Chapter 3 Awareness-Level Actions at Hazardous Materials Incidents

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-1 Chapter 3 Awareness-Level Actions at Hazardous Materials Incidents Lesson Goal After completing this lesson, the student shall be able to describe predetermined procedures and emergency response plans and correctly use all indexes of the ERG. Objectives Upon successful completion of this lesson, the student shall be able to: 1. Discuss predetermined procedures and emergency response plans. [NFPA 472, 4.4.1(1)] 2. Describe notification requirements. [NFPA 472, 4.4.2] 3. Discuss the use of the Emergency Response Guidebook (ERG). [NFPA 472, 4.2.3(1-2), 4.4.1(3)(a-b), 4.4.1(4)(a-c), 4.4.1(5)(a-d), 4.4.1(6)(b-c), 4.4.1(7), 4.4.1(8), 4.4.1(9)(a-b), 4.4.1(10), 5.2.2(4)(a-c), 5.2.2(5), 5.2.3(1), 5.2.3(1)(b)(i)] 4. Obtain information about a hazardous material using the ERG. [NFPA 472, 4.2.3, 4.4.2; Skill Sheet 3-1] 5. Describe isolation and discuss denial of entry. [NFPA 472, 4.4.1(6)(a), 4.4.1(11)] 6. Discuss terrorist incidents. [NFPA 472, 4.4.1(12)] Time Section/Activity Outline Pages Text Pages Section I: Introduction to Chapter 3 Section II: Predetermined Procedures and Emergency Response Plans 3-5 3-8 169-170 Section III: Notification Requirements 3-8 Section IV: Using the Emergency Response Guidebook (ERG) 3-9 3-19 171-181 Section V: Skill Sheet 3-1 3-20 3-21 Section VI: Isolation and Denial of Entry 3-21 3-22 181-182 Section VII: Terrorist Incidents 3-23 3-24 182-183 Section VIII: Summary and Review Chapter 3 Quiz & Test Section I: Introduction to Chapter 3 I. INTRODUCTION TO CHAPTER 3 A. Lesson Goal

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-2 1. Chapter 3 lesson goal After completing this lesson, the student shall be able to describe predetermined procedures and emergency response plans and correctly use all indexes of the ERG. B. Objectives 1. Discuss predetermined procedures and emergency response plans. 2. Describe notification requirements. 3. Discuss the use of the Emergency Response Guidebook (ERG). 4. Obtain information about a hazardous material using the ERG. [Skill Sheet 3-1] 5. Describe isolation and discuss denial of entry. 6. Discuss terrorist incidents. Section II: Predetermined Procedures and Emergency Response Plans II. PREDETERMINED PROCEDURES AND EMERGENCY RESPONSE PLANS Ask Students: What are the Awareness-Level personnel s responsibilities at an incident involving hazardous materials? Briefly discuss answers with students. Remind students that Awareness-Level personnel are expected to assume the following responsibilities: Recognize the presence or potential presence of a hazardous material Recognize the type of container at a site and identify the material in it if possible Transmit information to an appropriate authority and call for appropriate assistance Identify actions to protect themselves and others from hazards Establish scene control by isolating the hazardous area and denying entry pp. 169-170 Objective 1 Discuss predetermined procedures and emergency response plans. Ask Students: predetermined procedures called in your jurisdiction? Briefly discuss answers with students. Explain that procedures may be referred to as standard operating procedures (SOPs), standard operating guidelines (SOGs), or operating instructions (OIs). A. Predetermined Procedures 1. Spell out role of personnel at emergency incidents 2. OSHA 29 CFR 1910.120 requires emergency response organizations to develop emergency response plans that cover: a. Pre-emergency planning and coordination with outside parties b. Personnel roles, lines of authority, training, and communication c. Emergency recognition and prevention d. Safe distances and places of refuge e. Site security and control f. Evacuation routes and procedures g. Decontamination h. Emergency medical treatment and first aid i. Emergency alerting and response procedures

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-3 j. Critiques of response and follow up k. PPE and emergency response equipment 3. For responders beyond Awareness Level, provide standard set of actions at core of every hazardous materials incident plan 4. Procedures will vary; principles are similar 5. Must be written and required to be effective 6. Based on those things that are similar to all hazardous materials incidents 7. Must have a built-in flexibility that allows adjustments when unforeseen circumstances occur 8. Usually initiated by first unit 9. Reduce chaos at the haz mat scene 10. Prevent duplication of effort and uncoordinated operations 11. Describe assumption and transfer of command, communications procedures, and tactical procedures Section III: Notification Requirements III. NOTIFICATION REQUIREMENTS p. 170 Objective 2 Describe notification requirements. A. Notification Requirements 1. Should be defined in predetermined procedures 2. May be specific to fixed-facilities a. Fire brigade b. Haz mat response team 3. If criminal or terrorist activity is suspected, notify law enforcement immediately Section IV: Using the Emergency Response Guidebook Review Question: What is the purpose of predetermined procedures and emergency response plans? See pages 168-170 of the manual for answers. IV. USING THE EMERGENCY RESPONSE GUIDEBOOK pp. 171-181 Objective 3 Discuss the use of the Emergency Response Guidebook (ERG). A. Emergency Response Guidebook (ERG) 1. Aids emergency responders in quickly identifying specific or generic hazards of materials involved in an emergency incident 2. Aids responders in protecting themselves and the general public during the initial response phase of the incident 3. Does not address all possible circumstances associated with dangerous goods/hazardous materials incident 4. Designed for use at incidents occurring on a highway or railroad 5. Based on conditions commonly associated with transportation incidents in open areas 6. May be of limited value when applied to fixed-facility locations or in urban settings B. ERG ID Number Index (Yellow Pages) 1. Provides an index list of hazardous materials in numerical order of ID number

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-4 2. Displays four-digit UN/NA ID number of material followed by assigned emergency response Guide and material s name 3. Enables first responders to quickly identify Guide to consult for ID number of substance involved Ask Students: What does it mean if the material in the yellow or blue index is highlighted? Briefly discuss answers with students. A highlighted material means that it releases gases that are toxic inhalation hazard (TIH) materials. These materials require the application of additional emergency response distances. C. ERG Material Name Index (Blue Pages) 1. Provide an index of dangerous goods in alphabetical order by material name 2. Allows first responder to quickly identify the Guide to consult for name of material involved 3. Displays name of material followed by assigned emergency response Guide and fourdigit ID number Review Question: What is provided on the yellow-shaded pages of the ERG? What is provided on the blue-shaded pages of the ERG? See page 172 of the manual for answers. D. ERG Initial Action Guides (Orange Pages) 1. Most important section 2. Provides safety recommendations and general hazards information 3. Comprised of 62 individual guides presented in two-page format a. Left-hand page Safety related information b. Right-hand page Emergency response guidance and activities for fire situations, spill or leak incidents, and first aid c. Each designed to cover a group of materials that possess similar chemical and toxicological characteristics 4. Potential hazards section a. Describes potential hazards that the material may display b. Sections Health hazards and fire or explosion hazards c. Highest potential hazard listed first d. Should be consulted first; assists in making decisions regarding protection of individuals at the incident 5. Public safety section a. Provides general information regarding immediate isolation of the incident site and recommended type of protective clothing and respiratory protection b. Lists suggested evacuation distances for small and large spills and for fire situations c. Initial isolation distance i. Provided immediately below Public Safety section ii. Distance within which all persons should be considered for evacuation in all directions from the haz mat spill or leak source d. Protective clothing section Recommends type of personal protective clothing and equipment that should be worn at incidents involving these products

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-5 e. Evacuation section i. Provides evacuation recommendations for spills/large spills and fires ii. If highlighted in green, directs reader to consult tables on green-bordered pages listing TIH materials and water-reactive materials 6. Emergency response section a. Describes emergency response topics b. Lists several recommendations for each area to further assist in the decision-making process CAUTION: First responders must be properly trained to conduct the actions recommended by the ERG before attempting to perform them. They must also have the proper equipment to do so. c. Fire section Includes information on what type of extinguishing agent to use on large fires, small fires, and fires involving bulk containers d. Spill or leak section i. Provides actions to take in regards to spills and leaks ii. Provides basic information needed to mitigate a spill e. First aid section i. Provides basic steps to help victims affected by the hazardous material involved ii. Many recommendations beyond scope of Awareness-Level personnel WARNING: Awareness-Level personnel should not handle or touch contaminated or potentially contaminated victims! E. ERG Table of Initial Isolation and Protective Action Distances (Green Pages) 1. Contains a table that lists TIH materials; materials highlighted in yellow- and bluebordered pages 2. Provides safe isolation and protective action distances for both small and large spills Ask Students: What is the difference between a small spill and a large spill? Briefly discuss answers with students. Explain that a small spill is one that involves a single, small package (up to a 55-gallon [208 L]), small cylinder, or small leak from a large package. A large spill is one that involves a spill from a large package or multiple spills from many small packages. 3. Also divided into daytime and nighttime situations 4. Initial isolation distances a. Distances within which all persons should be considered for evacuation in all directions from an actual hazardous materials spill/leak source b. Will always be at least 100 feet (30 m) c. Initial isolation zone Circular zone within which persons may be exposed to dangerous concentrations upwind of the source and life-threatening concentrations downwind of the source 5. Protective action distances a. Steps taken to preserve health and safety of emergency responders and the public b. People in this area could be evacuated and/or sheltered in-place

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-6 Review Question: What is provided on the orange-shaded pages of the ERG? What is provided on the green-shaded pages of the ERG? See pages 172-179 of the manual for answers. F. Emergency Response Centers 1. Provided in white pages in front and back of ERG 2. Canadian Transport Emergency Centre (CANUTEC) a. Operated by Transport Canada b. National, bilingual advisory center c. Part of the Transportation of Dangerous Goods Directorate d. Has a scientific data bank on chemicals manufactured, stored, and transported in Canada e. Staffed by professional scientists who specialize in emergency response and are experienced in interpreting technical information and providing advice 3. Mexico a. National Center for Communications of the Civil Protection Agency (CENACOM) b. Emergency Transportation System for the Chemical Industry (SETIQ) 4. Chemical Transportation Emergency Center (CHEMTREC ) a. Not government operated b. Established by chemical industry as public service hotline for firefighters, law enforcement responders, and other emergency service responders c. Provides information and assistance for emergency incidents involving chemicals and hazardous materials d. Staffed with experts who can provide 24-hour assistance to emergency responders dealing with haz mat emergencies 5. Necessary information a. Caller s name, callback telephone number, and FAX number b. Location and nature of problem (spill, fire, etc.) c. Name and identification number of material(s) involved d. Shipper/consignee/point of origin e. Carrier name, railcar reporting marks (letters and numbers), or truck number f. Container type and size g. Quantity of material transported/released h. Local conditions i. Injuries, exposures, current conditions involving spills, leaks, fires, explosions, and vapor clouds, etc. j. Local emergency services that have been notified 6. Response by emergency response center a. Confirm that a chemical emergency exists b. Record details electronically and in written form c. Provide immediate technical assistance to the caller d. Contact the shipper of the material or other experts

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-7 e. Provide the shipper/manufacturer with the caller s name and callback number so that the shipper/manufacturer can deal directly with the party involved Review Question: What types of information should be provided to the emergency response center? See page 179-180 of the manual for answers.

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-8 Section V: Skill Sheet 3-1 30 min. V. SKILL SHEET 3-1 Objective 4 Obtain information about a hazardous material using the ERG. A. Skill Sheet 3-1 1. For this skill sheet, students will obtain information about a hazardous material using the ERG. 2. This skill sheet can be found on p. 50-51 of the Student Workbook. 3. A skills evaluation checklist for this skill can be found within this curriculum. These stepby-step instructions include a checklist for the instructor to use when evaluating the student. B. Directions to the Students 1. Specific instructions for completing this skill sheet are included in the skills evaluation checklist. C. Necessary Materials 1. Emergency Response Guidebook (ERG) 2. Placards 3. U.N. I.D. numbers 4. Material names 5. Container profile pictures Section VI: Isolation and Denial of Entry VI. ISOLATION AND DENIAL OF ENTRY pp. 181-182 Objective 5 Describe isolation and discuss denial of entry. A. Isolation 1. Involves physically securing and maintaining the emergency scene by establishing isolation perimeters and denying entry to unauthorized persons 2. Includes preventing contaminated or potentially contaminated individuals from leaving the scene in order to stop the spread of hazardous materials 3. May continue with either evacuation, defending in place, or shelter in place of people located within protective-action zones 4. Isolation perimeter a. Boundary established to prevent access by the public and unauthorized persons b. Inside Set by denying entry and exit from the building c. Outside Set at surrounding intersections d. May use ropes, cones, and barrier tape e. Can be expanded or reduced as needed f. Used to control both access and egress Section VII: Terrorist Incidents Review Question: What is an isolation perimeter? See pages 181-182 of the manual for answers.

Student Notes Awareness-Level Actions at Hazardous Materials Incidents 3-9 VII. TERRORIST INCIDENTS pp. 182-183 Objective 6 Discuss terrorist incidents. A. Terrorist incidents 1. Differ from ordinary hazardous materials incidents 2. Require unique actions B. Duties of Awareness-Level personnel and Operations-Level responders at Terrorist Incidents 1. Protect themselves and others by isolating the incident and denying entry 2. Prevent contaminated persons and animals from leaving the scene, if possible, and direct them to a safe area to wait for help 3. Avoid contacting contaminants or contaminated surfaces 4. Remember that WMD agents may be deadly in very small amounts, and biological agents may not cause symptoms for several days 5. Document their observations 6. Take pictures, if possible 7. Make note of other witnesses and observers at the scene 8. Protect evidence at the crime scene as best they are able Section VIII: Summary and Review VIII. SUMMARY AND REVIEW A. Chapter Summary 1. Responsibilities of Awareness-Level personnel a. Understand predetermined procedures in regard to hazardous materials incidents and know which notifications to make b. Be able to use the ERG and each of its sections, including isolation distances and protective actions c. Be familiar with safety procedures to protect themselves and others d. Be aware of their specific responsibilities at terrorist or criminal activities B. Review Questions 1. What are the responsibilities of Awareness-Level personnel when faced with an incident involving hazardous materials? (167) 2. What is the purpose of predetermined procedures and emergency response plans? (168-170) 3. What is provided on the yellow-shaded pages of the ERG? (172) 4. What is provided on the blue-shaded pages of the ERG? (172) 5. What is provided on the orange-shaded pages of the ERG? (172-179) 6. What are several potential ignition sources at a hazardous materials incident? (176) 7. What is provided on the green-shaded pages of the ERG? (172-179) 8. What is a TIH material? (172) 9. What types of information should be provided to an emergency response center? (179-180) 10. What is an isolation perimeter? (181-182)