conditions, in their experience, which use the characteristic effects of temperature and the other factors studied on reaction rate.
Teacher Facilitation: The teacher demonstrates any of a number of reactions that occur at different rates based on the situation. In each case, a discussion follows each demonstration to allow students to record their observations and the explanation of what they have seen.
Some suggestions:
· A small scoop (1 cm3) of flour burning in a Bunsen burner flame versus the same amount blown into the flame from a slip of paper using a straw from a distance of 1 metre.
· A small quantity of magnesium in hot acid versus cold acid.
· A small quantity of magnesium in concentrated acid versus dilute acid.
· Rock salt dissolving in water versus granulated salt.
· Hydrogen peroxide decomposing when heated versus the addition of manganese dioxide as a catalyst.
The teacher provides an ice bath and a hot water bath at the front of the classroom as well as a supply of vinegar and very small, uniform, pieces of magnesium. (These are most easily formed by cutting 2-4 mm sections from a magnesium ribbon.) The teacher instructs the students to record the approximate time taken for the piece of magnesium to completely react. Class data should be aggregated and displayed on the board. To follow the activity, students may need to be assisted in finding situations in which rates of reactions are controlled in their experience. Cooking, food preservation, lighting fires with kindling, and warming car engines in the winter so that they will start, are all examples with which they may be familiar.
1.3.3 Student Activity: Students carry out an experiment to oxidize a small ball of steel wool in a flame and then set up a 24-hour experiment to demonstrate the oxidation of steel wool in water under different conditions.
Teacher
Facilitation: The teacher reviews the process of oxidation and relates it
to the weakening of metal and then reviews the safety considerations in the use
of open flame in the laboratory. Provide each lab station with a small clump of
steel wool (~ 15 grams) and have the students divide it into nine equal
portions. Compact eight of the portions tightly to form a ball that will fit
easily into the test tubes that will be used. Have the students describe the
physical appearance and characteristics of the final clump of steel wool and
then hold it in an open flame with a pair of tongs. The small molten iron
droplets produced can burn exposed skin so students should be cautioned to hold
the material well away from their bodies. Safety glasses must be worn. Have
students describe the appearance and physical characteristics of the product.
The teacher instructs the students to label the test tubes: Tap, Boiled, Salt,
Vinegar, Tap + Oil, Boiled + Oil, Salt + Oil, Vinegar + Oil. Provide beakers of
recently boiled water, a dilute solution of Sodium Chloride (50 g NaCl in 1000
mL of water), white vinegar and a small beaker of vegetable oil with droppers.
The teacher instructs the students to place one of the steel wool balls into
each tube and half-fill the tube with the indicated liquid. The four tubes
identified as “+ Oil” will have a thin film of vegetable oil dropped onto the
liquid to form a seal. The teacher instructs the students to put their tubes in
a safe place to be observed the next day at which time they will describe and
account for the changes that have taken place.
1.3.4 Student Activity: Students carry out an experiment to determine the relative reactivity of small pieces of metal in a copper (II) chloride solution. They use their results to develop a ranking of the reactivity of metals and an understanding of why certain metals are used in particular situations.
Teacher Facilitation: The teacher prepares a dilute solution of copper (II) chloride (50 g CuCl2 • 2H2O in 1000 mL of water) and small (0.5 cm x 0.5 cm) pieces of magnesium, aluminum, iron, copper, and zinc. (Be sure not to use expensive aluminum foil as it is often coated with a thin film of plastic which will interfere with the experiment) Aqueous copper (II) chloride is extremely corrosive and will react with a variety of metals. Students must be cautioned to keep the solution away from all metal objects that are not part of the experiment. The teacher instructs the students to label the tubes, half-fill with the copper (II) chloride solution, and add a small piece of a different metal to each. Results are recorded and students instructed to rank the metals from the most to the least reactive. Class results should be aggregated on the board and a discussion encouraged as to why cars are not made of magnesium.
1.3.5 Student Activity: Students observe a demonstration of the relative flammability of a variety of substances under different conditions and discuss the associated hazard and appropriate safety measures indicated by the demonstration. Students test the flammability of small samples of several materials under controlled conditions and report on their efforts.
Teacher Facilitation: The teacher
demonstrates the flammability of small quantities (<1.0 g) of a variety of
common household and workshop substances by placing a sample in a deflagrating
spoon and heating it in a Bunsen burner flame. Candle wax, vegetable oil, stick
deodorant, nail polish remover, mineral spirits, paint, furniture polish,
rubbing alcohol, synthetic fabrics, and plastic packaging material are all
suitable for demonstration purposes. Many of these materials will produce toxic
fumes as they burn so the demonstrations should be conducted outside with a
fire extinguisher readily available or in a fume hood. This is an excellent
opportunity to include the local fire department by inviting them to make a
presentation to students concerning flammable materials and fire safety.
Students must be cautioned not repeat the demonstration at home.
The teacher will provide a small quantity of vegetable oil or light mineral
oil, charcoal, coal, etc. in metal bottle caps along with a variety of
materials that could be used for wicks. Students are challenged to make the
materials burn and to record and report on the most successful strategies for
each substance.
|
Task |
Tool |
Category |
Learning Skill |
|
Personal Hazardous Material List |
Checklist |
Knowledge, Communication |
Teamwork |
|
Lab Report – Temperature and Reaction Rate |
Marking Scheme |
Thinking/Inquiry |
Organization |
|
Lab Report – Oxidation of Iron |
Rubric |
Inquiry |
Work Habits |
|
Activity Series Ranking |
Self Check |
Making Connections, Inquiry |
Organization |
|
Written Report on Flammability |
Lab Report Rubric |
Knowledge, Understanding |
Work Habits, Organization |
· Provide format for lab reports.
· Provide samples of lab reports.
· Provide opportunities for use of annotated diagrams instead of written summaries.
· Pair students for lab activities to allow for peer assistance on lab skills.
· Students who have asthma or other respiratory problems should be excused from the activities which produce noxious fumes.
· Provide verbal review of experimental steps.
Grace, Eric. SCIENCEPOWER 10. McGraw-Hill Ryerson Limited, 2000. (Pages 242-251)
Ritter, Robert, Donald Plumb, Frank Jenkins, Hans van Kessel, and Al Hirsch. Nelson Science 10. Nelson Thomson Learning, 2000. (Pages 260 – 287)
Time: 90 minutes
Students develop an understanding of the routes of entry of hazardous material based on Material Safety Data Sheets. The previous activities have provided them with examples of characteristics of materials that are not found on normal consumer labels but that will be available on an MSDS. They then apply their understanding and that of chemical reactions from Activity 1.3 to the interpretation of Material Safety Data Sheets, focusing on safety precautions and disposal procedures. Students learn that skills for safe handling of materials are essential in every workplace and check them off on the list of employability skills that is maintained throughout the course.
Strand(s): Safe
Handling of Materials
Specific
Expectations
MS1.02 - demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the Building Code, the Occupational Health and Safety Act);
MS2.02 - demonstrate an understanding of WHMIS legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., use appropriate personal protection, and demonstrate proper housekeeping and knowledge of emergency procedures, when handling chemicals in the laboratory);
MS1.07 - identify and explain common types of incompatibility between classes of chemicals (e.g., acids must not be stored on the same shelf as bases);
MS1.08 - demonstrate an understanding of the toxicity and hazards of some chemical substances (e.g., mercury);
MS1.09 - describe routes of entry of hazardous materials into the body (e.g., ingestion, inhalation, absorption through the skin);
MS1.10 - explain the meaning of the terms acute and chronic as they apply to the effect of hazardous materials on the body.
· Obtain a class set of MSDS on various commonly used materials.
· It should be noted that WHMIS is a uniquely Canadian system.
· Knowledge of human body systems from Healthy Active Living Education
1.4.1 Student Activity: Students examine a package of MSD sheets to identify the various routes of entry of hazardous materials and to list these for the materials described on the sheets. They then extend their list of hazardous materials that they identified in Activity 1.3.1.
Teacher Facilitation: The teacher provides a package of MSD sheets for common household materials that may be hazardous if used carelessly and a study sheet to assist students in understanding the way that information is organized and presented on the sheet. Spray lubricants, pain relievers, window cleaning mixtures, bleach, correction fluid, aerosol furniture polish, and petroleum spirits are among the materials for which sheets are available. Students may have difficulty finding sheets for some materials if they do not know the chemical name or manufacturer. The teacher directs students to locate the information in Section 3 on the sheets that indicates the most important route(s) of entry for the substance.
The teacher points out that the effects of both low-level, long-term exposure (chronic) and concentrated, short-term (acute) exposure are indicated on the sheets.
1.4.2 Student Activity: Students use MSDS and other resources to determine the appropriate safety precautions to be followed in the use of four of the hazardous materials identified in Activity 1.3.1.
Teacher Facilitation: The same sheets provided in 1.4.1 will be used with an emphasis on Sections 4, 5, 7, 8, 11, 12, and 14. The teacher will direct the students to summarize the information for the materials that they have selected in a table or in some other format. One of the key areas for inclusion on the summary table should be the incompatibilities among chemicals which are commonly found in the home or workplace.
1.4.3 Student Activity: Students use MSDS and other resources to determine the recommended disposal procedures for four of the hazardous materials identified in Activity 1.4.1. They then research the local facilities and resources for safe disposal of excess material. The students check off on their list skills related to WHMIS and MSDS that they have obtained in preparation for their study of the School as a Workplace.
Teacher Facilitation: The same sheets provided in 1.4.1 will be used with an emphasis on Section 13. The teacher directs the students to summarize the information for the materials that they have selected in a table or some other format. The teacher then encourages students to include in their log the skills they have learned for safe handling of materials in the School as a Workplace.
|
Task |
Tool |
Category |
Learning Skill |
|
Hazardous Material Summary |
Rubric |
Making Connections, Communication |
Organization, Work Habits |
· Provide assistance with reading of MSD Sheets, including highlighting of key words and paired reading.
· Use simplified MSDS where possible.
· Provide a framework with key words for chart headings.
· Encourage discussion of chemical materials using common names and simple terms related to personal experience.
MSDS Online
www.msdsonline.com
- requires a free membership for full
access
- Top 100 MSDS Request List for Common
Substances
Interactive Learning Paradigms, Incorporated
www.ilpi.com/msds/index.html
All inclusive MSDS and Hazardous Materials Site with samples, blanks, labels
and guides
Time: 240 minutes
Students investigate consumer products and similar products found in the workplace to compare labelling practices. They prepare for a unit cumulative evaluation activity.
Strand(s): Materials
and Safety
Specific Expectations
MS1.01 - categorize hazardous chemicals as flammable, as reactive, or as harmful to health;
MS1.02 - demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the Building Code, the Occupational Health and Safety Act);
MS1.08 - demonstrate an understanding of the toxicity and hazards of some chemical substances (e.g., mercury);
MS2.05 - demonstrate, in oral and in written reports, a thorough knowledge of the terminology and symbols used in WHMIS (e.g., correctly interpret material safety data [MSD] sheets, labelling symbols, and acronyms such as LD50, LC50, TWAEV, STEV, CEV);
MS3.02 - investigate and report on a topic related to the safe handling, storage, and disposal of hazardous materials, focusing on some specific examples (e.g., the hazards of disposing of chemicals and drugs in rural and urban water systems; local means of disposing of hazardous materials; hazardous materials in the home; application of WHMIS in the use of materials in a local workplace).
· Well in advance of this activity, the teacher enlists the help of family, friends, colleagues, and students in the collection of a wide variety of labels found on consumer and workplace products.
· If actual containers are used, they must be empty and clean.
· Acquire blank WHMIS labels and MSDS.
· Students need to be reminded of their upcoming cumulative activity.
· Drawing materials and paper should be made available for students.
· Exemplars should be saved for subsequent classes.
· Knowledge gained in the previous activities of the unit.
1.5.1 Student Activity: Students examine labels found on various household products and compare them to WHMIS labels on similar products found in the workplace. Using a chart, they compare the two labelling systems. Conclusions are reached as to the similarities and differences. Students participate in a class discussion to determine reasons for the workplace labelling.
Teacher Facilitation: The teacher can provide the class with actual or copied warning labels of various consumer products. As well, students are encouraged to bring labels to class including labels from the product they have chosen to display in the final cumulative activity. The teacher provides WHMIS labels for the same type of products. A good example is the ammonia-based glass cleaner found both at home and in the school. In small groups or as individuals the teacher asks students to make a list under the headings “Home” and “Workplace”. They are instructed to look for features such as diagrams and types of wording and place them in the appropriate column. Students report to the class the similarities and differences they discovered. They are encouraged to add to their own list any omissions or changes.
The teacher leads a discussion in which the reasons for workplace labelling are explored. These reasons are listed on the board and the students copy them into their notes.
1.5.2 Student Activity: Students review their knowledge of hazard symbols. In groups, using WHMIS label examples, they create their own WHMIS labels for three household products examined in 1.4.1. A Material Safety Data Sheet is provided for one of the products. Students are given a series of questions to answer regarding the nature and safety issues surrounding the product. Answers are handed in for evaluation.
Teacher Facilitation: Students were introduced to hazard symbols in 1.1. They should be reviewed again before their use is applied in this activity. The teacher may choose to lead a matching symbols game. After the review, the teacher divides the class into small groups. Each group is given three consumer labels used in 1.4.1. The teacher provides three blank WHMIS labels. The students are given the task of deciding the wording and symbols for their labels and producing them. The teacher provides resource material for the groups. The Work Smart Work Safe student resource book (pg. 16) is a good example. The teacher collects the completed labels for evaluation and a possible classroom display. Each student is given a MSDS for one of the products. They are reminded that these sheets are produced to provide extra and detailed information for the safe use of products found in the workplace. The teacher designs a series of questions relating to MSDS and assigns them for in-class work or homework.
1.5.3 Student Activity: In preparation for the final culminating activity students prepare a WHMIS label for the product they previously chose in 1.2. They also decide the format of their presentation.
Teacher Facilitation: The teacher consults with each student as they are assigned the task of developing a WHMIS label for their selected product. The teacher further assesses individual student progress and suggests a viable format for presentation. Students are monitored and guided towards the production of a final product.
|
Task |
Tool |
Category |
Learning Skill |
|
Comparison Chart |
Checklist |
Inquiry, Making Connections |
Teamwork, Organization |
|
Make Labels |
Anecdotal Comments |
Inquiry |
Teamwork |
|
MSD Sheet |
Assignment |
Knowledge, Inquiry |
Homework, Work Habits |
|
Personal WHMIS Initiative, Homework Label |
Anecdotal Comments |
Making Connections, Understanding |
|
· Provide template for chart with key word headings.
· Encourage a format for their final presentation, which is appropriate for their skills, talents, and interests.
· Have students work with a partner.
WHMIS: What You Need
to Know
www.utoronto.ca/safety/whmis1.htm
Time: 120 minutes
This culminating activity provides an opportunity for students to draw together their understanding of handling materials safely and apply it to an oral or written presentation on one product, which is of interest to them either because of its use in the home or a workplace.
Strand(s): Materials
and Safety
Specific
Expectations
MS1.02 - demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the Building Code, the Occupational Health and Safety Act);
MS1.08 - demonstrate an understanding of the toxicity and hazards of some chemical substances (e.g., mercury);
MS1.09 - describe routes of entry of hazardous materials into the body (e.g., ingestion, inhalation, absorption through the skin);
MS1.10 - explain the meaning of the terms acute and chronic as they apply to the effect of hazardous materials on the body;
MS2.05 - demonstrate, in oral and in written reports, a thorough knowledge of the terminology and symbols used in WHMIS (e.g., correctly interpret material safety data [MSD] sheets, labelling symbols, and acronyms such as LD50, LC50, TWAEV, STEV, CEV);
MS3.01 - identify and analyse the different aspects of fire safety, including fire prevention and inspection in the home, school, and workplace (e.g., the use of appropriate sources of heat in the kitchen or laboratory; the appropriate use of various types of fire extinguishers and other methods for extinguishing fires; the need for a planned evacuation route at home and at school);
MS3.02 - investigate and report on a topic related to the safe handling, storage, and disposal of hazardous materials, focusing on some specific examples (e.g., the hazards of disposing of chemicals and drugs in rural and urban water systems; local means of disposing of hazardous materials; hazardous materials in the home; application of WHMIS in the use of materials in a local workplace).
· Students should be given the organizer for the final task at the beginning of the unit so that they can see that all of the activities build toward this presentation.
· Students who have been working on the required components throughout the unit may be nearly finished this presentation and could pursue additional work on the material of their choice.
· The sample rubric provided below should be customized to agree with the emphasis that has been established by the teacher for the final project.
· Concepts and skills developed throughout the unit.
1.6.1 Student Activity: Students assemble the information that they have been accumulating on a particular hazardous material into a final presentation. This presentation could take the form of a written report, a brochure, a portfolio, poster, etc. Regardless of the format, the presentation must address the issues of identification of hazards, labelling, legislation, product uses, handling and disposal, and first aid considerations. Students store this presentation for the culminating activity in Unit 6.
Teacher Facilitation: The teacher provides an outline of the requirements for the project at the start of the unit. If possible, exemplars should be made available to the class. Students are assured that a variety of formats can be used to present the required elements. The teacher modifies the rubric to match the requirements of the assignment. The teacher directs students to consider the presentation for inclusion in the portfolio for the culminating activity in Unit 6.
|
Task |
Tool |
Category |
Learning Skill |
|
Hazardous Material Report |
Rubric |
Knowledge, Communication, Application |
Organization, Work Habits |
· Provide a series of steps to use in the development of their presentation.
· Use a daily work log to keep students on task.
· Allow students to organize and present the material in whatever format best suits their strengths and interests.
· Provide a checklist for required components of the task.
· For enrichment, ask students to suggest alternatives to particular hazardous materials.
· Outline timelines and due dates for the various steps of the presentation.
Office of Biosafety of Health Canada
http://www.hc-sc.gc.ca/hpb/lcdc/biosafty/index.html
Note: This rubric contains much more information than would be practical in classroom use. It is left to the teacher to select those categories and indicators that best match the work done in their classroom and to develop their working rubric from the information presented here.
|
|
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ |
- biological and environmental hazards mentioned |
- biological and environmental hazards identified in home or workplace application |
- biological and environmental hazards identified in home and workplace applications |
- biological hazards described including mode of entry; environmental hazards described including reference to mishandling or disposal |
|
Labelling and warning system and symbols |
- actual product label or copy included |
- correctly completes blank WHMIS label for product |
- correctly completes WHMIS label for product use in the workplace and an acceptable label for the product used in the home |
- designs appropriate, original labels for home and workplace |
|
Legislation |
- states that legislation exists for the product |
- WHMIS legislation reference is provided |
- summarizes WHMIS requirements for use of product |
- summarizes WHMIS rules and other legislation (i.e., bylaws, signage requirements) relevant to use of product |
|
Communication Correct symbols, formulas, names |
- hazard symbols used for the product |
- appropriate hazard symbols used for the product label in home or workplace |
- appropriate hazard symbols and names used for the product in home and workplace labels |
- appropriate hazard symbols, names and formulas used for the product in home and workplace labels |
|
Appropriate for intended audience |
- information presented without mention of specific intended audience |
- information presented is somewhat suitable for intended audience |
- information presented is suitable for intended audience |
- identifies the intended audience and gives a presentation appropriate with suggestions for modifications for other audiences |
|
Clarity accuracy and completeness |
- limited information presented |
- some of the required information is presented correctly |
- all required information presented correctly |
- required information presented correctly and in a creative manner |
|
Making
Connections Description and uses of product |
- identify the product by brand name |
- identify the product by brand name and use |
- identify the product by brand name, active ingredient, and use |
- identify a number of different products with the same active ingredients and the same use |
|
Handling storage and disposal |
- limited information on rules for proper use, storage, disposal, and handling in the home or workplace |
- some recommendations made for proper use, handling storage, and disposal at home or in workplace |
- complete recommendations made for proper use, handling storage, and disposal at home or in the workplace |
- home and workplace uses described with complete recommendations made for proper use, handling, storage, and disposal |
|
First aid considerations |
- recommendation to seek medical assistance, if necessary |
- appropriate first aid techniques listed |
- appropriate first aid procedures described |
- appropriate first aid procedures described and cautions or not-recommended practices mentioned |
Note: A students whose achievement is below level 1 (50%) has not met the expectations for this activity or assignment.
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