United States
Environmental
Protection Agency
Office of Pollution
Prevention and Toxics,
Washington, DC 20460
EPA 747-R-08-003
April 2008
Mercury and Chemical
Management in Schools:
An Instructor's Guide for Trainers
in Schools 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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This instructor's guide is a tool to help instructors promote the concepts of safe mercury and
chemical management in schools. The guide is accompanied by the "Mercury and Chemical
Management in Schools: A Participant's Manual for School Administrators and Teachers in
Southeast Asia" (Participant's Manual), which will be distributed to training participants. This
instructor's guide contains three types of materials:
1. Guidance for the instructor/facilitator on conducting the training course (Section I)1
2. A copy of all presentations with talking points as appropriate (Section IT)
3. Instructions for participant activities (Section III).
Sections II and III are both arranged according to the four training session topics: (1) Importance
of Mercury and Chemical Management for School Administrators and Teachers, (2) Hazardous
Chemicals and Equipment in Schools, (3) Policies and Actions for School Administrators and
Teachers, and (4) Be Smart About Mercury. The presentation slides (overheads) corresponding
with Section II are contained on a CD included with this guide. The instructor is encouraged to
rearrange, add, or delete slides as appropriate to his or her approach, the audience, and the time
available for training. The facilitator should also review the more detailed information in the
Participant's Manual.
Instructors are encouraged to duplicate any portion of this guide and the Participant's Manual as
needed to conduct training or to implement a mercury and chemical safety program. Any and all
parts of these documents may be reproduced or translated as necessary, but credit should be given
to this original document.
The participants in this training are university and high school administrators, teachers, and school
district personnel. After the training, each participant should be able to:
1. Understand the need for and basic principles of responsible chemical and mercury management
in schools.
2. Develop or revise school policies to incorporate basic steps to prevent and minimize the
incidence of chemical spills, exposures, and emergency scenarios in schools.
3. Support broader district-level efforts to raise awareness of chemical and mercury safety in
schools, promote alternatives, and engage in proper waste management.
1 Much of Section I is adapted from United States Environmental Protection Agency, Principles of Pollution Prevention and
Cleaner Production, An International Training Course, Facilitators Manual, prepared by Battelle Memorial Institute, December
15, 2000.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
M
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This training course is to be taught by an instructor (facilitator) using an interactive or "facilitated
training" approach. The goal of facilitated training is to enable class participants to solve problems
through participation and involvement, rather than simply by listening to a lecturer. This mercury
and chemical safety training course is designed to foster maximum participation, including activities
and opportunities for group discussion.
It is essential that participants bring their own ideas and experiences with mercury and chemical
safety into the training. Facilitators offer specialized knowledge, but participants have the
experience to develop practical solutions out of the information provided. Facilitators guide
participants through an interactive process. This facilitated method is a model for training that you
can adapt to meet your own training needs. The most important idea is to be creative and have
fun with the training course.
Adults are excellent learners because they are often highly motivated and bring so many of their own
experiences to the educational setting. In instructing adults about mercury and chemical safety, keep
the following in mind:
Design learning activities to engage and enable participants to develop technical knowledge in
mercury and chemical safety, including effective planning, problem solving, analyzing the root
causes of problems, and communication.
Emphasize how participants can apply mercury and chemical safety concepts to develop specific
policies and programs for their schools.
Demonstrate how the material you are presenting is relevant and useful. Participants are less likely
to remember and use information if it is not clear how this information applies to their schools.
Course material must be linked directly to their experience in a way they can understand.
The responsibilities of the instructor/facilitator include:
Presenting information in several forms (verbal, written) to ensure understanding, especially since
participants may not be familiar with specific terminology and, in some cases, may not be native
speakers of the language of instruction
Asking questions to stimulate discussion, demonstrating the relevance of key comments, keeping
the discussion on track
Providing instructions for small group activities and checking in with each group periodically to
keep the groups on track
Restating conclusions at the end of a discussion and preparing the group for the next session.
An effective facilitator expands the group's thinking on important details by asking appropriate
questions. A facilitator should avoid making participants feel singled out of as if they are being
tested, but rather should ask questions in a participatory manner. The questions a facilitator may ask
can be organized into the following categories:
Exploratory questions: What are the facts? What went wrong? What can be done?
Challenging or testing questions: Are these solutions to the problem? Are others possible? Where
might these solutions go wrong?
Contextual and relational questions: What kinds of solutions do you have? How is this solution like
that solution? How is it different?
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Questions of priority: Which is the best solution? Why?
Questions of concept and conclusion: What have you learned? What are the principles involved in the
choices you have made? How do they relate to choices you have made in previous sessions?
Table 1 answers some frequently asked questions about facilitated training.
How do I promote
learning?
How do I gain
confidence and
overcome stage fright?
What are some
technical tips for
working with visual
aids?
What if the group asks a
question I cannot
answer?
How can I handle
discussion that strays
from the training topic?
Before the course or at the beginning of the course, assess each participant's knowledge of
mercury and chemical safety. Start your instruction at a level appropriate to the participant's
understanding. Seek feedback and use it to judge whether participants are learning. Learn the
difference between effective and ineffective instruction.
Stop thinking about yourself. Focus on the message you will convey. Practice calming
techniques, such as deep breathing, to control involuntary reflexes. Prepare for the course by
reading the instructor's guide and participant's manual, and making notes in the margins or
highlightinj^^PracticeJ^^
Set up the equipment well in advance. Make sure you are not standing between your audience
and the visual aids. Face the audience as you speak. Keep the group's attention focused by
pointing at the specific items to which you are referring, using a pointer if available (even a pencil
will work). Have backup materials for any electronic presentations.
Refer the question back to the audience. Ask them their opinions or ask if anyone else knows the
answer. Alternatively, guide participants in how and where they can find the answer themselves.
It is up to the facilitator to determine if pursuing such a topic will benefit the group. If so, feel free to
record the group's responses on a blank flipchart. If not, then interrupt and bring the discussion
back on track with an appropriate question or transition to the next subject.
What are the
characteristics of a good
style of delivery?
Project your voice so that everyone can hear. Time your remarks so that the pace is neither too
slow nor fast. Maintain eye contact with the group by looking at different people. Smile. Use
examples.
While covering the basics of mercury and chemical safety, the emphasis of this training is on the
policies and programs that schools and schools districts need to adopt to protect students, staff,
and the surrounding community. Schools and school districts need solid, useful, specific
recommendations and information on responsible mercury and chemical management to facilitate
the establishment of sound policies and programs. The goal is to prevent and minimize the
incidence of chemical spills, exposures, and emergency scenarios in schools.
This training is designed to be understood by university and high school administrators and teachers,
without a requirement for an advanced chemistry or other scientific background. Certain technical
terms may not be understood by all participants, but the overall message of the need for sound
policies and programs should be clear to all participants. In addition to school staff, this training
may be useful to other stakeholders such as government, industry, and non-profit organizations who
have a role in safe mercury and chemical management. For example, government officials may have
a role in regulating or overseeing mercury and chemical management, chemical and equipment
2 From United States Environmental Protection Agency, Principles of Pollution Prevention and Cleaner Production, An
International Training Course, Facilitators Manual, prepared by Battelle Memorial Institute, December 15, 2000.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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companies may develop new products or conduct outreach to customers, and non-profit
organizations may raise awareness of mercury and chemical safety in schools.
A small class size of 20-30 people promotes discussion and active participation in activities.
At the beginning of the training, the instructor should invite each participant to briefly introduce
him/herself. This will not only create a participatory atmosphere, but will also foster the
establishments of informal networks outside of the training to collectively address mercury and
chemical management in schools, and share lessons learned.
You should take several important steps before the training course begins:
First, determine the amount of time available for the training. An abbreviated version of
this training with very limited activities could be given in two hours (or two 1-hour sessions), but an
ideal amount of time is about 8 hours. If time allows, arrange for a site visit to a school or well-run
laboratory before the training begins (in addition to the 8 hours), to get participants actively engaged
in identifying and solving mercury and chemical safety issues. Develop an agenda based on the
sample agendas at the end of this section.
Second, determine whether you will be the only instructor, or whether you will have a co-
instructor. For trainings of four hours or longer, it is recommended to have two instructors. Co-
instructors can be useful for keeping participants' interest and maintaining the instructors' energy
levels. As necessary, coordinate with the other instructor, and tailor each of your presentations to
follow a logical order and fit within the allotted time.
| Next, take care of logistics, such as ensuring that:
Invitations have been sent well in advance
A good training room with appropriate temperature setting has been reserved
Training room containing the needed audio-visual equipment
Your presentation (and a separate backup copy) are ready
Participants' manuals have been copied (and translated, if necessary)
Materials for the activities have been gathered
The laboratory tour has been arranged (if included).
Pay careful attention to the room setup, especially the arrangement of participants' desks. Ideally,
participants' desks and chairs should be configured in a "U" shape with the participants around the
U facing inward with the facilitators and flipchart stands at the front of the room in the open part of
the U. A room large enough to hold the participants in a U format with tables and additional
break-out space is the best setting. If separate break-out spaces are not available, arrange tables so
people are seated in groups throughout the class. This arrangement works well since it is most
comfortable for group work. No matter what the room arrangement, rearrange the membership of
the small groups from activity to activity. This way the participants meet and work with all the
people in the room.
Finally, practice delivering the training course. Carefully review the Participant's Manual,
the slides and talking points in Section II of this guide, and the activity instructions in Section III of
this guide. The importance of practicing, and coordinating with other instructors, as appropriate,
cannot be emphasized enough.
14 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Because the needs of your audience may vary widely, this guide provides material sufficient to allow
the instructor to tailor the information to the level of the group. Shorter courses may be appropriate
for staff peripherally involved in mercury and chemical safety. A full 8-hour course is recommended
for school administrators and teachers who will be responsible for developing and implementing
mercury and chemical safety policies and programs in schools.
Each of the four session topics should begin with a discussion of the session goals and activities,
so that the participants understand how it fits into the whole course. At the end of each session,
facilitators should highlight key points of the session and leave open time for discussion to clarify
points and answer participant questions. At the end of the training course, provide certificates of
course completion, and end the training on a positive note.
Although there is a lot to know about mercury and chemical safety in schools, keep the design of the
training course simple. Identify core materials and do not sacrifice quality if short on time. It is
better to reduce the amount of material covered than to try to fit too much information into a
limited time. The following agendas are guidelines; adapt them according to your style, the
participants' needs, and the time available.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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8:30 a.m.
Welcome, Overview of Day, Round-the Room
Introductions (Both Instructors)
9:00 a.m. Part 1: Importance of Mercury and Chemical Presentation
Management for School Administrators and Teachers (30 minutes)
(Instructor #1)
Activity 1: Interactive Analysis of School Chemical Accident 45 minutes
Case Studies
10:15 a.m. Break (provide drink and snack)
10:30 a.m. Part 2: Hazardous Chemicals and Equipment in
Schools (Instructor #2)
Presentation
(45 minutes)
Activity 2: Identifying Chemical Hazards
45 minutes
12:00 p.m. Break for Lunch
1:00 p.m. Part 3: Policies and Actions for School
Administrators and Teachers (Instructor # 1)
Activity 3: Brainstorming on School Policies and Actions
2:15 p.m.
Presentation
(45 minutes)
30 minutes
Break (provide drink and snack)
2:30 p.m.
Part 4: Be Smart About Mercury (Instructor #2)
Presentation
(45 minutes)
Activity 4: Mercury Spill Role-Playing
45 minutes
4:00 p.m. Question and Answer Session (Both Instructors)
Facilitate discussion with participants. Consider
asking participants to name the "Top 10" things they
learned, and create and distribute a poster based on
this list.
4:30 p.m. End of Training
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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NOTE: Presentation times have been shortened in this agenda. The instructor should present only
the most important slides, and refer participants to their manual for additional information.
8:30 a.m. Welcome, Overview of Day, Round-the Room
Introductions
9:00 a.m.
90:30 a.m.
10:00 a.m.
10:30 a.m.
10:45 a.m.
11:15 a.m.
Part 1 : Importance of Mercury and Chemical
Management for School Administrators and Teachers
Part 2: Hazardous Chemicals and Equipment in
Schools
Activity 2: Identifying Chemical Hazards
Break (provide drink and snack)
Part 3: Policies and Actions for School
Administrators and Teachers
Part 4: Be Smart About Mercury
Presentation
(30 minutes)
Presentation
(30 minutes)
30 minutes
Presentation
(30 minutes)
Presentation
(30 minutes)
11:45 a.m. Closing Discussion (Activity 3): Brainstorming on 30 minutes
School Policies and Actions
12:15 p.m. End of Training
NOTE: Presentation times have been shortened in this agenda. The instructor should present only
the most important slides, and refer participants to their manual for additional information.
11:00 a.m.
ll:30a.m.
11:50 p.m.
12:00 p.m.
Part 1 : Importance of Mercury and Chemical
JVIanagsn^
Part 2: Hazardous Chemicals and Equipment in
Schools
Break (provide lunch for participants to take back to
^jheir^seats]
Part 3: Policies and Actions for School Administrators
and Teachers
Presentation
21L!BHH!;£5)
Presentation
(2j)jnutes)
Presentations
j20jmmi£t^
12:30 p.m.
1:00 p.m.
Part 4: Be Smart About Mercury
(Optional) Closing Discussion (Activity 3):
JBramstorn^
Presentations
(30j£]£^)
30 minutes
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Part 1: Importance of Mercury
and Chemical Management for
School Administrators & Teachers
v'/.§-
m
ntal
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Why You Should Care....
1 . Expense to school
2. Health risks
3. Community trust
4. Potential for school closure
5. Harm to the environment
1. The expenses incurred from disposal, spills, and other incidents, including potential
liabilities/lawsuits, can be considerable. The costs of responding to chemical incidents can reach
hundreds of thousands of U.S. dollars (or several million Thai Baht) or more at a single school. In
addition to response costs, improper chemical waste management can result in fines and increased
insurance premiums in some countries.
2. Improper mercury and chemical management poses health and safety risks to students
and school employees. Students' bodily systems are still developing: they eat more, drink more,
and breathe more in proportion to their body size, and their behavior can expose them more to
chemicals than adults.
3. It only takes one chemical incident, such as a spill, explosion, or chemical exposure, to
break the trust with the community. School incidents can lead to increased parental and
community concern, negative publicity, and embarrassment to the school and school district.
4. Improper chemical management may result in school closures that result in a loss of
valuable education time. Schools can be closed for days, weeks, or even months as a result of an
improperly cleaned-up chemical incident, such as the breakage of a mercury thermometer, especially
when spilled chemicals are accidentally spread throughout the school.
5. Improper chemical management can lead to unintended chemical discharges and spills,
which inflict damage upon the environment where students, teachers, staff, and parents live
and work. Improper chemical discharges into sanitary sewer lines or on-site waste treatment
systems (including septic tanks) can have adverse effects on rivers, streams, and groundwater.
Improper waste segregation and management can result in direct exposure of communities to toxic
chemicals, whether through fumes from trash burning, direct contact to waste pickers, or
contamination of nearby soils and water.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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1. Expense to School
Costs of responding to a chemical incident
can be up to: i^/
-Several million Thai Baht £~~^ ~ ",-i^..
- Hundreds of thousands of US$ c --^j^
Compare:
for a school mercury
cleanout (prevention)
- US to clean up a
mercury spill (reactive)
In a joint "Rehab the Lab" program, 81 schools collected their liquid mercury and mercury
thermometers, and packed and transported them for hazardous waste disposal at a per school cost
of US $300 (about 9,500 Baht).
A small amount of mercury was spilled at one school on a carpet, causing bad publicity, potential
exposure, and extensive clean-up and disposal costs of about US $3,000 (about 95,000 Baht).
2. Health Risks
Children and adolescents are NOT little adults:
- Their are still developing.
- They eat, and relatively more than
adults (in proportion to their body size).
- Their is more likely to cause accidents.
Poor chemical and mercury
management can harm students
and impair their learning.
Students' bodily systems are still developing; they eat more, drink more, and breathe more in
proportion to their body size; and their behavior can expose them more to chemicals than adults.
110 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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3. Community Trust
It only takes one mercury or chemical
incident to break trust with the community.
School officials and teachers DO NOT
want to be embarrassed.
School incidents can lead to increased parental and community concern, negative publicity, and
embarrassment to the school and school district.
4. Potential for School Closure
Schools can be closed for
or if a chemical incident is not
properly cleaned up (for example, a ^
broken mercury thermometer).
In Washington D.C., Ballou High School
was closed for 35 as a result of
mercury contamination. -
Schools can be closed for days, weeks, or even months as a result of an improperly cleaned-up
chemical incident, such as the breakage of a mercury thermometer, especially when spilled chemicals
are accidentally spread throughout the school.
At Ballou High School in 2003, 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.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia 111
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5. Harm to the Environment
Improper disposal damages the
environment where students/teachers live.
Dumping chemicals
the
impacts rivers, streams,
and groundwater.
Sending a mercury thermometer to a
endangers waste pickers/
recyclers. one can be even worse!
Improper chemical management can lead to unintended chemical discharges and spills, which inflict
damage upon the environment where students, teachers, staff, and parents live and work. Improper
chemical discharges into sanitary sewer lines or on-site waste treatment systems (including septic
tanks) can have adverse effects on rivers, streams, and groundwater. Improper waste segregation
and management can result in direct exposure of communities to toxic chemicals, whether through
fumes from trash burning, direct contact to waste pickers, or contamination of nearby soils and
water.
Examples: How Things Go Wrong
Sf. Andrew's School, Manila, Philippines, 2006
First hint of mercury exposure
was a result of student call to
National Poison Center.
203 students had to be tested for exposure
10 students were hospitalized
Joint Philippine and U.S. clean-up team
School was closed for about 3 months.
In this incident, mercury was spilled during a chemistry experiment. However, no measures were
taken to clean up the spill at the time which allowed the mercury to be tracked all over the school.
Students were found playing with mercury beads which resulted in much of the harm to health from
this event.
112 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Examples: How Things Go Wrong
Somers High School, New York, 2008
Student dropped a bottle of bromine
(corrosive liquid that can harm respiratory
system if inhaled).
Fumes spread quickly.
School was evacuated
and closed for the day.
11 students treated at hospital.
10
This is an example of why students should not be handling dangerous chemicals, especially in large
quantities.
Examples: How Things Go Wrong
Ballou High School, Washington, DC, 2003
Student took 250 ml_ of mercury from a
science lab, then sold it to other students.
Contaminated classrooms, gymnasium,
cafeteria, city buses, homes.
Over 200 homes were tested
for mercury contamination.
School was closed for 35 days.
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.
Mercury was found in classrooms, gymnasium, and cafeteria. In addition, students unknowingly
carried mercury through the streets, onto city and school buses, and into their homes, broadening
the potential area of mercury contamination. As a result of the spill, Ballou High School was closed
for 35 days and over 200 homes were tested for mercury contamination.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia 113
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Examples: How Things Go Wrong
St. Joseph's Catholic School, Idaho, 2008
6 ounce («30ml) jar of mercury was
dropped and broke. = :
School was closed. 5.^,^. '" -=-
Vehicles and houses of three
contaminated students were tested.
Trained response team followed proper
clean-up and decontamination procedures.
Role of School Administrators
andTeachers
sRaise (through trainings such
as this one).
^Make the case for an adequate
all mercury from schools.
^Explore safer (alcohol
thermometers, less hazardous chemicals).
^Develop and implement school for
safe chemical management and disposal.
The need for awareness and education on mercury and chemical safety and management was
identified as a major need by high school teachers in Thailand.
An adequate budget includes both funding for chemical inventory, storage, and disposal, and also
allocation of staff time dedicated to developing and overseeing chemical management.
Safer alternatives can include options such as pollution prevention and green chemistry. In many
cases a commercially available product is less concentrated and therefore less hazardous than their
laboratory chemical equivalents.
Schools should not contain elemental mercury, mercury salts, or any mercury-containing products
with the exception of fluorescent lighting.
Most importantly, put in place mechanisms such as policies and procedures that give high priority to
safe chemical management and define the roles, responsibilities, and steps to achieve this goal.
(more on this in Part 3 of this training)
114 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Part 2: Hazardous Chemicals and
Equipment in Schools
Chemicals Are Important
Chemicals are used to:
-Teach scientific principles
- Keep the school clean
- Reduce disease vectors (e.g., insects)
- Monitor student health (e.g., thermometers)
However...
Teachers and school administrators must
iize and minimize chemical hazards.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia 115
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Where Chemicals Are in Schools
Some places are obvious:
- Science laboratories
- Nurse's office
Some places are NOT obvious:
- Janitor maintenance/cleaning supply closets
- Grounds maintenance I
-Technical education
(e.g., auto repair)
- Art classrooms
Chemicals are used both in the maintenance of a school and in the curriculum taught.
For example, nurse's offices often contain mercury-thermometers and manometers (blood pressure
measuring devices).
For example, in art classes:
Solvents (used in paints, inks, paint thinners, adhesives, lacquers, primers, and other products) can
contain toluene and mineral spirits.
Pottery clear coating glaze can contain lead and other heavy metals.
Pigments for paints and coatings can contain: cadmium, manganese, and chromium.
Dry clay for ceramics and jewelry can contain silica.
116
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Chemicals in Science Labs
Concentrated Acids (undiluted)
Concentrated Bases (undiluted)
Solvents
Oxidizers
Compressed gases
Toxins
Mercury Thermometers, Barometers, Molecular
Motion Demonstration Devices
If^pppfffPifppfPPi^^
Hydrochloric acid
Nitric acid
Sodium hydroxide
fyfeihsnol
Methylene chloride
Lead nitrate
Oxygen
Mercury
Cyanides
Chromates (VI)
Lead salts
Mercury
Mercury
For example:
Igniting methanol is a common lab demonstration. It's also used as a solvent for inks, resins, dyes,
and also found in paint and varnish removers.
Methanol occurs as a flammable, mobile, colorless liquid that is miscible with water.
The problem with methanol, a volatile liquid, is that it gives off vapors at a low temperature, around
50 F (10 C). It has a "wide flammability range" which means that there doesn't have to be a thick
concentration of vapors for a fire to ignite.
Acute exposure of humans to methanol by inhalation or ingestion may result in visual disturbances,
such as blurred or dimness of vision, leading to blindness. Neurological damage, specifically
permanent motor dysfunction, may also result.
Contact of skin with methanol can produce mild dermatitis in humans.
Example: mercury sulfide (mercury salt)
Symptoms noted after acute oral exposure to inorganic mercury compounds include a metallic taste
in the mouth, nausea, vomiting, and severe abdominal pain in humans.
The primary effect from chronic exposure to inorganic mercury is kidney damage.
Acrodynia (pain in the hands and feet) may also occur from exposure to inorganic mercury
compounds.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
117
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Chemicals in Janitor Closets
Cleaning supplies/detergents
Drain cleaners (alkaline)
Drain cleaners (acidic)
Pesticides (including disinfectants/sterilizers)
Paint thinners
Solvents (used in paints, paint thinners, adhesives,
lacquers, primers, and other products)
Water treatment chemicals for swimming pools
2-Butoxyethanol
Trisodium phosphate
Potassium hydroxide
Sulfuric acid
Permethrin
Sodium hypochlorite
Toluene
Xylene
Chlorine tablets
For example: Potassium hydroxide (white or yellow) in alkaline drain cleaners. Very dangerous!
Corrosive. Water-Reactive. Harmful if swallowed. Causes severe eye and skin burns. Causes severe
digestive and respiratory tract burns. Something to keep away from students!
Chemicals in Tech Education5
Solvents (used in paints, paint thinners, adhesives,
lacquers, primers, and other products)
Cleaning supplies/detergents
Compressed gases
Fuels, transmission, and brake fluids
Petroleum naphtha
Turpentine
Phosphoric acid
Sodium silicate
Acetylene
Nitrogen
Gasoline
*for example, Auto Repair, Machine Shops 6
Acetylene is used in oxy-acetylene welding, commonly referred to as gas welding, a process that
relies on combustion of oxygen and acetylene. Acetylene has been used in steel welding and other
heat treatment processes for more than a century.
It is an extremely flammable gas and differs from other fuel gases due to its very unstable nature.
Under certain conditions acetylene may decompose explosively into carbon and hydrogen, this
decomposition is usually triggered by heat if the cylinder is involved in a fire or scorched by the
flame of a torch. This decomposition can also be triggered where the cylinder has been subject to
shock such as when carelessly handled, dropped, being knocked over or struck by an object.
118
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Risks from Chemical Exposure
Risk is dependent upon:
Route of exposure (e.g., inhalation, skin
absorption, consumption)
Duration of the exposure
Underlying health problems
flammability, toxicity)
Therefore, it is important to understand chemical hazards and labeling.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia 119
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UN Classification of Chemicals
\/"
/ft\
"\y
\/
Flammable
Explosive
Corrosive
Oxidizer
_./ V ' ^'\^
/\
_B** ''%,.
_//* jij %.
Poison
Low-level
hazard
Severe chronic
hazard
Environmental
hazard
Identify the Hazards: Hydrogen
Peroxide and Peroxyacetic Acid
Oxidizer
Corrosive
Hydrogen peroxide is often used in low concentrations to "bleach" hair or as a disinfectant.
However, in larger concentrations (such as those used for laboratory experiments) it becomes
corrosive. Over time it breaks down into water and oxygen gas, and therefore must be placed in
containers suited to expanding gas to prevent leaks or even explosions of the containers.
120
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Identify the Hazards:
Ammonium Hydroxide
Corrosive *?
' Environmental
Hazard
Ammonium hydroxide is a mixture of water and ammonia. It is the same mixture as household and
industrial "ammonia" cleaning products, although many different concentrations exist. It can be
found in a laboratory or with cleaning supplies. It should never be mixed or stored nearby anything
with chlorine bleach as it will form a poisonous gas if mixed. High concentrations ammonium
hydroxide can cause severe burns and can be fatal if ingested even in small amounts. Additionally it
has similar harmful effects on other organisms and therefore is an environmental hazard.
Identify the Hazards:
Carbon Dioxide
Compressed non-flammable gas
- Suffocation hazard if inhaled
(need ventilated room)
- Explosion hazard if knocked
over (safety straps)
Compressed gases are used for many purposes. You may find them in laboratories, in a nurse's
office (oxygen), or they may be used with high-powered cleaning equipment. Carbon dioxide, like
many other gases, can cause suffocation if too much is released in an enclosed area. Also, all
compressed gases run the risk of exploding if the bottle is knocked over or damaged. Therefore it is
important to use mechanisms to prevent such accidents from occurring.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
121
-------
Identify the Hazards: 1,4-Dioxane
Highly
Flammable
Harmful
1,4-Dioxane is a solvent generally used in the manufacturing industry but also has some laboratory
applications. It can form explosive peroxides if allowed to mix with too much oxygen. Additionally,
it burns very readily and is a probable carcinogen and irritant.
(Click once for each hazard to appear, two hazards total)
Identify the Hazards:
Sodium Hydroxide
Health/Poison
Corrosive
Sodium hydroxide is a base that is very commonly used in laboratory experiments. In its pure form
it is a solid (such as inside the container pictured) but is often mixed with water prior to use. It can
cause severe burns and reacts with acids to generate substantial amounts of heat. Sodium hydroxide
is also commonly known as lye or caustic soda.
(Click once for each hazard to appear, two hazards total)
122
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Identify the Hazards: Unidentified
Compressed Gas
Flammable
In addition to the concerns with all compressed gases, flammable gases add another issue. The gas
held within the container is itself also flammable, meaning that if something were to ignite the gas as
it comes out, it would burn. A few examples include propane and natural gas. However, it is also
extremely important to make sure that flame sources are far away from the containers themselves
because of the risk of the container exploding.
Identify the Hazards:
Ammonium Nitrate
Oxidizer
Low Level Hazard
-*/ Explosive
Ammonium Nitrate is commonly used as a fertilizer. It can also be used (generally in very small
quantities) in laboratory experiments. When exposed to heat and shock forces, ammonium nitrate
can explode, and has in some instances been intentionally used as an explosive. When it contacts
certain other materials it may heat up rapidly and a fire can result. Additionally, it can cause skin and
eye irritation. Ammonium Nitrate should be handled very carefully according to the instructions
given by the manufacturer. Be careful not to expose yourself to it or to place it somewhere where it
may be subjected to intense heat or shock.
(Click once for each hazard to appear, three hazards total)
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
123
-------
Identify the Hazards:
Carbon Tetrachloride
r - \
Poison / Toxic
Environmental
\/ Hazard
16
Carbon Tetrachloride is a chemical that was once in widespread use but has dramatically declined. It
was used to create many refrigerants which are now banned and was once used for dry cleaning, in
fire extinguishers, and many other places. Exposure can cause harm and even death in larger
quantities. It also has effects on the environment by depleting the ozone layer.
Identify the Hazards:
Hydrochloric Acid
Corrosive
> Poison / Toxic
17
Hydrochloric acid is frequently used in school chemistry labs as it is very useful as a strong acid. It
can severely burn skin and eyes, ruin clothing, and in large concentrations burn through other
materials. It can be fatal if swallowed or inhaled. One interesting fact is that hydrochloric acid is the
main component of stomach acid.
(Click once for each hazard to appear, two hazards total)
I 24
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Identify the Hazards: Mercury
\ Severe Chronic
Hazard
Poison
18
Mercury presents many hazards. In it's elemental form, it is very difficult to clean up and can cause
health issues of several kinds. This is especially true for children as mercury causes developmental
problems. Sources of mercury include certain thermometers, components of electronics, fluorescent
lighting, and others. It is important to try to prevent mercury contamination and if contamination
occurs to follow the procedures very carefully.
Identify the Hazards:
Two Kinds of Thermometers
19
The one on the left is a mercury thermometer. The one on the right contains alcohol instead of
mercury.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
125
-------
Part 3: Policies and Actions for
School Administrators and Teachers
U.S.
Zeil
Role of School Administrators
and Teachers
S Raise (through trainings such as this
one).
S Make the case for an adequate
S all mercury from schools.*
S Explore safer (alcohol
thermometers, less hazardous chemicals).
S Develop and implement school for safe
chemical management and disposal.
'Except fluorescent lights
We already showed this slide in Part 1, and promised to provide more information on each of these
roles. This presentation does just that.
126 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Raising Awareness
Globally
Nationally
Regionally J
Locally
& at the
Raising awareness on Mercury and chemical safety is critical to promoting a safer environment for
everyone.
(CLICK ONCE) This training focuses on raising awareness at the school and school district level
These actions will be most effective when complemented by broader scale efforts.
For example, the Thailand Pollution Control Department is engaged on this issue, and is acting as a
co-organizer of this conference.
Also, Merck Thailand conducts a "Let's Care Safety Camp" for final-year chemistry and chemical
engineering university students."
Finally, non-governmental organizations (NGOs) such as the Thailand Environment Institute are
participating in this conference.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
127
-------
Raising Awareness
Two key elements:
/ Should cover chemical and
v/ %»/
safety equipment purchasing, proper training,
storage, handling, and disposal.
f; Each school should have a
chemical hygiene officer (qualified and
trained) and a dedicated team focused on
chemical management.
Raising Awareness
With adequate budget/funding and staff
resources, you can develop....
and
We will distinguish between these two:
A chemical management program is an entire set of policies, budget allocation, leadership, and
actions at the school or school district level.
A chemical hygiene plan is a document that describes specific procedures and practices for
laboratory settings (a chemical hygiene plan is PART of a chemical management program).
128 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Chemical Management Program
tlADtftSHP & RCSOUK1&
SIOB»CI & HABBISG
iiAHOl!! & DISPOSAL
PURCHASMG
POU.UTKM Pnvtm ion
CoMMUWCtllON & TWIRINC
SPU. RESPONSE
Source: EPA, Building Successful Programs to Address Chemical Risks at Schools:
A Workbook with Templates, Tips, and Techniques, October 2007
6
We're going to talk about each of these in this presentation.
to
in
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
129
-------
Chemical Hygiene Plan
Document that describes procedures and
practices for the protection of students and
school employees from chemical hazards in the
laboratory.
- Roles and responsibilities
- Training
- Hazard classifications
- Operating procedures
- Spills and hazard controls
- Labeling, storage and recordkeeping
- Disposal
Example Chemical Hygiene Plans
Chemical Hygiene Plan, Northshore School District, Washington
(click on Health and Safety)
Lake Havasu Unified School District,
Arizona District Chemical Hygiene Plan,
LAUSD, School Laboratory Chemical
Hygiene and Safety Plan,
*
These vary from a few pages to more than 60 pages. Schools may wish to use one of these as a
starting point.
130
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Training is Essential
A plan is only as good as the
provided on how to follow it.
Trainees should include:
School management
Custodial & maintenance personnel
Appropriate teaching staff
10
This training program should address how school employees and students are to be properly trained
to handle certain chemicals and products and how to respond to a chemical spill or lease, to
understand the hazards of these materials, and to understand the types of liability associated with
accidents involving chemical usage in schools. The training program should include a review of the
chemical management policy and approved product listing. Training sessions should be
documented in a log for each employee and repeated periodically (annually).
Explore Safer Alternatives
1. Pollution Prevention: preventing or
reducing pollution at the source
2. Green Chemistry: using fewer and less
toxic chemicals in experiments
3. Mercury alternatives: replacing mercury-
containing products with alternatives, such
as alcohol thermometer
Safer alternatives can include options such as pollution prevention and green chemistry.
In many cases a commercially available product is less concentrated and therefore less hazardous
than their laboratory chemical equivalents.
Schools should not contain elemental mercury, mercury salts, or any mercury-containing products.
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia \ 31
-------
1. Pollution Prevention (P2)
: focus on scaling down
chemical use, less hazardous
substitutions, and waste reduction goals.
Examples:
- Minimize the use of pesticides (balance with
benefits of pesticides)
- Use less hazardous cleaning products
(e.g., products made from baking soda,
vinegar, lemon, salt, and water)
12
For general cleaning of countertops, floors, walls, and upholstery, try one of the following:
Dissolve 4 tablespoons baking soda in 1 quart warm water; or
Use a mixture of 1/2 cup vinegar and 1 cup to 1 quart of warm water; or
Mix vinegar and salt together for a good surface cleaner
Laboratory Pollution Prevention
Material Substitution
- e.g., switch to less toxic solvents
Purchasing/Inventory Control
- e.g., find a supplier who will accept returns of expired
chemicals
Process Efficiency
- Create an incentive program for waste reduction
Recovery/Reuse/Recycling
- Filter spent solvent for reuse on site
Innovation
- Move to microscale chemistry
13
132 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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2. Green Chemistry
Saves the school money by reducing the amount of
chemicals needed for experiments.
Small-scale chemistry (microchemistry)
Substitute less hazardous chemicals
- Appendix D: Green Chemistry Experiment
,JL_
for schools: strong oxidizers, corrosive,
toxics, carcinogens, and mutagens.
- see Appendix E
- Survey of Thai high schools identified several
chemicals in classrooms, e.g., benzene (C6H6) and magnesium
powder (Mg)
14
Appendix D contains two examples of green chemistry experiments dealing with the principles of
acid-base chemistry, deriving a pH indicator from red cabbage.
Appendix E contains a list of chemicals for which the educational utility is eclipsed by the hazards it
poses to human health and environment. This list is from the US Consumer Product Safety
Commission, School Chemistry Laboratory Safety Guide.
2. Green Chemistry (cont.)
acetic acid
acetone
carbonic acid
citric acid
hypochlorous acid
magnesium
sulfate
heptahydrate
CH3COOH
CH3COCH3
H2CO3
C6H807
HCIO
MgS04-7H20
W^SiiiWlj^j^jWjiiiiiiiiiM
vinegar ( 5%
solution)
nail polish remover
seltzer water
lemons, limes,
oranges
laundry bleach
Epsom salts
grocery store
grocery or drug store
grocery store
grocery store
grocery store
drug store
15
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
133
-------
Mercury Product Alternatives
Alternatives are (almost always*) available:
Electronic digital gauges instead of mercury
barometers
Alcohol or mineral spirit-filled thermometers
instead of mercury thermometers
Substitute reagents for mercury salts
*Continue to use fluorescent lights.
Alcohol or mineral spirits filled thermometers generally provide suitable accuracy for most
laboratory temperature measurement applications. Fluorescent lights should continue to be used
because there is no suitable indoor lighting alternative that is as energy-efficient. Energy-efficiency
means reduced generation of electricity, which means reduced generation of associated pollutants
such as mercury from fossil fuel burning.
Safe Management of Chemicals
Purchasing
Inventory
Storage
Handling
Spill cleanup
Disposal
Appendix G.: Sample Monthly
Chemical Management Checklist
Even with the practice of pollution prevention and green chemistry, some chemicals will inevitably
remain on school grounds. Responsible chemical management is critical to controlling a variety of
environmental, health, and safety issues within any school. Knowing what materials are present in
your school and how they are used, stored, and discarded will enable you to understand the issues
associated with these substances. Properly recognizing and controlling the hazards inherent to these
materials, wherever they are found in your schools, will enhance your ability to create a safe school
with minimal environmental liabilities and lawsuits. Appendix G. provides an example of a monthly
chemical management checklist for school may wish to adopt.
134 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
-------
Check Local Online Resources
For example, the Thailand Pollution Control
Department (PCD) has online resources:
Chemical Use Safety
Hazardous Waste Handling
Fluorescent Lamp Recycling
1 * w POLLUTION CONTROL DEPARTMENT
18
Note these resources are in Thai
Purchasing
Establish a district-level chemical purchasing
policy:
- Screen for environmental, health, and safety hazards
before purchase
- Establish an approved chemicals list
- Limit the quantity of chemicals purchased to annual
needs
- Consider disposal cost as part of purchase price
n for a;,-" oe
20 to 50 the
19
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia \ 35
-------
Inventory
Should include:
- Chemical name and quantity
- Physical location
- Potential hazard
Serves as a reference for
school and emergency personnel.
Saves school money by eliminating
duplicate, unnecessary purchases.
20
Inventory (cont.)
Must be conducted by technically qualified
individual.
Conduct when students are in school.
Work in pairs (not alone).
Wear personal protective equipment.
Have a spill response plan in place. ^^_
DO move very old chemicals -
get professional help!
Update at least annually, and conduct periodic
cleanouts.
Appendix H: Conducting a School Inventory
21
136 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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School Chemical Cleanout Campaign
Remove outdated, unknown,
excessive, or unnecessarily
hazardous chemicals from U.S.
secondary schools;
Prevent future stockpiles and
reduce accidents by establishing
prevention activities such as good
purchasing and management
practices;
Obtain Material Safety Data
Sheets (MSDS) for remaining
chemicals;
Raise awareness of the problem.
See
22
School leadership should recognize that cleanout and accident prevention programs are good
investments for schools. Cleaning up after a chemical incident is costly (can cost over a million
dollars (US$), cause closure of schools, and relocation of students). School cleanout programs are a
relative bargain (average cost of US$5,000 per school).
Storage
Establish a chemical storage policy:
- Proper storage
- Labeling
- Secure location
Store chemicals by group: inorganic shelves,
organic shelves, flammable storage cabinet,
corrosive acid cabinet, corrosive base cabinet
(see Appendix I for Storage Guidelines)
Conduct regular inspections of classrooms,
storage closets, etc.
23
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
137
-------
Poor chemical storage practices
AVOID the following:
on
ed
>cd,
24
Poor Chemical Storage!!!
25
138
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Safe Handling
Follow appropriate safety
measures (safety glasses,
long-sleeved shirts, pants,
close-toed shoes, gloves) - check MSDS
Inspect and test emergency equipment at
least annually (eyewash, exhaust fans)
Create a written emergency response plan
for spills or releases.
26
Create a written emergency response plan for all chemicals and products. This plan should
describe what to do and whom to contact in the event of a spill or release, as well as the location of
spill management supplies and equipment (e.g., spill kits, fire extinguishers) within the school. The
clean-up and response plan should include a process for communicating with students, parents,
teachers, and other staff about the incident, as well as methods for preventing accidents and
exposures.
Spill Cleanup
Spill clean-up materials should be available and labeled. 2?
Citric acid may be used to neutralize base spills, sodium bicarbonate may be used to neutralize acid
spills, and an absorbent material may be used for organic spills
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
139
-------
Disposal
-Hiring a chemical expert as a
consultant
-Disposing of accumulated
chemicals and products through
hazardous waste disposal
service
-Staff time to develop and
maintain disposal procedures
-Possible contract with
hazardous waste disposal
service
-Disposal supplies/equipment
-Staff training
The annual (ongoing) costs will be greatly reduced if the school can avoid or minimize bringing
hazardous chemicals on school grounds in the first place.
Disposal (cont.)
Chemical disposal "on the cheap" (e.g., pouring
untreated waste down the drain) is generally a
bad v-
Metals such as mercury end up in rivers and lakes,
then cycle back through fish to humans.
Concentrated, highly acidic or basic waste can
corrode pipes, kill fish, damage sewage treatment
equipment, and degrade water quality.
29
140
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
-------
Disposal (cont.)
Simple treatment methods can make certain
wastes safe for drain disposal, but ctec witr
t
JIM 0 ;-.
- Neutralization of acids and bases
is common in schools to reduce
corrosivity (by adjusting pH to
between 6 and 9)
Other options: separation, fixation,
oxidation, precipitation, ion exchange
Neutral ?
*"""'""*
'* "
I «
\ *
30
Conclusion: Role of School
Administrators and Teachers
^Raise (through trainings such
as this one).
^Make the case for an adequate
all mercury from schools.
^Explore safer (alcohol
thermometers, less hazardous chemicals).
^Develop and implement school for
safe chemical management and disposal.
31
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
1 41
-------
> circulates globally
> is used widely
> Exposure is hazardous
> Has an impact on global fishing
> generate health problems in less-developecl regions
> Interventions can be achievable
142
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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3
> Elemental
Inorganic
Organic
Mercury is a heavy metal, an element,
and therefore cannot be created or
destroyed.
HO* 80P
1 §» 121N
D
v. E::p':V5 Ji-'-?
>
Volcanic explosions, rock weathering, degassing
Combustion fossil fuels (coal), waste incineration
\ Dental amalgams, ritual and folk-medicine use
po raIkaIi plants, batteries,
lights, thermometers,
sphyngomanometers
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
143
-------
of
Inhalation (volatile at room temp): 75-85% absorption
Ingestion and skin: almost no absorption
Urine and Feces
Lungs, eyes, gingival, skin
Also: Central nervous system, kidneys, immune system
Environmental
None
* Vapor lamps, embalming,
Photography
* Latex paint (pre 1990s)
* Disinfectants, antimicrobials
* Alternative medicines, cosmetics
!%'
144
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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of
Ingestion - 10% absorbed
Skin - can be high and deadly
« Renal
« Primary: kidneys, gastrointestinal tract
Secondary: Central nervous system
- Methyl-mercury
- Ethyl-mercury 1^
- Phenyl-mercury.
Methyl-mercury is the mosttoxlllfermed by microorganisms from ele
mental mercury found in the effiSffnment via human or natural sources
(Goldman & Shannon, 2001). =11
n conversion: f
"% Fish and shellfish (methyl-mercury)
»Industrial production:
- Fungicides, bactericides (phenyl-mercury)
- Vaccine preservatives (thimerosal)
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia 145
-------
of
« Gastrointestinal - rapid & complete absorption
* Parenteral -100% absorbed
Transplacental - Bioconcentrated
* Feces- T1/2 45 to70 days in adults
Toxicity
Primary: Central nervous system
* Secondary: Cardiovascular
OF
Mercury
Elemental
(metallic)
Inorganic
(mercuric
chloride)
Organic
(methyl;
ethyl)
Sources
Volcanoes
Combustion
Waste
incineration
Thermometers
Amalgams
Folk remedies
Lamps
Photography
Disinfectants
Cosmetics
Folk medicine
Fish
Fungicides
Preservatives
Routes of
exposure
Inhalation
Ingestion
Ingestion
Parenteral
Transplacental
Elimination
Urine and
faeces
Urine
Faeces
Toxicity
CMS
Kidney
Lungs
Skin (Acrodynia
in children)
CMS
Kidney
Gl tract
Skin (Acrodynia
in children)
PMC
Cardiovascular
146
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
-------
-"^f " '
.., - , , :
www.hgtech.com"-
Emission types
Anthropogenic
Natural
Re-emitted
CIRCULATION
Hg(ll) and Hg(p) have
short atmospheric
lifetimes and deposit
locally and regionally.
Hg° has a long
atmospheric lifetime;
can be transported
globally; and becomes
part of a global
background; >90% in
air is Hg°
Deposition within the
US comes from
domestic sources and
from the global pool
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
147
-------
OF
Contributions to background include worldwide anthropogenic,
natural and re-emitted (recycled) emissions
1/3 Anthropogenic
Emissions
1/3 Natural
Emissions
1/3 Re-emissions
Total Estimated Global Emissions ~4,40Q - 7,500 metric tons/yr
ARE
ORIGINATING?
... -,
A* -'1 '-;
1*-.. -l( * *
,.-»Vv'T' "»-*
IV
Metric tons per year.
Source: UNEP Global Mercury Assessment, 2002, using J. Pacyna 1995 data, as presented by AMAP (1998).
148
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
-------
rJc
Neurotoxicity
Nephrotoxicity
Teratogenicity: MeHg is a teratogen (Minamata disease)
CVS: elevated risk of heart attack
Hypertension
Carcinogenicity: MeHg is a possible human carcinogen
Mutagenesis: Hg seems not to be mutagen
Reproduction: no clear evidence of effect
OF
is a
by
Symptoms
Ataxia, numbness in the hands
and feet
General muscle weakness
narrowing of the field of vision
damage to hearing and speech.
In extreme cases, insanity,
paralysis, coma and death
follow within weeks of the onset
of symptoms.
As of March 2001, 2,265
victims had been officially recogni
zed (1,784 of whom had died)
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
149
-------
OF
Pain in the extremities
Pinkish discoloration and desquamation
Hypertension
Sweating
Insomnia, irritability, apathy
Considered a sidiosyncratic reaction
OF
Team. jMvr&r u/nd fkmk&n: UM-M-
Mm fcfc At WJ*
Hand-writing of a 9 year old
girl in monthly intervals after an
accidental intake of mercury
containing seed preservatives.
150
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
-------
ON
Continent
Europe
Africa
Asia
North
America
South
America
Australia
&Oceania
Sum,
quantified
sources
1995
Worldwide
Stationary
Combustion
186
197
860
105
27
100
1470
Pig iron &
steel
production
0
0.5
12
4.6
1.7
0.3
30
Cement
production
26
5.2
82
16
5.5
0.8
130
Waste
dispos
al
12
33
66
0.1
110
Nonferrous
metal
production
15
7.9
87
25
25
4.4
170
Artisana
gold
mining
300-100
Sum
quantified
sources
250
210
1075
210
60
105
1900
ON
Children are highly
exposed in developing
countries.
"Occupational" exposures from
gold/silver mining
Regional cultural uses
Eating contaminated fish
High exposure may cause overt
symptoms
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
151
-------
FISH
Metabolic conversion and
bio-accumulation through
"food-chain"
Hg in sediments converts
into methyl-mercury (Me
Hg)
MeHg enters the aquatic
food chain: fish, marine
and freshwater
MeHg uptake by humans
through fish consumption
'
ote
ifi fakes and Gltcarris, mercury
is wari&iorcned into a toxiclorm.
t
« Major source of mercury
burden for children in most
countries
« Fish may contain methyl-m
ercury
Children exposed
^ By eating fish
^Transplacentally
breast milk
Rice Held in the Philippines, Irrigated with
Tailing sediments containing mercury
152
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Secondary Prevention
Fish consumption advice
Primary Prevention
Mercury free office and hospital
Mercury free communities
^Hazardous waste education
^Thermometer exchange
SChange high-risk behaviors:
Folk medicines, cottage Indus
tries,...
Get politically active
^Request emission controls on
power plants, incinerators
^Prevent childhood exposure
to artisanal mining
NOAA Photo Gallery, Tuna
do
Sentinel cases
community-based interventions
Patients and families
Colleagues and students
Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
153
-------
Health and environment professionals have a critical
role to play and a big responsibility in protect both:
our environment and health from mercury effects.
Our political and personal lives to support sustainable
development, should include practices for ways to en
hance the environmental health of our patients.
All of us can do something to detect and avoid the
effects of mercury in the environment.
154 Instructor's Guide for Trainers on Mercury and Chemical Management in Schools in Southeast Asia
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Purpose: To get participants thinking about the causes of mercury and chemical accidents at
schools, how quickly contamination can spread, ways to prevent accidents, and proper ways to
respond.
Time required: 30-45 minutes
Materials required: Participant's Manual that contains Case Studies (in Section 1.3)
Instructions: Start by asking participants to break into groups of 5 persons each. Next, explain the
purpose of the activity as written above. Assign one case study to each group. If there are more
groups than case studies, assign some groups the same case study.
Ask the participants to discuss their assigned case study for 15 minutes. They should analyze the
event from a safety perspective. One participant from each group should take notes on the analysis
so they can share their insights with the rest of the class. Some questions for the participants to
discuss include:
What could the school administrators and teachers have done to prevent the accident?
How would you have handled this situation if you were the teacher in charge?
Could the emergency responders and government officials have done anything different to help
contain the accident?
Have you ever experienced a similar chemical accident at your school?
After the 15-minute participant discussion period is over, have one participant from each group
share their analysis orally with the rest of the class. Presentations may be made in Thai with English
translation if needed. Instructors should facilitate the participant presentations by asking questions
about the case studies. Encourage the other participants in the class to discuss each group's analysis
and ask questions about the actions of the administrators, teachers, students, emergency responders,
and government officials.
Conclusion (Take-home Message): The best way to deal with an accident is to prevent it in the
first place. However, because accidents do happen, schools need to have established plans and
procedures to appropriately deal with accidents. Teachers need to know how to quickly recognize
the potential dangers of an accident, remove students from danger, and cleanup or coordinate with
authorities for appropriate cleanup. Spill cleanup will be addressed more specifically later in this
training, and is addressed in Section 3.4 of the Participant's Manual.
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Purpose: To emphasize to participants that there are many types of mercury and chemical products
found throughout schools. This activity also gets the attention of participants by showing them that
everyone has something new to learn from this training (even chemistry teachers!).
Time required: 30 minutes
Materials required: It is best to do this exercise with individual pictures (large photographs or
drawings) of containers and equipment representing different common items found in schools.
A set of pictures that could be printed (before the training course begins) and handed out is included
at the end of the Activity 2 instructions.
Instructions: Start by explaining the purpose of the activity as listed above. Next, ask participants
to break into groups of 5 persons each. Pass out the picture packets (one packet per group). Each
packet contains photos of chemicals or equipment found in schools. Alternatively, actual items may
be brought in and placed on a table at the front of the class, but remember to follow proper
handling and safety precautions.
The following is a sample list of items that you may wish to include, but this list should be tailored
so that it is relevant to local schools:
Laboratory chemicals (for example, acids, bases, solvents, metals, salts)
Laboratory equipment (for example, mercury thermometers, mercury barometers)
Industrial arts or "shop" classes (for example, inks, degreasers)
Art supplies (for example, paints, photographic chemicals)
Pesticides and fertilizers
Maintenance supplies and equipment (for example, drain cleaners, ammonia, bleach, floor
stripping products, paints, oils, boiler cleaners, fuels)
Health care equipment (for example, mercury thermometers)
Common household items that students or teachers may bring to school, such as batteries, light-
up tennis shoes, and skin whitening creams
Ask the participants to discuss amongst themselves the classifications of the chemical in each photo
according to the categories listed in Table 1 of the Participant's Manual (flammable, explosive,
corrosive, oxidizer, poison, low-level hazard, sever chronic hazard, environmental hazard). Note
that some chemicals fall into more than one category. For each chemical, the participants should
also discuss appropriate safety measures that they would require of their students (and follow
themselves) if they were working with the chemical. Examples of safety measures are listed in
Table 1 of the Participant's Manual.
After the participant groups are done classifying the chemicals and identifying appropriate safety
measures, the instructors should facilitate a full group discussion of each chemical in which
participants come to consensus on the category (or categories) and appropriate safety measures. Use
the PowerPoint slides provided to show each picture and then click again on each slide to reveal the
answers (categories).
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As time allows, the instructor may also ask the following questions in group discussion:
Which of these items should not be poured down the drain?
Which of these items should not be disposed of with regular trash?
Which of these always contain mercury? Which of these sometime contain mercury?
Which should not be stored near each other?
Which are highly flammable?
Which of these are particularly harmful to the environment?
Which of these can damage the central nervous system?
Which of these should never be swept up or vacuumed if spilled?
Conclusion (Take-home Message): The idea is for participants to recognize that chemical
hazards are not just found in science laboratories, and that different chemicals and equipment
require different actions for safe management.
Answers:
1. Oxidizer, corrosive
2. Corrosive, environmental hazard
3. Explosion hazard, suffocation hazard
4. Highly flammable, harmful
5. Poison, corrosive
6. Flammable
7. If broken, poison, severe chronic hazard, environmental hazard
8. None (note that alcohol thermometers can be different colors, like blue or green also)
9. If broken and inhaled, poison, severe chronic hazard, environmental hazard
(adequate ventilation would be important here).
Which of these items should not be poured down the drain?
Hydrogen peroxide and peroxyacetic acid, ammonium hydroxide, 1,4-dioxane, and sodium
hydroxide, plus mercury from the thermometer if it were to break
Which of these items should not be disposed of with regular trash?
Mercury thermometer (really, all of them)
Which of these always contain mercury?
Mercury thermometers and fluorescent lamps
Which should not be stored near each other?
Acids and bases are incompatible so hydrogen peroxide and peroxyacetic acid should not be
stored near ammonium hydroxide or sodium hydroxide. 1,4-dioxane is flammable, so it should be
stored in a Flammable Storage Cabinet, away from combustible materials.
Which are highly flammable?
1,4-Dioxane and the unidentified compressed gas
Which of these are particularly harmful to the environment?
Mercury thermometers (although fluorescent lamps also contain mercury, they are generally
considered a good option for the environment since they are energy efficient and therefore minimize
power plant emissions from electricity generation)
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Which of these can damage the central nervous system?
Mercury
Which of these should never be swept up or vacuumed if spilled?
Mercury
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Purpose: To engage participants in a discussion of the materials presented in Session 3 (Policies and
Actions or School Administrators and Teachers) focused on specific actions and policies that their
schools can take (or have taken) to improve mercury and chemical safety.
Time required: 30 minutes (could be longer or shorter depending on audience size and enthusiasm)
Materials required: Chalkboard or large paper/poster (flip charts) and chalk or markers in several
colors.
Instructions: Start by explaining the purpose of the activity as listed above. Tell the participants
that they should think of creative policies and activities their school could conduct to improve
chemical safety. Emphasize that the role of the participants is to think through the materials
presented and develop practical solutions based on their own experience. Tell the audience that it is
important to be creative and have fun with this brainstorming discussion. For example, a few
ideas that you can mention to get people thinking are:
Develop a mercury and chemical safety policy, and award prizes for the classrooms that
demonstrate compliance.
Have a contest for students to create a cartoon character that will serve as the "mascot" for all
school safety materials.
Join together with other schools and contact a regional hazardous waste management company to
deal with disposal of mercury products.
Ask for people to call out ideas. Write them down (large, and legibly) up front. Stimulate discussion
by asking if any of the participants have tried the ideas listed, and have encountered challenges or
successes. You can also ask participants to review the listed items and decide which step should be
first, second, etc. Finally, restate the conclusion below. If possible, type up the list at the conclusion
of the session, and duplicate and distribute it to all participants.
Conclusion (Take-home Message): The idea is for participants to realize that there are many
ways to approach mercury and chemical safety the important thing is to get started on relevant
policies and actions at the school and school district levels.
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Purpose: To have participants practice addressing a mercury spill.
Time required: 30 minutes (could be longer or shorter depending on audience size and enthusiasm)
Materials required:
Collection of small plastic black beads, to be used 1 roll of paper towels
as spilled "mercury" 1 eyedropper or small plastic pipette
5 1-L plastic bags, self-sealing if possible 1 small plastic bowl
2 large, thick trash bags 1 roll of duct tape
Rubber or latex gloves, at least 1 mm thick 1 flashlight
(enough for all members of the Cleanup Team); 1 pair of scissors.
make sure gloves fit snugly on the hand
Instructions:
Have participants volunteer for one of the following roles: one teacher; one assistant teacher;
one principal; three mercury-contaminated students; five (or more) clean (not mercury-
contaminated) students.
Have one participant read the following scenario aloud:
"In a high school chemistry class, mercury thermometers are provided to students as part of the
required laboratory equipment for a science experiment. Three of the students are misbehaving,
when one accidentally knocks a glass beaker and a thermometer off the lab table onto the floor.
Both items break. "
Turn it over to the students to act out their roles, following the instructions for clean-up of a
mercury spill in Appendix J of the Participant's Manual.
Make sure that the contaminated students are identified quickly, and the remaining students are sent
"outside" (to a corner of the room, in this case).
When the "clean-up" is finished, lead a discussion on ways the clean-up could have been improved,
and any lessons learned from practicing the clean-up instructions. If desired, repeat the exercise
with different participants in different roles.
Conclusion (Take-home Message): Cleaning up a mercury spill requires advanced planning,
assembly of equipment, and also PRACTICE of the spill clean-up procedure.
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