Lesson Plan Hazards and Risk

KNOWLEDGE MAPS AND LESSON PLANS
Document financed by Erasmus + KA2 Programme

Grant Agreement 2015-1-PT0-KA201-013082
Authors:
Institutul Naţional de Cercetare – Dezvoltare Pentru Protectia Muncii "Alexandru Darabont"
– Stefan Kovacs, Alina Trifu
Project Coordination: Diana Policarpo, Autoridade para as Condições do Trabalho
December 2017
Copyright ©2017 ERASMUS+.MSSM. PT0-KA201-013082.All Rights Reserved.

Contents
FOREWORD ........................................................................................... 4
LESSON PLAN 1 - Work and its components ............................................... 6
Learning Objectives ................................................................................ 6
Introduction: ......................................................................................... 6
Teacher modelling .................................................................................. 6
Guided practice/Interactive modelling........................................................ 9
Independent Working .............................................................................. 9
Assessment: ........................................................................................ 11
Review and closing: .............................................................................. 13
REFERENCES ....................................................................................... 13
LESSON PLAN 2- Work, hazards, risks, accidents ...................................... 14
Learning Objectives .............................................................................. 14
Introduction: ....................................................................................... 14
Teacher modelling ................................................................................ 15
Guided practice/Interactive modelling...................................................... 17
Independent Working ............................................................................ 17
Assessment: ........................................................................................ 19
REFERENCES ....................................................................................... 20
LESSON PLAN 3 What could we gain here? ............................................... 21
Introduction: ....................................................................................... 21
Assessment: ........................................................................................ 28
REFERENCES ....................................................................................... 30
LESSON PLAN 4 -Hazards considering their effects .................................... 31
Introduction: ....................................................................................... 31
Independent Working: .......................................................................... 35
Assessment: ........................................................................................ 35
2
REFERENCES ....................................................................................... 37
LESSON PLAN 5- Various types of hazards, taking into account their type of energy
38
Introduction: ....................................................................................... 38
Assessment: ........................................................................................ 40
REFERENCES ....................................................................................... 42
LESSON PLAN 6-7-Mechanical Risks ........................................................ 43
Introduction: ....................................................................................... 43
Assessment: ........................................................................................ 52
REFERENCES ....................................................................................... 54
LESSON PLAN 8 Chemical Risks .............................................................. 55
Introduction: ....................................................................................... 55
Assessment: ........................................................................................ 62
REFERENCES ....................................................................................... 64
LESSON PLAN 9-Electric Risks ................................................................ 65
Introduction: ....................................................................................... 65
Assessment: ........................................................................................ 70
REFERENCES ....................................................................................... 72
3
FOREWORD
We have developed here 9 lesson plans on the basis of the first two knowledge
maps that have been developed for our project ”Safety Matters”. The lesson plans
were developed using the safety knowledge existent inside INCDPM ”Alexandru
Darabont” and also selecting a very used framework in order to align somehow
these plans to the current European practice.
The lesson plans are listed below:
Lesson 1- Work and its components- presentation of the general terminology-
insisting upon work as the development engine and also the source for hazards.
Lesson 2- Work, hazards, risks, accidents
Lesson 3- What could we gain here?- reasons to study and research safety
Lesson 4- Hazards considering their effects- a clasification of hazards
Lesson 5- Various types of hazards, taking into account their type of energy
Lesson 6-7- Mechanical hazards
Lesson 8- Chemical Hazards
Lesson 9-Electrical Hazards
The lessons were tested on a 28 person class of pupils of 15-16 year age at a high
school inj Bucharest in order to see how they fit in the general learning curricula.
Some improvements- as the introduction of a standardized final test on each lesson
– were done.While testing the lesson plan we have used the O1 reference material-
the workshop part- in order to be aligned with the other developed materials inside
our project.
We have kindly asked our colleagues that are teaching technical subjects to
introduce our lessons in between. The degree of acceptance by the students is
given in the figure below.
12
10
8
6
Series2
4
2
0
Not Somehow Interested Very
interested interested interested
Figure 1 Degree of acceptance for the safety lesson plans
The reference figures of the knowledge maps- together with the localisation of the 9
lessons- are given below.
4
Figure 2 Localisation of the lessons in the first knowledge map
Figure Localisation of the lessons in the second knowledge map
5
LESSON PLAN 1 - Work and its components
ELEMENTS
PREPARATION DATA -to understand work- as
an activity with specific
Learning inputs, outputs and
processes;
Objectives -to understand work
main components:
-employees;
-workplaces;
-tasks;
-machines, tools
and devices;
Time given: 45-50 minutes
Intended audience: pupils from 12 to 18 years, first
year students, young workers, teachers
Introduction:
Work is the engine of every societal development. Work improves the society,
makes it better and richer.
Teacher is doing a short presentation regarding the sense of work and the need for
work. A short movie”Work as we know it” could be projected. The emphasis should
be done especially on the thing that the good things in life- starting with the school
building and ending with the smartphone or cake are work results.
Worker: one that works especially at manual or industrial labor or with a particular
material a factory worker —often used in combination
b : a member of the working class
Pathway used (reference to Work1_Path VUE map): Work-Employees-Machines and
Tools-Work Environment-Work Output-Product Safety-Service Safety
Teacher modelling
The teacher will start with the upper elements from the knowledge map:
-Work- as a process
-Components of work: the live component- employees and supervisors, the
technical component- machines and tools, the workplace;
-Results of the work- work output;
Figure 1 could serve as a basis for further developments
6
ELEMENTS
Figure 1-Work
The teacher should model a work activity- from the viewpoint of the team that is
processing it- for example the making of a smartphone- like in figure 2.
Some items would personalized- the researcher Rick- for example is working with
the team of excellent designers made of Mary, Ann and Peter, etc. The team of
electronic parts is a very young team, with new workers that are not over 20 years.
The team of mechanical part is a team with more experienced workers, etc.
A central approach should be cantered upon team working- showing that each
employee is performing a certain part of the activity and that this employee has a
well-established role.
7
ELEMENTS
Figure 2 Making of a smartphone
Then teacher should model some interaction between the employee and his/hers
specific tools.
-The researcher use a computer to run complex research software that would
optimize the quality of smartphone.
-The team of designers would use CAD specialized programs to design the
components of the new smartphone, etc.
Working with their tools, all the employees could make mistakes- making mistakes
is humanly, ins t it? So, there could be some safety problems induced by the
8
ELEMENTS
working team, safety problems that could affect:
-the employees in their work;
-the users;
The final results shall be considered as a team work.
The teacher shall also identify some characteristics of the new smartphone (for
example a better camera, more apps, etc.) and link them with the competence of
the team.
Guided practice/Interactive modelling

Pupils will be asked to group into two teams –each one to develop also a similar
model- under the supervision of the teacher- including also services- like mail
delivery or a service for walking pets. During the development of these models it
will be underlined:
-the importance of having competent employees and to organize them into teams;
roles and responsibilities inside the teams;
-tools and devices that should be used- and that would assure a competent
development and control (for example a timesheet for the employee that is walking
pets);
-possible mishappenings, unpredicted events, etc.
Independent Working:
Every member of the trainee group shall describe (starting at hour and coming with
the paper for the next hour) a product (service) they are liking – and shall try to
describe the work behind this product/service using the following schema;
9
ELEMENTS
Figure 3- Schema for describing things
10
ELEMENTS
Assessment:
The best results will the ones that have a more detailed description of the work,
including name of the employees- profession, description of the machines, etc. The
pupils will be asked to preserve their papers for further use.
11
ELEMENTS
12
ELEMENTS
Review and closing:

Re-inprint the main terms processed in the lesson.
1. http://www.iftf.org/uploads/media/SR-
1382A_UPRI_future_work_skills_sm.pdf
REFER Derived questions:
-describe in your words the drivers of change
ENCES -do you think smart machines will replace employees? Will
it be good?
- a superstructure organisation will be more efficient than a
normal one?
2. http://www.rim.edu.bt/wp-
content/uploads/2014/09/OBCDCH086.pdf
Derived questions:
-what is the difference between a work group and a work
team?
-what are the advantages of problem-solving teams?
-could you build a quality circle – with the objective to
assure a better quality for the class?
3. https://www.qualtrics.com/wp-
content/uploads/2014/06/TNS_2703-
14_ManagerTipsBook_EMAIL.pdf
4. https://www.worldatwork.org/aboutus/employee-
engagement/pub/Seven%20Categories%20%20of%20Wor
k-Life%20%20Effectiveness.pdf
5.
https://businessroundtable.org/sites/default/files/Common
%20Employability_asingle_fm.pdf
13
LESSON PLAN 2- Work, hazards, risks, accidents
ELEMENTS
PREPARATION DATA to introduce the cycle
causes-consequences;
Learning to introduce the terms
hazard and risk and to
Objectives explain them;
to connect economic
activities with hazards;
to explain the
mechanism of apparition
of an unexpected event-
starting from hazards
and ending with the
event;
Introduction:
The teacher would explain that every action done at the work, good or wrong- has a
certain cause, this cause being natural, being a technical development or being
done by the employees. Every cause could bring with it one or more consequences.
The cycle cause-consequences are actually a natural cycle and generally the
economic production is based upon it. Sometimes, however, a cause could bring
also bad things. An electrical bulb is lighting some stairs- for example- and this is
good. White the bulb functions- everyone could climb up and down the stairs.
However, one day the bulb was not functioning any more. As the maintenance team
is not here yet, the stairs are now climbed slowly and with problems- perhaps it
could lead also to a fall. The teacher will specify that work- as a process- is not
100% sure. There are situations in which something could go wrong and the
expected result of work should not materialize as we need it. There could be minor
events (a delay of 1-2 minutes in the production) or events that could be more
serious- like an occupational accident. Before analysing who is to be blamed for
such an event- it is important to see what could be a cause for such event – how
such causes could be avoided or if not mitigated- and what can we do in order to
minimize the number and the gravity of such event? The terms hazard and risk
shall be described, together with the model of unpredicted events generation.
Pathway used (reference to Work2_Path): Work-Employees-Employees Related
Hazards-Employee Specific Risks-Trigger-Loss-Near Miss-Incidents-Occupational
Accidents
14
ELEMENTS
Teacher modelling
The teacher can start with an example like ”John was a young worker- which was
promoted in his first day of work to perform at a very Hi-Tech machine- without
having any required knowledge. He was told to do so and so- asked if he
understood and if he could work- and evidently said yes. During the day- some
parameters of the process were changing- as the water heater had a malfunction
and water entered in the process at 50 C and not 90 C as required. There was an
indicator- but John was not told to check this indicator and make the necessary
corrections- because nobody was thinking that a malfunction can occur. So, the
process was slowed down and at a moment the machine was blocked. Alarmed,
John tried to remove the blockage with his hands- and was hurt”. Who is to blame?
The next figure shows the example.
The unexpected event is something beyond the normal flow of the work.
Unexpected events are determined by causes- existing hazards (lack of technical
knowledge, lack of safety training, dangerous behaviour- poor John, lack of
supervision, technical problems with the water heater) that are activated by a
specific trigger (John activity in the first day of work- combined with the heater
defection)
15
ELEMENTS
Figure 1 Example to be developed and consolidated
Consequences of the unexpected event are ranging from pure loss (because of the
defective output) to the damage beyond repair of the machine and to the accident
of John. Consequences could be reduced if:
-John was trained in the usage of the machine before working- and was tested to
see if he manages to operate in safety;
-John was trained in safety procedures- in this respect he should stop the machine
and call the supervisor;
-John was instructed regarding the dangerous behaviour at work
-the maintenance staff would have checked regularly the machines;
-the management of the unit should have a different safety policy, not having new
workers entering to work with complex machines without training;
Explain- clear and loudly- the two terms- hazard and risk. Underline that hazards
are a conceptual notion and risks are more oriented towards the reality- by adding
likelihood, gravity and eventually exposure. Give 3-5 examples of hazards turning
16
ELEMENTS
into risks- starting with a mechanical hazard of pinching- that is evolving into risk-
considering a tailor shop where the employees are working with needles, scissors,
etc.

Let play a game – find and identify common hazards on the way to school, in the
class, on doing some work in the workshop, etc. Take care to identify the found
hazard (as in physical hazards, chemical, biologic and psycho-social hazards) and
try to describe them on a causes-consequences table like the following example
Name of the identified hazard Electrical Hazard
Causes: An Consequences: Serious
untrained work
apprentice accident
tries to
repair an
electric
panel
Cause 1: Lack of Consequence The
knowledge 1: apprentice
was not
closing the
electricity
before
opening the
panel
Cause 2: Not wearing Consequence An electric
protective 2: discharge
equipment was made
into his
body
Ways to Have only licensed electricians install, repair and
prevent dismantle jobsite wiring. That way, everything will be
completed according to electrical safety codes, ensuring
greater protection for the workers who will be using the
wiring to power tools and equipment. Bringing in a
professional electrician also prevents the injuries that
result when less-qualified individuals attempt electrical
jobs that they aren't properly trained to do
Using the work done independently last hour- please identify and describe the
hazards that could occur, using the following schema.
17
ELEMENTS
Figure 2 Individual work schema
18
ELEMENTS
Assessment:
Develop a panel of pupils- in order to express their opinions- considering them as
”employees” that should be aware on the work done by their fellow colleagues.
19
ELEMENTS
Review and closing:

Re-iterate the significance and importance of the main two learned terms.
1.http://www.yourarticlelibrary.com/hazards/occupation
al-hazards-4-main-types-of-occupational-hazards-
REFERE explained/35403
Derived questions: 1. Could be a chemical hazard- the usage of
NCES soap or a shampoo that affects your skin:
2. Eating a not so fresh hamburger is
a biological hazard?
2.https://www.cdc.gov/niosh/docs/2010-
125/default.html
Derived questions: 1. Do you think that some hazards
encountered at home could be significantly
dangerous? Give 1-2 examples.
3.https://oshwiki.eu/wiki/Occupational_safety_and_healt
h_risk_assessment_methodologies
4.http://www.who.int/occupational_health/publications/
quantification/en/
5.http://www.hse.gov.uk/aboutus/meetings/iacs/coniac/
coniac-oh-guidance.pdf
6.https://www.ncbi.nlm.nih.gov/pubmed/20661002
20
LESSON PLAN 3 What could we gain here?
ELEMENTS
PREPARATION DATA -to show to the pupils
the necessity of
Learnin harmonisation at the
workplace between
g Employees- Machines
and the Work
Objectiv Environment- the next
figure could be used to
es explain this notion- of
Work Harmony (figure 1)
-re-imprints the possible
unexpected events;
-gives an evaluate cost
for the damage of each
of the elements
Intended audience: pupils from 12 to 18 years,
first year students, young workers, teachers
Introduction:
Work is done by the inter-action of multiple elements- all in the vision of a common
goal- to obtain a desired product or service. Work should be done by a true and
optimal harmonisation between the main components- in order to obtain the
desired goal and also to assure the necessary safety and health- together with the
minimisation of loss.
The teacher re-imprints the terms learned already: work, employee, machine and
tool, work environment
Also the teacher re-imprints the description of each unexpected event- starting (and
focusing) on loss and occupational accidents.
Teacher told the pupils that working in harmony- giving for all the three elements of
work (employees, machines, work environment) what they need for safety- means
that safety could be realized and kept.
Teacher underlines that every unexpected event could lead to material loss, lack of
safety and so on.
Teacher modelling
Teacher describes the following model
21
ELEMENTS
Figure 1 Harmony at work

Teacher analyses each of the conditions needed to satisfy this harmony.
Safety is directly connected to performance- as seen in the next figure.
22
ELEMENTS
Figure 2 Connection between safety and performance.
The costs of occupational injuries can be grouped into three categories: direct
costs, indirect
costs and human costs. There is no consensus regarding what each category
comprises.
Generally speaking, direct costs consist of components associated with the
treatment and
“repair” of the injury, such as medical costs. Direct cost data are usually quite easy
to obtain and
do not require the use of special estimation methods. Indirect costs are considered
to be costs
related to the lost opportunities for the injured employee, the employer, the co-
workers, and the
community. They consist mainly of salary costs, administrative costs, and
productivity losses.
Compared with direct costs, indirect costs are usually more difficult to measure and
are rarely
insured. Human costs relate to the value of the change in the quality of life of the
worker and the
people around him
The costs of work-related injuries and illness can be substantial. Establishing an
accurate overall estimate of the cost to all stakeholders at a national or
international level with regard to work-related injuries and illness due to poor or
non-occupational safety and health (OSH) is a complex task. However, it is vital
that policy-makers understand the scope and scale of poor or non-OSH in order to
implement effective measures in this policy area.
Regarding the estimation of costs, a variety of methods and approaches were used
throughout the
23
ELEMENTS
studies. Costs were thereby categorised into five main types:
-Productivity costs: costs related to decreases in output or production; the human
capital approach is most often used for workers and families and is recommended.
This method consists of valuing time lost as a result of injury or illness by the wage
rate, but it is also suggested that non-market production (i.e. productivity that is
not financially compensated, such as household activities) is included.
-Healthcare costs: medical costs, including both direct (e.g. pharmaceuticals) and
indirect (e.g.
caregiver time). They can be measured more directly, but there may be significant
differences across
countries depending on the individual healthcare systems. These differences include
the distribution
of costs over the different stakeholder perspectives. Therefore, it might be
necessary to assess these
costs locally or at the national level.
-Quality of life losses: monetary valuation of the decrease in quality of life, such
as physical
pain and suffering; they can be valued using the willingness-to-pay approach (i.e.
asking respondents
how much they would pay to avoid a certain health outcome). If included in an
estimate, it should be
specifically noted that this approach is a monetary approximation of a qualitative
concept, that is the
quality-of-life loss. This is different from assessing productivity or healthcare costs.
-Administration costs: costs of administration, for example applying for social
security
payments or reporting on a workplace accident- are deemed to be less substantial
cost items but should be included in a thorough estimation and valued by the
opportunity cost method (time taken multiplied by the wage rate of the
administrator) and through figures from the insurance industry.
-Insurance costs: costs regarding insurance, such as compensation payments and
insurance
These five main cost types are further assessed by the perspective(s) taken, that is,
in terms of costs
to four stakeholders, namely:
-Workers and family: the affected individual and close family or friends who are
affected by the
injury or illness.
-Employers: the company or organisation for which the affected individual works.
-Government: the relevant public authority regarding, for example, social security
payments.
-Society: all stakeholders — the effect on society is the overall impact of an injury
or illness,
excluding transfers between stakeholders (which cancel out).premiums.
The costs of occupational accidents could be cut by effective preventive measures,

and at the same time productivity could be improved.
24
ELEMENTS

And if not? Teacher organises his pupils in three work groups- each one studying
what are the consequences if it is not harmony.
What happens when the employee has not the requested qualities?
Figure gives the answer.
Figure 3 –Defective Employee

An emphasis should be done explaining single accidents, collective accidents and
Major Accidents (with pictures from Bhopal and Seveso.
25
ELEMENTS
Figure 4 Bhopal disaster -1
Figure 5- Bhopal disaster 2
26
ELEMENTS
Figure 6 Seveso I
Figure 7 Seveso 2
What happens when the tool is not good? Figure could be used as basis of work
Figure 8 -Defective Machine and Tool

What happens when the Work Environment is Defective or not proper?
-Pupils should give their opinion regarding to:
-productivity costs: why are these costs increasing when unexpected events
occur?
27
ELEMENTS
-quality of life costs- could you define an acceptable quality of life based on
safety at work?
The pupils should choose an element of work, describe it as much as possible and
enumerate the possible consequences of not working proper. Then they could
eventually join colleagues with other elements described in groups of employees-
machine and tools- work environment
Assessment:
Each opinion should be evaluated by colleagues- and the best ideas should be
rewarded.
28
ELEMENTS
Review and closing:

Finally- a point should be made regarding the advantages of a safe working
environment not only from the point of view of employees but also for the
29
ELEMENTS
enterprise as well.
-better life conditions;
-safe work;
-quality products and services;
-reduced costs- are just some of the most important advantages.
1. https://www.glassdoor.com/Reviews/Employee-
Review-The-Source-RVW4682653.htm- some
REFERENC interesting comments about problem bosses and
employees
ES 2. http://www.adamegarzalaw.com/defective-tools-
in-the-workplace/
3. https://www.solnicklawyers.com/practice-
areas/personal-injury/construction-
accidents/defective-tools/
4.
https://www.ostrofflaw.com/construction/w
orkplace-safety/defective-construction-tools-
and-equipment/
30
LESSON PLAN 4 -Hazards considering their effects
ELEMENTS
PREPARATION DATA -to explain the idea of
exposure at hazards
Learning and the result in time-
the professional disease
Objective -to show the safety
related hazards
s
Intended audience: pupils from 12 to 18 years,
first year students, young workers, teachers
Introduction:
Hazards are not acting always “on the spot” Long exposure to various hazards
during the work could have detrimental effects if not mitigated properly. Even if an
accident is a very sudden event- there are other forms of hazard action that could
be more insidious but with similar or more serious effects. The lesson follows the
classification of hazard based on effects. Here are introduced the notion of exposure
and also the notion of occupational disease. Is there any interest on these aspects
from the pupil point of view? Some of the “occupational hazards” that are leading to
disease could start from the period of school, especially those determined by vicious
positions.
Teacher modelling
Figure 1 would serve to make the distinction between the outcome represented by
accidents and the outcome represented by occupational diseases. It must be
mentioned here that only the outcomes that are affecting directly the employee
were mentioned- not loss and not near miss.
31
ELEMENTS
Figure 1 Accidents vs. occupational disease

Accidents are sudden occurrences- occupational diseases are manifested on a long
term. Accidents are violent manifestations- consequences of the exposure in
occupational diseases could be revealed after medium and long term.
Even if there is not a rule- generally accidents are affecting individual employees-
degenerating eventually into accidents with multiple victims. Exposure at the level
of workplace is affecting all the employees at the workplace. Of course that each
32
ELEMENTS
person has its resilience- but generally an occupational disease is affecting more
employees.
An occupational disease could be defined as any chronic ailment that occurs as a
result of work or occupational activity. Three elements are to be retained:
-chronic;
-ailment;
-result of work;

Teacher would divide the pupils into two groups and would discuss- for example-
how is manifested a lung disease and how is manifested a skin disease
Figure 2 is a diagram concerning lung exposure that could assist in the guided
practice. Pupil will try to opinion regarding various substances at which the lung
could be exposed (coal dust, wood dust, benzene, toluene, etc.) and about their
effect.
33
ELEMENTS
Figure 2 Possible lung exposure

The same way will be regarding the skin diseases in figure 3
34
ELEMENTS
Figure 3 Possible skin exposure

The teacher shall emphasize that for the occupational disease are important:
a. the sufferance of the victim- in some cases the disease could be mortal (cancers)
, in other it could be debilitating for life
b. the costs needed for treatment, rehabilitation, etc.
Pupils would be asked to think at one/more ideas in order to minimize the exposure
and assure a maximal protection for the parts of the body that are affected.
Assessment:
Ask pupils to give examples regarding the possible health affectation in various
jobs- for example for a cleaning leady- and to make the difference between an
accident and a professional disease.
35
ELEMENTS
36
ELEMENTS
Review and closing:

Items that should be reviewed:
HAZARDS
-Effect on safety;
-Effect on health;
Pupils will be asked to express their feeling regarding the effect on safety and also
the effect on health;
1. Kanerva's Occupational Dermatology. ISBN 978-3-
642-02035-3.
REFERE 2. HSE (Health and Safety Executive of Great Britain)
Skin at work
NCES 3.
http://www.ccohs.ca/products/publications/pdf/Forum0
5_Survey_Report.pdf
4. http://www.hse.gov.uk/pubns/edis1.pdf
5.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC260294
4/
6. http://www.labour.gov.hk/eng/public/oh/OHB77.pdf
37
ELEMENTS
PREPARATION DATA -to understand
that each hazard
Learning has some form of
energy as an
Objective activator that
could generate
s and develop this
hazard
-to learn that
there are a lot of
hazards;
-to see the most
important type of
hazards;
Intended audience: pupils from 12 to 18
years, first year students, young workers,
teachers
Introduction:
Hazards could act in many ways upon the person at work. Hazards are induced by
specific types of”energies”- considering not only the main work being done but also
the auxiliary activities. In this lesson the pupils will focus on some specific types of
hazards, considering that the workplace is a combination of many factors that are
going to promote or demote the results. Physical hazards that may occur in physics
laboratory activities as well as a variety of other science activities include
mechanical, electrical, heat, sound and radiation. Hazards in each of these
categories have the potential to cause injuries (or, in some extreme cases, even
death), but by taking general precautions, such as using appropriate protective
equipment and emphasizing routine safety, physical hazards can easily be
minimized. The main attributes of the lesson are:
-Physical hazards;
-Chemical hazards;
-Biologic hazards;
-Ergonomic hazards;
-Presentation of the 5 Why analysis method.
38
ELEMENTS
Teacher modelling
Teacher would define each main term and would show how the activity is
influencing the apparition and development of the hazards.
Also teacher would present the 5 Why analysis method- in order to identify specific
causes of hazard apparition. 5 Whys is an iterative interrogative technique used to
explore the cause-and-effect relationships underlying a particular problem. Not all
problems have a single root cause. If one wishes to uncover multiple root causes,
the method must be repeated asking a different sequence of questions each time.
The method provides no hard and fast rules about what lines of questions to
explore, or how long to continue the search for additional root causes. Thus, even
when the method is closely followed, the outcome still depends upon the knowledge
and persistence of the people involved

Teacher would divide the class into two groups- and would distribute them some
specific activity- for example the building of a wood house and the making of a
cake. Each team would identify hazards, specify their type, make a 5 why analysis
and give some solutions in order to reduce the presumed effect.
For example:
The vehicle will not start. (the problem)
Why? - The battery is dead. (First why)
Why? - The alternator is not functioning. (Second why)
Why? - The alternator belt has broken. (Third why)
Why? - The alternator belt was well beyond its useful service life and not replaced.
(Fourth why)
Why? - The vehicle was not maintained according to the recommended service
schedule. (Fifth why, a root cause)
The questioning for this example could be taken further to a sixth, seventh, or
higher level, but five iterations of asking why is generally sufficient to get to a root
cause. The key is to encourage the trouble-shooter to avoid assumptions and logic
traps and instead trace the chain of causality in direct increments from the effect
through any layers of abstraction to a root cause that still has some connection to
the original problem. Note that, in this example, the fifth why suggests a broken
process or an alterable behaviour, which is indicative of reaching the root-cause
level. It is interesting to note that the last answer points to a process. This is one of
the most important aspects in the 5 Why approach - the real root cause should
point toward a process that is not working well or does not exist. Two primary
techniques are used to perform a 5 Whys analysis:
-the fishbone (or Ishikawa) diagram
An Ishikawa diagram is presented here.
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Figure 1 Ishikawa diagram

-a tabular format
Using the 5 Why method the pupils will be asked to identify at least 1 hazard at
home and analyse its causes.
Assessment:
Pupils will assess the homework’s of their colleagues in order to complete them.
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Review and closing:

1.
https://ttk.fi/files/1875/hazard_descriptions.pd
REFERENCE f
2. http://www.worksafesask.ca/wp-
S content/uploads/2014/01/8-Chapter-
6_FINAL_web.pdf
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LESSON PLAN 6-7-Mechanical Risks
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PREPARATION -to understand the
DATA related notions regarding
Learning one of the most common
risks
Objectives -to see the causes and
consequences- together
with some of the most
important prevention
notions.
-to understand the notion
of inherently safer
design
Time given: 2x 45-50 minutes
Introduction:
Mechanical hazards are involving a physical tool or part of machine that is somehow
affecting the integrity of the employee. There is an interaction between the
employee and this part of machine (even if we are speaking about breaking parts)
that leads to damage and employee lesions and wounds. Mechanical hazards and
the ensuing risks are one of the most frequent causes of incidents and accidents. As
any employee tends to make accidental contact- more or less- with a piece of
hardware at the working place- mechanical risks shall be avoided as much as
possible. In order to avoid these risks- an approach starting with the design phase
is needed. So,” An inherently safer design is one that avoids hazards instead of
controlling them, particularly by reducing the amount of hazardous material and the
number of hazardous operations in the plant.”
So, it is the moment to talk about a work process- and about the safety design of
an activity- from a very simple one to a very complex one. Give the example of
working with a hammer. Safety?
1. You need to know the processing activity
2. Your hammer (tool) should be not defective.
3. Your eyes should be protected against chips and other possible residues.
4. Your strike should be adequate to the material, etc...
Most frequent mechanical hazards are presented in the next figure.
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Figure 1 Most frequent mechanical hazards

Explaining possible lesions resulting from mechanical hazards:
-A strain results when muscles are overstretched or torn, a sprain results from torn
ligaments in a joint. Strains and sprains can cause swelling and intense pain.
-A cut occurs when a body part comes in contact with a sharp edge.
Seriousness of cutting or tearing depends on damage done to skin, veins, arteries,
muscles, and even bones.
- Power-driven shears for severing paper, metal, plastic, elastomers & i id l d &
composites are widely used. Such machines often amputated fingers & hands when
operators reached under the shearing blade, and activated the blade before fully
removing their hand.
- Crushing injuries occur when a part of the body is caught between hard surfaces
that progressively move together—crushing anything between them.
The next figure gives some idea regarding two distinct types of crushing.
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Figure 2 Crushing
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Teacher modelling
Dangerous moving parts in three basic areas require safeguarding:
-The point of operation: that point where work is performed on the material, such
as cutting, shaping, boring, or forming of stock.
-Power transmission apparatus: all components of the mechanical system that
transmit energy to the part of the machine performing the work. These components
include flywheels, pulleys, belts, connecting rods, couplings, cams, spindles, chains,
cranks, and gears.
-Other moving parts: all parts of the machine that moves while the machine is
working. These may include reciprocating, rotating, and transverse moving parts,
as well as feed mechanisms and auxiliary parts of the machine.
A global model is shown in the figure below.
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Figure 3 The global model

The four main methods for achieving inherently safer design are:
-Minimize: Reducing the amount of hazardous material present at any one time,
e.g. by using smaller batches.
-Substitute: Replacing one material with another of fewer hazards, e.g. cleaning
with water and detergent rather than a flammable solvent. Ask the pupils regarding
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the possibility- and utility- to substitute mechanical components of a toy with plastic
ones.
-Moderate: Reducing the strength of an effect, e.g. having a cold liquid instead of a
gas at high pressure, or using material in a dilute rather than concentrated form
-Simplify: Eliminating problems by design rather than adding additional equipment
or features to deal with them. Only fitting options and using complex procedures if
they are really necessary. Ask the pupils about any method of simplification
connected- for example- with the development of a shearing operation;
Two main principles:
-Error tolerance: Equipment and processes can be designed to be capable of
withstanding possible faults or deviations from design. A very simple example is
making piping and joints capable of withstanding the maximum possible pressure, if
outlets are closed.
-Limit effects by design, location or transportation of equipment so that the worst
possible condition produces less danger, e.g. gravity will take a leak to a safe place,
the use of bunds.
-Making workplaces more user-friendly from mechanical risks:
-Avoiding knock-on effects;
-Making incorrect assembly impossible;
-Making status clear;
-Ease of control;
-Software and management procedures
Use the figure 4 to try a classification:
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Figure 4 Mechanical Risks

Mechanical Risks could be classified:
-considering the type of contact/damage done to the victim:
-punching;
-shearing;
-cutting, etc.
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-considering the type of tool used :
-manual actuated;
-electrical /hydraulic actuated;
-considering the existence/non-existence of safety devices;

Machines with rotating parts can potentially cause serious injury by catching loose
clothing, hands or hair. We can speak here not just of transmission parts- but also
about active parts- like wood blades and polishing machines. Uncovered parts may
also fly off, creating an additional risk, especially for eye injuries. To minimize risks:
• underline the importance of ensuring that rotating shafts, belts and pulleys are
covered by guards, lids or covers.
• perform inspection of devices attached to a rotor before use to ensure that they
are tightly fastened.
• wear (and have students wear) eye protection when using uncovered, rapidly
rotating parts,
as in the demonstration of centripetal force and circular or periodic motion, and
• have students stand back as much as possible when performing near such a
machine- if they are not working directly with it.
Subjects of discussion:
1. Rotating machinery- machinery with rotating active parts: Machinery with
rotating parts can potentially cause serious injury by catching loose clothing, hands
or hair. Uncovered parts may also fly off, creating an additional risk, especially for
eye injuries. To minimize risks:
• Ensure rotating shafts, belts and pulleys are covered by guards, lids or covers.
• Inspect devices attached to a rotor before use to ensure that they are tightly
fastened.
• Wear (and have students wear) eye protection when using uncovered, rapidly
rotating parts, as in the demonstration of centripetal force and circular or periodic
motion, and
• Have students stand back as much as possible.
2. Tools
Tools in disrepair and careless use of tools can cause injuries to the hands, eyes,
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head and limbs. To minimize risks:
• Regularly inspect tools for defects or damage, and
• Provide students with clear instructions on safe use before they have access to
tools.
3. Cutting tools
These instruments tend to be very sharp; careless use can quickly result in deep
cuts to the fingers and hands. To minimize risks:
• Use extreme caution when handling cutting tools; ensure students do the same.
• Replacement of blades is best done by teachers or technicians using hands-free
devices, and
• Wear eye protection when using cutting tools in case a blade breaks.
4. Projectile launchers- some of the machines have parts- like the polishing stone-
that could break and throw projectiles around. To minimize risk:
• Wear protective goggles or glasses.
Look at this protection/prevention schema and discuss it.
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Figure 5 Possible prevention schema for mechanical risks
Pupils would be asked to list at least two mechanical hazards- together with the
measures being conceived by them to prevent their action /to minimize their effect.
Assessment:
The results of independent working will be discussed at class and analysed – each
pupil assessing their colleagues.
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Review and closing:

Mechanical hazards should be identified and carefully treated. As the frequency of
accidents regarding these hazards is significant- a better training is needed.
1. Heikkilä, Anna-Mari. Inherent safety in process plant
design. An index-based approach. Espoo 1999, Technical
REFER Research Centre of Finland, VTT Publications 384. ISBN
951-38-5371-3
ENCES 2. Kletz, T. A., (1991) Plant Design for Safety – A User-
Friendly Approach, Hemisphere, New York
3. Health and Safety Executive, UK (April 2008). "The
Safety Report Assessment Manual" (PDF). p. 4. Archived
from the original (PDF) on 2006-11-02.
4. Sawyer, R.; et al. (2007). "Regulating Inherent Safety
(conference abstract)". American Institute of Chemical
Engineers.
5. Khan F.I., Husain T. and Abbasi S.A., 2002, Process
Safety and Environmental Progress, 79(2): 65-80 Safety
Weighted Hazard Index (SWeHI), a new user-friendly tool
for swift yet comprehensive hazard identification and safety
evaluation in chemical process industries
6.
https://articles.extension.org/sites/default/files/English%20
Task%20Sheets%20Group%202.pdf
7.
https://www.commerce.wa.gov.au/sites/default/files/atoms
/files/vwa_machine_safety_l.pdf
8. https://etshare.pbworks.com/f/Chapter%2014.pdf
9. https://app.aws.org/technical/FACT-PDF.EXE/FACT-
08.PDF
10. National Institute for Occupational Safety and Health.
Safety and Health in Arc Welding and Gas Welding and
Cutting, NIOSH Publication No. 78-138. Cincinnati, Ohio:
National Institute for Occupational Safety and Health.
11. Practice for Occupational and Educational Eye and Face
Protection, ANSI Z87.1, available from American National
Standards Institute, 11 West 42nd Street, New York, NY
10036.
12. Occupational Safety and Health Administration (OSHA).
Code of Federal Regulations,Title 29 Labor, Chapter XVII,
Parts 1901.1 to 1910.1450, Order No. 869-019-00111-
5,available from Superintendent of Documents, U.S.
Government Printing Office, Washington,DC 02402.
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LESSON PLAN 8 Chemical Risks
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PREPARATION -to introduce the notion
DATA and the main facts
Learning regarding chemical risks-
as a very frequent type of
Objectives risks and as a real
problem.
Introduction:
Some specific notions in this case:
-Chemical Hazard refers to the inherent properties of a chemical substance that
make it capable of causing harm to a person or the environment.
-Exposure describes both the amount of, and the frequency with which, a chemical
substance comes into contact with a person, group of people or the environment.
-Chemical Risk is the possibility of a harm arising from a particular exposure to a
chemical substance, under specific conditions.
Example: Crossing the street presents the hazard of getting hit by a passing car.
But risk is the likelihood of harm actually occurring. There might be no risk of
getting hit by a car while crossing an empty street in the middle of the night, but a
high risk in the middle of rush hour. There might be a very low risk of getting hit
while crossing with the light in a crosswalk, but a high risk while jaywalking. So to
understand risk, we need to know both what the inherent hazard is (getting hit by a
car) and the degree of exposure (the number of cars on the road). Once we
understand risk, we can also reduce or manage it – for example, by requiring better
marked crosswalks or managing traffic flow.
Chemicals have inherent properties and can be described by hazard – even water
and oxygen (it’s possible to drink too much water, and oxygen can
explode).Chemical ingredients found in everyday products are sometimes criticized
as being harmful to human health. But, even though all chemicals can be described
by inherent hazard, even water and oxygen, the mere presence of a chemical
ingredient does not automatically mean it will cause harm. The actual chance of
harm from exposure to a chemical ingredient depends on a variety of factors –
including how much of the chemical ingredient is in a product; how the product is
used; and what kind of exposure to the chemical typically occurs from using a
product that contains the chemical.
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Teacher modelling
When it comes to chemical management, a distinction must be made between
hazard and risk. Hazard defines the inherent property of a chemical having the
potential to cause adverse effects when an organism, system or population is
exposed to that agent. Risk however, establishes the probability of the adverse
effect occurring. To be more specific, the risk of a chemical depends on the
following 2 factors:
-The inherent toxicity of the chemical (hazard);
-How much of a chemical is present in an environmental medium (e.g., water, soil,
air) and how much contact a person or ecological receptor has with the chemical
substance (exposure).
A hazardous chemical substance poses no risk if there is no exposure. For example,
sulphuric acid is very corrosive. It is of no or little risk to ordinary people who do
not handle them. For some people who may be exposed to sulphuric acid
(scientists, workers), risk management measures (i.e., wearing goggles and gloves)
can be taken to minimize the risk.
The Chemical Risk Assessment steps:
-Identify the chemical hazards. When recording all potential chemical hazards, look
beyond the obvious. As well as considering the use of chemical agents, look at
chemicals or substances that may be produced by a process, for example welding
fumes, reparable crystalline silica etc... Evaluate the storage and the quantities of
chemicals being stored as well as waste disposal. Consider all materials and
mixtures, for example, items like glues, food stuffs, cosmetics, materials used by
maintenance such as oils, gardening materials, water treatment and cleaning
materials.
-Consider who might be affected and how they might be harmed-consider who
(groups of employees) might be affected and how the material/chemical might
harm them. Recognise that some employees may need special consideration, for
example, language needs of non-national workers, potential exposure of pregnant
employees etc. While the employer is responsible for carrying out the risk
assessment, employees should be involved...
-Evaluate the risks- what are you doing now and what further precautions are
needed? Write down what precautions you are already taking and apply the
principles below in the following order to determine what additional precautions are
required:
a.Eliminate the substance or substitute a less hazardous chemical
b.Prevent exposure, for example, by containment and use of local exhaust
ventilation (Engineering controls)
c.Organise work to reduce the number of employees that might be exposed.
Challenge how processes are carried out. Are there smarter ways of carrying out an
activity so that the potential for exposure is eliminated or reduced?
d.As a back-up or final resort, issue personal protective equipment
e.Provide welfare facilities (first-aid and washing facilities to remove contamination)
-Document and implement your findings. Write down your findings and discuss
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them with your employees. Consultation with your employees is necessary at every
step and especially when implementing the findings of your chemicals risk
assessment. Use this template to draw up an action plan, detailing who is
responsible, for what action and when will it be carried out.
-Update and review as required. When changes such as new employees, machinery,
equipment or materials occur in the workplace it is necessary to review the risk
assessment. Change in work patterns such as overtime or shift work, the needs of
pregnant/nursing employees and those with special needs must also be included.

Thousands of people are exposed to hazardous chemical agents at work. If the
exposure is not prevented or properly controlled, it can cause serious illness,
sometimes even death. The effects of hazardous chemicals may be immediate or
long-term and range from mild eye irritation to chronic lung disease.
What chemical agents are hazardous?
Hazardous chemical agents include:
• Substances brought into the workplace and handled, stored and used for
processing (e.g. raw materials, solvents, cleaning agents, glues, resins, paints);
• Substances generated by a process or work activity (e.g. Fumes from
welding/soldering, dust from machining of wood, solvent vapours from painting,
dust from quarrying);
• Substances or mixtures produced by the work process including by-products,
residues or waste.
Chemical agents can be considered hazardous not only because of what they
contain, i.e. as a constituent or chemical ingredient, but because of the form or way
in which they are used at the workplace e.g. hot water used as steam can cause
very severe burns and control measures need to be specified to prevent harm.
Some examples of the effects of hazardous chemicals include:
• Skin burns or irritation caused by contact with a corrosive liquid;
• Being overcome or losing consciousness following inhalation of toxic fumes;
• Suffering acute symptoms such as headache or nausea within hours of inhalation;
• Poisoning by absorption through the skin of a toxic substance;
• Asthma;
• Dermatitis;
• Cancer occurring years after exposure to a carcinogenic substance;
• Genetic damage to offspring occurring years after exposure to a mutagenic
substance.
The schema for assessment is given below. Comment on the schema.
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Figure 1.Assessment schema

Hazard characterization: Dose-response determination (LD50/LC50, NOAEL, T25,
EC50, NOEC, etc.), determining the relationship between the magnitude of
exposure to a hazard and the probability and severity of adverse effects.
-Derive no-effect levels for human health (DNEL) from available toxicology studies;
take into account the foreseeable routes of exposure and populations. When no
DNEL can be derived a qualitative or semi-quantitative characterization should be
made. Derived No- Effect Level (DNEL) is the level of exposure to the substance
above which humans should not be exposed. The DNELs are calculated by dividing
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the value of the health effect dose descriptor (NOAEL, NOAEC, LD50, LC50) by an
assessment factor .Since dose descriptors are obtained from experimental data, an
assessment factor is required to allow for extrapolation to real human exposure
situations. It may not always be possible to derive DNELs for each health effect.
This may be the case, for example, for carcinogenicity, where no safe threshold
level can be obtained. In these cases a semi-quantitative value, known as the DMEL
or Derived Minimal Effect level may be developed
The Predicted No Effect Concentration or PNEC is the concentration of a substance
in any environment below which adverse effects will most likely not occur during
long term or short term exposure. The PNEC needs to be determined for each
environmental compartment (water, soil, sediment, etc.).
The PNEC for each environment is estimated by dividing the dose descriptor by the
relevant assessment factor.
Exposure assessment: identifying the extent to which exposure actually occurs.
Exposure levels are usually estimated or measured.
-Calculate exposure estimate for potential routes of exposure and populations
• Workers: dermal and inhalation.
• Consumers: oral, dermal and inhalation
Under REACH, exposure estimation is only required for hazardous substances.
When estimating exposure, all human populations liable to exposure and all
environmental compartments for which exposure to the substance is known, need
to be addressed.
Ideally, the process for estimating exposure should be based on measurement data.
In practice, the availability of reliable measurement exposure data is scarce and
mostly limited to the workplace. In most cases, exposure estimation has to be
based on exposure estimation models.
Risk characterization: combining the information from the hazard
characterization and the exposure assessment in order to form a conclusion about
the nature and magnitude of risk, and, if indicated, implement additional risk
management measures.
Risk characterization ratio (RCR) = Exposure Estimate/DNEL
• RCR<1, acceptable risk;
• RCR>1, unacceptable risk.
The next figure gives the various facets of Chemical Risk.
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Figure 2 Various Facets of the Chemical Hazard

For those implementing a risk management process the first and most effective
action is to Eliminate the Hazard. Chemical elimination is the best way to remove
all risks associated with the use of a toxic product. If at all practical and feasible,
completely removing the hazard is the best way to protect everyone in the
workplace and the most effective risk management measure.
When the business cannot discontinue the task or process involving a chemical
product, safer Chemical Substitution is the next best course of action for risk
management. A wide range of non-toxic and low-hazard substitutes are available
for many common hazardous chemicals. These substitutes are often as effective as
or more effective than the traditional chemicals they replace.
Isolating the area where a hazardous chemical is used and limiting worker
exposure is the next most effective course of action if an effective, safer substitute
is not available or cannot feasibly be implemented because of cost or infrastructure
issues.
The next step down the Hierarchy is Engineering Controls which includes
sophisticated monitoring and ventilation systems to make sure exposure to
dangerous chemicals is managed to acceptable levels.
Administrative Controls include all formal training, labelling and workplace
procedures relating to the use, transport, storage and disposal of dangerous
chemicals. These controls rely on human behaviour and are amongst the least
effective at managing the risk to workers.
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Finally, the last line of defence for protecting workers is Personal Protective
Equipment (PPE). All other efforts must be made to remove, substitute or control
the risk through means further up the Hierarchy of Actions before implementing this
option. PPE is only effective at managing risks if the equipment is used correctly
and consistently with proper training and supervision.
The next figure is representative.
Figure 3 What to do to mitigate Chemical Risks
What substances are workers exposed to?
• Think about raw materials, substances generated or emitted by the process and
final products.
• Consider all persons who may be affected: plant operators, maintenance workers,
cleaners, contractors, visitors.
What harm can they cause?
• Information on health hazards can be found on packaging labels. Information may
also be obtained from Safety Data Sheets or other information provided by the
supplier, from trade magazines, from plant/equipment suppliers or from specialists
working in your industry. Useful information is also often available on the Internet.
• Is fire or explosion a risk?
What activities can give rise to exposure?
• When is it possible for spills or splashes to occur?
• Under what circumstances might substances be breathed in, swallowed or
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absorbed through the skin?
What risks need to be controlled?
• Are exposures likely to be significant? This depends on the duration and frequency
of exposure as well as the concentration of the substance involved.
• What malfunction or accident could result in a serious exposure?
• The threat of fire or explosion needs to be guarded against.
What measures or precautions are necessary to control these risks?
• You need to find out what is established good custom and practice in your
industry for managing these risks and check that you meet this standard.
• Advice on good work practices and standards used by, or recommended for your
industry may be available from trade associations or from other employers in the
same business, from plant/equipment suppliers, from industry specialists and from
published authoritative guidance.
• If your workplace process is unique and authoritative guidance on good health
and safety practice is not available, you will need to formulate a regime of Control
Measures that will reliably prevent any adverse health effects.
The Control Measures themselves must also be checked and maintained at regular
intervals. For example, local exhaust ventilation equipment should be examined at
suitable intervals against its specification to ensure its continued effectiveness.
Sometimes it is necessary to monitor worker exposure at regular intervals (e.g. by
measuring concentrations in air) to ensure exposure limits are not exceeded. Health
surveillance may also be required in certain circumstances. All these measures must
be fully specified in writing
Assessment:
-How do you record the risk assessment?
(The key outcome of the risk assessment is the specification of adequate control
measures. The law requires that the control measures are identified in writing
(paper or electronic format). All control measures that are important in
safeguarding against adverse health effects should be specified, but you can
organise them into whatever order suits your business.
The control measures must be described in sufficient detail so that they are fully
specified. For example, “Wear Suitable Respiratory Protection” is not satisfactory.
The full type specification of the respiratory protection should be provided in this
instance. Similarly, “Use Local Exhaust Ventilation” is insufficient if proper control
involves careful specification of the extraction required and necessitates regular
testing.)
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Review and closing:

1. "CDC - Chemical Safety - NIOSH Workplace Safety and
Health Topic". www.cdc.gov
REFER 2. http://www.oecd.org/chemicalsafety/risk-management/
3. http://www.oecd.org/chemicalsafety/risk-
ENCES assessment/manualfortheassessmentofchemicals.htm
4. Worth, A. and G. Tier (2007), A Compendium of Case
Studies that helped to shape the REACH Guidance on
Chemical Categories and Read Across, EUR report no 22481
EN. Worth A & Patlewicz G (Eds).
5. Regulation (EC) No 1272/2008 of the European
Parliament and of the Council of 16 December 2008 on
classification, labelling and packaging of substances and
mixtures
http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=CON
SLEG:2008R1272:20110419:EN:PDF) amending and
repealing the Dangerous Substances Directive 67/548/EE
and the Dangerous Preparations Directive 1999/45/EC, and
amending Regulation (EC) No 1907/2006.
6. MERAG (2007), Metals Risk Assessment Guidance fact
sheets.
7. IPCS (2004), Risk assessment terminology. Geneva,
World Health Organization, International Programme on
Chemical Safety
8. EPA, U. (2009), Methodology for Hazard-Based
Prioritization under ChAMP. Office of Pollution Prevention
and Toxics, Washington DC.
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LESSON PLAN 9-Electric Risks
ELEMENTS
PREPARATION -to understand the
DATA importance of electrical
Learning risks, their action mode
and some of the most
Objectives usual prevention rules.
-to learn something
regarding safety scenarios
and scenario analysis
Intended audience: pupils from 12 to 18 years, first year
students, young workers, teachers
Introduction:
Electricity has the potential to seriously injure and kill. Electrical hazards are in
every electrical powered tool or device; they exist also in contact with exposed live
parts, faults which could cause fire or explosions where an electrical fault is the
source of ignition. Electrocution incidents can be fatal, while non-fatal shocks can
result in serious and permanent burn injuries to skin, internal tissues and damage
to the heart depending on the length and severity of the shock. Electric shocks from
faulty electrical equipment may also lead to related injuries, including falls from
ladders, scaffolding or other elevated work platforms. Other injuries or illnesses
may include muscle spasms, palpitations, nausea, vomiting, collapse and
unconsciousness. Those working with electricity may not be the only ones at risk.
Poor electrical installation and faulty electrical appliances can lead to electric shock
to others at or near the workplace.
Teacher modelling
Vocabulary:
-charged: the item has acquired a charge either because it is live or because it has
become charged by other means such as by static or induction charging, or has
retained or regained a charge due to capacitance effects even though it may be
disconnected from the rest of the system;
- dead: not electrically ‘live’ or ‘charged’;
-designated competent person (also known in some industries as ‘authorised
person’ and ‘senior authorised person’): a competent person appointed by the
employer, preferably in writing, to undertake certain specific responsibilities and
duties, which may include the issue and/or receipt of safety documents such as
permits-to-work. The person must be competent by way of training, qualifications
and/or experience and knowledge of the system to be worked on;
-disconnected: equipment (or a part of an electrical system) that is not connected
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to any source of electrical energy;
-equipment: electrical equipment including anything used, intended to be used or
installed for use, to generate, provide, transmit, transform, rectify, convert,
conduct, distribute, control, store, measure or use electrical energy (as defined in
the EAW Regulations);
-high voltage: a voltage in excess of 1000 V ac or 1500 V dc. Voltages below these
values are ‘low voltage’;
-isolated: equipment (or part of an electrical system) which is disconnected and
separated by a safe distance (the isolating gap) from all sources of electrical energy
in such a way that the disconnection is secure, so it cannot be re-energised
accidentally or inadvertently;
- live: equipment that is at a voltage by being connected to a source of electricity.
Live parts that are un-insulated and exposed so that they can be touched either
directly or indirectly by a conducting object are hazardous if the voltage exceeds 50
V ac or 120 V dc in dry conditions – and/or if the fault energy level is high;
-live work: work on or near conductors that are accessible and ‘live’ or ‘charged’.
Live work includes live testing, such as using a test instrument to measure voltage
on a live power distribution or control system.
What are the risks from electricity?
Harm can be caused to any person when they are exposed to ‘live parts’ that are
either touched directly or indirectly by means of some conducting object or
material. Voltages over 50 volts AC or 120 volts DC are considered hazardous.
Electricity can kill. Each year about 1000 accidents at work involving electric shocks
or burns are reported to the Health and Safety Executive (HSE). Around 30 of these
are fatal, most of them arising from contact with overhead or underground power
cables. Shocks from faulty equipment can cause severe and permanent injury and
can also lead to indirect injuries, due to falls from ladders, scaffolds, or other work
platforms.
Faulty electrical appliances can also lead to fires. As well as causing injuries and
loss of life, fires cause damage to plant, equipment and property.
Electrical arcing (sometimes called a ‘flashover’ or ‘arc flash’), perhaps as a result of
a short circuit caused by unsafe working practices, can generate intense heat
leading to deep-seated and slow-healing burns, even if it persists for a short time.
The intense ultraviolet radiation from an electric arc can also cause damage to the
eyes. Often those working with or near electricity do not appreciate the risk of
serious injury and consequential damage to equipment that can arise from arcing.
Who is most at risk from electricity?
Anyone can be exposed to the dangers of electricity while at work and everyone
should be made aware of the dangers. Those most at risk include maintenance
staff, those working with electrical plant, equipment and machinery, and people
working in harsh environments such as construction sites.
Why are occurring the most accidents?
Most electrical accidents occur because individuals:
-are working on or near equipment which is thought to be dead but which is, in fact,
live
-are working on or near equipment which is known to be live, but where those
involved are without adequate training or appropriate equipment, or they have not
taken adequate precautions
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-misuse equipment or use electrical equipment which they know to be faulty.
Generally, there is a duty a duty for employers, employees and the self-employed
to:
-have the electrical systems constructed in a way that prevents danger
-maintain their electrical systems as necessary to prevent danger
-have work on, use of, or closure of, electrical systems carried out in a way that
prevents danger.
Additionally:
-electrical equipment used in hazardous environments (e.g. extremes of weather,
temperature, corrosive conditions) must be constructed or protected to prevent it
becoming dangerous
-only those with adequate knowledge or experience, or who are under adequate
supervision should work with, or on, electrical equipment that could cause danger
or injury.
Electric hazards assessment
Consider the following hazards in your risk assessment:
1. Live parts Normal mains voltage, 230 volts AC, can kill. Also, contact with live
parts can cause shocks and burns.
2. Fire Electrical faults can cause fires. This is particularly true where the equipment
contains a heat source (e.g. heaters, including water heaters, washing machines,
ovens, heat-seal packaging equipment).
3. Flammable or explosive atmospheres- Electricity can be a source of ignition in a
potentially flammable or explosive atmosphere, e.g. in spray paint booths or around
refuelling areas.
4. Where and how electricity is used The risks from electricity are greatest in harsh
conditions.
5. In wet conditions, unsuitable equipment can easily become live and can make its
surroundings live.
6. While outdoors, equipment may not only become wet but may be at greater risk
of damage.
7. In cramped or confined spaces with a lot of earthed metalwork, such as inside
tanks, ducts and silos, if an electrical fault develops it can be very difficult to avoid
a shock.
8. Types of equipment in use Some items of equipment can also involve greater risk
than others. Extension leads are particularly liable to damage to their plugs and
sockets, cables, and electrical connections. Other flexible leads, particularly those
connected to equipment that is moved a great deal, can suffer from similar
problems.
Basic electrical safety
Below are some minimum steps you should take to ensure electrical safety.
-Mains supplies
1.install new electrical systems to BS 7671 Requirements for Electrical Installations
2.maintain all electrical installations in good working order
3.provide enough socket-outlets for equipment in use -avoid overloading socket-
outlets – using adaptors can cause fires
4. provide an accessible and clearly identified switch ('Emergency Off' or 'EMO'
button) near fixed machinery to cut off power in an emergency for portable
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equipment, connect to nearby socket-outlets so that it can be easily disconnected in
an emergency.
-Use the right equipment
1.choose electrical equipment that is suitable for its working environment
2.ensure that equipment is safe when supplied and maintain it in a safe condition
3. electrical equipment used in flammable/explosive atmospheres should be
designed not to produce sparks. Seek specialist advice when choosing this type of
equipment.
4. protect light bulbs and other easily damaged equipment – there is a risk of
electric shock if they are broken.
-Maintenance and repairs
1. ensure equipment is fitted with the correctly rated fuse.

2.ensure cable ends always have their outer sheaths firmly clamped to stop wires
working loose from plugs or inside equipment
3. replace damaged sections of cable completely – never repair cuts with insulating
tape.
4.use proper connectors to join lengths of cable – don't use connector blocks
covered in insulating tape or 'splice' wires by twisting them together
5. some equipment is double insulated. These are often marked with a ‘double-
square’ symbol. The supply leads have only two wires – live (brown) and neutral
(blue)
6.make sure all wires are connected securely if the 13A plug is not a moulded-on
type

-Most faults can usually be identified by an informal visual inspection. It is
important that before an item is used a check is made on the plug, cable, cable-
entry or input socket and the casing of the equipment.
-If a fault is identified, the item should be removed from use and repaired before
being used again. Staff should be trained to carry out these simple visual checks.
-There should also be a system where formal visual inspections are carried out and
recorded, backed up by a system of Portable Appliance Testing (PAT) where
appropriate. Look at your equipment, cords, cables and sockets in the classroom.
Are they OK?
Work safely Make sure that people working with electricity are competent to do the
job. Even simple tasks such as wiring a plug can lead to danger - ensure that
people know what they are doing before they start.
Make sure that:
-suspect or faulty equipment is taken out of use immediately
-suspect or faulty equipment is labelled ‘DO NOT USE’
-suspect or faulty equipment is kept secure until examined by a competent person
-where possible, tools and power socket-outlets are switched off before plugging in
or unplugging equipment is switched off and/or unplugged before cleaning or
making adjustments
-where possible, all electrical appliances are switched off at the mains at the end of
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the working day.
More complicated tasks, such as equipment repairs or alterations to an electrical
installation, should only be tackled by people with knowledge of the risks and the
precautions needed.
Work on exposed live parts of equipment and systems must not be carried out
unless it is absolutely unavoidable and suitable precautions have been taken to
prevent injury, both to the workers and to anyone else who may be in the area.
Safety scenarios
Not all of the risks are definitely known- and their consequences are not immediate
visible. Sensitivity and scenario analysis are used in order to predict a possible
development of a risk situation so that the risk could be prevented-mitigated in
time. This is also the case for electrical risks.
Sensitivity- or”what-if” analysis could be a good starting point.
A general diagram regarding the building of scenarios is presented in the next
figure- in order to be worked out with the pupils.
Figure 1 Development of scenarios

-There must been established some criteria around which the scenario will be
developed- for example, considering the possibility of electrocution from defective
cords that are alimenting machines in the workplace;
-A scenario must be planned. Considering the example above- it is possible to
imagine a defective cable (cord) that is alimenting a drilling machine- and a worker
(employee) that is not seeing well and could entangle with the cable and touch the
active portion of the cable- being electrocuted. If the context inside the workplace is
not adequate (poor lighting, cramped space, etc.) the possibility of such an event
could be 25-45%.
-A pilot project- in order to prevent such a scenario- could be developed and
implemented. In this case- a normal way to work would be to call a qualified
electrician and ask him to isolate/replace the defective cable.
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-Obtained results shall be assessed.
Beyond the safety risks- there could be taken into account other risks- like
environmental, financial, etc. - in order to build more complex scenarios.
A schema for such a scenario- regarding the risk of drowning provoked by
electricity- is shown below.
Figure 2 Electric risk scenario
For each hazard identified- describe the type of injury that could result from the
scenario. Make it more specific by describing the injury and the body part.
Assessment:
Ask the pupils to develop an individual safety scenario- considering the possibility of
an electric risks to some known appliance- for example a table light. Analyse all the
papers and discuss them in the next hour.
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Review and closing:

1. BS 7671: 2008 (July) Requirements for electrical
installations. IEE Wiring Regulations 17th edition. (external
REFE site)
2.
RENC http://www.hsebooks.com/Books/product/product.asp?catalog
_name=HSEBooks&category_name=&product_id=3850
ES 3.
https://www.comcare.gov.au/preventing/hazards/physical_haz
ards/electrical_risks
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Figure 1 Degree of acceptance for the safety lesson plans

Figure Localisation of the lessons in the second knowledge map

Figure 2 Making of a smartphone

Guided practice/Interactive modelling

Figure 3- Schema for describing things

Review and closing:

Figure 1 Example to be developed and consolidated

Guided practice/Interactive modelling

Figure 2 Individual work schema

Review and closing:

Figure 1 Harmony at work

Figure 2 Connection between safety and performance.

The costs of occupational accidents could be cut by effective preventive measures,

Guided practice/Interactive modelling

Figure 3 –Defective Employee

Figure 4 Bhopal disaster -1

Figure 5- Bhopal disaster 2

Figure 8 -Defective Machine and Tool

Review and closing:

Figure 1 Accidents vs. occupational disease

Guided practice/Interactive modelling

Figure 2 Possible lung exposure

Figure 3 Possible skin exposure

Review and closing:

Guided practice/Interactive modelling

Figure 1 Ishikawa diagram

Review and closing:

Figure 1 Most frequent mechanical hazards

Figure 3 The global model

Use the figure 4 to try a classification:

Figure 4 Mechanical Risks

Guided practice/Interactive modelling

Figure 5 Possible prevention schema for mechanical risks

Review and closing:

Guided practice/Interactive modelling

Figure 1.Assessment schema

Figure 2 Various Facets of the Chemical Hazard

Figure 3 What to do to mitigate Chemical Risks

Review and closing:

1. ensure equipment is fitted with the correctly rated fuse.

Guided practice/Interactive modelling

Figure 1 Development of scenarios

Figure 2 Electric risk scenario

Review and closing:

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