United States
Environmental
Protection Agency
Office of Pollution
Prevention and Toxics,
Washington, DC 20460
EPA 747-R-08-002
April 2008
Mercury and Hazardous
Chemicals in Schools:
A Manual for Students in Southeast Asia
Printed on Recycled Paper
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The time and effort that many individuals contributed to the review and development of this
document is gratefully acknowledged by the United States Environmental Protection Agency
(U.S. EPA). We especially acknowledge the assistance of Ms. Pornpimon Chareonsong of the
Thailand Pollution Control Department. This document was prepared by Battelle Memorial
Institute under contract EP-W-04-021 at the direction of Mr. Clarence Lewis of the EPA Office of
Pollution Prevention and Toxics.
This document was prepared under contract to an agency of the United States Government.
Neither the United States Government nor any of their employees makes any warranty, expressed or
implied, or assumes any legal liability for any third party's use of or the results of such use of any
information, product, or process discussed in this document. Mention or illustration of company or
trade names, or of commercial products does not constitute endorsement by the U.S. EPA. As of
the date of this document, external links are current and accurate, and are offered by way of example
only for reference purposes. The U.S. EPA is not responsible for content of non-U.S. EPA links.
Teachers and School Administrators Participant's Manual
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Chapter 1. Why is Chemical Safety Important? 1
1.1 Children and Adolescents are Particularly Susceptible to Hazardous Chemicals 1
1.2 Case Studies: It Could Happen in Your School! 2
1.2.1 A Mercury Spill at a School in the Philippines 2
1.2.2 A Mercury Spill at a School in Washington, DC, USA 2
1.2.3 An Accident with Chemicals in a Science Class near New York City, USA 3
1.2.4 An Accident with Cleaning Chemicals at a School in Chicago, USA 3
1.2.5 An Accident with Chemical Pesticides at a School near New York City, USA 3
Chapter 2. Hazardous Chemicals and Equipment in Schools 5
2.1 Common Hazardous Chemicals and Equipment in Schools 5
2.2 Chemical Categories: Not all Chemicals are Equally Hazardous 6
2.3 What You Can Do to Prevent Chemical Accidents at Your School 8
2.3.1 Chemical Management 8
2.3.2 Pollution Prevention and Green Chemistry 9
Chapter 3. Be Smart About Mercury 11
3.1 What is Mercury and Why is it Dangerous? 11
3.2 The Global Mercury Cycle 14
3.2.1 Mercury in Thailand Industries 16
3.3 Mercury in Schools 16
3.4 What Can You Do About Mercury in Your School and Community? 16
3.4.1 Eliminate Mercury in Your School 17
3.4.2 Eliminate Mercury in Your Home 17
3.4.3 Learn How to Clean Up Mercury Spills Safely 18
3.5 Educate Other Students about the Hazards of Mercury and Chemicals in Schools 19
Appendix A . Procedure for Cleaning Up a Mercury Spill Safely A-l
Of
Figure 1. Worldwide uses of mercury in 2000 12
Figure 2. Crystals of mercury sulfide (HgS) 14
Figure 3. Bioaccumulation of methyl mercury in an aquatic ecosystem 14
Figure 4. The global mercury cycle 15
Of
Table 1. Examples of Hazardous Chemicals and Equipment Commonly Found in Schools 6
Table 2. Chemical Categories, Symbols, and Safety Measures 7
Table 3. Examples of Common Products that Contain Mercury 13
Table 4. Guidelines for Eating Fish and Shellfish 18
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Children and adolescents, up to
approximately age 20, are more susceptible
than adults to potential health risks from
chemicals and environmental hazards.
Hazardous chemicals can interrupt or alter
the normal development of a child's body,
leading to lasting damage. Since children are
smaller than adults, similar levels of exposure
to toxic chemicals will have a greater effect
on children compared to adults. In addition,
the prevalence of chemicals in the modern
era means that children today are exposed to
dangerous chemicals throughout their lives,
beginning in the womb.
Exposure to even common chemicals such as
gasoline, cleaning products, and paints can
result in health problems, including memory
loss, decreased problem-solving ability,
decreased attention span, impaired dexterity
and hand-eye coordination, altered reaction
time, and altered personality or mood.1
Exposure to mercury, which can occur at
school when a thermometer breaks or at
home from eating contaminated fish, can
cause severe nausea, vomiting, abdominal
pain, kidney damage, inflammation of mouth
and gums, excessive salivation, loosening of
teeth, muscle tremors, spasms, personality
changes, depression, irritability, and
nervousness. Students should note that risks
lAmber E. Bamato, MD, MPH, Children's Health
Environmental Network, Children and Solvents,
llli|x//_wAvw...celin.iM'g/cA
associated with exposure to a specific
chemical are dependent on many factors,
including the chemical's hazard level (for
example, how toxic it is), the route of
exposure (for example, contact with skin,
inhalation, ingestion), and the duration of
exposure (for example, minutes, days, years).
olv
nl. Accessed February 25, 2008.
A hazardous materials (hazmat) unit
responding to a chemical spill.
Children generally rely on adults to protect
them from the risks associated with exposure
to dangerous environmental agents.
Through education and training, however,
children and adolescents can empower
themselves about the risks associated with
hazardous chemicals. Once young people are
aware of the threats in their everyday lives,
they can take action with the adults in their
schools and communities to create safer
conditions. This manual will inform you
about health risks associated with exposure
to chemicals and environmental hazards,
especially mercury, and explain what you as a
student can do to promote chemical safety in
your school and community.
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School is one of the most common places
where children and adolescents encounter
hazardous chemicals. Schools routinely use
a variety of potentially dangerous chemicals
and equipment for laboratory experiments,
cleaning, and grounds-keeping. In schools
where administrators and teachers fail to
manage chemicals properly, an accident is
just waiting to happen. Chemical spills and
explosions in schools usually have a big
impact on children and adolescents because
they are the largest population of a school,
and they spend a lot of time there.
Elemental mercury being
poured into a beaker.
Do you think a chemical accident cannot
happen in your school? The following case
studies show that chemical accidents can
happen at any time in any school where
chemicals are not being handled and stored
safely.
the
During the evening of 16 February 2006,
the University of the Philippines, Manila
National Poison Management and Control
Center (UP/NPMCC) received a call from a
young person complaining of numbness,
redness, and pain in the extremities. The
UP/NPMCC recognized these symptoms as
characteristic of acute mercury poisoning.
They traced the mercury exposure to an
elemental mercury spill that had occurred
earlier that day in a classroom at St. Andrew's
School in Paranaque City, Republic of the
Philippines (RP). Elemental mercury is a
toxic metallic liquid. Local and national
public health personnel closed the school in
order to prevent the spread of mercury and
poisoning of more students. 203 students
and faculty were evaluated for acute mercury
exposure as a result of the spill, and
10 students were admitted to the Philippines
General Hospital. The spill was so
widespread in the school that local
contractors hired to clean it up were unable
to fully remove all traces of the mercury.
The RP Secretary of Health asked for
international assistance from the U.S.
Environmental Protection Agency (USEPA)
in order to remediate the mercury spill.2
A at a in
On 2 October 2003, a Hazardous Materials
("Hazmat") unit responded to an
emergency call at Ballou High School in
Washington, DC, where a mercury spill had
occurred. A student had taken 250 milliliters
of elemental mercury from a school science
laboratory and sold some of it to other
students, which caused the spillage. When
spilled, liquid elemental mercury breaks apart
into drops that cling to shoes, clothes, and
other surfaces. By the time the Hazmat unit
and local public health officials arrived at the
high school, it was too late to contain the
extent of the mercury spill. Emergency
workers found mercury contamination in
classrooms, the gymnasium, and the cafeteria
of the school. Students were sent home in an
2 Final Report, Republic of the Philippines and U.S.
Environmental Protection Agency, Collaborative Mercury
Spill Response, St. Andrews School Mercury Spill
Assessment and Removal La Huerta, Paranaque City,
Philippines, 20-25 May 2006.
Student Participant's Manual
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effort to keep them safe from the spill, but
contaminated students unknowingly spread
mercury from the school into their homes.
As a result, 16 families were displaced from
their homes for a month, and Ballou High
School was closed for 35 days. The total cost
for cleanup resulting from the spill was
US$1,500,000.3
Drops of elemental mercury.
An in
a
USA
On the morning of 16 January 2008, fire and
emergency workers responded to a chemical
accident at Somers High School, located in
Westchester County, near New York City.
During a science class, a student had dropped
a bottle containing bromine, a corrosive
liquid chemical that can harm the respiratory
system if it is inhaled. The bottle broke and
released approximately 90 milliliters of
bromine onto the floor of the classroom.
Bromine is very volatile, and fumes quickly
spread into nearby hallways and classrooms,
causing firefighters to evacuate the school as
a safety precaution. The school was closed
for one day due to the spill, and 1 1 students
were treated at a local hospital for exposure
to bromine.4
3 For additional information, see EPA's Superfund Featured
News Article, http://www.cpa.gpv/supcrtund/
news /mercury, htm
4 Corcoran, Terence and Chris Serico, "Somers High
expected to open today after chemical spill caused
evacuation," The Journal News, 17 January 2008,
Bromine liquid and vapor
in a round-bottom flask.
On the morning of 18 January, 2008, the
Chicago Fire Department responded to an
emergency call at Southwood Junior High
School. A janitor had spilled a container of
bleach while he was cleaning a bathroom,
and the bleach mixed with other cleaning
chemicals, releasing toxic, pungent-smelling
fumes that spread throughout the school.
Students and teachers complained of
headaches, nausea, vomiting, and trouble
breathing. Fire officials evacuated the school
and sent students home for the rest of the
day as a safety precaution. 24 students and
2 teachers were treated at a local hospital for
exposure to the chemical fumes.5
An
On a Monday morning in October 1992,
students and teachers arrived at Eastchester
High School, near New York City, to find a
layer of liquid covering the floors and desks
of the school and noxious fumes throughout
http://www.lohud.com/apps/pbcs.dll/article?AID=/20080
117/NEWS01/801170397/1027/NEWS11.
5 Hood, Joel, "Cleaning chemicals sicken 26 at school," The
Chicago Tribune, 18 January 2008
http://www.chicagotribune.com/news/local/chi-
chemspill_webjanl9,0,779779.story.
Student Participant's Manual
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the building. The school had been sprayed
with pesticides the day before to kill
cockroaches, but the chemicals had been
applied too liberally, causing chemical residue
to pool on surfaces inside the building.
Students complained of headaches, nausea,
dizziness, skin rashes, and respiratory
problems. One student was admitted to the
hospital, and the school was closed for three
weeks in order to completely cleanup the
pesticide residue.6'7 The pesticides used in
the school included chlorpyrifos, diazinon,
and resmethrin. Since 1992, some
restrictions have been placed on the use of
these pesticides in the U.S., although they are
still used today in many countries.
Student from Southwood Junior High School
being treated for inhalation of chemical fumes.4
6 Lombard!, Kate Stone, "Schools weigh risks of pesticides,"
The New York Times, 10 January 1993,
http://query.nytimes.com/gst/ fullpage.html?res=9FOCEE
D8143FF933A25752COA965958260&sec=&spon=&pagew
anted=aU&st=cse&sq=school+pesticide+poisoning&scp=5.
7 Ikramuddin, Aisha, "School Days, Sick Days: Lessons in
Pesticides and Classrooms," National Geographic Magazine
Green Guide, IilJ_iK//wwwjliepreMlgll
doc/44/schools, Accessed January 31, 2008.
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Chemicals are everywhere in today's modern
world. We use chemicals to clean our houses
and get to and from work or school.
Chemicals are in the air we breathe and the
clothes we wear. Most of us use chemicals
everyday without incident. If they are used
incorrectly or in the wrong amounts,
however, all chemicals can be hazardous,
even seemingly innocuous chemicals like
table salt (sodium chloride) and water. Some
chemicals are inherently dangerous under any
conditions, such as elemental mercury. Since
students spend a majority of their time in
school, they should be aware of the most
common potentially hazardous chemicals and
equipment in their schools.
Many different types of chemicals are found
throughout schools in science laboratories,
vocational shops, art studios, custodial areas,
kitchens, nurses' offices, and athletic fields.
When used and stored correctly, chemicals
can provide benefits to students, teachers,
and administrators. Chemicals help students
learn scientific principles and create artistic
masterpieces. Chemicals also keep schools
clean and free from insects and rodents.
Table 1 lists some examples of potentially
hazardous chemicals and equipment
commonly found in schools.
Universities and high schools offer advanced
science, art, and vocational classes, so they
tend to have larger inventories of potentially
hazardous chemicals and equipment than
middle and elementary schools. While most
chemicals found in schools have been
purchased by school administrators,
sometimes employees and students bring
chemicals into the school for their own
personal use.
Some chemicals are more hazardous than
others. In order to help safeguard users of
potentially hazardous chemicals, chemicals
are typically organized into categories based
on what type of danger they pose. To help
communicate the possible risks associated
with different chemicals, the United Nations
has developed an internationally accepted set
of symbols called the Globally Harmonized
System of Classification and Labeling of
Chemicals.8 Table 2 lists the symbols, their
general definitions, examples of chemicals in
each category, and some appropriate safety
measures. Look for these symbols on the
containers of chemicals you use in school.
8 United Nations Economic Commission for Europe,
Globally Harmonized System of Classification and Labeling
of Chemicals, 2005,
IllJlK//wwwjiLlgcii.iMWiT^ revQ-1/
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Concentrated Acids
Concentrated Bases
Solvents
Oxidize rs
Compressed Gases
Toxins
Mercury Thermometers,
Barometers, Molecular Motion
Devices
Hydrochloric Acid
Nitric Acid
Sodium Hydroxide
Methanol
Methylene Chloride
Lead Nitrate
Oxygen
Nitrogen
Cyanide Salts
Chromate (VI) Salts
Lead Salts
JVIercury^Salts
Elemental Mercury
Paints, Paint Thinners,
Adhesives, Lacquers, Primers
Petroleum Naphtha
Turpentine
and
Cleaning Supplies and
Detergents
Phosphoric Acid
Sodium Silicate
Compressed Gases
Acetylene
Oxygen
Nitrogen
Automobile Fluids
Gasoline
Benzene
Ethylene Glycol
Paints, Inks, Paint Thinners,
Adhesives, Lacquers, Primers
Toluene
Turpentine
Mineral Spirits
Pottery Glaze
Lead
Pigments
Cadmium
Manganese
Chromium
Cleaning Supplies and
Detergents
2-Butoxyethanol
Trisodium Phosphate
Ammonia
Drain Cleaners
Pesticides
Permethrin
Chlorine Gas or Tablets
Pesticides
Permethrin
Refrigerants
Freon
Ammonia
Cleaning Supplies
Ammonium Hydroxide
Medical Equipment
Mercury (in thermometers and
Pesticides
Chlorpyrifos
Diazinon
Resmethrin
De-icer (for sidewalks)
Sodium Chloride
Fertilizers
Ammonium Nitrate
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2.
Flammable
Corrosive
Poison
ml
W
Low Level
Hazard
Chemicals that have the potential to catch
fire rapidly and burn in the air. Liquids,
gases, and solids (in the form of dusts) can
be flammable and/or explosive.
Examples: thinner;
(acetone, alcohols, acid,
hexane);
Solid or liquid substance (or mixture of
substances) which is in itself capable by
chemical reaction of producing gas at such
a temperature and pressure and at such a
speed as to cause damage to the
surroundings.
Examples: hydrazine, nitroglycerine,
ammoniurn n/frafe
Chemicals that can burn, irritate, or destroy
living tissue or corrode metal through direct
chemical action. This category includes
strong acids and bases (alkalines), as well
as dehydrating agents and oxidants.
Examples: sulfuric, nitric, and hydrochloric
potassium, ammonium, and sodium
hydroxides (bases); hydrogen peroxide or
chlorine
Chemicals that cause or contribute to the
combustion of other materials by yielding
oxygen.
Examples: nitrates; chlorates; nitrites;
peroxides; picric acid (crystallized); ethyl
ether (crystallized); water reactive metals
(e.g., sodium)
Chemicals that, even in small amounts, can
injure living tissue when ingested, inhaled,
or absorbed into the skin.
Examples: mercury, arsenic,
cyanide
Chemicals that are harmful if swallowed,
inhaled, or in contact with the skin. This
category also includes substances that
cause eye, skin, or respiratory irritation.
Examples: ammonium nitrate, ferrous
• Do not use near an open flame
• Store in "flammables only"
storage cabinet
• Do not use near sparks or static
electricity
• Wear face shield or use glove box
• Transport with no sudden
movements or jostling
Wear safety glasses
Wear a long-sleeved shirt
Wear long pants
Wear closed-toe shoes
Wear gloves
Do not use near an open flame
Wear safety glasses
Wear a long-sleeved shirt
Wear long pants
Wear closed-toe shoes
Wear gloves
No eating or drinking!
Use a respirator
Wear safety glasses
Wear a long-sleeved shirt
Wear long pants
Wear closed-toe shoes
Wear gloves
No eating or drinking!
Wear safety glasses
Wear a long-sleeved shirt
Wear long pants
Wear closed-toe shoes
Wear gloves
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Severe
Chronic
Hazard
Chemicals that are known or suspected
carcinogens, mutagens, reproductive
toxins, or systemic target organ toxins.
This category also includes any substances
that are aspiration hazards, meaning they
may cause allergic/asthma symptoms or
breathing difficulties when inhaled.
Examples: benzene, carbon
(carcinogens); acrylamide (mutagen);
compounds, mercury compounds
(reproductive toxins)
No eating or drinking!
Use a respirator or face mask
Wear safety glasses
Wear a long-sleeved shirt
Wear long pants
Wear closed-toe shoes
Wear gloves
Chemicals that have acute or chronic
toxicity toward aquatic life.
Examples: dioxin, DDT
Environmental
Hazard
• Do not pour excess down drain
or sink!
• Do not dump of waste in storm
drain or sewer!
Students should familiarize themselves with
the categories in Table 2 so they can identify
potentially hazardous chemicals found in
their schools and communities. Whenever
you encounter a new chemical, particularly in
school, you should ask yourself, "What type
of chemical is this? What category does it
belong to?" Knowing the category of a
chemical dictates the measures that should
be taken to safely use the chemical. For
example, you would never use a flammable
chemical near an open flame, and you would
be sure to wear gloves, safety glasses, a long-
are or
If in
a
or
at to
or
if an
is in
be in
for
sleeved shirt, long-sleeved pants, and closed-
toe shoes to protect your skin when using
a corrosive chemical. The type of gloves
(e.g., latex, nitrile) will vary depending on
the particular chemical.
As the case studies in Section 1.2 illustrate,
accidents can happen anytime teachers and
administrators are not following safe chemical
management practices. As students, you can
take action to help reduce your exposure to
hazardous chemicals. This section outlines
some steps you can take to help prevent
chemical accidents at your school. Even the
best practices cannot prevent all accidents,
however, so make sure your school
administrators have an emergency response
and spill cleanup plan in place, in the event
that you have a spill at your school.
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In order to prevent accidents, school
chemicals must be managed safely and
effectively. Successful chemical management
practices involve thoughtful purchase
decisions, careful inventory supervision,
safe storage, and proper disposal.
Examples of old chemicals stored in unsafe containers.
All schools should have a chemical hygiene
officer who supervises the chemical
management process. Effective chemical
management begins with a well-organized
purchasing plan. Over-purchasing of
chemicals is a common mistake schools
make, and the extra, unused chemicals
represent a safety hazard. Encourage your
chemical hygiene officer to purchase the least
number and least toxic versions of chemicals
possible that will meet the needs of teachers
and staff. The chemical hygiene officer
should also monitor the inventories of
chemicals to help prevent the accumulation
of old or expired chemicals. Most chemicals
must be used in a certain time period, or they
will begin to break down, sometimes into
dangerous by-products. In conjunction with
careful inventory supervision, the chemical
hygiene officer should establish safe storage
practices for all chemicals in the school.
Many chemicals are incompatible, such as
acids and bases, and should not be stored
next to each other. Poor chemical storage
can lead to accidents that could harm you and
your classmates. Take action with your
administrators and chemical hygiene officer
to make sure your school is following safe
chemical storage procedures.
The final step in a good chemical management
program is disposal. Many of the chemicals
used in schools are considered hazardous
waste, and need to be disposed of safely in
order to prevent contamination of local water
tables, soil, and sediments. Improper disposal
of hazardous chemicals can result in fires,
explosions, and contamination, with
subsequent toxic exposure to students and
teachers. In most cases, chemicals should
NOT be rinsed down the drain! Encourage
your school administrators to consult with the
local hazardous waste disposal agency for the
proper ways to safely dispose of chemical
waste from your school.
Example of incompatible chemical storage:
when bleach and ammonia are mixed together,
toxic fumes of chlorine gas are released.
Pollution prevention programs reduce or
eliminate the amount of hazardous waste
created through the routine use of chemicals.
Less waste generated means less waste to
dispose of, which increases the safety of
students, teachers, and administrators.
An example of pollution prevention is
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substituting non-toxic natural cleaning
products for bleach and ammonia.
Encourage administrators to establish a
pollution prevention program in your school
to explore less hazardous alternatives for
chemicals used for cleaning, pest control,
grounds-keeping, and science education.
Green chemistry is a type of pollution
prevention that uses fewer and less toxic
chemicals in experiments, compared to
traditional chemistry curricula. Microscale
chemistry and small-scale chemistry are
similar concepts that involve scaling down
the quantities of chemicals required for
science experiments, resulting in improved
laboratory safety. In situations where green
or small-scale alternatives are not feasible,
encourage your instructor to conduct a
demonstration experiment so you and your
classmates are not required to work with
hazardous or toxic chemicals. Each of these
options requires a smaller amount of
chemicals than traditional experiments, which
decreases the risk of student exposure to
hazardous chemicals.
no
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In recent years, the global community has
become more aware of the hazardous
consequences of mercury exposure. Many
countries and regions are phasing out the use
of mercury, mercury-containing chemicals,
and mercury-containing equipment and
replacing them with non-toxic alternatives.
Nevertheless, mercury, mercury-containing
chemicals and mercury-containing equipment
continue to be used in schools, sometimes
with dire consequences, as the case studies in
Section 1.2 demonstrate. This chapter
describes common mercury sources, uses,
and alternatives, so students can educate and
protect themselves and their families from
accidental mercury poisoning.
Mercury is a dense, silver-colored metal. It the
only element that is liquid at room temperature.
Mercury (Hg) is element number 80 on the
periodic table; it has a molecular weight of
200.59 grams per mole. It is also called
quicksilver or liquid silver due to its silver
color. Mercury is unique because it is the
only elemental metal that is liquid at room
temperature. It is also very dense: mercury is
more than 13.5 times more dense than water
at room temperature.9 Due to its unusually
high density for a liquid, mercury has
traditionally been used in thermometers to
measure temperature and in barometers to
measure atmospheric pressure. Other
common applications of elemental mercury
include some types of light switches,
batteries, and tooth fillings. Mercury is also
used in the chlor-alkali industrial process,
which produces hydrogen, sodium, chlorine,
and potassium hydroxides. In addition, some
people use mercury in various religious and
cultural practices.10 Figure 1 illustrates the
most common worldwide uses of mercury
compounds in 2000, which include batteries,
gold and silver mining, and dental amalgams.
9 O'Neil, M.J., P.E. Heckelman, C.B. Koch, K.J. Roman,
(eds.) 2006. The Merck Index: An Encyclopedia of
Chemicals, Drugs, and Biologicals, Fourteenth Edition.
Merck & Co., Inc., Whitehouse Station, NJ, USA.
10 Riley, Donna M., C. Alison Newby, Tomas O. Leal-
Almeraz, Valerie M. Thomas. 2001. Assessing Elemental
Mercury Vapor Exposure from Cultural and Religious
Practices. Environmental Health Perspectives, l(t<) (8): 779-784.
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Dental amalgam, 272
tons.. 5%
Total: 3386 metric tons
and
Control Devices. 166
tons ( 5%
91 tons.. 3%
175 tons.
5%
Electrical control &
switching, 154 tons/
4%
Small-scale gold &
Silver mining
(artisanal). 650 tons.
19%
Batteries, 1081 tons.
Chlor-alkai. 797 tons.
24%
Figure 1. Worldwide uses of mercury in 2000.11
11 Data from U.S. Environmental Protection Agency, Roadmap for Mercury: Figure 6, Chapter V (Addressing International Mercury
Sources), 2006, hllp://www.epa.gov/tnerciiiy/road.tnap.him. Accessed March 31, 2008.
112
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Despite its many uses, mercury is a dangerous
acute (immediate) and chronic (long-term)
poison for humans. The human body quickly
absorbs mercury via contact with the skin,
ingestion (eating), or inhalation (breathing)
of mercury vapor. Symptoms of acute
mercury poisoning include severe nausea,
vomiting, abdominal pain, bloody diarrhea,
and kidney damage. Chronic effects include
inflammation of mouth and gums, excessive
salivation, loosening of teeth, muscle tremors,
spasms, personality changes, depression,
irritability, and nervousness. Mercury is also
a reproductive toxin, which makes mercury
exposure especially dangerous for women
who are pregnant or could become pregnant.
Although all forms of elemental mercury are
dangerous, elemental mercury vapor is
especially toxic. Mercury vapor is a colorless
and odorless gas, so you do not know when
you are inhaling it. In an enclosed space
like a bedroom or classroom, very high
levels of mercury vapor can be released from
elemental mercury left open to indoor air.
In the event that elemental mercury is spilled
in schools, homes, or in other enclosed areas,
it is extremely dangerous.
Elemental mercury and compounds
containing mercury exist naturally at relatively
low levels in air, water, rocks, and soil.
Mercury has three different forms: elemental,
inorganic, and organic. Table 3 lists some
examples of products that contain each of
these forms of mercury and the ways humans
can be exposed to them.
Inorganic mercury compounds are powders
or crystals formed via reaction of elemental
mercury with other elements, such as
chlorine, sulfur, or oxygen. Inorganic
mercury compounds are also called mercury
salts. They are used in some skin-lightening
creams, antiseptic creams, and ointments.
School science classes sometimes use
mercury salts in chemistry experiments.
Inorganic mercury does not readily evaporate
so it is not easily inhaled, but it can be
absorbed by contact with skin and by
ingestion. An example of the inorganic
mineral mercury sulfide (HgS), also called
cinnabar, is shown in Figure 2.
3, of
Elemental
Mercury
Inorganic Mercury
("Mercury Salts")
Organic Mercury
(such as methyl
mercury)
Some types of:
• Thermometers
• Manometers
• Light switches
• Batteries
• Tooth fillings
Some types of:
• Cosmetics
• Skin-lightening creams
• Antiseptic creams
• Ointments
• School chemistry
experiment reagents
• Contaminated fish
• Contaminated shellfish
• Inhalation of vapor
(very dangerous!!!)
• Contact with skin
• Ingestion
• Contact with skin
• Ingestion
• Ingestion
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Figure 2. Crystals of mercury sulfide (HgS).
Organic mercury compounds are formed
when mercury combines with carbon in living
systems. Microorganisms and bacteria in
water, soil, and sediment produce one of the
most common forms of organic mercury,
called methyl mercury. Many living
organisms bioaccumulate methyl mercury,
which means the level of the chemical builds
up in their tissues because they ingest it faster
than their bodies can excrete it. Figure 3
shows how methyl mercury can
bioaccumulate in the food chain. Animals in
the aquatic ecosystem, such as fish and birds,
are particularly susceptible to methyl mercury
*•
^ff
The Bioaccumulation of
~ ~~~: Pethylmercyry
Figure 3. Bioaccumulation of methyl mercury in an
aquatic ecosystem.
Red dots indicate the presence of methyl mercury in
plants and animals. The size of the red dot corresponds
to the amount of bioaccumulation; large dots represent
higher concentrations of methyl mercury.
bioaccumulation. For example, when a
bigger fish, like a tuna, eats a smaller fish, like
a herring, the methyl mercury in the small
fish bioaccumulates in the big fish.
Bioaccumulation can be a problem for people
who eat a significant amount of fish and
shellfish in their diet. When people eat
seafood contaminated with methyl mercury
on a regular basis, the chemical builds up
in their bodies and poisons them over time.
Fetuses, babies, and young children are
particularly susceptible to the chronic effects
of methyl mercury poisoning because the
chemical can have devastating, irreparable
effects on the developing central nervous
system.
Since mercury is a naturally-occurring
element that is also used industrially and
commercially, both natural processes and
human activities release mercury into the
environment. Mercury has a global cycle,
shown in Figure 4. Weathering of rocks and
volcano eruptions are examples of natural
processes that introduce mercury into air,
water, and soil. Burning of fossil fuels,
especially coal, is a significant source of
mercury emissions. In addition, municipal
waste incinerators, landfills, and trash dumps
release elemental mercury from products,
such as thermometers, into the environment.
Mercury in landfills and trash dumps can also
reach lakes, rivers, and oceans by seeping
into the surrounding soils and groundwater.
In this way, mercury switches between its
three forms in the environment and travels
around the world in air, water, sediment, soil,
rocks, and animals.
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J
Dry Deposition
BioaeeurmilaBen
Figure 4. The global mercury cycle.12
12 Northeast Waste Management Officials Association, The Mercury Cycle,
lillp://www.newrnoa.org/preveiilion/lopicluib722/mercury cycle.pdl. Accessed March 31, 2008.
Student Participant's Manual
115
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in
There are several industries in Thailand that
use mercury or release it as a by-product.
In 2003, Thailand imported approximately
14 metric tons of mercury, primarily for
application in fluorescent lamp production,
dentistry, and lab analysis. A Ministry of
Industry "green label" program has reduced
the amount of mercury in paint, but up to
25% of paint factories still use mercury in
their manufacturing process. At least four
major thermal power plants in Thailand
currently burn coal to produce electricity;
since all coal contains mercury, burning coal
releases mercury into the air. Oil and gas
operations have taken steps to reduce
mercury emissions, but many plants still
discharge waste into the Gulf of Thailand
that contains trace amounts of mercury.
Schools use a variety of elemental and
inorganic mercury products, many of which
may come into direct contact with students.
Chemistry students may use mercury salts as
reagents in laboratory reactions. Science
teachers often use equipment that contains
elemental mercury, such as thermometers and
barometers, to illustrate scientific principles.
Occasionally, teachers keep vials or beakers
of elemental mercury in the classroom to
demonstrate mercury's unique characteristics
to students studying the periodic table of
elements. School nurses may use mercury
fever thermometers and mercury
sphygmomanometers (blood pressure-
measuring devices) to treat sick students. All
of these uses of mercury are very dangerous,
because they could result in spills and
subsequent acute poisoning of students.
Mercury can also be found in building
equipment, such as fluorescent lamps,
thermostats, electrical switches, flow meters,
and boiler controls. Some latex paints and
pesticides also contain mercury. In most
cases, mercury in existing building equipment
does not pose an immediate risk to students
and teachers because the mercury is not easily
accessible. As mercury-containing building
materials degrade and break, however, they
should be replaced with mercury-free
equipment. The exception is mercury
fluorescent lamps. Currently, there are no
general indoor lamps that are more energy
efficient than mercury-containing fluorescent
lamps. As a result, schools should continue
to use mercury fluorescent lamps for their
general indoor lighting needs.
Example of a mercury fluorescent
lamp on the ceiling of a classroom.
Example of a mercury electrical switch.
Notice the pool of silver-colored elemental
mercury on the left side of the switch.
3.4 Do
in
Exposure to mercury causes immediate and
long-term health effects that are especially
severe for young people. There is no reason
for you as a student and resident of your
community to permit yourself to be exposed
to the hazardous effects of mercury. In most
cases where mercury and mercury-containing
equipment are used, safe and effective non-
116
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mercury products can be substituted. Inform
your teachers and parents about the toxic
effects of mercury, and encourage them to
eliminate mercury from your school and
home. In the event that you encounter a
mercury spill, make sure you know how to
clean it up safely. This section will provide
you with tips on how to eliminate mercury in
your world, and how to deal with mercury
safely if you encounter an accident.
in
There are no safe uses of mercury or
mercury-containing products in school
classrooms and nurses' offices. Mercury
thermometers, manometers, and
sphygmomanometers can break and spill
elemental mercury onto counters, desks,
and floors. The case studies in Section 1.2
describe what can happen when an elemental
mercury spill occurs: acute poisoning of
students and widespread contamination of
schools and homes. Schools should work
towards removing all mercury chemicals and
mercury-containing devices by replacing
them with non-mercury alternatives. For
example, a mercury-filled thermometer can
be replaced with an alcohol thermometer.
Encourage your school to phase out the use
of all mercury-containing equipment in
classrooms and the building. Offer to be
part of a "Mercury Task Force" with
teachers, administrators, janitors, school
nurses, grounds-keepers, and parents that
leads the effort toward removing all mercury
sources from the school. As mercury
products are identified and removed from the
school, make sure they are disposed of
properly! Encourage your administrators to
contact the local hazardous waste disposal
agency to safely remove mercury sources
from school property. Do NOT throw
mercury-containing items or chemicals in the
trash, down the sink, or down the drain!
Examples of a mercury thermometer (a)
and an alcohol thermometer (b).
in
Just as there are no safe uses of mercury and
mercury-containing equipment in schools,
there are no safe uses for these products in
homes, either. Tell your parents about the
toxic effects of mercury, and encourage them
to remove all mercury products from your
home. Common mercury-containing
products found in homes include mercury
thermometers, some cosmetics and face-
lightening creams, some types of batteries,
and mercury electrical switches. If your
family members use elemental mercury for
religious or cultural ceremonies, explain how
dangerous it is, and encourage them to find
alternative practices that do not involve
mercury.
Be sure to safely dispose of mercury
products — do not throw anything containing
elemental mercury, such as a thermometer or
battery, in the trash! Check with your local
hazardous waste disposal agency about the
correct way to safely remove mercury
products from your home.
Student Participant's Manual
117
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Another way you can reduce your risk of
mercury exposure at home is by avoiding
seafood with high levels of methyl mercury.
Almost all fish and shellfish contain methyl
mercury, but some fish have higher levels of
methyl mercury than others, as shown in
Table 4. Adults and children should avoid
shark, swordfish, king mackerel, and tilefish,
because these fish have high levels of methyl
mercury. Instead, choose shrimp, canned
light tuna, salmon, pollock, and catfish,
because they have low levels of methyl
mercury. The U.S. Environmental Protection
Agency (EPA) recommends that adults eat
no more than approximately 340 grams of
these fish and shellfish each week. Children
should eat smaller amounts so they limit their
overall exposure to methyl mercury.13
to Up
In the event you encounter a mercury spill,
you should know how to clean it up safely.
One of the most common causes of mercury
spills is a broken mercury thermometer.
All mercury spills, regardless of size, are
hazardous because elemental mercury emits
toxic vapors into the air. Mercury vapor is
colorless and odorless so you do not know
when you are inhaling it. Cleanup of a
mercury spill can be difficult because
elemental mercury is a liquid that easily
separates into tiny beads that can accumulate
in very small spaces, such as on carpet fibers
or between floor tiles.
Until all the mercury products have been
removed from your school and home,
encourage your parents and teachers to have
a plan in place in the event of a mercury spill.
Whenever possible, a qualified and
experienced professional cleanup contractor
should be engaged to cleanup mercury spills.
Professional cleanup contractors have access
to specialized equipment that permits safe
removal of mercury from most non-porous
surfaces such as smooth concrete, tile floors,
and counters. In the event a professional
contractor is not available, follow the
"Mercury Spill Cleanup" procedure in
Appendix A when a mercury spill occurs.
Treat this procedure like a "fire drill" by
practicing it several times per year so you,
your parents, and your teachers become
familiar with their roles. Assemble a "Spill
Cleanup Kit," also listed in Appendix A, and
store it in a secure location so it is readily
available in the event of an accident. Note
that all items involved in cleanup of a
mercury spill will become contaminated and
will have to be discarded as hazardous waste,
so plan accordingly.
4. for
• Shark
• Swordfish
• King Mackerel
Tilefish
• Shrimp
• Canned Light Tuna
• Salmon
• Pollock
• Catfish
13 U. S. Environmental Protection Agency, "What you need
to know about mercury in fish and shellfish,"
llli|X//_WAV W...CP tj. PQl^
Accessed January 31, 2008.
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There are also several things that you should
NOT do in the event of a mercury spill.
Make sure you and the adults cleaning up the
spill do not make the following mistakes.
up a Young people
are more susceptible to mercury poisoning
than adults, so they should immediately
leave the area of the spill and go outside
or into a well-ventilated area.
Never a to
up a The vacuum cleaner
will volatilize liquid mercury and increase
exposure to toxic mercury vapors. In
addition, the vacuum cleaner will become
contaminated with mercury and will have
to be discarded.
Never a to up a
The broom will break the
liquid mercury into tiny beads and spread
them into small spaces, such as between
floor tiles or floor boards. Once mercury
beads are out of sight in small spaces,
they are very difficult to remove.
They will remain in the room to volatilize
and poison adults, children, and pets.
In addition, the broom will become
contaminated with mercury and will have
to be discarded.
Mercury will contaminate lakes or streams
where waste water is discharged. And
because mercury is very dense, it can lodge
in the drain and cause plumbing problems.
Never
a
Mercury will contaminate lakes or streams
where waste water is discharged. In
addition, the washing machine will
become contaminated with mercury and
will have to be discarded.
Never
Burning
items contaminated with mercury will
vaporize the mercury into its most toxic
form.
Never throw items
local
Items contaminated with mercury are
hazardous wastes, and they must be
disposed of properly. Most local trash is
either transferred to a landfill or burned,
both of which will release mercury into the
environment, where it can harm humans
and wildlife.
Never
to
Cleaners containing
ammonia or chlorine will react with
mercury to release toxic gases.
It is important to remember that chemicals
are essential for the effective functioning of
schools. When managed safely, chemicals
provide a wide variety of benefits to students,
teachers, and administrators. However,
chemicals can be dangerous to students and
staff when stored and handled improperly.
Chemicals that are persistent in the
environment and bio-accumulate through
the food chain are especially hazardous
for children and adolescents. Mercury,
in particular, has long-lasting effects on
human health and the environment. As a
result, mercury-containing thermometers,
equipment, and products should be properly
disposed of and replaced with safer
alternatives when possible.
Student Participant's Manual
119
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Now that you understand the potential health
risks associated with exposure to chemicals,
especially mercury, you can educate other
students. Share the information you have
learned in this workshop with your friends
and classmates. By working together with
teachers, school administrators, and your
parents, you can make your schools and
communities safer.
Police responding to a chemical spill
at a school in the USA.
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Use the following procedure to clean up elemental mercury spills safely. Assemble the "Mercury
Spill Cleanup Kit" ahead of time and keep it in a secure location so it is ready in the event of a
mercury accident.
• 5 1-L plastic bags, self-sealing if possible
• 2 large thick plastic trash bags
• Rubber or latex gloves, at least 1 mm thick - enough for all members of the Cleanup Team; make
sure gloves fit snugly on the hand
. 1 roll of paper towels
• 1 eyedropper or small plastic pipette
• 1 small plastic bowl
. 1 roll of duct tape
. 1 flashlight
• 1 pair of scissors
• Extra clean clothing for students or residents, in case clothes become contaminated and must be
discarded.
1. Designate two to three adults to clean up the mercury spill. These individuals will be the
"Cleanup Team."
2. The Cleanup Team should determine if anyone involved in the spill has become contaminated
with mercury on their clothes, shoes, or skin. Contaminated individuals should remain where
they are to avoid spreading mercury to other areas. They will be decontaminated by the Cleanup
Team.
3. Everyone who is not contaminated or helping with the cleanup, including children and pets,
should leave the area immediately. Be careful when evacuating — make sure no one walks
through the mercury spill!
4. Open all windows and doors to the outside and allow fresh air to ventilate the area of the spill.
Close doors to other parts of the building.
14 Adapted from U.S. Environmental Protection Agency, Mercury Spill Page, http://www.cpa.gov/mcrciiry/spLlls/indcx.htm.
Accessed February 1, 2008.
15 Adapted from U.S. Environmental Protection Agency, Mercury Spill Page, hlj^^l//wji^^^a^;o^/l^eJX^lrv/spill£/i^d£xJllm.
Accessed February 1, 2008.
Appendix A
Student Participant's Manual
|Ar1
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5. Retrieve the Mercury Spill Cleanup Kit from its storage location.
6. All Cleanup Team members should put on rubber or latex gloves.
7. If any individual has been contaminated with mercury on their clothes, shoes, or skin, the
Cleanup Team must decontaminate them. Help the contaminated individuals remove
contaminated clothing and/or shoes very carefully so as to avoid dislodging and spreading
attached mercury. Place the contaminated clothing and/or shoes into one of the large plastic
trash bags. Use the sticky side of a piece of duct tape to carefully remove any mercury that may
be clinging to exposed skin. Use a new piece of duct tape for each area of exposed skin. Place
the pieces of duct tape with adhered mercury into a 1 L plastic bag, fold the top of the bag over
on itself, tape it shut, and place it in the large trash bag with the contaminated clothes.
Individuals should use the clean clothes and shoes in the Mercury Spill Cleanup Kit to replace
their contaminated items. As soon as individuals are de-contaminated, they should evacuate the
area, being careful not to walk through the mercury spill.
8. Cleanup Team members should now turn their attention to the mercury spill. Carefully pick up
any pieces of broken glass or other items mixed in with the mercury spill and place them on a
paper towel. Be sure not to dislodge any mercury that may be clinging to these broken items.
Carefully fold the paper towel and place it in one of the 1 L plastic bags. Fold the top of the bag
over on itself and tape it shut. Place the sealed 1 L plastic bag in one of the large trash bags.
9. Mercury is very difficult to remove from fabric items such as carpet, furniture, and draperies. If
mercury has spilled on these items, it is preferable to remove the entire item from the building,
being earful not to dislodge and distribute the adhering mercury. When removing the entire
fabric item is not possible, such as in the case of wall-to-wall carpeting, cut out the contaminated
area, being careful not to dislodge and spread adhering mercury. Place the contaminated items
in a large trash bag.
10. If mercury has spilled on a hard surface, such as wood, tile, or linoleum, locate the visible
mercury beads. Line the bottom of the plastic bowl with a damp paper towel. Use the
eyedropper or small plastic pipette to carefully suck up visible mercury beads and drop them on
the damp paper towel in the plastic bowl. Mercury is fairly viscous, so it can flow quickly over
hard surfaces, thus it is important to carefully collect mercury beads without dislodging them.
Use the flashlight to illuminate the floor at an angle in order to locate all mercury beads. Be sure
to scan the entire area since mercury can travel long distances on hard surfaces. When you have
removed all of the visible mercury beads, carefully place the plastic bowl containing the mercury
into a 1 L plastic bag, fold the top of the bag over on itself and tape it shut. Place the
eyedropper or small plastic pipette into a separate 1 L plastic bag, fold the top of the bag over on
itself and tape it shut. Place the sealed 1 L plastic bags in one of the large trash bags.
11. After you have removed all the visible beads, carefully press the sticky side of a piece of duct
tape on the surface of the spill to remove any small, less visible beads. Use a new piece of duct
tape for each area of the spill. Carefully place the pieces of duct tape with adhered mercury into
a 1 L plastic bag, fold the top of the bag over on itself and tape it shut. Place the sealed 1 L
plastic bag in one of the large trash bags.
12. After the Cleanup Team has completely cleaned up the spill, all Team members should remove
their gloves and place them in one of the large trash bags. If any clothes or shoes have become
contaminated with mercury, they should also be placed in one of the large trash bags. Then the
tops of the large trash bags should be carefully folded over and completely sealed with duct tape.
IA-2 Student Participant's Manual Appendix A
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Label the trash bags: "HAZARDOUS! CONTAINS ELEMENTAL MERCURY!" in large,
clearly visible letters.
13. Remove the bags containing the contaminated items to a safe holding place outside of the
school or house. Consult your local municipal waste authority or hazardous wasted disposal
agency for guidance on how to safely dispose of the bags containing the contaminated items.
14. Keep the windows open to the outside for at least 24 hours to allow any traces of mercury vapor
to dissipate from the building. Continue to keep children and pets out of the spill area for at
least 24 hours. If anyone present during the spill begins to feel ill, seek medical attention
immediately.
Appendix A Student Participant's Manual IA-3
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