document resume ed 364 726 title repair. institution … · each lesson plan contains objectives...

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CE 065 275

Future Workers' Education Project. Auto Body andRepair.

American Lung Association, New York, N.Y.90190p.

Future Workers' Education Project, P.O. Box 1036,Evans City, PA 16033 ($39.95).Guides Classroom Use Teaching Guides (ForTeacher) (052)

MF01/PC08 Plus Postage.*Auto Body Repairers; *Auto Mechanics; BehavioralObjectives; Community Colleges; Hazardous Materials;*Health Promotion; Lesson Plans; *Occupational Safetyand Health; Postsecondary Education; SecondaryEducation; *Smoking; Teaching Guides; *Trade andIndustrial Education; Work Environment

This instructional package contains materials forfour 1-hour lessons to train current and future auto body repairersand auto mechanics in proper safety and health protection measures.The materials are designed to be incorporated into training and/orrecertification courses at high schools, trade schools, and communitycolleges. Included in the package are a teacher's guide, teachingcurriculum, handouts, worksheets, and transparencies. The teacher'sguide describes the program and explains how to incorporate thelesson plans into existing auto body and repair curricula. Thecurriculum guide contains lesson plans for sessions on the followingtopics: understanding the special hazards associated with cigarettesmoking in or near auto body and repair shops and protecting againstthe dirty air in a shop; inspecting an auto body and repair shop forbreathing hazards; protecting individuals' health in an auto body andrepair shop through training; and protecting individuals' health inan auto body and repair shop through problem solving. Each lessonplan contains objectives and session activity outlines. Included ineach outline are instructions for conducting the activity, healthmessages to relate during the activity, and a list of accompanyingmaterials/notes. (MN)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Future Workers' Education Project

Auto Body and Repair

American Lung Association.

1990

U 3 DEPARTMENT Of EDUCATIONOH,ce or Educanonal Roomer'. and Impeovsmml

7UCATIONAL RESOUVCES INFORMATIONCENTER (ERIC)

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AMERICANt LUNG ASSOCIATIONSThe Christmas Seal People*

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The Future Workers' Education Project, Auto Body and Repair Unit contains the following five components:

A TEACHER'S GUIDE:Describes the project, explains how to use the lesson plans, and how to make the project acontinuing part of the yearly curriculum. (Item #2158)

A FOUR-SESS1ON TEACHING CURRICULUM:Contains questions to generate discussion, health messages and detailed instructions on how tocarry out each session. A glossary is found at the end of the Curriculum. (Item #2159)

HANDOUTS:This packet contains master copies of each handout which you should photocopy. Please makenote of the list of handouts in the "HANDOUTS" envelope (see below):

No. Name Item NoStudent'sVersion

Teacher'sVersion

Numberof Pages

1 What's Wrong With This Picture? 2160-1 1

2A Story of Beth 2160-2A 1

2B Story of Ray 2160-2B 1

3 Sample Worksite Smoking Policy 2160-3 1

4 The Major Breathing Hazards 2160-48 X 3In The Auto Body And RepairShop

4 The Major Breathing Hazards 2160-4T X 4In The Auto Body And RepairShop

5 Checklist For Health And Safety 2160-5 1

In The Auto Body And RepairShop

6 What To Look For On A Warning 2160-6 1

Label

7 How To Read A Material Safety Data Sheet 2160-7 2

8 Sample Material Safety Data Sheet 2160-8 2

9 Six Facts You Must Know About 2160-9 1

Respirators

10A Attitudes That Help 2160-10A 1

10B Attitudes That Hinder 2160.108 1

11 What To Do If You Think You're 2160-11 1

Being Exposed To A BreathingHazard At Work

0 1990 AMERICAN LUNG ASSOCIATION

Future Workers' Education Project Components (cont'd.)

WORKSHEETS:This packet contains master copies of each worksheet. Again you will need to copy enough for thestudents in your class. Below is the list of all worksheets in the "WORKSHEETS" envelope:

No. Name Item NoStudent'sVersion

Teacher'sVersion

Numberof Pages

1 Worksite Smoking Policy 2161-1 1

2A Find The Breathing Hazards In The 2161-2A 1

Auto Body Shop

2B Find The Breathing Hazards In The 2161-2B 1

Auto Repair Shop

3 Chemical Warning Label 2161-3 1

4 Material Safety Data Sheet 2161-4S X 1

4 Material Safety Data Sheet 2161-4T X 1

5A Scenario 1 2161-5A/S X 1

5A Scenario 1 2161-5A/T X 1

5B Scenario 2 2161-5BIS X 1

5B Scenario 2 2161-5B/T X 1

5C Scenario 3 2161-5C/S X 1

5C Scenario 3 2161-5C/T X 1

5D Scenario 4 2161-5DIS X 1

5D Scenario 4 2161-5DfT X 1

TRANSPARENCIES:There are two which are used in Session Three.

No. Name Item No

1

2

Federal Hazard Communication Standard

Additional Worker Rights

2162-1

2162-2

Extra handouts, worksheets and transparencies can be ordered as a package: they are not sold separately.

We hope you enjoy using the Future Workers' Education Project and that it helps you in your efforts to teach stu-dents how they can have safer and healthier lives.

Contact your local American Lung Association° for any additional information you may want about workplacehazards.

4

tAMERICANLUNGASSOCIATIONThe Christmas Seal People

Teacher%Guide4\uto Body and ,Repair

AcknowlegementsThe American Lung Association (ALA) thanks the following corporations for their generous support of the Future Workers' EducationProject. Without their support, the Future Workers' Education Project would still only be a wonderful concept.

Square D Company

Brush Wellman Inc.

Amoco Foundation Inc.

BP America Inc.

E.I. DuPont De Nemours & Company

Honeywell Inc.

The Lincoln Electric Foundation

Allen & Hanburys Division of Glaxo Inc.

Delta Airlines. Inc.

Ferro Corporation

Big Three Industries, Inc.

Special thanks are extended to Square D Company and Brush Wellman, Inc.. for their leadership roles.

ALA thanks the following teachers and their students for pilot testing the Future Workers' Education Project. Their time, patience andconstructive feedback provided the basis for revisions.

Ralph Catalano and Robert Cullen at Howell Cheney Regional Vocational Technical School, Manchester. Connecticut

Gertrude Bozman, Sam Chamberlin and Keith Good at J. Millard Tawes Vocational Center, Westover, Maryland

Ernie Brown, Pat Jones and Kelly Sample at Tulsa County Area Vocational School at Lem ley Campus. Tulsa. Oklahoma

Les Brown and Tim Smith at Clackamas Community College, Oregon City. Oregon

Clifford J. Day at Garden Spot High School in New Holland, Pennsylvania

Ronald H. Webber at Thaddeus Stevens State School of Technology, Lancaster, Pennsylvania

ALA deeply appreciates the commitment, dedication, thoroughness of the following Lung Association staff. They worked closely withthe teachers, observed the curriculum being taught in the classroom and provided excellent feedback.

Jennifer Carnes. Director. Environmental Health Programs, American Lung Association of Connecticut

Kathleen Fair ley Hanson. Associate Director. Program Development, American Lung Association of Maryland

Michelle Hassell, Director. Marketing and Development. American Lung Association of Green Country Oklahoma. Tulsa,Oklahoma

Kevin Stewart, Director, Environmental and Occupational Health. American Lung Association of Lancaster and Berks Counties.Pennsylvania

Christine Stinger, Program Manager. American Lung Association of Oregon

ALA thanks the members of the Future Workers' Education Project Technical Advisory Group. 'I neir responsibilities were to guide andassist ALA staff in developing the project, their guidance and expertise were invaluable.

David W. Cugell, M.D.,ChairProfessor of MedicineDirector. Pulmonary Function Labo-ratoryNorthwestern Memorial HospitalChicago, Illinois

Brian Boehlecke, M.D.Associate Professor of MedicineUniversity of North Carolina atChapel HillChapel Hill, North Carolina

Molly Clark, MPHEnvironmental Health AssociateRhode Island Lung AssociationProvidence, Rhode Island

Special thanks are also extended to:

Evan Dopf, Ph.D., Joseph Giaquinto.James Meyer and George Staub le atBergen County Technical HighSchool, New Jersey for providing asite visit of the auto body and repairshop area and answering questionsabout curriculum content

Laurie Harden. Artist

Jan H. Cortez. MPHDirector. Occupational and EnvironmentalHealth ProgramsAmerican Lung Association ofSan Diego & Imperial CountiesSan Diego, California

Marcia Pinkett-Heller. MPHAssociate Professor of HealthDepartment of Health SciencesJersey City, New Jersey

David OrtleibDirector, Health and Safety DepartmentInternational Ckemical Workers UnionAkron, Ohio

Deborah Nagin, MPH, Occupational HealthTechnical Consultant

Yvonne Wasilewski. Ph.D for utilizing herexpertise In writing the curriculum

Joseph Wend lick, C1H. Occupational HealthTechnical Consultant Chair, ALA Occupa-tional Health Committee

Nancy Raynor. R.N.. M.Ed.Chief ConsultantHealth Occupations EducationNorth Carolina Department of PublicInstructionAmerican Vocational Association. HealthOccupations EducationVice PresidentRaleigh, North Carolina

Jeanne Stellman. Ph.D.Women's Occupational Health ResourceCenterBrooklyn, New York

United Auto Workers Union (UAW).Detroit, MI

Auto Diagnostic Center, New York;

Joey Dee's Custom Parts and Accesso-ries, New Jersey

Denville Bear and Body Service. Inc., NewJersey

I. Introduction

Each year thousands of workers in the United States develop a lung disease such as asthma,asbestosis, or cancer that is directly related to their work environment. According to theNational Institute for Occupational Safety and Health (NIOSH) lung disease ranks number onein the list of work-related diseases and injuries in the nation. Occupational lung disease canaffect a worker's ability to function on a daily basis, increase family financial and emotionalstress, and lead to permanent disability and early death. Yearly, over 16,000 lung cancer deathsalone are attributable to inhaling carcinogens at work.

Given the extent and seriousness of this problem, the American Lung Association has devel-oped the Future Workers' Education Project.

Educational Objectives

The Future Workers' Education Project (FWEP) is designed to integrate a lung health and safetycomponent into the vocational curriculum of the nation's secondary schools, vocational highschools and training institutions.

The purpose of the Project is to provide young people who are about to enter the workplace(Future Workers) with the knowledge, skill and understanding that will enable them to act onbehalf of themselves and others to prevent or minimize exposure to lung hazards.

The objectives for FWEP are based on the identification of critical tasks necessary to maintainlung health in the workplace. The criticel tasks were identified by a panel of experts in lunghealth and vocational education organized by the American Lung Association. Objectives aremet by carrying out specific activities that enhance critical thinking skills in five areas: 1)observation; 2) evaluation; 3) decision-making; 4) communication and 5) advocacy.

Audience

The audience for FWEP consists of 14 million young people studying in over 26,000 highschools, vocational high schools or other vocational institutions around the country. Thesestudents are enrolled in vocational and technical courses that may lead to jobs which are athigh risk for exposure to lung hazards including airborne carcinogens.

Rationale

Every day young people enter a wide va:iety of fields such as agriculture, cosmetology, autorepair, carpentry and welding without full knowledge of the short- and long-term health effectsof these jobs.

© 1990 American Lung Association

Future Workers' Education Project Teacher's Guide Auto Body and Repair Unit 1

The American Lung Association believes that we can help create a more knowledgeable andcautious work force by educating young people about lung hazards before they enter theworkplace. It is while students are actively involved in the learning process, and still devel-oping lifelong health habits, that a curriculum on how to prevent lung disease is likely tohave its greatest impact.

We believe the Future Workers' Education Project will have a significant effect on the qual-ity of life for the next generation of American workers.

Program Components

The FWEP consists of a set of four, forty-five minute sessions on lung health and safety inthe workplace. Each session contains activities that are designed to help vocational teach-ers meet the competency-based teaching objectives for safety and health in the shop forgrades 10 through 12.

The program is available for each of six specific trades or vocations: 1) Agriculture; 2) AutoBody and Repair; 3) Carpentry; 4) Cosmetology; 5) Health Occupations; and 6) Welding.Each program contains materials required to carry out the sessions such as: transparencies,handouts, worksheets, and a list of additional supplies needed.

Teaching Methods and Activities

Teachers use group discussion to help students identify breathing hazards specific to theirtrade, and find solutions to minimize exposure to them. Activities that can be carried out inthe shop, or in simulation increase students' confidence and enable them to master new in-formation and skills. These include:

Provision of trade/job specific information about lung hazards by the teacher

Modeling of new skills by teacher

Practice to rehearse new skills in life-like situations

Use of handouts and worksheets to reinforce new information

Session Topics for Auto Body and Repair

Session 1. Cigarette Smoking Is Hazardous Especially in the Auto Body and Repair Shop helps studentsidentify the special health and safety hazards associated with smoking at work. Students brain-storm about ways to reduce these hazards and debate the value of a worksite smoking policythat protects the health of all workers.

2 Future Workers' Education Project Teacher's Guide Auto Body and Repair Unit

Session 2. How to Inspect an Auto Body and Repair Shop for Breathing Hazards helps studentsgen-erate a list of concrete ways to identify breathing hazards. A worksite inspection helps stu-dents recognize hazards specific to their job, and concludes with a discussion on methodsof protection.

Session 3. Protecting Yourself in the Auto Body and Repair Shop Through Training focuses on rightsto training and information provided to workers under the OSHA Federal Hazard Communi- .

cation Standard. Students are trained to correctly read a warning label, and a MaterialSafety Data Sheet on chemicals commonly found in the auto body and repair shop. Studentsare also provided with basic information on respirators common to the auto body and re-pair shop.

Session 4. Protecting Yourself in the Auto Body and Repair Shop Through Problem-Solving helpsstudents identify attitudes that help or hinder safety and health on and off the job. Usingscenarios, students find solutions to real life situations in which an auto body and repairworker suspects exposure to a breathing hazard.

Health Messages

There are five basic health messages provided to students throughout the sessions. They are:

All occupational lung diseases are preventable

There are things you can do to prevent occupational lung disease

There are steps you can take to work safely with chemicals and other toxic substances

There are things that an employer is legally required to do to keep the workplace safe andhealthy

Solutions to problems concerning breathing hazards in the workplace can be found

A complete list of the health messages for each session can be found in the Appendix to theTeacher's Guide.

aFuture Workers' Education Project Teacher's Guide Auto Body and Repair Unit 3

Development of the Future Workers' Education Project

The Future Workers' Education Project has been developed by the American Lung Associa-tion. A technical advisory group consisting of physicians and research scientists specializ-ing in occupational health, experts in vocational and secondary education, and social scien-tists contributed to its development.

The program was tested in six vocational schools located in cities across the United Stateswith the help of local American Lung Associations in these areas. It is now available to allvocational schools, technical schools and comprehensive high schools across the UnitedStates by way of local American Lung Associations nationwide.

The Future Workers' Education Project Package Contains:

A Teacher's Guide which describes the project, explains how to use the lessor, plans, andhow to make the project a continuing part of a teacher's yearly curriculum.

A Teaching Curriculum containing questions to generate discussion, health messages(content) and detailed instructions on how to carry out each session.

Transparencies that summarize key points of information during an activity. They arekeyed to instructions in the curriculum that tell you how and when to display them.

Handouts that reinforce, in greater detail, the key health messages for each session.They are also take-home references that students should keep in a notebook.

Worksheets that help students identify key information necessary to protect themselvesagainst lung hazards in the auto body and repair shop.

A Glossary of technical words and their meaning.

A Teacher's Resource Packet on occupational lung disease.

i 0


IL How to use the curriculum

The Future Workers' Education Project curriculum is designed to help you lead discussionsand activities on occupational lung health and safety in the auto body and repair shop. Ahighly interactive approach has been chosen in order to keep students actively involved inthe learning process.

Format

The Future Workers' Education Project curriculum has been designed to make each sessionas easy as possible to carry out. Each of the four sessions follows a similar format. Let'stake SESSION i as an example.

1. ObjectivesThis section lists the instructional objectives for each session. Each objective specifiesmeasurable cognitive, affective or psychomotor skills that the student will be able to per-form by the eild of the session. Objectives that challenge students' higher order thinkingskills are noted. All objectives are written in behavioral terms and follows Bloom's Taxon-omy of Mastery Learning.

2. ActivitiesThis section lists the instructional activities that will take place in class to meet the instruc-tional objectives. You may find that some activities may not fulfill all of the competency-based teaching objectives for health and safety in your class. Choose the activities that bestenhance your own curriculum.

3. Materials NeededThis section lists all materials needed to teach the session. Materials common to all ses-sions are worksheets, and handouts. Additional materials or supplies vary by session andmay include transparencies, video tapes, VCRs, pencils, paper, straws, and models ofhealthy and diseased lungs.

4. Estimated TimeYou may find that there isn't enough time to carry out all activities thoroughly in one classperiod. A session may be taught in its entirety or broken into two or more parts.

5. instructionsThis session contains instructions to teachers on how to carry out the activities in the session.It suggests how to arrange the shop area for an inspection, how to conduct a debate or abrainstorming session. It instructs the teacher when and how to use demonstration models,transparencies, worksheets and handouts. It also provides open-ended questions to generatediscussion. These questions are designed to stimulate students, not teachers, to provide theinformational portion of the session.


6. Health MessagesThis is the informational portion of the lesson. Health messages are simply presented usingas little technical language as possible to make key points. More detailed information on thesubstance of the lesson is provided to students at the end of a session in the form of hand-outs and worksheets.

7. Materials/NotesThis marginal column lists the items needed to teach the activity as they are used. It alsoprovides a place to write your own notes to personalize the lesson.

Eght (8) Point Summary of How to Use the Future Workers' Education Project Curriculum

1. Assemble all materials, i.e. transparencies, worksheets, and handouts needed for thesession. Try to store them in one place.

2. Arrange the room as needed to cnrry out the session. Place all materials in an easy toreach location.

3. Describe the topic and activities for the session found in the Activities section.

4. Use questions to generate discussion, and to elicit the informational content of the ses-sion.

5. Write key information on chalkboard.

6. Provide information to students that you could not elicit using questions.

7. Summarize key points to remember in an activity using the chalkboard, transparency orhandout as instructed.

8. Summarize the session and provide students with a preview of the following session.

12


HI. How to prepare to teach this program

1. INCREASE YOUR UNDERSTANDING OF OCCUPATIONAL LUNG DISEASE. To do this, we have providedyou with your own resource packet on occupational lung disease. This folder contains detailedinformation on ten areas of information about lung disease. These areas are similar to thosepresented in the curriculum to students; however, the language and style of presentation hasbeen adapted for teachers. In addition to these materials, you may wish to speak with theperson responsible for occupational health at your local American Lung Association to discussany questions that you have about occupational lung disease.

2. GET THE MATERIALS YOU WILL NEED. Review page two (2) of each session which contains alist of all materials needed. Store all materials in one place.

3. PRACTICE EACH SESSION. Practice each session before you present it. You may want to gettogether with another teacher and take turns role playing, or you may simply practice it athome in front of the mirror by yourself. It's better to run through it once with anotherperson, if possible.

Practice one activity at a time.

Write notes to yourself in the margins about how you will change an activity.

4. USE THE INTERACTIVE APPROACH to carry out each activity. If students are actively involvedin the session, they will be more likely to remember and use the information they havelearned.

Use open-ended questions, rather than questions that require a yes/no response to en-courage student involvement. For example, ask: "What do you think you can do to pre-vent lung disease?" "What else?" rather than "Do you think that by not smoking you canprevent lung disease?

Repeat the student's name, and use the student's own words as much as possible wheneliciting the informational content of the session. For example, Bob says that the mainthing he looks for on a chemical container warning label is "a picture of a skull and cross-bones."

Encourage differences of opinions as well as consensus to help generate discussion. Forexample, "Ron says that smoking should be allowed in some areas of the shop. Doesanyone feel differently?"

1 3


Help students resolve potential dilemmas they will face by encouraging unique solutionsby group members. For example, 'Sheila says most auto repair shops do not have ade-quate exhaust systems that remove contaminants at their source. What can a worker doabout that? What else? What would you do?"

Give students lots of positive reinforcement about how well they are learning about occu-pational lung disease and how to protect themselves. It's important to foster a positiveattitude in students about what they can do to try to protect themselves.

To correct a wrong answer or an idea based upon a myth, ask the question again. If otherstudents repeat the misinformation, use the phrase "researchers in occupational healthtell us that . . ." to introduce the correct information. For example, students may expressthe belief that they are too young to be concerned about an occupational lung disease: "Itonly happens to older people." Your response to this might be: "Occupational health re-searchers tell us that exposure to metal fumes can cause workers to develop metal fumefever within a few days."

Relate your own experiences to students (modeling) to encourage students to do thesame.

14


Appendix k Instructional Olgictives

Future Workers' Education ProjectInstructional Objectives

SESSION I: CIGARETTE SMOKING IS HAZARDOUS - ESPECIALLY IN THE AUTO BODY ANDREPAIR SHOP

Cognitive: Students will be able to:

State at least two ways the lungs protect themselves from dirty air in the auto bodyand repair shop.

Recognize that exposure to breathing hazards in the auto body and repair shop cancause them to develop lung disease.

List at least two symptoms of lung disease.

List at least two special hazards associated with cigarette smoking in or near theauto body and repair shop.

Identify at least four ways to prevent or reduce the harmful effects of exposure tocigarette smoke in the auto body and repair shop given a hypothetical situation.(Higher Order Thinking Skills)

Affective: Students will be able to:

Describe their feelings when simulating lung damage.

Describe their feelings about the value of a smoking policy at school or in the autobody and repair shop that protects the health of all workers.

Skills: Students will be able to:

Create and/or defend a smoking policy for an auto body and repair shop. (HigherOrder Thinking Skills)

I 5


SESSION 11: HOW TO INSPECT AN AUTO BODY AND REPAIR SHOP FOR BREATHINGHAZARDS


List at least three ways toxic substances enter the body.

Make the distinction between short-term and long-term health effects caused byexposure to breathing hazards in the auto body and repair shop.

Develop at least three clues that carthe used to determine if breathing hazards existin the auto body and repair shop.

Describe a breathing hazard found in the auto body and repair shop that is both hardto recognize and that can be deadly.

Describe at least five common breathing hazards found in the auto body and repairshop.

Describe at least six ways to reduce the harmful effects of exposure to breathing haz-ards in the auto body repair shop. (Higher Order Thinking Skills)


Gain confidence in their ability to identify breathing hazards in the auto body andrepair shop given the completion of a checklist.

Skills: Students will be abl.e to:

Conduct an inspection of an auto body and repair shop for breathing hazards.(Higher Order Thinking Skills)

SESSION III: PROTECTING YOURSELF IN THE AUTO BODY AND REPAIR SHOP THROUGHTRAINING


Explain the OSHA Federal Hazard Communication Standard (HazCom) as the standardwhich gives workers the right to training and information about breathing hazards inthe auto body and repair shop.

Describe at least four types of information that workers are entitled to under the"HazCom" Standard. I 6


Describe three types of safety information to look for on a chemical container warn-ing label.

Explain the Material Safety Data Sheet as a vital source of comprehensive informa-tion about breathing hazards in the auto body and repair shop.

Describe the appropriate use of respirators in the auto body and repair shop, andthe limitations of respiratory protection.


Describe their feelings about their right to training to protect themselves againstbreathing hazards in the auto body and repair shop.

Express confidence that they can find out about breathing hazards in the auto bodyand repair shop by consulting warning labels and Material Safety Data Sheets.


Demonstrate ability to correctly apply the information on a chemical warning labelusing a breathing hazard commonly found in an auto body and repair shop. (HigherOrder Thinking Skills)

Demonstrate ability to correctly apply the information on a Material Safety DataSheet for a breathing hazard commonly found in an auto body and repair shop.(Higher Order Thinking Skills)

SESSION IV: PROTECTING YOUR HEALTH IN THE AUTO BODY AND REPAIR SHOPTHROUGH PROBLEM-SOLV1NG


Identify at least four steps workers can take if exposure to a breathing hazard in the autobody and repair shop is suspected given a hypothetical situation. (Higher OrderThinking Skills)

Identify attitudes that help or hinder health and safety in the auto body and repair shopgiven a hypothetical situation. (Higher Order Thinking Skills)

1 7



Express their feelings regarding the importance of solving health and safety problemsin the auto body and repair shop if they suspect exposure to a breathing hazard.


Apply problem-solving skills related to exposure to a breathing hazard in the autobody and repair shop. (Higher Order Thinking Skills)

18


Appendix B: Health Messages

Future Workers' Education Project Health Messages

SESSION I:

Exposure to breathing hazards in the workplace can cause lung disease.

All occupational lung diseases are preventable.

There are skills you can learn which will help prevent or minimize your exposure to breath-ing hazards in the workplace.

There are four things that students can do now to prevent lung disease:

1. Stop smoking

2. Avoid secondhand smoke

3. Take precautions to avoid breathing in toxic materials

4. Seek treatment for lung infections

Cigarette smoke contributes to a hazardous work environment. It forces everyone tobreathe polluted air, adds to a person's total exposure to chemicals, and increases the riskof accidents, fires, and explosions.

You can protect yourself from the hazards of cigarette smoke at work.

If you're a smoker, you can:

1. Keep tobacco products out of your work area

2. Smoke only in designated areas that are well-ventilated

3. Always wash your hands before smoking and eating because your hands may becontaminated

4. Ask your employer to provide quit smoking programs and incentives to quit

I 9


If you're a nonsmoker, you can:

1. Ask your employer to create a smoke-free work area

2. Ask your employer to allow you to work in a smoke-free work area

3. Work with co-workers toward a total ban on smoking at the worksite

4. Contact your local American Lung Association for information on how yourcompany can go smoke free

A well designed worksite smoking policy protects the health of all its workers.

SESSION II

There are many potentia) breathing hazards in the auto body and repair shop.Some breathing hazards are both difficult to recognize and deadly (for example: asphyxiants).

There are three ways that toxic substances from the auto body and repair shop can enterthe body; inhalation; skin absorbtion; and ingestion.

There are clues that can help you recognize breathing hazards in the workplace:

1. Eye, nose and throat irritation

2. Odors

3. Visible dust or fumes

4. Processes that generate exposures, like sanding, grinding, and spraying, oroperations using heat

5. Operations using chemicals

6. Poor housekeeping

7. Persistent or recurring symptoms or illnesses, or acute symptoms such as a coughassociated with a particular process

Employers can use engineering controls such as substitution, change process, isolation orenclosure, and ventilation to create a safe and healthful workplace.

2 0


Workers should participate in decisions to design or change workplace practices becausethey have the most experience in the actual work and have a personal interest in safety.

There are things you can do to work safely with chemicals in the auto body and repairshop.

1. Keep your work space clean, uncluttered and free of chemicals such as dust build-up,and solvent spills. Make sure all chemicals have readable labels and are stored prop-erly.

2. Do not eat or drink in the work area.

3. Do not smoke in or near the work area.

4. Wash chemicals from your skin before you eat, drink or smoke. Make sure you usesoap or waterless hand cleaners and not a solvent. Pay special attention to hands andface. Showering before leaving work may be a necessary precaution.

5. Remove contaminated clothes and change into clean ones before going home. Uselaundry services at work if available. Don't bring toxic chemicals home to your family.

6. Use safety equipment to protect you from breathing hazards as indicated on the Mate-rial Safety Data Sheet (MSDS).

7. Use chemicals in well ventilated areas.

8. Make sure local exhaust ventilation works and use it.

9. Use an exhaust ventilation system that hooks to a tailpipe and moves air outside of abuilding when doing automobile tuning and repair.

10. Use a High Efficiency Particulate Air (HEPA) vacuum for cleaning and repairing of as-bestos brake linings and clutches.

11. Make sure the solvent cleaning tank is equipped with an exhaust system venteddirectly to the outside of the building.

12. Make sure you do wet mop clean up rather than dry sweeping. Wet methods can reducedust levels up to 90%.

13. Wash hands before and after using the restroom. Your hands may be contaminated.

21


SESSION III

Legally, all workers have the right to a safe and healthful workplace according to the 1970Occupational Safety and Health Act.

The Federal Hazard Communication Standard ("HazCom"), 1983, gives workers the legalright to training about:

1. The chemical ingredients in each product and not just the trade name

2. Health effects

3. Safe work practices, protective equipment and ventilation required

4. Symptoms of overexposure

5. Emergency procedures and treatment

6. Flammability and chemical reactivity

Your employer must also provide you with:

1. A written copy of the shop's Hazard Communication (HazCom) Program.

2. A complete list of the hazardous substances used in the shop. The em?loyermust compile this list and allow workers to see it.

3. Material Safety Data Sheets for all hazardous substances that you ate exposedto at work. The employer must keep these on file and make them available toworkers upon request.

4. A copy of your medical records related to your job exposures and health status.

5. All company monitoring data for toxic substances.

Finally you should know that you have the legal right to call OSHA to inspect aworkplace without revealing your name.

There are legal exposure limits (Permissible Exposure Limits or P.E.L.'s) that indicate howmuch of a toxic substance workers can be exposed to averaged over an 8-hour period. A lowP.E.L. means a substance is very hazardous.

Information on chemical container warning labels is easy to read and can protect you fromexposure to breathing hazards.

2 2


The Material Safety Data Sheet (MSDS) provides more detailed information on toxic sub-stances found in the auto body and repair shop.

If your job or task cannot be protected with engineering controls, like local exhaust ventila-tion, you need to wear a respirator.

Two types of respirators commonly used in the auto body and repair shop are: air purify-ing respirators and air-supplying respirators.

Air-purifying respirators only remove certain contaminants from the air. They do not pro-vide air from a clean source outside the shop like air-supply respirators. Air-purifying respi-rators must not be used in work areas where there is not enough oxygen to support life orwhere toxic substances are present at high levels.

Mr-supplying respirators provide air from a clean source outside the work area. These canbe used in areas with low oxygen levels (like confined spaces) and in areas where highlevels of toxic chemicals are present.

It is your employer's legal responsibility to:

Select the proper respirator for the job

Train you in how to properly use each respirator

See that the respirator fits you properly

See that the respirator is maintained and that parts are replaced

Respirators should only be used:

1. When engineering controls are not possible

2. When engineering controls are not sufficient to reduce exposure

3. On a temporary basis while a company is waiting to install engineering controls(e.g., local exhaust ventilation, enclosure of a process)

4. During short-term maintenance procedures

5. During emergency procedures

Make sure the respirator you use has been certified by NIOSH (National Institute for Occu-pational Sifety ;And Health).

23Future Workers' Education Project Teacher's Guide Auto Body and Repair Unit 17

SESSION IV

There are steps you can take if you think you're being exposed to a health hazard at work.

1. Find out more information about the hazard:

Consult the warning label.

Consult the MSDS.

If the company takes measurements of chemicals in the air, ask to see copies ofthe results.

If still in doubt about a chemical, call the National Institute for OccupationalSafety and Health (NIOSH) at 1-800-35-NIOSH. They can also send you informationon specific hazards and controls.

2. Find out what's presently being done about the hazard and whether it is appropri-ate.

Ask to see the company's HazCom Program.

3. Document any symptoms you are having which may be a result of exposure to thehazard.

Keep a record of when they occur and if they go away on weekends or vacations.

Ask co-workers if they are having similar symptoms.

See a doctor about tests that might be available to determine if overexposure hasoccurred.

4. Talk to your supervisor and/or other company personnel about the problem.

5. Contact the health and safety representative for your union if you are a member ofone.

6. Seek additional outside help.

You have a right to anonymously request an OSHA inspection of your work area ifyou suspect you are being exposed to a breathing hazard.

Call your union representative, if you are a member of one, or your nearest OSHAoffice to find out the procedure for requesting an inspection.


AMERICAN t LUNC ASSOCIATION'The Cmst.13 Sem Peop,e

252158 10/9C

AM

ER

ICA

NL

UN

G

tASSO

CIA

TIO

Ntr

i)L

)i

Ses

sion

I:C

igar

ette

sm

oki

is h

azar

dous

espe

cial

ly in

the

auto

bod

y an

d re

pair

shop

Obj

ectiv

es:

Cog

nitiv

e: S

tude

nts

will

be

able

to:

Stat

e at

leas

t tw

o w

ays

the

lung

s pr

otec

t the

mse

lves

from

dir

ty a

ir in

the

auto

bod

y an

d re

pair

sho

p.

Rec

ogni

ze th

at e

xpos

ure

to b

reat

hing

haz

ards

in th

eau

to b

ody

and

repa

ir s

hop

can

caus

e th

em to

deve

lop

lung

dis

ease

.

Lis

t at l

east

two

sym

ptom

s of

lung

dis

ease

.

Lis

t at l

east

two

spec

ial h

azar

ds a

ssoc

iate

d w

ithci

gare

tte s

mok

ing

in o

r ne

ar th

e au

to b

ody

and

repa

ir s

hop.

iden

tify

at le

ast f

our

way

s to

pre

vent

or

redu

ce th

eha

rmfu

l eff

ects

of

expo

sure

to c

igar

ette

sm

oke

inth

e au

to b

ody

and

repa

ir s

hop

give

n a

hypo

thet

ical

situ

atio

n. (

Hig

her

Ord

er T

hink

ing

Skill

s)

219

90 A

mer

ican

Lun

g A

ssod

atio

n

Aff

ectiv

e: S

tude

nts

will

be

able

to:

Des

crib

e th

eir

feel

ings

whe

n si

mul

atin

g lu

ng d

am-

age.

Des

crib

e th

eir

feel

ings

abo

ut th

e va

lue

of a

sm

okin

gpo

licy

at s

choo

l or

in th

e au

to b

ody

and

repa

ir s

hop

that

pro

tect

s th

e he

alth

of

all w

orke

rs.

Skill

s: S

tude

nts

will

be

able

to:

Cre

ate

and/

or d

efen

d a

smok

ing

polic

y fo

r an

aut

obo

dy a

nd r

epai

r sh

op. (

Hig

her

Ord

er T

hink

ing

Skill

s)

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n I

page

1

Act

iviti

esM

edal

s N

eede

dE

stin

athd

tinv

e

A. D

iscu

ssio

nB

asic

info

rmat

ion

abou

t5

Min

utes

lung

dis

ease

B. D

emon

stra

tion

How

it f

eels

toL

arge

dri

nkin

g st

raw

s5

Min

utes

brea

the

with

dam

aged

lung

sM

odel

"Dam

aged

Lun

gs"

C. E

xerc

ise

Gen

erat

e a

list o

f pr

ob-

Han

dout

No.

1"W

hat's

Wro

ng20

Min

utes

lem

s an

d so

lutio

ns r

elat

ed to

cig

aret

teW

ith T

his

Pict

ure?

"sm

oke

at w

ork

Cha

lkbo

ard

Han

dout

No.

2a

"Sto

ry o

f B

eth"

Han

dout

No.

2b

"Sto

ry o

f R

ay"

D. O

ptio

n 1:

Deb

ate

Shou

ld s

mok

ing

be a

llow

edat

wor

k?

Cha

lkbo

ard

Opt

ion

2:H

ando

ut N

o. 3

"Sam

ple

Cre

ate

a sm

okin

g po

licy

Wor

ksite

Sm

okin

g Po

licy"

Wor

kshe

et N

o. 1

Wor

ksite

Smok

ing

Polic

y"

15 M

inut

es

E.

Opt

iona

lV

ideo

tape

Seco

ndha

nd S

mok

e

Not

e: S

ince

the

vide

otap

e on

sec

ond

hand

sm

oke

adds

ano

ther

16

min

utes

to th

e se

ssio

n, y

ou m

ight

wan

t to

show

it d

urin

g an

othe

r cl

ass

peri

od, r

athe

rth

an e

xten

d th

e cl

ass

beyo

nd 4

5 m

inut

es.

30

TO

TA

L: 4

5 M

INU

TE

S

3i

Sess

ion

Ipa

ge 2

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Act

ivity

k D

iscu

ssio

n

Bas

ic in

form

atio

n ab

out l

ung

dise

ase

1.In

trod

uce

the

purp

ose

of th

e Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

t Aut

o B

ody

and

Rep

air

Cur

ricu

lum

.

2.C

ompa

re th

e ca

re a

nd f

unct

ioni

ng o

f a

car

to th

e lu

ngs.

Ask

stu

dent

s:H

ow m

uch

air

do y

ou th

ink

the

lung

spr

oces

s in

one

day

?

3 2

Eve

ry y

ear

thou

sand

s of

wor

kers

in th

eU

.S. d

evel

op a

lung

dis

ease

suc

h as

bro

n-ch

itis,

ast

hma,

em

phys

ema

or c

ance

rbe

caus

e of

exp

osur

e to

bre

athi

ng h

azar

dson

the

job.

Thi

s co

uld

happ

en to

us

peop

le w

ho w

ork

in a

n au

to b

ody

and

repa

ir s

hop.

Subs

tanc

es w

hich

are

inha

led

into

the

body

can

als

o af

fect

oth

er o

rgan

sys

tem

s(s

uch

as th

e he

art,

liver

, kid

ney,

bra

in, s

kin

and

repr

oduc

tive

syst

em).

For

the

next

fou

r se

ssio

ns w

e ar

e go

ing

toid

entif

y th

e m

ajor

bre

athi

ng h

azar

ds in

our

own

wor

k en

viro

nmen

t and

fig

ure

out

way

s to

pre

vent

or

min

imiz

e ex

posu

re to

them

.

Let

's b

egin

by

taki

ng a

look

at h

ow th

elu

ngs

wor

k an

d ho

w th

ey p

rote

ct u

s fr

ombr

eath

ing

haza

rds

in th

e au

to b

ody

and

repa

ir s

hop.

The

lung

s pr

oces

s ap

prox

imat

ely

10,0

00qu

arts

of

air

each

day

.

3 3

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n I

page

3

How

muc

h ai

r do

you

thin

k a

car

proc

-es

ses

unde

r no

rmal

dri

ving

con

ditio

ns?

Ask

stu

dent

s:W

hat d

o th

e lu

ngs

do?

Ask

stu

dent

s:H

ow is

the

carb

uret

or o

f th

e ca

r lik

e th

elu

ngs?

Ask

stu

dent

s:W

hat h

appe

ns to

the

carb

uret

or o

f a

car

if it

get

s di

rty?

Ask

stu

dent

s:W

hat d

efen

se d

oes

the

carb

uret

or h

ave

to k

eep

dirt

out

?

Ask

stu

dent

s:W

hat d

efen

ses

do th

e lu

ngs

have

toke

ep d

irt o

ut?

Add

info

rmat

ion

if n

ot m

entio

ned.

A,

A c

ar p

roce

sses

alm

ost 1

8,00

0 qu

arts

(or

4,50

0 ga

llons

) of

air

per

min

ute

unde

r no

r-m

al d

rivi

ng c

ondi

tions

.

The

lung

s su

pply

oxy

gen

need

ed b

y th

ebo

dy to

sur

vive

, and

rem

ove

carb

ondi

oxid

e (a

was

te p

rodu

ct)

prod

uced

by

the

body

's ti

ssue

s. T

his

exch

ange

of

oxyg

en a

nd r

emov

al o

f ca

rbon

dio

xide

take

s pl

ace

in th

e ai

r sa

cs (

alve

oli)

of

the

lung

s.

The

car

bure

tor

mix

es g

as a

nd a

ir to

mak

eth

e en

gine

go.

Our

lung

s pr

ovid

e ox

ygen

whi

ch b

urns

the

fuel

that

mak

es o

urbo

dies

"go

."

If d

irt g

ets

into

the

carb

uret

or, t

here

is a

build

up o

f va

rnis

h an

d th

e en

gine

run

spo

orly

.

The

air

filt

er a

nd g

as f

ilter

kee

p di

rt o

ut o

fth

e ca

rbur

etor

.

The

lung

s ha

ve f

our

defe

nses

to k

eep

dirt

out.

You

r no

se is

the

firs

t lin

e of

def

ense

.T

he la

rge

hair

s an

d m

oist

muc

ous

mem

-br

ane

of th

e no

se f

ilter

s ou

t lar

ge p

artic

les.

Cou

ghin

g is

ano

ther

line

of

defe

nse.

Whe

nyo

u co

ugh,

for

eign

mat

eria

l is

expe

lled

from

you

r ai

rway

s.

35

Sess

ion

Ipa

ge 4

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

3. U

sing

the

Mod

el, a

sk s

tude

nts

to d

escr

ibe

the

onse

t of

lung

dis

ease

.

Ask

stu

dent

s:W

hat h

appe

ns to

the

lung

s if

they

get

dirt

y?

Ask

stu

dent

s:W

ho k

now

s w

hat a

sbes

tosi

s is

?W

here

can

asb

esto

s be

fou

nd in

the

auto

bod

y an

d re

pair

sho

p?

3 ;

Tin

y ha

ir-l

ike

proj

ectio

ns (

cilia

) in

you

rw

indp

ipe

and

bron

chia

l tub

es s

wee

ppa

rtic

les

and

muc

us, a

s if

on

an e

scal

ator

,up

to th

e m

outh

. Muc

us tr

aps

dirt

, che

mi-

cals

, bac

teri

a an

d vi

ruse

s. O

nce

trap

ped

and

swep

t up

to th

e m

outh

, you

eith

ersw

allo

w th

em o

r sp

it th

em o

ut.

Scav

enge

r ce

lls m

ove

thro

ugh

the

lung

tissu

e an

d re

mov

e pa

rtic

les

that

get

pas

tth

e no

se, t

hroa

t and

upp

er a

irw

ays.

Und

er n

orm

al c

ondi

tions

the

lung

s' d

e-fe

nses

wor

k ve

ry w

ell.

But

, if

expo

sed

repe

ated

ly to

eve

n sm

all a

mou

nts

ofsu

bsta

nces

that

we

find

in th

e sh

op li

keex

haus

t fum

es, d

usts

and

cig

aret

te s

mok

e,th

ese

defe

nses

bec

ome

over

whe

lmed

.Y

our

lung

s w

ill b

ecom

e da

mag

ed. I

fen

ough

dam

age

occu

rs, y

ou w

ill d

evel

op a

lung

dis

ease

suc

h as

chr

onic

bro

nchi

tis o

rem

phys

ema.

Som

e su

bsta

nces

can

cau

selu

ng c

ance

r.

Asb

esto

sis

is a

n oc

cupa

tiona

l lun

g di

seas

e.T

he lu

ngs

beco

me

stif

f an

d sc

arre

d fr

ombr

eath

ing

in a

sbes

tos

fibe

rs. A

sbes

tos

fibe

rs c

an b

e fo

und

in c

lutc

h lin

ings

and

inso

me

brak

e lin

ings

of

auto

mob

iles.

Exp

o-su

re to

asb

esto

s al

so c

ause

s ca

ncer

.

Mod

el"D

amag

ed L

ungs

"

You

r L

ung

Ass

ocia

tion

may

be

able

to p

rovi

de y

ou w

ith th

ism

odel

, or

an il

lust

ratio

n de

-pi

ctin

g da

mag

ed lu

ngs.

3 7'

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n I

page

5

Act

ivity

B: D

emon

stra

tion

Haw

it f

eels

to b

reat

he w

ith d

amag

ed lu

ngs

1.Pa

ss o

ut s

traw

s to

stu

dent

s. A

sk th

em to

brea

the

thro

ugh

stra

ws

at th

e sa

me

time

that

they

pin

ch th

eir

nose

s. A

sk th

em to

wal

k ar

ound

the

clas

sroo

m li

ke th

is f

or 6

0se

cond

s.

2.C

olle

ct s

traw

s.

3.C

ondu

ct a

bri

ef d

iscu

ssio

n w

ith s

tude

nts

on h

ow it

fee

ls to

bre

athe

with

dam

aged

lung

s. C

onve

y al

l hea

lth m

essa

ges.

Ask

stu

dent

s:H

ow d

id y

ou f

eel w

hile

per

form

ing

the

exer

cise

?W

hat a

re th

e sy

mpt

oms

of lu

ng d

is-

ease

?W

ho d

o yo

u kn

ow th

at h

as a

lung

dis

-ea

se?

How

did

it h

appe

n?H

ow d

oes

this

per

son

func

tion?

Do

you

thin

k lu

ng d

isea

se is

pre

vent

-ab

le?

Why

or

why

not

?

3

The

eff

ort r

equi

red

to c

ompl

ete

a br

eath

isgr

eatly

incr

ease

d fo

r pe

ople

with

lung

dise

ase.

Whe

n th

e br

eath

ing

capa

city

is s

ever

ely

rest

rict

ed, p

hysi

cal a

ctiv

ity is

lim

ited.

We

will

spe

nd a

thir

d of

our

adu

lt liv

es a

tw

ork.

Wor

king

in d

irty

air

incr

ease

s th

ech

ance

of

dam

agin

g ou

r lu

ngs.

Som

e sy

mpt

oms

of lu

ng d

isea

se a

re: d

iffi

-cu

lty b

reat

hing

, inc

reas

ed m

ucus

pro

duc-

tion,

cou

gh, t

ight

ness

in th

e ch

est,

fatig

ue,

and

whe

ezin

g.

The

sym

ptom

s of

lung

dis

ease

may

com

eon

so

grad

ually

that

they

are

oft

en ig

nore

d.

All

wor

k-re

late

d lu

ng d

isea

ses

are

prev

ent-

able

.

Lar

ge d

rink

ing

stra

ws

(eno

ugh

for

each

stu

dent

in th

e cl

ass)

Tea

cher

's n

ote:

Cau

tion

any

stud

ent w

ith a

bre

athi

ngpr

oble

m n

ot to

par

ticip

ate.

Tea

cher

's n

ote:

If

you

have

any

of th

e sy

mpt

oms

of lu

ng d

is-

ease

, or

a di

agno

sed

lung

dise

ase

due

to a

n oc

cupa

tiona

lex

posu

re, a

nd y

ou f

eel c

om-

fort

able

talk

ing

abou

t it,

shar

eth

is in

form

atio

n w

ith y

our

stud

ents

.

39

Sess

ion

Ipa

ge 6

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Inst

ruct

ions

How

can

you

pre

vent

you

rsel

f fr

omde

velo

ping

lung

dis

ease

?

40

Hea

lth M

essa

ges

The

re a

re f

our

way

s to

pre

vent

lung

dis

-ea

se:

1.St

op s

mok

ing.

Sm

okin

g is

the

num

ber

one

prev

enta

ble

caus

e of

lung

dis

ease

in th

is c

ount

ry, s

o it'

s im

port

ant t

o qu

itif

you

sm

oke.

Thi

s w

ill p

reve

nt y

oufr

om d

evel

opin

g lu

ng d

isea

ses

such

as

chro

nic

bron

chiti

s, e

mph

ysem

a an

dlu

ng c

ance

r.

2.A

void

sec

ondh

and

smok

e. S

econ

dhan

dsm

oke

has

two

maj

or c

ompo

nent

s:

Mai

nstr

eam

sm

oke

the

smok

ein

hale

d an

d ex

hale

d by

a s

mok

er.

Side

stre

am s

mok

eth

e sm

oke

that

goe

s in

to th

e ai

r fr

om th

ebu

rnin

g to

bacc

o. S

ides

trea

m s

mok

eha

s hi

gher

con

cent

ratio

ns o

f so

me

harm

ful c

ompo

unds

than

the

mai

n-st

ream

sm

oke

exha

led

by th

esm

oker

.

3. T

ake

safe

ty p

reca

utio

ns to

avo

idbr

eath

ing

toxi

c ch

emic

als

and

othe

rha

zard

ous

mat

eria

ls.

4.Se

ek tr

eatm

ent f

or lu

ng in

fect

ions

and

any

sym

ptom

s of

lung

dis

ease

suc

h as

chro

nic

coug

h, w

heez

ing,

or

shor

tnes

sof

bre

ath.

Mat

eria

ls/N

otes

41Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

mA

uto

Bod

y an

d R

epai

r U

nit

Sess

ion

Ipa

ge 7

Inst

ruct

ions

Hea

lth M

essa

ges

Mat

eria

ls/N

otes

Act

ivity

C: E

xerc

ise

Gen

erat

e a

list o

f pm

blem

s an

d so

lutio

ns r

elat

ed to

cipr

ette

sm

oke

at w

ork

1.G

ive

stud

ents

Han

dout

No.

1 d

epic

ting

spec

ial h

azar

ds o

f ci

gare

tte s

mok

e at

wor

k.H

ave

stud

ents

cir

cle

all t

he d

ange

rs f

ound

in th

e pi

ctur

e.

Ask

stu

dent

s:W

hat a

re th

e sp

ecia

l dan

gers

of

ciga

-re

tte s

mok

e to

aut

o bo

dy a

nd r

epai

rw

orke

rs?

Wri

te s

peci

al d

ange

rs o

n ch

alkb

oard

.

Elic

it st

uden

ts' r

espo

nses

. Add

res

pons

es n

otm

entio

ned.

4 2,

Add

s to

You

r T

otal

Exp

osur

e to

Che

mic

als

If y

ou s

mok

e in

the

auto

bod

y an

d re

pair

shop

, you

'll b

e pu

tting

you

r en

tire

resp

ira-

tory

sys

tem

at u

nusu

ally

hig

h ri

sk f

orde

velo

ping

lung

dis

ease

. The

re a

re o

ver

4,00

0 ch

emic

als

in c

igar

ette

sm

oke.

If

you

smok

e, y

ou e

xpos

e yo

urse

lf to

thes

ech

emic

als,

in a

dditi

on to

the

toxi

c su

b-st

ance

s in

the

auto

bod

y an

d re

pair

sho

psu

ch a

s so

lven

ts, w

eldi

ng f

umes

, dus

ts,

epox

y an

d fi

berg

lass

res

ins,

pri

mer

, top

-co

at a

nd la

cque

r m

ists

. Thi

s ad

ded

expo

-su

re in

crea

ses

your

like

lihoo

d of

dev

elop

-in

g a

lung

dis

ease

suc

h as

chr

onic

bro

nchi

-tis

, em

phys

ema,

or

lung

can

cer.

Han

dout

No.

1"W

hat's

Wro

ng W

ith T

his

Pict

ure?

"

Cha

lkbo

ard

43

Sess

ion

Ipa

ge 8

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Inst

ruct

ions

Wri

te s

yner

gist

ic o

n ch

alkb

oard

and

prov

ide

stud

ents

with

def

initi

on.

Hea

lth M

essa

ges

Syne

rgis

tic E

ffec

tsSm

okin

g ca

n do

mor

e th

an ju

st a

dd to

the

harm

ful e

ffec

ts o

fot

her

chem

ical

s. I

t can

mul

tiply

them

.T

his

situ

atio

n is

kno

wn

as a

syn

ergi

stic

effe

c:..

Exa

mpl

e: a

sbes

tos

in b

rake

and

clut

ch li

ning

s. I

f yo

u sm

oke

and

do n

otw

ork

with

asb

esto

s yo

ur c

hanc

es o

f de

vel-

opin

g lu

ng c

ance

r ar

e ov

er 1

0 tim

es h

ighe

rth

an p

eopl

e w

ho d

on't

smok

e an

d do

n't

wor

k w

ith a

sbes

tos.

If

you

smok

e an

d al

sow

ork

with

asb

esto

s yo

ur c

hanc

es o

f de

vel-

opin

g lu

ng c

ance

r ju

mp

to o

ver

50 ti

mes

the

gene

ral n

onsm

okin

g po

pula

tion.

And

,pe

ople

who

sm

oke

mor

e th

an a

pac

k a

day

and

wor

k w

ith a

sbes

tos

have

alm

ost 9

0tim

es th

e ch

ance

of

dyin

g of

lung

can

cer

asco

mpa

red

with

wor

kers

who

nei

ther

smok

e no

r w

ork

with

asb

esto

s!

Con

tam

inat

ion

If y

ou c

arry

cig

aret

tes

toyo

ur w

ork

area

, the

y ca

n be

con

tam

inat

edw

ith c

hem

ical

s th

at a

re p

rese

nt in

the

wor

kpla

ce. T

hen,

eve

n if

you

leav

e th

ew

ork

area

to s

mok

e, th

ese

chem

ical

s ca

nbe

inha

led,

sw

allo

wed

(in

gest

ed)

or a

b-so

rbed

thro

ugh

the

skin

. Exa

mpl

es: s

ol-

vent

s an

d de

grea

sers

.

Acc

iden

tsSm

oker

s ha

ve tw

ice

the

on-

the-

job

acci

dent

rat

e of

non

smok

ers.

Sugg

este

d re

ason

s ar

e:

loss

of

atte

ntio

n du

e to

pre

-occ

upat

ion

with

han

ds, e

ye ir

rita

tion,

cou

ghin

g.

Mat

eria

ls/N

otes

Cha

lkbo

ard

4 5

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n 1

page

9

Inst

ruct

ions

2.D

istr

ibut

e H

ando

uts

No.

2a

and

No.

2b.

Usi

ng th

e st

orie

s, h

ave

stud

ents

dev

elop

alis

t of

step

s th

ey c

an ta

ke to

pro

tect

them

selv

es if

sm

okin

g is

allo

wed

at w

ork.

3.D

ivid

e st

uden

ts in

to g

roup

s. H

ave

grou

psbr

ains

torm

and

list

sol

utio

ns to

eac

hw

orke

r's p

robl

em. A

sk a

mem

ber

from

each

gro

up to

pre

sent

thei

r so

lutio

ns.

4.R

eass

embl

e st

uden

ts a

nd a

sk e

ach

grou

p's

reco

rder

to r

ead

solu

tions

. Wri

te s

olut

ions

on th

e ch

alkb

oard

.

5.G

ive

stud

ents

lots

of

posi

tive

rein

forc

e-m

ent f

or th

eir

uniq

ue s

olut

ions

. Add

all

solu

tions

und

er h

ealth

mes

sage

s th

atst

uden

ts d

id n

ot m

entio

n.

4

Hea

lth M

essa

ges

decr

ease

d al

ertn

ess

and

spee

d of

refl

exes

bec

ause

of

elev

ated

leve

ls o

fca

rbon

mon

oxid

e (a

by-

prod

uct o

fsm

okin

g) in

bod

y.

ciga

rette

s m

ay c

ause

fir

e an

d ex

plo-

sion

s w

here

fla

mm

able

and

exp

losi

vech

emic

als

are

stor

ed o

r us

ed.

Seco

ndha

nd S

mok

eIs

a c

ause

of

dis-

ease

, inc

ludi

ng lu

ng c

ance

r in

hea

lth n

on-

smok

ers!

If s

mok

ing

is a

llow

ed w

here

you

wor

k,yo

u ca

n ta

ke th

e fo

llow

ing

actio

ns to

prot

ect y

ours

elf:

If y

ou're

a n

onsm

oker

Wor

k w

ith f

ello

w w

orke

rs to

war

ds a

com

plet

e ba

n on

sm

okin

g fr

om th

ew

orks

ite.

Ask

you

r em

ploy

er to

allo

w y

ou to

wor

kin

a s

mok

e-fr

ee a

rea.

If y

ou a

re a

sm

oker

Do

not c

arry

or

stor

e to

bacc

o pr

oduc

tsin

a w

ork

area

whe

re c

hem

ical

exp

o-su

res

occu

r. L

eave

them

beh

ind!

Mat

eria

ls/N

otes

Han

dout

No.

2a

"Sto

ry o

fB

eth"

Han

dout

No.

2b

"Sto

ry o

fR

ay"

.4 "

Sess

ion

Ipa

ge 1

0Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

mA

uto

Bod

y an

d R

epai

r U

nit

Smok

e on

ly in

des

igna

ted

area

s th

at a

rew

ell-

vent

ilate

d. T

hese

are

as s

houl

d be

loca

ted

away

fro

m w

ork

proc

esse

s an

dfr

om n

onsm

oker

s.

Alw

ays

was

h yo

ur h

ands

bef

ore

smok

ing

and

eatin

g. T

hey

may

be

cont

amin

ated

.

Ask

you

r em

ploy

er to

pro

vide

wor

kers

with

sto

p sm

okin

g pr

ogra

ms

and

ince

n-tiv

es n

ot to

sm

oke.

Con

tact

you

r L

ung

Ass

ocia

tion

for

info

rma-

tion

on h

ow to

qui

t.

Act

ivity

D: O

ptio

n 1:

Deb

ate

Sho

uld

smok

ing

be a

llow

ed a

t wor

t?

1.D

ivid

e st

uden

ts in

to tw

o gr

oups

: tho

sefa

vori

ng a

tota

l ban

on

smok

ing

at w

ork

and

thos

e ag

ains

t it.

Alte

rnat

ive:

use

the

scho

ol's

sm

okin

gpo

licy

as th

e to

pic

of th

e de

bate

.

2.G

ive

stud

ents

5 m

inut

es to

com

e up

with

asm

any

argu

men

ts a

s th

ey c

an f

or o

r ag

ains

tth

eir

posi

tions

.

4a,

Due

to s

tate

and

loca

l law

s, m

any

com

pa-

nies

hav

e es

tabl

ishe

d sm

okin

g po

licie

s fo

rth

e w

orkp

lace

.

Polic

ies

abou

t sm

okin

g an

d th

e w

orkp

lace

shou

ld in

clud

e: r

estr

ictio

ns o

n w

hen

and

whe

re w

orke

rs c

an s

mok

e or

a c

ompl

ete

ban

on s

mok

ing;

enf

orce

men

t mea

sure

s;an

d in

cent

ives

to h

elp

wor

kers

who

wan

tto

qui

t.

40

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n 1

page

11

Inst

ruct

ions

3. C

ondu

ct d

ebat

e. A

sk s

tude

nts

to s

tate

and

expl

ain

thei

r po

sitio

ns.

4. C

onve

y al

l hea

lth m

essa

ges.

Act

ivity

D: O

ptio

n 2:

Cre

ate

a sm

okin

g po

licy

1.G

ive

each

stu

dent

a c

opy

of th

e sa

mpl

ew

orks

ite s

mok

ing

polic

y.

2.A

naly

ze th

e co

mpo

nent

s of

the

smok

ing

polic

y.

Ask

stu

dent

s:W

hat a

re th

e co

mpo

nent

s or

ele

men

tsof

a g

ood

wor

ksite

sm

okin

g po

licy?

Wha

t are

as s

houl

d be

cov

ered

?

50

Hea

lth M

essa

ges

The

idea

l sm

okin

g po

licy

stri

ctly

pro

hibi

tssm

okin

g w

ithin

all

area

s of

com

pany

owne

d or

leas

ed b

uild

ings

.

It is

impo

rtan

t for

the

wor

ksite

sm

okin

gpo

licy

to p

rote

ct th

e he

alth

of

all w

orke

rsin

an

auto

bod

y an

d re

pair

sho

p.

On

your

pre

sent

/nex

t job

, or

whe

n yo

uap

ply

for

your

fir

st jo

b, c

heck

out

the

com

pany

's s

mok

ing

polic

y an

d as

k yo

urse

lfw

heth

er it

's a

dequ

ate.

Man

y co

mpa

nies

hav

e cr

eate

d w

orks

itesm

okin

g po

licie

s in

res

pons

e to

wel

l doc

u-m

ente

d in

form

atio

n on

the

harm

ful e

ffec

tsof

sm

okin

g.

Wor

kers

oft

en in

itiat

e su

ch p

olic

ies.

A s

mok

ing

polic

y sh

ould

con

tain

the

fol-

low

ing

elem

ents

:

purp

ose

of p

olic

y

Mat

eria

ls/N

otes

Han

dout

No.

3"S

ampl

eW

orks

ite S

mok

ing

Polic

y" 51

Sess

ion

Ipa

ge 1

2Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

mA

uto

Bod

y an

d R

epai

r U

nit

3.D

ivid

e st

uden

ts in

to g

roup

s an

d gi

ve e

ach

grou

p W

orks

heet

No.

1.

4.In

stru

ct s

tude

nts

to ta

ke 5

min

utes

tode

sign

a s

mok

ing

polic

y fo

r an

aut

o bo

dyan

d re

pair

sho

p. A

s an

alte

rnat

ive,

ass

ign

stud

ents

to d

iffe

rent

indu

stri

es.

5. A

sk o

ne m

embe

r of

eac

h gr

oup

to r

ecor

dits

pol

icy

on th

e fo

rm.

6. A

t the

end

of

the

wor

k pe

riod

ask

eac

hgr

oup

to d

escr

ibe

its p

olic

y. P

oint

out

dif

-fe

renc

es a

nd s

imila

ritie

s in

eac

h.

7.C

onve

y al

l hea

lth m

essa

ges.

area

s in

whi

ch s

mok

ing

will

be

perm

it-te

d

area

s in

whi

ch s

mok

ing

will

not

be

per-

mitt

ed

enfo

rcem

ent o

f po

licy

avai

labl

e he

lp f

or s

mok

ers

who

wan

t to

quit

Opt

iona

l Act

ivity

E:

Vid

eota

pe"S

econ

dhan

d S

mok

e"

5 2

Wor

kshe

et N

o. 1

"Wor

ksite

Smok

ing

Polic

y"

VC

R, M

onito

r

5 ')

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n I

page

13

5 4.

" A

Ses

sion

II:

How

to in

spec

t an

auto

bod

yan

d re

pair

shop

for

brea

thin

g ha

zard

s

Obj

ectiv

es:

Cog

nitiv

e: S

tude

nts

will

be

able

to:

Lis

t at l

east

thre

e w

ays

toxi

c su

bsta

nces

ent

er th

ebo

dy.

Mak

e th

e di

stin

ctio

n be

twee

n sh

ort-

term

and

long

-te

rm h

ealth

eff

ects

cau

sed

by e

xpos

ure

to b

reat

hing

haza

rds

in th

e au

to b

ody

and

repa

ir s

hop.

Dev

elop

at l

east

thre

e cl

ues

that

can

be

used

to d

e-te

rmin

e if

bre

athi

ng h

azar

ds e

xist

in th

e au

to b

ody

and

repa

ir s

hop.

Des

crib

e a

brea

thin

g ha

zard

fou

nd in

the

auto

bod

yan

d re

pair

sho

p th

at is

bot

h ha

rd to

rec

ogni

ze a

ndca

n be

dea

dly.

Des

crib

e at

leas

t fiv

e co

mm

on b

reat

hing

haz

ards

foun

d in

the

auto

bod

y an

d re

pair

sho

p.

Des

crib

e at

leas

t six

way

s to

red

uce

the

harm

ful

effe

cts

of e

xpos

ure

to b

reat

hing

haz

ards

in th

e au

tobo

dy a

nd r

epai

r sh

op. (

Hig

her

Ord

er T

hink

ing

Skill

s)

Aff

ectiv

e: S

tude

nts

will

be

able

to:

Gai

n co

nfid

ence

in th

eir

abili

ty to

iden

tify

brea

thin

gha

zard

s in

the

auto

bod

y an

d re

pair

sho

p gi

ven

the

com

plet

ion

of a

che

cklis

t.

Skill

s: S

tude

nts

will

be

able

to:

Con

duct

an

insp

ectio

n of

an

auto

bod

y an

d re

pair

shop

for

bre

athi

ng h

azar

ds. (

Hig

her

Ord

er T

hink

ing

Skill

s)

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n ll

page

1

Act

ies

Med

als

Nee

ded

Win

ded

tine

A. D

iscu

ssio

nH

ow to

xic

subs

tanc

esC

halk

boar

d5

Min

utes

ente

r th

e bo

dy

B. E

xerc

ise

Gen

erat

e a

list o

f cl

ues

for

Cha

lkbo

ard

10 M

inut

esre

cogn

izin

g br

eath

ing

haza

rds

in th

eau

to b

ody

and

repa

ir s

hop

C. D

iscu

ssio

nSi

x co

ntro

ls to

red

uce

Cha

lkbo

ard

5 M

inut

esI

expo

sure

to b

reat

hing

haz

ards

in th

eau

to b

ody

and

repa

ir s

hop

D. E

xerc

ise

Insp

ect a

n au

to b

ody

and

Wor

kshe

et N

o. 2

a"F

ind

the

15 M

inut

esI

repa

ir s

hop

for

brea

thin

g ha

zard

sB

reat

hing

Haz

ards

in th

e A

uto

Bod

y Sh

op"

1W

orks

heet

No.

2b

"Fin

d th

eB

reat

hing

Haz

ards

in th

e A

uto

IR

epai

r Sh

op"

Han

dout

No.

4"T

he M

ajor

IB

reat

hing

Haz

ards

in th

e A

uto

Bod

y an

d R

epai

r Sh

op"

IE

.E

xerc

ise

Gen

erat

e a

chec

klis

t for

Han

dout

No.

5"C

heck

list f

or10

Min

utes

heal

th a

nd s

afet

y in

the

auto

bod

yH

ealth

and

Saf

ety

in th

e A

uto

Bod

yan

d re

pair

sho

pan

d R

epai

r Sh

op"

Not

e: T

his

sess

ion

can

be c

arri

ed o

ut in

the

shop

or

irlth

e cl

assr

oom

usi

ng w

orks

heet

sT

OT

AL

: 45

MIN

UT

ES

111

2a a

nd 2

b. I

f ca

rrie

d ou

t in

the

clas

sroo

m, u

se H

ando

ut N

o. 4

as

indi

cate

d. T

he s

essi

onha

s al

so b

een

deve

lope

d so

that

you

can

()a

rty

out s

epar

ate

insp

ectio

ns o

n di

ffer

ent

58da

ys (

e.g.

, aut

o bo

dy o

n da

y 1

and

auto

rep

air

on d

ay 2

, dep

endi

ng o

n th

e am

ount

of

time

and

deta

il yo

u w

ish

to s

pend

on

the

insp

ectio

n pr

oces

s).

5711

1

Sess

ion

11pa

ge 2

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Act

ivity

A: D

iscu

ssio

n

tkw

i tox

ic s

ubst

ance

s en

ter

the

body

1. H

ave

stud

ents

iden

tify

thre

e w

ays

toxi

csu

bsta

nces

ent

er th

e bo

dy.

Ask

stu

dent

s:H

ow d

o to

xic

subs

tanc

es e

nter

the

body

?H

ow e

lse?

Elic

it st

uden

ts' r

espo

nses

. Add

res

pons

es n

otm

entio

ned.

Wri

te r

espo

nses

on

chal

kboa

rd.

5 8

The

re a

re th

ree

way

s th

at to

xic

subs

tanc

esca

n en

ter

the

body

and

cau

se h

arm

: inh

ala-

tion,

ski

n ab

sorp

tion,

and

inge

stio

n.

1.In

hala

tion

Bre

athi

ng in

toxi

c co

ntam

i-na

nts

is th

e m

ost c

omm

on w

ay f

or th

em to

ente

r th

e bo

dy. O

nce

inha

led,

they

may

dam

age

lung

tiss

ue o

r en

ter

the

bloo

dst

ream

, and

be

carr

ied

to o

ther

org

ans

inth

e bo

dy.

2.Sk

in A

bsor

ptio

nT

oxic

sub

stan

ces

can

also

pas

s th

roug

h th

e sk

in a

nd in

to y

our

body

. Sol

vent

s ca

n pa

ss th

roug

h op

enin

gsfo

r ha

ir f

ollic

les.

The

y ca

n re

mov

e fa

ts a

ndoi

ls n

eede

d to

pro

tect

the

skin

. Abs

orpt

ion

occu

rs e

ven

mor

e qu

ickl

y if

the

skin

is c

utor

dam

aged

. Oth

er c

hem

ical

s pa

ss r

ight

thro

ugh

the

skin

if th

ey c

ome

in c

onta

ctw

ith it

. Cor

rosi

ves,

like

bat

tery

aci

d, d

am-

age

the

skin

imm

edia

tely

on

cont

act.

Wor

kers

sho

uld

be p

artic

ular

ly c

aref

ulw

hile

usi

ng h

igh-

pres

sure

gre

ase

and

pain

tgu

ns. N

umer

ous

inju

ries

hav

e oc

curr

ed a

sch

emic

als

wer

e In

ject

ed in

to th

e ha

nd o

rfo

rear

m d

ue to

exc

essi

ve g

un p

ress

ure.

Cha

lkbo

ard

Tea

cher

's N

ote:

Whe

n di

scus

s-in

g in

hala

tion

of to

xic

cont

ami-

nant

s, it

's a

lso

impo

rtan

t to

note

that

som

e ga

ses

rele

ased

from

indu

stri

al p

roce

sses

can

disp

lace

the

oxyg

en in

the

air

and

caus

e a

pers

on to

bec

ome

unco

nsci

ous

and/

or s

uffo

cate

.Fo

r ex

ampl

e, w

eldi

ng in

aco

nfin

ed s

pace

may

rel

ease

acet

ylen

e. E

xhau

st f

umes

rele

ase

carb

on m

onox

ide.

The

se g

ases

are

kno

wn

asas

phyx

iant

s.

5 .9

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n 11

page

3

2. H

ave

stud

ents

def

ine

two

type

s of

hea

lthef

fect

s th

at c

an r

esul

t fro

m e

xpos

ure

toto

xic

subs

tanc

es.

Ask

stu

dent

s:W

hat t

ype

of h

ealth

dam

age

mig

ht o

ccur

from

exp

osur

e to

toxi

c su

bsta

nces

?E

licit

stud

ents

' res

pons

es. A

dd r

espo

nses

not

men

tione

d. W

rite

res

pons

es o

n ch

alkb

oard

.

GO

3.In

gest

ion

If y

ou e

at, d

rink

or

smok

e in

your

wor

k ar

ea, y

ou m

ay u

nkno

win

gly

inge

st c

hem

ical

s w

hich

can

pas

s th

roug

hyo

ur in

test

inal

trac

t int

o yo

ur b

lood

.

The

re a

re tw

o ba

sic

type

s of

hea

lth e

ffec

tsth

at c

an r

esul

t fro

m e

xpos

ure

to to

xic

sub-

stan

ces:

sho

rt-t

erm

(ac

ute)

eff

ects

and

long

-te

rm (

chro

nic)

eff

ects

.

1. A

sho

rt-t

erm

(ac

ute)

eff

ect i

s on

e th

atca

n be

exp

erie

nced

imm

edia

tely

or

soon

afte

r ex

posu

re to

a c

hem

ical

. The

eff

ect

may

be

min

or o

r se

vere

. Acu

te e

ffec

tsm

ay in

clud

e ey

e, n

ose

or th

roat

irri

ta-

tion,

hea

dach

e, d

izzi

ness

, nau

sea,

poo

rco

ordi

natio

n an

d di

ffic

ulty

bre

athi

ng.

Acu

te e

ffec

ts c

an b

e se

riou

s an

d ev

ende

adly

. Dra

mat

ic e

xam

ples

incl

ude

seve

re e

ye o

r sk

in b

urns

, los

s of

con

-sc

ious

ness

or

cess

atio

n of

bre

athi

ng.

2. A

long

-ter

m (

chro

nic)

eff

ect i

s us

ually

one

caus

ed b

y ex

posu

re to

low

leve

ls o

fa

chem

ical

or

subs

tanc

e ov

er a

long

peri

od o

f tim

e. I

n so

me

inst

ance

s, h

ow-

ever

, chr

onic

eff

ects

can

res

ult f

rom

shor

t-te

rm e

xpos

ure.

Chr

onic

eff

ects

are

usua

lly p

erm

anen

t. So

me

exam

ples

in-

clud

e: lu

ng d

isea

se (

emph

ysem

a, a

sbe-

stos

is),

can

cer,

dam

age

to th

e re

prod

uc-

tive

syst

em (

ster

ility

) an

d ge

netic

dam

-ag

e (d

amag

e to

you

r of

fspr

ing)

.

Cha

lkbo

ard

Ei

Sess

ion

IIpa

ge 4

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Act

ivily

B: E

xerc

ise

Gen

erat

e a

list o

f cl

ues

for

reco

gniz

ing

brea

thin

g ha

zard

s in

the

auto

bod

yan

d re

pair

sho

p

1.Pr

epar

e st

uden

ts m

enta

lly f

or th

e in

spec

-tio

n (A

ctiv

ity D

) by

hel

ping

them

gen

erat

ea

list o

t clu

es to

rec

ogni

ze b

reat

hing

haz

-ar

ds in

the

auto

bod

y an

d re

pair

sho

p.

Ask

stu

dent

s:W

hat c

lues

can

tell

you

that

you

are

wor

king

in d

irty

air

?

For

each

ask

:C

an y

ou g

ive

me

an e

xam

ple

of th

is c

lue

from

the

auto

bod

y an

d re

pair

sho

p?

6'

The

re a

re c

lues

you

can

use

to r

ecog

nize

brea

thin

g ha

zard

s in

the

auto

bod

y an

dre

pair

sho

p:

1.E

ye, N

ose.

Thr

oat I

rrita

tion

Be

awar

e of

eye,

nos

e or

thro

at ir

rita

tions

as

you

ente

ra

wor

k ar

ea. T

his

is a

sig

n th

at ir

rita

ting

chem

ical

s m

ay b

e pr

esen

t in

the

air.

2. O

dors

A s

tron

g od

or m

ay b

e ha

rmle

ssor

it m

ay s

igna

l the

pre

senc

e of

toxi

c su

b-st

ance

s. B

ut d

on't

thin

k al

l is

wel

l if

you

don'

t sm

ell a

nyth

ing.

Som

e su

bsta

nces

, lik

eca

rbon

mon

oxid

e ga

s ha

ve n

o od

or e

ven

atle

vels

hig

h en

ough

to k

ill. A

lso,

man

y va

-po

rs, w

hen

cont

inuo

usly

inha

led,

wea

ken

and

tem

pora

rily

dea

den

a pe

rson

's s

ense

of s

mel

l, m

akin

g th

e us

e of

odo

r as

a w

arn-

ing

sign

al in

effe

ctiv

e.

611

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n II

page

5

Inst

ruct

ions

64

Hea

lth M

es.,a

ges

3. M

alla

usur

kum

eaIf

you

see

dus

t on

surf

aces

or

bein

g re

leas

ed f

rom

ope

ratio

ns,

it us

ually

mea

ns th

e lo

cal v

entil

atio

n is

not

func

tioni

ng p

rope

rly

in y

our

wor

k ar

ea o

rth

at o

ne is

nee

ded.

In

this

situ

atio

n yo

uca

n in

hale

larg

e am

ount

s of

har

mfu

l sub

-st

ance

s w

ithou

t res

pira

tory

pro

tect

ion.

4. a

min

oG

rind

ing,

san

ding

, spr

ayin

gan

d op

erat

ions

usi

ng h

eat a

re p

oten

tial

sour

ces

of e

xpos

ure

to b

reat

hing

haz

ards

.

5.O

pera

tions

Usi

ng C

hem

ical

sN

otic

eho

w p

eopl

e ar

e w

orki

ng w

ith th

em, c

heck

labe

ls, a

nd M

ater

ial S

afet

y D

ata

Shee

ts to

com

pare

war

ning

s w

ith a

ctua

l ope

ratio

ns.

6. P

oor

Hou

seke

epin

gO

ily r

ags,

ope

npa

int a

nd s

olve

nt c

onta

iner

s, o

r ch

emic

alsp

ills

whi

ch a

re le

ft u

natte

nded

are

clu

esth

at e

xpos

ure

is o

ccur

ring

. Che

mic

als

are

vapo

rizi

ng in

to th

e ai

r an

d w

orke

rs a

rebr

eath

ing

them

.

7.Pe

rsis

tent

qte

curr

inE

D S

ympt

om(s

) or

U1u

ess(

0A

per

sist

ent c

ough

, sho

rtne

ssof

bre

ath

or il

lnes

s am

ong

wor

kers

may

indi

cate

a jo

b-re

late

d he

alth

pro

blem

. If

you

notic

e a

num

ber

of p

eopl

e in

a w

ork

area

fre

quen

tly h

avin

g th

e sa

me

sym

ptom

sor

illn

esse

s, s

uspe

ct th

at th

ey m

ay b

ew

ork-

rela

ted.

Mat

eria

ls N

otes 6'

Sess

ion

IIpa

ge 6

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Inst

ruct

ions

Hea

lth M

essa

ges

Mat

eria

ls/N

otes

Adi

vity

C D

iscu

ssio

n

Six

con

trol

s to

red

uce

expo

sure

to b

reat

hing

haz

ards

in th

e au

to b

ody

and

repa

ir sh

op

1.H

ave

stud

ents

des

crib

e co

ntro

ls to

look

for

in th

e au

to b

ody

and

repa

ir s

hop

that

can

prot

ect w

orke

rs a

gain

st e

xpos

ure

tobr

eath

ing

haza

rds.

2.D

urin

g th

e di

scus

sion

em

phas

ize

to s

tu-

dent

s th

at s

ubst

itutio

n of

less

toxi

c su

b-st

ance

s is

the

best

way

to c

ontr

ol w

orke

rex

posu

re, f

ollo

wed

by

the

use

of c

ontr

ols

such

as

encl

osur

e an

d ve

ntila

tion.

Per

sona

lpr

otec

tive

equi

pmen

t sho

uld

be u

sed

only

as a

last

res

ort.

Ask

stu

dent

s:W

hat a

re s

ome

met

hods

use

d to

con

trol

or

defe

nd a

gain

st a

irbo

rne

haza

rds

in in

dus-

try?

Elic

it re

spon

ses.

Add

info

rmat

ion

not m

en-

tione

d.

Wri

te th

e si

x m

etho

ds o

n th

e ch

alkb

oard

.

61;

The

re a

re s

ix b

asic

met

hods

of

cont

rolli

ngor

def

endi

ng a

gain

st a

irbo

rne

haza

rds

such

as d

ust,

fum

es, v

apor

s or

mis

ts.

1.Su

bstit

utio

n: W

hen

cons

ider

ing

mat

eri-

als,

less

toxi

c su

bsta

nces

can

be

subs

ti-tu

ted

for

mor

e to

xic

ones

. For

exa

mpl

e:to

luen

e ca

n be

sub

stitu

ted

for

benz

ene

as a

sol

vent

, zin

c or

bar

ium

can

be

used

inst

ead

of le

ad in

pai

nt; s

teel

sho

t can

be u

sed

inst

ead

of s

and

for

blas

ting

Or

even

bet

ter,

a d

eter

gent

and

wat

erso

lutio

n ca

n be

use

d in

pla

ce o

f or

gani

cso

lven

ts.

Cha

lkbo

ard

67

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n il

page

7

Inst

ruct

ions

6c-1

Hea

lth M

essa

s

2. C

hang

e pr

oces

sA

n en

tire

proc

ess

can

be c

hang

ed to

pro

tect

wor

kers

agai

nst a

irbo

rne

cont

amin

ants

. For

exam

ple,

bru

sh p

aint

ing

or d

ippi

ng c

anre

plac

e sp

ray

pain

ting,

met

als

can

bejo

ined

by

crim

ping

inst

ead

of w

eldi

ngor

sol

deri

ng; t

empe

ratu

re, s

peed

, or

pres

sure

of

a pr

oces

s m

ay b

e ch

ange

d;va

ts m

ay b

e fi

lled

cont

inuo

usly

or

mec

hani

cally

rat

her

than

man

ually

or

inba

tche

s.

3.Is

olat

ion

or e

ncio

nnPr

oces

ses

that

pro

duce

hea

lth a

nd s

afet

y ha

zard

sca

n be

isol

ated

in o

ne p

art o

f th

e pl

ant

and

prov

ided

with

spe

cial

pro

tect

ive

feat

ures

. For

exa

mpl

e, b

ooth

s, o

r op

er-

atin

g m

achi

nes

with

rem

ote

cont

rols

,ca

n be

use

d to

pro

tect

wor

kers

aga

inst

radi

atio

n ha

zard

s.

4.V

entil

atio

nT

here

are

two

basi

cty

pes

of v

entil

atio

n sy

stem

s:

1.ge

nera

l or

dilu

tion

vent

ilatio

n an

d;

2.lo

cal o

r ex

haus

t ven

tilat

ion.

Gen

eral

ven

tilat

ion

adds

fre

sh a

ir to

a ro

om to

kee

p co

ntam

inan

ts b

elow

a ce

rtai

n le

vel.

A g

ener

al s

yste

m is

usua

lly n

ot v

ery

effe

ctiv

e in

con

trol

-lin

g to

xic

haza

rds.

It d

oes

not r

e-m

ove

the

cont

amin

ant f

rom

the

air

it on

ly d

ilute

s co

ncen

trat

ions

.

Mat

eria

ls N

otes

Sess

ion

IIpa

ge 8

Futu

re W

orke

rs' E

duca

tion

Proj

ect C

urd

:ulu

m A

uto

Bod

y an

d R

epai

r U

nit

Inst

ruct

ions

Hea

lth M

essa

ges

A lo

cal e

xhau

st s

yste

m r

emov

esco

ntam

inan

ts a

t the

ir s

ourc

e, a

nd is

a m

ore

effe

ctiv

e m

etho

d of

con

trol

-lin

g ha

zard

s.

The

se f

irst

fou

r co

ntro

ls a

re k

now

n as

engi

neer

ing

cont

rols

.

5. P

erso

nal P

rote

ctiv

e E

quip

men

tIf

your

job

or ta

sk c

anno

t be

prot

ecte

dw

ith e

ngin

eeri

ng c

ontr

ols,

per

sona

lpr

otec

tive

equi

pmen

t mus

t be

prov

ided

to p

rote

ct y

ou f

rom

exp

osur

e. E

x-am

ples

are

ear

plu

gs, s

afet

y gl

asse

s an

dre

spir

ator

s.

6. G

ood

Hou

seke

epin

gK

eepi

ng y

our

wor

kpla

ce,e

lean

.

Mat

eria

ls N

otes

Act

ivity

D: E

xerc

ise

Insp

ect a

n au

to b

ody

and

repa

ir s

hop

for

brea

thin

g ha

zard

s

1.D

ivid

e st

uden

ts in

to tw

o gr

oups

.

2.G

ive

Gro

up 1

Wor

kshe

et N

o. 2

a an

d gi

veG

roup

2 W

orks

heet

No.

2b.

7 0

The

re a

re m

any

proc

edur

es a

nd m

ater

ials

in th

e au

to b

ody

and

repa

ir s

hop

that

expo

se u

s to

bre

athi

ng h

azar

ds.

It's

impo

rtan

t tha

t you

kno

w h

ow to

iden

-tif

y br

eath

ing

haza

rds

in o

rder

to d

eter

-m

ine

if y

ou a

nd y

our

empl

oyer

are

taki

ngad

equa

te m

easu

res

to p

rote

ct y

ou f

rom

over

-exp

osur

e.

Wor

kshe

et N

o. 2

a"F

ind

the

Bre

athi

ng H

azar

ds in

the

Aut

oB

ody

Shop

"

Wor

kshe

et N

o. 2

b"F

ind

the

Bre

athi

ng H

azar

ds in

the

Aut

oR

epai

r Sh

op"

7

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n II

page

9

Inst

ruct

ions

3.E

xpla

in th

at th

e fo

rms

will

be

used

to c

on-

duct

an

insp

ectio

n of

the

wor

k ar

ea f

orbr

eath

ing

haza

rds.

4.In

stru

ct s

tude

nts

to in

spec

t the

ir a

ssig

ned

area

s. H

ave

stud

ents

nam

e an

d re

cord

as

man

y ha

zard

s, c

lues

, and

met

hods

of

prot

ectio

n as

soci

ated

with

eac

h pr

oces

slis

ted

on th

e w

orks

heet

s as

they

can

.

5.R

eass

embl

e st

uden

ts.

6.B

egin

with

the

auto

bod

y op

erat

ions

. Elic

itfr

om s

tude

nts

all b

reat

hing

haz

ards

, clu

esan

d m

etho

ds o

f pr

otec

tion

they

iden

tifie

d.Pr

ovid

e in

form

atio

n no

t men

tione

d us

ing

Han

dout

No.

4 (

this

will

be

dist

ribu

ted

tost

uden

ts a

t the

end

of

the

activ

ity).

Ask

stu

dent

s:W

hat b

reat

hing

haz

ards

did

you

fin

d in

the

auto

bod

y sh

op?

For

each

ask

:W

hat c

lues

did

you

use

to f

ind

it?W

ith w

hat p

roce

ss(e

s) is

it a

ssoc

iate

d?H

ow m

ight

this

sub

stan

ce e

nter

the

body

?H

ow e

lse?

Wha

t mea

sure

s ca

n em

ploy

ers

take

topr

even

t or

min

imiz

e ex

posu

re to

this

haza

rd?

Wha

t mea

sure

s ca

n w

orke

rs ta

ke to

prev

ent o

r m

inim

ize

expo

sure

to th

isha

zard

?72

Hea

lth M

essa

ges

Let

's u

se th

e w

orks

heet

s to

con

duct

an

in-

spec

tion

of o

ur w

ork

area

.

Prov

ide

all h

ealth

info

rmat

ion

foun

d on

Han

dout

No.

4"T

he M

ajor

Bre

athi

ngH

azar

ds in

the

Aut

o B

ody

and

Rep

air

Shop

"

Em

phas

ize

to s

tude

nts

that

pro

tect

ion

agai

nst e

xpos

ure

to b

reat

hing

haz

ards

shou

ld a

lway

s be

gin

with

:

1.Su

bstit

utio

n of

less

haz

ardo

us m

ater

ials

.

2.E

ngin

eeri

ng c

ontr

ols.

3.Pe

rson

al p

rote

ctiv

e eq

uipm

ent s

houl

don

ly b

e us

ed a

s a

last

res

ort (

i.e.,

whe

nsu

bstit

utio

n an

d/or

eng

inee

ring

con

-tr

ols

are

not p

ossi

ble,

or

are

insu

ffic

ient

to c

ontr

ol e

xpos

ure

to th

e ha

zard

).

Mat

eria

ls N

otes

Cha

lkbo

ard

73

Sess

ion

IIpa

ge 1

0Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

m A

uto

Bod

y an

d R

epai

r U

nit

Inst

ruct

ions

7. C

ondu

ct a

dis

cuss

ion

of b

reat

hing

haz

ards

for

auto

rep

air

oper

atio

ns. U

se q

uest

ions

to g

ener

ate

disc

ussi

on f

ound

abo

ve.

8.G

ive

stud

ents

Han

dout

No.

4 a

s a

reso

urce

.

Hea

lth M

essa

ges

Mat

eria

ls N

otes

Han

dout

No.

4"T

he M

ajor

Bre

athi

ng H

azar

ds in

the

Aut

oB

ody

and

Rep

air

Shop

"

Tea

cher

's N

ote:

The

stu

dent

vers

ion

of H

ando

ut N

o. 4

focu

ses

only

on

the

proc

esse

s,br

eath

ing

haza

rds

and

heal

thef

fect

s. Y

our

vers

ion

cont

ains

grea

ter

deta

il an

d ca

n se

rve

asa

reso

urce

for

you

.

Act

ivity

E: E

xerc

ise

Gen

erat

e a

chec

ldis

t for

hea

lth a

nd s

afet

y in

the

auto

bod

y an

d re

pair

shop

1.H

ave

stud

ents

dev

elop

a m

enta

l che

cklis

tfo

r he

alth

and

saf

ety

in th

e au

to b

ody

and

repa

ir s

hop.

Use

the

follo

win

g hy

poth

etic

alsi

tuat

ion:

You

are

abo

ut to

gra

duat

e. Y

ouar

e go

ing

on y

our

firs

t job

inte

rvie

w w

ithA

.J. A

uto

Bod

y an

d R

epai

r Sh

op a

nd th

esu

perv

isor

giv

es y

ou a

tour

of

the

shop

.W

hat q

uest

ions

abo

ut h

ealth

and

saf

ety

can

you

ask

your

self

as

you

tour

the

shop

?E

licit

stud

ents

' res

pons

es. W

rite

res

pons

eson

cha

lkbo

ard.

Add

res

pons

es n

ot m

en-

tione

d.

74

Che

cklis

t for

Hea

lth a

nd S

afet

y in

the

Aut

oB

ody

and

Rep

air

Shop

IS T

HE

WO

RK

AR

EA

CL

EA

N?

no s

pills

, oily

rag

sch

emic

als

are

labe

led

and

stor

edpr

oper

ly

DO

WO

RK

ER

S E

AT

OR

DR

INK

IN

TH

EW

OR

K A

RE

A?

IS S

MO

KIN

G A

LL

OW

ED

ON

TH

E P

RE

MIS

ES?

Cha

lkbo

ard

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n II

page

11

Insh

uctio

ns

7

Hea

ltliM

ess.

ages

AR

E L

OC

AL

EkH

AU

ST V

EN

TIL

AT

ION

SYST

EM

S W

ITH

HO

OD

S A

VA

ILA

BL

E A

ND

IN U

SE?

adeq

uate

one

in e

ach

maj

or w

ork

area

wor

king

pro

perl

ym

ove

air

away

from

bod

y, n

ot to

war

d it

exha

ust p

ipe

hook

s to

exh

aust

sys

tem

that

mov

es a

ir o

utsi

de o

f bu

ildin

g

IS T

HE

SO

LV

EN

T C

LE

AN

ING

TA

NK

EQ

UIP

PED

WIT

H A

N E

XH

AU

ST S

YST

EM

VE

NT

ED

DIR

EC

TL

Y T

O T

HE

OU

TSI

DE

OF

TH

E B

UIL

DIN

G?

IS T

HE

RE

A S

PEC

IAL

LY

DE

SIG

NE

D B

OO

TH

AV

AIL

AB

LE

FO

R S

PRA

Y P

AIN

TIN

G?

IS A

HIG

H E

FFIC

IEN

CY

PA

RT

ICU

LA

TE

AIR

(NE

PA)

VA

CU

UM

USE

D F

OR

CL

EA

NIN

GA

ND

RE

PAIR

OF

ASB

EST

OS

BR

AK

E L

ININ

GA

ND

CL

UT

CH

ES?

asbe

stos

dus

t is

rem

oved

in s

eale

d co

n-ta

iner

s or

bag

sla

belle

d an

d di

spos

ed o

f at

an

appr

oved

haza

rdou

s w

aste

dum

p

DO

WO

RK

ER

S U

SE C

OM

PRE

SSE

D A

IR T

OC

LE

AN

ASB

EST

OS

BR

AK

E O

R C

LU

TC

HL

ININ

GS

(WR

ON

G W

AY

)?

Mat

eria

ls N

otes

Sess

ion

llpa

ge 1

2Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

m A

uto

Bod

y an

d R

epai

r U

nit

Inst

ruct

ions

2.Su

mm

ariz

e th

e se

ssio

n.

7 8

Hea

lth M

essa

ges

DO

WO

RK

ER

S D

O W

ET

MO

P C

LE

AN

UP

(RIG

HT

WA

Y)?

RA

TH

ER

TH

AN

DR

YSW

EE

PIN

G (

WR

ON

G W

AY

)?

DO

WO

RK

ER

S W

ASH

TH

EIR

HA

ND

S B

E-

FOR

E E

AT

ING

, DR

INK

ING

OR

SM

OK

ING

WIT

H S

OA

P A

ND

WA

TE

R O

R W

AT

ER

LE

SSH

AN

D C

LE

AN

ER

S (R

IGH

T W

AY

)?

DO

WO

RK

ER

S W

ASH

TH

EIR

HA

ND

S W

ITH

SOL

VE

NT

S (W

RO

NG

WA

Y)?

IS O

TH

ER

PR

OT

EC

TIV

E E

QU

IPM

EN

TA

VA

ILA

BL

E A

ND

IN

USE

?a

NIO

SH-a

ppro

ved

resp

irat

or f

or e

ach

chem

ical

or

job

that

req

uire

s re

spir

ator

use

glov

esgo

ggle

she

ad p

rote

ctio

nap

rons

othe

r? d

escr

ibe:

We'

ve ju

st in

spec

ted

the

auto

bod

y an

dre

pair

sho

p fo

r br

eath

ing

haza

rds.

Whe

nyo

u go

on

your

nex

t int

ervi

ew y

ou c

an u

seth

e ch

eckl

ist t

hat w

.- d

evel

oped

to h

elp

you

deci

de if

you

wan

t to

take

the

job

shou

ld I

t be

offe

red

to y

ou.

Rem

embe

r w

e sp

end

a th

ird

of o

ur li

ves

atw

ork.

Wor

king

in d

irty

air

lead

s to

lung

dis

-ea

se.

Mat

eria

ls N

otes 7

9

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n II

page

13

Inst

ruct

ions

3.G

ive

stud

ents

Han

dout

No.

5.

Exp

lain

to th

em th

at a

ll in

form

atio

n co

v-er

ed in

this

act

ivity

is c

onta

ined

in th

isha

ndou

t.

E.,

0

Hea

lth M

essa

ges

You

hav

e a

choi

ce a

bout

the

type

of

envi

-ro

nmen

t in

whi

ch y

ou w

ish

to w

ork.

Cho

ose

the

wor

k en

viro

nmen

t tha

t is

leas

tlik

ely

to le

ad to

lung

dis

ease

.

The

sam

e ch

emic

als

that

you

will

be

ex-

pose

d to

at w

ork

are

also

in y

our

hom

es,

and

can

affe

ct y

ou a

s yo

u ar

e w

orki

ng o

nyo

ur c

ar.

Prot

ect y

ours

elf

agai

nst b

reat

hing

haz

ards

at h

ome,

too.

Mat

eria

ls /N

otes

Han

dout

No.

5"C

heck

list

for

Hea

lth a

nd S

afet

y in

the

Aut

o B

ody

and

Rep

air

Shop

"

81

Sess

ion

IIpa

ge 1

4Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

m A

uto

Bod

y an

d R

epai

r U

nit

Ses

sion

111

1:

Pro

tect

ing

your

self

in th

e au

to b

ody

and

repa

irop

thro

ugh

trai

ning

Obj

ectiv

es:

Cog

nitiv

e: S

tude

nts

will

be

able

to:

Exp

lain

the

OSH

A F

eder

al H

azar

d C

omm

unic

atio

nSt

anda

rd (

Haz

Com

) as

the

stan

dard

whi

ch g

ives

wor

kers

the

righ

t to

trai

ning

and

info

rmat

ion

abou

tbr

eath

ing

haza

rds

in th

e au

to b

ody

and

repa

ir s

hop.

Des

crib

e at

leas

t fou

r ty

pes

of tr

aini

ng th

at w

orke

rsar

e en

title

d to

und

er th

e H

azC

om S

tand

ard.

Des

crib

e th

ree

type

s of

saf

ety

info

rmat

ion

to lo

okfo

r on

a c

hem

ical

con

tain

er w

arni

ng la

bel.

Exp

lain

the

Mat

eria

l Saf

ety

Dat

a Sh

eet a

s a

vita

lso

urce

of

com

preh

ensi

ve in

form

atio

n ab

out b

reat

h-in

g ha

zard

s in

the

auto

bod

y an

d re

pair

sho

p.

Des

crib

e th

e ap

prop

riat

e us

e of

res

pira

tors

in th

eau

to b

ody

and

repa

ir s

hop,

and

the

limita

tions

of

resp

irat

ory

prot

ectio

n.

S.

Aff

ectiv

e: S

tude

nts

will

be

able

to:

Des

crib

e th

eir

feel

ings

abo

ut th

eir

righ

t to

trai

ning

to p

rote

ct th

emse

lves

aga

inst

bre

athi

ng h

azar

ds in

the

auto

bod

y an

d re

pair

sho

p.

Exp

ress

con

fide

nce

that

they

can

fin

d ou

t abo

utbr

eath

ing

haza

rds

in th

e au

to b

ody

and

repa

ir s

hop

by c

onsu

lting

war

ning

labe

ls a

nd M

ater

ial S

afet

yD

ata

Shee

ts.

Skill

s: S

tude

nts

will

be

able

to:

Dem

onst

rate

abi

lity

to c

orre

ctly

app

ly th

e in

form

a-tio

n on

a c

hem

ical

war

ning

labe

l usi

ng a

bre

athi

ngha

zard

com

mon

ly f

ound

in a

n au

to b

ody

and

repa

irsh

op. (

Hig

her

Ord

er T

hink

ing

Skill

s)

Dem

onst

rate

abi

lity

to c

orre

ctly

app

ly th

e in

form

a-tio

n on

a M

ater

ial S

afet

y D

ata

Shee

t for

a b

reat

hing

haza

rd c

omm

only

fou

nd in

an

auto

bod

y an

d re

pair

shop

. (H

ighe

r O

rder

Thi

nkin

g Sk

ills)

83Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

m A

uto

Bod

y an

d R

epai

r U

nit

Sess

ion

111

page

1

Act

iviti

esM

ated

ais

Nee

ded

Est

imat

ed li

me

A. D

iscu

ssio

n or

min

i-le

ctur

eT

heFe

dera

l Haz

ard

Com

mun

icat

ion

Stan

dard

and

you

r ri

ght t

o tr

aini

ngan

d in

form

atio

n ab

out h

azar

ds in

the

auto

bod

y an

d re

pair

sho

p

Tra

nspa

renc

y N

o. 1

"Fed

eral

Haz

ard

Com

mun

icat

ion

Stan

dard

(Haz

Com

)"

Tra

nspa

renc

y N

o. 2

"Add

ition

alW

orke

r R

ight

s"

10 M

inut

es

B. T

rain

ing

How

to r

ead

a ch

emic

alco

ntai

ner

war

ning

labe

lH

ando

ut N

o. 6

"Wha

t to

Loo

kfo

r in

a W

arni

ng L

abel

"

Wor

kshe

et N

o. 3

"Che

mic

alW

arni

ng L

abel

"

10 M

inut

es

C. T

rain

ing

How

to r

ead

a M

ater

ial

Safe

ty D

ata

Shee

tH

ando

ut N

o. 7

"How

to R

ead

aM

ater

ial S

afet

y D

ata

Shee

t"

Han

dout

No.

8"S

ampl

e M

ater

ial

Dat

a Sa

fety

She

et"

Wor

kshe

et N

o. 4

"Mat

eria

lSa

fety

Dat

a Sh

eet"

10 M

inut

es

D. D

iscu

ssio

nB

asic

info

rmat

ion

abou

tre

spir

ator

sH

ando

ut N

o. 9

"Six

Fac

ts Y

ouM

ust K

now

Abo

ut R

espi

rato

rs"

10 M

inut

es

64

TO

TA

L 4

0 M

INU

TE

S

65

Sess

ion

illpa

ge 2

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Act

ivity

k D

iscu

ssio

n

The

Fed

eral

Haz

ard

Com

mun

icat

ion

Sthn

dard

and

you

r ri

ght t

o tr

aini

ng a

ndin

form

atio

n ab

out h

azar

ds in

the

auto

bod

y an

d re

pair

sho

p

Con

duct

a d

iscu

ssio

n on

wor

kers

' rig

hts

to a

safe

and

hea

lthfu

l wor

kpla

ce.

Ask

stu

dent

s:W

ho c

an te

ll m

e w

hat O

SHA

sta

nds

for?

Ask

stu

dent

s:W

hat d

oes

OSH

A d

o?

Elic

it st

uden

ts' r

espo

nses

. Add

res

pons

es n

otm

entio

ned.

ut)

It's

impo

rtan

t for

you

to r

emem

ber

that

you

have

a le

gal r

ight

to a

saf

e an

d he

alth

-fu

l wor

kpla

ce!

Thi

s ri

ght i

s gu

aran

teed

by

the

OSH

Act

of

1970

.

OSH

A s

tand

s fo

r th

e O

ccup

atio

nal s

afet

yan

d H

ealth

Adm

inis

trat

ion.

Thi

s or

gani

zatio

n se

ts th

e fe

dera

l sta

n-da

rds

for

a sa

fe a

nd h

ealth

ful w

orkp

lace

and

insp

ects

wor

kpla

ces

for

viol

atio

ns o

fth

e la

w.

OSH

A a

lso

sets

spe

cifi

c ex

posu

re li

mits

for

man

y fu

mes

, gas

es a

nd c

hem

ical

s w

e m

aybr

eath

e in

an

auto

bod

y an

d re

pair

sho

pov

er a

n ei

ght-

hour

per

iod

of ti

me.

The

sear

e ca

lled

perm

issi

ble

expo

sure

lim

its, o

rPE

L's

.

8 7

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n II

Ipa

ge 3

2. D

ispl

ay T

rans

pare

ncy

No.

1

Ask

stu

dent

s:W

hat e

lse

has

OSH

A d

one

to h

elp

fost

er a

safe

and

hea

lthfu

l wor

k en

viro

nmen

t?E

licit

stud

ents

' res

pons

es.

Man

y sc

ient

ists

agr

ee th

at th

ere

is n

o sa

fe1

i mit

of e

xpos

ure

to c

ance

r-ca

usin

g su

b-st

ance

s fo

und

in th

e au

to b

ody

and

repa

irsh

op (

asbe

stos

, for

exa

mpl

e). F

or c

ance

r-ca

usin

g su

bsta

nces

, the

PE

L c

an b

e as

low

as 1

and

und

er. I

n ge

nera

l, ex

posu

res

shou

ld b

e ca

refu

lly c

ontr

olle

d an

d ke

pt to

an a

bsol

ute

min

imum

. Whe

reve

r po

ssib

le,

thes

e su

bsta

nces

sho

uld

be c

ompl

etel

yel

imin

ated

fro

m th

e w

orkp

lace

and

less

harm

ful o

nes

subs

titut

ed.

OSH

A p

asse

d a

very

impo

rtan

t reg

ulat

ion

calle

d th

e Fe

dera

l Haz

ard

Com

mun

icat

ion

Stan

dard

(of

ten

calle

d H

azC

om).

Thi

s gi

ves

wor

kers

the

righ

t to

know

abo

ut a

ll ch

emi-

cals

they

wor

k w

ith o

n th

e jo

b. T

his

is o

ften

calle

d H

azar

d C

omm

unic

atio

n (H

azC

om)

Tra

inin

g.

Spec

ific

ally

, bef

ore

you

use

a ha

zard

ous

chem

ical

you

r em

ploy

er m

ust t

rain

you

abou

t.

1.T

he c

hem

al i

ngre

dien

ts in

eac

h pr

od-

uct a

nd r

iot j

ust t

he tr

ade

nam

e.2.

Hea

lth e

ffec

ts.

3.Sa

fe w

ork

prac

tices

, pro

tect

ive

equi

p-m

ent a

nd v

entil

atio

n re

quir

ed.

4. S

ympt

oms

of o

vere

xpos

ure.

5.E

mer

genc

y pr

oced

ures

and

trea

tmen

t.6.

Flam

mab

ility

and

che

mic

al r

eact

ivity

info

rmat

ion.

Tra

nspa

renc

y N

o. 1

"Fed

eral

Haz

ard

Com

mun

icat

ion

Stan

dard

(H

azC

om)"

69

Sess

ion

III

page

4Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

m A

uto

Bod

y an

d R

epai

r U

nit

3.D

ispl

ay T

rans

pare

ncy

No.

2Y

our

empl

oyer

mus

t als

o pr

ovid

e yo

u w

ith:

1. A

wri

tten

copy

of

the

shop

's H

azar

dC

omm

unic

atio

n (H

azC

om)

Prog

ram

.

2. A

com

plet

e lis

t of

the

haza

rdou

s su

b-st

ance

s us

ed in

the

shop

. The

em

ploy

erm

ust c

ompi

le th

is li

st a

nd a

llow

wor

k-er

s to

see

it.

3.M

ater

ial S

afet

y D

ata

Shee

ts f

or a

llha

zard

ous

subs

tanc

es th

at y

ou a

reex

pose

d to

at w

ork.

The

em

ploy

er m

ust

keep

them

on

file

and

mak

e th

emav

aila

ble

to w

orke

rs u

pon

requ

est.

4. A

cop

y of

you

r m

edic

al r

ecor

ds.

5.A

ll co

mpa

ny m

onito

ring

dat

a fo

r to

xic

subs

tanc

es.

Fina

lly, y

ou s

houl

d kn

ow th

at y

ou h

ave

the

lega

l rig

ht to

cal

l OSH

A to

insp

ect a

wor

kpla

ce w

ithou

t rev

ealin

g yo

ur n

ame.

Tra

nspa

renc

y N

o. 2

"Add

ition

al W

orke

r R

ight

s"

9 1

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n Il

lpa

ge 5

ktM

ly lk

Tra

inin

g

How

to r

ead

a ch

emic

al c

onbi

ner

war

ning

labe

l

1.G

ive

stud

ents

Han

dout

No.

6. H

ave

them

iden

tify

the

type

of

info

rmat

ion

foun

d on

ach

emic

al w

arni

ng la

bel.

Ask

stu

dent

s:W

hat k

ind

of in

form

atio

n ca

n yo

u fi

nd o

n a

war

ning

labe

l?E

licit

stud

ents

' res

pons

es.

S2

Lab

els

are

an im

port

ant p

art o

f yo

ur e

m-

ploy

er's

Haz

ard

Com

mun

icat

ion

Prog

ram

.T

oget

her

with

the

Mat

eria

l Saf

ety

Dat

aSh

eets

(M

SDS'

s) c

hem

ical

labe

ls p

rovi

deyo

u w

ith th

e in

form

atio

n yo

u ne

ed to

kno

wto

wor

k sa

fely

with

che

mic

als.

Whe

n yo

u lo

ok a

t a w

arni

ng la

bel,

look

for

the

follo

win

g in

form

atio

n:

1. N

ame

of h

azar

d (n

ot th

e tr

ade

nam

e, b

utth

e ch

emic

al n

ame[

s]).

2.Se

veri

ty o

f ha

zard

.

A p

ictu

re o

f a

skul

l and

cro

ssbo

nes

mea

ns th

at a

che

mic

al is

hig

hly

toxi

c. I

tis

alw

ays

used

with

one

of

thes

e si

gnal

wor

ds: a

utis

m (

leas

t sev

ere)

, War

n i n

g(v

ery

seve

re)

or D

ange

r (m

ost s

ever

e).

3.Ph

ysic

al h

azar

ds.

Be

aler

t to

key

wor

ds li

ke F

lam

mab

lean

d C

ombu

stib

le. T

his

mea

ns th

ech

emic

al e

asily

igni

tes

or c

atch

es o

nfi

re.

Han

dout

No.

6"W

hat t

oL

ook

for

on a

War

ning

Lab

el"

93

Sess

ion

NI

page

6Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

m A

uto

Bod

y an

d R

epai

r U

nit

Inst

ruct

ions

2.R

efer

aga

in to

Han

dout

No.

6.

Ask

stu

dent

s:H

ow s

erio

us a

haz

ard

isW

hat a

re th

e he

alth

haz

ards

ass

ocia

ted

with

Wha

t inf

orm

atio

n on

the

labe

l tel

ls y

ouho

w to

use

safe

ly?

Wha

t are

the

firs

t aid

inst

ruct

ions

for

4

Hea

lth M

essa

ges

Als

o be

ale

rt to

the

wor

d C

orro

sive

. Aco

rros

ive

is a

sub

stan

ce th

at d

isso

lves

met

als

or o

ther

mat

eria

ls. I

t dam

ages

skin

and

oth

er h

uman

tiss

ues

upon

cont

act.

Exa

mpl

es o

f co

rros

ive

chem

i-ca

ls a

re r

ust r

emov

ers

and

batte

ryac

ids.

4.H

ealth

haz

ards

(e.

g. lu

ng ir

rita

nt, s

kin

irri

-ta

nt).

5.R

ecom

men

datio

ns f

or h

ow to

saf

ely

use

the

chem

ical

.

6.Fi

rst a

id in

stru

ctio

n, s

houl

d an

ove

rexp

o-su

re o

ccur

.

7. T

ype

of p

rote

ctiv

e eq

uipm

ent n

eede

d.

8. T

ype

of e

xtin

guis

her

to u

se f

or f

ire

figh

ting.

9.C

lean

ing

up s

pills

pro

perl

y.

10. C

orre

ct d

ispo

sal p

roce

dure

s.

Mat

enal

s/N

otes

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n 11

1pa

ge 7

Inst

ruct

ions

Wha

t typ

e of

pro

tect

ive

equi

pmen

t is

requ

ired

whe

n us

ing

Wha

t inf

orm

atio

n is

not

pro

vide

d on

this

che

mic

al w

arni

ng la

bel?

3. H

ave

stud

ents

dra

w a

line

to c

onne

ct th

ety

pe o

f in

form

atio

n to

look

for

on

a w

arni

ngla

bel t

o th

e ty

pe o

f in

form

atio

n av

aila

ble

for

4.C

olle

ct th

e ha

ndou

ts, r

evie

w f

orac

cura

cy,

and

retu

rn to

stu

dent

s to

kee

p as

a r

efer

-en

ce.

5.A

ltern

ativ

e: G

ive

each

stu

dent

Wor

kshe

etN

o. 3

, div

ide

stud

ents

into

grou

ps, a

ndas

sign

eac

h gr

oup

a co

mm

on c

hem

ical

foun

d in

the

shop

. Hav

e st

uden

ts f

ill o

utw

orks

heet

.

Rea

ssem

ble

stud

ents

and

dis

cuss

the

war

ning

labe

l of

each

che

mic

al.

Ask

stu

dent

s:W

here

mig

htyo

u go

for

mor

e in

form

atio

non

this

che

mic

al?

Hea

lth M

essa

ges

A c

ompl

ete

list o

f he

alth

eff

ects

, exp

osur

elim

its, t

he ty

pe o

f ex

tingu

ishe

r to

use

for

fire

fig

htin

g, h

ow to

cle

anup

spi

lls p

rope

rly

and

corr

ect d

ispo

sal p

roce

dure

s ar

e fi

vety

pes

of in

form

atio

n th

at m

ay n

ot b

e fo

und

on a

che

mic

al w

arni

ng la

bel.

If y

ou h

ave

any

ques

tions

abo

ut th

e su

b-st

ance

s af

ter

you

read

the

labe

l, lo

ok a

t its

MSD

S.

Mat

eria

ls/N

otes

Wor

kshe

et N

o. 3

"Che

mic

al W

arni

ng L

abel

"

Sess

ion

III

page

8Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tC

urri

culu

m A

uto

Bod

y an

d R

epai

r U

nit

Inst

ruct

ions

Hea

lth M

essa

ges

Act

ivily

C T

rain

ing

How

to r

ead

a M

ater

ial S

afet

y D

ab S

heet

1.G

ive

stud

ents

Han

dout

No.

7 a

nd h

elp

them

iden

tify

the

type

s of

info

rmat

ion

the

MSD

Spr

ovid

es w

orke

rs.

Ask

stu

dent

s:W

hat i

nfor

mat

ion

can

you

find

on

a M

ate-

rial

Saf

ety

Dat

a Sh

eet?

Elic

it st

uden

ts' r

espo

nses

.

Man

ufac

ture

rs o

f ha

zard

ous

prod

ucts

are

requ

ired

to p

rovi

de h

ealth

and

saf

ety

info

rmat

ion

abou

t the

m. T

his

info

rmat

ion

is p

rovi

ded

in th

e fo

rm o

f a

Mat

eria

l Saf

ety

Dat

a Sh

eet (

MSD

S).

The

MSD

S is

an

impo

rtan

t par

t of

your

em

-pl

oyer

's H

azar

d C

omm

unic

atio

n Pr

ogra

m,

and

your

em

ploy

er m

ust h

ave

one

for

ever

y ha

zard

ous

chem

ical

in y

our

wor

kpla

ce.

Eac

h M

SDS

cont

ains

pin

e ca

tego

ries

of

in-

form

atio

n ab

out a

che

mic

al, b

ut f

orm

atva

ries

fro

m m

anuf

actu

rer

to m

anuf

actu

rer.

Whe

n re

adin

g an

MSD

S yo

u ca

n fi

nd th

efo

llow

ing

info

rmat

ion:

SEC

TIO

N I

Nam

e of

che

mic

al, w

hom

akes

it, t

heir

add

ress

and

em

erge

ncy

phon

e nu

mbe

r, d

ate

prod

uced

.

SEC

TIO

N I

IH

azar

dous

ingr

edie

nts,

wor

ker

expo

sure

lim

its (

such

as

PEL

).

SEC

TIO

N I

IIPh

ysic

al a

nd c

hem

ical

cha

r-ac

teri

stic

s (s

uch

as b

oilin

g po

int,

appe

ar-

ance

and

odo

r un

der

norm

al c

ondi

tions

).

Mat

eria

ls N

otes

Han

dout

No.

7"H

ow to

Rea

da

Mat

eria

l Saf

ety

Dat

a Sh

eet"

Tea

cher

's N

ote:

The

MSD

Spr

ovid

es v

ital i

nfor

mat

ion

abou

t che

mic

als

you

use

onth

e jo

b. H

owev

er, s

omet

imes

info

rmat

ion

is in

com

plet

e,pa

rtic

ular

ly in

the

area

of

long

-te

rm e

ffec

ts. A

s a

resu

lt, o

ther

refe

renc

es m

ay h

ave

to b

eco

nsul

ted.

Tea

cher

's N

ote:

AL

A F

acts

heet

"How

to R

ead

a M

ater

ial S

afet

yD

ata

Shee

t" is

pro

vide

d to

you

in y

our

reso

urce

pac

ket. 99

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n Il

lpa

ge 9

Inst

ruct

ions

2.G

ive

each

stu

dent

Han

dout

No.

8, t

hesa

mpl

e M

SDS.

3.G

ive

each

stu

dent

Wor

kshe

et N

o. 4

and

ask

them

to a

nsw

er th

e qu

estio

ns u

sing

the

sam

ple

MSD

S.

4.G

ive

stud

ents

15

min

utes

to c

ompl

ete

Wor

kshe

ets.

5.R

evie

w e

ach

sect

ion

of th

e M

SDS

with

the

clas

s.

6.C

onve

y al

l hea

lth m

essa

ges.

0Se

ssio

n II

Ipa

ge 1

0

Hea

lth M

essa

ges

SEC

TIO

N I

VFi

re a

nd e

xplo

sion

haz

ard

data

(e.

g., f

lash

poi

nt o

f a

chem

ical

).

SEC

TIO

N V

Hea

lth h

azar

ds (

abso

rptio

nof

che

mic

als

into

the

body

, lon

g an

d sh

ort-

tc--

ni h

ealth

eff

ects

).

SEC

TIO

N V

IR

eact

ivity

dat

a (c

ondi

tions

that

cau

se th

e ch

emic

al to

rea

ct d

ange

r-ou

sly)

.

SEC

TIO

N V

IIPr

oper

cle

an u

p of

spi

lls.

SEC

TIO

N V

III

- Pr

otec

tive

mea

sure

s (s

ubst

i-tu

tion,

eng

inee

ring

con

trol

s su

ch a

s ve

nti-

latio

n re

quir

emen

ts, p

rote

ctiv

e eq

uipm

ent

and

clot

hing

, hyg

iene

pra

ctic

es).

SEC

TIO

N I

X S

tora

ge a

nC s

afe

hand

ling

proc

edur

es.

Com

pare

d to

the

war

ning

labe

l, th

e M

SDS

is a

mor

e de

taile

d so

urce

of

vita

l inf

orm

a-tio

n ab

out t

he c

hem

ical

s yo

u'll

be e

xpos

edto

in a

n au

to b

ody

and

repa

ir s

hop.

Mak

e su

re y

ou r

ead

the

MSD

S on

all

of th

ech

emic

als

you'

ll be

han

dlin

g be

fore

you

star

t the

job.

Tha

t way

you

'll b

e pr

epar

edto

wor

k sa

fely

.

Mat

eria

ls/N

otes

Han

dout

No.

8"S

ampl

e M

a-te

rial

Saf

ety

Dat

a Sh

eet"

Wor

kshe

et N

o. 4

"Mat

eria

lSa

fety

Dat

a Sh

eet"

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t t

&IO

W D

.' D

iscu

ssio

n

Bas

ic in

form

atio

n ab

out r

espi

rato

ts

1.D

iscu

ss tw

o ty

pes

of r

espi

rato

ry p

rote

ctio

nus

ed in

aut

o bo

dy a

nd r

epai

r sh

ops.

Ask

stu

dent

s:W

hen

shou

ld y

ou u

se a

res

pira

tor?

Elic

it st

uden

ts' r

espo

nses

.

Ask

stu

dent

s:W

hat a

re th

e na

mes

of

two

type

s of

res

pira

-to

rs u

sed

in th

e au

to b

ody

and

repa

irsh

op?

Elic

it st

uden

ts' r

espo

nses

.

1

If y

our

job

or ta

sk c

anno

t be

prot

ecte

d w

ithen

gine

erin

g co

ntro

ls, l

ike

loca

l exh

aust

vent

ilatio

n, y

ou n

eed

to w

ear

a re

spir

ator

.

The

re a

re tw

o ge

nera

l typ

es o

f re

spir

ator

s:1.

air

-pur

ifyi

ng r

espi

rato

rs, a

nd 2

. air

-su

pply

ing

resp

irat

ors.

Air

-pur

ifyi

ng r

espi

rato

rs. T

hey

incl

ude

stan

dard

air

pur

ifyi

ng r

espi

rato

rs a

ndpo

wer

ed a

ir-p

urif

ying

res

pira

tors

(PA

PR).

The

y re

mov

e co

ntam

inan

tsfr

om th

e ai

r th

roug

h a

filte

r m

echa

nism

.T

hey

mus

t not

be

used

in w

ork

in a

reas

whe

re th

ere

is n

ot e

noug

h ox

ygen

tosu

ppor

t lif

e or

whe

re to

xic

subs

tanc

esar

e pr

esen

t at h

igh

leve

ls.

Air

-sup

plyi

ng r

espi

rato

rs. T

hey

prov

ide

air

from

a c

lean

sou

rce

outs

ide

the

wor

k ar

ea. T

hese

can

be

used

in a

reas

with

low

oxy

gen

leve

ls (

like

conf

ined

spac

es)

and

in a

reas

whe

re h

igh

leve

lsof

toxi

c ch

emic

als

are

pres

ent.

103

Futu

re W

orke

r& E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n II

Ipa

ge 1

1

Inst

ruct

ions

Ask

stu

dent

s:W

hat l

egal

res

pons

ibili

ties

does

your

em

-pl

oyer

hav

e w

ith i.

espe

ct to

res

pira

tors

on

the

job?

Elic

it st

uden

ts' r

espo

nses

. Add

res

pons

es n

otm

entio

ned.

Ask

stu

dent

s:W

hy is

cho

osin

g th

e ri

ght r

espi

rato

r im

por-

tant

?

Ask

stu

dent

s:W

hy is

the

fit o

f th

e re

spir

ator

impo

rtan

t?

Ask

stu

dent

s:W

hat s

houl

d yo

u do

ifyo

ur r

espi

rato

r le

aks

or is

unc

omfo

rtab

le?

Ask

stu

dent

s:W

hat h

appe

ns to

a r

espi

rato

r if

it is

poo

rly

mai

ntai

ned?

Ask

stu

dent

s:W

hat a

re s

ome

of th

e lim

itatio

ns a

ssoc

i-at

ed w

ith r

espi

rato

r us

e?W

hat e

lse?

Add

res

pons

es n

ot m

entio

ned.

104

Sess

ion

III

page

12

Hea

lth M

essa

ges

It is

you

r em

ploy

er's

lega

l res

pons

ibili

ty to

:se

lect

the

prop

er r

espi

rato

r fo

r th

e jo

b.tr

ain

you

in h

ow to

pro

perl

y us

e ea

chre

spir

ator

.se

e th

at th

e re

spir

ator

fits

you

pro

perl

y.se

e th

at th

e re

spir

ator

is m

aint

aine

dan

d th

at p

arts

are

rep

lace

d w

hen

nece

ssar

y.

If th

e w

rong

res

pira

tor

and/

or f

ilter

is c

ho-

sen,

you

will

not

rec

eive

ade

quat

e pr

otec

-tio

n ag

ains

t bre

athi

ng h

azar

ds. F

or e

x-am

ple,

a d

ust r

espi

rato

r de

sign

ed o

nly

topr

even

t inh

alat

ion

of d

usts

will

do

noth

ing

to p

rote

ct y

ou f

rom

bre

athi

ng in

sol

vent

vapo

rs.

If y

our

resp

irat

or d

oes

not f

it yo

ur f

ace

prop

erly

, lea

king

will

occ

ur a

nd y

ou w

illno

t be

adeq

uate

ly p

rote

cted

. Res

pira

tors

that

leak

sho

uld

not b

e us

ed.

Alw

ays

repo

rt p

robl

ems

rega

rdin

g fi

t, co

rn-

fori

or

cond

ition

of y

our

resp

irat

or to

you

rem

ploy

er.

Res

pira

tors

gre

atly

lose

eff

icie

ncy

whe

nfi

lters

or

cart

ridg

es a

re n

ot c

hang

ed a

sof

ten

as r

equi

red.

Res

pira

tors

:

1.C

an b

e un

com

fort

able

to w

ear.

Mat

eria

ls N

otes

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t L'

Inst

ruct

ions

Ask

stu

dent

s:W

hat a

re th

e m

ost i

mpo

rtan

t thi

ngs

tore

-m

embe

r ab

out t

he u

se o

f re

spir

ator

s?E

licit

stud

ents

' res

pons

es.

1 4,

Hea

lth M

essa

ges

2. C

an b

e ha

rd to

fit

if a

per

son

has

a sm

all

face

, bea

rd o

r gl

asse

s. W

omen

can

be h

ard

to f

it be

caus

e th

ey m

ay h

ave

smal

ler

fram

es.

3. M

ay m

a be

app

ropr

iate

for

peo

ple

with

lung

or

hear

t dis

ease

bec

ause

bre

athi

ng is

mor

e di

ffic

ult.

The

refo

re, w

orke

rs w

ithth

ese

cond

ition

s w

ho a

re r

equi

red

tow

ear

a re

spir

ator

sho

uld

cons

ult t

heir

doc

tors

tohe

lp d

eter

min

e w

heth

er r

espi

rato

r use

isad

visa

ble

for

them

.

4. D

o no

thin

g to

red

uce

or e

limin

ate

the

haza

rd f

rom

a w

ork

area

. The

y m

erel

yfi

lter

the

air

inha

led

or p

rovi

de f

resh

air

.R

espi

rato

rs o

nly

prev

ent y

ou f

rom

inha

ling

cont

amin

ants

onc

e th

e ai

r ha

s be

com

e

Res

pira

tors

sho

uld

only

be

used

:

1. W

hen

engi

neer

ing

cont

rols

are

not p

os-

sibl

e.

2. W

hen

engi

neer

ing

cont

rols

are

not s

uffi

-ci

ent t

o re

duce

exp

osur

e.

3. O

n a

tem

pora

ry b

asis

whi

lea

com

pany

isw

aitin

g to

inst

all e

ngin

eeri

ng c

ontr

ols

(e.g

.,lo

cal e

xhau

st v

entil

atio

n, e

nclo

sure

of a

proc

ess)

.

4.D

urin

g sh

ort-

term

mai

nten

ance

proc

e-du

res.

Mat

eria

ls N

otes

107

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n II

Ipa

ge 1

3

2.G

ive

stud

ents

Han

dout

No.

9.

103

5.D

urin

g em

erge

ncy

proc

e-lu

res.

Mak

e su

re th

e re

spir

ator

you

use

has

bee

nce

rtif

ied

by th

e N

atio

nal I

nstit

ute

for

Occ

u-pa

tiona

l Saf

ety

and

Hea

lth (

NIO

SH).

For

mor

e in

form

atio

n on

res

pira

tory

pro

-te

ctio

n, a

sk y

our

regi

onal

OSH

A o

ffic

e to

send

you

cop

ies

of O

SHA

's S

tand

ard

(29

CFR

191

0.13

4) a

nd th

e A

mer

ican

Nat

iona

lSt

anda

rds

Inst

itute

(A

NSI

Z88

-19

80).

Use

this

han

dout

to r

emin

d yo

u of

the

basi

c in

form

atio

n yo

u ne

ed to

kno

w a

bout

the

prop

er u

se o

f re

spir

ator

s in

the

auto

body

and

rep

air

shop

.

Han

dout

No.

9"S

ix F

acts

You

Mus

t Kno

w A

bout

Res

pi-

rato

rs"

1 ti

Sess

ion

III

page

14

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Ses

sion

IV:

Pm

tect

ing

your

hea

lth in

the

auto

bod

y an

d re

pair

shop

thm

ugh

prob

lem

-sol

ving

Obj

ectiv

es:

Cog

nitiv

e: S

tude

nts

will

be

able

to:

Iden

tify

at le

ast f

our

step

s w

orke

rs c

an ta

ke if

exp

o-su

re to

a b

reat

hing

haz

ard

in th

e au

to b

ody

and

repa

ir s

hop

is s

uspe

cted

giv

en a

hyp

othe

tical

situ

atio

n. (

Hig

her

Ord

er T

hink

ing

Sldl

ls)

Iden

tify

attit

udes

that

hel

p or

hin

der

heal

th a

ndsa

fety

in th

e au

to b

ody

and

repa

ir s

hop

give

n a

hypo

thet

ical

situ

atio

n. (

Hig

her

Ord

er T

hink

ing

Skill

s)

Aff

ectiv

e: S

tude

nts

will

be

able

to:

Exp

ress

thei

r fe

elin

gs r

egar

ding

the

impo

rtan

ce o

fso

lvin

g he

alth

and

saf

ety

prob

lem

s in

the

auto

bod

yan

d re

pair

sho

p if

they

sus

pect

exp

osur

e to

abr

eath

ing

haza

rd.

Skill

s: S

tude

nts

will

be

able

to:

App

ly p

robl

em-s

olvi

ng s

kills

rel

ated

to e

xpos

ure

toa

brea

thin

g ha

zard

in th

e au

to b

ody

and

repa

irsh

op. (

Hig

her

Ord

er T

hink

ing

Skill

s)

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n IV

page

1

Act

iviti

esM

atet

ials

flo

oded

Est

imat

ed ti

ne

A. D

iscu

ssio

nA

ttitu

des

that

hel

p an

dhi

nder

hea

lth a

nd s

afet

y in

the

auto

body

and

rep

air

shop

Han

dout

No.

10a

"Atti

tude

sT

hat H

elp"

Han

dout

No.

10b

"Atti

tude

sT

hat H

inde

r"

15 M

inut

es

B. D

iscu

ssio

nW

hat t

o do

if y

ou th

ink

you'

re b

eing

exp

osed

to a

bre

athi

ngha

zard

in th

e au

to b

ody

and

repa

irsh

op

Wor

kshe

ets

Nos

. 5a,

5b,

5c,

5d

"Sce

nari

os"

Han

dout

No.

11

"Wha

t to

Do

IfY

ou T

hink

You

're B

eing

Exp

osed

to a

Bre

athi

ng H

azar

d at

Wor

k"

30 M

inut

es

TO

TA

L: 4

5 M

INU

ITS

112

113

Sess

ion

IVpa

ge 2

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Inst

ruct

ions

Hea

lth M

essa

ges

Mat

eria

ls/N

otes

Act

ivity

A: D

iscu

ssio

n

Atti

tude

stha

t hel

p an

d hi

nder

hea

lth a

nd s

afet

y in

the

auto

bod

y an

d re

pair

sho

p

1.G

ive

stud

ents

Han

dout

s N

o. 1

0a a

nd 1

0b.

2. C

ondu

ct a

bri

ef d

iscu

ssio

n w

ith s

tude

nts

on a

ttitu

des

that

hel

p an

d hi

nder

saf

ety

A.

the

job.

Con

vey

all h

ealth

mes

sage

s.

Ask

stu

dent

s:H

ow m

any

of y

ou w

ear

seat

bel

ts w

hen

driv

ing

in o

r ri

ding

in a

car

?H

ow m

any

of y

ou c

ross

the

stre

ets

agai

nst t

he li

ght?

How

man

y of

you

sm

oke

whe

n us

ing

chem

ical

s w

hile

you

wor

k on

you

r ca

rat

hom

e?

For

each

ask

:W

hich

atti

tude

(s)

best

des

crib

es w

hyyo

u do

or

do n

ot d

o th

is?

You

r at

titud

es to

war

d sa

fety

and

hea

lthm

ay in

flue

nce

whe

ther

you

are

will

ing

tota

ke p

reca

utio

ns a

gain

st b

reat

hing

haz

ards

in th

e au

to b

ody

and

repa

ir s

hop.

You

r at

titud

es m

ay a

lso

affe

ct h

ow y

ou f

eel

abou

t enc

oura

ging

oth

er w

orke

rs to

avo

idri

sks

in th

e sh

op.

Be

awar

e of

how

off

- an

d on

-the

-job

atti

-tu

des

may

be

affe

ctin

g yo

ur h

ealth

and

safe

ty a

t sch

ool a

nd a

t wor

k.

Han

dout

No.

10a

"Atti

tude

sT

hat H

elp"

Han

dout

No.

10b

"Atti

tude

sT

hat H

inde

r"

115

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n IV

page

3

Inst

ruct

ions

3. C

ondu

ct a

bri

ef d

iscu

ssio

n w

ith s

tude

nts

on a

ttitu

des

that

hel

p an

d hi

nder

saf

ety

inth

e sh

op. C

onve

y al

l hea

lth m

essa

ges.

Ask

stu

dent

s:If

ven

tilat

ion

is in

adeq

uate

, how

man

yof

you

alw

ays

wea

r a

resp

irat

or w

hen

expo

sed

to to

xic

chem

ical

s? F

or e

x-am

ple,

whe

n sa

ndin

g or

gri

ndin

g pa

ints

and

prim

ers?

How

man

y of

you

alw

ays

read

the

labe

ls b

efor

e us

ing

new

che

mic

als

inth

e sh

op?

How

man

y of

you

reg

ular

ly c

heck

to s

eeif

the

loca

l exh

aust

sys

tem

is w

orki

ng in

your

wor

k ar

ea?

For

each

ask

:W

hich

atti

tude

(s)

best

des

crib

es w

hyyo

u do

or

do n

ot d

o th

is?

liC

Hea

lth M

essa

ges

Mat

eria

ls N

otes 11

7

Sess

ion

IVpa

ge 4

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

Inst

ruct

ions

Hea

lth M

essa

ges

Mat

eria

ls N

otes

Act

ivity

B: D

iscu

ssio

n

Wha

t to

do if

you

thin

k yo

u ar

e be

ing

expo

sed

to a

bre

athi

ng h

azar

d in

the

auto

bod

y an

d re

pair

sho

p

1.D

ivid

e st

uden

ts in

to f

our

grou

ps. G

ive

each

gro

up o

ne s

cena

rio.

2. A

sk e

ach

grou

p to

app

oint

a r

ecor

der

tow

rite

dow

n th

e an

swer

s to

the

ques

tions

in th

e sc

enar

io.

3.G

ive

stud

ents

10

min

utes

to a

nsw

er q

ues-

tions

.

4.R

eass

embl

e st

uden

ts.

5. A

sk e

ach

reco

rder

to r

ead

scen

ario

and

solu

tions

.

6.A

sk c

lass

to a

dd s

olut

ions

not

men

tione

d.

7.R

ecor

d so

lutio

ns o

n ch

alkb

oard

.

8. S

umm

ariz

e co

mm

on s

teps

stu

dent

s id

en-

tifie

d.

113

The

Occ

upat

iona

l Saf

ety

and

Hea

lth A

ct(O

SHA

ct)

guar

ante

es a

"sa

fe a

nd h

ealth

ful

wor

kpla

ce"

to a

ll w

orki

ng p

eopl

e.

The

law

was

pas

sed

in r

espo

nse

to a

nin

crea

sed

reco

gniti

on o

f hi

gh r

ates

of

dise

ase

and

inju

ry in

Am

eric

an w

orkp

lace

s.

Enf

orce

men

t of

the

law

is d

iffi

cult

and

is a

nis

sue

of c

once

rn to

all

of u

s as

wor

kers

.

Wor

kers

pla

y an

impo

rtan

t rol

e in

the

en-

forc

emen

t pro

cess

.

Let

's g

ener

ate

a lis

t of

step

s a

wor

ker

mig

htta

ke to

see

that

his

or

her

righ

t to

a sa

fean

d he

alth

ful w

orkp

lace

is b

eing

car

ried

out.

To

do th

is le

t's d

iscu

ss s

ome

real

life

situ

atio

ns th

at c

ould

hap

pen

in th

e au

tobo

dy a

nd r

epai

r sh

op.

Wor

kshe

ets

Nos

. 5a,

5b,

5c,

5d

"Sce

nari

os"

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

tSe

ssio

n IV

page

5

Inst

ruct

ions

9.G

ive

Stud

ents

Han

dout

No.

11.

120

Sess

ion

IVpa

ge 6

Hea

lth it

essa

ges

Wha

t to

do if

you

thin

k yo

u ar

e be

ing

ex-

pose

d to

a b

reat

hing

haz

ard

at w

ork:

1.Fi

nd o

ut a

bout

the

haza

rd.

Con

sult

the

war

ning

labe

l.C

onsu

lt th

e M

SDS.

If s

till i

n do

ubt a

bout

a c

hem

ical

, cal

lth

e N

atio

nal I

nstit

ute

for

Occ

upa-

tiona

l Saf

ety

and

Hea

lth (

NIO

SH)

at1-

800-

35-N

IOSH

. The

y ca

n an

swer

your

que

stio

ns a

nd a

lso

prov

ide

you

with

ref

eren

ce in

form

atio

non

spe

cifi

c ha

zard

s an

d co

ntro

lm

etho

ds.

2.Fi

nd o

ut w

hat's

pre

sent

ly b

eing

don

eab

out t

he h

azar

d an

d w

heth

er it

isap

prop

riat

e.

Ask

to s

ee th

e co

mpa

ny's

Haz

Com

Prog

ram

.

3.D

ocum

ent a

ny s

ympt

oms

you

are

havi

ng w

hich

may

be

a re

sult

of e

xpo-

sure

to th

e ha

zard

.

Kee

p a

reco

rd o

f w

hen

they

occ

uran

d if

they

go

away

on

wee

kend

s or

vaca

tions

.A

sk c

o-w

orke

rs if

they

are

hav

ing

sim

ilar

sym

ptom

s.Se

e a

doct

or a

bout

test

s th

at m

ight

be a

vaila

ble

to d

eter

min

e if

ove

rex-

posu

re h

as o

ccur

red.

Mat

eria

ls N

otes

Han

dout

No.

11

"Wha

t to

Do

If Y

ou T

hink

You

're B

eing

Exp

osed

to a

Bre

athi

ng H

azar

dat

Wor

k"

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

Aut

o B

ody

and

Rep

air

Uni

t

4.T

alk

toyo

ur s

uper

viso

r an

d/or

oth

erco

mpa

ny p

erso

nnel

abo

ut th

e pr

oble

m.

5.C

onta

ct th

e he

alth

and

saf

ety

repr

esen

-ta

tive

for

your

uni

on if

you

are

a m

em-

ber

of o

ne.

6. S

eek

addi

tiona

l out

side

hel

p.

You

hav

e a

righ

t to

anon

ymou

sly

requ

est a

n in

spec

tion

of y

our

wor

kar

ea if

you

sus

pect

you

are

bei

ngex

pose

d to

a b

reat

hing

haz

ard.

Cal

l you

r un

ion

repr

esen

tativ

e, if

you

are

a m

embe

r of

one

, or

your

near

est O

SHA

off

ice

to f

ind

out t

hepr

oced

ure

for

requ

estin

g an

insp

ec-

tion.

122

123

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Cur

ricu

lum

'A

uto

Bod

y an

d R

epai

r U

nit

Sess

ion

IVpa

ge 7

Glo

ssar

y of

tent

s

AC

GIH

Am

eric

an C

onfe

renc

e of

Gov

ernm

enta

l Ind

ustr

ial

Hyg

ieni

sts.

Acu

te E

ffec

tA

n ad

vers

e ef

fect

upo

n th

e hu

man

bod

y fo

llow

-in

g a

shor

t exp

osur

e to

a d

ange

rous

sub

stan

ce o

r m

ater

ial.

An

acut

e re

actio

n or

illn

ess

occu

rs im

med

iate

ly a

fter

expo

sure

or

over

a s

hort

term

(us

ually

less

than

24

hour

s).

Aer

osol

sL

iqui

d dr

ople

ts o

r so

lid p

artic

les

disp

erse

d in

air

that

are

of

fine

eno

ugh

part

icle

siz

e (0

.01

to 1

00 m

icro

me-

ters

) to

rem

ain

so d

ispe

rsed

for

a p

erio

d of

tim

e.

AIH

AA

mer

ican

Ind

ustr

ial H

ygie

ne A

ssoc

iatio

n.

Air

Mon

itori

ngT

he s

ampl

ing

for

and

mea

suri

ng o

f po

lluta

nts

in th

e at

mos

pher

e.

Alv

eoli

Tin

y ai

r sa

cs in

the

lung

s.

Asp

hyxi

ant

Som

ethi

ng th

at p

reve

nts

you

from

bre

athi

ng o

rus

ing

oxyg

en.

Ast

hma

A lu

ng d

isea

se in

whi

ch th

e ai

r tu

bes

of th

e lu

ngs

are

tem

pora

rily

nar

row

ed b

y tig

hten

ed m

uscl

es, e

xces

s m

ucus

and

infl

amm

ed o

r sw

olle

n tis

sue.

Dur

ing

an a

sthm

a ep

i-so

de, p

eopl

e m

ay e

xper

ienc

e w

heez

ing,

cou

ghin

g an

ddi

ffic

ulty

in b

reat

hing

. Ast

hma

epis

odes

can

hap

pen

any-

time

and

may

be

mild

or

seve

re.

Car

cino

gens

Subs

tanc

es o

r ag

ents

that

can

cau

se c

ance

rw

hen

peop

le o

r an

imal

s ar

e ex

pose

d to

them

.

Cau

stic

A c

orro

sive

che

mic

al w

ith a

hig

h pH

(ba

se o

r al

ka-

line)

. Thi

s ch

emic

al c

an d

estr

oy ti

ssue

.

Cei

ling

Lim

itT

he m

axim

um c

once

ntra

tion

of a

che

mic

al,

dust

, or

phys

ical

age

nt th

at is

allo

wed

at a

ny ti

me

unde

rfe

dera

l sta

ndar

ds.

Cel

lsT

he b

uild

ing

bloc

ks o

f th

e bo

dy.

Cen

tral

Ner

vous

Sys

tem

(C

MS)

Bod

y sy

stem

mad

e up

of

the

brai

n an

d sp

inal

cor

d.

Che

mic

al N

ame

The

cor

rect

nam

e th

at f

ully

def

ines

the

chem

ical

com

posi

tion

of a

sub

stan

ce. "

Ben

zene

" an

d "3

,3-

dim

etho

zybe

nzid

ine"

are

che

mic

al n

ames

; "M

agic

Sol

ve"

and

"Red

EC

BS"

are

trad

e na

mes

. The

gen

eric

nam

e is

freq

uent

ly r

efer

red

to a

s th

e ex

act d

escr

iptio

n, b

ut it

actu

ally

ref

ers

to c

ateg

orie

s su

ch a

s m

etal

s or

sol

vent

s.

Chr

omos

ome

Part

of

the

cell'

s ge

netic

mat

eria

l. D

amag

e to

chro

mos

omes

can

cau

se h

arm

ful c

hang

es to

an

indi

vid-

ual's

bod

y an

d m

ay a

lso

resu

lt in

bir

th d

efec

ts.

Chr

onic

Bro

nchi

tisA

chr

onic

infl

amm

atio

n (s

wel

ling)

of

the

air-

way

s (b

ronc

hial

tube

s) d

ue to

infe

ctio

n or

tiss

ue +

Ale

.

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Aut

o B

ody

and

Rep

air

Uni

tG

loss

ary

page

1

Cha

otic

Eff

ect

An

adve

rse

effe

ct u

pon

the

hum

an b

ody

whi

chde

velo

ps f

rom

a lo

ng te

rm o

r fr

eque

nt e

xpos

ure

to a

har

m-

ful s

ubst

ance

suc

h as

a c

arci

noge

n. C

hron

ic e

ffec

ts o

rdi

seas

es m

ay n

ot s

how

up

for

year

s af

ter

expo

sure

.

Cili

aT

iny

hair

s lin

ing

the

insi

de o

f th

e ai

rway

s th

at s

trok

eup

war

d re

mov

ing

smal

l par

ticle

s fr

om th

e lu

ngs.

Com

bust

ible

A te

rm g

ener

ally

use

d to

des

crib

e an

y m

ater

ial,

chem

ical

, or

subs

tanc

e th

at c

an b

urn;

for

cla

ssif

icat

ion

purp

oses

com

bust

ible

sol

ids

are

mat

eria

ls th

at a

re c

om-

para

tivel

y di

ffic

ult t

o ig

nite

and

com

bust

ible

liqu

ids

have

afl

ash

poin

t of

100F

or

abov

e.

Com

fort

Zon

e -

Ave

rage

The

ran

ge o

f ef

fect

ive

tem

pera

ture

sov

er w

hich

the

maj

ority

(50

% o

r m

ore)

of

adul

ts f

eel c

om-

fort

able

.

Con

cent

ratio

nT

he a

mou

nt o

f a

chem

ical

, dus

t or

othe

r su

b-st

ance

s in

a g

iven

am

ount

of

air.

Exa

mpl

e: 5

0 m

icro

gram

sof

lead

in o

ne c

ubic

met

er o

f ai

r is

the

conc

entr

atio

n, (

50ug

/m3)

.

Con

tam

inan

tPo

ison

, tox

ic s

ubst

ance

anyt

hing

that

mak

esai

r, f

ood

or w

ater

dir

ty o

r un

fit f

or h

uman

con

sum

ptio

n.

Con

tact

Der

mat

itis

(See

Der

mat

itis)

Der

mat

itis

of th

e sk

in d

ueto

dir

ect c

onta

ct w

ith ir

rita

ting

subs

tanc

e.

12C

Con

usiv

eA

ny s

olid

, liq

uid

or g

as th

at d

isol

ves

met

al, b

urns

or d

estr

uctiv

ely

atta

cks

livin

g tis

sue

or a

noth

er s

ubst

ance

.C

orro

sive

che

mic

als,

suc

h as

str

ong

acid

s, a

lkal

is a

ndca

ustic

s, c

an c

ause

bur

ns a

nd ir

rita

tion

whe

n in

con

tact

with

hum

an s

kin.

Der

mat

itis

Infl

amm

atio

n of

the

skin

, suc

h as

red

ness

, ras

h,dr

y or

cra

ckin

g sk

in, b

liste

rs, s

wel

ling,

or

pain

. May

res

ult

from

exp

osur

e to

toxi

c or

abr

asiv

e su

bsta

nce.

Dilu

tion

Ven

tilat

ion

The

add

ition

of

fres

h ai

r to

a r

oom

to k

eep

conc

entr

atio

ns o

f co

ntam

inan

ts b

eow

a c

erta

in le

vel.

Age

nera

l sys

tem

is n

ot v

ery

effe

ctiv

e in

con

trol

ling

haza

rds,

sinc

e it

relie

s m

erel

y on

fre

sh a

ir to

dilu

te h

arm

ful s

ubst

ance

s.

Dus

tA

irbo

rne

solid

par

ticle

s th

at a

re c

reat

ed b

y w

ork

proc

-es

ses,

suc

h as

gri

ndin

g or

pul

veri

zing

.

Em

phys

ema

A s

ever

e di

seas

e in

whi

ch th

e w

alls

of

the

air

sacs

in th

e lu

ngs

stre

tch

and

brea

k. T

he r

esul

ts a

re b

al-

loon

-lik

e sp

aces

in th

e lu

ngs

whe

re li

ttle

exch

ange

of

oxyg

en a

nd c

arbo

n di

oxid

e ca

n ta

ke p

lace

. Peo

ple

with

seve

re e

mph

ysem

a fi

nd e

very

bre

ath

a di

ffic

ult o

ne.

Eng

inee

r* C

ontr

ols

Prev

entio

n of

wor

ker

expo

sure

to c

on-

tam

inan

ts b

y pr

oduc

tion

desi

gn o

r ve

ntila

tion,

rat

her

than

by f

orci

ng w

orke

rs to

wea

r pr

otec

tive

equi

pmen

t. O

SHA

regu

latio

ns r

equi

re e

xpos

ure

to a

irbo

rne

cont

amin

ants

tobe

han

dled

by

engi

neer

ing

cont

rols

rat

her

than

by

the

use

of r

espi

rato

rs w

here

ver

poss

ible

.

127

page

2Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tA

uto

Bod

y an

d R

epai

r U

nit

Glo

ssar

y

Bch

To

cut o

r ea

t aw

ay m

ater

ial w

ith a

cid

or o

ther

cor

ro-

sive

sub

stan

ce.

Exh

aust

Ven

tilat

ion

(Als

o kn

own

as L

ocal

Exh

aust

Ven

tilat

ion)

It r

emov

es a

ir c

onta

min

ants

fro

m w

orkp

lace

air

by

suck

ing

them

aw

ay n

ear

thei

r so

urce

s by

mea

ns o

f ho

ods,

can

o-pi

es, o

r du

cts.

Exh

aust

ven

tilat

ion

is th

e m

ost e

ffic

ient

mea

ns o

f co

ntro

lling

air

con

tam

inan

ts b

ecau

se it

mov

essm

alle

r ai

r vo

lum

es w

ith le

ss h

eat l

oss

(in

win

ter)

than

gene

ral e

xhau

st v

entil

atio

n.

Exp

losi

ve L

evel

The

con

cent

ratio

ns o

f ga

s in

air

whi

ch c

anex

plod

e. I

t is

usua

lly e

xpre

ssed

as

a ra

nge

betw

een

a"l

ower

exp

losi

ve le

vel"

(L

EL

) an

d an

"up

per

expl

osiv

ele

vel"

(U

EL

). I

t is

com

mon

ly m

easu

red

by a

n ex

plos

imet

erw

hich

rea

ds o

ut th

e co

ncen

trat

ion

of a

pos

sibl

y da

nger

ous

gas

in p

erce

nt p

er v

olum

e.

Low

er E

xplo

sive

(Fl

amm

able

) L

imit

The

low

est c

once

ntra

tion

ofa

com

bust

ible

fla

mm

able

gas

or

vapo

r in

air

that

will

prod

uce

a fl

ash

or f

ire.

Mix

ture

s be

low

this

con

cent

ratio

nar

e to

o "l

ean"

to b

urn.

Upp

er E

xplo

sive

(Fl

amm

able

) L

imit

The

hig

hest

con

cent

ratio

n of

a co

mbu

stib

le f

lam

mab

le g

as o

r va

por

in a

ir th

at w

illpr

oduc

e a

flas

h or

fir

e. M

ixtu

res

abov

e th

is c

once

ntra

tion

are

too

"ric

h" to

bur

n.

Exp

osur

eW

hen

a w

orke

r ta

kes

in a

toxi

c su

bsta

nce

bybr

eath

ing,

eat

ing,

ski

n ab

sorp

tion

or o

ther

mea

ns, h

e or

she

is e

xpos

ed to

that

sub

stan

ce. E

xpos

ure

is m

easu

red

aver

tim

e an

d in

am

ount

s (d

ose)

.

Filte

r, H

EPA

Hig

h ef

fici

ency

par

ticul

ate

air

filte

r th

at is

at

leas

t 99.

97%

eff

icie

nt in

rem

ovin

g th

erm

ally

gen

erat

edpa

rtic

les

with

a d

iam

eter

of

0.3u

.

Flam

mab

leA

term

gen

eral

ly u

sed

to d

escr

ibe

a m

ater

ial t

hat

is c

ompa

rativ

ely

easy

to ig

nite

and

that

bur

ns r

apid

ly; f

orcl

assi

fica

tion

purp

oses

, a f

lam

mab

le li

qu;d

is a

mat

eria

lth

at h

as a

fla

sh p

oint

bel

ow 1

00F.

Flas

h Po

int

The

low

est t

empe

ratu

re a

t whi

ch a

liqu

id g

ives

off

enou

gh v

apor

to f

orm

an

igni

tabl

e m

ixtu

re w

ith a

ir a

ndpr

oduc

e a

flam

e w

hen

a so

urce

of

igni

tion

is p

rese

nt.

Fum

eSm

all p

artic

les

that

bec

ome

airb

orne

whe

n a

solid

mat

eria

l is

heat

ed o

r bu

rned

. Exa

mpl

e: W

eldi

ng o

r le

adso

lder

cre

ates

lead

fum

es.

Gas

A f

orm

less

sha

pele

ss s

tate

of

mat

ter

sim

ilar

to a

ir w

hich

can

be c

hang

ed to

a li

quid

or

solid

sta

te o

nly

by th

e co

m-

bine

d ef

fect

of

pres

sure

and

tem

pera

ture

. Exa

mpl

es: C

ar-

bon

mon

oxid

e, o

xyge

n an

d hy

drog

en s

ulfi

de.

Gen

eral

Ven

tilat

ion

Les

sens

air

born

e co

ntam

inat

ion

by d

ilut-

ing

wor

kpla

ce a

ir b

y ce

iling

or

win

dow

fan

s.

Gen

eric

Nam

eT

he c

orre

ct n

ame

for

a w

hole

gro

up o

r cl

ass

ofsu

bsta

nces

whi

ch h

ave

sim

ilar

char

acte

rist

ics.

Hal

ogen

ated

Com

poun

d th

at c

onta

ins

a m

embe

r of

the

halo

gen

grou

p of

ele

men

ts: f

lour

ine,

chl

orin

e, b

rom

ine,

iodi

ne.

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Aut

o B

ody

and

Rep

air

Uni

t

129

Glo

ssar

ypa

ge 3

Haz

ard

Aba

thm

ent

The

pro

cess

of

cont

rolli

ng a

nd e

limin

atin

gha

zard

s.

Haz

ard

Com

mun

icat

ion

Stan

den'

The

sta

ndar

d cr

eate

d by

OSH

Ath

at r

equi

res

empl

oyer

s to

info

rm a

nd tr

ain

wor

kers

abo

utth

e ha

zard

s of

che

mic

als

they

han

dle.

Haz

Com

Pro

gram

The

trai

ning

pro

gram

that

em

ploy

ers

mus

tpr

ovid

e to

wor

kers

con

cern

ing

the

safe

han

dlin

g of

toxi

cch

emic

als.

Haz

ardo

us M

ater

ial

A s

ubst

ance

or

mat

eria

l whi

ch, i

f ha

ndle

dim

prop

erly

, has

the

pote

ntia

l of

caus

ing

harm

to h

ealth

,pr

oper

ty o

r th

e en

viro

nmen

t.

Haz

ardo

us W

aste

Was

te m

ater

ial r

egul

ated

by

the

Res

ourc

eC

onse

rvat

ion

and

Rec

over

y A

ct (

RC

RA

) as

a s

ubst

ance

that

can

cau

se h

arm

to h

uman

hea

lth o

r th

e en

viro

nmen

t if

hand

led

impr

oper

ly.

Hea

lth H

azar

dA

ny ty

pe o

f jo

b-re

late

d no

ise,

dus

ts, g

ases

,to

xic

chem

ical

s, s

ubst

ance

s, o

r da

nger

ous

wor

king

con

di-

tion

whi

ch c

ould

cau

se a

n ac

cide

nt, i

njur

y, d

isea

se o

rde

ath

to w

orke

rs.

Indu

shia

l Hyg

iene

The

tech

nica

l spe

cial

ty c

once

rned

with

the

reco

gniti

on, e

valu

atio

n an

d el

imin

atio

n of

wor

kpla

ceha

zard

s. I

ndus

tria

l hyg

ieni

sts

stud

y ve

ntila

tion

tech

niqu

esan

d ot

her

engi

neer

ing

cont

rols

, as

wel

l as

met

hods

for

dete

rmin

ing

the

iden

tity

and

conc

entr

atio

n of

che

mic

al,

phys

ical

and

rad

iatio

n ha

zard

s.

130

Infl

amm

able

Mea

ns th

e sa

me

thin

g as

fla

mm

able

: a m

ater

ial

that

can

bur

n ea

sily

.

Infl

amm

atio

nA

con

ditio

n of

the

body

or

port

ion

of th

e bo

dych

arac

teri

zed

by s

wel

ling,

red

ness

, pai

n an

d he

at.

Inge

stio

nThe

pro

cess

of

taki

ng a

sub

stan

ce th

roug

h th

e m

outh

.

Inha

latio

nT

he p

roce

ss o

f br

eath

ing

som

ethi

ng in

to th

e lu

ngs.

Isol

atio

n or

Enc

losu

reT

he is

olat

ion

of a

dan

gero

us p

roce

ssby

mov

ing

it to

one

par

t of

the

plan

t and

pro

vidi

ng it

with

spec

ial p

rote

ctiv

e fe

atur

es. F

or e

xam

ple,

spe

cial

boo

ths

for

spra

y pa

intin

g ca

n be

use

d to

pro

tect

wor

kers

aga

inst

pain

t fum

es.

Lat

ent P

erio

dT

he ti

me

that

ela

pses

bet

wee

n ex

posu

re a

ndth

e fi

rst m

anif

esta

tion

of d

amag

e.

Loc

al E

ffec

tM

eans

that

the

actio

n of

the

chem

ical

take

spl

ace

at th

e po

int o

f co

ntac

t, su

ch a

s de

rmat

itis

caus

ed b

ysk

in c

onta

ct w

ith s

olve

nts.

(C

ompa

re w

ith s

yste

mic

eff

ect)

.

Mat

eria

l Saf

eb, D

ata

Shee

tPr

oduc

t spe

cifi

c sh

eet p

repa

red

byth

e pr

oduc

t's m

anuf

actu

rer

to p

rovi

de in

form

atio

n re

gard

-in

g th

e pr

oduc

t's p

oten

tial h

azar

ds a

nd p

reve

ntat

ive

proc

edur

es.

Mg/

Ms

Mill

igra

ms

per

cubi

c m

eter

of

air.

A u

nit f

or m

easu

ring

the

amou

nt o

r de

nsity

of

a ch

emic

al o

r su

bsta

nce

in th

e ai

r.

13i

page

4Fu

ture

Wor

kers

' Edu

catio

n Pr

ojec

tA

uto

Bod

y an

d R

epai

r U

nit

Glo

ssar

y

Mid

Air

born

e liq

uid

drop

lets

that

are

cre

ated

by

a ga

s go

ing

into

the

liqui

d st

ate

or b

y a

liqui

d fo

amin

g, b

eing

spl

ashe

dor

ato

miz

ed. E

xam

ples

: oil

mis

t fro

m c

uttin

g, g

rind

ing,

or

from

pre

ssur

e: p

aint

mis

ts f

rom

spr

ayin

g.

Muc

ous

Mem

bran

eT

he m

oist

, sof

t cov

erin

g of

the

nose

,m

outh

and

lini

ng o

f ey

es.

Mut

atio

nA

cha

nge

(usu

ally

har

mfu

l) in

the

gene

tic 'm

ater

ial

of c

ell.

Whe

n it

occu

rs in

the

sper

mor

egg

, the

mut

atio

nca

n be

pas

sed

on to

fut

ure

gene

ratio

ns.

NIO

SHN

atio

nal I

nstit

ute

for

Occ

upat

iona

l Saf

ety

and

Hea

lth,

U.S

. Pub

lic H

ealth

Ser

vice

. NIO

SH is

res

pons

ible

for

con-

duct

ing

rese

arch

to m

ake

Am

eric

a's

wor

kpla

ces

heal

thie

ran

d sa

fer.

OSH

AO

ccup

atio

nal S

afet

y an

d H

ealth

Adm

inis

trat

ion,

U.S

.D

epar

tmen

t of

Lab

or. T

his

is a

fed

eral

age

ncy

whi

chse

tsan

d en

forc

es r

egul

atio

ns g

over

ning

occ

upat

iona

l exp

o-su

res

of w

orke

rs.

PaPe

rmis

sibl

e E

xpos

ure

Lim

itth

e hi

ghes

t ave

rage

con

-ce

ntra

tion

of a

sub

stan

ce in

the

air

that

a w

orke

r can

saf

ely

be e

xpos

ed to

ove

r an

eig

ht-h

our

wor

k pe

riod

. A lo

w P

EL

indi

cate

s a

subs

tanc

e is

ver

y to

xic.

For

exa

mpl

e, th

e PE

Lfo

r be

nzen

e is

1 p

pm. C

ompa

re th

is w

ith th

e PE

L f

orac

e-to

ne w

hich

is 2

50 p

pm. T

he P

EL

is a

lega

l lim

it.

132

Pers

onal

Pro

tect

ive

Equ

ipm

ent

Dev

ices

wor

n by

wor

kers

topr

otec

t the

m a

gain

st w

ork-

rela

ted

haza

rds

such

as

air

cont

amin

ants

, fal

ling

mat

eria

ls, a

nd n

oise

. Whi

le it

isim

port

ant t

o w

ear

such

equ

ipm

ent w

hen

requ

ired

, it

shou

ld b

e re

mem

bere

d th

at th

ese

devi

ces

usua

lly o

nly

prov

ide

min

imal

pro

tect

ion

to w

orke

rs a

nd s

houl

d on

lyha

ve to

be

wor

n w

hen

all o

ther

eff

orts

hav

e be

en in

itiat

edto

cor

rect

an

unsa

fe w

orki

ng e

nvir

onm

ent.

Exa

mpl

es o

fpe

rson

al p

rote

ctiv

e eq

uipm

ent i

nclu

de h

ard

hats

, ear

plug

s, r

espi

rato

rs a

nd s

teel

toe

wor

k sh

oes.

PPM

Abb

revi

atio

n fo

r pa

rts

per

mill

ion;

the

ratio

of

the

amou

nt o

f a

subs

tanc

e to

the

amou

nt o

f ai

r. 1

par

t ben

zene

vapo

r pe

r m

illio

n pa

rts

of a

ir =

lppm

.

Proc

ess

Cha

nge

The

cha

ngin

g of

an

entir

e pr

oces

s to

pro

tect

wor

kers

aga

inst

bre

athi

ng h

azar

ds. F

or e

xam

ple,

bru

shpa

intin

g or

dip

ping

can

rep

lace

spr

ay p

aint

ing.

Som

em

etal

s ca

n be

join

ed b

y cr

impi

ng in

stea

d of

wel

ding

.

Rea

ctiv

ityA

n in

dica

tion

of th

e st

abili

ty o

f a

chem

ical

whe

nex

pose

d to

nor

mal

env

iron

men

tal c

ondi

tions

.

Rou

te o

f E

nby

The

pat

h by

whi

ch c

hem

ical

s ca

n en

ter

the

body

. The

re a

re 3

mai

n ro

utes

of

entr

y; in

hala

tion,

inge

s-tio

n, a

nd s

kin

abso

rptio

n.

Scav

enge

r ce

ll or

mac

roph

ages

(m

ak-r

o-fa

ies)

Cel

ls th

at m

ove

thro

ugh

the

lung

tiss

ue a

nd d

iges

t par

ticle

s th

at g

et p

ast

the

nose

, thr

oat,

and

uppe

r ai

rway

s, a

nd d

eepe

r in

to th

elu

ngs.

The

y ca

nnot

des

troy

all

part

icle

s.

133

Futu

re W

orke

rs' E

duca

tion

Proj

ect

Aut

o B

ody

and

Rep

air

Uni

tG

loss

ary

page

5

Seco

ndha

nd S

mok

eH

as tw

o m

ajor

com

pone

nts.

Mai

nsbe

am s

mok

ew

hich

the

smok

er p

ulls

thro

ugh

the

mou

thpi

ece

whe

n he

or

she

inha

les

or p

uffs

and

then

exha

les

into

the

air.

Side

stre

am s

mok

eis

fro

m th

e bu

rnin

g en

d of

the

ciga

rette

whi

ch a

non

smok

er in

hale

s w

hene

ver

he o

r sh

e is

arou

nd s

omeo

ne w

ho is

sm

okin

g. S

ides

trea

m s

mok

eac

tual

ly h

as h

ighe

r co

ncen

trat

ions

of

som

e ha

rmfu

lco

mpo

unds

then

the

mai

nstr

eam

sm

oke

inha

led

by th

esm

oi-,

er

Sens

itize

rA

3ub

stan

ce th

at c

ause

s an

indi

vidu

al to

rea

ctw

hen

subs

eque

ntly

exp

osed

to th

e sa

me

or o

ther

irri

tant

,as

in a

ski

n re

actio

n or

alle

rgy.

Shor

t-T

enn

Exp

osur

e L

imit

(Ma)

A s

tand

ard

for

the

perm

is-

sibl

e oc

cupa

tiona

l exp

osur

e lim

it fo

r a

brie

f tim

e (n

ot o

ver

15 m

inut

es).

Usu

ally

onl

y fo

ur s

hort

exp

osur

es a

day

are

perm

itted

, eac

h at

leas

t 60

min

utes

apa

rt.

Solv

ent

Any

sub

stan

ce, b

ut u

sual

ly a

liqu

id, t

hat i

s us

ed to

diss

olve

ano

ther

sub

stan

ce. S

olve

nts

are

used

in th

eau

tobo

dy a

nd r

epai

r sh

op to

rem

ove

grea

se f

rom

par

tsan

d to

sof

ten

coat

ings

suc

h as

pai

nts.

134

Syne

rgis

ticW

hen

two

agen

ts a

re ta

ken

toge

ther

, the

har

mfu

lef

fect

is f

ar g

reat

er th

an th

e su

m o

f ef

fect

s w

hen

each

ista

ken

sepa

rate

ly.

Syst

emic

Eff

ect

A c

hem

ical

's e

ffec

t on

the

body

that

take

spl

ace

som

ewhe

re o

ther

than

at t

he p

oint

of

cont

act.

For

exam

ple,

som

e pe

stic

ides

are

abs

orbe

d th

roug

h th

e sk

in(p

oint

of

cont

act)

, but

aff

ect t

he n

ervo

us s

yste

m (

site

of

actio

n).

Ter

atog

enSu

bsta

nces

or

agen

ts th

at c

ause

bir

th d

efec

ts in

offs

prin

g.

Thr

esho

ld L

imit

Val

ue (

RV

)T

he A

CG

IH r

ecom

men

ded

limit

allo

wed

for

wor

ker

expo

sure

to to

xic

chem

ical

s, s

ub-

stan

ces,

and

air

born

e co

ntam

inan

ts. I

t is

belie

ved

that

aw

orke

r ca

n be

rep

eate

dly

expo

sed

to th

e T

LV

with

out

adve

rse

effe

cts.

How

ever

, in

man

y ca

ses

the

curr

ent T

LV

'sar

e no

t set

low

eno

ugh

to p

rote

ct w

orke

rs o

r th

eir

off-

spri

ng. T

his

is a

rec

omm

enda

tion

only

, not

a le

gal l

imit.

Tim

e W

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7

AMERICAN

ASSOCIATION'LUNGThe Chr.stmas Seal I 't wk

Handouts. Auto Body and Repair

0 1

2160 1

4e

eft's

5411,4,4't 717fr::(6

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Circle what's wrong. Explain why.

Future Workers Education Project Auto Body and Repair Unit Handout #1 AMERICAN t LUNG ASSOCIATION'

10/90

Story of Beth

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4,

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Beth has worked as a mechanic at Enson's Auto Body and Repair since graduating from highschool about five years ago. She recently quit smoking and wants to work in a smoke-freeenvironment. Smoking is still allowed in some areas of the shop where she works, includingthe lunch room. What can she do?

List your solutions.

Future Workers' Education Prolect Auto Body and Repair Unit Handout #2a AMERICAN t I UNG ASSOCIATION'

2160 2A

3

10/90

2160.213

Story of Ray

Ray does auto body work at A.J. Fender Repair, Inc. He is a smoker who is aware thatsmoking is particularly hazardous in the auto body shop. Since he is unable to quit, whatcan he do to protect himself from the harmful effect of smoking and other toxic substancesat work?

List your solutions.

Future Workers' Education Project Auto Body and Repair Unit Handout #2b AMERICAN t LUNG ASSOCIATION'

fa

7

010190

Purpose:Dillon's Auto Body is dedicated to providing a healthful, comfortable and productive workenvironment for its workers. Secondhand smoke, or involuntary smoking, can be cause ofdisease, including lung cancer, in healthy nonsmokers. The simple separation of smokersand nonsmokers within the same air space may reduce, but does not eliminate, the exposureof nonsmokers to environmental tobacco smoke. This goal can only be achieved by protect-ing nonsmokers from secondhand smoke and by helping workers adjust to not smoking atwork. Therefore, effective 1, 199 , the Dillon's Auto Body Companyshall be entirely smoke-free.

Smoking Will Be Prohibited Within Company Owned cr Leased Buildings Includingany area where a fire or safety hazard exists elevators, hallways, lobbiescompany vehicles lunch roomscommon work areas rest roomsmanufacturing areas meeting roomsprivate offices

This policy applies to all workers, clients, contractors and visitors.

This policy is being announced six months in advance of complete implementation and willbe phased in over a period of six months to facilitate a smooth transition to a smoke-freeworkplace.

Assistance for Smokers:Surveys reveal that more than 2/3 of smokers want to quit. Workers who smoke and wantassistance in quiting are encouraged to participate in the American Lung Association's stop-smoking programs offered by this company.

EnforcementThe success of this policy will depend upon the thoughtfulness, consideration and coopera-tion of smokers and nonsmokers. All workers share in the responsibility for adhering to andenforcing the policy. Any problems should be brought to the attention of the appropriatesupervisor and handled through the normal chain of command. Workers who violate thispolicy will be subject to the same disciplinary actions that accompany infractions of othercompany rules.

Company President Dillon's Auto Body Date

Remember:The best method of protecting workers from the dangerous consequences of tobacco smokeis to create a totally smoke-free environment.

Future Workers Education Project Auto Body and Repair Unit Handout #3AMERICAN t LUNG ASSOCIATION"

1

dIP!

II III 1 IIProcess Breathing Hazard

Body Fiberglass and polyester resinRepair containing styrene

Health Effects

(Fiberglass)Skin, eye, nose and throat iritation, temporary shortness of breathWhen inhaled may cause lung damage

(Styrene) vapors irritate eyes, nose and airways and cause severe itchingand tearing. High levels cause headaches, drowsiness and fatigue.Prolonged exposure may cause blood, liver, and possible reproductivedamage

Welding fumesand gases

Chromic acid andChrome metal fumes

Metal Fume Fever flu-like symptoms which develop 4-12 hours afterexposure to metal fumes during welding, brazing or cutting. Welding gases(nitrogen oxide and ozone) are lung irritants. Welders are also at a higherrisk of developing bronchitis, emphysema and lung scarring. Exposure tonickel and chromium fumes generated during arc welding of stainless steelmay be associated with increased risk of lung cancer. Be sure to be alert toearly signs of irritation to fumes and gases, they may be a sign of ventila-tion problems

It is a severe irritant and causes ulceration of mucous membranes. Hexaval-ant chromium is suspected of causing cancerSkin damage, perforation of nasal septum

Future Workers Education Project Auto Body and Repair Unit Handout #4.1AMERICAN t LUNG ASSOCIATION*

2160-4S

a

Process Breathing Hazard

Prepairing Epoxy resinsto paint

71airir

1 a :II I III I

Heath Effects

Skin rashes and respiratory irritant

Painting Isocyanates and partiallypolymerized polyurethanes

Isocyanates can cause respiratory sensitization leading to a chronicasthma-like condition

Chromates (primarily lead andzinc chromates)

Clean-up Solvents

Always check the label to deter-mine health effects and properprecautions. Some solvents aremore hazardous and requiregreater precautions.

Engine Carbon monoxidetuningand repair

Skin and nasal irritationSkin ulceration and lung cancer

Eye and skin irritatation and dermatitisHeadache, dizziness, nausea, sleepinessProlonged exposure can cause permanent damage to nervous system,kidneys and liver, cancer and reproductive damageIn a confined space with poor ventilation unconsciousness, death

Radiator Lead and silver solder (Cadmium)andElectricalRepair

Weakness, nausea, dizziness, headache, blurred visionLoss of memory and visual sharpnessHigh concentration is fatal

Irritability, sleep loss, joint painDamage to blood components, anemia, damage to brain and nervoussystems, sterility and birth defects

145 143

AMERICAN LUNG ASSOCIATIONFuture Workers Education Project Auto Body and Repair Unit Handout #4.2

2160-4S

a

Pmcess Breathing Hazard

Li

I I I a I I I II

Health Effects

Battery Sulfuric acid mists Irritation to skin, mucous membranes, and lungs, dffficulty breathingCleaning, Tooth decay, lung diseaseRepairandCharging

Brake and Asbestos Irreversible lung scarring (asbestosis), lung cancer, rare cancer of chestClutch and abdominal cavityRepair

Making Cutting oil fumes Skin and respiratory irritationnew parts, and oil smoke Possible skin, stomach and lung cancerreplacing Lung irritation leading to chemical pneumoniaparts

Zinc and copper fumes "Metal fume fever," a flu-like condition with symptoms of fatigue, nausea,fever and cough that lasts several daysChronic cough and shortness of breath

147 14L'i

Future Workers Education Project Auto Body and Repair Unit Handout #4.3 AMERICAN LUNG ASSOCIATION'. - .., ,

2160-4S10/90

"w3t

aa

Body Repair

Breathing Hazard Major Source(s)

Fiberglass andpolyester i esincontainingstyrene

Filler in body work,firewall insulation,components of glass-pack mufflers

I I I

Health Effects

Before fillers harden,styrene vapor may beinhaled

(Fiberglass)Skin, eye, nose and throat iritation, temporaryshortness of breathWhen inhaled may cause lung damage

Methods of Protection

Local exhaust ventilation with hoodMake sure exhaust system is pulling air awayfrom body not toward itWear dust respirator when sanding orgrinding fillers

(Styrene) vapors irritate eyes, nose and airwaysand cause severe itching and tearing Highlevels cause headaches, drowsiness andfatigue Prolonged exposure may cause blood,liver, and possible reproductive damage

Welding fumesand gases

Arc and torch,welding. brazing,torch cutting in bodywork

Metal Fume Fever flu-like symptomswhich develop 4-12 hours after exposure tometal fumes during welding, brazing orcutting Welding gases (nitrogen oxide andozone) are lung irritants Welders are alsoat a higher risk of developing bronchitis,emphysema and lung scarring Exposure tonickel and chromium fumes generatedduring arc welding of stainless steel may beassociated with increased risk of lungcancer Be sure to be alert to early signs ofirritation to fumes and gases. they may be asign of ventilation problems

Always find out what ingredients are in thebase metal, electrode, or wire fillerUse less hazardous materials (i e cadium-free silver solder)Local exhaust ventilation with hoodMake sure exhaust system is pulling air awayfrom body not toward itWhere ventilation is not adequate or ifwelding in a confined place, wear a NIOSH-approved fume or supplied-air respirator Theexact type will depend on the fumes, gasesand dust generated in the welding processWear protective clothing

Chromic acid andChrome metalfumes

Plating. metal cleaning

Welding on stainlesssteel or chrome

It is a severe irritant and causes ulcerationof mucous membranes. Hexavalantchromium is suspected of causing cancerSkin damage, perforation of nasal septum

Local exhaust ventilation with hoodMake sure exhaust system pulls air away fromthe body, not toward the bodyWhere ventilation is inadequateand workers areexposed to a carcinogen, NIOSH recommendsthat only the most protective respirator beused, starting with an air supplying respiratorWear protective clothing

14:)

Future Workers' Education Project Auto Body and Repair Unit Handout #4.1 AMERICAN t LUNG ASSOCIAT

c-)10/90

1

Prepairing topaint

Breatlag Hazard Major Swee(s)

Epoxy resins Patching compounds

Health Weds

Skin rashes and respiratoly irritant


a I

Local exhaust ventilation with hood Exhaustsystem should pull air away from body nottoward itWhere ventilation is inadequate, use anorganic vapor respiratorRubber gloves for patching compounds

Painting Isocyanates and Polyurethane paints Isocyanates can cause respiratory sensitiza- Local exhaust ventilation with hood Exhaustpartially polymer- (enamel, varnish, lion leading to a chronic asthma-like system should pull air away from the body,Ind polyure- topcoats), primers condition not toward itthanes Where ventilation is inadequate, use an

organic vapor respiratorSpecial booth for spray paintingWhen grinding, sanding, mixing or sprayingpaints containing isocyanates, wear a positivepressure air supplying respirator even inspray booth. Check the label and/or theMaterial Safety Data Sheet and follow instruc-tions for personal protective equipment

Chromates Pigments in brightly Skin and nasal irritation Local exhaust ventilation with hood. Exhaust(primarily lead colored paints, Skin ulceration and lung cancer (NIOSH- system should pull air away from the body,and zinc chro- primers carcinogen) not toward itmates) Where ventilation is inadequate and workers are

exposed to a carcinogen, NIOSH recommendsthat only the most protective respirator beused, starting with an air supplying respiratorSpecial booth for spray paintingRubber gloves for patching compounds

15"i

Future Workers' Fducation Project Auto Nxly and Repair Unit Handout #4.2AMERICAN LUNG ASSOCIATION

10/90

AIWA,

Process

a I I

Breathing Hazard Major Swee(s) Health Effects Methods of Protection

Clean-up

Engine tuningand repair

Solvents

Always check thelabel to determinehealth effects andproper precau-tions Somesolvents are morehazardous andrequire greaterprecautions

Carbon monoxide

Paint and gluethinners, cleaningagents

Gasoline and dieselexhaust from heaters,cigarette smoke,certain paint removers(those containingmethylene chloride)

Eye and skin irritatation and dermatitisHeadache, dizziness, nausea, sleepinessProlonged exposure can cause permanentdamage to nervous system, kidneys and liver,cancer and reproductive damageIn a confined space with poor ventilationunconsciousness, death

Weakness, nausea, dizziness, headache,blurred visionLoss of memory and visual sharpnessHigh concentration is fatal

Use less-hazardous materials (i.e ,

chloroethane instead of trichloroethylene)Local exhaust ventilation with hoodWhere ventilation is Inadequate, use anorganic cartridge respiratorGoggles particularly when degreasing partsor spray painting where splashing may occurWear protective rubber gloves check labelfor correct glovesSolvent tank should be equipped with exhaustsystem to outside of buildingDo not smoke or use solvents around openflameUse proper storage and disposal methodsNEVER wash hands with solventsClean up spills immediatelyFlush eyes for 15 minutes with water if solventsplashes in the eye

Local exhaust ventilation with hood.Make sure exhaust system is pulling air frombody, not toward itExhaust ventilation hose that hooks totailpipe. Make sure hose pumps exhaustoutside or undergroundDon't smoke

Radiator and Lead and silverElectrical solder (Cadmium)Repair

Soldering and brazingoperations; used asfiller in radiator repair;(primers, dryers,fillers)

irritability, sleep loss, joint painDamage to blood components, anemia,damage to brain and nervous systems,sterility and birth defects

1 5 3

Use less-hazardous materials (i.e., cadmium-free silver solder)Local exhaust ventilation with hoodMake sure exhaust system is pulling air awayfrom body, not toward itWear protective equipmentWhen local exhaust ventilation is not ade-quate, use a fume-filter cartridge respiratorProtective goggles with a shade number of atleast 4Use leather protective gloves to handlltiotmetals

Future Workers' Education Project Auto Body and Repair Unit Handout #4.3

4AMERICAN t LUNG ASSOCIATION

'MCP. I,On

10/90

Process

BatteryCleaning,Repair andCharging

a

11

Breathing Hazard

Ia

Major Salm(s) Heafth Effec s

; SA;71-.,7-7,4"-'

>


Sulfuric acid mists Battery rechargingequipment

Irritation to skin, mucous membranes, andlungs, difficulty breathingTooth decay, lung disease

Local exhaust ventilation with hoodMake sure exhaust system is pulling air awayfrom body, not toward itFull face cartridge respirator with acid gascannisterWear tubber glovesNo smoking the hydrogen that comes fromcharging is explosive!

Brake andClutch Repair

Asbestos Brake and clutch Irreversible lung scarring (asbestosis), lungrepair, brake shoes, or cancer, rare cancer of chest and abdominaldisc pads found in old cavityinventory, older cars,even newer cars withspecial application

Local exhaust ventilation with hoodMake sure exhaust system is pulling air frombody, not toward itHigh Efficiency Particulate Air (HEPA) vacuumfor arcing, grinding or drilling of asbestos brakeshoes and clutchesWhere ventilation is inadequate (no HEPAvacuum) use air supplying or a powered airpurifying respirator with a high-efficiencyparticulate filter approved for asbestosNever use compressed air to clean brake orclutch liningsFor clean-up use wet mop. Never dry sweepSealed and labelled bags or containers for dustcollectionUse disposable suit when doing asbestos brakeand clutch work

Making newparts,replacingparts

Cutting oil fumesand oil smoke

Machine operations, Skin and respiratory irritationsuch as making new Possible skin, stomach and lung cancershafts On a metal lathe. Lung irritation leading to chemicaldrill press operations. pneumoniaBurnoff from oilyengines releases oilsmoke.

Zinc and copperfumes

Welding, brazing ortorch cutting ofgalvanized metals

155

"Metal fume fever," a flu-like condition withsymptoms of fatigue, nausea, fever andcough that lasts several daysChronic cough and shortness of breath

Future Workers' Educatkm Project Auto Body and Repair Unit Handout #4.4AMERICAN ± LUNG ASSOCIATION'

.,.

Small area fan that blows fumes away from thebreathing zones of the lathe or drilI pressoperatorWhere ventilation is inadequate and workers areexposed to a carcinogen, NIOSH recommendsthat only the most protective respirator beused, starting with an air supplying respiratorLocal exhaust ventilation with hoodMake sure exhaust system is pulling air awayfrom body, not toward itWear a dust respirator when sanding orgrinding fillersAlways find out what ingredients are in thebase metal, and electrode or wire fillers 150

2160-47 1 0/90

a

a

a

I I

4.

a Ii

Use this mental checklist to help you decide if your worksite is safe ;:nd healthful

Is the work area clean?no spills, or oily ragschemicals are clearly labeled andstored properly

Do workers eat or drink in the work area?

Is smoking allowed on the premises?

Are local exhaust ventilation systems withhoods available and in use?

adequate one in each majorwork areaworking properly move air awayfrom body, not toward it

Is there an exhaust ventilation systemavailable and in use?

exhaust pipe hooks to exhaustsystem that moves air outside ofbuilding

Is the solvent cleaning tank equipped withan exhaust system vented directly to theoutside of the buikling?

A

Is a High Efficiency Particulate Air (HEPA)vacuum used for cleaning and repair of asbestosbrake linings and clutches?

asbestos dust is removed and sealedin containers or bagslabeled and disposed of at approvedhazardous waste dump

Do workers use compressed air to clean asbes-tos brake or clutch linings (wrong way)?

Do workers wet mop (right way) rather than drysweeping (wrong way)?

Do workers wash their hands before eating,drinking or smoking with soap and water orwaterless hand cleaners (right way)?

Do workers wash their hands with solvents(wrong way)?

Is protective equipment available and in use?a NIOSH-approved respirator for eachchemical that requires respirator useglovesgoggleshead protectionapronsother (describe)

Is there a specially designed booth available

for oproy Pointing?

"1Future Workers Education Project Auto Body and Repair Ilnit Handout AMERICAN LUNG ASSOCIATION'

2160-5

2160-6 10/90

INSIRUC11ONS: Draw a line to connect the type of information to look for on a warning label to the type of information available inthe sample provided.

Name of chemical

Physical hazards

Health hazards

for safe use

Fwst aid instructions

Personal protective equipment needed

Fwe-fighting equipment

How to clean up spills propedy

Correct disposal procedures

I I I

XYZ High Solid Primer Surfacer 1000This material is designed for application only by professional trained personnel using proper equipment under controlled conditions and is not

intended for saIe to the genera, public

IMPORTANT The contents of this package must be blended wth other components before the product can be used Before opening the packages

be sure you understand the warning messages on the labels of ail components since the mixture will have the hazards of all its parts Observe

all applicable precautions

Directions for Us.:Bare metal must De clean degreased and sanded lightly Condition Pollife approx 1 hour at 68°F Reduce this mixture 15% with XYZmetal with appropriate metal conditioners Existing paint film to te Reducer 3000 Air pressure 55 to 65 lbs al the gun Apply Iwo singleprimed must be cured and sound to avoid solvent pickup Mix XYZ coats. allowing 5 minute hash-oft between coats Can be dry or welHigh Solid Printer Surface 1000 with XYZ Hardener 2000 in a ratio sanded after 45-60 minutes at 68'F See Material Safely Data Sheetof four pans prime surfacer to one part hardener for additional information and applications

IMPORTANT: Improper spraytechnique may result in hatardstisCondition FollowsprayeduiPrnent manufacturer s instructions topreventpersonal Ivry or lire This material is blended with an isocyarrate containing additive Blended meter als require all cautions for spraying isocy-

arates DO NOT USE IF YOU HAVE CHRONIC (LONG-TERM) LUNG OR BREATHING PROBLEMS. OR IF YOU HAVE EVER HAD A REACTION

TO ISOCYANATES USE ONLY WITH ADEQUATE VENTILATION WHERE OVER-SPRAY IS PRESENT. A POSITIVE PRESSURE AIR SUPPLIED

RESPIRATOR (1C19 C NIOSH/MSHA) IS RECOMMENDED IF NOT AVAILABLE. USE A VAPOR/PARTICULATE RESPIRATOR RECOMMENDED

FOR ISOCYANATE VAPORS AND MISTS Followdirections for respirator use Wear theresprator for thewhotetimeof spraying and until ali vapors

and mists are gone Wear eye ard skin protection

Pholochemically reactive

WARNING! FLAMMABLE. VAPOR HARMFUL.Contains Xylol and/or Toluel Ester Solvents

Keep away horn heat sparks and flane Eliminate ail ignition sources including molors, burners beaters. plot lights and static electricity duf ing

use and unlit all racers are gum U$ E WITH ADEQUATE VENTILATION. Avoid prolonged or repealed contact with skin andbreathing 01 vapor or spray mists Do not lake interolly Close container after each use

FIRST AID II erected by inhalation of vapor or spray mist. remove to fresh air II breathing difficulty persists or occurs later consult a physeranand have iabel information available In ease ol eye contact. flush immechately with plenty ol wale: for 15minutes CALL A PHYSICIAN.

Itiool memo! skin Lonlact wash thoroughly with soap and wale CALL A POISON CENTER. Emergency medical information (345)

KEEP OUT OF THE REACH OF CHILDREN.

153Future Workers' Education Project Auto Body and Repair Unit Handout #6

*A good label will contain all this information but the lawonly requires chemical identification, a hazard warningand the name of the manufacturer. 15

AMERICAN t LUNG ASSOCIATION

El

SECTION I - PRODUCT IDENTIFICATIONA to 2 Chemical Company riTsrmr Tm. W01555-1234

sans (liOrttar 911. Oly we ZVCO ) KO Hazard Street Anytown Ohio 00000

Tea* Nall.

Ram.' Fr*Toluene Gew'we Psw'wfsrsrerne Toluca Phenyl:methane Methylbeneene

Arornanc Hydrocarbon ForreM CACH,

CoropOnent

Toluene

SECTION II - HAZARDOUS INGREDIENTSCAS No % Threshold Linn Perinssbe Eszoosure

Valle andel lzmalurstal106-88.3 WO 100 pprn 100 ppm

200 ppm "DOSH remrtmwnded

10 minute ceding

SECTION III - PHYSICAL DATA0 8667Bafrs3 Pont (VF) 231 Speak Granny (Hp . t )

Wm. Pressure Prim Hp 1 V Peroont Volable Ely Volume 100

Vapor Dorsey (Air . 1) &at:crawl Rale (BuY Acetate . 11 2.24

1Solubety in WaW MI 005 Magog Point (*F) 139

Appearanos and Odor Colorless hquid with aromatic cdor

SECTION I Product IdentificationIdentifies the material and its manu-facturer.

SWIM II Hazardouts IngredientsLists ingredients in the material forwhich there is a health standard.Standards are listed as a ThresholdLimit Value (TLV) or PermissibleExposure Limit (PEL). PEL's arelegally enforceable by OSHA. The"skin" notation means the sub-stance is easily absorbed throughthe skin.

SECTION III Physical DataLists chemical data such as boil-ing point, appearance and odorunder normal conditions.

SECTION IV - FIRE AND EXPLOSION HAZARDSopno (Oatcd Urd) 40.,g ci.nrretft

e.Wav0 Carbon Dioxide dry chemical water spray or standard foam For larger fires ure water spray. orstandard foam

spoy Move =tamer ftom fire area if possible. Coal fire-expased containers with water until wellafter fue wool. Stay away from storage tank ends.

Paws RID ird EOM. NIZYCY Dangerous fire hazard when exerd to heat or flame. Vapors-air mixtures are exploffive.Vapors are heavier than elf and may travel considerable &stance to source of ignitionand flames. Vapor explosion hazard indoors. widows or in sewers.

SECIION IV Fwe and ExplosionHazard DataGives the flash point of the material

the temperature at which it willcatch fire in the presence of a sparkor flame. If the flash point is near orbelow 100°F, the material is danger-ous. Hot weather, static electricityor a cigarette can set off a fire or ex-plosion. This section a!so tells howto put out a fire.

GOFuture Worker& Education Project Auto Body and Repair Unit Handout # 7.1 AMERICAN LUNG ASSOCIATION'

ow s.....nor

a

SECTION V - HEALTH HAZARDS%mists, d C>norismor.Acute fatigue mild uppi r respirator, tract imtation weakness chz.nnew omfusion hesdache nasea,,orniting euphonaimpured coordination skin irmation scaling demoniac. Eye contact con altLoe tOrriefit burns If root pnimptle removedeapors cause notarable tom irntationChrome Insomnia chest pain anon., bizarre behavior menstrual di-son:ten an& rumitht babies defatting of the skinconturatratus

'''.9.`" 'T.".... Reimer from expoaun If bn aching has stopped perform artificial respiration. !A ash ew i immediatelywith large amounts of hater until no endence alchemical remains h nirena care mutt be gm en to present xspiration When 3eimiting begins keep head helen the hip sai specific anudiat Treat symptomatical!, and salvor-Mel, Seek medical !,attention anmediatel;. .7 ,... 1 . 1- ../...rat..

SECTIONyI - REACTIVITYtiacari i;mase- -Sum \ Co;Znoss to as.

-4;"0":"r! str;;;;;;;M: fi-re -und-c7nplo:ion-h:zards

Owacana 07;Me--;teace coons Tau: nudes of carbon_W.r50000a Xearn.. itargiac, Cceencinc zocsa A

SECTIONyli - SEILLAND_DI.SPOSAL PROCEDURESSims To Pe `am e Cate kttiona ....ea a Sorao

thuopanonal +pill No smoking Shut off ignition scums Stop leak if you can do it without risk L. se w r bornto reduce capon Take up with sand or oda r aucorbent mmenal and into containi rs for la r disposal Isolatchazard area and restnct entre_ _ _ _ _

Was* Paptea Mae*,Ihsposal must be in acrordinct with standtrds applicable to g. neritors ol hazardous wastes PX FIC62

."..1 I. PA Hazardous V, nste \ umber I. /.20

SECTION VIII PROTECTIVE MATERIALSThe specific respirator selected must he based on norkplace contamination levels

IOW ppm Ans chemtcal cartniik, respirator with iirgator tips ea rt ndge oinsu pulp ng rtspi rator Armpow ens! a pun!, mg respirator with organic vapor carindgen. Aim selkontinned breathing apparatus2000 ppm Any air-supplying respirator operated in a contanuct, floes much Arm self-contained breathing apparatuswah a hal famine., Any ainsupplymg respirator with a full faremece Any ainpunf, mg full film-piece respirator gavmask! with an organic vapc.r commer

Loc. Wssimmended Cies,O. Maintain Moving airThe equpatient must he expliemn .proof E" Splash-mud or dosi.resistant safety goggles Contact lenus should

. . _ . riet ooniPermealmnavsistant

Ore. ai.oterne Ectioienv ,Clothing Worker must wear appropriate mmensve clothing and toomment preeent repeatedor prolonged skin contact with this rube-tams.

- - - - _ - - . - _ - - - -

y

SECTION V Health HazardsDescribes health hazards of thechemical including how it entersthe body. Short-term (acute) healthhazards may be listed, but some-times long-term (chronic) ones likecancer may not be included.

SECTION VI Reactivity DataGives information on conditionsthat could cause the material toreact dangerously or to decomposeand release gases and vapors.

SECTION VII Spill and DisposalProceduresDescribes how to properly clean upspills.

SECTION inn Protective MeasuresSuggests substitutes to use if thechemical is extremely dangerous,describes required engineering con-trols such as local exhaust ventila-tion and lists protective equipmentand hygiene practices.

SECTION IX SPECIAL PRECAUTIONS'" Store m atvordance with CK'Flt 1910 WIT Protect against phssical damage

0,-"iv!'eacnaw Store /okay fnim incompauble substances

Ceara:wet Should he shinsl in conui tilers mtbich Movt the tondo ag and grounding guidelinesfor reviammendeil practice on static elect mats

SECTION IX Special PrecautionsDescribes how to safely handle andstore chemicals.

r A ; 9 NI "P, n

;t:.oct,t 1 6 iFuture Workers' Education Project Auto Body and Repair Unit Handout #7.2 AMERICAN I.UNG ASSOCIATION

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2160-7101'90

Sample Material Safety

Data Sheeticviiraiztik40 '.-Polhict4.144

Material Safety Data SheetDate: November 25, 1990

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SECTION I PRODUCT IDENTIFICATIONManufacturers Name A to Z Chemical Company Emergency Telephone

No(800) 555-1234

Address (Number, Street, City, State and Zip Code) 100 Hazard Street, Anytown, Ohio 00000

Trade Name Toluene Chemical Name (Synonyms) Toluol,Phenylmethane,Methylbenzene

Chemical Family Aromatic Hydrocarbon Formula C61-1C113

SECTION II H RDOUS INGREDIENTSPN

i9Component CAS No % Threshold Limit

Value (units)Permissible ExposureLimit (units)

0:

Toluene 108-88-3 100 100 ppm 100 ppm i200 ppm NIOSH recommended

`el

010 minute ceiling Ail

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SECTION III PHYSICAL DATA ,

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Boiling Point (°F) 231 Specific Gravity (H20 = 1) 0.8667

Vapor Pressure (mm Hg.) 22 Percent Volatile By Volume 100

Vapor Density (Air . 1) Evaporation Rate (Butyl Acetate --. 1) 2 24

Solubility in Water (%) 0.05 Melting Point (°F) -139 '

141""

-,-)' Appearance and Odor Colorless liquid with aromatic odor

SECTION IV FIRE AND EXPLOSION H RDSFlash Point (Method Used) 40°F Flammable Limit (% in air) LEL UEL

1.3% 7.1%

Extinguishing Media Carbon Dioxide, dry chemical, water, spray or standard foam. For larger fires use water spray, orstandard foam.

Special Fire-Fighting Procedures Move container from fire area if possible. Cool fire-exposed containers with water until wellafter fire is out. Stay away from storage tank ends.

Unusual Fire and Explosion Hazards Dangerous fire hazard when exposed to heat or flame. Vapors-air mixtures are explosive.Vapors are heavier than air and may travel a considerable distance to a source of ignitionand flames. Vapor explosion hazard indoors, outdoors or in sewers.

Future Workers' Education Project Auto Body and Repair Unit Handout #8 1 AMERICAN t LUNG ASSOCIATION'a

2160-8

Mt" `,`

SECTION V HEALTH H RDS

sr, r

Routes(s) of Overexposure

Acute. fatigue, mild upper respiratory tract irritation, weakness, dizziness, confusion, headache, nasea, vomiting, euphoria,impaired coordination, skin irritation, scaling, dermatitis Eye conOct can cause corneal burns If not promptly removed,vapors cause noticeable eye irritation

hromc Insomma, chest pain, anorexia, bizarre behavior, menstrual disorders, underweight babies, defatting of the skin,conjunctivitusEmergency Procedures Remove from exposure If breathing has stopped, perform artificial respiration Wash eyes immechatelywith large amounts of water until no evidence of chemical remains Extreme care must be gwen to prevent aspiration Whenvomiting begins keep head below the hip No specific antidote Treat symptomatically and supportively Seek medicalattention immediately.

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SECTION VI REACTIVITYStabdity Unstable Stable X Conditions to Avoid N/A

Incompatib lity (Matenals to Avoid) Strong oxidizers, fire and explosion hazards,

Hazardous Decomposition Products . .

Toxic oxides of carbon1 Hazardous

Pol merizationMay Occur Will Not Occur X Conditions to Avoid N/A

.4* r4,1,4 .,SECTION VII SPILL AND DISPOSAL PROCEDURES

Steps To Be Taken in Case Material Is Released of Spilled

Occupational spill: No smoking. Shut off ignition sources. Stop leak if you can do it without risk. Use water sprayto reduce vapors. Take up with sand or other absorbent material and into containers for later disposal. Isolatehazard area and restrict entry.

Waste Disposal Method

Disposal must be in accordance with standards applicable to generators of hazardous wastes, 40CFR262.EPA Hazardous Waste Number U220.

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SECTION VIII PROTECTIVE MATERIALS .,

'.Respiratory Protection (Specify Type) The specific respirator selected must be based on workplace contamination levels.

1000 ppm Any chemical cartridge respirator with organic vapor cartridge(s). Any air-supplying respirator. Anypowered air-purifying respirator with organic vapor cartridge(s). Any self-contained breathing apparatus.

2000 ppm Any air-supplying respirator operated in a continuous flow mode. Any self-contained breathing apparatuswith a full facepiece. Any air-supplying respirator with a full facepiece. Any air-purifying full facepiece respirator (gasmask) with an organic vapor cannister.

.,

'Ventilation

This equpiment must be explosion-proof.

Local Exhaust Recommended Mechanical (General) Maintain moving air ,-

Eye Protection Splash-proof or dust-resistant safety goggles. Contact lenses shouldnot be worn.

,Protective Gloves Permeation-resistant

Other Protective Equipment Clothing: Worker must wear appropriate protective clothing and equipment to prevent repeatedor prolonged skin contact with this substance.

SECTION IX SPECIAL PRECAUTIONSPreCaUtiOns TO Be Taken in Handling and Storing Store in accordance with 29CFR 1910.106. Protect against physical damage.

Other Precautions Store away from incompatible substances.

r.,

Bonding and Grounding Should he stored in containers which meet the bonding and grounding guidelinesfor recommended practice on static electricity.

ei,

Future Workers' Education Project Auto Body and Repair Unit Handout #8.2

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AMERICAN t LUNG ASSOCIATION'

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2169.8 10/90

1. YOU SHOULD WEAR A RESPIRATOR WHEN:

Your job or task cannot be protected from breathing hazards by using engineeringcontrols such as local exhaust ventilation.

2. IF YOU HAVE TO USE A RESPIRATOR, IT IS YOUR EMPLOYER'S LEGAL RESPONSIBIUTY TO SELECTNE CORRECT TYPE OF RESPIRATOR FOR NE MB.

Selection is based on the type of breathing hazard a worker needs to be protectedagainst and the amount of exposure.Example: a respirator designed to protect a person from inhaling dust will do noth-ing to protect him from inhaling solvent vapors.

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3. YOUR RESPIRATOR MUST FIT PROPERLY OR CHEMICALS WIU. ENTER THE AIR YOU BREATHE.Your employer must have a qualified individual fit you for a respirator.

4. YOUR RESPIRATOR MUST BE PROPERLY CLEANED, STORED AND MAINTAINED OR rr WILL LOSEEFFICIENCY.

Report all problems with your respirator to your supervisor.

5. THERE ARE TWO TYPES OF RESPIRATORS CURRENTLY IN USE:

Air purifying respirators only remove breathing hazards from the air. They shouldnot be used in work areas where there is not enough oxygen present or in areaswhere the levels of toxic chemicals present exceed the capacity of the air purifyingrespirator.Air supplying respirators provide clean air from a noncontaminated source. Theymust be used in work areas with low oxygen levels and in areas where the levels oftoxic chemicals present exceed the capacity of the air purifying respirator.

6. TO FIND OUT MORE ABOUT RESPIRATOR USE:

Consult the MSDS's (Material Safety Data Sheets) for the chemicals you use.Call 1-800-35-NIOSH (National Institute for Occupational Safety and Health).

Remember: Respirators are the last resort when it comes to conti oiling job health hazards.N1OSH recommends that respirators be used only when engineering controls are notfeasible or effective, while controls are being installed, or in emergencies. 1 6 5

AMERICAN t LUNG ASSOCIATION*

4

Figure Workers Education Project Auto Body and Repair Unit Handout #9

10190

Here are some attitudes that encourage people to take action or precautions on behalf of health andWhat others can you think of?

Lt

Future Workers' Fducatlun Project Auto Body and Repair Unit Handout #10a

It is important to speak up for what Ibelieve in.

I think good safety practices makegood business sense. They can cutdown on absenteeism, reduce healthcare costs and increase productiv-ity.

If I don't watch out for my ownhealth, I can't assume anyone elsewill.

My health is very important to me.

It's worth a small inconvenience totake the necessary precautions.

I don't care what other people think.If they don't respect my rights, theyaren't really my friends.

I influence my friends and can try topersuade them to do what's right.

I think it's important to explainsafety and health precautions toothers.

I'm prepared to base my job choiceon health considerations.

Adapted from "Attitudes That Help and Attitudes Thdt Hinder",TEENAGE HEAI TH TEACHING MODIJIES program, Educat ionDevelopnwnt Center, Inc., Newton, MA.

AMERICAN I.UNCI ASSOCIATION'

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Here are some attitudes that hinder people from taking actions and precautions on behalf of health and. What others can you think of?

2160 1013

1 6 7Future Workers' Education Project Auto Body and Repair Unit Handout CM AMERICAN t LUNG ASSOCIATION

It won't happen to me.

I'm more careful than other people.("It won't happen to me").

It's too awful; I just don't want tothink about it.

I'm a man. You won't catch meacting like that.

I'm a woman. It just wouldn't beright for me to look like that.

I just don't want to take the extratime.

It's too hard to remember all thosedetails; life's complicated enough.

It's all in the cards. Whatever hap-pens happens. There is nothing Ican do about it. It's always beenthat way.

I'm not paying attention to whatTHEY say. They are always settingunnecessaiy rules and regulations.

I've got to take the job as it is. Ineed to eat and can't risk losing myjob.

Adapted from "Att it udes That Help and Att itudes 1 hat Hinder",TEENAGE HEALTH TEACHING MODULES program EducationDevelopment Center, Inc., Newton, MA.

10/90

I

I I I

1. Find out about the hazanl.Consult warning label.Consult MSDS.If still in doubt about a chemical, call theNational Institute For Occupational Safetyand Health (NIOSH) at 1-800-35-NIOSH.They can answer your questions and alsoprovide you with reference informationon specific hazards and control methods.

2. Find out what's presently being done about thehazard and whether it is appropriate.

3. Document any symptoms you are having that yoususpect are a result of exposure to the hazard.

1.77A, Keep records of when they occur and ifthey go away on weekends or vacations.Ask co-workers if they are having similarsymptoms.See a doctor about tests that might beavailable to determine if overexposurehas occured.

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4. Talk to your supervisor, shop steward and/or othercompany personnel about the problem.

5. Contact the health and safety representative foryour union, if you are a member of one.

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6. Seek additional outside help.You have a right to anonymously requestan Occupational Health and Safety Ad-ministration (OSHA) inspection of yourwork area.Contact your union representative orOSHA to find out the procedure.

3

Future Workers' Education Project Auto Body and Repair Unit Handout #11 AMURICAN LUNG ASSOCIATION' 5)

tAMERICAN

ASSOCIATIONLUNG

Sedl People'

WorksheetsAuto Body and Repair

2161 10/..

II

II o

I

Type of Company:

Supervisor: Nonsmoker Smoker

Purpose of Policy:

Designated Smoking Permitted Areas Will Be:

Smoking Will Not Be Permitted In The Following Areas:

Assistance For Smokers:

Enforcemenh

Future Workers' Education Project Auto Body and Repair Unit Worksheet #1 AMERICAN LUNG ASSOCIATION'

2161-1 10/90

Find the Breathing Hazards in the

Auto Body Shop

Breathinghazani/chemical

Clues to recognize exposure(Worker complaints, odor,

inflation, fumes)

memos Of rrweecuoniSubstitutiori, ventiation, encle-

sure, protective equipment,workerhabits)

Body repair

(example)Welding fumes

(example)Flu-like symptoms

(example)Local exhaust

ventilation hood

Preparing to paint

Painting and clean-up

17;I_ 7 2

Future Workers Education Project Auto Body and Repair Unit Worksheet #2aAMERICAN t LUNG ASSOCIA710N

2161-2A10190

A

I

III

I I I

-7;

BreathinghazanVcherrocal

Clues to recognize exposure(IN complaints, odor,

irritation, fumes)

Methods of Protection(UW61'11/(314 ventilatim,

enclosure, protectiveequipment,worter habits)

Engine tuning

Radiator and electrical repair

1

Battery repair

Brake and clutch repair ,

Making new partsReplacing okl parts

173

174;

Future Workers Education Project Auto Body and Repair Unit Worksheet #2h AMERICAN LUNG ASSOCIATION*

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Directions: Armwer the questions below about the chemical(s) you work with in the auto body andrepair shop.

1. What are the names of the chemicals found in ibis product?

2. What are the physical hazards associated with this product?

3. What are the health hazards associated with this product?

4. What are the first aid instructions

if swallowed?

if inhaled?

in case of contact with skin, etc.?

5. What are the recommendations for safe use?

6. What personal protective equipment is required?

Future Worker& Education Project Auto Body and Repair Unit Worksheet #3 175 AMERICAN WW1 ASSOCIATION.

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g

,2161 3 10/90

Illa

Directions: Answer the questions below about toluene using the MSDS (Material Data Sheet) for thisthemical.

1. What 'is the PEL for this chemical?

In what section did you fmd this infonnation?

2. Name three short term health effects caused by inhaling this themical in excessive amounts.

3. What should be done in the event of a spill or discharge?

In what section did you find this information?

4. What ventilation equipment is required to keep exposure limits down?

5. Is respi protection required?

Future Workers Education Project Auto Body and Repair Unit Worksheet #41 7S AMERICAN LUNG ASSOCIATION'

2161 46 10190

y

lAtAu.

Direction= Answer the questions below about toluene using the MSDS (Material Data Sheet) for thischemical.

1. What is the PEL for this chemical? 100 PPM

In what section did you find this information? Section II

2. Name three short term health effects caused by inhaling this chemical in excessive amounts.

A a I 111 Of IS I .111 II 111I '11 Dordination

3. What should be done in the event of a spill or discharge? Shut off ignition sources. Use water

spray to reduce vapors. Isolate hazard area and restrict entry.

In what section did you find this information? Section VII

4. What ventilation equipment is required to keep exposure limits down?

General or local exhaust ventilation that meets TLV requirements.

5. Is respiratory protecfion requieed? No, not if adequate ventilation exists and exposure

remains at or below the PEL. If exposure is above the PEL. respirator selection is basedon contamination levels.

Fu. re Workers' Education Project Auto Body and Repair Unit Worksheet #41. 7 7 AMERICAN LUNG ASSOCIAI ION'

2161.4/S

Scenario One

.4c-'`

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You are a member of the shop safety and health committee. You have been asked to respondto a worker who made the following statement.

"The dangers of chemicals at work are overstated. If you use your nose to warn you andare careful not to breathe too much of the stuff, it can't do too much harm. Anyway, I've beenworking with this stuff for 20 years and I'm okay."

In small groups evaluate the statement and prepare a brief response for this worker.

What would you say to this worker?

2.

3.

Future Workers' Eciucation Project Auto Body and Repair Unit Worksheet #5a 178 AMERICANt21b1-5AIS 10190

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.

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111111kOks

74-4.7

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You are a member of the shop safety and health committee. You have been asked to respondto a worker who made the following statement.

"The dangers of chemicals at work are overstated. If you use your nose to warn you andare careful not to breathe too much of the stuff, it can't do too much harm. Anyway, I've beenworking with this stuff for 20 years and I'm okay."

In small groups evaluate the statement and prepare a brief response for this worker.

What would you say to this wodwr?

1. You can't always rely on your nose to warn you about toxic exposures. Some chemicals

are odorless. Other chemicals can only be detected at levels high enough that your healthis already being harmed. And lastly, your nose can sometimes get accustomed to some

chemical smells so that after a while you no longer smell even strong odors.

2. Without proper ventilation or adequate respiratory protection, you can breathe thesechemicals. Once you breathe theminahey_caabe_carried.throughy_o_ur_bloodstreatn__causing damage to other organs in your body.

3. Some cancer causing substances like asbestos, can take as long as 20 to 30 years from

initial exposure until health damage shows up. This lag time is known as a latency period.It's important to reduce your exposure to toxic substances as low as possible becausescientists know that lowering the amount of exposvre lowers your risk of getting sick.

Future Workers Education Project Auto Body and Repair Unit Worksheet #5a 179 AMERICAN t LUNG ASSOCIATION'r.r..vnot Sta. M1-n

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.,101 10190

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Arlia

Vince Vitaglio works as an auto mechanic at Pettiford's Auto Repair. Most of his work hasbeen confined to engine tuning and repair, but today his supervisor has asked him to do abrake job that requires the handling of asbestos parts. He has been asked to work on thebrakes using compressed air to remove the asbestos dust.

What controls that are in place do you feel are proper? Why?

What would be the correct way to do this job?

Future Workers' Education Project Auto Body and Repair Unit Worksheet #5h I F.; AMERICAN LUNG ASSOCIATION'.

2161-56/S 10,90

t-rse-r,

A

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N. it N aL'v.

Vince Vitaglio works as an auto mechanic at Pettiford's Auto Repair. Most of his work hasbeen confined to engine tuning and repair, but today his supervisor has asked him to do abrake job that requires the handling of asbestos parts. He has been asked to work on thebrakes using compressed air to remove the asbestos dust.

What controls that are in do you feel are proper? Why? No controls in place He has not_been givell_any protection. This is totally inadequate when working with a cancer-causingsubstance like asbestos.

What would be the correct way to do this job? Use high-efficiency particulate air (HEPA) vacuum

_wheftworking on asbestoson_taining_b_._Maer_e_a_BEPAAtacuum is unavail-able,use an air supplyin! r . or I- r sow-r- . n r irator with_a_b_igh-efficiency particulate filter approved for asbestos.

Never _us_e compressed air to clean brakes and clutches. Using compressed air to remove theasbestosis a seriou_s_hazard and violates OSHA requirements.

For clean up_u_s_ta wet mop. Never dry sweep

Mtatsidispasable suit to avold_taking_ashestos horne.,_

Future Worker%' Education Project Auto Body and Repair Unit Worksheet #5b AMERICAN LUNG ASSOCIATION'-. .6i,

10 JO

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Mike Santana works in the painting area at a major automotive repair shop. The shop servicesand repairs American-made cars. It contains state-of-the-art safety features such as downflowpaint room, spray booth, prep station, spray walls and dustless vacuuming and sandingequipment. The painting area has just received a large shipment of new solvents to replacethe present ones which are very toxic. The boxes arrive unopened and Mike's co-workerbegins to unbox and use them to finish a rush job he's been working on.

What is unsafe about the way Mike and his co-workers are doing their jobs?

Where can Mike and his co-workers get MOM information about the chemicals on the job?

What kind of training and information about chemicals on the job must be provided by the employer'? What

law requires this?

Future Workers Education Project Auto Body and Repair Unit Worksheet #5c4r1

AM FIRICAN LUNG ASSOCIATION'

0

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- "TN

,

Mike Santana works in the painting area at a major automotive repair shop. The shop servicesand repairs American-made cars. It contains state-of-the-art safety features Ich as downflowpaint room, spray booth, prep station, spray walls and dustless vacuuming a: i sandingequipment. The painting area has just received a large shipment of new solven ts. tc replacethe present ones which are very toxic. The boxes arrive unopened and Mike's co-workerbegins to unbox and use them to finish a rush job he's been working on.

What is unsafe about the way Mike and his co-workers are doing their jobs? Using chemicals

out knowing about health effects. Also, not being trained in safe work practicea,and

protections. (Workers should be wearing_safeMshoesand_safety_glasses.11ectricaLcord_should not he on the floor )Where can Mike and his co-vorkers get more information about the chemicals on the job?

From the MaterialSafety_Data_Sheetsandlabels.

What kind of training and information about chemicals on the job must be provided by the employer? What

law requires this? IheDSlikliazard Communication Standard requires that employers.-1. maintain a listskalLchemicals used on the loband_keep.MateriaLSafe_ty_DataSheetsior_these chemicals. TheselEaSsinustbe_readily_available_to_all_workers-Lorovideitaining to all workers_about the chemicalsibey are working with and each time anew_chemical is introduced into the shop Training should occur_annuallyausl for new work-

ersadabelling_otallhazardouschemicals

AMERICAN t LUNG ASSOCIArION.Future Workers Educatam Project Auto Body and Repair Unit Worksheet Ilk 83

Ltv

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Kevin %Avner has been working as an auto mechanic at Rempel's Auto Repair for over ayear. During the last six months, he has noticed that three of his co-workers have becomenauseous and dizzy during working hours and better on the weekends. This week Kevinstarted to develop the same symptoms.

What are the problems Kevin is facing?

Where can he find information to help him solve these problems?

If you were Kevin, what three things would you do to solve these problems?

I uture Workers' Education Project Auto Body and Repair Unit Worksheet #5d184 AMERICAN LUNG ASSOCIATION'

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4-

; 4-

Kevin Wagner has been working as an auto mechanic at Rempel's Auto Repair for over ayear. During the last six months, he has noticed that three of his co-workers have becomenauseous and dizzy during working hours and better on the weekends. This week Kevinstarted to develop the same symptoms.

What are the problems Kevin is facing?

Possible worksite_over-exposure to aAoxic substance. Possible faulty or insufficient ventila-tion system.

Where can he find information to help him solve these problems?

. A I 1 Ji'Material_SafetyData Sheets

Through_your_unionyousan ask an industrialjaygienist_ or a medical esamt

If you were Kevin, what three things would you do to solve these problems?

Do insCompa *th informatiQns/a chemical warningiabels and the MSDSSeek medical attention

SpeaLto your supervisor or unionLeiggsentative_

Future Workers' FAitication Project Auto Body and Repair Unit Worksheet #5d 185 AMERICAN LUNG ASSOCIATION'

SDIS

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11

II I iV II

Ilk

I

Standard (HazCom)

i tion

The Federal Hazard Communication Sthndard fivesworkers the legal right to training about:

1. The chemical ingredients in each product and not just the trade name

2. Health effects

3. Safe work practices, protective equipment and ventilation required

4. Symptoms of overexposum

5. Emergency procedures and treatment

6. flammability and chemical reactivity information

Future Workers'Idt4a7lon Profect Auto Body and Repair Unit Transparency #1AMERICAN

188

LUNG ASSOCIATION'

Your employer must also provide you with:

1. A written copy of the shop's Hazatt Communications Program (HazCorn)

2. A complete list of the hazardous substances used in the shop

3. Material Safety Data Sheets for all hazardous substances that you are exposedto at work

4 A copy of their medical records

5. All company monitoring data for all substances

6. Fmally you should know that you have the legal right to call OSHA to inspect aworkplace without revealing your name

Future Workers' Education Protect Auto Body and Repair Unit Transparency #2

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AMERICAN LUNG ASSOCIATION'

document resume ed 364 726 title repair. institution … · each lesson plan contains objectives...

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