42038 generalshopsafety ig - infobasestandards for the english language arts from the national...

Copyright © 2011 Films Media Group® • www.shopware-usa.com • 1-800-322-8755

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Safety and Technology Series General Shop Safety

Introduction This guide provides information to help you get the most out of the General Shop Safety program of the Safety and Technology series. General Shop Safety introduces a variety of hazards that can occur in a trade professional’s “shop,” and elaborates on the protective measures individuals must take when working in an industrial or a manufacturing shop environment.

Learning Objectives After viewing the program, students will be able to: • Name the most common industrial and manufacturing shop accidents.• State the causes of the common types of industrial and manufacturing shop accidents.• Give examples of actions industrial and manufacturing professionals should take in specific shop

environments to prevent accidents.• Point out the value of safety laws, regulations, and instructions in the enforcement of shop safety

practices and standards.

Instructor’s Guide

42038 GeneralShopSafety IG.indd 1 2/2/11 12:30 PM

Safety and Technology Series GENERAL SHOP SAFETY Instructor’s Guide


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Educational StandardsThis program content correlates with the following Electrical Competency Objectives of the National Center for Construction Education and Research (NCCER).

MODULE 75201-03 – INTRODUCTION TO SAFETY TECHNOLOGY2. Explain important safety-related terms.3. Explain the three levels of accident causation.4. Explain the cost impact of accidents.5. Describe the basic components of a safety program.6. Explain the government regulatory requirements that affect the construction industry.

MODULE 75202-03 – HAZARD RECOGNITION, EVALUATION, AND CONTROL1. Recognize unsafe acts and conditions on a work site.2. Describe the techniques for recognizing hazards.3. Evaluate the risk associated with identified hazards.4. Describe the seven major methods for controlling hazards.

The competencies and objectives from the NCCER have been reprinted with permission.

This program correlates with the National Science Education Standards National Committee on Science Education Standards and Assessment, National Research Council.

Science as InquiryContent Standard A: As a result of activities in grades 9-12, all students should develop: • Abilities necessary to do scientific inquiry • Understandings about scientific inquiry

Science and TechnologyContent Standard E: As a result of their activities in grades 9-12, all students should develop an understanding of: • Abilities of technological design • Understanding about science and technology

National Science Education Standards, from the National Committee on Science Education Standards and Assessment and the National Research Council. Copyright 1996 by the National Research Council of the National Academy of Sciences. Reprinted with permission.




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The activities in this Teacher’s Guide were created in compliance with the following National Standards for the English Language Arts from the National Council of Teachers of English. • Standard 7: Students conduct research on issues and interests by generating ideas and

questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

• Standard 8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English. Copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted

with permission.

The activities in this Teacher’s Guide were created in compliance with the following National Education Technology Standards from the National Education Technology Standards Project. • Standard 3: Research and Information Fluency. Students apply digital tools to gather,

evaluate, and use information.

• Standard 4: Critical Thinking, Problem-Solving & Decision-Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.

The National Education Technology Standards reprinted with permission from the International Society for Technology Education. Copyright 2007. Reprinted with permission.

Program Overview This video demonstrates the types of dangers present in any industrial or manufacturing atmosphere and then explains how to prevent accidents. Actual industrial accidents (cranes collapsing, foundry explosions) are used to stress the importance of using proper methods when in a general shop.




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Main TopicsChapter 1: IntroductionThe introductory segment begins by emphasizing the importance of shop safety and then describes how the film addresses common industrial and manufacturing shop safety hazards.

Chapter 2: Types of AccidentsThis section introduces the five basic types of accidents that can occur in a shop environment.

Chapter 3: FireHere, viewers not only learn about industrial and manufacturing shop conditions that can cause a fire, but they also gain strategies for preventing a fire from happening.

Chapter 4: Electric ShockThis segment underscores the proper use of electrical tools in order to avoid electric shock.

Chapter 5: ExplosionsIn addition to explaining what types of materials and elements can cause explosions in an industrial work environment, this section presents useful tips that can help to prevent serious explosions.

Chapter 6: Asphyxiation & Toxic SubstancesHere, viewers learn that poisonous airborne substances can cause asphyxiation and that certain types of respirators can protect them from these toxins. Viewers also learn how to guard against chemical burns, safely store and dispose of hazardous waste, and access information about hazardous materials.

Chapter 7: Physical InjuriesThis segment explains how to prevent physical injury in the shop.

Chapter 8: Tool SafetyHere, viewers are introduced to critical steps — like wearing eye protection and using adequate lighting — to take in order to avoid accident and/or injury when working with shop tools.

Chapter 9: Power Equipment SafetyThis segment shares how to safely use common power equipment, highlighting actions such as regulating air pressure and not talking while operating a power machine.

Chapter 10: General Safety PrecautionsThis section briefly notes how shop safety is regulated and promoted to ensure that professionals are protected and protect themselves while working. It also provides general safety tips for all types of shops, including proper use of a ladder, how to avoid engine exhaust burns, and the safe way to operate a forklift.




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Fast Facts • Every year, thousands of workers are injured or killed on the job.

• Five kinds of accidents exist that trade professionals should try to prevent: fire, explosions, asphyxiation, electric shock, and physical injuries.

• Electric shock can occur when using improperly grounded electric power tools.

• Breathing in airborne toxic poisonous substances causes asphyxiation.

• Right-to-Know Laws give essential information and stipulations for safely working with hazardous materials.

• Material safety data sheets give detailed chemical composition and precautionary information for all products that can present a health or safety hazard.

• Shop air pressure is usually around 100 to 150 pounds per square inch. This is enough pressure to injure or kill.

• It is important for trade professionals to read the manual that comes with a machine. The manual describes how to adjust blade tension, speed, and other settings that guide proper machine operation.

• Trade professionals must stand clear of automated cutters, robots, and other mechanized equip-ment. These devices are programmed to do their job and a machine cannot tell if someone gets in their way.

• OSHA, or the Occupational Safety and Health Administration, is a federal agency that gives general guidelines for the safe operation of work sites for all industries.

Vocabulary Terms acetylene: A colorless, flammable gas that is used in oxyfuel welding.

air drill: A drill driven by the elastic pressure of condensed air (a pneumatic tool).

bandsaw: A power saw with a blade that is a continuous, narrow, steel band, having teeth on one edge and passing over two large pulley wheels.




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blowgun: A blowgun is a pneumatic (using air) device designed for use in many industrial applica-tions where compressed air for cleaning purposes is used.

brazing: A joining process that is used to combine dissimilar metals at temperatures lower than welding.

C clamp: A type of clamp device typically used to hold a wood or metal workpiece, and often used in, but not limited to, carpentry and welding.

chain hoist: An electrically powered, remote controlled winch-type device that uses a chain to pull a load.

combustible: A substance that can be burned to provide heat or power.

drill press: An upright power-driven machine for drilling holes in metal, wood, or other material.

extension platform: An elevated, open-sided floor that protrudes over the surrounding floor or ground.

grinder: A machine that uses an abrasive to wear away at the surface of a workpiece.

grinder shield: A safety shield that separates the user from the materials being ground. The shield also protects the grinding wheels.

ground plug: A plug with three prongs, the third of which prevents a shorted electrical circuit from passing through the body (preventing electric shock).

grounding (grounded): Physically connecting a conductive object with a rod driven into the earth using a wire. Grounding provides a conductive path for electrical charges and carries them away from objects to prevent the buildup of static electricity.

hydraulic press: A machine powered by high-pressure fluid and used for working of materials by pressure.

kindling: Easily ignited material, such as dry sticks of wood, used to start a fire.

RPM: Revolutions per minute.

rotary brush: A brush that revolves around an axis.




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setter punch: A tool that can punch holes or drive small nails above or below the surface without damage to the surface. Depending on the model, it can be used with or without a hammer.

swivel socket: A type of socket wrench accessory where the socket head is mounted on a universal joint that allows the socket to be positioned at odd angles.

wire wheel: A wire wheel brush for heavy duty cleaning, paint removal, and grinding.

Pre-Program Discussion Questions1. What types of accidents are likely to occur in an industrial or manufacturing shop?2. Why do shop accidents happen?3. What safety actions might someone working in a shop take to ensure his or her safety?4. How can shop personnel stay on track when it comes to safety?5. Should there be national shop safety regulations or standards? Discuss.

Post-Program Discussion Questions1. What seem to be the common causes of industrial and manufacturing shop accidents? 2. Who is responsible for overall shop safety?3. How can shop professionals ensure ongoing workplace safety?4. Why are Right-to-Know Laws important?5. What type of shop safety training should industrial and manufacturing professionals have?

Student ProjectsVisiting the ShopStudent groups visit different shops in the community to explore firsthand how safety is practiced in actual work situations. They also inspect the sites to determine whether safety hazards are at play. The groups present their site visit findings — what shop they visited, safety practices in action, and safety hazards they observed — to their peers. Individual groups create a plan that suggests ways shop workers should address the observed safety hazards.




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True StoriesStudents locate community trade professionals to interview about shop accidents, injuries, etc., they have experienced (something they personally encountered or an event they observed or heard about). Students turn these stories into a safety presentation, e.g., a slide show, a dramatization, a video, etc., that underscores how these dangerous results of shop safety hazards could have been prevented.

Rules of the ShopStudents read their school’s shop safety guidelines, as well as those of other shops, such as those at www.ehow.com (search on “high school shop requirements”). Using this information, they create posters, a bulleted list, or even a Web page of regulations. The point is to present the information in an eye-catching, easily readable manner.

Shop Safety QuizInstruct students to take the online shop safety quiz at www.teched101.com/pdf/safetyquiz_05.pdf to see how much they know about the topic as presented in the film and from their general knowl-edge. Have them research any topics they are not familiar with.




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Assessment QuestionsQ1: What is the principal cause of shop injuries? a) Absence of safety signage in the shop b) Poor professional training c) The breaking of safety rules d) Poor shop supervision

Q2: Which of the following is not among the typical causes of shop fires? a) Improperly stored flammables b) Absence of a fire extinguisher c) Oily rags d) Smoking on the job

Q3: True or False? A plug without a third prong can potentially cause an electric shock.

Q4: An industrial or manufacturing professional should wear a ____________________ when working in a shop that has dangerous fumes in the air.

Q5: “Direct the blast of air away from yourself and others.” This describes how to use which of the following?

a) Air drill b) Blowgun c) Rotary brush d) Hydraulic press

Q6: True or False? Long sleeves and hair when working in the shop pose similar dangers to the wearing of jewelry while working with machinery.

Q7: Which of the following provides important information that can guard workers against accidents? a) Right-to-Know Laws b) Safety signs c) Material safety data sheets and machine manuals d) All of the above

Q8: The top of an extension ladder should be at least ________________ above the work surface.

Q9: Why must someone working in a shop take stock of the work environment? a) To decide whether to continue working there b) To identify safety conditions c) To close down the shop if safety hazards exist d) To file a complaint with safety regulators

Q10: True or False? Taking all necessary safety precautions eliminates the potential for accidents and injuries.




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Assessment Questions Answer KeyQ1: What is the principal cause of shop injuries? a) Absence of safety signage in the shop b) Poor professional training c) The breaking of safety rules d) Poor shop supervisionA: cFeedback: Every year, thousands of workers are injured or killed on the job. Someone breaking a basic safety rule caused most of these injuries or deaths.

Q2: Which of the following is not among the typical causes of shop fires? a) Improperly stored flammables b) Absence of a fire extinguisher c) Oily rags d) Smoking on the jobA: bFeedback: A fire extinguisher is used to put out a fire.

Q3: True or False? A plug without a third prong can potentially cause an electric shock.A: TrueFeedback: Electric shock can occur when using improperly grounded electric power tools. Never use an electric tool, unless it has a functional ground plug. The third prong prevents shorted electrical current from accidentally passing through your body.

Q4: An industrial or manufacturing professional should wear a ___________________ when working in a shop that has dangerous fumes in the air.

A: cartridge respiratorFeedback: A cartridge respirator must be worn when fumes are present in the air. A cartridge respirator will trap and hold smaller particles than a dust respirator. Fumes can pass through a dust mask and into the throat and lungs.




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Q5: “Direct the blast of air away from yourself and others.” This describes how to use which of the following?

a) Air drill b) Blowgun c) Rotary brush d) Hydraulic pressA: bFeedback: When using a blowgun, wear eye protection, and direct the blast of air away from yourself and others. Air entering the blood stream can kill.

Q6: True or False? Long sleeves and hair when working in the shop pose similar dangers to the wearing of jewelry while working with machinery.

A: TrueFeedback: Remove all jewelry that can get caught in engine fans, belts, or drive shafts. Such mishaps can tear off flesh, fingers, chunks of hair, and ears. This is the same reason you button or roll up long sleeves and secure long hair under a hat. They too can get caught in spinning parts.

Q7: Which of the following provides important information that can guard workers against accidents? a) Right-to-Know Laws b) Safety signs c) Material safety data sheets and machine manuals d) All of the aboveA: dFeedback: Right-to-Know Laws give essential information and stipulations for safely working with hazardous materials. Material safety data sheets give detailed chemical composition and precautionary in-formation for all products that can present a health or safety hazard. A machine manual describes how to adjust blade tension, speed, and other settings. Safety signs give information that helps to improve worker safety. Signs are often provided to denote fire exit and fire extinguisher locations, dangerous or flammable chemicals, and other information.

Q8: The top of an extension ladder should be at least _________________ above the work surface.A: three feetFeedback: The top of an extension ladder should extend at least three feet above the roofline or work surface. Never stand on the top three rungs of an extension ladder.




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Q9: Why must someone working in a shop take stock of the work environment? a) To decide whether to continue working there b) To identify safety conditions c) To close down the shop if safety hazards exist d) To file a complaint with safety regulatorsA: bFeedback: When employed in the manufacturing and construction industries in particular, one must constantly evaluate every job technique, decide whether a particular operation is safe or dangerous, and take action to improve safety.

Q10: True or False? Taking all necessary safety precautions eliminates the potential for accidents and injuries.

A: FalseFeedback: One must always be ready for potential on-the-job danger. However, knowing how to protect oneself can reduce the likelihood of life-threatening accidents or injuries.




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Additional ResourcesCenters for Disease Control and Prevention: The National Institute for Occupational Safety and Healthwww.cdc.gov/niosh

CTE Online: Connecting Career Technical Education Programs & ProfessionalsSearch on “Shop Safety”www.cteonline.org

National Ag Safety DatabaseClick on “Topic List” for safety informationhttp://nasdonline.org

Safety Services Company: The Safety BlogOSHA Announces Top 10 Most Cited Violationswww.safetyservicescompany.com/blog/osha-announces-top-10-most-cited-violations

United States Department of Labor: Occupational Safety & Health AdministrationSearch on “Shop Safety”www.osha.gov

Additional Video Programs from Films Media GroupAvailable from Films Media Group • www.films.com • 1-800-322-8755

Safety Doesn’t Happen by ChanceThis program provides a concise guide to basic construction safety concerns and practices. Topics include protective equipment, rules and tips, electrical safety, hazard communication, and ladder and scaffold safety. (12 minutes) © 2001. Order # 31296

Safety in the Workshop: Avoiding Accidents and InjuriesThis overview of basic safety measures focuses on the need for face masks, respirators, steel-toed shoes, and eye, ear, and hair protection. Safety zones, proper tool storage, flammable liquid storage, and over-all cleanliness and organization are also emphasized. Advice on tool sharpening and maintenance leads to detailed safety demonstrations for various hand tools and power tools, both portable and station-ary. Also includes a look at basic first aid and what to do in case of an accident. (22 minutes) © 2009. Order # 41118

Written by Michele Israel 42038


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