S-T-E Resource Teacher Handbook 2011-12 Table of Contents

Overview
This handbook is the product of the work during the 2010 summer Resource Teacher meeting and the editing of the Science, Technology and Engineering team. It is meant to be used as a resource for those who oversee science, technology education or engineering pathway programs. This resource has been organized in sections and has hyperlinks to specific documents to allow users to find what they need quickly. Under each blue hyperlink, a brief description of the resource is found to allow users to more easily understand and use the resource. Resource Teachers who have additional materials to contribute should contact Anita ONeill.

Contacts
Team Contacts: Who is who on the Science, Technology and Engineering team? What is their contact information? School Contacts: Cameron Schools Who are the teacher leaders in the following clusters: Blair, Northwood, Kennedy, Wheaton, Einstein? Campbell Schools Who are the teacher leaders in the following clusters: BCC, Whitman, WJ? Doran Brown Schools Who are the teacher leaders in the following clusters: RM, Rockville, Churchill, Wootton, RICA Gensemer Schools Who are the teacher leaders in the following clusters: Magruder, Gaithersburg, WM, Clarksburg? Jenkins Schools Who are the teacher leaders in the following clusters: Sherwood, Blake, Springbrook, PB Wayne Schools Who are the teacher leaders in the following clusters: QO, NW, SV, Damascus, Poolesville

A Year at A Glance
General Recurring Tasks by Month What types of tasks should an RT be on top of? This month-by-month overview was prepared by RTs for RTs to give a description of general tasks. This list can be personalized and used to help RTs manage their departments. 2010-11 Meeting Schedule When do we meet? When are there webinars scheduled?

Safety!
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Safety Memo with Links This overall anchor memo has links to the following resources: o Chemical Hygiene Plan o Safety Power Points o Forms for chemical and carcass removal o MSDS links o Safety quizzes and contracts o MSDE safety handbook Safety Guide for Technology Education Safety Webinar is scheduled for Wednesday, September 7 Resource teachers can participate or teams of teachers can participate. The webinar will be archived so it can be used with teams after September 7. A link will be sent to resource teachers with log-in information.

Instructional Resources
Elementary Science Units This link provides an overview of science units of instruction in elementary school. MCPS Course Bulletin Overall description of courses, prerequisites, etc. . . . On-line Curriculum Archive Search lessons in your content and others; find video links and other resources for your curriculum. Want to know how something is taught in another grade level or subject matter? You can search by key words and find all lessons related to that concept. Planning Calendars and Instructional Overviews These resources will support instructional planning and help RTs monitor instruction in their departments. o Monitoring the Pace of Instruction This document provides information to support RTs in the monitoring of the new MS courses. o Data Monitoring Suggestions This document provides suggestions on the types of data that can be monitored and their sources. o IS6 Unit Overviews IS6 Site o IS7 Unit Overviews IS7 Site o IESS Unit Overviews (NOTE: THIS IS COURSE CODE 3903/3904 AND IS RESTRICTED TO APPROVED SCHOOLS.) IESS Site o Middle School Technology Education (Look Fors) Grade 6 Grade 7 Grade 8 o High School Course Planners Biology A Biology B Chemistry A Chemistry B ESS A ESS B M&E A M&E B Physics A ii

Physics B FoT Needs to be developed PLTW

o Connection Resource Bank Looking for a speaker or another human resource to enhance instruction by making connections to current practice out in the field? Visit the Connection Resource Bank. o Instructional Garden Guidelines and Rules Considering putting in a garden to support instruction at your school, visit this site first! There are guidelines and rules that must be followed.

Materials Management Resources

o Overview and useful links This file contains useful links to organizational tools to help manage materials, forms that are frequently used by RTs and links to sites that are often needed when looking for or ordering materials and equipment.

Professional Development Resources

o MCPS Professional Development Links This resource provides a list of MCPS links targeted at staff professional development. o PLTW This link supports PLTW teachers knowledge of current information, concepts and practices for their courses. o NSTA Learning Center This link provides opportunities for a lot of free and inexpensive on-line professional development. o ITEEA This link provides opportunities for professional development and access to resources related to many STEM topics.

Student Opportunities
o Summary of Student Opportunities This document provides a beginning summary of some of the many opportunities available to students in MCPS.

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Science, Technology and Engineering Team Contact List

Room 253, CESC Anita ONeill, Supervisor, 301-279-3421 Rosanna Thomas, Coordinator, 301, 279-3368 Melanie Baxter, Secretary, 301-279-3508 Bryan Campbell, Fiscal Assistant, 301-279-3023

Room 241, CESC Mary Doran Brown, Content Specialist, 301-279-3590 Supports following clusters: RM, Rockville, Churchill, Wootton, RICA Kristi Cameron, Content Specialist, 301-279-3678 Supports following clusters: Blair, Northwood, Kennedy, Wheaton, Einstein Alicia Bitler, Content Specialist, 301-279-8515 Supports following clusters: BCC, WW, WJ (NOTE: ALICIA IS ON MATERNITY LEAVE AND ROSANNA THOMAS IS THE TEMPORARY CONTACT FOR THESE SCHOOLS) Amy Gensemer, Content Specialist, 301-279-3761 Supports following clusters: Magruder, Gaithersburg, WM, Clarksburg Jamie Jenkins, Content Specialist; 301-279-3504 Supports following clusters: Sherwood, Blake, Springbrook, PB Viv Wayne, Content Specialist; 301-279-3500 Supports following clusters: QO, NW, SV, Damascus , Poolesville

Taylor Science Center

Tom DuMars, Director, 301-353-0866 Tammy Acton, Secretary, 301-353-0866

DNA Resource Center

Karen Berenson, DRC Technical Manager, 301-517-8136

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Cameron School Contacts School Montgomery Blair HS (9-12) Albert Einstein HS (9-12) John F. Kennedy HS (9-12) Northwood HS (9-12) Wheaton HS (9-12) Argyle MS (6-8) Magnet School Bel Pre ES (pre-K-2) Georgian Forest ES (pre-K-5) Strathmore ES (3-5) Eastern MS (6-8) Montgomery Knolls ES (pre-K-2) New Hampshire Estates ES (pre-K-2) Oak View ES (3-5) Pine Crest ES (Head Start, 3-5) Col. E. Brooke Lee MS (6-8) Arcola ES (K-5) Glenallan ES (K-5) Kemp Mill ES (pre-K-5) A. Mario Loiederman MS (6-8) Sargent Shriver ES (K-4) Viers Mill ES (K-5) Weller Road ES (K-5) Newport Mill MS (6-7) Highland ES (pre-K-5) Oakland Terrace ES (K-5) Rock View ES (pre-K-5) Parkland MS (6-8) Brookhaven ES (K-5) Harmony Hills ES (pre-K-5) Wheaton Woods ES (pre-K-5) Sligo MS (6-8) Glen Haven ES (pre-K-5) Woodlin ES (K-5) Silver Spring International MS (6-8) Forest Knolls ES (K-5) Highland View ES (pre-K-5) Sligo Creek ES (K-5) Rolling Terrace ES (pre-K-5) Takoma Park MS (6-8) East Silver Spring ES (pre-K-3) Piney Branch ES (3-5) Takoma Park ES (pre-K-2) Contact Summer Roark/Robert Hopkins Damian DiCamillo Tamara Jennings Tonya Jackson/Danika Wiggins Sandra Sundlof/Tom Siegrist Beth Thompson Margaret Sybert Nsombi Davis Melanie Zimmerman Jennifer Peters Kyongsook Brady Sheila Etzkorn Christine Oberdorg Jessica Bain Ann Ashbery Alison Harper Annie Grotewold Barbara Schwartz Sheria Pope Danielle Sultan Stacy Catlett-Muhammad Jennifer Smith Eugene Wilson/Beverly Parker Naomi Samuels Tanya Mason Jane Luczak/Melissa Topol Jennifer Wingate Peter Moore Heather Burroughs Jessica Steiner Dana Schneider Yvette N. Reynolds Avery Beeson Jason Jefferson Jacke Hume Jed Feffer Andy Goldberger Stuart Speaker Bryan Goehring Dawn Moffitt Leila Campbell Daniel Hutton Position RT RT RT RT RT RT SDT ESLP ESLP RT ESLP Liaison SDT Liaison RT ESLP ESLP ESLP RT SDT ESLP ESLP RT Pilot Teacher Liaison ESLP RT Liaison ESLP ESLP RT SDT ESLP RT SDT Liaison SDT ESLP RT ESLP ESLP ESLP v

Stephen Knolls School

Robert Tarloff Bitler Schools

Contact Bev Pfeiffer/Sharif Robinson Jean Emory/Judith Raak Christine (Chrissy) McCord Patrick Capuano Jason Ott/Kimberly Sexton-Hooper Veronica Kheradmand Marjorie Sandberg Rachel Jacobs TBD Pat Richards/Stephanie Ellis Susan Martin/Gert Reise Yvette (Yvie) Kilian Mary Anne Gehrenbeck Jackilyn (Jay) Spencer and Bonnie Cook Pam Fountain Audrey Fincher Amy Cassagnol Ann Stevenson and Maureen Turner Charles Yauch Don DeMember/Nancy Kull George Martin/Bill Falatko TBD Kathryn Collins/ Kathryn (Kate) Bradley Laura Flicker/Mary Shaffer Monica Ross Jennifer Williams TBD

ESLP

School Bethesda-Chevy Chase HS (9-12) Westland MS (6-8) Bethesda ES (K-5) Chevy Chase ES (3-6) North Chevy Chase ES (3-6) Rock Creek Forest ES (pre-K-5) Rosemary Hills ES (pre-K-2) Somerset ES (K-5) Westbrook ES (K-5) Walter Johnson HS (9-12) North Bethesda MS (6-8) Ashburton ES (K-5) Kensington-Parkwood ES (K-5) Wyngate ES (K-5) Tilden MS (6-8) Farmland ES (K-5) Garrett Park ES (K-5) Luxmanor ES (K-5) Rock Terrace School (Special School) Walt Whitman HS (9-12) Thomas W. Pyle MS (6-8) Bannockburn ES (K-5) Bradley Hills ES (K-5) Burning Tree ES (K-5) Carderock Springs ES (K-5) Wood Acres ES (K-5) Lynnbrook Center (Special School)

Position RT RT Liaison ESLP ESLP ESLP ESLP Liaison Liaison RT RT ESLP ESLP ESLP RT ESLP ESLP ESLP Coordinator RT RT

ESLP ESLP ESLP SDT RT

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Doran Brown Schools

School Churchill HS (9-12) Bells Mill ES (pre-K-5) Seven Locks ES (K-5) Herbert Hoover MS (6-8) Beverly Farms ES (K-5) Potomac ES (K-5) Wayside ES (K-5) Richard Montgomery HS (9-12) Julius West MS (6-8) Beall ES (pre-K-5 College Gardens ES (K-5) Ritchie Park ES (K-5) Twinbrook ES (pre-K-5) Rockville HS (9-12) Earl B. Wood MS (6-8) Lucy V. Barnsley ES (K-5) Flower Valley ES (K-5) Maryvale ES (pre-K-5) Meadow Hall ES (pre-K-5) Rock Creek Valley ES (pre-K-5) Carl Sandburg School (Special school) Thomas S. Wootton HS (9-12) Cabin John MS (6-8) Cold Spring ES (K-5) Stone Mill ES (K-5) Robert Frost MS (6-8) DuFief ES (K-5) Fallsmead ES (K-5) Lakewood ES (K-5) Travilah ES (K-5) R.I.C.A. Contact Clinton Brown/Don Higgins Debra Taylor Julianne Kettleman James Brameyer Valerie Griffin/Nicole Wachter Kathy Carter Sullivan Carlette Jameson Laurie Martioski-Taylor Kathleen (Kit) Damonte Sandra Russell/Maureen Turner Kymberli Petronio /Jennifer Harris Michelle Holly Elissa Lethbridge/Omolara Otunba Gregg Gochnour/Gale Wolf Scott Durbin/Gerald Bush Christa Gordon Cortney Chao Jean Guzman Colleen Jack Benjamin Goldberg Nina Barbosa Jaqueline (Jackie) Alton/Monica Mateny Kamani Kumar/Roberta Wagman Karen McPhaul Heather Da Luca Thomas (Tim) Okeefe Matt Yates Sandra Lawder Janet Leonard-Walker Carol Knoblach Michelle Zetts; Claire Lefebvre Position RT SDT Liaison RT ESLP ESLP SDT RT RT ESLP ESLP ESLP Liaison RT RT ESLP ESLP SDT ESLP ESLP ESLP RT RT ESLP Liaison RT Liaison SDT ESLP ESLP RT

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Gensemer Schools
School Clarksburg HS (9-12) Rocky Hill MS (6-8) Little Bennett ES (pre-K-5) Clarksburg ES (pre-K-5) Fox Chapel ES (pre-K-5) Daly ES (pre-K-5) Contact Jennifer McBride/Marissa Amberg Michelle Smetanick/Todd Sprites Andrea Thompson Karen Earp Carrie Zimmerman Deborah Sylvester Chris Youstra /Rebecca Wukitch/Amy Fletcher/Hye (Betty) Kim; Jennifer Freeland-Wieder Donna Considine/Betty Nattaro Michelle Lugo Lucy Vigil-Gurton Marti Wade Paula Odans/Anita Chan Lanise Stevenson Gretchen Hays Keely Cooke Roberta Habeeb Patrick O'Connor/Beryl Bell Jennifer Phelps/Steve McMahon Kelly Jiron Maria Heintze Lyndsey Snyder Diana Hagan Tama Hobbs Angela (Angie) Henderson Frank Beddick Elizabeth (Beth) Wiles Ann Redman/Glenn Brooks Kimberly Johnson-Redder Mary Eagen Bernadette Freeland/Michelle Marquardt Angela Albertson Robert (Bob) Seiger Judy Potasznik Position RT RT SDT ESLP ESLP ESLP

William Gibbs Col. Zadok Magruder HS (9-12) Redland MS (6-8) Cashell ES (K-5) Judith A. Resnik ES (pre-K-5) Sequoyah ES (K-5) Shady Grove MS (6-8) Candlewood ES (K-5) Flower Hill ES (pre-K-5) Mill Creek Towne ES (pre-K-5) Gaithersburg HS (9-12) Forest Oak MS (6-8) Goshen ES (K-5) Rosemont ES (pre-K-5) Summit Hall ES (pre-K-5) Washington Grove ES (pre-K-5) Gaithersburg MS (6-8) Gaithersburg ES (pre-K-5) Laytonsville ES (K-5) Strawberry Knoll ES (pre-K-5) Watkins Mill HS (9-12) Montgomery Village MS (6-8) Stedwick ES (pre-K-5) Watkins Mill ES (pre-K-5) Whetstone ES (pre-K-5) Neelsville MS (6-8) South Lake ES (pre-K-5)

ESLP RT RT ESLP ESLP ESLP RT ESLP SDT SDT RT RT SDT Liaison ESLP ESLP RT ESLP ESLP ESLP RT RT Liaison ESLP SDT RT SDT

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Jenkins Schools
School James H. Blake HS (9-12) Paint Branch HS (9-12) Springbrook HS (9-12 Benjamin Banneker MS (6-8) Burtonsville ES (K-5) Fairland ES (K-5) Greencastle ES (pre-K-5) Briggs Chaney MS (6-8) Cloverly ES (K-5) Galway ES (pre-K-5) Willam T. Page ES (pre-K-5) William H. Farquhar MS (6-8) Sherwood ES (K-5) Stonegate ES (K-5) Francis Scott Key MS (6-8) Burnt Mills ES (pre-K-5) Cannon Road ES (K-5) Cresthaven ES (3-5) Dr. Charles R. Drew ES (pre-K-5) Dr. Roscoe Nix ES (K-2) White Oak MS (6-8) Broad Acres ES (pre-K-5) Jackson Road ES (pre-K-5) Westover ES (K-5) Sherwood HS (9-12) Rosa M. Parks MS (6-8) Belmont ES (K-5) Greenwood ES (K-5 Olney ES (pre-K-5) Brooke Grove ES (K-5) Contact Nasrin Saikh/Melvise Powell Pam Leffler/Rebecca Baber Serenity Moore/Joann Engel Brent Bowman/Alexa Couch Linda Schneider Laura Grabowski Amy Corbman Ken Schmidt S D (David) Bogart Francis Lotz David Selvin Jeff Levine Valerie Coll Jennifer Ficco Abby Hendrix Stephanie Bolden Kaycee Campbell Samantha Shasanya Kaleisha Miller Allyson Jackson Marie Davis Kristen Reza Mary Beth Thomas Kimberly (Kim) Burks Jill Coutts Amy Rakowiecki Liz McCarty Ann Hefflin Jonathan Martin Ann Titherington, Brooke Burt Position RT RT RT RT SDT Liaison Liaison RT ESLP ESLP ESLP RT ESLP ESLP RT ESLP ESLP ESLP ESLP Liaison RT ESLP ESLP SDT RT RT ESLP ESLP ESLP ESLP

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Wayne Schools
School Northwest HS (9-12) Kingsview MS (6-8) Great Seneca Creek (K-5) Ronald McNair ES (pre-K-5) Spark M. Matsunaga ES (K-5) Lakelands Park MS (6-8) Darnestown ES (K-5) Diamond ES (K-5) Clopper Mill ES (pre-K-5) Germantown ES (K-5) Poolesville HS (9-12) John Poole MS (6-8) Monocacy ES (K-5) Poolesville ES (pre-K-5) Quince Orchard HS (9-12) Brown Station ES (pre-K-5) Rachel Carson ES (pre-K-5) Ridgeview MS (6-8) Fields Road ES (pre-K-5) Jones Lane ES (K-5) Thurgood Marshall ES (K-5) Seneca Valley HS (9-12) Roberto W. Clemente MS (6-8) S. Christa McAuliffe ES (pre-K-5) Dr. Sally K. Ride ES (pre-K-5) Martin Luther King, Jr. MS (6-8) Waters Landing ES (K-5) Longview School (Special School) Damascus HS (9-12) John T. Baker MS (6-8) Clearspring ES (pre-K-5) Damascus ES (K-5) Woodfield ES (K-5) Cedar Grove ES (K-5) Lois P. Rockwell ES (K-5) Lake Seneca ES (K-5) Contact Rich Menendez/Maria Waters Wymon Lee/Doug Ackler Tiffany Cupps Ed Barger Marie Collier /Valerie Hoffman Mark Craemer Phoebe Smith Lance Damaska Jessica Moon-Duvall Meegan Marino Jon Rogers/Mark Estep Margaret Callaghan/Brian Grotenhuis Annette Coates Elizabeth (Liz) Sutherland Jennifer Yeck/Julie Newcomer Katherine Sheils Rachel Lubkin and P.J. Friend Pam Pennington Daniel (Dan) Tucci Linda Durr Janae McQuillen Natasha Ezerski /Darren Black Taiwo Okusaga Ginger DeStefano Beverly Skoczlas and Lauren Ioli Jesse Loznak Brad Warner Michelle Mach/Michelle Green David Culpepper/Jeff Hansen Sheila Shipmonfriedli Kerry Jenkins Theresa Wodoslawsky Tress Potter Lori Rolston Sherry Larson Laurie Crespo Position RT RT Liaison ESLP ESLP RT Liaison Liaison SDT ESLP RT RT ESLP SDT RT SDT ESLP RT SDT Liaison Liaison RT RT Liaison ESLP RT Liaison RTSE/SDT RT RT ESLP Liaison ESLP ESLP SDT Liaison

2011-2012 Science, Technology and Engineering Meeting Schedule

MS RT Dates 9/7/2011 MS/HS Science, Technology and Engineering Safety Webinar 3:00-4:30 10/5/2011 MS Science, Technology and Engineering Mtg Julius West MS 3:15-4:45 11/9/2011 Science, Technology and Engineering Cluster Mtgs (various locations) 3:154:45 12/14/2011 MS Science, Technology and Engineering Mtg Julius West MS 3:15-4:45 2/8/2012 Science, Technology and Engineering Cluster Mtgs (various locations) 3:154:45 3/7/2012 MS Science, Technology and Engineering Mtg Julius West MS 3:15-4:45 5/9/2012 MS Science, Technology and Engineering Mtg Julius West MS 3:15-4:45

HS RT Dates 9/7/2011 MS/HS Science, Technology and Engineering Safety Webinar 3:00-4:30 10/12/2011 HS Science, Technology and Engineering Mtg RMHS 3:00-4:30 11/9/2011 Science, Technology and Engineering Cluster Mtgs (various locations) 3:154:45 12/14/2011 HS Science, Technology and Engineering Mtg RMHS 3:00-4:30 2/8/2012 Science, Technology and Engineering Cluster Mtgs (various locations) 3:154:45 3/14/2012 HS Science, Technology and Engineering Mtg RMHS 3:00-4:30 5/16/2012 HS Science, Technology and Engineering Mtg RMHS 3:00-4:30

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Science, Technology, and Engineering Year Overview

August Put away new orders Put away chemicals (write date received and Flinn storage number on the bottle) Update chemical inventory print for fire marshal by chemical class and by alphabetical order New Teacher Orientation (log in, mail box, classroom, instructional materials, etc.) Teacher packet Pacing Guide/Course Overviews Curriculum Resources Department Grading Policy Emergency Sub Plans Inventory Lists Safety test and answer key Safety contract List of good substitutes Emergency coverage schedule Sub expectations / sub log in codes Teachers schedule of classes / extra responsibilities Classroom safety inventory list Assign room ownership to teacher Flex time forms Special Education Forms (annual and quarterly) instructions on how to complete this official document o Field Trip Forms o Policy (check with business manager before purchase) on reimbursement for school purchases (MCPS Form 280-54) o Accident Report (MCPS Form 525-2 ) o Tax Exempt Card (according to school policy) Prepare for first department meeting Safety training for teachers Determine who must be observed determine when you will do the observations Ensure teachers have access to IEP/504 plans and are following it Inform of Back to School Night date and responsibilities Inform of homecoming dates and procedures o o o o o o o o o o o o o o o

September Drop bys /walk throughs are started Identify students for October HSA / begin remediation Identify students requiring bridge projects and other students needing supports xii

Determine bridge plan / contact all relevant stakeholders Meet with each teacher / are they comfortable and have all needed materials Interims due end of month / monitor grades for alignment with grading policy

October HSA is given Plan how teachers will begin PR for elective courses Review course descriptions Discuss any planned program changes for next year with staff / counseling PSAT is given / inform staff of expectations

November First quarter grades are due / monitor grades for alignment with grading policy Begin promoting electives Recommendations for student scheduling are due

December Complete first semester observations Final exams arrive / place in a secure location / number exams and determine procedure for distribution Students are beginning to register for fall classes Interims due / monitor grades for alignment with grading policy Identify students for January HSA exam / begin remediation

January Inform staff of final exam procedures Pack up final exams according to policy to return to school testing coordinator HSA is given Plan meeting date for middle schools / incoming ninth grader course selection Book Inventory and obligations as needed Have teachers turn in failure lists to counseling Update teacher schedules if any changes Second quarter grades are due / monitor grades for alignment with grading policy Remind staff to clean up first semester labs place chemicals in appropriate locations Textbook evaluations for new unapproved textbook (not a new edition) is due

February March xiii Review first semester biology grades and final exam scores / identify students at risk for failing HSA / develop remediation plan Identify seniors at risk of not graduating due to HSA requirements / begin remediation for April test Interims due end of month / monitor grades for alignment with grading policy Ask teachers about course requests (What are their preferences?)

 April May June July

Work with administration to determine class numbers / allocations Implement remediation plan for students currently taking biology and at risk for failing HSA Turn in microscope / balance maintenance request forms Begin list of needed supplies / books for next fall Turn in new edition textbook request forms (if ordering new edition of a textbook with minor changes) Evaluation of new instructional materials (DVDs, etc.) Remind staff to complete flex time forms MSA testing (reading and math) Gather materials to surplus

HSA is given (seniors only) Schedule is produced for May HSA proctoring (advocate for your teachers, testing responsibilities should be distributed equally to entire teaching staff) Third quarter grades are due / monitor grades for alignment with grading policy Senior interims are due List of seniors in danger of failing is due to counseling Finish second semester observations by end of month Determine new positions in anticipation of job fairs Finalize list of needed supplies / books for next fall

End of course HSA is given Interims due / monitor grades for alignment with grading policy AP / IB / HSA / Senior finals are administered many change of schedules, let staff know expectations Determine end of year clearance procedures with leadership team Begin update of chemical inventory Identify students for summer bridge/ HSA opportunities Turn in orders for books, chemicals, and other supplies Remind teachers who will be teaching out of their field in the fall of the need to obtain certification MSA testing (science) Turn in Hazardous Material and Carcass Waste Pickup forms Have staff properly package hazardous material and carcass waste

Fourth quarter grades are due / monitor grades for alignment with grading policy Final exams arrive / place in a secure location / number exams and determine procedure for distribution Pack up final exams according to policy to return to school testing coordinator Inform staff of end of year clearance procedures Review textbook inventory after staff has completed it / obligations are issued Classroom repair lists completed by staff Package textbooks for rebinding or surplus Check with building services to check showers and eyewashes / report needed repairs

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RT week Leadership week

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Department of Curriculum and Instruction MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland

August 2, 2011

MEMORANDUM

To:

Middle School Science, Technology and Engineering Teachers High School Science, Technology and Engineering Teachers Anita ONeill, Program Supervisor, Science, Technology and Engineering Science and Engineering Safety Review

From: Subject:

The purpose of this memo is to provide you with the materials necessary to support safe instruction at your school. Please complete the Room and Chemical Evaluation Checklists before beginning any laboratory work with students. Return the completed checklists to your department head or appropriate administrator and keep a copy for your records. All students must pass the safety test with a score of 100% before they begin any laboratory work. Keep their completed tests on file for one year. You are not required to collect a signed Safety Contract. Have a safe and rewarding year. ATTACHMENT LINKS

Teacher Support Department Safety Plan (Rev. 8.10) Frequently Asked Questions Regarding Safety Issues (Rev. 8.10) MSDE Science Safety Manual (Rev. 11.99) Safety PowerPoint for Teacher Training with links (Rev. 9.09) NEEDS UPDATING!!!!!!! (Powerpoints cannot be embedded in this document, see Curriculum Archive for Safety Presentations) Chemical Hygiene Plan (CHP) (Rev. 8.10) o Safety and CHP Questions and Answers (Rev. 9.09) MCPS Room Checklist (Rev. 9.09) Safety Posters (Rev. 9.09) Tool Safety Checklists for Technology and Engineering xvi

Do we have anything to support consistency across the county? Tech Ed Safety Unit MSDS Chemical Information Sheets Flinn Safety Overviews Animal Carcass Waste Removal Request (Rev. 8.10) Hazardous Chemical Request Pickup (Rev. 8.10) Workmens Compensation Report Serious Incident Report o Policy o Form 270-3

Student Support Safety PowerPoint for Students (Rev. 9.09) o S.T.E. Classroom needs to be developed o Elementary (Rev. 9.09) (Powerpoints cannot be embedded in this document, see Curriculum Archive for Safety Presentations) o Secondary (Rev. 9.09) (Powerpoints cannot be embedded in this document, see Curriculum Archive for Safety Presentations) Technology Education Safety Pledge (Rev. 9.09) We should have a consistent MCPS contract Technology Education Tool Safety Worksheet (Rev. 9.09) Technology and Engineering Safety Test Needs to be developed so there is consistent approachmy guess is that it can be done with tweaking of science test. Sample Technology Education Equipment Tests Science Safety Contract o English (Rev. 9.09) o Spanish (Rev. 9.09) o Contract Review/Summary (Rev. 9.09) o Contract Review/Summary ANSWER KEY (Rev. 9.09) Science Safety Test o Science Safety Test Review Sheet (Rev. 9.09) o Science Safety Test Review Sheet ANSWER KEY (Rev. 9.09) o Approved Flinn-MCPS Safety Test (Rev. 9.09) o Approved Flinn-MCPS Safety Test KEY (Rev. 9.09)

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Department Safety Plan School: __________________________ Resource Teacher: ___________________

Training List safety training already conducted this school year: Date Topic Audience Notes

List safety training that you need to conduct this school year: By When Topic Audience

Notes

Safety Equipment ____ Each lab has the proper safety equipment ____ I need to check the safety equipment found in each lab ____ I need to order safety equipment for our school ____ I need the Safety Supervisor to help me figure out if the labs are equipped for safety. Checklist ____ I have an up-to-date (as of the beginning of school) chemical inventory for my department ____ I understand the process for hazardous chemical disposal ____ I understand that if I want to order a chemical that is not pre-approved for use, I need to note reason for use in the comments section of my FMS order ____ I will ensure teachers review the CHP and support their implementation of the plan. ____ I will ensure teachers know how to access and use MSDS for chemicals they use. ____ I will ensure teachers are trained on how to use the equipment necessary for instruction

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Science, Technology and Engineering Team Department of Curriculum and Instruction MONTGOMERY COUNTY PUBLIC SCHOOLS Resource Teacher Frequently Asked Questions Regarding Safety Issues How do I dispose of animal tissue following instruction? MCPS awards an annual contract for biological waste removal and arranges for countywide pick-ups during the year. Store materials properly until pick-up. To be placed on the pick-up schedule, obtain the appropriate Department of Curriculum and Instruction REQUEST FOR ANIMAL CARCASS WASTE REMOVAL Form. On the form indicate the name of your school and school address; earlier date the waste would be available for pickup; RT name and phone number AND additional contact name and phone number who is aware of the location of the waste AND would be available during the summer months. Complete the lower section of the form by indicating a description of the waste to be picked up, the location and quantity. Please have originator and principal sign and date the form. Forward the form to the Jean Carter, Room 253 via the pony or fax. The team supervisor will approve, assign an internal control number and forward the request to the vendor. The vendor will call to schedule a pick-up. Upon completion of the pick-up, an invoice will be sent to the Jean Carter by the vendor. How do I dispose of chemicals that are hazardous or not needed? Items identified for pick-up are hazardous and must be disposed of by a licensed disposal company. MCPS awards an annual contract with a chemical disposal company to dispose of hazardous chemicals. Store these items in an appropriate manner until pick-up. To be placed on the pick-up schedule, obtain the appropriate Department of Curriculum and Instruction REQUEST FOR HAZARDOUS CHEMICAL PICK-UP form. On the form indicate the name of your school, school address, RT name, phone number and email address, and an additional contact name and phone number who is aware of the location of the waste. Complete the lower section of the form by indicating a description of the chemicals to be picked up, their location and the quantity. Please have originator and principal sign and date the form. Forward the form to Jean Carter via the pony or fax. The team supervisor will approve, assign an internal control number and forward the request to the vendor. The vendor will call or email to schedule a pick-up. Upon completion of the pick-up, a service report detailing the materials and quantity picked up will be left with the school and forwarded to the Jean Carter by the vendor. Items for flushing are non-hazardous and may be diluted with water and poured into a sink with plenty of running water (some items require additional treatment prior to flushing). Items identified for landfill disposal are non-hazardous and may be put in boxes or other containers and placed in trash to be picked up by school custodial staff.

My fire extinguisher is missing where do I get one? Can teachers use fire extinguishers? Laboratory Specifications require the mounting of a fire extinguisher in all science laboratories in the middle and high schools of Montgomery County. These are inspected and recharged as necessary by the building maintenance and is not the responsibility of the science teacher. Replacement fire extinguishers can be obtained from the Maintenance Shop at Shady Grove. In the event of fire it is the teachers primary responsibility to safely evacuate and accompany students to the designated fire drill area, not to extinguish the fire. xix

Announcement of the fire should be made in the appropriate manner. Only personnel trained in the use of fire extinguishers should use them.

How do I store acids? All acids must be stored in a dedicated acid cabinet (anti-corrosive enamel, wood preferred). Concentrated nitric acid (strong oxidizing agent) must be stored in a separate dedicated light-tight cabinet from all other acids. All other inorganic acids may be stored together in a dedicated acid cabinet. Glacial acetic acid (flammable liquid) should be stored in an acid cabinet, isolated from nitric acid. Concentrated sulfuric acid (strong dehydrating agent) should be isolated from organic materials. See Flinn Scientific Catalog Lab Safety Section for further details.

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Chemical Hygiene Plan

August 2011

Department of Curriculum and Instruction and Department of Facilities Management

Montgomery County Public Schools Rockville, Maryland

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Table of Contents Page Foreword .................................................................................................................................................................................i Executive Summary ...............................................................................................................................................................1 Personnel Designation............................................................................................................................................................2 Superintendent of Schools ........................................................................................................................................2 MCPS Director, System-wide Safety Programs .......................................................................................................2 MCPS Science, Technology and Engineering Supervisor ........................................................................................2 Principal ....................................................................................................................................................................2 Science Resource Teacher ........................................................................................................................................3 Project Director .........................................................................................................................................................3 School Employee ......................................................................................................................................................3 Control Criteria ......................................................................................................................................................................4 Classify Chemical Procedures ..................................................................................................................................4 Monitoring ................................................................................................................................................................4 Signs and Labels .......................................................................................................................................................4 Operating Procedures .............................................................................................................................................................5 Keeping Chemical Inventories ..................................................................................................................................5 Minimize Chemical Exposure...................................................................................................................................5 Avoid Underestimation Risk.....................................................................................................................................5 Provide Adequate Ventilation ...................................................................................................................................5 Follow Chemical Hygiene Plan ................................................................................................................................6 Observe PELs and TLVs ........................................................................................................................................6 Hazards to Physical Safety........................................................................................................................................6 Handling Glassware .....................................................................................................................................6 Electrical Hazards ........................................................................................................................................6 Compressed Gases .......................................................................................................................................7 Other Hazards ...........................................................................................................................................................7 Storage 8 Housekeeping............................................................................................................................................................8 Disposal of Used Chemicals and Waste ...................................................................................................................9 Used Chemicals ...........................................................................................................................................9 Waste Chemicals..........................................................................................................................................9 Chemical Disposal .....................................................................................................................................10 Education and Training ........................................................................................................................................................12 Glossary ..................................................................................................................................................................12 Location and Content of MSDS for Chemicals in the School ................................................................................15 Occupational Exposure Standards ..........................................................................................................................15 Toxic Chemicals ........................................................................................................................................15 Allergens and Sensitizers ...........................................................................................................................16

Table of Contents (Continued) Page Signs and Symptoms Associated with Exposures ................................................................................................................16 Safe Practices for Handling Hazardous Chemicals.................................................................................................16 Labels .........................................................................................................................................................16 Planning .....................................................................................................................................................16 Conduct ......................................................................................................................................................17 Apparel.......................................................................................................................................................17 Avoiding Exposure ....................................................................................................................................17 Inspecting Equipment ................................................................................................................................18 Work Practices, Emergency Procedures, and Protective Equipment ......................................................................18 Emergency Procedures...............................................................................................................................18 Chemical Accidents ...................................................................................................................................19 Chemical Spills ..........................................................................................................................................19 Fire Accidents ............................................................................................................................................20 Accident Reporting ....................................................................................................................................20 Location and Use of Protective Apparel and Equipment ........................................................................................20 Protective Clothing ....................................................................................................................................20 Respiratory Protection ...............................................................................................................................21 Eye Protection ............................................................................................................................................21 Procedures for Requesting Hazardous Materials ....................................................................................................21 Equipment Performance .......................................................................................................................................................22 Facilities and equipment .........................................................................................................................................22 Chemical Storage .......................................................................................................................................23 Ventilation .................................................................................................................................................23 Personal Protective Equipment Apparel ....................................................................................................24 Medical Consultation ...........................................................................................................................................................25 Medical Consultations and Examinations ...............................................................................................................25 Exposure Assessment..............................................................................................................................................25 Medical and Exposure Records...............................................................................................................................26 Appendices: Appendix A: Chemical Category Lists ..................................................................................................................27 Risk Category I ..........................................................................................................................................28 Risk Category II .........................................................................................................................................30 Risk Category III .......................................................................................................................................33 Appendix B: Forms ................................................................................................................................................34 Request for Hazardous Chemical Pick Up .................................................................................................35 Employee Chemical Hygiene Training Plan ..............................................................................................36 Laboratory Checklist ..................................................................................................................................37 Chemical Accident Incident Report ...........................................................................................................39 Safety Concern Report ...............................................................................................................................40

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Table of Contents (Continued) Page Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Storage Rooms and Chemical Storage Patterns ...............................................................................41 Incompatible Chemicals ...................................................................................................................43 MCPS Policy and Regulation on Goggles ........................................................................................46 OSHA Regulation 29 CFR 1910.1450..............................................................................................48 WSSC Permissible Disposal ............................................................................................................62 School Escape Plan ..........................................................................................................................67

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Foreword The Occupational Safety and Health Administration (OSHA) ruled that laboratories should meet a different standard than that which applies to industrial operations. The ruling is applicable to those facilities that use a variety of hazardous chemicals in relatively small amounts for non-production purposes, including educational laboratories. Recognizing that great variation exists between facilities, the standard gives employers flexibility in maintaining employee exposures to hazardous chemicals at or below permissible exposure limits. Employers are required to develop and implement a Chemical Hygiene Plan (CHP) that covers all employees assigned to areas where chemicals are stored and used. The CHP spells out the training and safety practices deemed necessary to meet the standard. In Montgomery County Public Schools (MCPS) the CHP covers only science teachers and laboratory aides in Grades 6 through 12 whose work areas include science laboratories and chemical storage areas. The plan does not apply to students who are covered by an independent safety program. Furthermore, teachers and laboratory aides routinely spend five or more hours in laboratories for every hour students spend there, and generally work with the most concentrated forms of chemicals. These distinctions are important to remember while reading the following CHP. This plan combines a number of existing MCPS procedures and practices. For example, disposal of surplus chemicals, inspection of safety equipment, and shelving of chemicals by compatibility groups have been practiced for years. When seen in mass, the requirements of the plan may seem overwhelming, but there is little that is new. Where the extra burden is placed on teachers, as in preparing an accurate chemical inventory, computer software can be used. The CHP is a living document that will be revised yearly based on experience. Implementation will take at least a year and requires extensive training and science of resource teachers.

Executive Summary Purpose This document presents a written Chemical Hygiene Plan (CHP) for Montgomery County Public Schools (MCPS) to meet the U.S. Department of Labor, Occupational and Health Administration (OSHA) federal regulation 29 CFR 1910.1450 (Appendix E) and Maryland Occupational Safety and Heath (MOSH) regulation. The CHP is designed for MCPS schools containing science laboratories and chemical stores in Grades 6-12. This plan describes procedures to protect employees from hazards associated with chemicals in the laboratory and is designed to keep exposures below the limits specified in the OSHA regulation 29 CFR 1910, subpart Z. Employee means an individual employed in an MCPS laboratory workplace who may be exposed to hazardous chemicals in the course of his or her assignment. Objectives This CHP has two objectives: 1. Establish a program that protects MCPS employees from exposure to hazardous chemicals. 2. Establish long-term procedures to assure the highest practical level of safety when dealing with hazardous chemicals. Scope This CHP is an accident-prevention tool and is organized into eight elements: 1. Personnel designation Those responsible for its implementation 2. Control criteria 3. Operating procedures A framework for managing lab-related hazards Standard operating procedures to guide safe chemical use Providing information on the nature of chemical hazards and training on reducing the risks of these hazards to the individual Assuring that all safety equipment is operating properly Procedures or operations that require special supervisory approval before they are performed Taken when working with carsogenic substances, carcinogenic substances, and acutely toxic substances Available to all employees at no cost in the event of accidental exposure to substances above set limits

4. Employee education

5. Equipment performance

6. Procedure approvals

7. Special precautions

8. Medical consultation

Personnel Designation Superintendent

The MCPS Superintendent is ultimately responsible for the development and implementation of the CHP. In turn, the MCPS Science, Technology and Engineering Supervisor and MCPS Director, System-wide Safety Programs will be designated to facilitate and oversee the implementation of the plan. MCPS Director, System-wide Safety Programs The MCPS Director, System-wide Safety Programs will: a. Assist the MCPS Science and Engineering Supervisor to ensure compliance with OSHA/MOSH regulation required plan. b. Advise the MCPS Science, Technology and Engineering Supervisor on appropriate chemical hygiene practices. c. Participate on school system safety committees. d. Verify that the plan is in accord with legal requirements concerning regulated substances and provide OSHA/MOSH regulation updates. e. Assist the MCPS Science, Technology and Engineering Supervisor to ensure that required safety inspections are performed and records maintained, and review Personal Protective Equipment recommendations made by the MCPS Science, Technology and Engineering Supervisor prior to use. f. Determine the need for additional personal protective equipment, if any, beyond that specified for general laboratory use. g. Serve on a committee to review the CHP and recommend changes in safe practices. h. Review and approve chemical hygiene training for employees. MCPS Science, Technology and Engineering Supervisor The MCPS Science, Technology and Engineering Supervisor will serve as the School System Chemical Hygiene Officer (SSCHO). This individual will: a. Work with administrators and teachers to develop and implement appropriate chemical hygiene practices. b. Maintain a list of chemical hygiene officers in schools and work with these persons to monitor procurement, use, and disposal of chemicals used in the schools laboratory programs. c. Provide technical assistance to schools and employees on the CHP. d. Manage disposal of waste, chemicals and completion of Maryland Department of the Environment forms each year. e. Establish a committee to review the CHP and recommend changes to safe practices. f. Implement chemical hygiene training for employees covered by this CHP. g. Conduct annual review and revision of the plan. h. Maintain records relative to this program for 30 years. Principal The principal is responsible for chemical hygiene in the school, for monitoring compliance with the CHP, designating the Science Resource Teacher, and maintaining records pertinent to the program within the school.

Science Resource Teacher The Science Resource Teacher (RT) is the school contact person for the CHP, and has the responsibility to: a. Ensure that employees have received appropriate training as outlined in the CHP and have access to the CHP and other reference materials. b. Provide regular, formal chemical hygiene and housekeeping inspections, including routine inspections of emergency equipment, and maintain appropriate records as mentioned in the CHP. c. Coordinate requests to the MCPS Science, Technology and Engineering Supervisor for acquisition and use of chemicals identified as explosive, carcinogenic, mutagenic, highly toxic, or otherwise unsuitable for general school laboratories (see list in Appendix A). d. Maintain inventory and order records for the schools science department with a copy on disk sent to the MCPS Science, Technology and Engineering Supervisor and the MCPS Director, System-wide Safety Programs.

Project Director A project director or director of other specific operations outside the normal school laboratory program has the primary responsibility for chemical hygiene procedures for that operation. Examples include extracurricular activities, adult education classes, community school activities, and summer school classes that might involve employees who do not receive training during the academic year. School Employee Individual employees are responsible for implementing safe chemical practices within their work areas and for attending annual training for the CHP about the risks involved in any procedure involving chemicals.

Control Criteria Classify Chemical Procedures Every laboratory procedure contains some element of risk. Prudent practice dictates that all procedures must be assessed for risk and steps established to minimize risk. These practices may be as simple as wearing goggles when working with preserved biological specimens or as complex as the detailed procedures required for working with known carcinogens, such as ethidium bromide or nickel salts. Monitoring Highly toxic substances are not commonly used in a school laboratory program, and regular monitoring of airborne concentration is not justified or practical. Initial monitoring may be necessary for laboratories undergoing renovation involving changes in general ventilation or hood installation. Monitoring for specific airborne substances shall be performed in cases of suspected employee exposure. If the measured concentration exceeds the Permissible Exposure Limits (PELs), the Threshold Limit Values (TLVs) or other specified action level, then all laboratory employees will be notified of the results of the measurement within 15 days, and further monitoring will be undertaken in compliance with 29 CFR 1910.1000 through 1910.1199. Signs and Labels Signs of the following types must be prominently posted in all laboratory, preparation, and chemical storage areas and must meet OSHA/MOSH labeling requirements: Location of the nearest phone and intercom button Exits, evacuation routes, safety showers, eyewash stations, fire extinguishers, fire blankets, and other safety equipment Warning for areas or equipment where unusual hazards exist, including designated areas for use of speciallyauthorized chemicals Identify labels for chemical containers (including waste receptacles). Each label shall be legible and include the following: Contents Source Date of acquisition Storage location Hazards

Operating Procedures Keeping Chemical Inventories An inventory of all chemicals stored or used in the school science department shall be conducted at least once a year and before employee training. The chemical inventory should consist of identifying all chemical within the school science department and assuring that relevant Material Safety Data Sheets (MSDS) for each chemical are available. The information is to be used in the employee training that follows. The chemical inventory must be updated continually and managed by the Science RT. Inventory information shall include at least the following: chemical name, quantity, hazard information, and storage location. The Flinn Science Catalog Reference Manual, 2005, page 114, contains specific directions for conducting an inventory and should be used as a model. A computer software program, Chemventory, from Flinn Scientific, can be used for keeping the inventory. Minimize Chemical Exposure It is prudent to minimize all exposures to chemicals because few laboratories are without hazards. Employees will follow general precautions for handling all laboratory chemicals. Risk category I substances shall be stored and used only after obtaining prior approval using the comments section of the Financial Management System (FMS) requisition functions. Risk category II substances shall be used in accordance with MSDS guidelines. Avoid Underestimation of Risk Employees are cautioned against underestimating risk. Exposure to substances of unknown risk should be minimized. One should assume that any mixture will be more toxic than its most toxic component and all substances of unknown toxicity are toxic. The decision to use certain substances should be based on the best availability of proper handling facilities. Substitutions, either of chemicals or experiments, often can be made to reduce hazards without sacrificing instructional objectives. When the risk outweighs the benefit and no substitute chemical is available, then the experiment or procedure should be eliminated. Provide Adequate Ventilation The best way to prevent exposure to airborne substances is to prevent their escape into the atmosphere by using hoods and other ventilation devices. Such devices must be kept in good working condition in order to provide employees with a safe working area. Follow CHP The CHP specifies laboratory practices designed to minimize employee exposure to hazardous chemicals. Because of the large number of chemicals that may be stored and used in school laboratories and the fact that teachers work with concentrated material when preparing dilutions for students, teachers should follow the practices specified in the CHP in order to minimize their health and safety risks. Observe PELs and TLVs The Permissible Exposure Limits (PELs) and Threshold Limit Values (TLVs) of chemicals is typically used in the laboratory are available to employees in the MSDS for each chemical and in publications such as OSHA 3112, Air Contaminants Permissible Exposure Limits, NIOSH Pocket Guide to Chemical Hazards in the School Science Laboratory. Employee exposure to hazardous chemicals must not exceed these levels. The school district will train employees on finding and using this information. Employees, in turn, will familiarize themselves with the hazards associated with the chemicals and take appropriate steps to minimize exposure. Hazards to Physical Safety The laboratory standard promulgated by OSHA is intended to minimize employee exposure to the health risks associated with hazardous chemicals. The laboratory environment contains numerous hazards to the physical safety of employees as well. Because physical injury accidents can sometimes have the secondary effect of toxic exposures, this section outlines general precautions and procedures to minimize risks associated with physical hazards in the laboratory. For additional information, refer to the MCPS Safety Handbook.

Handling Glassware Glassware should be stored on well-lit stockroom shelves designed to prevent items from falling off. Glassware that is designed for the type of work planned should be used. In particular, be sure that glassware used in vacuum apparatus is constructed for that purpose. If glassware is to be heated, use Pyrex or other heat-tolerant material. When cutting glass tubing or rod, place a towel over the strike mark and break away from the body. Fire-polish all glass before used. After heating glassware, allow ample time for cooling to occur. Hot glass looks the same as cool glass. Use rubber safety stoppers. Glass containers of acids, alkalis, or flammable chemical should be transported in carriers to protect from breakage and to contain leaks. Where possible, chemicals should be purchased in shatter-proof coated bottles. Electrical Hazards All electrical outlets should carry a grounding connection requiring a three-prong plug, and all electrical equipment should be wired with a three-prong plug. Never remove the ground post. The condition of wiring, plugs, and cords should be checked regularly. Laboratory lighting should be on separate circuits from electrical outlets in case electric service must be cut off in an emergency. All laboratories should have readily accessible circuit breakers. Employees should know how to cut of electrical service to the laboratory in case of emergency. If electrical equipment shows evidence of undue heating, unplug it immediately. When unplugging electrical equipment, grasp the plug instead of pulling on the cord. Compressed Gases Laboratories using compressed gases will do so in accordance with Handbook of Laboratory Safety, 5th edition, CRC press. Always used the minimum-sized cylinder adequate needed to perform the desired laboratory activity. Cylinders of compressed or liquefied gases should not be stored in the laboratory. They should be kept in a storage area, securely restrained by straps, chains, or a suitable stand. Do not expose cylinders to temperatures above 50 degrees C. Replace the protective cap when a cylinder is empty or before moving. Do not bleed a cylinder completely empty. Leave a slight pressure to keep contaminants out. Do not interchange gauges, regulators, or fittings, especially with oxygen cylinders. Do not use a cylinder that cannot be positively identified. Always wear safety goggles when handling or using compressed gases. Other Hazards Cryogenic fluids cause concern in regard to flammability, high pressure materials and personnel. The flammability hazard is of concern even when the gas used is normally thought to be nonflammable. The presence of oxygen will

greatly increase the ability of ordinary combustibles to burn as well as some materials normally thought to be noncombustible, such as carbon steel. Extremely cold metal surfaces are capable of condensing oxygen from the atmosphere. Cryogenic liquids must be handled in properly vented containers because these fluids are stored at their boiling point. Material properties may change at extremely low temperatures causing drastic results. Wood or asphalt saturated with oxygen has been known to explode when exposed to a mechanical shock. A brief exposure to cryogenic fluid can produce burns similar to high temperature contact. The eyes are especially vulnerable; protection must be worn. When using a centrifuge, be sure the arms are balanced and that the device is securely anchored. Never look directly as the beam or laser opening when using lasers. Do not shine the beam on objects that cause reflections. Storage Laboratory rooms and hoods shall not be used for storage of chemicals. Chemicals needed for laboratory use will be obtained from the chemical storage room and transferred to appropriately labeled temporary use containers to take to the laboratory. Large bottles, particularly of corrosive or flammable materials, will be transported in appropriate carriers. Secondary containers for toxic chemicals will be made of unbreakable material. All chemicals will be stored in a dedicated chemical storage area meeting the specifications listed in Chemical and Biological Storage Rooms and Suggested Chemical Storage Patterns (Appendix C). Amounts stored should correspond to no more than one years projected needs. To minimize risk of contact of incompatible chemicals, the storage area will be organized and chemicals shelved according to compatible groups (see Appendix C for storage pattern). Acids should be stored in an approved acid storage cabinet. Nitric acid should be stored apart from glacial acetic acid. When remodeling, specify Flinn chemical storage shelves, which are of wood with no exposed metal and fitted with a lip to prevent roll off. Flammable materials will be stored in a dedicated cabinet that meets National Fire Protection Association (NFPA) specifications. If the cabinet is vented, the ductwork will not be less fire-resistant than the cabinet. The amount of material stored in the cabinet will not exceed it specified rating. Chemical storerooms are not to be used as prep rooms for repackaging chemicals or preparing solutions. Use the prep rooms. Housekeeping Housekeeping plays an important role in reducing the frequency of laboratory accidents. Rooms should be kept clean and in orderly condition. Floors, shelves, and table should be clear of chemicals and other materials not in use. Clean up the work area on completion of an operation or at the end of the day. Place excess reagents and reaction products in proper used chemical containers; do not return reagents to the stock containers. Clean-up spills promptly, using appropriate protective apparel and procedures. Aisles and passageways to all exits and safety equipment should be kept clear. Do not store materials near doorways.

Before leaving the laboratory, all services (gas, water, electricity) should be turned off. Lower the fume hood sash. Lock the laboratory door. School laboratories will be cleaned on a regular basis, at least quarterly. Chemical storage rooms will be cleaned prior to the opening of school and at the close of the school year, under the supervision of a trained and qualified employee.

Disposal of Used Chemicals and Wastes The aim of this component of the CHP is to ensure that minimal harm to people, other organisms, and the environment will result from the disposal of chemicals and to reduce the amount and variety of wastes generated. This aim is achieved by the following: Planning experiments to reduce the amount of leftover chemicals Reducing the scale of experiments to limit the amount of chemicals generated Purchasing chemicals only in the amount needed; and Recovering of chemicals from reaction products.

Used Chemicals Each laboratory will have specially marked containers to store used chemicals. Leftover reagents and reaction products should be placed in marked containers at the end of each laboratory session. Broken glass should be placed in its own marked container. Containers shall be labeled with the following information: used-chemical category; name of chemical(s); approximate percentage of each chemical (if mixed); date produced; and name of teacher. Attention needs to be directed to student-generated materials so that proper labels are used. Use of labels such as Solution A, are not acceptable. Containers without labels are considered hazardous by the removal company and can not be removed until the contents have been identified. This identification is costly and time consuming. The simplest method of determining the identity of contents of all containers is to insist that all used chemicals are properly labeled at the time of generation. Used chemicals will be maintained in containers within chemically compatible groups until such time as they are used in the laboratory procedure or reclassified as waste for disposal. Used chemicals stored in each building shall be inventoried at least annually. Waste Chemicals Certain chemicals may not be poured down the drain for disposal. The Washington Suburban Sanitary Commission (WSSC) has been contacted to determine what is and is not acceptable (See Appendix G). Its draining system connects to a sanitary sewer system that ultimately flows to a wastewater treatment facility. At no time is a septic tank system used for waste disposal. If questions arise, consult the Flinn Disposal Method described in the Flinn Catalog and the MCPS Science, Technology and Engineering Supervisor. Reduction of waste by recycling, reclamation, or chemical decontamination of used chemicals will be performed, when possible. Indiscriminate disposal of waste chemicals by pouring down the drain, adding them to mixed refuse for landfill burial, or evaporating volatiles in the hood is unacceptable. Chemical Disposal

Some substances can be disposed of by landfill or alternate use; for example, excess lime or marble chips may be used in the school garden. The Flinn Catalog should be consulted and on-site disposal be considered before a chemical is listed as surplus. Surplus chemicals should be identified yearly, preferably in the summer, and the list shared among schools where they might be needed. The MCPS Science, Technology and Engineering Supervisor will arrange with the procurement unit to obtain bids for removing and disposing of remaining chemicals. Once a chemical has been labeled a hazardous waste, a set of extensive legal requirements is set in motion. Chemicals designated a hazardous waste must be disposed of by a licensed operator. A contract will be prepared each year for this service by the MCPS Science, Technology and Engineering Supervisor and reviewed by the MCPS Director, System-wide Safety Programs. By law, hazardous waste must be disposed of in a manner that will link the institutional generator to the waste forever. Any damage or potential harm caused to the environment or personal property by regulated hazardous wastes while on-site, while being moved over public roadways, or at any facility to which the hazardous wastes are taken, exposes the generator and all waste handlers involved to civil and criminal liability under several federal laws. Wastes are classified into the following six categories: Ignitable Waste Corrosive Waste Reactive Waste Toxicity Characteristic Waste Acute Hazardous Waste Toxic Waste (I) (C) (R) (E) (H) (T)

The Science RT must request a hazardous chemical pick up using the Request for Hazardous Chemical Pick-Up form (See Appendix B). The form must be completed in detail and sent to the MCPS Science, Technology and Engineering Supervisor in CESC, Room 253. Upon receipt of the form, a pick-up of the chemicals will be scheduled. The waste disposal company will pack, transport, and dispose of hazardous waste from each school. All waste must be identified by chemical name or formula before the company will remove it. If the waste is not identified, the company must identify it at considerable cost to the school system. The MCPS Science, Technology and Engineering Supervisor will obtain and maintain a copy of the hazardous waste manifest sheets from the certified waste disposal company. Each year the Maryland Department of the Environment requires all school systems to report any chemical waste disposal to them. This report is sent to the local school. When this report arrives, please keep a copy and send it to: Anita ONeill, Science, Technology and Engineering Supervisor Room 253, CESC 850 Hungerford Drive Rockville, MD 20850 These forms will be completed and filed by the MCPS Science, Technology and Engineering Supervisor, based on the hazardous waste manifest form prepared by the contractor. The MCPS Science, Technology and Engineering Supervisor will forward copies of the hazardous waste manifest sheets to the MCPS Director, System-wide Safety Programs on an annual basis (fiscal year).

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Education and Training The employee education and training program includes two objectives: 1. To heighten employees awareness of the nature of chemical hazards and imparting skills that will allow workers to recognize hazards posed by chemicals. 2. To prepare employees to protect themselves from those hazards. School employees whose normal work assignments include teaching a laboratory science class need to participate in an on-going chemical hygiene training program. Custodial and maintenance personnel should not be involved in chemical clean-up. Only staff trained using the CHP should participate in the clean-up of chemicals in science laboratories. Hazardous chemicals used in the science program should be under the control of a person trained in the CHP and the use of hazardous chemicals. Hazardous chemicals are not to be left unattended in a classroom or other area. THE FOLLOWING IS THE INFORMATION, PRACTICES, AND PROCEDURES THAT, AT A MINIMUM, SHOULD BE DISCUSSED AS PART OF THE SCHOOL EMPLOYEE INFORMATION PROGRAM. The training program should be conducted annually for all employees. The Science RT will maintain records documenting the on-going training received by employees (see Appendix B). Glossary A common chemical hygiene vocabulary or acronyms used in the area of chemical hygiene need to be discussed as part of the information presented to employees. Acute An adverse effect with severe symptoms that develop over a short period of time American Conference of Governmental Industrial Hygienists An agent capable of producing an immunologic reaction A list of chemicals that has been developed as a result of the passage of Proposition 65 in California requiring the governor of the state to publish annually a list of chemicals known to cause cancer or reproductive toxicity

ACGIH Allergen California List

Carcinogen A substance capable of causing cancer

CAS Number

Chemical Abstract Service number is the single identifying registry number for each specific substance. The CAS is operated by the American Chemical Society. Chemical Hygiene Plan An adverse effect with symptoms that develop slowly over a long time or recur frequently

CHP Chronic

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Combustible

Able to catch fire and burn; liquids with a flash point between 100 and 200 degrees F An area that may be used for work with select carcinogens, reproductive toxins, or substances which have a high degree of acute toxicity. A designated area may be the entire laboratory, an area of a laboratory, or a device such as a laboratory hood. Department of Transportation

Designated Area

DOT

Emergency Any occurrence that results in an uncontrolled release of a hazardous chemical into the workplace Employee An individual employed in a laboratory workplace who may be exposed to chemical risk in the course of his or her assignment Environmental Protection Agency Capable of being easily ignited and of burning with extreme rapidity; liquids with a flash point below 100 degrees F A chemical for which there is statistically significant evidence that acute or chronic health effects may occur in exposed persons A facility where there may be chemical risk; a workplace where relatively small quantities of hazardous chemicals may be used on a non-production basis Work with chemicals in which containers used can easily and scale safely be manipulated by one person, excluding commercial production of chemicals for sale The concentration of a substance in air that causes death in 50% of the animals exposed by inhalation. A measure of acute toxicity

EPA Flammable

Hazardous

Laboratory

Laboratory Scale

LC 50

LD 50

(Lethal dose, 50% kill) The dose that causes death in 50% of the animals exposed and the method by which the substance was administered, e.g., oral, intravenous, etc., but not via inhalation. The LD 50 is expressed in milligrams (mg) of substance per kilogram (kg) of animal body mass. A measure of acute toxicity Maryland Occupational Safety and Health Material Safety Data Sheet Chemical that causes chromosomal damage (mutations) Chemical capable of causing non-cancerous tumors

MOSH MSDS Mutagen Neoplastigen

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NFPA NIOSH OSHA PEL

National Fire Protection Agency National Institutes for Occupational Safety Occupational Safety and Health Administration Permissible Exposure Limit. The legally allowed concentration in the workplace that is considered a safe level of exposure for an 8-hour shift, 40 hours per week. Those laboratory procedures, practices, and equipment accepted by laboratory health and safety experts as effective, or that the employer can show to be effective, in minimizing the potential for employee exposure to hazardous chemicals A chemical for which there is valid scientific evidence that it is combustible, flammable, explosive, an oxidizer, unstable, or highly reactive Any substance that meets one of the following criteria: Regulated by OSHA as a carcinogen Listed as a known carcinogen in the latest Annual Report on Carcinogens published by the National Toxicology Program (NTP) Listed in Group 1 (Carcinogenic to humans) by the latest International Agency for Research on Cancer (IARC) monographs Listed in either Group 2A or 2B by IARC, or reasonably anticipated to be carcinogenic by NTP, and causes statistically significant tumor incidence in experimental animals through: inhalation dosages of les than 10 mg/m3 for 6-7 hour/day, 5 days/week; repeated skin application of less than 300 mg/kg body weight per week; or oral dosages of less than 50 mg/kg body weight per day Resource Teacher Chemical capable of creating an allergic reaction in certain individuals after an initial exposure Chemical that adversely affects fetal development Threshold Limit Value. An estimate of the average safe substance concentration that can be tolerated on a repeat basis, usually during an 8-hour period on a day-to-day basis. The units of TLV are parts per million (ppm) or milligrams per cubic meter (mg/m3)

Protective Laboratory Procedures, Practices, and Equipment

Physical Hazard

Select Carcinogen

RT Sensitizer

Teratogen TLV

Location and Content of Material Safety Data Sheets (MSDS) for Chemicals in the School Material Safety Data Sheets (MSDS) for all chemicals in the science department of a school are maintained on computer software or in print, and copies will be made available on demand or within 24 hours by an employee. Schools may use a computer program to maintain the schools chemical inventory. An MSDS for each chemical can be acquired at the vendors website. Each school should maintain an information library accessible to all employees. The library should contain reference materials pertinent to safe laboratory practices, chemical storage, and chemical disposal. Reference materials may be in the form of printed materials, computer software, audiovisual media, or other convenient forms.

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Occupational Exposure Standards The MSDS will contain the permissible exposure standards or limits for all chemicals in the inventory. The trainer should see that all school employees who teach a science laboratory class or are given a responsibility to control these substances are familiar with the exposure limits from the MSDS. Toxic Chemicals The MSDS for a chemical states the recommended or OSHA-mandated limits for exposure to that chemical. These are most often expressed as PEL or TLV values and assist the MCPS Science, Technology and Engineering Supervisor and MCPS Director, System-wide Safety Programs in determining the safety precautions, control measures, and safety apparel needed when working with the chemical. Substances having one of the following characteristics: TLV or PEL less than 50 ppm or 100 mg/m3 LC 50 less than 200 ppm or 2000 mg/m3 Toxic chemicals will be used only in a properly-operating fume hood. Allergens and Sensitizers A variety of allergens may be encountered in the laboratory. Exposure of skin or the respiratory tract to these agents may elicit dermatitis, asthma, or other responses. The special problem with allergic responses is one of sensitization and difficulties may not be readily identifiable. Usually there is no physical reaction at the time of initial exposure, but this is the point where sensitization occurs. The reaction takes place upon a subsequent exposure to the allergen. Because of the wide variety of chemicals that may produce allergic responses or adverse reactions in sensitive individuals, and because of the varying response of individuals to such substances, it is essential to minimize exposure to eyes, hands and forearms, and lungs by working with adequate ventilation and appropriate protective apparel resistant to permeation by the chemical. Signs and Symptoms Associated with Exposures Signs and symptoms associated with exposure to hazardous chemicals will be found in the MSDS for the chemicals stored in the building. These should be provided to employees with appropriate procedures for responding to and reporting accidents involving chemical exposures. The 2007 Flinn Science Catalog Reference Manual contains an easy to read chemical color/odor identification chart which could help in recognizing various chemicals. At least one employee per building should be trained in first aid techniques. Safe practices for Handling Hazardous Chemicals Labels Identity labels will be placed on all reagent containers and used chemical receptacles, listing contents and associated hazards. Labels will include at least the chemical name, hazard information, date prepared, and a NFPA 704a diamond. Labels on stock bottles will not be removed or altered. Additional information labels may be affixed, if they do not obscure original labels. Stockroom index will show the location and storage pattern for all chemicals contained in the stockroom. All Risk Category I and II substances, including those contained as part of test kits, will carry an additional label warning users to consult and follow MSDS guidelines. Planning

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Generally, textbooks, laboratory manuals, and other instructional materials designate the safety precautions needed for a particular laboratory activity. However, reliance on such publications to provide complete and accurate information is not advisable. Employees should consult additional references, including MSDS before undertaking an unfamiliar activity or using test kits. Adjust the scale of the procedure, when appropriate, to reduce generation of used chemicals.

Conduct Eating, drinking, smoking, gum chewing, application of cosmetics, manipulation of contact lenses, or other such activities are not to be done in the laboratory. Activities using unauthorized chemicals are not to be performed. Whenever possible, avoid working alone in the laboratory. Otherwise, inform another person where you will be and what you will be doing. Do not engage in horseplay, practical jokes, or other behavior that might confuse, startle, or distract another person in the laboratory. Do not leave the laboratory unattended while operations are on-going. Use laboratory equipment only for its designated purpose. Wash areas of exposed skin well before leaving the laboratory. Apparel Confine long hair and loose clothing. Remove jewelry from fingers, wrists and neck. Wear shoes at all ties, but do not wear sandals, open-toed, or perforated shoes. Contact lenses normally should not be worn in the laboratory. If contact lenses are worn, goggles must be worn at all times. The risk of vapors becoming trapped beneath contact lenses is particularly high. Appropriate protective apparel, particularly laboratory aprons and approved goggles, should be worn at all times in the laboratory, as stated in MCPS Board of Education Policy EBE and related entries (Appendix E). Use additional protective gear when called for by the specific procedure. Avoiding Exposure Use only those chemicals for which the quality of the available ventilation system is appropriate. Use the hood for operations that might result in release of toxic vapors or dust. Hood windows should remain closed, except when placing or removing apparatus. The hood fan should be kept on whenever chemicals are present in the hood. Do not allow chemicals to come into contact with skin. Do not smell or taste chemicals. Use appropriate gloves resistant to permeation when handling materials known or believed to be corrosive, irritants, allergens, or toxic through dermal contact. Do not store food or beverages in areas used for laboratory operations. Do not use laboratory containers or utensils for food or beverages.

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Do not use mouth to pipette or to start a siphon. Check labels on containers carefully before dispensing reagents. Always pour the more concentrated solutions into water or into the less concentrated solutions when mixing solutions. Pour slowly, while stirring to dissipate heat. Do not mix chemicals known to have incompatible properties (Appendix D). Determine need for personal protective equipment beyond that specified for general laboratory use. Inspecting Laboratory Equipment Be alert to unsafe conditions and see that they are corrected. Ensure that aisle ways, exits, and paths to safety equipment are not blocked. Verify location of safety equipment in the laboratory. Check that equipment is in good operating condition and that glassware is free of chips and cracks. Work Practices, Emergency Procedures, and Equipment In each school, there should be a safety committee charge with the responsibility of developing a plan to deal with many types of emergencies. As part of their emergency response plan, the release of hazardous chemicals to the environment should be considered. The committee should be aware of the types of chemicals stored and used in the building and the recommended procedures to follow in case an accidental release occurs. Many situations can be handled by calling someone for advice or aid. A list should be posted in every laboratory which at a minimum includes the following emergency telephone numbers and directions: Nearest poison control center Nearest hospital MCPS Science, Technology and Engineering Supervisor MCPS Director, System-wide Safety Programs Directions to find and speak to the principal Directions to find and speak to the science resource teacher Emergency Procedures While the practices and procedures specified in the chemical hygiene plan will help to minimize risk of exposure to hazardous chemicals, employees, must be knowledgeable about what to do should an accident occur. Types of emergencies that should be anticipated are listed below: Thermal and chemical burns Chemicals in the eye Skin contact and irritation by chemicals Inhalation, ingestion, or skin absorption of chemicals Cuts and puncture wounds Copies of the schools fire prevention, spill, control, and emergency evacuation procedures should be included as attachments to the chemical hygiene plan. In the event of a laboratory accident: a. Report the nature and location of the emergency to the appropriate fire or medical facility by dialing 9-911. Give your name, telephone number, building, and room number. If individuals are involved, report how many, whether they are unconscious, burned, or trapped, whether there has been a chemical or electrical fire. Do not make any other phone calls unless they relate directly to the control of the emergency. b. Notify MCPS Director, System-wide Safety Programs, Department of Facilities Management, 240-314-1070 (office) or 301-370-2141 (cell), immediately. c. Notify others in the area about the nature of the emergency.

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d. Meet the emergency personnel at the indicated location or send someone to meet them. e. Do not move any injured persons unless they are in further danger. Use general first aid techniques, if appropriate. Always treat the most urgent symptom first: a. Cessation of breathing b. Eye injury c. Skin contact d. Shock Chemical Accidents a. Remove all contaminated clothing immediately and wash the skin with soap and water. Flush the skin for at least five minutes. b. If chemicals get into the eyes, irrigate with plenty of water for a minimum of 15 minutes and call poison control center for further instructions. c. If chemicals are ingested, notify appropriate administrators. Call 911 and/or Poison Control Center for instructions. Be sure to note which chemical(s) is/are believed to have been ingested. d. Remove all jewelry that has been contaminated (e.g., rings, bracelets, watches). Chemical Spills a. If there is no fire hazard and the material is not particularly volatile or toxic, clean it up using procedures listed on the MSDS. Wear appropriate gloves and clean the contaminated area with soap and water after removing the spill. b. If volatile, flammable material is spilled, immediately extinguish flames and turn off electrical apparatus. Evacuate the area by established routes. Read the MSDS for appropriate clean-up procedures. If the quantity exceeds the employees ability or training to handle, seal the area until appropriately trained personnel arrive. c. If volatile, toxic material is spilled outside the hood, evacuate the area by established routes and seal until personnel trained to use appropriate breathing apparatus arrive. d. If a nonvolatile, toxic material is spilled, isolate the area of the spill and consult the MSDS for appropriate cleanup procedures. If the quantity or toxicity of the chemical exceeds the employees ability or training to handle, evacuate the area until appropriately trained personnel arrive. e. Use care in cleaning spills involving multiple chemicals so that reactive combinations do not occur in waste receptacles. Do not dispose of absorbing material in open trash cans. f. Seal off or dike floor drains or openings to prevent contamination into sewer or storm drains. Fire Accidents a. Evacuate the area first. Contact appropriate authorities at once: Fire department (9-911) MCPS Director, System-wide Safety Programs 240-314-1070 (office) or 301-370-2141 (cell) MCPS Science, Technology and Engineering Supervisor 301-279-3421 b. A fire contained in a small vessel can often be suffocated by covering the vessel with an inverted container. Do not use dry towels or cloths. Remove nearby flammable materials. c. If the fire is too large to be suffocated quickly and simply, or if it is believed to produce toxic fumes, evacuate the area following established evacuation routes, sound the fire alarm, and notify the fire department by dialing 9911. On arrival, inform fire fighters what chemicals are involved, or may become involved. d. Immediately after a fire, all extinguishers used should be serviced and recharged. All fire extinguishers shall be properly mounted in science rooms.

Accident Reporting a. All accidents should be reported on the Chemical Incident Reporting form (Appendix B) after following the standard accident reporting policy of MCPS (refer to item b. below). Copies of accident reports will be kept by the principal and the MCPS Science, Technology and Engineering Supervisor. These reports will be carefully

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analyzed for factors that might lead to recurrence, with the results distributed to all who might benefit. A periodic review of accident reports by the MCPS Science, Technology and Engineering Supervisor and the MCPS Director, System-wide Safety Programs will look for problem areas that need special attention. b. The employees supervisor will be responsible for calling the MCPS Self-Insurance Contractor Gallagher-Bassett 24-hour hotline (1-888-606-2562) to file the Employers First Report of Injury. If necessary, seek emergency medical treatment immediately. If an employee is likely to lose time from work as a result of injury, treatment must be sought from a network doctor to receive full salary continuation. To find a network doctor call the Employee and Retiree Service Center (ERSC) 301-517-8100. Location and Proper Use of Protective Apparel and Equipment Protective Clothing The purpose of any protective clothing is to keep chemicals from reaching the skin of the person wearing the clothing. This exposure can happen in two ways. In the first instance chemicals may reach the skin through cracks or seams in the protective clothing. In the second case the chemical may permeate the material of which the clothing is made. Once a chemical has begun to permeate a material, it will continue to do so even after the original source of the chemical has been removed. This condition is caused by the absorption of the chemical into the material. These factors should be taken into account when ordering or using protective apparel. The severity of the application should govern the choice of protective clothing. Respiratory Protection Respiratory protection ranges from a soft felt mask commonly used to protect from dust to a self-contained fully enclosing suit. The selection of the proper respiratory device depends upon the properties of the exposing chemical. Eye Protection The primary concern for most chemical laboratory workers is impact and chemical splash protection. Eye protection should be worn in the laboratory at all times. If the possibility of a vigorous reaction appears to be substantial, a face shield should be sued. Contact lenses offer no protection to the eye and will prevent the eye was from working to flush the eye in case of emergency. In addition, they may actually increase the amount of chemical trapped on the eye by blocking the helpful action of tearing. For these reasons, contacts are not recommended the laboratory. Procedures for Requesting Hazardous Materials Prior to ordering any chemical, the Science RT determines the need, based on the desired use of the chemical. Amounts ordered should not exceed what is expected to be used in one year. Several chemical have acute or chronic hazards that outweigh their educational usefulness. Risk Category I (Appendix A) list explosive, carcinogenic, mutagenic, and highly toxic chemicals that are considered too hazardous for use in general school laboratories. These listed chemicals are prohibited by MCPS. Other chemicals may be designated by the MCPS Science, Technology and Engineering Supervisor. These chemicals may not be ordered, stored, or used in school laboratories without specific, written authorization from the MCPS Science, Technology and Engineering Supervisor after consultation with the MCPS Director, System-wide Safety Programs. Employees wishing to obtain and use these hazardous chemicals must submit a written request, through the Science RT to the MCPS Science, Technology and Engineering Supervisor. The Science RT will make the request through FMS. The request should have detailed comments that indicate the specific need for the chemical, whether or not there are other chemicals that were considered, why alternatives were not chosen, and whether the request is in support of a teacher demonstration or student activity. The MCPS Science, Technology and Engineering Supervisor and the Science RT will maintain records of the request and determination. If the request is approved, the MCPS Science, Technology and Engineering Supervisor will authorize the marking of a designated area as the only area where work with the chemical will be conducted. The approved chemical will be immediately added to the hazardous

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chemical inventory (Chemical Information List (CIL)) prior to use and storage of that chemical. Appropriate signs will be placed to identify the designated area and to indicate the hazards of the chemical to be used therein.

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Equipment Performance Equipment inspections should be performed at least once a semester by the Science RT using the forms in Appendix B to verify proper operation of the following personal protective equipment: fume hoods, chemical showers, eyewash stations, fire extinguishers, and any other equipment for employee protection. The following general standards shall be completed on an annual basis (eyewashes shall be tested monthly): Hood: Shower: Eyewash: Fire extinguisher: Goggle sanitizer: face velocity of 100 linear feet per minute (lfm) or more and sash frame marked to show maximum sash height continuous flow of clean water continuous gentle flow of aerated water to both eyes fully charged, tagged, and inspected UV bulb and timer operating properly

Employees will perform a visual inspection of safety equipment prior to beginning a chemical procedure in the laboratory. The purpose of such visual inspections is to check for obvious problems with equipment and is not intended to substitute for thorough periodic inspections. Any safety equipment not operating to the general standards above will be tagged and taken out of service immediately. Inoperative equipment must be reported to the school principal and a work order prepared. The laboratory check list (Appendix B) must be completed and retained by the Science RT. In addition, equipment should be tagged to indicate the date and the results of the last inspection. An MCPS work order requesting repairs on faulty equipment should be prepared and sent to the schools assigned maintenance depot. Deficient or inoperative equipment should be tagged as inoperative and either be repaired by qualified technicians or replaced. Facilities and Equipment The design of the laboratory facility should provide sufficient space for safe work by the number of persons to be in the laboratory. Exit doors should be clearly marked and free of obstructions to permit quick, safe evacuation in an emergency. Furniture should be arranged for maximum use of available space while maintaining safe conditions. Desks will be isolated from lab benches. Desks and chairs shall not block emergency exits. Laboratory facilities should be used only by persons with proper qualifications and training. The number of persons (students and teachers) assigned to a laboratory room at any given time should not exceed the number of laboratory stations available in the room. The type of class or other activity scheduled into a laboratory room should be appropriate to the design of the facilities and the safety equipment available. In particular, non-science activities should not, when possible, be assigned to laboratories where the instructional program requires chemicals to be available for class use. If such a class is scheduled to be held in a science room where chemicals are available or chemicals have been left available, these chemicals must be removed or secured against possible exposure to those in the room. In addition, chemicals shall be secure and locked in a designated chemical storage room with proper ventilation. The design of new laboratories and renovation of existing laboratories will incorporate safety features as specified in the CHP. Deficiencies in existing facilities will be addressed in the normal schedule of renovation. Chemical Storage A designated chemical storage room should be available in each school, with suitable shelf space, arrangement, and ventilation.

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Each chemical storage room shall contain separate flammable acid cabinets that are in accordance with NFPA requirements. Chemical storeroom ventilation will be sufficient to prevent buildup of vapors above recommended levels. OSHA 1910.106 specifies six room changes per hour (calculated). The exhaust fans in all chemical storage rooms shall run 24/7 and not be turned off. Chemical storeroom temperature will be controlled to remain in a moderate range, not to exceed the flash point of stored flammable substances. The movement of air in the general ventilation system for the building should be from the offices, corridors, and such into the chemical storage areas. Air from chemical storage areas must be exhausted outdoors through dedicated ductwork directly to the roof and not recycled. Thus, air pressure in the chemical storage areas should always be slightly negative with respect to the rest of the building. Any change in the laboratory facility, particularly the ventilation system, should be instituted only after a thorough analysis of its effects demonstrates that employees will continue to have adequate protection from hazardous concentrations of toxic substances. Ventilation Laboratories in which the airborne concentration of approved chemicals has the potential to exceed listed PELs or TLVs will be equipped with a fume hood or other mechanism for exhaust to the outside air. The laboratory area ventilation should be adequate to exchange room air no less than 4 nor more than 12 times per hour (calculated). This may be achieved through use of a switchable auxiliary exhaust system. The hood is the best-known local exhaust device used in laboratories. Laboratory activities that may release airborne contaminants above PEL or TLV concentrations must be carried out in the hood. Typically, an adequate air face velocity is 100 linear feet of air per minute or more. Hoods are not intended for storage of chemicals. Hoods must be exhausted directly to the outside air, away from air intake ports. Fume hoods will be inspected at least once a semester for performance capabilities and proper usage (see Appendix B). A vaneometer should be available in every school where hoods are installed. Do not store chemicals in the hood. Personal Protective Equipment and Apparel Laboratory aprons, safety goggles, and non-permeable gloves are considered standard equipment for school laboratory programs and should be readily available to employees. Laboratory aprons will be made of chemically inert material. Safety goggles will conform to ANSI Standard Z87.1 and be worn in accordance with MCPS Policy EBE and related entries (Appendix E). Means will be made available to clean and sterilize goggles. All personal protective equipment and apparel will be compatible with the materials to be handled. Each laboratory shall contain an eyewash fountain, a fire extinguisher (up to 10 pound charge), and a non-asbestos fire blanket. Each chemistry laboratory shall contain a safety shower. Allowance should be made for wheelchair access to any safety equipment. The following items should be immediately accessible to laboratory areas (but not necessarily located within the laboratory): master cut-offs for gas and electricity, fire alarm, and telephone for emergency use. The Science RT and science teacher must know the location and how to shut off emergency switches/valves in case of emergency. This should be reviewed annually. Other items of safety apparel and equipment, e.g., respirators, should be present, as designated by the Science RT. Training and use of such additional equipment will be in accordance with relevant standards and OSHA requirements.

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Medical Consultation Medical Consultations and Examinations School laboratory workers do not regularly handle significant quantities of materials that are acutely or chronically toxic. Therefore, regular medical surveillance is not justified. In the event that an employee is exposed to levels of a hazardous chemical exceeding the established PEL or TLV, or should the employee exhibit signs or symptoms of such exposure, then the employee shall have the opportunity to receive a medical consultation to determine the need for medical examination. All medical examinations and consultations shall be performed by or under the direct supervision of a licensed physician and shall be provided at a reasonable time and location without cost to the employee. The physician will be provided with: the identity of the chemical(s) to which the employee may have been exposed, exposure conditions, and the employees signs and symptoms of possible exposure. The employees supervisor will be responsible for calling the MCPS Self-Insurance Contractor Gallagher-Bassett 24hour hotline (1-888-606-2562) to file the Employers First Report of Injury. If necessary, seek emergency medical treatment immediately. If an employee is likely to lose time from work as a result of injury, treatment must be sought from a network doctor to receive full salary continuation. To find a network doctor call ERSC at 301-5178100. A record of the results of the consultation, including tests performed and conclusions reached, will be provided to the employee and to the school system. Exposure Assessment MCPS policy requires prompt investigations of all employee reported incidents in which there is a possibility of overexposure to a toxic substance. Circumstances that indicate the possibility of overexposure include leakage or spill of a hazardous chemical, direct skin or eye contact with a hazardous chemical, manifestation of symptoms (headache, rash, nausea, coughing, tearing, irritation of eye, nose, or throat, or dizziness) that disappear upon leaving the exposure area and reappear upon returning, or more than one person in the same laboratory with similar complaints. The MCPS Science, Technology and Engineering Supervisor and MCPS Director, System-wide Safety Programs will be notified immediately and investigate. If evidence is sufficient, investigation of an incident may result in the decision to conduct a formal exposure assessment. The purpose of an exposure assessment is not to place blame for the incident on any person or source. An exposure assessment is to gather facts regarding the possible exposure and the chemical(s) involved. The exposure assessment will include interviews with involved persons, environmental monitoring results, and determinations regarding chemicals involved and control measures in use at the time of the incident. The investigation/assessment will be evaluated by the MCPS Science, Technology and Engineering Supervisor and MCPS Director, System-wide Safety Programs.

Medical and Exposure Records OSHA regulations 29 CFR Part 1910.20 require that records of air concentration monitoring, exposure assessments, medical consultations, and medical examinations be maintained for at least 30 years after the employee leaves school system employment. These records will be maintained by the MCPS Self-Insurance Fund Contractor and MCPS appropriate departments.

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Appendix A Chemical Category Lists

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Risk Category I Substances on this list are NOT recommended for use or storage in schools, unless an absolute need is determined and appropriate safety procedures are instituted. An approval from the MCPS Science, Technology and Engineering Supervisor is required after consultation with the MCPS Director, System-wide Safety Programs. Use of Risk Category I substances is limited to individuals who formally commit themselves to complying with the terms and conditions of the standards. Purchases of these chemicals must be accompanied with the approval through FMS, limited in quantity, and with exposures minimized to promote the safety of all. Explosive substances (This is not a complete list of explosive substances.) Benzoyl Peroxide Carbon Disulfide Diisopropyl Ether Ethyl Ether Picric Acid Perchloric Acid Potassium metal Sodium Azide

Known or probable human carcinogenic substances listed below shall not be used or stored by MCPS and are prohibited: Acrylonitrile Arsenic Pentoxide Arsenic Trioxide Asbestos Benzene Benzidine Beryllium Carbonate Cadmium Powder Cadmium Sulfate Carbon Tetrachloride Chloroform Chromium (IV) Oxide Chromium Powder Colchicine Dichloroethane Dioxane (p-Dioxane) Diethyl Sulfate Dimethyl Sulfate Ethylene Oxide Formaldehyde Hydroquinone Lead Acetate Lead Arsenate Lead Diacetate Nickel Powder Nickel Carbonyl

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Nickel Subsulfide Osmium Tetraoxide O-Toludine Pyrogailic Acid Sodium Arsenate Sodium Arsenite Thioacetamide Toluene Urethane (Ethyl Carbamate) Vinyl Chloride

Highly toxic substances Mercury (shall not be used and is prohibited by MCPS and MSDE) Phosphorus (white) Phosphorus Pentoxide Potassium Cyanide Potassium Periodate Silver Cyanide Sodium Cyanide

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Risk Category II Substances on this list have been reported as highly toxic, animal carcinogens, or mutagens. Great care should be taken to prevent contact with the skin, eyes, and mucous membranes. They can use with caution and prudent safety procedures. Before using a chemical, consult the MSDS and follow the safety guidelines listed for that chemical. When at all possible, substitute a chemical with less risk or, if not possible, use minimum quantities. Flinn Scientific Catalog suggests substitutes for many high risk chemicals. Potentially carcinogenic or mutagenic substances (Reported as animal carcinogens or mutagens) Acetamide Acridine Orange Ammonium Bichromate Ammonium Chromate Ammonium Dichromate Aniline (or any of its salts) Anthracene Cobalt Powder Indigo Carmine Nickel (II) Acetate Potassium Chromate Potassium Parmanganate Silver (I) Nitrate Sodium Dichromate Dihydrate Sodium Nitrate Sodium Nitrite

Highly toxic substances (Very small amounts of these chemicals may cause acutely toxic reactions) Adrenaline Barium Hydroxide Mercuric Chloride Mercuric Iodide Mercuric Nitrate Mercuric Oxide Mercuric Sulfate Nicotine Sodium Peroxide

Corrosive and irritating substances Acetaldehyde Acetic Acid Acetic Anhydride Aluminum Chloride Ammonia Ammonium Oxalate Antimony Pentachloride Antimony Trichloride

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Bismuth Trichloride Bromine Calcium Carbide Calcium Fluoride Calcium Oxide Catechol (pyrocatechol) Cupric Bromide Cupric Chloride Cupric Nitrate Cupric Sulfate p-Dichlorobanzene Diethyl Phthalate Ethyl Methacryiate Ferric Chloride Hexachlorophene Hydrochloric Acid Hydrofluoric Acid Hydrogen Peroxide (30%) Hydrogen Sulfide Iodine (crystals) Lead Carbonate Lithium Methyl Ethyl Ketone Methyl Methacrylate Methyl Salicylate Naphthalene Nitric Acid Oxalic Acid Phthalic Anhydride Potassium Fluoride Potassium Hydroxide Sodium Metal Sodium Ferrocynaide Sodium Hydroxide Sodium Sulfide Stannic Chloride Sulfuric Acid Sulfuric Acid Fuming Titanium Trichloride Turpentine

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Risk Category III Substances in Risk Category III pose minimal risk if used according to safety suggestions found in the MSDS. However, it is prudent to minimize all chemicals exposures because few laboratory chemicals are without hazards. Those who work with chemicals should follow general precautions for handling all laboratory chemicals.

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Appendix B Forms

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REQUEST FOR HAZARDOUS CHEMICAL PICK UP

EP:

MONTGOMERY COUNTY PUBLIC SCHOOLS

Department of Curriculum and Instruction Science, Technology, and Engineering 850 Hungerford Drive, Room 253 Rockville, Maryland 20850 Attn: Melanie Baxter, Melanie_G_Baxter@mcpsmd.org VENDOR Ecoflo, Inc. 2750 Patterson Street Greensboro, North Carolina 27407 AUTHORIZERS Originator Name: Click here to enter text. Principal Name: Click here to enter text. Date Prepared: Click here to enter text.
STE Sup. Initials: Click here to enter text.

SCHOOL REQUESTING PICK UP: Click here to enter text. ADDRESS: Click here to enter text. Contact at School (escort to pick up location): Click here to enter text. Phone Number: Click here to enter text. Alternate Contact: Click here to enter text.

DESCRIPTION OF ITEM

LOCATION

QUANTITY

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Employee Chemical Hygiene Training Record

(To be retained by the RT) Employee Name __________________________________________________________ Employee ID __________________ School ___________________________________ Employee Assignment ____________________________________________________

The above-named employee received training, as specified in the MCPS Chemical Hygiene Plan, in the following areas:

Topic The federal and state chemical hygiene standards, including 29 CFR Part 1910 Location and content of the MCPS Chemical Hygiene Plan Hazards of chemicals on the school site, including PELs or other exposure limits Proper procedures for requesting authorization to obtain and use chemicals considered too hazardous for general school laboratories Labeling and storage practices and information to interpret labels Information on concepts necessary to understand reference materials such as PEL, TLV, LD 50, and routes of entry Location and content of MSDS for chemicals in the school, as well as other reference materials on the properties, safe handling, storage, and disposal of hazardous chemicals Location and proper use of available protective apparel and equipment Appropriate procedures for responding to and reporting accidents involving chemical exposures

Training Date

Training Location

Trainer Name(s)

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Laboratory Checklist (Page 1 of 2) (To be retained by the RT) School _________________________ Good General Condition 1. Safety policies posted 2. Laboratory refrigerator 3. Equipment 4. Access to safety equipment 5. General cleanliness 6. Emergency phone numbers posted Fire Safety 1. Flammables stored properly 2. Fire extinguisher 3. Fire blanket 4. Flammable materials levels Chemical Handling 1. Chemicals stored appropriately 2. Containers labeled 3. Chemical amounts appropriate 4. Chemical wastes labeled 5. Gas cylinders firmly in Place, cylinders not in use Capped, and oxidizing and Reducing agents properly Segregated 6. Ethers identified by date of receipt and latest date for disposal 7. Apparatus not working Tagged with warning signs 8. Standard vocabulary safety Practices followed Comments: Room ____________________________ Poor Not Present

Needs Attention

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Laboratory Checklist (Page 2 of 2) (To be retained by the RT) Good Ventilation 1. Laboratory storage area at negative air pressure with respect to corridors (chemical storage rooms exhaust fans running 24/7) 2. Fume hoods Sash On/off switch Motor Pulleys, belts Ducts 3. Hoods maintain 100 fpm face velocity with sash marked as to the height of the opening at with 100 fpm occurs and above which it may not be raised 4. Fume generating apparatus at least 20 cm from face of hood Safety Devices 1. Eye wash station 2. Deluge shower 3. Safety goggles 4. Disposable gloves 5. Lab aprons 6. Goggle sanitizer cabinet 7. Smoke detector in storage room 8. Fire extinguisher 9. Fire blanket 9. Master utility cutoffs Gas Electricity 10. Evacuation route marked Signs 1. Emergency phone numbers 2. Signs Comments: Needs Attention Poor Not Present

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Chemical Accident Incident Report Staff member completing report _____________________________________________ Date of accident/incident __________________________________________________ Time of accident/incident __________________________________________________ Location of accident/incident _______________________________________________ ________________________________________________________________________ Staff involved in the accident/incident_________________________________________ ________________________________________________________________________ Teacher description of the accident/incident ____________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Immediate action taken ____________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Corrective action taken ____________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Copy sent to Principal: date ___________________ Copy sent to MCPS Director, System-wide Safety Programs, Department of Facilities Management: date ____ Copy sent to Science, Technology and Engineering Supervisor, Department of Curriculum and Instruction: date _____

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Safety Concern Report School _____________________________________ Date _______________________ Location ________________________________________________________________ Name of person filing report ________________________________________________ Identify safety concern ____________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Necessary steps or procedures to solve problem _________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

If equipment, probable cost of replacement or repair _____________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Copy sent to Principal: date ___________________ Copy sent to MCPS Director, System-wide Safety Programs, Department of Facilities Management: date ____ Copy sent to Science, Technology and Engineering Supervisor, Department of Curriculum and Instruction: date _____

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Appendix C Storage Rooms and Suggested Chemical Storage Patterns

36

Suggested Chemical Storage Pattern

INORGANIC Sulfur, Phosphorus, Arsenic, Phosphorus Pentoxide Halides, Sulfates, Sulfites, Thiosulfates Phosphates, etc. Amides, Nitrates (not ammonium nitrate), Nitrites, etc. Metals, Hydrides (store away from water) Hydroxides, Oxides, Silicates, etc. Arsenates, Cyanides (store above acids) Sulfides, Selenides, Phosphides, Carbides, Nitrides Manganates, Chromates, Permanganates, Borates Chlorates, Chlorites, Perchlorates, Peroxides, Perchloric acid Acids. except nitric. (store acids in dedicated cabinets)

ORGANIC Alcohols, Glycols, etc. (store flammables in dedicated cabinets) Hydrocarbons, Esters, etc. (store flammables in dedicated cabinet) Ethers, Ketones, etc. (store flammables in dedicated cabinet) Epoxy compounds, Isocyanates Sulfides, Polysulfides, etc. Phenol, Cresols Peroxides, Azides, etc.

Acids, Anhydrides, Peracids, etc.

Miscellaneous

Miscellaneous (Nitric Acid)

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Appendix D Incompatible Chemicals

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All chemicals should be dated, handled according to prescribed storage conditions, and disposed of properly after use. The following list provides additional information dealing with specific chemical incompatibilities. It is not all-inclusive. Chemical Acetic acid Acetone Acetylene Acids Activated Carbon Alkali Metals Aluminum Alkyls Ammonia, Ammonium Aniline Azides Bases Bromine Carbon Tetrachloride Chlorates Chlorine Chromic Acid Copper Cumene Hydroperoxide Cyanides Flammable Liquids Fluorine Chemical Incompatibilities Chromic acid, nitric acid alcohols, ethylene glycol, perchloric acid, peroxides, permanganates Concentrated nitric and sulfuric acid mixtures Chlorine, bromine, fluorine, copper, silver, mercury Bases Calcium hypochlorite, oxidizing agents Water, carbon tetrachloride and other halogenated alkanes, carbon dioxide, halogens Water Laboratory gas chlorine, calcium hypochlorite, iodine, bromine, hydrogen fluoride, (Prohibited by MCPS: Mercury) Acids, powered metals, flammable liquids, chlorates, nitrates, sulfur, fine-particulate organic Nitrate or combustible materials. Nitric acid, hydrogen peroxide Acids Acids See chlorine Sodium Ammonium salts, acids, powered metals, sulfur, fine-particulate organic or combustible substances Ammonia, acetylene, butadiene, butane, methane, propane, hydrogen, petroleum benzine, benzene, powered metals Acetic acid, naphthalene, camphor, glycerol, petroleum benzine, alcohols, flammable liquids Acetylene, hydrogen peroxide Acids, both organic and inorganic Acids Ammonium nitrate, chromic acid, hydrogen peroxide, nitric acid, sodium peroxide, halogens Store separately

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Chemical Hydrocarbons (butane, propane, benzene, etc.)

Chemical Incompatibilities Fluorine, chlorine, bromine, chromic acid, sodium peroxide

Hydrogen Fluoride Ammonia, laboratory gas or solution Hydrogen Peroxide Hydrogen Sulfide Iodine Mercury Oxalic Acid Perchloric Acid Phosphorus Potassium Potassium Perchlorate Potassium Permanganate Silver Sodium Sodium Peroxide Sulfides Sulfuric Acid Copper, Chromium, iron, metals and metals salts, alcohols, acetone, organic substances, aniline, nitromethane, combustibles (solid or liquid) Fuming nitric acid, oxidizing gases Acetylene, ammonia (laboratory gas or solution) Acetylene, ammonia Silver, (Prohibited by MCPS: Mercury) Acetic anhydride, bismuth and its alloys, alcohols, paper, wood Sulfur, oxygen-containing compounds with such as chlorates See alkali metals

Nitric Acid, Conc. Acetic acid, aniline, chromic acid, prussic acid, hydrogen sulfide, flammable liquids and gases

Potassium Chlorate See chlorates See chlorates Glycerol, ethylene glycol, benzaldehyde, sulfuric acid Acetylene, oxalic acid, tartaric acid, ammonium compounds. See alkali metals Methanol, ethanol, glacial acetic acid, anhydride, benzaldehyde, carbon disulfide, glycerol, ethylene glycol, ethyl acetate, methyl acetate, furfurol Acids Potassium chlorate, potassium perchlorate, potassium permanganate

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Appendix E MCPS Policy and Regulation on Safety Goggles

41

EBE-RA

REGULATION MONTGOMERY COUNTY

PUBLIC SCHOOLS
Related Entries: EBE, EBE-EA, EBH-RA Office: Associate Superintendent for Supportive Services

Safety Office

The Use of Protective Eye Devices

I. PURPOSE

To publish procedures for implementing said law in industrial arts, vocational, and chemical/physical laboratories or classrooms.
II. DEFINITION

For the purpose of this regulation the definitions quoted in the state laws shall apply.
III. PROCEDURES

A. Responsibilities 1. Principal will ensure that: a) Sanitizing cabinets are available and functioning b) Supply of protective eye devices is available c) Staff are informed of regulation and cited state laws 2. Resource Teacher/Department Chairman will: a) Discuss this regulation with departmental staff at the beginning of each school year b) Conduct periodic inspections to facilitate implementation of the regulation 3. Teacher will: a) Inform students of the regulation and cited state laws b) Instruct students on procedures for using protective eye devices c) Supervise and implement the use of these procedures d) Supervise storing and sanitizing of protective eye devices e) Inform students of the potential hazards of wearing contact lenses while being exposed to toxic or corrosive vapors that may infuse the lenses f) Direct any questions relating to the use of contact lenses to the Safety Office, Department of School Services. B. Purchase and Storage of Protective Eye Devices Schools will continue to purchase protective eye devices and replacements using their instructional materials supply account. These are to be stored in the appropriate cabinets according to this regulation.
Administrative History: Formerly Regulation No. 525-15, October 1982; reprinted April, 1988.

42

Appendix F U.S. Department of Labor Occupational and Health Administration (OSHA) Regulation 29 CFR 1910.1450

43

Part Number: Part Title: Subpart: Subpart Title: Standard Number: Title: Appendix:

1910 Occupational Safety and Health Standards Z Toxic and Hazardous Substances 1910.1450 Occupational exposure to hazardous chemicals in laboratories. A, B

44

1910.1450(a) Scope and application. 1910.1450(a)(1) This section shall apply to all employers engaged in the laboratory use of hazardous chemicals as defined below.

1910.1450(a)(2)
Where this section applies, it shall supersede, for laboratories, the requirements of all other OSHA health standards in 29 CFR part 1910, subpart Z, except as follows:

1910.1450(a)(2)(i)
For any OSHA health standard, only the requirement to limit employee exposure to the specific permissible exposure limit shall apply for laboratories, unless that particular standard states otherwise or unless the conditions of paragraph (a)(2)(iii) of this section apply.

1910.1450(a)(2)(ii)
Prohibition of eye and skin contact where specified by any OSHA health standard shall be observed.

1910.1450(a)(2)(iii)
Where the action level (or in the absence of an action level, the permissible exposure limit) is routinely exceeded for an OSHA regulated substance with exposure monitoring and medical surveillance requirements paragraphs (d) and (g)(1)(ii) of this section shall apply.

1910.1450(a)(3)
This section shall not apply to:

1910.1450(a)(3)(i)
Uses of hazardous chemicals which do not meet the definition of laboratory use, and in such cases, the employer shall comply with the relevant standard in 29 CFR part 1910, subpart Z, even if such use occurs in a laboratory.

1910.1450(a)(3)(ii)
Laboratory uses of hazardous chemicals which provide no potential for employee exposure. Examples of such conditions might include:

1910.1450(a)(3)(ii)(A)
Procedures using chemically-impregnated test media such as Dip-and-Read tests where a reagent strip is dipped into the specimen to be tested and the results are interpreted by comparing the color reaction to a color chart supplied by the manufacturer of the test strip; and

1910.1450(a)(3)(ii)(B)
Commercially prepared kits such as those used in performing pregnancy tests in which all of the reagents needed to conduct the test are contained in the kit. 1910.1450(b) Definitions

--

45

Action level means a concentration designated in 29 CFR part 1910 for a specific substance, calculated as an eight (8)-hour time-weighted average, which initiates certain required activities such as exposure monitoring and medical surveillance. Assistant Secretary means the Assistant Secretary of Labor for Occupational Safety and Health, U.S. Department of Labor, or designee. Carcinogen (see select carcinogen). Chemical Hygiene Officer means an employee who is designated by the employer, and who is qualified by training or experience, to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan. This definition is not intended to place limitations on the position description or job classification that the designated individual shall hold within the employer's organizational structure. Chemical Hygiene Plan means a written program developed and implemented by the employer which sets forth procedures, equipment, personal protective equipment and work practices that (i) are capable of protecting employees from the health hazards presented by hazardous chemicals used in that particular workplace and (ii) meets the requirements of paragraph (e) of this section. Combustible liquid means any liquid having a flashpoint at or above 100 deg. F (37.8 deg. C), but below 200 deg. F (93.3 deg. C), except any mixture having components with flashpoints of 200 deg. F (93.3 deg. C), or higher, the total volume of which make up 99 percent or more of the total volume of the mixture.

Compressed gas means:

(i) A gas or mixture of gases having, in a container, an absolute pressure exceeding 40 psi at 70 deg. F (21.1 deg. C); or (ii) A gas or mixture of gases having, in a container, an absolute pressure exceeding 104 psi at 130 deg. F (54.4 deg C) regardless of the pressure at 70 deg. F (21.1 deg. C); or (iii) A liquid having a vapor pressure exceeding 40 psi at 100 deg. F (37.8 C) as determined by ASTM D-323-72. Designated area means an area which may be used for work with "select carcinogens," reproductive toxins or substances which have a high degree of acute toxicity. A designated area may be the entire laboratory, an area of a laboratory or a device such as a laboratory hood. Emergency means any occurrence such as, but not limited to, equipment failure, rupture of containers or failure of control equipment which results in an uncontrolled release of a hazardous chemical into the workplace. Employee means an individual employed in a laboratory workplace who may be exposed to hazardous chemicals in the course of his or her assignments.

46

Explosive means a chemical that causes a sudden, almost instantaneous release of pressure, gas, and heat when subjected to sudden shock, pressure, or high temperature. Flammable means a chemical that falls into one of the following categories:

(i) Aerosol, flammable means an aerosol that, when tested by the method described in 16 CFR 1500.45, yields a flame protection exceeding 18 inches at full valve opening, or a flashback (a flame extending back to the valve) at any degree of valve opening; (ii) Gas, flammable means: (A) A gas that, at ambient temperature and pressure, forms a flammable mixture with air at a concentration of 13 percent by volume or less; or (B) A gas that, at ambient temperature and pressure, forms a range of flammable mixtures with air wider than 12 percent by volume, regardless of the lower limit. (iii) Liquid, flammable means any liquid having a flashpoint below 100 deg F (37.8 deg. C), except any mixture having components with flashpoints of 100 deg. C) or higher, the total of which make up 99 percent or more of the total volume of the mixture. (iv) Solid, flammable means a solid, other than a blasting agent or explosive as defined in 1910.109(a), that is liable to cause fire through friction, absorption of moisture, spontaneous chemical change, or retained heat from manufacturing or processing, or which can be ignited readily and when ignited burns so vigorously and persistently as to create a serious hazard. A chemical shall be considered to be a flammable solid if, when tested by the method described in 16 CFR 1500.44, it ignites and burns with a self-sustained flame at a rate greater than one-tenth of an inch per second along its major axis. Flashpoint means the minimum temperature at which a liquid gives off a vapor in sufficient concentration to ignite when tested as follows: (i) Tagliabue Closed Tester (See American National Standard Method of Test for Flash Point by Tag Closed Tester, Z11.24 - 1979 (ASTM D 56-79)) - for liquids with a viscosity of less than 45 Saybolt Universal Seconds (SUS) at 100 deg. F (37.8 deg. C), that do not contain suspended solids and do not have a tendency to form a surface film under test; or (ii) Pensky-Martens Closed Tester (See American National Standard Method of Test for Flashpoint by Pensky-Martens Closed Tester, Z11.7 - 1979 (ASTM D 93-79)) - for liquids with a viscosity equal to or greater than 45 SUS at 100 deg. F (37.8 deg. C ), or that contain suspended solids, or that have a tendency to form a surface film under test; or (iii) Setaflash Closed Tester (see American National Standard Method of test for Flash Point by Setaflash Closed Tester (ASTM D 3278-78)). Organic peroxides, which undergo autoaccelerating thermal decomposition, are excluded from any of the flashpoint determination methods specified above. Hazardous chemical means a chemical for which there is statistically significant evidence based on at least one study conducted in accordance with established scientific principles that acute or chronic health effects may occur in exposed employees. The term "health hazard" includes chemicals which are carcinogens, toxic or highly toxic agents, reproductive toxins, irritants, corrosives, sensitizers,

47

hepatotoxins, nephrotoxins, neurotoxins, agents which act on the hematopoietic systems, and agents which damage the lungs, skin, eyes, or mucous membranes. Appendices A and B of the Hazard Communication Standard (29 CFR 1910.1200) provide further guidance in defining the scope of health hazards and determining whether or not a chemical is to be considered hazardous for purposes of this standard.

Laboratory means a facility where the "laboratory use of hazardous chemicals" occurs. It is a workplace where relatively small quantities of hazardous chemicals are used on a non-production basis. Laboratory scale means work with substances in which the containers used for reactions, transfers, and other handling of substances are designed to be easily and safety manipulated by one person. "Laboratory scale" excludes those workplaces whose function is to produce commercial quantities of materials. Laboratory-type hood means a device located in a laboratory, enclosure on five sides with a movable sash or fixed partial enclosed on the remaining side; constructed and maintained to draw air from the laboratory and to prevent or minimize the escape of air contaminants into the laboratory; and allows chemical manipulations to be conducted in the enclosure without insertion of any portion of the employee's body other than hands and arms. Walk-in hoods with adjustable sashes meet the above definition provided that the sashes are adjusted during use so that the airflow and the exhaust of air contaminants are not compromised and employees do not work inside the enclosure during the release of airborne hazardous chemicals. Laboratory use of hazardous chemicals means handling or use of such chemicals in which all of the following conditions are met: (i) Chemical manipulations are carried out on a "laboratory scale;" (ii) Multiple chemical procedures or chemicals are used; (iii) The procedures involved are not part of a production process, nor in any way simulate a production process; and (iv) "Protective laboratory practices and equipment" are available and in common use to minimize the potential for employee exposure to hazardous chemicals. Medical consultation means a consultation which takes place between an employee and a licensed physician for the purpose of determining what medical examinations or procedures, if any, are appropriate in cases where a significant exposure to a hazardous chemical may have taken place. Organic peroxide means an organic compound that contains the bivalent -O-O- structure and which may be considered to be a structural derivative of hydrogen peroxide where one or both of the hydrogen atoms has been replaced by an organic radical. Oxidizer means a chemical other than a blasting agent or explosive as defined in 1910.109(a), that initiates or promotes combustion in other materials, thereby causing fire either of itself or through the release of oxygen or other gases.

48

Physical hazard means a chemical for which there is scientifically valid evidence tat it is a combustible liquid, a compressed gas, explosive, flammable, an organic peroxide, an oxidizer pyrophoric, unstable (reactive) or water-reactive.

Protective laboratory practices and equipment means those laboratory procedures, practices and equipment accepted by laboratory health and safety experts as effective, or that the employer can show to be effective, in minimizing the potential for employee exposure to hazardous chemicals.

Reproductive toxins means chemicals which affect the reproductive capabilities including chromosomal damage (mutations) and effects on fetuses (teratogenesis). Select carcinogen means any substance which meets one of the following criteria: (i) It is regulated by OSHA as a carcinogen; or (ii) It is listed under the category, "known to be carcinogens," in the Annual Report on Carcinogens published by the National Toxicology Program (NTP)(latest edition); or (iii) It is listed under Group 1 ("carcinogenic to humans") by the International Agency for research on Cancer Monographs (IARC)(latest editions); or (iv) It is listed in either Group 2A or 2B by IARC or under the category, "reasonably anticipated to be carcinogens" by NTP, and causes statistically significant tumor incidence in experimental animals in accordance with any of the following criteria: (A) After inhalation exposure of 6-7 hours per day, 5 days per week, for a significant portion of a lifetime to dosages of less than 10 mg/m(3); (B) After repeated skin application of less than 300 (mg/kg of body weight) per week; or (C) After oral dosages of less than 50 mg/kg of body weight per day. Unstable (reactive) means a chemical which is the pure state, or as produced or transported, will vigorously polymerize, decompose, condense, or will become self-reactive under conditions of shocks, pressure or temperature. Water-reactive means a chemical that reacts with water to release a gas that is either flammable or presents a health hazard.

1910.1450(c)
Permissible exposure limits. For laboratory uses of OSHA regulated substances, the employer shall assure that laboratory employees' exposures to such substances do not exceed the permissible exposure limits specified in 29 CFR part 1910, subpart Z.

1910.1450(d)
Employee exposure determination

1910.1450(d)(1)
Initial monitoring. The employer shall measure the employee's exposure to any substance regulated by a standard which requires monitoring if there is reason to believe that exposure levels for that

49

substance routinely exceed the action level (or in the absence of an action level, the PEL).

1910.1450(d)(2)
Periodic monitoring. If the initial monitoring prescribed by paragraph (d)(1) of this section discloses employee exposure over the action level (or in the absence of an action level, the PEL), the employer shall immediately comply with the exposure monitoring provisions of the relevant standard.

1910.1450(d)(3)
Termination of monitoring. Monitoring may be terminated in accordance with the relevant standard.

1910.1450(d)(4)
Employee notification of monitoring results. The employer shall, within 15 working days after the receipt of any monitoring results, notify the employee of these results in writing either individually or by posting results in an appropriate location that is accessible to employees.

1910.1450(e)
Chemical hygiene plan -- General. (Appendix A of this section is non-mandatory but provides guidance to assist employers in the development of the Chemical Hygiene Plan).

1910.1450(e)(1)
Where hazardous chemicals as defined by this standard are used in the workplace, the employer shall develop and carry out the provisions of a written Chemical Hygiene Plan which is:

1910.1450(e)(1)(i)
Capable of protecting employees from health hazards associated with hazardous chemicals in that laboratory and

1910.1450(e)(1)(ii)
Capable of keeping exposures below the limits specified in paragraph (c) of this section.

1910.1450(e)(2)
The Chemical Hygiene Plan shall be readily available to employees, employee representatives and, upon request, to the Assistant Secretary.

1910.1450(e)(3)
The Chemical Hygiene Plan shall include each of the following elements and shall indicate specific measures that the employer will take to ensure laboratory employee protection;

1910.1450(e)(3)(i)
Standard operating procedures relevant to safety and health considerations to be followed when laboratory work involves the use of hazardous chemicals;

1910.1450(e)(3)(ii)
Criteria that the employer will use to determine and implement control measures to reduce employee exposure to hazardous chemicals including engineering controls, the use of personal protective equipment and hygiene practices; particular attention shall be given to the selection of control measures for chemicals that are known to be extremely hazardous;

1910.1450(e)(3)(iii)
A requirement that fume hoods and other protective equipment are functioning properly and specific measures that shall be taken to ensure proper and adequate performance of such equipment;

50

1910.1450(e)(3)(iv)
Provisions for employee information and training as prescribed in paragraph (f) of this section;

1910.1450(e)(3)(v)
The circumstances under which a particular laboratory operation, procedure or activity shall require prior approval from the employer or the employer's designee before implementation;

1910.1450(e)(3)(vi)
Provisions for medical consultation and medical examinations in accordance with paragraph (g) of this section; 1910.1450(e)(3)(vii) Designation of personnel responsible for implementation of the Chemical Hygiene Plan including the assignment of a Chemical Hygiene Officer, and, if appropriate, establishment of a Chemical Hygiene Committee; and 1910.1450(e)(3)(viii) Provisions for additional employee protection for work with particularly hazardous substances. These include "select carcinogens," reproductive toxins and substances which have a high degree of acute toxicity. Specific consideration shall be given to the following provisions which shall be included where appropriate:

1910.1450(e)(3)(viii)(A)
Establishment of a designated area;

1910.1450(e)(3)(viii)(B)
Use of containment devices such as fume hoods or glove boxes;

1910.1450(e)(3)(viii)(C)
Procedures for safe removal of contaminated waste; and

1910.1450(e)(3)(viii)(D)
Decontamination procedures.

1910.1450(e)(4)
The employer shall review and evaluate the effectiveness of the Chemical Hygiene Plan at least annually and update it as necessary.

1910.1450(f)
Employee information and training.

1910.1450(f)(1)
The employer shall provide employees with information and training to ensure that they are apprised of the hazards of chemicals present in their work area.

1910.1450(f)(2)
Such information shall be provided at the time of an employee's initial assignment to a work area where hazardous chemicals are present and prior to assignments involving new exposure situations. The frequency of refresher information and training shall be determined by the employer.

1910.1450(f)(3)
Information. Employees shall be informed of:

51

1910.1450(f)(3)(i)
The contents of this standard and its appendices which shall be made available to employees;

1910.1450(f)(3)(ii)
The location and availability of the employer's Chemical Hygiene Plan;

1910.1450(f)(3)(iii)
The permissible exposure limits for OSHA regulated substances or recommended exposure limits for other hazardous chemicals where there is no applicable OSHA standard;

1910.1450(f)(3)(iv)
Signs and symptoms associated with exposures to hazardous chemicals used in the laboratory; and

1910.1450(f)(3)(v)
The location and availability of known reference material on the hazards, safe handling, storage and disposal of hazardous chemicals found in the laboratory including, but not limited to, Material Safety Data Sheets received from the chemical supplier.

1910.1450(f)(4)
Training.

1910.1450(f)(4)(i)
Employee training shall include:

1910.1450(f)(4)(i)(A)
Methods and observations that may be used to detect the presence or release of a hazardous chemical (such as monitoring conducted by the employer, continuous monitoring devices, visual appearance or odor of hazardous chemicals when being released, etc.);

1910.1450(f)(4)(i)(B)
The physical and health hazards of chemicals in the work area; and

1910.1450(f)(4)(i)(C)
The measures employees can take to protect themselves from these hazards, including specific procedures the employer has implemented to protect employees from exposure to hazardous chemicals, such as appropriate work practices, emergency procedures, and personal protective equipment to be used.

1910.1450(f)(4)(ii)
The employee shall be trained on the applicable details of the employer's written Chemical Hygiene Plan.

1910.1450(g)
Medical consultation and medical examinations.

1910.1450(g)(1)
The employer shall provide all employees who work with hazardous chemicals an opportunity to receive medical attention, including any follow-up examinations which the examining physician determines to be necessary, under the following circumstances:

1910.1450(g)(1)(i)
Whenever an employee develops signs or symptoms associated with a hazardous chemical to which

52

the employee may have been exposed in the laboratory, the employee shall be provided an opportunity to receive an appropriate medical examination.

1910.1450(g)(1)(ii)
Where exposure monitoring reveals an exposure level routinely above the action level (or in the absence of an action level, the PEL) for an OSHA regulated substance for which there are exposure monitoring and medical surveillance requirements, medical surveillance shall be established for the affected employee as prescribed by the particular standard.

1910.1450(g)(1)(iii)
Whenever an event takes place in the work area such as a spill, leak, explosion or other occurrence resulting in the likelihood of a hazardous exposure, the affected employee shall be provided an opportunity for a medical consultation. Such consultation shall be for the purpose of determining the need for a medical examination.

1910.1450(g)(2)
All medical examinations and consultations shall be performed by or under the direct supervision of a licensed physician and shall be provided without cost to the employee, without loss of pay and at a reasonable time and place.

1910.1450(g)(3)
Information provided to the physician. The employer shall provide the following information to the physician:

1910.1450(g)(3)(i)
The identity of the hazardous chemical(s) to which the employee may have been exposed;

1910.1450(g)(3)(ii)
A description of the conditions under which the exposure occurred including quantitative exposure data, if available; and

1910.1450(g)(3)(iii)
A description of the signs and symptoms of exposure that the employee is experiencing, if any.

1910.1450(g)(4)
Physician's written opinion.

1910.1450(g)(4)(i)
For examination or consultation required under this standard, the employer shall obtain a written opinion from the examining physician which shall include the following:

1910.1450(g)(4)(i)(A)
Any recommendation for further medical follow-up;

1910.1450(g)(4)(i)(B)
The results of the medical examination and any associated tests;

1910.1450(g)(4)(i)(C)
Any medical condition which may be revealed in the course of the examination which may place the employee at increased risk as a result of exposure to a hazardous workplace; and

1910.1450(g)(4)(i)(D) 53

A statement that the employee has been informed by the physician of the results of the consultation or medical examination and any medical condition that may require further examination or treatment.

1910.1450(g)(4)(ii)
The written opinion shall not reveal specific findings of diagnoses unrelated to occupational exposure.

1910.1450(h)
Hazard identification.

1910.1450(h)(1)
With respect to labels and material safety data sheets: 1910.1450(h)(1)(i) Employers shall ensure that labels on incoming containers of hazardous chemicals are not removed or defaced.

1910.1450(h)(1)(ii)
Employers shall maintain any material safety data sheets that are received with incoming shipments of hazardous chemicals, and ensure that they are readily accessible to laboratory employees.

1910.1450(h)(2)
The following provisions shall apply to chemical substances developed in the laboratory:

1910.1450(h)(2)(i)
If the composition of the chemical substance which is produced exclusively for the laboratory's use is known, the employer shall determine if it is a hazardous chemical as defined in paragraph (b) of this section. If the chemical is determined to be hazardous, the employer shall provide appropriate training as required under paragraph (f) of this section.

1910.1450(h)(2)(ii)
If the chemical produced is a byproduct whose composition is not known, the employer shall assume that the substance is hazardous and shall implement paragraph (e) of this section.

1910.1450(h)(2)(iii)
If the chemical substance is produced for another user outside of the laboratory, the employer shall comply with the Hazard Communication Standard (29 CFR 1910.1200) including the requirements for preparation of material safety data sheets and labeling.

1910.1450(i)
Use of respirators. Where the use of respirators is necessary to maintain exposure below permissible exposure limits, the employer shall provide, at no cost to the employee, the proper respiratory equipment. Respirators shall be selected and used in accordance with the requirements of 29 CFR 1910.134.

1910.1450(j)
Recordkeeping.

1910.1450(j)(1)
The employer shall establish and maintain for each employee an accurate record of any measurements taken to monitor employee exposures and any medical consultation and examinations including tests or written opinions required by this standard.

54

1910.1450(j)(2)
The employer shall assure that such records are kept, transferred, and made available in accordance with 29 CFR 1910.1020.

1910.1450(k)
[Reserved]

1910.1450(l)
Appendices. The information contained in the appendices is not intended, by itself, to create any additional obligations not otherwise imposed or to detract from any existing obligation. [55 FR 3327, Jan. 31, 1990; 55 FR 7967, March, 6, 1990; 55 FR 12777, March 30, 1990; 61 FR 5507, Feb. 13, 1996; 71 FR 16674, April 3, 2006]

55

Appendix G WSSC Permissible Disposal

56

904. Applicability (Revised 07/01/92) These requirements shall apply to the Sanitary District of the WSSC and to persons outside the Sanitary District who are, by agreement with the WSSC, users of the WSSC sewer and wastewater treatment systems. Persons who apply for or receive service from the Commission shall be deemed to have consented to inspections. No provision contained in these Regulations shall be deemed to prevent any special agreement or arrangement between the Commission and any person whereby wastewater of unusual strength or characteristic may be accepted by the Commission for treatment which will not violate or cause the Commission and/or the user to violate Federal or State pretreatment requirements or standards and which will not be harmful to the system. Under no circumstances shall Federal or State pretreatment standards or requirements be waived. 905. General Discharge Requirements (Revised 07/01/92) a. The discharge of non-domestic wastes into the Commissions sanitary sewers from a building drain or sewer shall meet the standards and requirements of this chapter. The Commission reserves the right, as it may deem proper, to require pretreatment of industrial wastes, or any other special kinds of wastes, before such wastes are discharged to the sanitary sewer. b. All Industrial Users shall comply with the Federal general pretreatment regulations in 40 CFR Part 403 and the applicable national categorical pretreatment standards set out in 40 CFR Subchapter N Parts 401 through 471 upon promulgation and all applicable Federal, State, or local requirements or standards. Limitations imposed on users at the point of application shall be the most stringent limitations applicable. These may be Federal, State, or local requirements or standards. In the event that an Industrial User discharges to any outside jurisdiction, the Commission shall enforce limits at least as stringent as the discharge limits established in the outside jurisdiction. c. An Industrial User may be required by the Commission to install pretreatment and/or modify operation and maintenance procedures to comply with any provisions of these Regulations or a State or Federal pretreatment standard or requirement. The Commission may require an Industrial User to submit for approval a schedule specifying the shortest time frame for the industry to achieve compliance. This schedule will contain increments of progress in the form of dates for the commencement and completion of major events leading to the construction and operation of the pretreatment to bring the Industrial User into compliance. d. The Commission may impose mass discharge limits in lieu of, or in conjunction with, concentration discharge limits. e. The national categorical pretreatment standards found in 40 CFR Chapter I, Subchapter N, Parts 401-471 are hereby incorporated. f. The State pretreatment standards found in COMAR Title 26 are hereby incorporated. No industrial user shall discharge, or cause to be discharged, directly or indirectly, into the Commissions sanitary sewer: 906. Prohibited Discharges (Revised 07/01/92) a. Any liquids or vapors having a temperature greater than one hundred and fifty (150) degrees Fahrenheit (65_C). In no case shall discharged waste raise the temperature at the treatment works influent above one hundred and four (104) degrees Fahrenheit (40_C); b. Any liquids, solids or gases that by reason of their nature or quantity are, or may be, either alone or by interaction with other substances sufficient to cause a fire or explosion hazard in the POTW or its processes, including, but not limited to, wastestreams with a closed cup flashpoint of less than one hundred and forty (140) degrees Fahrenheit (60_C) using the test methods specified in 40 CFR 261.21. At no time shall an Industrial User discharge any substance which results in a reading of greater than five (5) percent of the Lower Explosive Limit (LEL) for that substance, whether at the point of discharge or at any point in the system;

57

c. Any malodorous or toxic gases, vapors, fumes, or other substances that, either singly or by interaction with other wastes, are capable of creating a public nuisance, a hazard to human health or the environment, or the prevention of entry by Commission personnel into sewers for maintenance and repair; d. Any liquids, solids or gases not amenable to treatment or reduction by the sewage treatment processes employed, or amenable to treatment only to such a degree that the wastewater treatment plant violates its NPDES permit; e. Any liquids, solids or gases that, singly or by interaction with other material, cause excessive coloration which may pass-through the POTW to the receiving waters; f. Any garbage, other than that which has been properly shredded; g. Any ashes, cinders, sand, mud, straw, shavings, metals, glass, bones, wood, plastics, stone dusts, rags, paunch manure, butchers offal, or any solids, liquids or other substances capable of causing obstruction to the flow in sewers or other interference with the proper operation of the wastewater system; h. Any slug load, release rate of pollutants, concentration of pollutants, including oxygen demanding pollutants either singly or by interaction with other pollutants or wastestreams, which may cause interference with any wastewater treatment process, constitute a hazard to humans or animals, contaminate sludge, pass-through the POTW to receiving waters, or could result in a violation of the POTWs NPDES permit; i. An average daily flow greater than two (2) percent of the average daily sewage flow at the wastewater treatment plant receiving the industrial waste unless otherwise permitted in writing; j. Any water or wastewater containing substances in excess of the limitations contained in Table 9.1. These limits shall be subject to revision and may be modified to represent concentration or mass based standards; (also see Table 9.1 Footnote 4). k. Any radioactive wastes or isotopes of such half-life or concentration as to exceed limits established by applicable local, State, or Federal regulations. Reports of discharges to the Commissions system shall reflect actual discharge concentrations rather than any time or dilution adjustments; l. Any liquids, solids or gases containing viable pathogenic or parasitic organisms including but not limited to viruses, bacteria, algae, protozoa, and amoebas that may pose a health hazard or interfere with the proper operation of the wastewater collection or treatment systems; m. Any storm water, surface water, groundwater, roof runoff, subsurface drainage, or other non-metered waters; n. Any substances that may solidify or become viscous at temperatures between forty (40) degrees Fahrenheit (4_C) and one hundred and fifty (150) degrees Fahrenheit (65_C) or that may cause obstruction and/or interference with the conveyance system or the POTW processes; o. Any water added for the purpose of diluting wastes that would otherwise exceed applicable concentration limitations for any wastewater constituent; p. Any trucked or hauled pollutants, except at discharge points designated by the Commission; q. Any wastes containing petroleum oil, non-biodegradable cutting oil, or products of mineral oil origin in amounts that will cause interference or pass-through; r. Any substance which may interfere with or pass-through the POTW into the receiving waters untreated or without adequate treatment; or,

58

s. Any glycol compound or derivative added to or contained in internal combustion engine cooling systems or liquid conveyance systems for the purposes of altering liquid freezing and/or boiling points.

59

Table 9.1 Discharge Limitations1 (Revised 07/01/93) Limit2 1.3 mg/l (milligrams per liter) 7.0 mg/l 4.5 mg/l 1.3 mg/l 0.7 mg/l 4.1 mg/l 1.2 mg/l 4.2 mg/l

Pollutant Inorganics Cadmium Chromium (total) Copper Cyanide (total) Lead Nickel Silver Zinc Organics Total Toxic Organics3 Conventionals Dissolved Solids Suspended Solids Total Solids BOD (5-day, 20_C) COD Fats, Oil and Grease4 pH5 Temperature ________________________

2.13 mg/l

1,500 mg/l 400 mg/l 1,900 mg/l 300 mg/l 500 mg/l 100 mg/l 6.0-10.0 units 150 degrees F

1 Limits expressed in this table represent absolute maximum limitations and shall not be exceeded at any time. This list shall not be construed as a complete list of restricted materials. Restrictions may also be placed on other materials when the concentration of these materials is sufficient to adversely affect any portion of the collection or treatment system. 2 Maximum for any sample obtained during a calendar day. 3 Total Toxic Organics shall consist of the summation of toxic organics with values greater than ten (10) micrograms per liter. Toxic organics shall consist of the EPA designated priority pollutants excluding inorganics and cyanide. 4 Fats, wax, grease, or oils of animal or vegetable origin, whether emulsified or not. Any discharge capable of causing an obstruction and/or interference with the plumbing system, conveyance system, or the POTW processes is prohibited regardless of limit. 5 In the event an Industrial User monitors their pH continuously, a pH violation shall be construed as any excursion less than 6 or greater than 10 for more than 15 minutes at any one time, or more than 30 minutes in aggregate, for any calendar day. The pH shall not be less than 5 for any period of time.

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Appendix H School Evacuation Plan (include floor plan and exit flow pattern below)

(Refer to school emergency/crisis plan and fire evacuation plan)

61

Safety and Chemical Hygiene Plan Questions and Answers Do they expect us to have electrical shut off switches? We have ones for gas and water, but not for electricity. o The important thing is to know IF you have electric shut off switches, IF they work, and WHAT EXACTLY they shut off. Older buildings probably do not have them and with the budget, there wont be a rush to install them prior to a renovation. For safety, so you are not surprised by an emergency or the questions afterwards, you need to know what you can shut off and should shut it off at the feed to your room if its not being used, particularly gas. Should outlets near water sources (i.e. sinks) have grounding switches on them? (The little switch that cuts the circuit off and then you can turn it back on again.) o Its best to have them, called Ground Fault Interrupt (GFI) outlet. Check with building services to see if GFI outlets can be added. If this is not an option you may want to buy the outlet covers (the little flat plastic baby covers you insert into an outlet) to keep students from putting pencils, pens, fingers, etc. into the outlet. Are we supposed to have spill kits and fire blankets in each room? They are listed in the MCPS room checklist. o Its best to have them (see specifics on spill kit below). Check with building services to see if the fire blankets can be ordered from the warehouse. This is a school based safety issue, not just science. Chemical spill kits as far as I know we only have a mercury spill kit. Are others necessary? o You should have a mercury spill kit. Regarding other kits, it depends. The information in the Flinn catalog can help. You need to be aware of the clean up requirements for all chemicals housed in the science department. This is a great motivation to do a chemical inventory and to start disposing of all the old chemicals, those you do not need, and those you should not have. Flinn has procedures for chemical storage and disposal in their catalog. Most middle school chemicals should be able to be diluted and cleaned up with water and paper towels. You need to check with Flinn. Make life easier: If you dont need itGET RID OF IT. In looking over the Employee Chemical Hygiene Training Record, am I to assume that my dept should receive training in all 9 topics listed on the sheet? Some topics are not relevant to middle school science. o You should review the topics in detail that are relevant to your teachers. Train on all the resources/information available in the document, not necessarily on all of the actual procedures in the document. This way they will know where to find information if an issue arises. Is the last page of the evaluation meant for the chemical storage area specifically? (See below)

62

o Yes. Chemicals should all be in the storage closet. If you dispose of the ones you dont need/use, it makes it much easier.

CHEMICAL EVALUATION CHECKLIST Teacher __________________________ Date ________________________ Room #______________ School ___________________________________ Indicate: Satisfactory (S) Unsatisfactory (U) Not Appropriate (NA) Storage Area (Rm. No.)_______ Storage Area Labeled___________________ Fire Extinguisher_________________________________________________ Chemicals Properly Shelved________________________________________ Acids Properly Stored_____________________________________________ Flammable Liquids in Metal Cabinet_________________________________ Oxidizers in Separate Area_________________________________________ Chemical Secured______________ Chemicals Labeled__________________ Chemicals Dated_______________ Appropriate Quantities_______________ Spill Kits Available_______________________________________________ Proper Ventilation________________________________________________ Adequate Shelving_______________________________________________ Chemical Containers Intact___________________________________________ Explanation of discrepancy:

Do my teachers need a physical copy of the safety manual thats on-line? Its a HUGE document and I dont like killing trees if I can avoid it. I understand though if its necessary. o No. It can be posted on-line in a shared folder or teachers can save it into their own computer folders. However, at least one hard copy should be available in a centralized location.

I have 2 science classrooms in which science is not taught. Do all safety requirements for other science classrooms, still apply there? If not, which ones are unimportant? 63

o If the classroom is not used to teach any science content and presents no safety issues that any other classroom would need to address, then the room needs to be transformed into a regular classroom. Turn off all water and gas at the main shut-off for the room and secure the prep-room and any science related equipment. Corollary: If science is being taught in a non-science classroom, lessons involving chemicals or heat should be in a science classroom with all of the appropriate safety equipment. This may require some planning for logistics on those days. Otherwise, if the lesson does not present any safety issues, any classroom can be used.

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ROOM EVALUATION CHECKLIST PAGE 1 Teacher ____________________________ Date ___________________________ Room # ____________________________ School __________________________ Room is: ____Satisfactory (S) ____Unsatisfactory (U) ____Not Appropriate (NA) Indicate: Satisfactory (S) Unsatisfactory (U) Not Appropriate (NA) APRONS: ONE PER STUDENT __________ GOOD CONDITION __________ CHEMICALS: SECURED __________ SPILL KIT AVAILABLE __________ CHEMICALS LABELED __________ WASTE CONTAINER __________ ELECTRICAL MASTER SWITCH/SHUT-OFF: VISIBLE __________ CLEARLY LABELED __________ WORKING CONDITION __________ EMERGENCY INTERCOM: WORKING CONDITION __________ EYE GOGGLES: ONE PAIR PER STUDENT __________ PROPERLY CLEANED __________ EYE WASH STATION: VISIBLE __________ CLEARLY LABELED __________ PROPERLY MAINTAINED __________ FIRE BLANKET: WOOL TYPE __________ LABELED __________ HUNG ON WALL __________ FIRE EXIT SIGNS: DISPLAYED __________ CLEAR DIRECTIONS __________ FIRE EXTINGUISHERS: VISIBLE & LABELED __________ SEAL IS INTACT __________ HUNG ON WALL __________ ADEQUATELY CHARGED __________

Continued on back of page. 65

ROOM EVALUATION CHECKLIST PAGE 2 Teacher ____________________________ Date ___________________________ Room # ____________________________ School __________________________ FLOORS: CLEAR TRAFFIC PATH __________ FREE OF SPILLS __________ FUME HOOD: CLEAN __________ WORKING CONDITION __________ GAS MASTER VALVE: SHUT-OFF WRENCH __________ CLEARLY LABELED __________ WORKING CONDITION __________ GENERAL ELECTRICAL CONDITIONS: RECEPTACLES __________ BUILT-IN POWER SUPPLIES __________ LAB TABLES: CLEAN __________ GOOD CONDITION __________ LATEX GLOVES: ADEQUATE NUMBER __________ GOOD CONDITION __________ REFRIGERATOR/FREEZER: PROPERLY LABELED CONTENTS __________ PROPERLY MAINTAINED/CLEAN __________ ROOM VENTILATION: ADEQUATE __________ SAFETY MANUAL (Also On-line in Science Folder): ACCESSIBLE __________ COMPLETE & UPDATED __________ SAFETY POSTERS: CLEARLY DISPLAYED __________ SAFETY SHOWER: VISIBLE __________ MASTER VALVE ON __________ OPERATIVE __________ STORAGE SPACE: ADEQUATE FOR CHEMICALS __________ ADEQUATE FOR EQUIPMENT __________ PROPERLY LABELED __________ WATER MASTER VALVE: FAUCET WRENCH __________ CLEARLY LABELED __________ WORKING CONDITION __________

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CHEMICAL EVALUATION CHECKLIST Teacher ________________________________ Date ___________________________ Room # _______________________________ School __________________________ Indicate: Satisfactory (S) Unsatisfactory (U) Not Appropriate (NA) Storage Area (Rm. No.)_________ Storage Area Labeled___________________ Fire Extinguisher_____________________________________________________ Chemicals Properly Shelved____________________________________________ Acids Properly Stored_________________________________________________ Flammable Liquids in Metal Cabinet_____________________________________ Oxidizers in Separate Area_____________________________________________ Chemical Secured________________ Chemicals Labeled__________________ Chemicals Dated_________________ Appropriate Quantities_______________ Spill Kits Available___________________________________________________ Proper Ventilation____________________________________________________ Adequate Shelving____________________________________________________ Chemical Containers Intact______________________________________________ Explanation of discrepancy:

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REQUEST FOR ANIMAL CARCASS WASTE REMOVAL

BP:

MONTGOMERY COUNTY PUBLIC SCHOOLS

Department of Curriculum and Instruction Science, Technology, and Engineering 850 Hungerford Drive, Room 253 Rockville, Maryland 20850 Attn: Melanie Baxter, Melanie_G_Baxter@mcpsmd.org VENDOR Biomedical Waste Services, Inc. 7833 Golden Pine Circle Severn, Maryland 21144 AUTHORIZERS Originator Name: Click here to enter text. Principal Name: Click here to enter text. Date Prepared: Click here to enter text.
STE Sup. Initials: Click here to enter text.

SCHOOL REQUESTING PICK UP: Click here to enter text. ADDRESS: Click here to enter text. Contact at School (escort to pick up location): Click here to enter text. Phone Number: Click here to enter text. Alternate Contact: Click here to enter text.

DESCRIPTION OF ITEM

LOCATION

QUANTITY

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REQUEST FOR HAZARDOUS CHEMICAL PICK UP

EP:

MONTGOMERY COUNTY PUBLIC SCHOOLS

Department of Curriculum and Instruction Science, Technology, and Engineering 850 Hungerford Drive, Room 253 Rockville, Maryland 20850 Attn: Melanie Baxter, Melanie_G_Baxter@mcpsmd.org VENDOR Ecoflo, Inc. 2750 Patterson Street Greensboro, North Carolina 27407 AUTHORIZERS Originator Name: Click here to enter text. Principal Name: Click here to enter text. Date Prepared: Click here to enter text.
STE Sup. Initials: Click here to enter text.

SCHOOL REQUESTING PICK UP: Click here to enter text. ADDRESS: Click here to enter text. Contact at School (escort to pick up location): Click here to enter text. Phone Number: Click here to enter text. Alternate Contact: Click here to enter text.

DESCRIPTION OF ITEM

LOCATION

QUANTITY

69

Technology Education Safety Pledge

2. I will always wear safety glasses in the lab.

Name____________________________ Date_____________ Section___________

1. I must receive 100% on each safety test before using that machine, power tool and hand tool.

3. I will only use the tools, machines, and materials that I have been instructed to use by my instructor, passed the appropriate safety test and have been given permission by my instructor 4. I will never distract a person using tools, machines or hand tools. 5. Only one person should operate a machine at a time. Unless a specific machine requires assistance as indicated by the instructor, I will make certain that other students are outside the safety zone. 6. I will not wear loose clothing in the lab. I will roll up my sleeves and wear a shop apron when appropriate. 7. I will always be very careful when carrying or using tools and materials. 8. It will not cut toward any part of my body and never toward any other person. 9. I must behave properly and have self-control in the technology education lab at all times. 10. I must not run, jump, push or fight at any time in the technology education lab. 11. I must immediately report all accidents, however slight, to the instructor. 12. I will work at my assigned place at all times. 13. Used cleaning/finishing rags must be placed in the metal safety cans that are provided for them. 14. I will report all damaged or dull tools to the instructor. 15. I will never, at any time, throw anything in the lab. 16. I will return tools and materials to their proper places as soon as I have finished with them. 17. I will never leave a machine that is still moving, 18. Except when operating a machine in the manner that I have been instructed I will not lean on or touch a machine. 19. I will carefully follow handling directions for the use of any chemicals and liquids such as ink, paint, cleaning solutions or other materials that may cause injury. 20. I will always practice good housekeeping and participate in clean-up procedures. 21. I will always give my best effort in (instructors: substitute the course title for all of this red text and change the color back to black) class and come prepared to work. 22. Personal electronic devices must be turned off and out of sight. I PLEDGE MYSELF TO SAFETY I have read and I understand the above 22 safety pledges. My instructor has explained them to me, and I will do my best to carry them out at all times. I understand that my failure to do so might result in injury to myself and/or others in the technology laboratory.

Student__________________________

Date: ___________

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Parent___________________________

Date: ___________

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74

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Student Safety Contract Review The following fill-in-the-blank statements paraphrase the Montgomery County Public Schools Student Safety Contract. The statements are in order. Sometimes you can copy word for word from the contract, but other times you need to figure it out what the rule really means. 1. Be ________________________ at _________ _____________. 2. Follow all _________________________and________________________ ____________________________________. 3. Never __________________________ _________________________. 4. When first entering the science classroom do _______ ________ _________ ________________, _______________, or other materials in the ___________________. 5. Do ___________ _____________ , ____________ __________, or chew gum in the laboratory. 6. Unauthorized experiments are _______________________________. 7. Be ____________________________________Read _________ _______________. ____________________________________, _______________________ ___________________and __________________________ are prohibited. 8. Work areas should be ______________________and__________________ at______________times. 9. Keep the ____________ ____________ . 10. Know the ______________________________and____________________of all safety equipment. 11. Use the _________ _________for ____________________vapors. 12. Be _______and proceed with ______________at all times. Notify the ________________of any safety concerns. 13. Sinks are used for __________ and _________________________________. NO SOLIDS. 14. Read ___________and_________________ _______________ before use. 15. Wash __________ ____________ with soap after performing an experiment. Return all ______________________ clean and in ________________________ ______________ . 16. Monitor experiments at _______ __________. Do not _______________around the room. 17. Do not enter ___________ _________or _____________________ ___________. 18. During a fire drill, containers must be ________________________, gas valves ______________ _______________ and fume hoods ___________ _______________and electrical equipment _____________ _________. 19. Respect preserved ___________________ ________________________________. 20. Carry knives and other sharp objects with tips and points ______________ ______________and ____________________. 21. Wear _____________________ _________________ chemicals, heat or glassware. 22. Only wear contacts with the _________________________of the instructor. 23. Dress _______________________________. Hair is ________ ___________ No open-toed shoes allowed in the lab. 24. Wear your lab _____________at all times. 25. Report any _____________________ to the instructor ________________________! 26. If you get hurt, yell out "________ _____ , ________ ________," or whatever phrase requested by the instructor. 27. In case of a chemical splash, immediately _______________with running _________for ____________minutes. 28. Mercury must not be _________________. 77

29. Do not _____________, ____________or _____________ any chemicals unless instructed. 30. Check _________________on all chemical bottles ____________ before removing any. 31. Never return _____________chemicals to their _________________ containers. 32. Never use ________________suction to fill a pipet. Use __________________ ___________________or pipet pump. 33. Hold containers ______________________from your ______________. 34. Always add ______________to ________________. 35. Handle flammable hazardous liquids over a _________________to contain _________________. 36. Never remove chemicals from the ______________________area. 37. Hold chemicals ___________________________and walk_____________________ . 38. Carry glass ________________in a vertical __________________. 39. Never handle ____________ _____________with your bare hands. 40. Lubricate glassware when using rubber stoppers. Protect your ________________ . 41. Fill wash bottle with ____________________water. 42. When removing a electrical plug, grasp the ________________________not the ________________ _________ . 43. Never use ________________or ________________glassware. Never use _______________glassware. 44. Report _________________electrical equipment ____________________ . 45. If you dont understand how to use a piece of equipment ask your ______________________ for help. 46. Do not ____________________hot glassware in ______________water; it may shatter. 47. Keep ____________, ________________and ____________away from flames. 48. Never leave a ___________burner unattended. 49. Do not _________________the ____________________end of a test tube at ___________________________ or ________________ __________ . 50. Use __________________or _____________ - ______________gloves when picking up heated metals and glass. 51. Never ______________ into a __________________ that is being _____________ . 52. Always use an _____________________ pad, never place hot apparatus directly on the laboratory desk. Allow heated equipment to _____________________before touching it. 53. Allow time for glass to _______________after bending it.

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Student Safety Contract Review KEY The following fill-in-the-blank statements paraphrase the Montgomery County Public Schools Student Safety Contract. The statements are in order. Sometimes you can copy word for word from the contract, but other times you need to figure it out what the rule really means.

54. Be ____RESPONSIBLE ______ at __ALL___ ____TIMES____. 55. Follow all ____WRITTEN_____________and_______VERBAL__________ _______INSTRUCTIONS_________________. 56. Never _______WORK_______________ ________ALONE____________. 57. When first entering the science classroom do _NOT___ __TOUCH_ _ANY_____ EQUIPMENT_______, _CHEMICALS_, or other materials in the __LABORATORY____. 58. Do _NOT__ ___EAT__ , ____DRINK___ BEVERAGES__, or chew gum in the laboratory. 59. Unauthorized experiments are __PROHIBITED___________________. 60. Be __PREPARED_______________Read _ALL___ _PROCEDURES____. _______HORSEPLAY__________________, ____PRACTICAL__________ ___JOKES___________and _____PRANKS_____________ are prohibited. 61. Work areas should be _CLEAN_____________and____TIDY__________ at____ALL_______times. 62. Keep the _AISLES____ __CLEAR_____ . 63. Know the _______LOCATION_______________and__OPERATION____of all safety equipment. 64. Use the _FUME____ __HOOD___for ___POISONOUS________vapors. 65. Be _ALERT_and proceed with _CAUTION__at all times. Notify the _INSTRUCTOR__of any safety concerns. 66. Sinks are used for _WATER____ and ________SOLUTIONS__________. NO SOLIDS. 67. Read __LABELS___and__EQUIPMENT_____ _INSTRUCTIONS___ before use. 68. Wash _YOUR__ _HANDS___ with soap after performing an experiment. Return all __EQUIPMENT_________ clean and in _WORKING_________ __ORDER____ . 69. Monitor experiments at _ALL__ _TIMES_. Do not _WANDER___around the room. 70. Do not enter __STORAGE__ _ROOMS__or _PREPARATION__ _AREAS___. 71. During a fire drill, containers must be _CLOSED____________, gas valves _TURNED_____ ___OFF________ and fume hoods __TURNED_ ___OFF_____and electrical equipment _TURNED____ __OFF____. 72. Respect preserved __BIOLOGICAL____ _____MATERIALS_____________. 73. Carry knives and other sharp objects with tips and points __POINTING____ __DOWN_______and ____AWAY____________. 74. Wear ___GOGGLES___________ ___WITH_______ chemicals, heat or glassware. 75. Only wear contacts with the ___PERMISSION_________of the instructor. 79

76. Dress ____PROPERLY_________________. Hair is __TIED__ __BACK__ No open-toed shoes allowed in the lab. 77. Wear your lab __APRONS_____at all times. 78. Report any ___ACCIDENTS______ to the instructor __IMMEDIATELY_______! 79. If you get hurt, yell out "_CODE_ __ONE , _CODE___ _ONE____," or whatever phrase requested by the instructor. 80. In case of a chemical splash, immediately __FLUSH______with running _WATER___for ___20_______minutes. 81. Mercury must not be __TOUCHED________. 82. Do not _TOUCH____, __TASTE_____or __SMELL___ any chemicals unless instructed. 83. Check __LABELS_______on all chemical bottles _TWICE_____ before removing any. 84. Never return _UNUSED_____chemicals to their ___ORIGINAL______ containers. 85. Never use _MOUTH__________suction to fill a pipet. Use ___RUBBER_________ ____BULB_________or pipet pump. 86. Hold containers ____AWAY______________from your ___BODY_______. 87. Always add __ACID_______to ____WATER_______. 88. Handle flammable hazardous liquids over a ___PAN_________to contain ____SPILLS_______. 89. Never remove chemicals from the _____LABORATORY_______area. 90. Hold chemicals ____SECURELY______________and walk____CAREFULLY_______ . 91. Carry glass ____TUBING______in a vertical ___POSITION______. 92. Never handle __BROKEN_ ___GLASS_____with your bare hands. 93. Lubricate glassware when using rubber stoppers. Protect your ___HANDS________ . 94. Fill wash bottle with ____DISTILLED_______water. 95. When removing an electrical plug, grasp the ___PLUG_________________not the __ELECTRICAL___ __CORD_ . 96. Never use __CHIPPED_______or ____CRACKED_____glassware. Never use __DIRTY________glassware. 97. Report ____DAMAGED____electrical equipment ___IMMEDIATELY______ . 98. If you dont understand how to use a piece of equipment ask your __INSTRUCTOR_________ for help. 99. Do not __IMMERSE___________hot glassware in __COLD________water; it may shatter. 100. Keep _HAIR_____, __CLOTHING______and ___HANDS____away from flames. 101. Never leave a _LIT_______burner unattended. 102. Do not __POINT__________the _____OPEN___________end of a test tube at ____YOURSELF_______________ or _ANYONE________ __ELSE____ . 103. Use __TONGS________or __HEAT_____ - __PROTECTIVE__gloves when picking up heated metals and glass. 104. Never _LOOK_________ into a __CONTAINER_______ that is being _HEATED___ . 80

105. Always use an __INSULATING______ pad, never place hot apparatus directly on the laboratory desk. Allow heated equipment to __COOL_______________before touching it. 106. Allow time for glass to ___COOL________after bending it.

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Montgomery County Public Schools SCIENCE LABORATORY SAFETY REVIEW SHEET Adapted from Flinn Scientific Directions: Write the correct answer, based on the contract and class discussion. 1. Students complete a laboratory investigation. Who is responsible for returning the materials to their proper place?

2. A student is allergic to a substance used in an activity. What should the student do?

3. Students are using heat, chemicals and glassware in a laboratory experiment. What is the best method of eye protection?

4. A substance is heated in a test tube. The open end of the test tube should be pointed toward.

5. A fire starts in the laboratory. A student notifies the teacher. What should the student do next?

6. What should not be close to flammable materials?

7. A students hand is cut during a laboratory investigation. What should the student do immediately?

8. What should students do before inserting the plug of an electrical device into a socket?

9. A student spills a chemical in the laboratory. What should he do first?

10. Where should a student discard solid chemical waste?

11. Before beginning a lab, students with long hair should.

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12. When is off-task behavior appropriate during a laboratory investigation?

13. What type of footwear should always be worn in the laboratory?

14. What should be used to put out a fire in a persons hair or clothing?

15. What is the best reason to keep all classroom aisles and walkways clear?

16. Taking materials from the science laboratory is

17. A student is finished working with chemicals or biological specimens. What is best for the student to do?

18. If a student wears contact lenses, what should she do in the laboratory?

19.

When are students permitted to access the chemical storage room?

20.

The red panic button in your science laboratory can be used to

21.

What should a student do if equipment is not working properly in the laboratory?

22.

Eating in the laboratory is Safety goggles and an apron must be worn when handling chemicals labeled corrosive because they

23.

24. In the space below, label a diagram of your science room and label the location of each piece of safety equipment listed below. Fire blanket Fire extinguisher(s) Aprons Goggle cabinet 83

Exits Eye wash station Emergency shower

Fume Hood

Montgomery County Public Schools SCIENCE LABORATORY SAFETY TEST REVIEW SHEET ANSWER KEY Adapted from Flinn Scientific 1. Students complete a laboratory investigation. Who is responsible for returning the materials to their proper place? Students who did the investigation 2. A student is allergic to a substance used in an activity. What should the student do? Tell the science teacher. 3. Students are using heat, chemicals and glassware in a laboratory experiment. Which of these is the best method of eye protection? Safety goggles 4. A substance is heated in a test tube. The open end of the test tube should be pointed toward no one. 5. A fire starts in the laboratory. A student notifies the teacher. What should the student do next? Follow the teachers directions. 6. Which of the following should not be close to flammable materials? A lighted burner 7. A students hand is cut during a laboratory investigation. What should the student do immediately? Tell the teacher. 8. What should students do before inserting the plug of an electrical device into a socket? Make sure the area is dry. 9. A student spills a chemical in the laboratory. What should he do first? Tell the teacher. 10. Where should a student discard solid chemical waste? Container identified by the teacher 11. Before beginning a lab, students with long hair should 84

tie their hair back. 12. When is off-task behavior appropriate during a laboratory investigation? Never 13. What type of footwear should always be worn in the laboratory? Closed shoes 14. What should be used to put out a fire in persons hair or clothing? A fire blanket 15. Which of these is the best reason to keep all classroom aisles and walkways clear? To allow safe exit 16. Taking materials from the science laboratory is not permitted. A student is finished working with chemicals or biological specimens. Which of these is best for the student to do before leaving the laboratory? Wash hands with soap and water

17.

18. If a student wears contact lenses, what should she do in the laboratory? Tell the science teacher. 19. When are students permitted to access the chemical storage room? Never The red panic button in your science laboratory can be used to turn off the gas supply. 21. What should a student do if equipment is not working properly in the laboratory? Tell the science teacher. 22. Eating in the laboratory is not permitted. 23. Safety goggles and an apron must be worn when handling chemicals labeled corrosive because they react with the skin. Science Room Safety Map

20.

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Montgomery County Public Schools SCIENCE LABORATORY SAFETY TEST ANSWER KEY

Adapted from Flinn Scientific

1. A 2. D 3. A 4. A 5. D 6. C 7. B 8. D 9. B 10. D 11. B 12. A 13. B 14. B 15. A 16. A 17. D 18. C 19. A 20. B 21. A 22. A 23. B 24 28 DEPEND ON HOW YOU SET UP YOUR MAP PORTION OF THE TEST

88

IS 6 Overview of Sudden Impact

Content Focus Scientific Processes There are constraints affecting the applicability of science investigations to real world objects and processes. Describing Motion Motion can be described using the relationships between position, direction, time, and distance. Forces and Newtons Laws Newtons Laws of Motion explain the relationships between forces acting on a body (mass) and the motion of the body. Energy and Work Work is done when a force moves an object over a distance and energy is required to cause that change. Technology, Engineering, and Design Design is a creative planning process subject to trade-offs; there is no perfect solution.

Duration

3 Days

Instructional Outcomes Apply knowledge from other fields to solving scientific problems Clarify questions that can be explored by scientific investigations Identify variables in a system and explain how they are related and why only one may be changed at a time Recognize that design criteria and constraints (e.g., cost, technology, materials, or physical laws/properties) limit choices and require trade-offs. Analyze the value and limitations of models in explaining real objects or processes Bumper Connection: The peak force that is exerted during a collision is determined by the variables of mass, velocity, and time of impact. Mathematical relationships, models, and technology can be used to assist scientists in measuring, interpreting, and communicating data collected during investigations. Use mathematics to interpret and communicate data. Observe, describe, and compare the motion of objects in terms of their position, change in position, direction, and time to move a certain distance Calculate and graph specific and average speed and velocity data Compare accelerated and constant motions using time, distance, and velocity data. Calculate, graph, and describe acceleration using velocity and time data Bumper Connection: Acceleration is a function of changing velocities over time and demonstrates how mathematical operations can be used to explain an objects motion. Explain why it is valuable to have multiple trials during investigations Demonstrate and explain how forces interact to cause changes in motion Explain why objects remain at a constant velocity unless acted upon by an unbalanced force Investigate and explain quantitatively how acceleration is affected when the same net force acts on objects of different mass Investigate and explain quantitatively how acceleration is affected when different net forces act on objects of the same mass Bumper Connection: Newtons first and second laws of motion explain how forces interact to cause changes in the motion of the car. The third law explains how the action and reaction forces are related to the energy transfer during a collision. Describe the relationship between the mass or velocity of an object, or distance an object is moved by a force to the change in its potential energy or kinetic energy Recognize that energy is conserved and cannot be created nor destroyed Explain how energy either changes form or is transferred through the action of forces Explain how simple machines affect input and output work calculations and the relationship between the variables of force, distance, and energy Bumper Connection: A bumper that reduces the peak force during a collision effectively absorbs energy, decreasing the amount of energy that is transferred directly into a cars occupants during a collision. Recognize how social priorities are reflected in technological devices. Recognize how systems interact with each other and that malfunctions in a part of a system can impact the function and quality of an entire system and its processes. Question claims based on vague statements and conclusions that are not supported by the evidence. Explain the difference between invention and innovation and how technology is linked to creativity. Build a three-dimensional representation of a design solution. Bumper Connection: An innovative bumper system reflects the value society places on safety and how new technologies result from societal demands.

7 Days

10 Days

5 Days

10 Days

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90

Investigations in Science Grade 6 Overview of Butterfly Habitat

Content Focus Ecology and Environmental Issues There are many factors that affect diverse populations in a variety of ecosystems. (Safety Test) Diversity of Life Although there is a great diversity of organisms living in a variety of ecosystems, there exist similarities across all populations and differences within populations Change Over Time The characteristics of organisms gradually change over time as a result of natural selection.

Duration

5-7 Days (Excluding Safety)

Instructional Outcomes Develop questions and conclusions based upon data Explain how abiotic and biotic factors affect the number organisms, populations, communities, and ecosystems an environment can support Differentiate between habitats, ecosystems, and biomes Verify how limiting factors, such as disease, and competing for resources with native and nonnative species limit populations Recognize that human activities can change natural processes Butterfly Habitat Connection: The habitats of any organism, including the Checkerspot butterfly, in any biome, including the deciduous forest, require a specific combination of abiotic and biotic factors that are often impacted by human activities.

5 Days

Link data from investigations conducted to contributions of research conducted by others Verify biologists claims that organisms in all kingdoms can be classified based upon internal and external structures, and processes Identify the general distinctions among organisms that support the five kingdom classification system Use a dichotomous key to classify organisms Evaluate the effectiveness of the classification systems Butterfly Habitat Connection: There are similarities and differences between the structures and processes of the Checkerspot butterfly and other organisms, including butterflies.

5 Days

Flow of Matter and Energy Matter and energy flow throughout an ecosystem in predictable patterns. Technology, Engineering, and 5-7 Days

Describe how the accumulation of small differences in traits between successive generations can lead to descendants being different from their ancestors. Explain how organisms, including plants, with similar needs within any ecosystem in any biome will compete with one another for resources. Explain why some organisms, including plants, with certain traits are more likely to survive and reproduce than others Describe how gradual and sudden environmental changes can affect the survival of an organism or an entire species Recognize how adaptations in structures, behaviors, or physiology may affect the extinction or survival of a species Butterfly Habitat Connection: Organisms, including the Checkerspot butterfly, change over time but do not evolve as quickly as a changing environment so a habitat must meet their needs. Describe how organisms interact with each other and their physical setting Explain how organisms, including plants, obtain, store, use, and transfer energy in an ecosystem Describe how the amount of matter flowing through an ecosystem remains constant and continues indefinitely even though its form and location change Butterfly Habitat Connection: A variety of populations interacts with the Checkerspot butterfly in an ecosystem and competes with it for resources. Recognize that human activities can change natural processes Butterfly Habitat Connection: A habitat restoration faces certain design constraints,

10

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including environmental, financial, political, and logistical.

92

IS6 Overview of Going Green

Content Focus Natural Resources and Human Needs Natural resources are used by living things in a variety of ways Environmental Issues Natural resources need protection and conservation in a given environment.

Duration

Instructional Outcomes Differentiate between renewable and non renewable resources Determine ways humans impact the environment obtaining and using natural resources Recognize that human activities can change natural processes Develop questions and understand existing problems relating to natural resource use Apply the design process to solve problems in and beyond the classroom Going Green Connection: Humans use a variety of renewable and nonrenewable resources. The availability of these resources is dependent on the location in the world and the impact of human activities.

5-7 Days

7-10 Days

Compare data from classroom investigations to contributions of research conducted by others Recognize that human activities can change natural processes Verify the amount of human impact on environmental changes Identify the effects of human impact on the environment Evaluate the effectiveness of current green designs Going Green Connection: There is an impact on the environment as a result of humans obtaining and using the Earths resources. Some human impact is positive. Some human impact is negative and reversible, some impact needs a more concentrated effort to correct, and some impact is irreversible. Describe how environmental changes have caused organisms, including plants, to adapt and survive Explain how environmental changes have caused organisms to migrate out of an area to survive Explain why some organisms have become extinct because they could not survive environmental changes Describe how fossils show that gradual and sudden environmental changes can affect the survival of an organism or an entire species Recognize that fossils are evidence of environmental changes which caused adaptations in structures, behaviors, or physiology may have affected the extinction or survival of a species Going Green Connection: Organisms, including plants, change over a period of time. Human activities may cause the environment to change so quickly that many organisms will no longer be able to adapt. Describe the impact of your green design on living things Explain design constraints such as cost effectiveness , availability of materials, and byproducts of construction Investigate the possibilities of your green design to be transferred to other buildings, communities, or parts of the country Going Green Connection: Green projects will model a solution to a variety of environmental problems created from natural resource use. The project should include measurable human impact that is personal, local, national, environmental, financial, or political.

Environmental Change As resources are used in a habitat, the environment is changed.

7-10 Days

Natural Resource Use Human resource use can cause changes that have social, economic, and environmental impacts.

8-10 Days

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IS6 Overview of Alternative Energy

Content Focus

Duration

Electricity and Magnetism Electrical current moving through a wire produces a magnetic force on materials placed near the wire.

7 Days

Instructional Outcomes Cite examples that demonstrate the transformation of electrical energy into other forms of energy Investigate and describe that some materials allow the quick, convenient, and safe transfer of electricity (conductors), while others prevent the transfer of electricity (insulators). Identify and describe the energy transformations in simple electric circuits. Investigate and describe the magnetic fields surrounding various types of magnets. Investigate and explain ways to change the strength of a simple electromagnet by varying the number of coils wrapped, the amount of electricity in the wire, the number of batteries used, and whether or not an iron core is used. Solar Collector Connection: Solar energy can be converted to electrical energy through the use of solar cells and electrical generators. Cite evidence supporting that electrical energy can be produced from a variety of energy sources and can itself be transformed into almost any other form of energy. Research and identify various energy sources and the energy transforming devices used to produce electrical energy Identify and describe the energy transformations in simple electric circuits. Solar Collector Connection: Some alternative energy sources are better than others for a specific geographic location. Identify and describe the relationships among the various properties of waves. Cite examples to show that light and sound waves transfer energy from one place to another. Measure and describe the wavelength, frequency, and amplitude of waves. Investigate and describe that the pitch of sounds can be varied by changing the rate of vibration and the loudness can be changed by amplitude. Cite evidence that sound waves transfer energy using observation of sympathetic tuning forks, tuned guitar strings, etc. Based on data generalize the law of reflection. Cite evidence that something can be seen when light waves emitted or reflected by it enter the eye and the color of the object depends on the amount of energy reflected or absorbed. Based on observations predict the change in the direction (refraction) of light as it travels from one material to another. Solar Collector Connection: Energy from the suns light waves can be collected and used as an energy source. Recognize and explain that energy can neither be created nor destroyed; rather it changes form or is transferred through the action of forces. Identify and explain that heat energy is a product of the conversion of one form of energy to another. Identify and describe the various forms of energy that are transformed in order for systems (living and non-living) to operate. Explain that some heat energy is always lost from a system during energy transformations. Solar Collector Connection: The feasibility of designing and building a solar collector is evaluated.

Energy Summit Electrical energy can be generated from a variety of sources and transferred into almost any form of energy.

8 Days

Wave Interactions Waves are able to transfer energy from one place to another.

7 Days

Build and Design a Solar Collector (Technology, Engineering, and Design) Research, development and experimentation is use to convert energy to a usable form.

11 Days

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Overview of IS 7 Hydroponics Unit Content Focus Introduction to Hydroponics Project Students will be presented with RFP and Project Scoring Tool. Duration Instructional Outcomes Students will learn to specify criteria and constraints for the design. Students will learn that technological advances in agriculture directly affect the time and number of people required to produce food for a large population. Hydroponics Project Connection: Students will identify the challenges of designing a hydroponics system within a classroom. They will learn about various types of hydroponics systems and what is required by plants for growth. Students will revisit their ideas throughout the unit, construct a hydroponics system and grow basil plants. Defend the proposition that living things are cellular and cells carry out basic life functions. Give examples to illustrate that the life functions of multicellular organisms are carried out within complex systems of different tissues, organs, and cells. Explain that the repeated division of cells enables organisms to grow and make repairs. Hydroponics Project Connection: In order for students to design a hydroponics system, students must know what it means to be alive. In addition, they must know that plants are made of cells that cooperate to carry out life functions such as reproducing, extracting energy from food, and getting rid of wastes. Cite evidence to support the fact that all matter is made up of atoms Explain that all living and non-living things can be broken down into elements. Describe how elements form compounds and molecules. Describe what happens to the properties of elements when they react chemically Investigate ways in which organs and tissues function to serve the needs of cells for food, air, and waste removal. Describe the processes that enable plants to use the energy from light to make sugars from carbon dioxide and water. Provide evidence to support that the idea of atoms explains conservation of matter. Hydroponics Project Connection: Students learn how plants obtain nutrients and water to stay alive. They will identify how plants use reactants and products to sustain life how this reaction supports conservations of matter. Students will explore the relationship between their photosynthesizing hydroponic plants and the exchanging of gases with animals during cellular respiration. Students will learn that design is a creative planning process that leads to useful systems and that design usually requires taking constraints into account. Hydroponics Project Connection: Students apply the knowledge they have gained throughout the entire unit sequence to construct their Hydroponics system in small collaborative groups. Describe how the motion of atoms and molecules in solids, liquids, and gases changes as heat energy is increased or decreased. Explain how the components of mixtures can be separated using indicators and the pH scale to classify materials as acidic, basic, or neutral Hydroponics Project Connection: Students will investigate solubility and pH in order to prepare a nutrient broth to add to their hydroponics set-up. Finally, students will compare the initial mass of the seed and compare it to the mass of the plant grown hydroponically to discuss how the conservation of matter applies to their system. Students will learn that modeling, testing, evaluating and modifying are used to transform ideas into practical solutions. Hydroponics Project Connection: Students will share data, successes, and suggestions for improvements with the class.

2 Days

What is Life? Students learn about the characteristics of living things, the parts of the cell and cell division

9 Days

How is Life Maintained? Students learn what materials are required by living things, how the materials are delivered and assembled and how they sustain life.

11 Days

Hydroponics System Students will generate ideas, and develop solutions to the challenge. Maintaining a Hydroponics System Students will develop a nutrient solution for their system and monitor and maintain the chemical composition of the system. Evaluation Students present and discuss the effectiveness of their hydroponics system.

5 Days

5 Days

4 Days

95

Overview of IS 7 Chemistry of Life Unit Content Focus Introduction to Menu Project Students will be presented with RFP and Project Scoring Tool. Elements of Life Students will learn that elements combine to form the building blocks necessary for growth and development. Food Analysis Students will learn the food they eat is broken down into nutrients that contain the raw materials and energy the body needs. Duration 3 Days Instructional Outcomes Students will learn that requirements for a design are made up of criteria and constraints. Students will learn to specify criteria and constraints for the design. Menu Project Connection: Students will identify the challenges of designing a menu for either a middle school, a local food bank, or a developing. Students will discover the amount of nutrients necessary for their diets and then generate questions about the RFP. Cite evidence to support the fact that all matter is made up of atoms, which are far too small to see directly through a microscope. Provide evidence from the periodic table, investigations and research to demonstrate that elements in the following groups have similar properties. Menu Project Connection: Before learning about essential nutrients obtained from food, students will learn about the atoms from which these nutrients are made. Students will focus on how elements are grouped into families on the Period Table. Explain that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. Provide evidence to support the fact that common substances have the ability to change into new substances. Gather and organize data to defend or argue the proposition that all living things are cellular and that cells carry out the basic life functions. Menu Project Connection: Students must have an understanding of the role and sources of all the essential nutrients found in the food we eat in order to design a healthy menu. Students will make the connection that our food was once alive by investigating which types of substances contain organic molecules. Based on data from readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms are carried out within complex systems of different tissues, organs, and cells. Recognize and provide examples that human beings, like other organisms have complex body systems of cells, tissues and organs that interact to support an organisms growth and survival. Menu Project Connection: Human body systems will be explored in terms of how they help in obtaining food, extracting nutrients and removing wastes. The structure and function of the skeletal, muscular and nervous systems will be related to how humans obtain food. Meanwhile the structure and function of the digestive, respiratory, circulatory, endocrine, excretory/urinary systems will be related to nutrient extraction and waste removal. Students will learn to make a product or system and document the solution. Students will learn to apply a design process to solve problems in and beyond the laboratoryclassroom. Menu Project Connection: Students apply the knowledge they have gained throughout the entire unit sequence to research and design their menus in small collaborative groups. Describe the reasoning that led to the interpretation of data and conclusions drawn. Menu Project Connection: Students will present their menus to the class. The audience will playing the role of the Committee of Nutritional Innovation and will be asking questions that will force the presenting group to support their position.

4 Days

10 Days

Nutritional Requirements Students will relate structure and function of body systems to nutritional requirements and disease prevention.

13 Days

Menu Development Students design a menu that meets RFP specifications Evaluation Students present their menu. Based on feedback, the students reflect and redesign for improvement.

4 Days

3 Days

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Overview of IS 7 Unit 3 Diseases

Content Focus Introduction to Disease Project Students will be presented with RFP and Project Scoring Tool.

Duration

3 Days

Cell Division and Heredity Genetic information is passed from parents to offspring 16 Days

Diseases Genetic Diseases are used to illustrate how genetic disorders can be passed on from one generation to the next. Counselors Report Genetic probability is applied to an authentic problem. 4 Days

5 Days

Instructional Outcomes Students will learn to specify criteria and constraints for the design Give examples of when further studies of the question being investigated may be necessary. Disease Project Connection: Students assume a fictional profile containing genotypes for blood type, widows peak and a genetic disorder during the unit. Students will learn about cell division and heredity, and then research the genetic disorders. Students role play as both couples and genetic counselors. The unit summative assessment is to create a Genetic Counselors report. Students will: Explain that the repeated division of cells enables organisms to grow and make repairs. Explain that in some kinds of organisms, all the genes come from a single parent, whereas in organisms that have sexes, typically half of the genes come from each parent. Explain that in sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm) and the fertilized egg now has genetic information from each parent. Disease Project Connection: Students will compare sexual and asexual reproduction. The location of genes is discussed and a DNA extraction is performed. Mendalian genetics instruction and use and analysis of Punnett Squares follow. Students interpret and create pedigrees. Finally, students will research and debate on modern genetics topics such as genetic engineering. This information is vital to creating a Genetic Counselors report. Students will select several body systems and explain the role of cells, tissues and organs that effectively carry out a vital function for the organism. Disease Project Connection: Each student profile contains the genotype of one of the following disorders: Huntingtons disease, sickle cell disease, cystic fibrosis or achondroplasia (dwarfism). Students will research each of these disorders to learn the cause, symptoms, treatment and body systems affected in each. Finally, students will learn the difference between communicable and genetic disease.

Creating and Analyzing Offspring Microarrays are used to confirm the prediction of genetic variations. 2 Days

Explain how genes are distributed to offspring from parents. A discussion on meiosis should be included. Explain how genetic disorders are passed down through families compared to communicable disease. Provide evidence in the form of Punnett squares and pedigrees to show the variation possible in offspring production. Give a description of the genetic disorder, the causes, symptoms, treatment options, and how/which systems are affected by the disease. Disease Project Connection: Students apply the knowledge they have gained throughout the unit sequence to role play as genetic counselors for another student couple. Review data from an experiment, summarize the data, and describe the reasoning that lead to the interpretation of data and conclusions drawn. Disease Project Connection: Students will create offspring by combining chromosome strips to determine blood type and widow peak traits. Then a microarray technique is used to determine the genotype for the genetic disorder of their offspring.

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Overview of IS 7 Unit 4 Forensics

Content Focus Introduction to Forensics Project Students will be presented with RFP and Project Scoring Tool. Diagnosing Illness Analysis of illness on body systems illustrates effect of contagion.

Duration 3 Days

3 Days

Instructional Outcomes Students will learn to specify criteria and constraints for the RFP Give examples of when further studies of the question being investigated may be necessary. Forensics Project Connection: Students will be investigating the cause for a recent food poisoning outbreak. . They will be introduced to forensics, food poisoning, and the RFP. Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided. Describe the reasoning that leads to the interpretation of data and conclusions drawn. Forensics Project Connection: Students will analyze a case study and describe how the food poisoning impacts the body. Students will also be able to describe the contagion and the general mechanism of transmission and narrow down the type of bacteria that has caused the outbreak. Cite evidence to support the fact that some substances can be separated into the original substances from which they were made. Forensics Project Connection: Salmonella is determined to originate in a bagged salad mix. Analysis of ink by both paper chromatography and gel electrophoresis ink chromatography will allow students to identify which processing plant produced the contaminated salad. Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment. Forensics Project Connection: Salad ingredients will be tested for the presence of Salmonella using microarray technology. Students will pinpoint lettuce as the tainted salad green. Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment. Forensics Project Connection: Three lettuce farms supply lettuce to the salad processing plant. Students will create DNA fingerprints to determine which of three farms is responsible for providing contaminated the lettuce to the salad processing factory. Use information gathered from investigations using indicators and the pH scale to classify materials as acidic, basic, or neutral Investigate and describe the occurrence of chemical reactions using color change and formation of a precipitate. Forensics Project Connection: Water used to irrigate the lettuce farm comes from a pond that is fed by water run-off from three animal farms. Students will perform urine analysis to determine which is responsible for the animal waste running off into the pond. o Develop explanations that explicitly link data from investigations conducted, and selected readings Forensics Project Connection: Students will create a written report of their forensics studies detailing the cause of the food borne illness. Students must research ways to prevent future agricultural contamination and food contamination in general. Students will learn that biotechnology applies the principles of biology to create commercial products or processes. Forensics Project Connection: Students will create and share a public service announcement that will be used educate about the many uses of biotechnology and its use in forensics.

Separation of Mixtures Chromatography is applied to an authentic problem. Gene Expression Microarray technology is used to confirm the source of the contagion. DNA Profiling Gel electrophoresis is used to rule out suspected supplier of contagion. Origin of Bacteria Urine analysis is used to confirm the primary source of the contagion.

4 Days

3 Days

5 Days

3 Days

3 Days Solution to Problem Data from investigations is used to solve the case. Creating PSA 9 Days

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Overview of IESS Solar Energy/Fluid Circulation Unit Content Focus Introduction to House Design Project Students will be presented with RFP and Project Scoring Tool. Duration Instructional Outcomes Students will learn to specify criteria and constraints for the design of the project. Students will learn that homes in different parts of the world will have varying temperatures, precipitation, wind, severe weather threats, and be close to different geographical conditions. They will use the information collected to design their home. House Design Project Connection: Students will identify the challenges of designing a home in different parts of the world while also incorporating a green design. Students will describe how energy and matter transfer affect Earths systems Atmospheric circulation (heat transfer systems conduction/ convection/radiation, phase change, latent heat, pressure gradients, general global circulation, Coriolis effect) Students will explain how global conditions are affected when natural and human-induced changes alter the transfer of energy and matter Climate type and distribution (temperature and precipitation) House Design Project Connection: In order for students to design their project, students must know how sun/earth relationships influence the amount of daylight in their part of the world and the duration of seasonal patterns. They must also understand how heat is transferred to create global and local winds. Both of these may lead students to incorporate the use of solar and wind energy. Students will describe how energy and matter transfer affect Earths systems Oceanic circulation (density differences, daily and seasonal land/sea breezes, Coriolis effect) Atmospheric circulation (heat transfer systems conduction/ convection/ radiation, phase change, latent heat, pressure gradients, general global circulation, Coriolis effect) Students will explain how global conditions are affected when natural and human-induced changes alter the transfer of energy and matter. El Nino and La Nina House Design Project Connection: Students will investigate the water cycle, pressure systems and weather patterns influenced by El Nino and La Nina and continue to modify their house design. They may also consider using hydropower. Students will describe how energy and matter transfer affect Earths systems House Design Project Connection: Students will investigate different types of severe weather and determine if their house location will be impacted. This could lead to significant changes in their structural design.

2 Days

Unequal Heating Earths surface and atmosphere influence the amount of solar energy reaching the Earth and how it is redistributed from regions of surplus to deficit.

13 Days

Fluid Circulation The atmosphere and oceans are both three-dimensional fluids that have measurable physical properties.

8 Days

Severe Weather Atmospheric and hydrospheric conditions are associated with the formation and development of severe weather. House Design Project Continuation of house project development and evaluation.

6 Days

9 Days

Students will learn that design is a creative planning process that leads to useful systems and that design usually requires taking constraints into account. House Design Project Connection: Students will apply the knowledge they have gained throughout the entire unit sequence to construction their house project in small collaborative groups.

100

Overview of IESS Unit 2 Astronomy Content Focus Introduction to Project: Another World? Students will be presented with RFP and Project Scoring Tool. Earth-Moon-Sun Interactions Physical laws govern the nature of objects in the universe. Solar System Relationships exist between the Earth and all other celestial objects in our solar system. Stars Physical laws and forces determine stellar evolution and processes. Universe The "Big Bang" theory is the current theory for the formation and evolution of the universe. Duration Instructional Outcomes Students will learn to specify criteria and constraints for the design of the project. Students will identify the problem and begin discussing what they will need to successfully complete the RFP. Another World Project Connection: Students will be introduced to the five extrasolar planets discovered by the Kepler Mission as of October 2009. Students will begin to identify the conditions unique to Earth that are necessary for life. Students will explain the role of forces in the formation and operation of the universe by investigating Keplers 3 Laws of Planetary Motion, Newtons Universal Law of Gravitation and the Sun-Earth connection. Another World Project Connection: In order for students to choose their other Earth they must be able to explain the important relationship between the Earth, Moon and Sun and describe how Keplers laws explain the orbital motion of planets. This information will allow them to start to critically analyze their options from the Kepler mission. Students will describe the formation and evolution of the solar system and explain the different components and their relationship to each other. Another World Project Connection: The solar system is a vast region containing the sun, planets, and many other objects. Students will compare our own solar system to the other Earth locations and evaluate if each solar system option has the necessary components. Students will consider the implications that the size of a planet can have on a solar system and the distance from its star. Students will explain the stellar structure and evolution of our universe including the life cycle of stars, stellar systems, and constructing and interpreting H-R diagrams. Another World Project Connection: Students will investigate the characteristics of stars and their life cycles and use this information to evaluate the other Earth stars in considering their solar system selection. Additionally students will consider the types of light the star puts out. Students will describe the structure and evolution of galaxies and the universe, including the Big Bang Theory. Another World Project Connection: Students will investigate the formation and evolution of the universe and apply this process to their other worlds development.

1 Day

7 Days

9 Days

6 Days

4 Days

Another World Project Continuation of development and evaluation of project.

4 Days

Students will learn that design is a creative planning process that leads to useful systems and that design usually requires taking constraints into account. Students will apply the knowledge they have gained throughout the entire unit sequence to select their other Earth and support their selection with data and information collected throughout the unit.

101

Overview of IESS Unit 3 Restless Earth Content Focus Introduction to Project: Geological Trip? Students will be presented with RFP and Project Scoring Tool. Plate Tectonics Internal energy is the driving force of the movement and those interactions influence other parts of the Earth System and affect human activities. Earthquakes Studying patterns in earthquakes are vital to understanding the effects that Earths internal processes have on its surface and living systems. Volcanoes Volcanoes are an important factor in understanding the internal energy that is the driving force of the movement of tectonic plates. Geological Trip Project Evaluation Final Projects will be displayed and evaluated Duration Instructional Outcomes Students will learn to specify criteria and constraints for the design of the project. Students will identify several places around the world where plates interact and explain the unique geological features associated with the different types of plate movement. Geological Trip Project Connection: Students will be introduced to different locations around the world with interesting tectonic environments. Students will begin to identify the plate boundaries and plate motion at each location and describe the geological feature at each location. Students will explain changes in Earths surface using plate tectonics. They will explain the theory of plate tectonics using evidence from crustal plate composition, mantle circulation, divergent/convergent/transform fault boundaries, subduction zones, trenches, island arcs, and mountain building. Students will describe continental drift by explaining evidence of rocks, structures, climate, fossil evidence and jigsaw fit. Students will explain sea floor spreading using age evidence, mantle circulation, outer core circulation/magnetic reversals, seismic activity, volcanism, mountain building, and ocean ridges. Geological Trip Project Connection: In order for students to correctly identify and explain plate interactions they will need to investigate how we know the plates are moving and the types of movement. Students will explain changes in Earths surface using plate tectonics and the theory of plate tectonics using seismic activity as evidence. Geological Trip Project Connection: Students will identify that earthquakes occur along plate boundaries. Students will use this information to explain how an earthquakes energy travels through the Earth and the impact it has on the RFPs identified geological features.

2 Days

8 Days

10 Days

7 Days

Students will explain changes in Earths surface using plate tectonics and the theory of plate tectonics using volcanism as evidence. Geological Trip Project Connection: Students will identify that volcanoes occur along plate boundaries. They will then use this information to support which specific locations, given in their RFP, have this active geological process and feature.

1 Days

Students will learn that design is a creative planning process that leads to useful systems and that design usually requires taking constraints into account. Students will apply the knowledge they have gained throughout the entire unit sequence to create their travel brochures.

102

Overview of IESS Unit 4 Earth Materials and Processes Content Focus Introduction to Project: Geotechnical Report? Geotechnical reports are prepared to determine probable geologic hazards and restrictions when selecting a construction site. Students will be presented with RFP and Project Scoring Tool. Minerals Earth materials can be classified based on their physical and chemical properties. Rocks Every part of the Earths solid surface displays one or more of the processes associated with the rock cycle. Weathering/ Erosion/ Deposition The chemical and physical properties of Earth materials are controlling factors in landform changes. Geotechnical Report Project Evaluation Final Projects will continue to be developed and evaluated. Duration Instructional Outcomes Students will learn to specify criteria and constraints for the design of the project. Students will identify the geotechnical properties that need to be considered in order to build an aquatic center.

4 Days

Geotechnical Report Project Connection: Students will be introduced to the factors needed to successfully complete a Geotechnical Study of their school grounds to assess the land for an aquatic center.

5 Days

9 Days

Students will identify the origin, texture and mineral composition of common rock groups. Students will identify the structure of matter. Students will explain the physical properties and chemical composition of common rock-forming mineral groups. Geotechnical Report Project Connection: Students will identify the minerals that are found at their aquatic center site and what implications that may have on their chosen site. Students will compare the origin and structure of igneous, metamorphic and sedimentary rocks. Students will explain how the transfer of energy drives the rock cycle. Geotechnical Report Project Connection: Students will identify the rocks that are found at their aquatic center site and what implications that may have on their chosen site. They will use this information to determine the general geological history of the area including the physiographic province. Students will identify the destructive processes, constructive processes and landform changes. Geotechnical Report Project Connection: In order for students to successfully survey the land and analyze the site selected they will need to investigate the different erosional features, depositional features, and weathering features that could impact their aquatic center.

4 Days

5 Days

Students will learn that design is a creative planning process that leads to useful systems and that design usually requires taking constraints into account. Students will apply the knowledge they have gained throughout the entire unit sequence to submit a geotechnical investigation for their proposed construction site.

103

Overview of IESS Unit 5 Earth History/Global Change Content Focus Introduction to Project: Future Newspaper Front page Students will be presented with RFP and Project Scoring Tool. Earths History The analysis of the record contained in rock layers, sediments, and glacial ice reveals past patterns of global change. Global Change Events and patterns both within the Earth systems and in the surrounding space environment have changed Earth. Future Newspaper Front Page Project Evaluation Final Projects will be displayed and evaluated. Duration Instructional Outcomes Students will learn to specify criteria and constraints for the design of the project. Students will identify the types of evidence that scientist look at when making predications about changes in Earths systems. Future Newspaper Front Page Project Connection: Students will investigate the basic Earths spheres and brainstorm about how these spheres change over time. They will be introduced to the different types of evidence scientists use to make predictions about changes in Earths systems. Students will apply geological principles used to date Earths geologic and biological events. Students will identify and explain how relative and absolute dating provides evidence of Earths History. Future Newspaper Front Page Project Connection: Students will use evidence gathered from relative and absolute age dating to make predictions about the environmental future of their location.

1 Day

8 Days

5 Days

Students will compare events in Earths history that have grouped according to similarities. Students will describe the geological time scale and identify major events. Future Newspaper Front Page Project Connection: In order for students to make predictions about the environmental future of their location, they will need to consider events and patterns throughout Earths history that have impacted the environment.

2 Days

Students will learn that design is a creative planning process that leads to useful systems and that design usually requires taking constraints into account. Students will apply the knowledge they have gained throughout the entire unit sequence to create a futuristic newspaper article.

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Recommended Vendors http://www.montgomeryschoolsmd.org/departments/procurement/pdf/VendorAlpha.pdf http://www.fishersci.com/wps/portal/CMSTATIC?href=index.jsp&store=Scientific&segment=scientific Standard&tabClicked=1 How to use FMS http://montgomeryschoolsmd.org/departments/fms/ MS Science Expansion Course material ordering information Geissler tubes are more commonly ordered as spectrum tube power supply and spectrum tubes http://wardsci.com/product.asp_Q_pn_E_IG0012333_A_name_E_Spectrum+Tube+Pow er+Supply http://wardsci.com/product.asp_Q_pn_E_IG0012321_A_name_E_Spectrum+Tubes How to order special items links to those sites (live specimen, PASCO (Spark Unit), Kelvin) o Carolina Biological o Pasco The Maryland representative is Nancy Aria. Her e-mail is naria@pasco.com o Kelvin Electronics o Pitsco Home o Midwest Technology Products (Midwest will discount their catalog price when you call and ask for a discount.) o IASCO o Modern School Supplies o Brodhead Garrett 800-321-6730 ... o Edvotek-MS MiniPipets Fixed Volume 10ul Link to warehouse page http://www.montgomeryschoolsmd.org/departments/materials/ Taylor Science Center - http://www.montgomeryschoolsmd.org/departments/materials/taylor/index.shtm Request for Animal Carcass Removal Request for Maintenance and Repair Request for Electronic Balance, Spectrophotometer, Water Still Equipment Maintenance and Repair Request for Hazardous Chemical Pick Up How to order PLTW supplies - http://beta.pltw.org/program-support/2010-2011-purchasing-manual 134

TechEd Machine Repair - Submit a work order to your building service supervisor. Ordering Textbooks o Visit EPIC to determine what textbooks and instructional materials are already approved o Textbook Evaluation Form o Copyright Change Form

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REQUEST FOR EQUIPMENT MAINTENANCE AND REPAIR MP:

MONTGOMERY COUNTY PUBLIC SCHOOLS

Department of Curriculum and Instruction Science, Technology, and Engineering 850 Hungerford Drive, Room 253 Rockville, Maryland 20850 Attn: Melanie Baxter, Melanie_G_Baxter@mcpsmd.org

VENDOR Metro Scopes 5010 Branchville Road College Park, Maryland 20740

AUTHORIZERS Originator Name: Click here to enter text. Principal Name: Click here to enter text. Date Prepared: Click here to enter text. STE Sup. Initials: Click here to enter text.

SCHOOL REQUESTING SERVICE: Click here to enter text. ADDRESS: Click here to enter text. Contact at School (escort to pick up location): Click here to enter text. Phone Number: Click here to enter text. Alternate Contact: Click here to enter text.

MAINTENANCE

DESCRIPTION OF ITEM
OR REPAIR

LOCATION

QUANTITY

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REQUEST FOR ANIMAL CARCASS WASTE REMOVAL BP:

MONTGOMERY COUNTY PUBLIC SCHOOLS

Department of Curriculum and Instruction Science, Technology, and Engineering 850 Hungerford Drive, Room 253 Rockville, Maryland 20850 Attn: Melanie Baxter, Melanie_G_Baxter@mcpsmd.org

VENDOR Biomedical Waste Services, Inc. 7833 Golden Pine Circle Severn, Maryland 21144

AUTHORIZERS Originator Name: Click here to enter text. Principal Name: Click here to enter text. Date Prepared: Click here to enter text.
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REQUEST FOR ELECTRONIC BALANCE, SPECTROPHOTOMETER, WATER STILL EQUIPMENT MAINTENANCE AND REPAIR GP:

MONTGOMERY COUNTY PUBLIC SCHOOLS

Department of Curriculum and Instruction Science, Technology, and Engineering 850 Hungerford Drive, Room 253 Rockville, Maryland 20850 Attn: Melanie Baxter, Melanie_G_Baxter@mcpsmd.org

VENDOR General Precision Specialties LLC PO Box 493 Dans Run Road Fort Ashby, West Virginia 26719

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145

Evaluation and Selection of Instructional Materials Textbook Copyright Change

Title _____________________________________________________________ Publisher _________________________________________________________ Author ___________________________________________________________ ISBN Number _____________________________________________________ Edition (if applicable) _______________________________________________ The title listed above has a new copyright. Please examine the new edition and check the appropriate box below. 1. The new edition is a MINOR revision and is approved for purchase. Please change the copyright from ______ to ______ . 2. The new edition is a MAJOR revision and should be reviewed by the committee. Please order _______ copies of the book. 3. Please do not change the copyright.

_______________________________ Signature

Science, Technology and Engineering Supervisor Title Date

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MCPS Professional Development Links

Link to Personal Certification https://pdo.mcpsmd.org/ia/tag.52c65f323ec65fe2.render.userLayoutRootNode.uP?uP_root=root&uP_sparam= activeTab&activeTab=1

Link to PGS http://www.montgomeryschoolsmd.org/departments/personnel/pgs/index.aspx

Link to Grading & Reporting http://www.montgomeryschoolsmd.org/info/grading/

Teacher Praxis Certification Process (Science/TechEd/Engineering)

http://www.montgomeryschoolsmd.org/departments/personnel/certification/current/adding-endorsements.aspx

Highly Qualified Teacher Status http://www.montgomeryschoolsmd.org/uploadedFiles/departments/personnel/certification/HOUSSE_REVISE D_January2008.pdf

National Board Certification http://www.montgomeryschoolsmd.org/departments/development/teams/programs/nbct/nbct.shtm

Link to FMP DataBook http://www.montgomeryschoolsmd.org/departments/development/training/databook/DataBook101.doc

Tuition Reimbursement http://www.montgomeryschoolsmd.org/departments/development/teams/programs/tuition.shtm

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Student Opportunities
Contests, Science Fairs
Montgomery County Science Fair: http://www.sciencemontgomery.org/ Final Frontiers (Physics and Engineering) Sponsored by Wootton HS: http://www.montgomeryschoolsmd.org/schools/woottonhs/academics/science/finalfront/ University of Maryland Physics Olympics Physics/Engineering Competition held in spring each year: http://www.physics.umd.edu/PhysOlympics/

Automata Contests (design and build mechanical toys): http://automata.co.uk/mainpage.html Robotics Competition (grade categories: 1-3, 4-8, 9-12): http://www.usfirst.org/ National Robotics Challenge: http://www.nationalroboticschallenge.org/index.htm Siemens/ College Board national science project contest: http://www.collegeboard.com/siemens/ INTEL Science Talent Search (Science Projects): http://www.intel.com/education/sts/index.htm Johns Hopkins Science Talent Contest (Grades 2-6, 7-8) (involves a test and some fees). Students may compete for a summer opportunity as well: http://cty.jhu.edu/ts/index.html eCYBERMISSION is a free, web-based science, technology, engineering and math competition for students in grades six through nine. Compete for regional and national awards while working to solve problems in your community. https://www.ecybermission.com/public/Login.aspx?ReturnUrl=%2fDefault.aspx
Maryland Science Olympiad: http://marylandscienceolympiad.org/

Internships and Summer Opportunities

Summer Engineering Camp at UMD: http://www.umd.edu/fyi/index.cfm?id=46140 JHU summer engineering program: http://engineering-innovation.jhu.edu/ SEAP (Science and Engineering Apprentice Program) Summer Internships cosponsored by US Department of Defense and GWU: http://seap.asee.org/ Goddard Space Flight Center student internships: https://education.gsfc.nasatelophase.com/Applyprojects/browseProject/All 148

NIST HS Student Internship Program: http://www.nist.gov/hrmd/staffing/ship.cfm Brookside Gardens (Wheaton Regional Park) Nature Tours, Summer Camp http://www.montgomeryparks.org/brookside/ NASA's DEVELOP Program -- 2010 Fall Session NASA's Applied Sciences' DEVELOP Program fosters the training and development of students in the sciences, extending the practical application and benefit of NASA's Earth science research to society. Student interns conduct projects focusing on the use of NASA Earth Observing Sources to benefit local communities and organizations under the guidance of advisors and mentors from NASA and partner organizations. http://develop.larc.nasa.gov/Research_Projects.html
Camp-In at Maryland Science Center- (grade 4-5) an overnight event for Junior Girl Scouts, Webelos Scouts, or School/Youth Groups. Registration for 2011 will open October 15, 2010: http://www.mdsci.org/programs/CampIn/Main.html

Science Oriented Summer Day Camps

Summer Day Camps at Montgomery County Recreation Department, Outdoor Nature Camp (ages 9-13), Space camp (6-12), Challenger Space and Rocketry (5-12), Puzzle Piazza (6-8, 8-12), Robotronics (8-14) (http://www.montgomerycountymd.gov/content/rec/currentcampsbrochure.pdf Montgomery County Recreation Department Staff Application (age 16+) Volunteer opportunities available ages 13-15: http://www.montgomerycountymd.gov/content/rec/camps/10preapplicationform1109.pdf
University of Maryland Summer Programs in Physics and Engineering for Middle School Students http://www.physics.umd.edu/lecdem/outreach/summerprogs.htm http://www.education.umd.edu/SUCP/Summer_Programs/academics.html Chesapeake Bay Foundation Summer Emersion and Student Leadership Courses http://www.cbf.org/Page.aspx?pid=951 Pickering Creek Audubon Summer Camp http://www.pickeringcreek.org/ecocamp/ Summer Activities for Families: Parents and children can get involved with Audubon projects http://mddc.audubon.org/events/1865 Audubon Naturalist Society of the central Atlantic States, Inc. Explore With the Experts This Summer http://www.audubonnaturalist.org/RunScript.asp?p=ASP\Pg0.asp Summer camp targeted to middle school student, travels the Chesapeake Bay watershed http://www.serc.si.edu/education/programs/SERCcamp/2010%20camp%20brochure%20-Jan%202009.pdf

Summer Programs for STEM (Science, Technology, Engineering, Math) in the Maryland and DC-Metro Area: http://www.dc-first.org/get-involved/summer-stem-programs

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A day camp where boys and girls learn by having fun with superb technology instruction and vigorous athletics: http://www.ticcamp.com/ S.P.I.C.E. (Students with Potential and Interest, Considering Engineering) Camp is a week long commuter program for young women who will be entering the 9th and 10th grade next fall and would like to learn more about engineering. Students are introduced to the world of engineering through projects, tours, and guest speakers. Each activity is intended to highlight the relevance of engineering in our daily life and how engineering can work to improve societal problems. All activities will be supervised by current engineering students and conducted in a safe learning environment at the Unversity of Maryland, College Park.: http://www.wie.umd.edu/precollege/spice.html
INSPIRE ( Interdisciplinary National Science Project Incorporating Research and Education) Experience The Interdisciplinary National Science Project Incorporating Research and Education Experience, or, is a multi-tier yearround program designed for students in ninth to 12th grade who are interested in science, technology, engineering, and mathematics (STEM) education and careers. http://www.nasa.gov/offices/education/programs/descriptions/INSPIRE_Project.html International Youth Art Competition April 1115, 2011, in Houston, Texas, USA, experts from around the world will gather at the International Academy of Astronautics Humans in Space Symposium to examine current human space exploration knowledge, plan future human space flight goals, and discuss working together to create the Next Golden Age of Human Space Flight.: http://www.dsls.usra.edu/meetings/IAA/artContest/ Sensational Summer Science at Maryland Science Center http://www.mdsci.org/programs/CampMSC/Main.html Smithsonian Institute Events and Activities for Students in and around DC

http://www.si.edu/events/calendar.htm?trumbaEmbed=filter1%3D_16654_%26filterfield1%3D11153 NOAA Student Opportunities: http://www.oesd.noaa.gov/noaa_student_opps.html National Zoo Classes and Camps: http://nationalzoo.si.edu/Education/CampsClasses/default.cfm Volunteer With The Maryland Park Service- volunteer programs provide many ways for citizens to help with a number of functions. The Maryland Park Service recognizes the benefit that is derived from the time and effort donated by its volunteers. Individuals and groups are encouraged to become part of the statewide network of park volunteers. http://dnr.maryland.gov/publiclands/volunteer.asp BETR (Bioscience, Education, Training and Research Club) World camps are exciting, challenging, enlightening and just plain fun. This year, in cooperation with the City of Rockville Department of Recreation, the BETR Science Club) offers Science and Technology Camps for the early teens (grades 5-8, ages 10- 12), and for elementary kids (grades 1-4, ages 6-9), and Computer Camps for each age group.: http://betrworld.com/html/campsrock.htm

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Investigations in Science and Investigations in Earth Space Systems Pacing

Calendar o Make sure all necessary materials are ordered before starting the unit. o Discuss how materials will be shared among common teachers. o Communicate clearly to teachers about pacing and completing units on time. o Make sure you plan ahead to ensure you can complete the unit within the time allotted. o Remind teachers that flex days are built in the suggested calendar to allow for extra time. o Teams should use a calendar for pacing. o Use the calendar as a tool to assist with monitoring your department members and use the calendar for discussion on instruction, assessment, pacing, and reflection. Change as needed throughout the unit. o Make sure you plan for holidays, professional days, testing, outdoor education, and other non-instructional days. Instruction o Overview of the unit contains all the indicators. o Teach expected outcomes/indicators with fidelity. o The indicators should be used to support the project. o You are not restricted to the lessons in the unit, as long as you cover the expected outcomes/indicators and assessment limits. o Only do enrichment and extension if you have the time to do them. o A project must be done. o Use your grade-alike cohort to plan for instruction. Assessment o Use the pre-assessment to design calendar, pacing, and time used to address certain indicators. o You may want to identity summative/formative assessments within in your calendar. These should be the same within grade-alike cohorts. o Unit Test does not address the project, only the indicators. o Keep the unit test in mind and what they need to know. o The unit test must be done. o Data needs to be sent to MCPS Science Department. Monitoring o Pacing needs to be monitored to ensure that all units can be done. o Grade-alike cohorts should work closely together. o Grade-alike cohorts should plan how to share all materials. o When a teacher is split, ensure that the team is supporting the split teacher. o The Resource Teacher should be monitoring calendar, instruction, and assessment. o The Resource Teacher should meet regularly with cohorts. o Make sure grade-alike cohorts are submitting data to MCPS Science, Technology and Engineering Team through you.

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Monitoring Tools
Monitoring Staff Do many informal observations standard sheet quick checks Work directly with admin to share observation responsibilities Collaboratively plan with cohort Require products to be produced from planning sessions/share products (TBD type and frequency by RT and faculty) Use the RFP as a structure and establish milestones at which certain indicators should be completed Check Pinnacle bi-weekly to help facilitate instruction (MCPS G & R requires 3 week upload) Encourage teachers to continuously assess students performance to provide feedback Check Edline/Pinnacle regularly for assessment data Use myMCPS to track student performance within dept and among grade levels Monitoring/Improving Student Performance Help staff chunk assessments for students Group students (within class) using MAP-R scores Assess continuously Use Maryland Report Card mdk12.org Use unit assessments to look at specific indicators Use myMCPS to filter students in order to analyze data (ie: class data, teacher data by grade level and content) Pre and Post assessments (ie: activotes) Concerns/?s Challenge of allowing for creativity within the curriculum curriculum is a guideline Communication what is the expectation for following the curriculum with extreme fidelity and still allow for teacher creativity Next Tasks Informal Observation Sheet Checklist for monitoring Edline/Pinnacle Middle School Reform Checklist Add all shared/developed tools to the RT handbook

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Curriculum Quick Reference Technology Education: Grade 6 Imagineering (Proposed-Technology & Design)
Is the curriculum being taught? Curriculum Standards from MCPS Frameworks and Guides
Std 1

Are instructional practices consistent with MCPS curriculum? Are assessments being used as described in the instructional guides? Is the MCPS curriculum being taught? Do the assessments align with the instructional guides? The Teacher: Provides a full period of instruction (I) Conveys the full purpose of the lesson and its relationship to others (EX, I) Differentiates instruction to meet students needs (EL, PL, I) Develops and uses technological concepts as prescribed in the instructional guides (C, I, PL) Promotes students thinking about engineering design (EX, I, PL) Uses assessment to guide instruction (EL, I) Provides a physical laboratory that is safe and conducive to the study of technology (PL) Engages students in hands-on experiences that are aligned to the Standards for Technological Literacy (I, EX, C) Ensures that non-hands on experiences (reading, viewing, listening, discussing) directly support prescribed curriculum content (I, PL, C) Provides opportunities for students to design and construct open-ended technological problems (EX, PL, C, I) The Student: Makes connections or ask questions that demonstrate their understanding of the purpose of the lesson (EL) Uses technological terms to communicate the key ideas (C, EL) Explains technological concepts accurately in their own terms (EL, EX, C) Uses tools, machines, and processes to solve technological problems (EX, C, EL) Uses Computer Aided Drawings to illustrate design ideas (EX, EL, C) Develops 2-D and 3-D models (EX, EL, C) Uses math and science as tools to solve problems (EX, EL, C)

Std 2

Std 3

Std 5

Unit 1 Characteristics and Scope of Technology Usefulness of technology Development of technology Human creativity and motivation Product demand Unit 2 Core Concepts of Technology Technological systems Resources of technology Requirements Trade-offs Processes Controls Unit 3 Relationships Among Technologies and Connections Between Other Fields of Study Interaction of systems Interrelation of technological environments Knowledge from other fields of study Unit 4 Effects of Technology on the Environment Management of waste Technologies repair damage Environmental vs. economic concerns Unit 5 Attributes of Design Design leads to useful products and systems There is no perfect design Requirements Unit 6 Apply the Design Process The Design Process Identify criteria and constraints Model a solution to a problem Test and evaluate Make a product or system

Std 8

Std 11

Elements for the Frameworks for Improving Teaching and Learning Key: PC = Professional Learning Community EX = Expectations C = Curriculum PL = Planning I = Instruction EL = Evidence of Learning Std = National Standard

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Curriculum Quick Reference Technology Education: Grade 7 Living with Technology (Proposed- Invention & Innovation)
Is the curriculum being taught? Curriculum Standards from MCPS Frameworks and Guides
Std 4

Std 6

Std 7

Std 9

Unit 1Cultural, Social, Economic, and Political Effects of Technology Attitudes towards development and use Impacts and consequences Ethical issues Influences on economy, politics, and culture Unit 2 Role of Society in the Development and Use of Technology Development driven by demands, values, and interests Inventions and innovations Social and cultural priorities Acceptance and use of products and systems Unit 3 Influence of Technology on History Processes of inventions and innovations Specialization of labor Evolution of techniques, measurement, and resources Technological and scientific knowledge Unit 4 Engineering Design Iteration Brainstorming Modeling, testing, evaluating, and modifying Unit 5 Role of Troubleshooting, Research & Development, Invention and Innovation, and Experimentation in Problem Solving Troubleshooting Invention and innovation Experimentation Unit 6 Use and Maintain Technological Systems Use information to see how things work Safely use tools to diagnose, adjust, and repair Use computers and calculators Operate systems Unit 7 Assess the Impact of Products and Systems Design and use instruments to collect data Use collected data to find trends Identify trends Interpret and evaluate accuracy of information

Are instructional practices consistent with MCPS curriculum? Are assessments being used as described in the instructional guides? Is the MCPS curriculum being taught? Do the assessments align with the instructional guides? The Teacher: Provides a full period of instruction (I) Conveys the full purpose of the lesson and its relationship to others (EX, I) Differentiates instruction to meet students needs (EL, PL, I) Develops and uses technological concepts as prescribed in the instructional guides (C, I, PL) Promotes students thinking about engineering design (EX, I, PL) Uses assessment to guide instruction (EL, I) Provides a physical laboratory that is safe and conducive to the study of technology (PL) Engages students in hands-on experiences that are aligned to the Standards for Technological Literacy (I, EX, C) Ensures that non-hands on experiences (reading, viewing, listening, discussing) directly support prescribed curriculum content (I, PL, C) Provides opportunities for students to design and construct open-ended technological problems (EX, PL, C, I) The Student: Makes connections or ask questions that demonstrate their understanding of the purpose of the lesson (EL) Uses technological terms to communicate the key ideas (C, EL) Explains technological concepts accurately in their own terms (EL, EX, C) Uses tools, machines, and processes to solve technological problems (EX, C, EL) Uses Computer Aided Drawings to illustrate design ideas (EX, EL, C) Develops 2-D and 3-D models (EX, EL, C)

Std 10

Std 12

Std 13

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Elements for the Frameworks for Improving Teaching and Learning Key: PC = Professional Learning Community EX = Expectations C = Curriculum PL = Planning I = Instruction EL = Evidence of Learning

Uses math and science as tools to solve problems (EX,

EL, C)

Std = National Standard

Curriculum Quick Reference Technology Education: Grade 8 Earth & Space Technology (Proposed-Technology Systems)
Is the curriculum being taught? Curriculum Standards from MCPS Frameworks and Guides
Std 14

Std 15

Std 16

Std 17

Std 18

Std 19

Unit 1 Medical Technologies Advances and innovations in medical technologies Sanitation processes Immunology Awareness of genetic engineering Unit 2 Agriculture and Related Biotechnologies Technological advances in agriculture Specialized equipment and practices Biotechnology and agriculture Artificial ecosystems and management Development of refrigeration, freezing, dehydration, preservation, and irradiation Unit 3 Energy and Power Technologies Energy is the capacity to do work Energy can do work using many processes Power is the rate at which energy is converted from one form to another Power systems Efficiency and conservation Unit 4 Information and Communication Technologies Information and communication systems Communication systems encode, transmit, and receive information Factors influencing the design of a message Language of technology Unit 5 Transportation Technologies Design and operation of transportation systems Subsystems of transportation systems Governmental regulations Transportation processes Unit 6 Manufacturing Technologies Manufacturing systems Manufacturing goods Manufacturing processes Chemical technologies Materials use Marketing products

Are instructional practices consistent with MCPS curriculum? Are assessments being used as described in the instructional guides? Is the MCPS curriculum being taught? Do the assessments align with the instructional guides? The Teacher: Provides a full period of instruction (I) Conveys the full purpose of the lesson and its relationship to others (EX, I) Differentiates instruction to meet students needs (EL, PL, I) Develops and uses technological concepts as prescribed in the instructional guides (C, I, PL) Promotes students thinking about engineering design (EX, I, PL) Uses assessment to guide instruction (EL, I) Provides a physical laboratory that is safe and conducive to the study of technology (PL) Engages students in hands-on experiences that are aligned to the Standards for Technological Literacy (I, EX, C) Ensures that non-hands on experiences (reading, viewing, listening, discussing) directly support prescribed curriculum content (I, PL, C) Provides opportunities for students to design and construct open-ended technological problems (EX, PL, C, I) The Student: Makes connections or ask questions that demonstrate their understanding of the purpose of the lesson (EL) Uses technological terms to communicate the key ideas (C, EL) Explains technological concepts accurately in their own terms (EL, EX, C) Uses tools, machines, and processes to solve technological problems (EX, C, EL) Uses Computer Aided Drawings to illustrate design ideas (EX, EL, C)

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Std 20

Unit 7 Construction Technologies Construction designs Foundations Purpose of structures Building systems and subsystems

Develops 2-D and 3-D models (EX, EL, C) Uses math and science as tools to solve problems (EX, EL, C)

Elements for the Frameworks for Improving Teaching and Learning Key: PC = Professional Learning Community EX = Expectations C = Curriculum I = Instruction PL = Planning EL = Evidence of Learning

Std = National Standard

Curriculum Quick Reference Technology Education: Grade 9-12 Foundations of Technology

Is the curriculum being taught? Curriculum Standards from MCPS Frameworks and Guides Unit 1 Nature of Technology Characteristics and Scope of Technology Core Concepts of technology Relationships among technologies and the connections between technology and other fields of study Unit 2 Technology and Society Cultural, social, economic, and political effects of technology Effects of technology on the environment Role of society in the development and use of technology Influence of technology on history Unit 3 Design Attributes of design Engineering design Role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Unit 4 Abilities for a Technological World Apply the design process Use and maintain technological systems Assess the impact of products and systems Unit 5 The Designed World Medical technologies Agricultural and related biotechnologies Energy and power technologies Information and communication technologies Transportation technologies Manufacturing technologies Construction technologies Are instructional practices consistent with MCPS curriculum? Are assessments being used as described in the instructional guides? The Teacher: Provides a full period of instruction (I) Conveys the full purpose of the lesson and its relationship to others (EX, I) Differentiates instruction to meet students needs. (EL, PL, I) Develops and uses technological concepts as prescribed in the instructional guides (C, I, PL) Promotes students thinking about engineering design (EX, I, PL) Uses assessment to guide instruction (EL, I) Provides a physical laboratory that is safe and conducive to the study of technology (PL) Engages students in hands-on experiences that are aligned to the Standards for Technological Literacy (I, EX, C) Ensures that non-hands on experiences (reading, viewing, listening, discussing) directly support prescribed curriculum content (I, PL, C) Provides opportunities for students to design and construct open-ended technological problems (EX, PL, C, I)

Units taught based on appropriate semester for instruction

The Student: Makes connections or ask questions that demonstrate their understanding of the purpose of the lesson (EL) Uses technological terms to communicate the key ideas (C, EL) Explains technological concepts accurately in their own terms (EL, EX, C) Uses tools, machines, and processes to solve technological problems (EX, C, EL) Uses Computer Aided Drawings to illustrate design ideas (EX, EL, C) Develops 2-D and 3-D models (EX, EL, C) Uses math and science as tools to solve problems (EX, EL, C)

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Elements for the Frameworks for Improving Teaching and Learning Key: PC = Professional Learning Community EX = Expectations C = Curriculum I = Instruction PL = Planning EL = Evidence of Learning Std = National Standards

Curriculum Quick Reference Engineering Design and Development Is the curriculum being taught? Are instructional practices consistent with MCPS Curriculum Standards from MCPS Frameworks and curriculum? Are assessments being used as Guides described in the instructional guides? Unit 1 Course Introduction and Justification The Teacher: Technical Writing Provides a full period of instruction (I) Project Management Conveys the full purpose of the lesson and its Design Process relationship to others (EX, I) Engineers Notebook Differentiates instruction to meet students needs. Unit 2 Problem Identification (EL, PL, I) Brainstorming Develops and uses technological concepts as Writing a Problem Statement prescribed in the instructional guides (C, I, PL) Promotes students thinking about engineering Unit 3 Research design (EX, I, PL) Market Research Uses assessment to guide instruction (EL, I) Patents Provides a physical laboratory that is safe and Inventions and Innovations conducive to the study of technology (PL) Assessment techniques Engages students in hands-on experiences that are Unit 4 Decision Process Criteria and Constraints aligned to the Standards for Technological Literacy Decision Matrix (I, EX, C) Optimization Ensures that non-hands on experiences (reading, viewing, listening, discussing) directly support Unit 5- Design prescribed curriculum content (I, PL, C) Drawings and Sketches Provides opportunities for students to design and Technical Drawings construct open-ended technological problems (EX, Unit 6- Build PL, C, I) Machine Safety Cost Analysis The Student: Prototyping Makes connections or ask questions that Unit 7- Test demonstrate their understanding of the purpose of Prototype Testing the lesson (EL) Redesign 157

Units taught based on appropriate semester for instruction

Unit 8- Present Computerized Visual Aids Public Speaking Presentation Preparation Elements for the Frameworks for Improving Teaching and Learning Key: PC = Professional Learning Community EX = Expectations C = Curriculum PL = Planning I = Instruction EL = Evidence of Learning Std = National Standard

Uses technological terms to communicate the key ideas (C, EL) Explains technological concepts accurately in their own terms (EL, EX, C) Uses tools, machines, and processes to solve technological problems (EX, C, EL) Uses Computer Aided Drawings to illustrate design ideas (EX, EL, C) Develops 2-D and 3-D models (EX, EL, C) Uses math and science as tools to solve problems (EX, EL, C)

Curriculum Quick Reference Introduction to Engineering Design Is the curriculum being taught? Are instructional practices consistent with MCPS Curriculum Standards from MCPS Frameworks and curriculum? Are assessments being used as Guides described in the instructional guides? Unit 1 Introduction to Design Introduction to the Design Process The Teacher: Introduction to Technical Sketching and Provides a full period of instruction (I) Drawing Conveys the full purpose of the lesson and its Dimensioning, Measurement and Statistics relationship to others (EX, I) Puzzle Cube Differentiates instruction to meet students needs. Unit 2 Design Solutions (EL, PL, I) o Geometric Shapes and Solids Develops and uses technological concepts as o Volume and Surface Area prescribed in the instructional guides (C, I, PL) o Working Drawings Promotes students thinking about engineering o Dimensions and Tolerances design (EX, I, PL) o Advanced Modeling Skills Uses assessment to guide instruction (EL, I) o Advanced Designs Provides a physical laboratory that is safe and Unit 3 Reverse Engineering conducive to the study of technology (PL) Visual Analysis Engages students in hands-on experiences that are Functional Analysis aligned to the Standards for Technological Literacy Mass Properties (I, EX, C) Structural Analysis Ensures that non-hands on experiences (reading, Product Improvement by Design viewing, listening, discussing) directly support Unit 4 Design Problems prescribed curriculum content (I, PL, C) Engineering Design Ethics Provides opportunities for students to design and Market Research construct open-ended technological problems (EX, Recyclable use of materials PL, C, I) Design Teams Virtual Teams

Units taught based on appropriate semester for instruction

158

Elements for the Frameworks for Improving Teaching and Learning Key: PC = Professional Learning Community EX = Expectations C = Curriculum PL = Planning I = Instruction EL = Evidence of Learning Std = National Standard

The Student: Makes connections or ask questions that demonstrate their understanding of the purpose of the lesson (EL) Uses technological terms to communicate the key ideas (C, EL) Explains technological concepts accurately in their own terms (EL, EX, C) Uses tools, machines, and processes to solve technological problems (EX, C, EL) Uses Computer Aided Drawings to illustrate design ideas (EX, EL, C) Develops 2-D and 3-D models (EX, EL, C) Uses math and science as tools to solve problems (EX, EL, C)

Curriculum Quick Reference Principles of Engineering

Is the curriculum being taught? Curriculum Standards from MCPS Frameworks and Guides Unit 1 Definition and Types of Engineering History of Engineering Careers in Engineering Engineering Team Unit 2 Communication and Documentation Sketching Technical Writing Data Representation Oral Presentation Unit 3 Design Process Steps of the Design Process Purpose of Design Process Importance of Design Process Unit 4 Engineering Systems Mechanisms Thermodynamics Fluid Systems Electrical Systems Control Systems Are instructional practices consistent with MCPS curriculum? Are assessments being used as described in the instructional guides? The Teacher: Provides a full period of instruction (I) Conveys the full purpose of the lesson and its relationship to others (EX, I) Differentiates instruction to meet students needs. (EL, PL, I) Develops and uses technological concepts as prescribed in the instructional guides (C, I, PL) Promotes students thinking about engineering design (EX, I, PL) Uses assessment to guide instruction (EL, I) Provides a physical laboratory that is safe and conducive to the study of technology (PL) Engages students in hands-on experiences that are aligned to the Standards for Technological Literacy (I, EX, C) Ensures that non-hands on experiences (reading, viewing, listening, discussing) directly support prescribed curriculum content (I, PL, C)

Units taught based on appropriate semester for instruction

159

Unit 5: Statics and Strength of Materials Statics Strength of Materials Unit 6: Materials and Strength of Materials Categories of Materials Properties of Materials Production Processes Quality Assurance Materials Testing Unit 7: Engineering for Reliability Reliability Case Studies Unit 8: Kinetics Linear Motion Trajectory Motion Elements for the Frameworks for Improving Teaching and Learning Key: PC = Professional Learning Community EX = Expectations C = Curriculum PL = Planning I = Instruction EL = Evidence of Learning Std = National Standard

Provides opportunities for students to design and construct open-ended technological problems (EX, PL, C, I) The Student: Makes connections or ask questions that demonstrate their understanding of the purpose of the lesson (EL) Uses technological terms to communicate the key ideas (C, EL) Explains technological concepts accurately in their own terms (EL, EX, C) Uses tools, machines, and processes to solve technological problems (EX, C, EL) Uses Computer Aided Drawings to illustrate design ideas (EX, EL, C) Develops 2-D and 3-D models (EX, EL, C) Uses math and science as tools to solve problems (EX, EL, C)

160

Technology/Engineering Safety Unit Duration: 6 days

Instructional Overview: Teacher introduces safety expectations for the middle school and high school technology/engineering classroom and assigns activities as necessary to ensure all students achieve a 100% on the Safety Test for each piece of equipment. Engage: Show students TR Safety PowerPoint TE and ask students to complete SR Safety PowerPoint Graphic Organizer. Explore: Ask students to complete need a general safety worksheet for homework and assign date for General Safety Test. The SR Safety Contract can be used to reinforce reading skills. Students should complete the contract review within the first four days of school Explain: 1. Review general safety rules using an overhead. 2. For each piece of equipment (band saw, drill press, scroll saw, hand tools, etc.) review the safety rules taking your information from MCPS TE safety handbook. 3. 4. Demonstrate the safe use and equipment parts for each machine in the lab in small groups to the students. Assign dates for safety tests on each piece of equipment. Students can review the safe use and equipment parts online at: http://www.mrrhineteched.com/Safety%20Website/Home%20Safety%20Page .htm Resources: Teacher Resources TR Safety PowerPoint MS TR Flinn-MCPS Safety Test KEY TR Review KEY for Flinn-MCPS Safety Test TR Paraphrasing Review KEY of Safety Contract

TR MCPS TE safety handbook TR Log of safety tests and demonstration of students

Reteaching: http://www.mrrhineteched.com/Safety%20Website/Home%20Safety%20Page.htm Extend (Research should not be limited to textbook): Students conduct research on safety issues facing schools. Students then present what they learn use Web links to videos, visuals, simulations, etc. and lead class discussion on the topic. Student Resources: SR MCPS Safety Contract SR MCPS Safety Contract - Spanish SR Safety PowerPoint Graphic Organizer SR Review for Flinn-MCPS Safety Test SR Flinn-MCPS Safety Test

5. Conduct safety testing for each piece of equipment. Safety tests can be found in the MCPS TE safety handbook.
6. Each student must achieve a 100% on each test and demonstrate they can safety operate the machine to be able to use the equipment. Assessment: Evaluate: On exit cards, through whole class science discourse, or in student journals, ask students to complete any activities that may support their achievement of 100% on the Teacher Notes: Teachers can use the various safety worksheets to assist in classroom management as students complete different assignments at different times. Various classroom management strategies will be necessary as students work on different aspects of the project. ALL STUDENTS ARE REQUIRED TO PASS THE SAFETY TEST FOR EACH PIECE OF EQUIPMENT WITH A SCORE OF 100%. Sequence Outcome: Students achieve 100% on Safety Test prior to engaging in any fabrication activity that may cause possible injury.

MCPS Safety tests. Provide students a record of their test results using MCPS Safety tests and assign activities as necessary to assist students in achieving
100% on the test.

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