First
Responder
Awareness
Level Training
EPA Region 6
Superfund Division, Prevention & Response
Branch
Steve Mason
EPA Region 6
[email protected]
1|Region 6 HAZWOPER Awareness Training
Preface
Welcome to the Region 6 Hazardous Materials - Awareness course. This course is based on
criteria found in OSHA’s HAZWOPER Standard (29 CFR 1910.120(q)(6)) as well as the National Fire
Protection Association (NFPA 472) standard.
This manual, and the accompanying course, is designed for local, state, and federal personnel,
as well as private employees who are required to meet the training requirements for the HAZWOPER standard (29 CFR
1910.120), but may not have the time to take the training in a traditional classroom setting.
Remember, annual refresher training is required for all persons trained under the HAZWOPER Standard (29 CFR
1910.120(q)(8) to maintain their responder competency.
Contents
UNIT 1 . . . . . . . . . .
UNIT 2 . . . . . . . . . .
UNIT 3 . . . . . . . . . .
UNIT 4 . . . . . . . . . .
UNIT 5 . . . . . . . . . .
UNIT 6 . . . . . . . . . .
APPENDIX A . . . . . .
APPENDIX B . . . . . .
APPENDIX C . . . . . .
THE BASICS OF HAZARDOUS MATERIALS
REQUIRED TRAINING FOR AWARENESS LEVEL RESPONSES
REQUIREMENTS OF HAZMAT TRAINING
DETECTION / IDENTIFICATION OF HAZARDOUS MATERIALS
USING THE EMERGENCY RESPONSE GUIDEBOOK
PUTTING IT ALL TOGETHER
OSHA HAZWOPER STANDARD (29 CFR 1910.120)
OSHA INTERPRETATION LETTERS ON HAZWOPER AWARENESS
CONTAINER IDENTIFICATION
Acknowledgements
EPA Region 6 gratefully acknowledges the following organizations in providing input
to this effort or reviewing the information for accuracy and effectiveness.
 Arkansas Department of Emergency Management
 Oklahoma Department of Emergency Management
 Texas Division of Emergency Management
 New Mexico Department of Public Safety / Emergency Management
 TAS Environmental Services
 Region 6 RRT Industry Liaison Committee
 FEMA Region VI
 Florida Division of Emergency Management
Disclaimer
EPA Region 6 disclaims liability for any personal injury, property or other damages of any
nature whatsoever, whether special, indirect, consequential or compensatory, directly or indirectly
resulting from the publication, use of, or reliance on this document.
The reader of this document is warned to consider and use any and all safety precautions that
might be indicated by the activities herein and to avoid potential hazards whenever possible. The reader willingly
assumes all risks in connection with activities undertaken which may be referenced in this document.
EPA makes no guaranty or warranty as to the accuracy or completeness of any information published herein.
2|Region 6 HAZWOPER Awareness Training
Unit 1: The Basics of Hazardous Materials
1. INTRODUCTION
What if a public works team, while collecting trash from a neighborhood, came across bags containing muriatic
acid, bleach, and other cleaning materials? In transit, the acid and bleach begin to react with one another and the other
chemicals, producing fumes that could be harmful or fatal to the team members. Do they know how to handle the
situation, including who to call for assistance?
Public and private employees may be expected to deal with the potential of a chemical
accident. Employers may expect employees to learn how to deal with hazardous materials
emergencies. Employees need a fundamental awareness of the workplace and the chemicals
encountered and how to properly respond to a potential chemical incident.
Regardless of the motivation; whether you are volunteer or a paid fire fighter, an EMT or
paramedic, a public utilities worker, law enforcement, a LEPC member, an industry worker, or a concerned citizen, it’s
important to learn about hazardous materials and the possible threats posed to humans, the community, and the
environment. Each day, by highway, waterway, air or rail, there are hazardous material and chemical substances being
transported.
DOT presently estimates the number of hazardous materials shipments in the United States at more than
800,000 per day. Approximately 500,000 daily shipments involve chemical and allied products (SIC 28); about 300,000
involve petroleum products; and at least 10,000 other shipments involve waste hazardous materials, medical wastes and
various other hazardous materials.
These substances generally move safely by highway, waterway, air or rail without any
problems. However, when a spill occurs, the results can pose a serious threat to human health, the
environment, and to property. There are hazardous material events daily throughout the United
States.
DOT estimates there are approximately 15,000 hazardous materials incidents each year.
Transportation incidents may cost hundreds of thousands of dollars for response and clean-up activities.
A hazardous materials incident, or hazmat emergency, is an emergency incident that involves the release or
potential release of a substance that is damaging to health, the environment, or property.
2. HAZARDOUS MATERIALS DEFINED
A hazardous material, as defined by DOT, is a material that poses an unreasonable risk to the
health and safety of operating or emergency personnel, the public, and/or the environment if not
properly controlled during handling, storage, manufacturing, processing, use, disposal, or
transportation. However, the Secretary of Transportation can designate something as a hazardous material when it
poses an unreasonable risk to health and safety or property.
Another definition is: "A material or materials accidentally released from the original container and used in a
manner not originally intended. Hazardous materials can be unintentionally contaminated or mixed with other
chemicals or involve some outside reactive sources such as heat light, liquids, shock or pressure.”
EPA uses the term “hazardous substances” to describe the “elements, compounds, mixtures,
solutions, and substances which, when released into the environment may present
substantial danger to the public health or welfare or the environment.”
OSHA uses the term “hazardous chemical,” and “hazardous substance” to define
any chemical that would be a risk to an employee’s health if exposed in their workplace. When a
hazardous chemical or substance is involved in an emergency, it may cause short-term health effects or
long-term health effects. Depending on the chemical involved in the accident, a fire, explosion, or other reaction may
occur, causing injuries or other hazards to employees.
3|Region 6 HAZWOPER Awareness Training
Each term has a legal meaning and is important to understand. However, for recognition and identification, a
hazardous material is defined as any substance that has a potential, when released, to cause harm to the health of
people or the environment or damage to property. These substances could range from industrial products like chlorine
and muriatic (pool) acids to everyday substances such as milk.
3.
WHY ARE HAZARDOUS MATERIALS INCIDENTS DIFFERENT FROM OTHER INCIDENTS?
Hazardous materials can increase risk and potential danger more than other hazards on an emergency scene.
There are many factors that contribute to the challenges of hazardous materials
incidents.
Among these factors are the characteristics of the hazardous material
encountered,, the increased presence of these materials in our everyday lives, and the inadequacy, or lack of training.
a. Wide Ranging Characteristics

A hazardous material does not have any uniform characteristics other than they can be
in any form: solid, liquid, or gas.

Solid: Solid materials, such as metals or explosives, can be hazardous when heated or if
they come into contact with other substances. In addition, solid objects may produce
dusts that you can breathe into your lungs.

Liquid: When hazardous liquids are spilled, they may damage the living things they
touch, or they can turn into harmful gases, depending on surrounding conditions and
other materials present.
Gases: If a hazardous substance is in a gaseous state, it becomes easier to breathe and more difficult to control.
These materials can be odorless, colorless, and very potent. In essence, some hazardous materials can go
completely undetected until it is too late. There are signs that you can use to help verify the presence of hazardous
materials, and tools that you can use to help determine the hazards.







Occupancy / location
Colors / markings
Placards / labels
MSDS (Material Safety Data Sheets)
Senses/Sensors (Your Body or alarm instrumentation)
Container shapes
Shipping papers
By using these signs and tools, you will be able to determine the immediate actions to take to protect yourself
and the general public. Trained at the Awareness level, you need to be able to identify the type of release which you
have witnessed. Your notification of this information to the proper authorities will allow organizations to determine the
appropriate response actions to control the emergency and protect lives.
b. Prevalence of Hazardous Materials
As our technology advances, chemicals are being manufactured in greater quantities and in
more powerful concentrations. A review of the Chemical Abstract Service's (CAS) list indicated 24
million organic and inorganic substances, with up to 63,000 of them considered hazardous. Many of
these are known by several names, synonyms, or differing trade names.
Hazardous materials are present in almost every setting. Between 1990 - 2009, the Agency for
4|Region 6 HAZWOPER Awareness Training
Toxic Substances and Disease Registry (ASTDR) maintained a state-based Hazardous Substances Emergency Events
Surveillance (HSEES) system to explain the public and environmental health costs and property damage associated with
the release of hazardous substances.
HSEES captured data for more than 8,000 events annually. Over the years, the national database remained fairly
consistent. Fixed-facility events represent 70-75%, and transportation related events about 25-30% of all reported
events. Events tend to increase in spring and summer when agricultural activities are at a peak. The most frequent
causal factors for fixed-facility events are equipment failure and human error. Most fixed-facility releases involve a
vessel used for processing.
An EPA study reviewed commonly released hazardous chemicals. This national study indicates the most
commonly released chemical is vehicle fuel.
If you do not consider vehicle fuels, the study covered 6,928 major chemical incidents. The key findings were as follows:
Release Locations


74.8% occurred in facilities (production, storage, uses)
25.2% occurred in transportation.
Commonly released chemicals


49.5% of the incidents involved only 8 chemicals, including chlorine, ammonia, caustics, acids, benzene,
hydrogen sulfide, and toluene.
35.7% of the death and injury events involved the same 8 chemicals
Think about driving down the interstate highways or any of the parkways in your
community. How many tank trucks have you seen? Of the transportation accidents, over eighty
percent (80%) of these accidents happened on the roads. It is important to realize that fifty-nine
percent (59%) of these incidents were due to equipment failure, including safety devices.
In many cases the chemicals are produced at a manufacturing facility and then transported
in bulk to other sites. This transportation takes place over the road, rails, water, or by way of
pipelines.
Many of those trucks can carry up to 9,000 gallons of liquid. From 1990-2013, over 60,000
accidents involving trucks carrying hazardous cargo were reported to the National Response Center (NRC).
However, it is important to note that of these accidents, only a limited percentage took place on Interstates.
The remainder of these accidents involving trucks carrying hazardous cargo took place on county roads, city
streets, US, or state numbered routes. This is why all response organizations should be trained in hazardous materials
response. All of these statistics point to one fact: the transportation and use of hazardous materials is growing every
day, bringing an increased potential for hazardous materials incidents.
c. Overcoming the Challenges of Past Training
Past training has stressed taking immediate action for all types of incidents, including
hazardous materials. That approach however, can be deadly. Response to hazardous materials
incidents requires a deliberate and informed response. This is why the consideration of the safety
aspects of hazardous materials response is so important to the responder.
d. Uniqueness of Hazardous Materials

May require the use of personal protective equipment (PPE), not available to the on-scene first responder and
which he may not be trained to use
5|Region 6 HAZWOPER Awareness Training








Usually requires different operational approaches from “normal” or “routine” duties and different skills and
attitudes
Differs from routine incidents in that it may pose a significant risk to the first responder
Intentional chemical releases may be used to cause injury or death to first
responders and persons in the vicinity of a release
Those most susceptible to the effects of a hazardous material are the ones
who treat the incident as routine
First responders are injured by hazardous materials due to complacency
and lack of recognition
Greater potential for long term health issues
May require multiple response agencies
May involve unseen or unpredictable hazards
4. WHAT ARE THE THREATS POSED BY HAZARDOUS MATERIALS?
Before we can discuss the threats presented by hazardous materials, you need to understand the classes of
hazardous materials. DOT has made your job easier by dividing thousands and thousands
of chemicals into nine categories (with many chemicals falling under several different
classifications).
DOT has classified hazardous materials according to their primary danger and
assigned standardized symbols to identify the classes.
Materials are grouped by their major hazardous characteristic and many materials
will have other hazards as well. Example: A material may be poisonous, corrosive and flammable but will only be
grouped with whichever is considered the worst. A list of all the categories is included in Appendix 3.
5. WHAT IS AN EMERGENCY
OSHA has provided information in various interpretation letters on what is considered an emergency and what is
not. Not every release of a hazardous substance is considered an emergency. To be an emergency, three various
conditions need to be present:

First, the release of a material must pose a potential safety or health hazard

Second, the release requires response efforts from outside the immediate release area or by other designated
responders – in other words, the response is carried out by others than those who were working with material.

Third, the release results in, or is likely to result in, a larger uncontrolled release of the substance.
6. RISKS AND ROUTES OF EXPOSURE
Once a chemical is identified into its class, it is easier to discuss the risks one may
encounter when facing a hazardous materials incident. Why do you really care about the risks
associated with hazardous materials? You should care because hazardous materials can cause
death or severe harm to individuals in a number of ways. There are physical hazards such as
thermal hazards, caused by exposure to heat. There is mechanical trauma that is caused by the
body being hit by debris or an explosive pressure wave.
There are health hazards such as chemical hazards, often caused by corrosives destroying
the skin. Other chemical hazards are caused by poison/toxins that create a systemic reaction in
the human body. Finally, there are chemicals that asphyxiate by displacing or absorbing oxygen, leaving no oxygen for
the body to use.
There are radiation hazards that can cause burns or severe internal damage. Also, there are etiologic effects
caused by microorganisms or toxins produced by microorganisms that cause disease in humans.
6|Region 6 HAZWOPER Awareness Training
As stated before, there are several routes of exposure. These routes are oral (ingestion), inhalation, injection,
and contact absorption (dermal) through skin or eye contact.
7. HAZARDOUS MATERIALS AND THE ENVIRONMENT
Do you remember the definition of a hazardous material? Hazardous materials
are any substances that present a danger to people, the environment, or property.
So far, you have heard about how hazardous materials affect the human body,
but you need to remember that a hazardous material can damage the environment.
The concern for the environment during and after a hazardous materials spill is
how this substance will affect the living creatures in the air, water, and soil. Pollution,
which may be described as a prolonged release of hazardous materials into the
environment, causes different concerns.
Hazardous materials can contaminate the water table and the soil irreparably.
What is worse is that the severity of the damage may not be fully known for decades
after the spill. If a tract of land were contaminated and considered to be unsuitable for
agriculture, it could literally ruin a farm family.
There are three main concerns that you should have for the environment as it relates to hazardous materials
releases, the air, water, and the soil. At the awareness level of first response you should remember your responsibilities,
notifying the proper personnel of the release.
8. THE HAZARDOUS MATERIALS RESPONDER
HAZMAT responders are all persons directly or indirectly involved in the response,
including dispatchers, planners, police, Emergency Medical Service (EMS), industrial spill teams,
and fire fighters.
Emergency service personnel must act as a team to insure the most effective response to
hazmat situations. That assurance only comes though proper training.
Title
First Responder
Awareness
Hazardous Materials Responders at the Awareness Level
Action
Who
 Recognize the problem
 Identify (if possible)
Police, some Fire Fighters, Public
 Notify more qualified responders
works, EMS / Hospital, Industry
 Safely isolate area
workers, Emergency Management
 Do nothing else
Once someone has completed the HAZWOPER Awareness training program, that person should be able to
demonstrate the following:
1.
An understanding of what hazardous substances are, and the risks associated with them in an incident;
2.
An understanding of the potential outcomes associated with an emergency created when hazardous substances
are present;
3.
The ability to recognize the presence of hazardous substances in an emergency.
4.
The ability to identify the hazardous substances, if possible.
5.
An understanding of the role of the first responder awareness individual in the employer's emergency response
plan including site security and control, and the Emergency Response Guidebook.
6.
The ability to realize the need for additional resources, and to make appropriate notifications to the
communication center.
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9. DUTY TO ACT
a. Standard of Care
There is a level of competency anticipated during the performance of a service or a
duty. The concept of the “Standard of Care” dictates that responders act appropriately when
serving the public. Numerous laws, regulations and standards are in place and influence the
responder’s actions at hazardous materials incidents. Each responder should be
knowledgeable of these. Failure to follow these standards would result in violation of the
“Standard of Care”.
b. Duty to Act
Only local public safety responders can provide the critical first decisions at a
hazardous materials incident. Past experience has shown that decisions made during the
first critical minutes which are based upon safety and public protection, greatly reduce
the risk of first responder injury.
Normally, no other agency (state or federal) is in a position to make the critical
first decisions.
All responders should be familiar with their organization’s Emergency Response
Plan. This Plan should address their specific rules or policies on the “duty to act.” The
organization’s response plan and standard operating guidelines should have defined
procedures in the event of an emergency.
Most communities agree that local responders and public employees can provide this service. First responders’
actions should not exceed the level to which they are trained and equipped.
10. TYPES OF RELEASES
When a hazardous material is released, response organizations may have several goals to achieve to mitigate
the consequences of the release.
Goals
Actions
Spill Control
The process by which the spread of a product through the environment is either limited or
completely stopped
Leak Control
The process by which a breach or failure of a container is either directly or indirectly controlled
Fire Control
The process by which the potential impact of fire is reduced or prevented
Making the proper notifications to the appropriate organizations can help officials complete the goals above.
11. ROLES OF PERSONNEL AT THE AWARENESS LEVEL
Personnel, trained at the awareness level have four responsibilities, which are expressed as goals:
ability to recognize incident involves hazardous material(s), and if possible, to identify
Recognition / Identification
material(s) (if it can be done at no risk)
ability to isolate involved area, restrict access to area and remove un-injured and unIsolation
contaminated persons from area (if it can be done at no risk)
ability to ensure personal safety and safety of uninvolved public (if it can be done at
Protection
no risk)
Notification
ability to notify next level of response as defined in organization’s response plan
If you complete these goals using sound decision making, the outcome of the incident can be greatly enhanced.
8|Region 6 HAZWOPER Awareness Training
12. INTERVENTION
From the beginning you have heard and read that a hazardous material is any substance that presents a danger
to people, the environment, or property. Your goal is to remove the threat(s) to the general public, the environment
and property that a hazardous materials incident may pose, staying within the parameters of the training you have
received and working within the guidelines established by your employer. All local response organizations should review
protocols based on the following:
“Response teams to a disaster scene have a responsibility to first protect themselves and their
team members. If you or your team is injured, not only are the number of victims increased, but the
response is now delayed, resulting in additional resource utilization. This delay and need for additional
resources due to your inability to keep yourself and your team protected could cost other victims their
lives. Don’t be selfish - protect yourself. “
1.
2.
3.
4.
Scene priorities:
Protect yourself and your team members first
Protect the public
Protect the patients
Protect the environment
At an incident, safety should be the first concern of any responder. When fire
fighters, police officers or emergency medical technicians become injured or
contaminated, they become part of the problem, instead of a solution. It’s unfair to ask
responders to risk their life, health, or health of their families by becoming contaminated
at an incident. Difficult decisions need to be made and risks taken should be weighed
against the possibility of a positive outcome.
13. SUMMARY
Hazardous materials are defined in different ways by various agencies. However, for the
first responder, hazardous materials are defined as any substance that has a potential, when
released, to cause harm to the health of people or the environment or damage to property.
Incidents involving hazardous materials differ from other incidents due to the wide
range of characteristics, the prevalence in the U.S., and the challenges presented by past
training that have taught responders to rush in. Hazardous materials response requires a careful and deliberate
approach.
There are 3 different forms in which a hazardous material might exist: gas, liquid, or
solid. There are 9 classifications defined by DOT. Some of these classifications are broken down
further into divisions based on unique hazards within the classifications. Hazardous materials not
only present dangers to the health of humans, but also to the environment and property. Although
substances are not chemically hazardous, they may present danger to humans, the environment, and
property because of temperature, packaging, or quantity.
Hazardous materials incidents may be harmful in many ways. The acronym TEAM CPR (see
below) explains the type of hazards that may be encountered. The goal of the competencies at the awareness level shall
be to provide first responders with the knowledge and skills necessary to perform the following tasks safely. Therefore,
when first on the scene of an emergency involving hazardous materials, the first responder at the awareness level shall
be able to:
a) Analyze the incident to determine both the hazardous materials present and the basic response information by
completing the following tasks:
1) Detect the presence of hazardous materials.
9|Region 6 HAZWOPER Awareness Training
2) Survey a hazardous materials incident, from a safe location, to identify the name, United Nations/North
American (UN/NA) identification number, or type placard applied for any hazardous materials involved.
3) Collect hazard information from the current edition of the Emergency Response Guidebook (ERG).
b) Implement actions consistent with the local emergency response plan, the organization’s standard operating
procedures, and the current edition of the ERG by completing the following tasks:
1) Initiate protective actions.
2) Initiate the notification process.
T.E.A.M. C.P.R.
T
Thermal
a Exposure to extremes in temperature
b Heat from fires or releasing chemical reactions
c Extremes in cold such as those identified with liquefied gases and cryogenic liquids
E
Etiological
a Injury or harm caused by human disease causing agents
b Bacteria and viruses
A
Asphyxiation (divided into simple or chemical)
a Simple - oxygen deficient atmosphere, can be caused by displacement of ambient oxygen
Chemical - many toxic substances, such as carbon monoxide, cause pathological changes within the
b
body by preventing the body from properly using oxygen
M
Mechanical
a Flying debris from explosions
b Trips and falls on uneven ground
c Excessive noise conditions resulting in loss of hearing
C
Chemical
Negative effects from exposure to chemicals or toxic materials include: poisoning from pesticides
a and biological toxins, respiratory system injury from a substance such as chlorine and corrosive
damage from contact with acids and alkaline materials
P
Psychological
a Mental harm caused by fear of the unknown and/or witnessing a violent death
R
Radiological
a Exposure to materials which spontaneously emit ionizing radiation
Unit 2: Physical / Chemical Properties for Awareness Level Response
1. CHEMICAL HAZARDS – BASIC TOXICOLOGY
First, we must balance the beliefs from both ends of the spectrum. On one end, just because a chemical is
involved in a response does not mean that it will explode, or kill us from a minor exposure. At the other end, it is a big
mistake to have the attitude nothing can harm you, the chemicals are not benign, or you are invincible.
10 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
Toxicology is the study of the adverse effects of chemicals on living organisms. It is a
broad science because of the variety of potential effects and diversity of chemicals. Toxicity is
an inherent characteristic of all chemicals and a certain dose of any substance may cause
illness, injury or death. As Paracelsus, the father of toxicology, said: "All things are poison and
nothing is without poison, only the dose permits something not to be poisonous."
So, how does a hazardous material harm someone, and how much does it take to
cause real harm?
For a chemical (or substance) to affect a person, it must enter the body in a dose large
enough to cause an effect. When you take medicine for a headache, blood pressure, or other
ailment, it is important to take the appropriate dose. At the recommended level (dosage), the medicine can provide
relief; below the proper dosage, it may not have any effect; above the proper amount may cause acute damage.
a. Routes of Exposure
In order for a chemical to exert its toxic effect, it must get into the body and reach its target. There are four
major routes of exposure for chemicals to enter the body:
•
•
•
•
Inhalation
Dermal absorption
Ingestion
Injection
i. Inhalation
Inhalation is the primary route of exposure and the most rapid and efficient route of entry for chemical vapors,
gases, mists or particulates. Inhalation of a chemical can cause local effects of irritation when the chemical reaches the
nose, throat, and upper respiratory tract. The chemical action can cause damage to tissues of the throat and bronchi.
Systemic effects occur when the chemical reaches the alveoli where gases are exchanged. Once the chemical reaches
this point, it can enter the bloodstream and cause adverse effects in target organ systems. This can be a very rapid
process, and cause major problems in a very short time-frame.
Please remember that just because you cannot smell the chemical does not mean it is harmless. Many toxic
substances can be fatal, or cause significant injuries below its odor threshold (the amount needed for you to notice).
ii. Skin / Dermal Absorption
Your skin is considered the largest organ of your body. Overall, your skin can
provide a fair amount of exposure protection. Exposure can occur from a spill or splash and
from hand-to-eye contact. Local effects occur when the chemical causes irritation, burns or
dermatitis. Systemic effects occur when the chemical is absorbed through the skin into the
bloodstream and distributed to other parts of the body. Broken skin can increase the
absorption rate. Examples of chemicals that can be absorbed into the skin include:
•
•
•
•
Benzene
Carbon disulfide
Carbon tetrachloride
Toluene
11 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
The two categories of chemicals that usually present the largest threat to your skin through exposure are
corrosives and solvents. Corrosives will destroy the skin and underlying tissue. Solvents will de-solve (melt) away
tissue, including the fats and oils in your skin.
iii. Ingestion
Ingestion is usually less of a concern because it is a less common route for chemicals to
enter the bloodstream. Accidental ingestion occurs from contaminated food and drink and poor
personal hygiene. For example, washing your hands can help prevent accidental ingestion.
Exposure can be local (nausea, vomiting) or systemic (affecting target organ systems). Once
ingested, the hazardous material will enter your digestive system, along with the carrier (food or
drink). From there, it can enter the bloodstream, or cause local distress to the different portions
of the digestive system.
iv. Injection
If your skin is accidentally pierced or otherwise damaged, hazardous substances can
pass through and enter your body. It can be as simple as a wound, cut, scrape, scab, or other
small opening. Additionally, situations that can lead to accidental injection include misuse of
contaminated tools or equipment, misuse or improper disposal of contaminated needles/sharps,
improper handling or disposal of contaminated glass/metal objects, or accidentally stepping on
nails or other sharp, rusty objects
Remember, although a chemical may be considered hazardous, many times it may only
be harmful if it enters the body in a high enough dose.
b. Dose
In toxicological studies, the dose rate is the
concentration of a contaminant multiplied by the duration of
human exposure. Concentration is the amount administered,
usually expressed in units that are based on the route of
exposure. Duration of exposure or period of time over which
the dose has been administered depends on how rapidly and
often a substance is given. There are several classifications of duration:
•
Acute: Refers to a single exposure over a short period of time (less than 24 hours). In the field, examples include
exposure from chemical releases or splashes
•
Subacute: Refers to single or multiple doses delivered within 30 days
•
Subchronic: Refers to single or multiple doses delivered within 1 to 3 months in animals
•
Chronic: Refers to repeated or continuous exposure over long periods of time (more than 3 months and up to 2
years) in animals. Exposure from long-term remedial site work would be a chronic exposure situation
c. Response / Effects
Before a dose-response relationship can be evaluated, the type of effect or endpoint that is being measured
must be identified and defined. The following are usual toxic effects seen following a chemical exposure.
•
Local Effects: A local effect refers to an adverse health effect that takes place at the point or area of contact.
The site may be skin, mucous membranes, respiratory tract, eyes, etc. For example, if a chemical comes in
contact with the skin, it may cause a rash or burn.
12 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
•
•
•
Systemic Effects: A systemic effect refers to an adverse health effect that takes
place at a location distant from the body’s initial point of contact and presupposes
absorption has taken place. Substances with systemic effects often have “target
organs” in which they accumulate and exert their toxic effect. For example, some
chemicals (e.g., arsenic) when ingested may travel through the body and exert their
toxic effect on the liver.
Immediate vs. Delayed Effects: Immediate effects are those effects that develop
rapidly after a single administration of a substance. Delayed effects occur after
some time has passed since administration or after repeated exposure to a
chemical.
Reversible vs. Irreversible Effects: Some toxic effects are reversible, such as a rash
or nausea. However, effects such as corrosion of eye tissue or induction of cancer are irreversible. The ability of
tissue to regenerate usually determines whether the effect is reversible or irreversible.
d. Dose / Response Relationship
The dose-response relationship describes the change in effect on an organism caused by differing levels of dose
(or exposure) to a chemical. In general, a given amount of toxic agent (chemical) will elicit a given type and intensity of
response. However, each person’s tolerance level or response to a toxic agent is influenced by many factors, including
genetic makeup, work habits, age, gender, body weight, physical health, and medication being taken. The dose-response
relationship is the basis for measurement of the relative harmfulness of a chemical.
2. HAZARD CLASSES OF TOXICS
Toxic hazards include a wide range of categories, or classes of substances that are based on the type of effects
produced from acute and chronic exposure. The following are considered hazard classes:
•
Irritants
•
Sensitizers
•
Systemic Poisons
•
Carcinogens/Mutagens/Teratogens
•
Asphyxiants
a. Irritants
Irritants are chemicals that cause a reversible inflammatory effect on living tissue by
chemical action at the site of contact, usually following acute exposure to high concentrations of a
substance.
•
Primary Irritants: Primary irritants may cause dermatitis within hours of exposure. Most
organic solvents and detergents are considered to be primary irritants.
•
Strong Irritants: Strong irritants produce observable effects, including ulceration and tissue destruction, within
minutes of exposure. Corrosive agents (e.g., acids and bases) are examples of strong irritants.
•
Respiratory Irritants: Respiratory irritants cause slight to severe irritation of the nose, mouth, throat and lungs.
•
Lacrimators: Some chemicals irritate the mucous membranes, stimulating lacrimation (excessive watering of the
eyes). Examples include acrolein, chlorine, ethyl iodoacetate, and tear gas (benzyl bromide).
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b. Systemic Poisons
Systemic poisons are chemical agents that exert their toxic effect on specific organs or organ systems following
exposure by any of the four major routes of exposure. These toxic hazards can be grouped in categories based on the
organ or organ system targeted or on the effect produced, such as:
•
Central Nervous System Depressants: These toxic substances cause symptoms
such as headache, nausea, impaired coordination, lethargy, and confusion in the
short term. Long-term exposure may lead to more pronounced nervous system
disorders, such as spasms, tremors, impairment of speech, vision, or memory.
Examples include toluene, methanol, and benzene.
•
Neurotoxins: Neurotoxins affect the nervous system. The symptoms may begin
with lethargy, vomiting, irritability, and dizziness, and then progress to ataxia and
reduced level of consciousness, which may lead to coma and death. Examples include n-hexane, mercury, lead,
chlordane, and DDT.
•
Hepatotoxins: Hepatotoxins affect the liver. Liver disorders are sometimes marked by jaundice. Examples
include carbon tetrachloride, nitro-hydrocarbons, chlordane, and chloroform.
•
Hemolytic Agents: These agents affect blood and blood components. Symptoms may include fatigue, pale skin,
rapid heart rate, nosebleeds, or frequent or prolonged infections. Examples include arsine, benzene, and lead.
•
Nephrotoxins: Nephrotoxins are toxic agents that inhibit, damage or destroy the cells and/or tissues of the
kidneys. Symptoms may include edema, kidney stones, headache, or nausea. Examples include lead, chloroform,
mercury and parathion.
•
Reproductive System Toxins: These affect the male and female reproductive system. Symptoms may include
infertility or enlarged reproductive organs. Examples include steroids, cadmium chloride, and alkylating agents.
•
Convulsants: Cause convulsions and possible coma. Examples include parathion, malathion, and phenol.
c. Carcinogens/Mutagens/Teratogens
•
•
Some groupings of physical or chemical agents that may be harmful are
carcinogens, mutagens and teratogens.
•
Carcinogens: A carcinogen is a substance or agent capable of causing or
producing cancer in mammals, including humans. A chemical is considered to be a
carcinogen if: 1) it has been evaluated by IARC and found to be a carcinogen or
possible carcinogen; 2) it is listed as a carcinogen or possible carcinogen in the
Annual Report on Carcinogens published by the National Toxicology Program; or 3) it is regulated by OSHA as a
carcinogen. Examples include asbestos, kepone, benzene, and coal tar pitch volatiles.
Mutagens: A substance or agent capable of altering the genetic material in a cell. The parent is unaffected, but
the offspring suffers consequences. Examples include ionizing radiation, sodium azide, and bromine.
Teratogens: A teratogen is a substance that causes birth defects in the developing fetus. Examples include
thalidomide, ethanol, diethylstilbestrol, and ionizing radiation.
d. Asphyxiants


Asphyxiants are materials that deprive the body of oxygen.
Simple Asphyxiants: Are typically non-toxic gases that may cause injury by
inhalation only if present in air in such high concentrations that they
reduce oxygen in the air (normally about 21%) to dangerous levels (18% or lower). This may result in headaches,
unconsciousness and eventually death. Examples include carbon dioxide, nitrogen, helium, and methane.
Chemical Asphyxiants: Are substances that chemically interfere with the body’s ability to take up and transport
oxygen. Examples include carbon monoxide, hydrogen sulfide, nitrobenzene, and hydrogen cyanide.
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3. CHEMICAL HAZARDS -- RECOGNITION




The degree of hazard associated with a particular chemical will depend on:
its physical properties
its toxicity
the way it is used
the environment in which it is encountered
4. PHYSICAL CLASSIFICATION – SOLIDS AND LIQUIDS
Chemicals may be found in solid, liquid, aerosol, gas and vapor forms. The
degree of danger varies according to the form of the chemical and the factors previously discussed.
a. Solids
Not all forms of a chemical pose a health hazard. For example, a lead pipe is
not a significant health hazard. However, the lead can become a human health hazard
if the pipe is sanded or welded, producing lead dust or fumes. The dust or fumes can
become airborne and be inhaled, or lead can leach into water and be ingested.
A chemical may be hazardous even in solid form. For example, individuals who
are sensitized to nickel may develop dermatitis from skin contact with the metal.
Fuming solids emit toxic vapors that may be inhaled. Some materials, such as
pesticides, can evaporate directly from solid form. Some solids are not a hazard alone
but become hazardous when they come into contact with other chemicals (e.g., acid in contact with iron can release
hydrogen gas).
b.
Liquids
Many liquids are hazardous when they come in contact with the skin. They either
damage the skin or they are easily absorbed through the skin. It is important to remember
that chemicals that can damage or be absorbed through the skin will have this effect on all
skin, not just the hands. The degree of hazard associated with a liquid depends on its
characteristics and how it is handled. For example, inhalation is the primary route by which
chemicals enter the body. A liquid’s vapor pressure is important in determining its degree of hazard. Liquids with a low
vapor pressure may create a low airborne concentration. Liquids with a high vapor pressure may produce high airborne
concentrations. The hazard level of an airborne concentration depends in part on the chemical’s toxicity.
5. PHYSICAL CLASSIFICATION – GASES, VAPORS, AEROSOLS
Chemicals may be found in solid, liquid, aerosol, gas and vapor forms. The degree of
danger varies according to the form of the chemical and the factors previously discussed.
a. Aerosols
Aerosol is a term used to describe fine particles (solid or liquid) suspended in air. Examples of aerosols include
dust, fumes, mist, fog, smoke and smog. Knowing how various aerosols are generated will help you anticipate where
aerosol hazards may exist in the field. Aerosols may be a hazard to the eyes, skin and respiratory system.
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b. Gases and Vapors
A gas is a state of matter in which the molecules are unrestricted by cohesive forces.
Vapors are the evaporation products of chemicals that are normally liquid or solid at room
temperature. Routes of entry associated with gases and vapors are inhalation, and eye or skin
exposure.
6. PHYSICAL AND CHEMICAL CHARACTERISTICS
Knowing the physical and chemical characteristics of the chemicals you anticipate finding during a field activity
can help you recognize potential hazards and appropriately protect yourself.
You can find the details on the physical and chemical characteristics by referring to the chemical’s Material
Safety Data Sheet (MSDS). MSDSs must be readily available in areas where hazardous materials are being used. More
information about Material Safety Data Sheets is found in the Hazard Communication module.
a. Solubility
The ability of a given substance (solid, liquid, gas or vapor) to dissolve in a solvent is
solubility. An insoluble substance can be physically mixed or blended in a solvent for a short
time but is unchanged when it finally separates. The solubility of a substance is independent of
its density or specific gravity. Solubility is important when determining health effects,
reactivity, dispersion, and methods of cleanup and treatment. Solubility is generally expressed
in parts per million (ppm) or as a percentage (0-100%).
b. Specific Gravity / Density
Specific gravity (SpG) is the ratio of the mass of a unit volume of a substance to
the mass of the same volume of a standard substance at a standard temperature. Water
is the standard for liquids and dry air is the standard for gases. Numerically, SpG is equal
to the density in g/cc, but is expressed as a pure number without units.
If the SpG of a substance is greater than 1 (the SpG of water), it will sink in water (e.g., methylene chloride). The
substance will float on water if its SpG is less than 1 (e.g., oil/petroleum products). This is important when considering
containment, cleanup, disposal, and treatment alternatives.
Density of a substance is its mass per unit volume, commonly expressed in grams per cubic centimeter (g/cc).
The density of water is usually accepted as 1 g/cc since 1 cc has a mass of 1 g for water at 4ºC. Note: This information
only applies to the insoluble portion of the material.
c. Vapor Density
The density of a gas or vapor can be compared to the density of the ambient
atmosphere. Vapor or gas that is greater in density than the ambient air tends to settle
in the lowest point. Vapor with density close to the density of air or lower tends to
disperse in the atmosphere. In settling, dense vapor (v.d.>1) creates many hazards. If
the vapor displaces enough air to reduce the atmospheric concentration of oxygen
below 18%, asphyxia may result. If the vapor is toxic, inhalation problems predominate
even if the atmosphere is not oxygen deficient. If a substance is explosive and very
dense, the fire/explosive hazard may be in the form of vapor trails which can spread far from the liquid. Flashback can
occur if an ignition source is present.
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d. Vapor Pressure
The pressure exerted by a vapor against the sides of a closed container is
called vapor pressure. Vapor pressure is temperature dependent. As
temperature increases, so does the vapor pressure. Thus, more liquid
evaporates, vaporizes or volatilizes. The lower the boiling point of the liquid, the
greater the vapor pressure will be at a given temperature. Values for vapor
pressure are most often given as millimeters of mercury (mm Hg) at a specific
temperature. Usually the higher the vapor pressure, the more volatile the substance.
e. Boiling Point
Boiling point is the temperature at which a liquid changes to a vapor, or the temperature at which the vapor
pressure of the liquid equals the atmospheric pressure. The opposite change in phase is the condensation point. A major
consideration with toxic substances is how they enter the body. With high-boiling-point liquids, the most common entry
is by body contact (skin absorption). Low-boiling-point liquids are most commonly inhaled.
f.
Melting Point
Melting point is the temperature at which a solid, when heated, changes to a liquid. This
temperature is also the freezing point, the temperature at which a substance will solidify or
freeze upon removal of heat. The proper terminology depends on the direction of the phase
change. If a substance has been transported at a temperature that maintains a solid phase then
a change in temperature may cause the solid to melt. A particular substance may exhibit totally
different properties depending on the phase. One phase could be inert while the other is highly
reactive. Thus, it is imperative to recognize the possibility of a substance changing phase due to
changes in the ambient temperature.
g. Flash Point
Flashpoint is the lowest temperature at which a liquid gives off enough vapor to
form an ignitable mixture with air and produce a flame when an ignition source is present.
If the temperature is right, the material may give off enough vapors at its surface to allow
ignition by an open flame or spark. When a vapor does ignite, combustion can continue as long as the temperature
remains at or above the flashpoint. Remember, only the vapors burn. Solid materials and liquids do not burn. It is only
materials convert to vapors that they can burn. In order to burn, vapors must be present.
h. Autoignition Temperature
The lowest temperature at which a product will ignite from its own heat source or a contacted heated surface
without necessity of spark or flame is called the autoignition temperature. This temperature is very high – commonly in
the hundreds of degrees.
i.
Explosive Limits
The range of concentration of gases in air that will support the explosive
process is bounded by measurable limits called Upper Explosive Limit (UEL) or
Upper Flammable Limit (UFL) and Lower Explosive Limit (LEL) or Lower Flammable
Limit (LFL). The flammable range is the optimal chemical fuel concentration in air for the ignition and the sustenance of
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combustion. The lowest concentration of fuel in this range is the LEL/LFL. The highest ratio that is flammable is the
UEL/UFL. Concentrations less than the LEL/LFL are not flammable because there is too little fuel, that is, the mixture is
too “lean” to burn. Concentrations greater than the UEL/UFL are not flammable because there is too much fuel
displacing the oxygen (resulting in too little oxygen). The mixture is too “rich” to burn.
7. WARNING PROPERTIES
Warning properties, such as those shown below, are examples of characteristics that could alert you to the
presence of a chemical in the air:

Odor threshold

Color of product

Other senses (taste and irritation)
8. REDUCING EXPOSURE
Once you have a recognized that a hazardous materials emergency exists, you
have 3 ways to limit your exposure and the potential for harm.

Limit Your Time: Do not stay in the danger area. By reducing the amount of
time you are exposed to the chemical, you can lower the chance that you will experience health effects.

Increase Your Distance: Move upwind and uphill of the release. By moving further away and in a direction
away from the release, you can lower the risk of serious problems occurring. This method is the primary way a
person trained at the Awareness Level reduces their exposure.

Use Shielding: (physical barriers or protective clothing) If you can, position yourself between the hazard and
some sort of shielding. Shielding can be a physical barrier or protective clothing. However, at the Awareness
Level, you should be far enough away from the release that you should not need protective equipment.
Unit 3: Regulatory Overview of HazMat Training
1. INTRODUCTION
In the 1970's and 80's, after events such as the deadly chemical release in Bhopal,
India, the federal government saw a need to intervene on behalf of citizens and emergency
responders and passed the Superfund Amendments and Reauthorization Act (SARA). This
legislation greatly reduced the number of responders killed or injured in response to hazmat
incidents.
One provision of SARA directed OSHA to develop hazmat worker
safety standards and regulations. As a result, Occupational Safety and Health Administration (OSHA)
developed 29 Code of Federal Regulations (CFR) 1910.120, the Hazardous Waste and Emergency
Response (HAZWOPER) standard.
EPA and OSHA promulgated identical health and safety standards to protect workers
engaged in hazardous waste operations and emergency response.
The OSHA standards, placed at 29 Code of Federal Regulations (CFR) § 1910.120 became
effective on March 6, 1990, contain requirements to minimize the health and safety hazards to
workers performing emergency response actions.
The EPA regulations, developed in June, 1990, incorporate the OSHA standards by reference and are located at
40 CFR Part 311.
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Part 311 states ... “The substantive provisions found at 29 CFR 1910.120 apply to State and local government
employees engaged in hazardous waste operations, as defined in 29 CFR 1910.120(a), in States
that do not have a State plan approved under section 18 of the Occupational Safety and Health
Act of 1970.” ... “Employee is defined as a compensated or non-compensated worker who is
controlled directly by a State or local government ...”
The OSHA worker protection standards and EPA’s corresponding rule for emergency
response (HAZWOPER) apply to five groups of workers, including “Emergency Response
Operations Without Regard to Location.”
2. LEVELS OF TRAINING
Under the HAZWOPER regulation, OSHA requires training for all emergency response personnel, sufficient to
meet the person’s expected responsibilities during an emergency.





OSHA’s five levels of hazardous materials training are:
Awareness
Operations
Technician
Specialist
On-Scene Incident Commander
a. OSHA 29 CFR 1910.120(q)(6)(i) First Responder Awareness Level
Persons at the awareness level may be employed by public-or private sector organizations, such as fire or
emergency medical services, law enforcement, emergency management, public works, public health, dispatchers,
utilities, and transportation, as well as volunteer agencies and manufacturers, guard and security services, and
contractors. Persons at the awareness level are individuals who are likely to witness or discover a hazardous substance
release and who have been trained to initiate an emergency response sequence by notifying the
authorities of the release.
Persons at the awareness level shall have sufficient training or have had sufficient
experience to objectively demonstrate competency in the following areas:

An understanding of what hazardous substances are, and the risks associated with them
in an incident (1910.120(q)(6)(i)(A))

An understanding of the potential outcomes associated with an emergency created
when hazardous substances are present (1910.120(q)(6)(i)(B))

The ability to recognize the presence of hazardous substances in an emergency (1910.120(q)(6)(i)(C))

The ability to identify the hazardous substance, if possible (1910.120(q)(6)(i)(D))

An understanding of the individual’s role in the employer’s emergency response plan including
site security and control, and the U.S. DOT’s Emergency Response Guidebook (ERG)
(1910.120(q)(6)(i)(E))

The ability to realize the need for additional resources, and to make appropriate notifications to
the communications center (1910.120(q)(6)(i)(F))
In addition to the 1910.120 standard and 311 regulations, several professional organizations
have developed their own standards for competencies at the different levels of training.
For example, the National Fire Protection Association (NFPA) has developed “Standard for
Professional Competence of Responders to Hazardous Materials Incidents,” known as “NFPA 472.”
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b. Under the NFPA 472:
1) Personnel at the awareness level are persons who, in the normal course of their duties,
could be the first on scene of an emergency involving hazardous materials.
They are expected to recognize the presence of hazardous materials, protect
themselves, call for trained personnel, and secure the area (3.3.25).
Persons at the awareness level are not expected to take any action that would require
a great deal of training and experience. Rather, their actions will be defensive, and
limited.
2) Further, the first responder at the awareness level shall be able to:
a) Analyze the incident to determine both the hazardous materials present and the basic hazard and response
information for each hazardous material by completing the following tasks:
1. Detect the presence of hazardous materials
2. Survey a hazardous materials incident from a safe location to identify the name, United Nations/North
American Hazardous Materials Code (UN/NA) identification number, or type placard applied for any
hazardous materials involved
3. Collect hazard information from the current edition of the North American Emergency Response Guidebook
(ERG)
b) Implement actions consistent with the local emergency response plan, the organization’s standard operating
procedures, and the current edition of the North American Emergency Response Guidebook by completing the
following tasks:
1. Initiate protective actions
2. Initiate the notification process
3) Competencies under the NFPA 472 for the First Responder at the Awareness Level
include:
4.2 Competencies — Analyzing the Incident.
4.2.1 Detecting the Presence of Hazardous Materials.
4.2.2 Surveying the Hazardous Materials Incident from a
Safe Location.
4.2.3 Collecting Hazard Information.
4.3 Competencies — Planning the Response. (Reserved)
4.4 Competencies — Implementing the Planned Response.
4.4.1 Initiating Protective Actions.
4.4.2 Initiating the Notification Process.
4.5 Competencies — Evaluating Progress. (Reserved)
4.6 Competencies — Terminating the Incident. (Reserved)
To review a complete copy of NFPA 472, “Professional Competence of Responders to Hazardous Materials,” go to:
www.nfpa.com
For more information on OSHA regulations and programs concerning emergency response training, go to:
http://www.osha.gov/SLTC/emergencypreparedness/responder.html
Response personnel should check with their respective professional organization, or State Training Officer, for other
relevant standards pertaining to hazardous materials training and competencies. In Region 6:
 Arkansas Department of Emergency Management
Camp Robinson, North Little Rock, AR 72199
(501) 683-6752
www.adem.arkansas.gov
 Louisiana Governor’s Office of Homeland Security and Emergency Preparedness
7667 Independence Blvd, Baton Rouge, LA 70806
(225) 925-7500
www.gohsep.la.gov
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 New Mexico Department of Public Safety / Emergency Management
P.O. Box 27111, Santa Fe, NM 87502
(505) 476-9600
 Oklahoma Department of Emergency Management
P.O. Box 53365, Oklahoma City, OK 73152
(405) 521-2481
 Texas Division of Emergency Management / DPS
P.O. Box 4087, Austin, TX 78773
(512) 424-2195
http://www.nmdhsem.org/
http://www.ok.gov/OEM/
www.txdps.state.tx.us/dem
Unit 4: Identification of Hazardous Materials
1. INTRODUCTION
Hazardous materials are not only widely used, but many are hard to detect. Learn how to
spot clues that can be used to detect the presence of hazardous materials.
Agencies such as OSHA, EPA, NFPA, and DOT have developed regulations and guidelines
for placarding and labeling hazardous materials located in fixed facilities and during
transportation. However, you will not be able to solely rely on these placards and
labels.
Recognize clues that use your senses of sight, hearing and smell that
indicate the presence of hazardous materials. However, using your senses can be
extremely hazardous to your health and even deadly.
Informational tools such as the ERG, MSDSs, and shipping papers will be essential for your
quickly identifying a hazardous materials incident.
Routine Hazardous Materials Incident ??
As an emergency responder, you need to use great caution when approaching a potential or known hazardous
materials incident. Very little is known about the long-lasting health effects of the vast majority of chemicals in use.
There is no such thing as the “routine” hazardous materials incident.
Regardless of how harmless an incident looks; whether you know the chemical, or it
appears to be a small amount, a hazardous material is marked “hazardous” for a reason.
For example, consider the number of people who never expected to be injured or killed
when improperly using small amounts of gasoline. Treat each incident as your first, approach it
cautiously, plan carefully, and always keep safety as the primary focus. Finally, some common chemicals will react with
one another when they are mixed. In addition, certain substances can be more dangerous depending on their form. For
example, when powdered non-dairy coffee creamer is ignited, it can burn with explosive force.
When ammonia and bleach are mixed, they form a toxic gas that can severely injure responders. Finally, smoke
from rubber backed carpeting can produce deadly vapors such as hydrochloric gas. Therefore, safety “vigilance and
discipline” must be maintained, even if the scene seems to present little or no risk.
2.
GENERAL CLUES
The safe handling of a hazardous materials incident begins long before your arrival.
Detecting the presence of hazardous materials is the first step in having a successful outcome. For example, common
sense will tell you if you approach a gas station, there is a hazardous material present.
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What happens, however, when you roll up on a scene and find a black glass building
with a large parking lot? Can you be certain that hazardous materials are not present?
Too often emergency responders will assume that if the presence of hazardous
materials is not outwardly apparent they are not present.
Unfortunately, many of those same emergency responders are injured, disabled or
killed. If you are responding to the scene of a hazardous materials incident, use the outward
signs that may suggest the presence of hazardous materials.
a. Collapsed Victims
If you see persons who are collapsed, vomiting, have severely watering eyes, uncontrollable
coughing or other signs of respiratory distress in or around the hazardous area, it could be indicative
of exposure to hazardous materials.
b. People Running from the Scene
People running from the scene of an incident almost always raise a red flag, especially to
law enforcement personnel. However, this may be an indicator of a hazardous materials spill and
should alert you to approach the scene with caution.
c. Flames or Smoke
Smoke is a mixture of hot gases, carbon, and particulate materials. As stated above, a fire can
alter the chemical composition of a material.
Therefore, if smoke or fire is observed, the potential for exposure to emergency responders is
greatly increased.
d. Rising Sound from a Venting Safety Device
As the pressure builds in a container, materials can be forced out of the container or the container can fail.
A loud roar or high pitch from a container’s safety device is an indicator of increasing pressure. This should alert
you and increase your caution.
e. Hissing Sound
Leaking vapors may cause a hissing sound, much like air escaping a tire. This
should alert you that the dangers presented by leaking vapors might be present.
f.
Dead Birds, Fish, Animals, and Insects
Birds falling out of the sky, fish kills, and the absence of insects are often indicative of a hazardous materials
spill.
g. Other Clues
Although most hazardous materials incidents are unintentional and accidental, there is an increasing frequency
of chemical, biological, ordinance and radiological – Chemical Ordinance, Biological, and Radiological (COBRA) terrorism
and clandestine drug manufacturing facilities. Each of these pose serious threats to emergency responders.
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In some instances, there are explosive (ordinance) devices and other Weapons of Mass
Destruction (WMD) placed to injure or kill responders and the general public. However, there
are clues that can alert you to their presence.
Unusual security locks, bars on the windows, covered windows, barbed wire, and
surveillance equipment that appears inappropriate for the surroundings, can be warning signs.
Approach the scene with extreme caution. Be alert of the possibility of secondary
devices. These devices are detonated or released after an
initial detonation or the release is intended to injure a specific target(s), often
emergency responders.
Also, keep in mind the potential targets of a terrorist. Public areas with high
traffic or volume, such as convention centers, churches, theaters, stadiums, are targets
for a would-be terrorist. Mass transit systems, such as a bus depot or the buses
themselves, and places with high economic impact are also targets. Government
buildings, such as the federal courthouses, are probable targets for a terrorist attack.
Telecommunications centers also should be considered potential targets of a terrorist.
Hazardous materials and laboratory equipment that are not appropriate for the
occupancy are also indicators of the presence of hazardous materials.
Unexplained vapor clouds, mists, and plumes may indicate a release of a gaseous substance. Unusual tastes and
odors may also indicate a hazardous materials release. Throughout the nation, there is a substantial number of
clandestine methamphetamine manufacturing facilities, often referred to as “meth labs.”
These labs can be found in urban, rural and inner city areas, in fixed facilities and in
car trunks. They use a dangerous mix of chemicals with improvised formulas that create
extremely toxic gases. The persons surrounding a hazardous materials release area can also
provide clues that may help your response efforts.
If you encounter persons who have a sudden onset of multiple illnesses; unexplained
signs of skin, eye, and / or airway irritation; or twitching, tightness in the chest, sweating,
pinpoint pupils, runny nose, and / or vomiting may indicate exposure to a hazardous material.
Although initial responders may not see these signs, they may be helpful to law enforcement personnel who are
gathering intelligence on a particular site.
h. Using Your Senses
Throughout the previous section, you have learned of ways to use your senses to detect
the presence of hazardous materials. However, using your senses to detect the presence of
hazardous materials is a dangerous, potentially deadly method of detection.
Using the clues mentioned above are helpful, however, by the time you are close enough
to hear or see these clues, you may already be in an area considered to be “Immediately
Dangerous to Life and Health (IDLH).”
This designation means there is a concentration that is high enough to cause significant damage to your health.
Although using your senses can be helpful, it can also be dangerous. How often have
you heard the story of the old leather lung fire chief, the crusty police sergeant, or the wetbehind-the-ears rookie that walks up to spill, touches the substance and then smells it or tastes
it? This method of detecting hazardous materials is not only foolish ... it can have deadly
consequences.
The use of taste, smell and touch are not accurate or effective methods of identifying a
substance. They will result in exposure to the substance. Remember the routes of exposure
mentioned earlier in this text. They are ingestion, inhalation, injection, and absorption through skin or eye contact. Look
at these closely; ingestion is accomplished through tasting a substance.
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Absorption is as easy as touching a substance and inhalation is as easy as smelling. The bottom line is that your
safety and the safety of your team are of the utmost importance. Do not approach, taste, smell, or touch any substance,
known or unknown, without wearing the proper personal protective equipment (PPE) and level of training.
In addition, certain materials can cause damage to your sight. Chlorine can burn the eyes and burning
magnesium can burn the retinas of the eyes. When trained to the awareness level, approaching or sampling a substance
goes well beyond your scope of training.
i.
Location and Occupancy
The location of an incident may provide clues as to the possible presence of hazardous materials. For example, if
you respond to an incident at a water treatment plant, and see a greenish-yellow cloud rising from the facility, you
would expect that hazardous materials would be involved more than if you saw one rising over a fast-food restaurant.
Likewise, if you made a response in the mid-summer to a man reported down in a field beside an ammonia
nurse tank, you might suspect that farm chemicals are involved.
Occupancy also plays an important part in determining the presence of hazardous
materials. Commercial laboratories, lawn and garden centers, manufacturing facilities, rail
yards, storage sheds, disposal sites, etc., can have hazardous materials present.
Another source probably not considered to house hazardous materials are large
stores, such as a wholesale warehouse or consumer club store, and other consumer goods
retailers. These stores often have pool chemicals, automotive supplies, and sometimes
propane gas cylinders. As you can imagine, these stores can pose serious threats to
emergency responders during a fire or hazardous materials release.
Pre-planning and routine inspections can provide information about the location of
hazardous materials throughout the community.
As you approach a scene take notice of whether the occupancy is a confined space, or
the location is below grade. These factors can affect the concentration of toxic vapors and
breathable air. Unfortunately, there are exceptions to the rule. Clandestine drug labs are meant to be disguised.
These labs may be in abandoned houses, basements, apartments, and numerous other spaces, including car
trunks and trailers. In addition, the persons who operate these labs may place devices meant to injure or kill anyone
who may not be welcome.
Therefore, if you respond to a suspected lab, be alert for trip wires, bombs, things hanging from trees, and other
items that may seem inappropriate.
Except for these labs, the occupancy and location is a reliable clue to identify the presence of hazardous
materials. It may be helpful to ask yourself as you approach a scene, “what is the likelihood that hazardous materials are
being manufactured, used, transported into, or disposed of at this site?”
3. CONTAINER SHAPES
Once you arrive at the scene, another valuable clue is the container shape. Your
experience tells you that there are containers of all shapes and sizes that hold hazardous
materials.
Sitting by the railroad tracks watching a train pass or on a highway watching traffic
go by provides a simple reminder of the variety of containers that carry hazardous materials.
In addition, think about all of the smaller containers that you have come across that hold hazardous materials. From
syringes to the million gallon oil tanks, there are many different sizes of containers for hazardous materials.
Your ability to recognize and identify these packaging types should alert you to the
likely presence of hazardous materials. In addition, the specific shape of a container may also
provide clues to the dangers the contents of the container may present.
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For example, containers with rounded ends and made from heavy gauge metal usually contain contents under
high pressure. Containers with flat ends usually indicate low pressure or non-pressurized containers.
a. Bulk Packaging
There are basically two types of bulk packaging: that which is an integral part of
the transport vehicle, and that which is placed inside or on a transport vehicle.
These include railroad freight cars, such as hopper cars, boxcars and tank cars, as well as tank trucks and semitrailers.
Packages that are placed in or on a transport vehicle include ton containers, intermodal tanks (See Appendix C),
palletized non-bulk packages, and protective overpacks for radioactive materials called “casks.”
b. Non-Bulk Packaging
Non-bulk packaging also comes in two basic types: single packaging and combination packaging.
Examples of single packaging would be pails, barrels, drums, carboys (see Appendix C), and cylinders.
An example of combination packaging is fiberboard boxes containing multiple sacks or jars. Determining
the presence of hazardous materials in non-bulk packaging is more difficult.
Most vehicles that transport these types of packages are not placarded to alert first responders of
the presence of hazardous materials. These vehicles are also enclosed, requiring the vehicles to be
opened to determine the presence of the hazardous materials. The exception to this is a flatbed truck.
Another difficulty in determining the presence of hazardous materials in non-bulk packaging is
that these materials are often not placarded or labeled because they are shipped just below the threshold quantity. An
example of this may be small parcel shipping service that may deliver 100 pounds of sulfuric acid. This is below the
placarding and labeling thresholds; however, the threat of the acid is still present.
The best policy is to proceed as though hazardous materials are present. A significant problem facing emergency
responders is that hazardous materials in small container shipments can be found everywhere. Again, be alert for mobile
drug labs in vehicles and the potential for farm chemical spills.
ASSUME HAZARDOUS MATERIALS ARE ALWAYS PRESENT IN VEHICULAR OR TRUCK ACCIDENTS.
4. MARKINGS AND COLORS
Markings and colors are important clues for detection of hazardous materials. However, they may not be
present, especially if they have been burned or scraped off of the container. Business names, proper shipping names,
and marking systems can provide you with a great amount of information from a safe distance.
a. Placards and Labels
Placards and labels are designed to alert you to presence of hazardous materials in transportation. Placards are
used on bulk containers, such as trucks or rail cars. Labels are found on small packages, up to 640 cubic feet in size. Both
placards and labels use the same system to warn you about hazards.
The DOT developed this system to provide emergency responders with information about the hazards that may
be present during an incident. Each placard or label has 4 codes that indicate the primary hazard for that material, as
determined by the DOT. On each placard or label you will find a color code, a word code, a symbol code, and a number
code.
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b. Business Names
“Markings” refer to the name of the businesses known to deal with chemicals such as
large chemical manufacturers, refineries, and chemical distributors. These markings can be
observed on the outside of transport vehicles, buildings, and even single containers from great
distances by using binoculars.
In many cases the Department of Transportation requires certain markings on containers that can identify, or at
least help identify the specific hazardous materials being shipped.
c. Proper Shipping Names
The “proper shipping name” is the chemical or common name that the US Department of
Transportation has authorized for a hazardous material. The proper shipping name must be listed on
shipping papers and may be listed on the container. It is also the name referred to by the UN/NA
number. It is important to understand that the shipper selects the proper shipping name that is used
on the container and shipping papers.
Many times the shipper will use a generic name such as “Flammable Liquid” with the
initials “n.o.s.,” not otherwise specified. In such cases you will likely find the technical name on
shipping papers after the annotation n.o.s. You may find the common or shipping name
stenciled on the side of the container.
This is a common practice for containers that are dedicated to carrying that particular
material. If this is the case then your job has been made easier. However, this is the exception
not the rule. Most often, you will find that the proper hazard class name has been used to
satisfy the proper shipping name requirement.
d. UN/NA Numbers
United Nations/North American identification numbers are four digit numbers
assigned to hazardous materials/dangerous substances.
The numbers are used in Mexico, Canada, the United States, and in many of
the United Nation member countries. Therefore, many foreign shipments will use this
numerical system of identifying hazardous materials. These numbers can be found on shipping papers, material safety
data sheets (MSDS) and on placards. They serve as quick identification of the substance, provided that the container is
labeled correctly.
Also, these four-digit numbers are numerically indexed in the yellow-bordered section of the Emergency
Response Guidebook (ERG).
e. Other Markings
For certain chemicals shipped by rail, the US Department of Transportation requires that the proper shipping
name be stenciled on the side of the railcar. For example, railcars shipping anhydrous ammonia, ammonia solutions
with more than 50% ammonia and Division 2.1 and 2.3 materials require this marking. Again, these cars are dedicated to
transporting this material as long as the name is stenciled on the car.
Every container that is in service has numbers stenciled or stamped in certain areas on the container. These
numbers mean simply that the container has been constructed to certain specifications to transport the specific hazard
class. Containers may also have exemption numbers to signify the US DOT’s approval that allows the transport of certain
hazardous materials in non-specific containers. An emergency response network, such as the Chemical Transportation
Emergency Center (CHEMTREC) may use these numbers to help identify the materials involved.
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5. NFPA 704 SYSTEM
If you are a fire fighter, you are aware of the NFPA, National Fire Protection
Association. The NFPA develops standards and guidelines for use by fire departments across
the nation, including standard 704. NFPA 704 is a marking system developed for use at
fixed facilities. This system provides you with an immediate assessment of the relative
hazards of dangerous chemicals at a fixed facility that stores, manufactures, or uses
hazardous chemicals. This standard provides you with information concerning the health,
flammability, reactivity, and other related hazards created by short-term exposure that
might occur under conditions such as fire or other related emergency conditions.
As mentioned above, the system identifies the hazards of three principal areas; “health,” “flammability,” and
“reactivity” or the instability of a material. The system indicates the degree of severity numerically by five divisions
ranging from “zero (0),” indicating no special hazard to “four (4),” which indicates a severe hazard.
There are two ways each category is marked, by position and by background color. Health is always on the left
and is blue. Flammability is on top and is red. Reactivity is on the right and is yellow. The
fourth space located on the bottom of the diagram is used for special hazards such as water
reactivity, radioactivity, corrosivity, or special protective equipment required in case of a fire
or emergency.
How the system provides you information is based in terms of the hazards for each of
the three areas. For example, a material which is very hazardous as a health threat, such as
chlorine, would receive a 3 or 4 in the blue box, denoting an extreme health hazard.
The flammability of a material is classified based on its flash point. Thus:





Materials that do not burn would have a 0 in the red box, indicating no flammability issue.
Materials with a flash point over 200F would have 1 in the red box.
Materials with a flash point between 100F and 200F would have 2 in the red box.
Materials with a flash point below 100F and a boiling point above 100F would have a 3.
Materials with a flash point below 100F and a boiling point below 100F would have a 4 in the red box.
The reactivity or stability classification is denoted in the yellow box. Stable materials are those which normally
would not react with other materials or water. Unstable materials will produce heat and/or energy when mixed with
other materials. Stable materials would be denoted with a 0. Very unstable materials would have a 4 in the box.
It is important to remember that the NFPA 704 system is normally used on fixed facilities and its use is voluntary,
unless required by State law or local codes.
6. HAZARD CLASSIFICATION SYSTEM
During transportation of hazardous materials, the rules are very different. The US Department of
Transportation, Transport Canada, and the Mexican Secretariat of Transport and Communications mandate the use of
the hazard classification system in transportation.
You have already learned about the nine categories of hazardous materials.
If you see one of these placards or labels on a container or vehicle, you should
consider it an indicator of the presence of hazardous materials.
a. Standard Transportation Commodity Code (STCC)
The railroad industry uses a seven-digit code called a Hazmat code to identify hazardous materials. The code
known as a Standard Transportation Commodity Code, or STCC (pronounced “stick”) code, is assigned to several
hazardous commodities. STCC codes are still used for other commodities.
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The Hazmat code is organized and coded to convey information about the primary hazard of a commodity and
also about many potential additional hazards. Each set of numbers assigned to a commodity represents specific
information about the commodity. However, you need to know that Hazmat codes or STCC codes that begin with 48 or
49 indicate that this is a hazardous material.
b. Biomedical Hazard Symbol
This symbol, which is also the symbol for the Centers for Disease Control, is frequently used
to mark the shipments of biotoxins such as yellow fever, tetanus and polio, as well as containers of
medical waste such as blood-soaked gauze or significant quantities of bodily fluids, or even tissues
such as organs intended for transplant. Recognizing this marking or symbol on a container or
building should warn you of the presence of hazardous materials.
c. Pipeline Markings
There are very few counties in Region 6 that do not have pipelines. Therefore, you need
to be aware of the different markings associated with pipelines that you may encounter.
Warning markings are probably the most common, since they are required by the U.S.
Department of Transportation.
They are round signs with a yellow background. The sign states “Warning,” in black letters on
a red background. Below this on a black background in yellow letters is a description of the pipeline,
the pipeline company name, city, state, and the phone number. This information is uniform for all
pipeline companies.
You may also see “Call before you dig” signs or “Toll free numbers” markings on a post with
the telephone number of the company.
d. Emergency Response Guidebook (ERG)
As a first responder to hazardous materials incidents, one of the best tools you will ever use is
the Emergency Response Guidebook, commonly known as the ERG. This small orange book can be
found on nearly every piece of fire apparatus, in most police cars, in many public works vehicles, and in
every emergency management office throughout the state.
The initial phase is defined as the period following the arrival at the scene during which the
presence and/or identification of a hazardous material is confirmed, protective actions and area
securement are initiated, and assistance of qualified personnel is requested, in other words, about the first 30 minutes
of an incident. This book is not meant to replace training nor is this book meant to be a replacement for technical
reference materials. The book provides general information that may be useful to the first responder.
Refer to Unit 4: EMERGENCY RESPONSE GUIDE BOOK for more information.
e. Shipping Papers
Inside the front cover of the ERG is a generic diagram of shipping papers. These documents
can provide information to the first responder that will assist in determining the vital information of
the materials involved. The locations of shipping papers will vary depending on the mode of
transportation involved.
For trucks, the shipping paper, or “Bill of Lading” is located in the cab of the truck, usually in
the driver side pouch if the truck is occupied, or on the driver’s seat if the truck is unoccupied. For
trains, the “CONSIST” or “waybill” is located in the locomotive or on with a member of the train crew.
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On a ship or barge, the “Dangerous Cargo Manifest” is located in the wheelhouse, or in the case of barges, in a
small mailbox on the barge. In airplanes, the “Airbill” is in the cockpit with the pilot.
Vehicle
Truck
Train
Barge or Ship
Airplane
Where Kept
Cab
Engine Car
Wheelhouse
Cockpit
Name
Bill of Lading
Waybills, Consists, Wheel Reports
Dangerous Cargo Manifest
Air Bill
Person
Driver
Conductor
Captain, Master
Pilot
In a hazardous materials emergency, if you can safely find the shipping papers and who may have them with
them, you can help the response organizations better understand the hazards they are facing.
f.
Material Safety Data Sheets (MSDS)
Employers are required to maintain any Material Safety Data Sheet, commonly
known as an MSDS, by OSHA 29 CFR 1910.1200. This regulation, known as Hazard
Communication (HAZCOM) standard, mandates that workers who deal with a hazardous
material be given information describing the dangers of the material.
This transmission of information is through labels, placards, MSDS, and other
forms of warning. This program has an added benefit to first responders by providing
them with the vital information of the materials on the site.
As mentioned above, MSDSs provide useful information to responders at a
hazardous materials incident. At minimum, MSDSs will have the following information:

The identity used on the label, except for trade secrets.

The chemical and common names of the material or all of the ingredients which comprise 1% or more, or .1% of
a chemical known to be a carcinogen.

Physical and chemical characteristics, such as vapor pressure and flash point.

The physical hazards of the hazardous chemical, including the potential for fire, explosion, and reactivity.

The health hazards of the hazardous chemical, including signs and symptoms of exposure, and any medical
conditions which are generally recognized as being aggravated by exposure to the chemical.

The primary routes of entry.

The date of preparation or the date of the last change to the MSDS. The name, address and telephone number
of the chemical manufacturer or responsible party preparing or distributing the MSDS.

The OSHA permissible exposure limit (PEL), ACGIH Threshold Limit Value (TLV) and other exposure limits used or
recommended by the chemical manufacturer.

Whether the hazardous chemical is listed in the National Toxicology Program (NTP) Annual Report on
Carcinogens or has been found to be a potential carcinogen.

Any generally applicable precautions for safe handling and use that are known. This includes appropriate
hygienic practices; protective measures during repair and maintenance of contaminated equipment, and
procedures for clean-up of spills and leaks.

Emergency first aid procedures.

In addition, there is a listing of who can provide additional information on the hazardous chemical and
appropriate emergency procedures.
More descriptive illustrations and details on container identifications are contained in Appendix B.
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7. GLOBALLY HARMONIZED SYSTEM (GHS)
OSHA has revised its Hazard Communication Standard (HCS), aligning it with the
United Nations’ Globally Harmonized System (GHS) of chemical classification and
labeling. This GHS alignment is an international method of hazard communication, and it
standardizing the criteria for classification of chemical hazards, as well as labels and
MSDS, across international boundaries.
The GHS was negotiated in a multi-year process by hazard communication
experts from many different countries, international organizations, and stakeholder
groups. It is based on major existing systems around the world, including OSHA's Hazard Communication Standard and
the chemical classification and labeling systems of other US agencies.
a. Why Change Now?
The original OSHA HAZCOM standard allowed chemical manufacturers and importers to convey information on
labels and material safety data sheets in whatever format they choose. OSHA feels that adopting the GHS format will:

Improve the quality and consistency of hazard information in the workplace

Improve/standardize chemical information received from other countries

Reduce trade barriers

Increase productivity for American businesses who use the HAZCOM standard.
This means that labeling on chemicals which cross international borders will have a harmonious, consistent
labeling system across the globe.
b. What’s Really Changing?




Major changes to the Hazard Communication Standard Include:
Hazard classification: Provides specific criteria for classification of health and physical hazards, as well as
classification of mixtures.
Labels: Chemical manufacturers and importers will be required to provide a label that includes a harmonized
signal word, pictogram, and hazard statement for each hazard class and category. Precautionary statements
must also be provided.
MSDS Changing to SDS – What we all have been calling Material Safety Data Sheets (MSDS’s), have been
renamed Safety Data Sheets (SDS’s). These SDS will now have a specified and uniform 16-section format.
Information and training: Employers are required to train workers by December 1, 2013 on the new labels
elements and safety data sheets format to facilitate recognition and understanding.
Changes on MSDS SDS
The information contained in the SDS is largely the same as the MSDS, except now the SDSs are required to be
presented in a consistent user-friendly, 16-section format.
•
Section 1, Identification
o Includes product identifier; manufacturer or distributor name, address, phone number; emergency phone
number; recommended use; restrictions on use.
•
Section 2, Hazard(s) identification
o Includes all hazards regarding the chemical; required label elements.
•
Section 3, Composition/information on ingredients
o Includes information on chemical ingredients; trade secret claims.
•
Section 4, First-aid measures
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•
•
•
•
•
•
•
•
•
•
•
•
o Includes important symptoms/ effects, acute, delayed; required treatment.
Section 5, Fire-fighting measures
o Lists suitable extinguishing techniques, equipment; chemical hazards from fire.
Section 6, Accidental release measures
o Lists emergency procedures; PPE; proper methods of containment and cleanup.
Section 7, Handling and storage
o Lists precautions for safe handling and storage, including incompatibilities.
Section 8, Exposure controls/personal protection
o Lists OSHA’s Permissible Exposure Limits (PELs); Threshold Limit Values (TLVs); appropriate engineering
controls; personal protective equipment (PPE).
Section 9, Physical and chemical properties
o Lists the chemical’s characteristics.
Section 10, Stability and reactivity
o Lists chemical stability and possibility of hazardous reactions.
Section 11, Toxicological information
o Includes routes of exposure; related symptoms, acute and chronic effects; numerical measures of toxicity.
Section 12, Ecological information
o Optional under HazCom 2012.
o Includes ecotoxicity; persistence/degradability; bioaccumulation potential; mobility in soil.
Section 13, Disposal considerations
o Optional under HazCom 2012.
o Description of wastes and information on their safe handling and methods of disposal.
Section 14, Transport information
o Optional under HazCom 2012.
o Hazardous Materials or Dangerous Goods shipping information according to 49CFR, IATA, etc.
Section 15, Regulatory information
o Optional under HazCom 2012.
o Safety, health and environmental regulations specific to the product.
Section 16, Other information
c. Changes in Labels
The original standard allowed label preparers to convey hazard information
in a variety of ways. Under the new GHS standard, each label must contain six
specific elements, so that the information conveyed is consistent. The six required
elements of a label are:

Product Identifier

Manufacturer Information

Signal Word

Pictogram

Hazard Statements

Precautionary Statements
d. GHS, the NFPA Fire Diamond, and HMIS Labels
The OSHA GHS standard does not dis-allow the use of NFPA or HMIS labels. However, it does not allow the
NFPA or HMIS labels to substitute for the standardized GHS label elements such as pictograms and signal words. A
summary offered by MSDSonline explains “When it comes to NFPA/HMIS vs. GHS, it’s important to note that there is
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one key difference in the way each ranks hazard severity. For GHS labels, the greater the severity, the lower the hazard
number; whereas with NFPA/HMIS labels, the greater the severity, the higher the hazard number.”
When it comes down to it, OSHA is the regulatory body with jurisdiction over hazard communication, and
determines the laws of the HazCom standard.
NFPA and HMIS are valuable, but voluntary compliance systems, which may or may not make adjustments to
their systems once OSHA publishes their final rule.
e. What Does This Mean for Communities?
The new GHS system means that labels and Safety Data Sheets will begin conveying
more consistent information, but it is a new system to learn.
LEPCs, local first responders, and reporting facilities within the community will all
need to understand the new GHS system, before they can maximize the system’s
effectiveness.

Responders On-Scene should know how to recognize GHS standard labels, and know
how they are different from the NFPA fire diamond

Tier II Reporting will begin utilizing SDS sheet

Transport labels will remain the same, according to USDOT regulations. However,
individual containers such as drums and totes will begin sporting
the new GHS labels.
f.
When Is All This Happening??
All hazardous materials shipped after June 1st, 2015 must be
labeled according to the new standard.
However, manufacturers, importers, and distributors may start
using the new labeling system in the revised HCS as soon as they like.
So you community may already be seeing these new labels and
SDSs very soon.
Unit 5: Using the Emergency Response Guidebook
1. INTRODUCTION
The 2012 Emergency Response Guidebook (ERG2012) was developed jointly by
Transport Canada (TC), the U.S. Department of Transportation (DOT) and the Secretariat of
Transport and Communications of Mexico (SCT) for use by fire fighters, police, and other
emergency services personnel who may be the first to arrive at the scene of a transportation
incident involving dangerous goods.
It is primarily a guide to aid first responders in quickly identifying the specific or
generic hazards of the material(s) involved in the incident, and protecting themselves and
the general public during the initial response phase of the incident. The next several areas
deal with the ERG2012 and its use. It helps to have the book out and follow along with the
examples for better understanding. The key areas of the book are:
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

White Pages: Provides instructions on how to use the ERG2012, Guidebook Contents, Safety
Precautions, Who to Call for Assistance, Table of Placards, Rail Car and Road Trailer
Identification Charts, Intermodal Markings, Background Information, Definitions of Protective
Actions and Protective Clothing, Fire and Spill Control, Chemical/Biological Agents, and a
Glossary.
Yellow Pages: Lists dangerous goods in numerical order of ID number.
This section quickly identifies the three-digit emergency response guide, if a polymerization hazard
(“P”) exists with the dangerous good, and the material’s name.


Orange Pages: Comprises a total of 62 individual guides, presented in a two-page
format. Each guide provides safety recommendations and emergency response information to
protect yourself and the public. Each guide is designed to cover a group of materials which possess
similar chemical and toxicological characteristics.
Blue Pages: Lists dangerous goods in alphabetical order of material name.
This section quickly identifies the three-digit emergency response guide, if a polymerization hazard
(“P”) exists with the dangerous good, and the material’s four-digit ID number.

Green Pages: Contains a table, which lists, by four-digit ID number, Toxic Inhalation Hazard (TIH)
materials, including chemical warfare agents, and water-reactive materials, which produce toxic
gases upon contact with water.
The table provides two different types of recommended safe distances which are “Initial isolation distances” and
“Protective action distances.”
2. DETERMINING THE APPROPRIATE GUIDE PAGE
The goal of using the ERG2012 is to get guidance for the incident. Guidance is found in the orange or “guide” pages,
so the first step is to determine which guide page to use. There are three primary methods to get to the appropriate
guide page.

Four-digit ID number in the yellow pages (numerical index)

Name of the material in the blue pages (alphabetical index)

Associated Placard from the Table of Placards
If the information in the three primary methods cannot be located, there are two alternative methods to locate the
appropriate guide page in the ERG2012.

Guide 111 for mixed load/unidentified cargo.

As a last resort, consult the Table of Rail Car and Road Trailer Identification Chart.
Let’s looks at the primary methods.
1.
A four-digit ID number can be obtained from a placard, an orange panel, a shipping document, or off a
container. Look up the ID number in the yellow pages, and find the three-digit guide number in bold print to the
right. Notice if a “P” follows the guide page number indicating a polymerization hazard exists. The name of the
material is listed in the next column.
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In this example, the four-digit ID number (1203) leads you to guide page 128, and the material may be Gasohol,
Gasoline, Motor Spirit, or Petrol.
2.
If you have the name of the material, use the blue pages and look it up in the alphabetical listing. “Cyanogen”
looked up in this manner should lead you to guide 119. Notice if a “P” follows the guide page number indicating
a polymerization hazard exists for this material.
“Magnesium” takes you to guide 138 and its ID number is 1869. Always make sure of the material’s correct spelling
and the similar materials in the group. When you looked up the ID number 1203, all entries fell under one guide page.
However, when looking up the word “Cyanogen”, you see that there are 5 different entries that lead to 3 different
guide pages. Is the material just “Cyanogen”, or is it “Cyanogen Bromide”? Make sure of the complete name and
spelling.
3.
The third way to determine the appropriate guide page is by using the Table of Placards on
pages 16-17. If you are using this, you are working with limited information and should consult
more specific guidance when information is available (i.e. you obtain the shipping papers).
If you see this placard, use the Table of Placards to determine the correct guide page. The book
sends you to guide 127. To emphasize the need to obtain more specific information, look up the word “Combustible” in
the blue pages. You will find an entry “Combustible liquid, n.o.s.” The “n.o.s.” stands for “not otherwise
specified”; meaning the material is not specifically listed in the Code of Federal Regulations. Therefore,
the generic name of “Combustible liquid, n.o.s.” is used when shipped.
You will also see that it sends you to guide 128, not guide 127. Reading through the guidance
provides little differences in this example, but you get the idea. You should strive to obtain the ID
number or the name of the specific material, through the shipping papers or by phone with CHEMTREC
or the shipper/manufacturer. If we cannot find the ID number, name, or placard for a material, we have
two secondary methods that can lead us to the guide pages.
4.
If a reference to a guide cannot be found and the incident is believed to involve
hazardous materials/dangerous goods, turn to Guide 111, and use it UNTIL
additional information becomes available.
If the shipping documents are not available, or no emergency response telephone
number is listed, immediately call the appropriate emergency response agency listed on the
inside back cover of the ERG2012.
Provide as much information as possible, such as the name of the carrier (trucking
company or railroad) and vehicle number. Remember, the guide is temporary and it is vital to
obtain more specific information about what dangerous goods are involved.
As a last resort, the ERG2012 contains a Table of Rail Car and Road Trailer ID Charts
(pages 8-9).
The chart applies only to the rail and the highway modes of transportation. The
recommended guides given by the charts should be considered as a last resort if the product
cannot be identified by any other means. Personnel must be aware that rail tank cars vary
widely in construction, fittings, and purpose. Tank cars could transport products that may be solids, liquids, or gases.
The products may be under pressure. It is essential that products are identified by consulting shipping
documents, such as the train consist, or the information stenciled on the sides or ends of tank cars. Just the same as rail
cars, personnel must be aware that there are many variations of road trailers that are used for shipping chemical
34 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
products. The chart depicts the most general shapes of road trailers. The suggested guides for these
trailers are for the most hazardous products that may be transported in these trailer types. Again, it is
essential that products be identified by consulting shipping documents, such as the trailer’s freight
bill/bill of lading, or the information found on the sides or ends of trailer. Once again, this is a last
resort.
Hazards On Each Page:





In the orange guide pages, there are two general types of Potential Hazards to be found in each Guide:
Fire and Explosion hazards
Health hazards
Turn to guide 126 and you will see under “Fire or Explosion”:
Some may burn, but none ignite readily
Containers may explode when heated
Ruptured cylinders may rocket
“Health” hazards listed are:




Vapors may cause dizziness or asphyxiation without warning.
Vapors from liquefied gas are initially heavier than air and spread along ground
Contact with gas or liquefied gas may cause burns, severe injury and/or frostbite.
Fire may produce irritating, corrosive and/or toxic gases.
The properties of the material that are considered more hazardous are listed first; in this
case “Fire or Explosion”. If you look at 125 on the previous page, this material’s “Health”
hazards are more dangerous than the “Fire or Explosion” hazards.
Response Information:



The response information in the guide pages vital to a successful response is:
Emergency Response (fire, spill or leak, and first aid)
Protective Clothing necessary
Evacuation
Protective clothing is found on under the Public Safety Section of the guide, and makes
reference to four types.

Positive Pressure Self-Contained Breathing Apparatus (SCBA)

Chemical Protective Clothing and Equipment

Street Clothing and Work Uniforms

Structural Fire Fighters’ Protective Clothing
To gain a better understanding of the protective clothing, look at page 362
of the book. Each type is explained in detail.
As an Awareness level responder, remember that you may only have the
first type (street clothing) available.
Emergency Response is on the second page of each guide. Look at guide
140. If you had a large fire, take the appropriate action from the list.
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Depending on the incident, one or more of these actions should help to stabilize the situation. There’s also
information for spills or leaks and first aid measures. Initial isolation and protective action distances are found under the
“Public Safety” Section. The first two entries on these are almost always the same:
“CALL the Emergency Response Telephone Number on the Shipping Paper first.


If the Shipping Paper is not available, or no answer, refer to the appropriate telephone number listed on the
inside back cover.”
“Isolate the spill or leak area immediately for at least XX meters (XX feet) in all directions.”
3. DEFINITIONS OF PROTECTIVE ACTIONS
The protective actions listed in the ERG2012 include Isolate the
Hazard Area and deny entry, evacuate, and Shelter-in-place protection.
Isolate the hazard area and deny entry means keep everybody away from
the area if they are not directly involved in emergency response
operations.
Unprotected emergency responders should not be allowed to
enter the isolation zone. The “isolation” task is done first to establish
control over the area of operations. This is the first step for any protective
actions that may follow. Evacuate means move all people from a
threatened area to a safer place.
To perform an evacuation, there must be enough
time for people to be warned, to get ready, and to leave an area. If there is enough time, evacuation is
the best protective action. Begin evacuating people nearby and those outdoors in direct view of the
scene. When additional help arrives, expand the area to be evacuated downwind and crosswind to at
least the extent recommended in the ERG2012
Even after people move to the distances recommended, they may not be
completely safe from harm. They should not be permitted to congregate at such
distances. Send evacuees to a definite place, by a specific route, far enough away so
they will not have to be moved again if the wind shifts.
Shelter In-Place means people should seek shelter inside a building and
remain inside until the danger passes. Sheltering in-place is used when evacuating
the public would cause greater risk than staying where they are, or when an
evacuation cannot be performed.
Direct the people inside to close all doors and windows and to shut off all ventilating, heating, and cooling
systems. Shelter-in-place protection may not be the best option if (a) the vapors are flammable; (b) if it will take a long
time for the gas to clear the area; or (c) if buildings cannot be closed tightly.
Vehicles can offer some protection for a short period if the windows
are closed and the ventilating systems are shut off. Vehicles are not as
effective as buildings for shelter-in-place protection. It is vital to maintain
communications with competent persons inside the building so that they are
advised about changing conditions.
Person’s protected-in-place should be warned to stay far from
windows because of the danger from glass and projected metal fragments in
a fire and/or explosion.
Every dangerous goods incident is different. Each will have special problems and concerns. Action to protect
the public must be selected carefully. Officials must continue to gather information and monitor the situation until the
threat is removed.
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UNIT 6: PUTTING IT ALL TOGETHER
1. INTRODUCTION
To effectively understand how to respond to hazardous materials incident is
to recognize the incident may have hazardous materials involved. Responders
should always assume hazardous materials are present at the incident, unless the presence of chemicals is ruled out.
Thus, responders should look for hints or clues which may indicate the presence of hazardous materials. When looking
for the presence of hazardous materials, certain hints can be found immediately which indicate hazards. An overturned
container or drum, or a valve broken off may be the clue.
In other instances, a person may need to use other senses to determine the presence of a hazardous material.
Maybe the smell of something burning, or an odd smell that is normal in the area. For appropriate personnel to attempt
defensive or offensive actions, further investigation is needed to determine if a hazard is present.
Individuals should enter a building or other incident with caution if they suspect a hazardous material has been
released, or a threat of a release is imminent. With this in mind, responders have to slow and
down and consider all the factors involved. Actions need to be taken, but only in a very
common sense approach, which include:

Keeping themselves, other responders, and others safe

Organizing appropriate response actions, and taking command if appropriate

Evaluating the hazards present, and the risk each hazard poses

Securing the area to prevent accidental exposures or loss of life

Make notifications to the appropriate organizations who will respond
At the Awareness level, you may observe a hazardous materials release. Your function may include starting the
emergency response procedure by alerting the right people to handle the release – this does not include any offensive
or defensive actions on your part. To conduct the actions listed above, you must know the following:

The potential hazards and risks of chemicals

Potential outcomes from the release, and the actions taken by others

How to identify the materials released, safely

What your role is in the community / facility emergency response plan

How to make the appropriate notifications
For a responder, safety has to be the first and primary priority. As a
responder trained to the Awareness level, your options to an effective
response are limited, but there are several considerations which may help
control or reduce exposure to hazardous materials during an incident. To
protect yourself:

Resist the temptation to rush into the incident

Stay a safe distance from the incident

Always try to stay upwind and upstream from an incident

Stay a safe distance from all spills, vapors, fumes, clouds, or other
signs of a release

Stay in constant communication with others who are not near the incident as a safety line

Before any type action is initiated, ensure you have an adequate escape route and plan
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2. FIND A SAFE SPOT
As an individual witnessing an emergency incident, the first instinct may be to initiate
emergency response and mitigation actions. Responders are trained everyday to do just that in
most situations. But incidents involving hazardous materials are very different, and must be
treated as such. Taking the improper actions may be fatal. You may be exposed to a fatal condition before you even
recognize it. If evidence at the scene indicate a potential hazardous materials situation, then assume there is such a
situation, and take appropriate actions. If you cannot safely identify the material from a safe distance and position, then
do not attempt to do so. Remember the simple rule of thumb: “If you cannot visually cover
the incident with your thumb at arm’s length, you are too close.” It would be nice if you could
find the perfect distance to be from an incident – but that’s just not very realistic. So the best
option is to be farther away; this is much better than being too close. The Emergency
Response Guidebook can help you determine the safe distance to position yourself.
3. THE THREE UP’S
While you are observing the scene, to identify the material, or to assess the situation, you should move upwind,
upstream, and uphill to a release. Materials which are in the liquid or solid state will move downhill. Most vapors will
also drift downhill. Gases and vapors will normally be carried with the prevailing winds. But no one can control the
winds. Be aware of wind shifts which bring the vapors or gases in your direction. Plan ahead for such a consequence,
and be far enough away that such a shift will still not overcome you. Stay away from all spills, or other signs of releases.
A visible cloud normally means a high enough concentration to be a hazard to your health. It should go without saying,
but never, ever use your sense of smell or taste to determine what material may have been released.
4. STAY IN TOUCH
While assessing a situation, it is imperative to stay in touch with someone outside of the situation. This can be
the command post, your own office, or a communication center. The purpose of
constant communication is obvious – if you somehow become overcome in the situation,
or need additional assistance, the contact to the outside world may be your life line.
Establish regular reporting periods, as well as simplified communications to convey your
message.
5. WHERE’S THE BACK DOOR?
Anytime someone is responding or witnesses to a release of a hazardous material, it is imperative to have an
escape plan for the unexpected. Ensure your vehicle is positioned to escape quickly.
The plan should be in place before any actions or assessments is initiated, and
continually updated throughout the incident.
6. WHO’S IN CHARGE ?
As stated over and over again, in a hazardous materials incident, your first
priority is to protect yourself. Once you have accomplished this, then you can
initiate the appropriate actions to help mitigate the incident to reduce the consequences.
This may include being
part of the command structure of the incident, or some cases, taking command yourself. This is necessary to ensure all
personnel responding to the incident are working together. It is also a requirement under the OSHA HAZWOPER
Standard.
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Local policies, as well as the local emergency operations plan will dictate who is
in charge of the incident. Once the command is established, objectives must be
determined and conveyed to all the responders. This would include the assessment of
the situation (to size it up). This will include identifying the hazards of the incident,
evaluating the risks, and determining appropriate actions to those hazards.
7. SIZING UP THE INCIDENT
The release or threat of a release of a hazardous material is an acute, or timesensitive incident. While the chances of the release may be smaller, the consequences
of a release could be catastrophic. Since personnel trained at the Awareness level are
not to take offensive actions with the hazardous materials, it may be their responsibility
to make the initial decisions about how to manage the risk.
Using the MSDSs, Emergency Response Guidebook, and other critical information concerning the material
released will help ensure all personnel have a reduced risk to being exposed. Once the hazards have been appropriately
identified, the next step is to determine the risks those hazards pose. The risks can then be minimized by taking proper
measures. As before, use the Emergency Response Guidebook and other tools to assist in identification, evaluation of
the consequences posed, and the potential severity of the release.
8. HOW TO MANAGE THE RISK
Do not just assess the risk from the materials released, but look at the
overall risks within the situation – falling debris, traffic, bystanders, and other factors
that may need to be dealt with. Once again, a responder at the Awareness level
does not have appropriate training, or personal protective equipment to try and
mitigate the release, or reduce the severity of the risk from the release of a
hazardous material. However, such a responder may be able to take appropriate
steps to keep the incident from getting worse (helping to stop traffic, removing
ignition sources). Usually, the best action a responder at the Awareness level can
take is to ensure the area is cordoned off to keep others from being hurt. Keep
people away from the hazard, and they won’t get hurt. This bears repeating. One of the most important actions you
may take is to isolate the area, and deny the entry of persons into the area.
Keeping people out of an area may include establishing “exclusion” or “safe” zones, which you can assist in
developing. The Emergency Response Guidebook can help in determining how far out a safe zone should be set up.
Use other responders or other officials to help enforce this zone. Once the area is secured, you may need to notify other
appropriate organizations of the incident to get proper personnel to the scene. This may include fire,
police, EMS, public works, transportation, utilities, and even private assistance, depending on the
incident.
Your local emergency response plan will spell out the procedures for notifying these
organizations, but will normally be done through your community 24-hour communications network,
such as 911.
9. LEST WE FORGET
The HAZWOPER Standard requires everyone trained and engaged in response activities at any of the levels of
certification "shall receive annual refresher training of sufficient content and duration to maintain their competencies,
or shall demonstrate competency in those areas at least annually." Your employer will determine how you should meet
this requirement. At the Awareness level, the refresher training may mean simply reviewing the competencies listed in
the Standard for this level of training, and the appropriate methods of meeting those competencies.
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10. SUMMARY
So, while a responder at the Awareness level will not be responsible for
stopping or cleaning up a release of a hazardous material, you can play a vital role in
the response to such an incident. If you discover or are sent to an emergency
situation involving a hazardous material, you can:

Ensure the safety of yourself and others

Help in establishing command, including setting objectives for the response

Assess the hazard, and make a positive identification of the material, safely

Isolate the hazard (safely remove people from the area)

Deny entry to the area

Notify appropriate response personnel who can handle the material itself.
Remember, at the Awareness level, you should only take those actions which are within your capabilities. Do not go
beyond the training you have received, and be aware of the limits of your capabilities. Many organizations use the
acronym SIN to help responders at the Awareness level remember their role. You can use this simple reminder also.

S: Self safety is the first and most important step. If you are injured during the response, you are not much use
to others, and tie up resources that could helping others. Use all available resources to protect yourself.

I: Isolate the area to ensure the safety of others. Follow protocols of your community or organization on how to
best accomplish this.

I: Identify the product, if this can be done safely.

N: Notify appropriate organizations which can respond to the incident and mitigate the hazard of the material.
This notification initiates the process of responding to the release.
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APPENDIX A: 1910.120 Hazardous Waste Operations and Emergency Response
(HAZWOPER) Subpart q Training

1910.120(q)(6): Training. Training shall be based on the duties and function to be performed by each responder of an
emergency response organization. The skill and knowledge levels required for all new responders, those hired after the effective
date of this standard, shall be conveyed to them through training before they are permitted to take part in actual emergency
operations on an incident. Employees who participate, or are expected to participate, in emergency response, shall be given
training in accordance with the following paragraphs:
o 1910.120(q)(6)(i): First responder awareness level. First responders at the awareness level are individuals who are
likely to witness or discover a hazardous substance release and who have been trained to initiate an emergency
response sequence by notifying the proper authorities of the release. They would take no further action beyond
notifying the authorities of the release. First responders at the awareness level shall have sufficient training or have
had sufficient experience to objectively demonstrate competency in the following areas:
 1910.120(q)(6)(i)(A): An understanding of what hazardous substances are, and the risks associated with them
in an incident.
 1910.120(q)(6)(i)(B): An understanding of the potential outcomes associated with an emergency created
when hazardous substances are present.
 1910.120(q)(6)(i)(C): The ability to recognize the presence of hazardous substances in an emergency.
 1910.120(q)(6)(i)(D): The ability to identify the hazardous substances, if possible.
 1910.120(q)(6)(i)(E): An understanding of the role of the first responder awareness individual in the
employer's emergency response plan including site security and control and the U.S. Department of
Transportation's Emergency Response Guidebook.
 1910.120(q)(6)(i)(F): The ability to realize the need for additional resources, and to make appropriate
notifications to the communication center.
o 1910.120(q)(6)(ii): First responder operations level. First responders at the operations level are individuals who
respond to releases or potential releases of hazardous substances as part of the initial response to the site for the
purpose of protecting nearby persons, property, or the environment from the effects of the release. They are trained
to respond in a defensive fashion without actually trying to stop the release. Their function is to contain the release
from a safe distance, keep it from spreading, and prevent exposures. First responders at the operational level shall
have received at least eight hours of training or have had sufficient experience to objectively demonstrate competency
in the following areas in addition to those listed for the awareness level and the employer shall so certify:
 1910.120(q)(6)(ii)(A): Knowledge of the basic hazard and risk assessment techniques.
 1910.120(q)(6)(ii)(B): Know how to select and use proper personal protective equipment provided to the first
responder operational level.
 1910.120(q)(6)(ii)(C): An understanding of basic hazardous materials terms.
 1910.120(q)(6)(ii)(D): Know how to perform basic control, containment and/or confinement operations within
the capabilities of the resources and personal protective equipment available with their unit.
 1910.120(q)(6)(ii)(E): Know how to implement basic decontamination procedures.
 1910.120(q)(6)(ii)(F): An understanding of the relevant standard operating procedures and termination
procedures.
o 1910.120(q)(6)(iii): Hazardous materials technician. Hazardous materials technicians are individuals who respond to
releases or potential releases for the purpose of stopping the release. They assume a more aggressive role than a first
responder at the operations level in that they will approach the point of release in order to plug, patch or otherwise
stop the release of a hazardous substance. Hazardous materials technicians shall have received at least 24 hours of
training equal to the first responder operations level and in addition have competency in the following areas and the
employer shall so certify:
 1910.120(q)(6)(iii)(A): Know how to implement the employer's emergency response plan.
 1910.120(q)(6)(iii)(B): Know the classification, identification and verification of known and unknown materials
by using field survey instruments and equipment.
 1910.120(q)(6)(iii)(C): Be able to function within an assigned role in the Incident Command System.
41 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g



1910.120(q)(6)(iii)(D): Know how to select and use proper specialized chemical personal protective equipment
provided to the hazardous materials technician.
 1910.120(q)(6)(iii)(E): Understand hazard and risk assessment techniques.
 1910.120(q)(6)(iii)(F): Be able to perform advance control, containment, and/or confinement operations
within the capabilities of the resources and personal protective equipment available with the unit.
 1910.120(q)(6)(iii)(G): Understand and implement decontamination procedures.
 1910.120(q)(6)(iii)(H): Understand termination procedures.
 1910.120(q)(6)(iii)(I): Understand basic chemical and toxicological terminology and behavior.
o 1910.120(q)(6)(iv): Hazardous materials specialist. Hazardous materials specialists are individuals who respond with
and provide support to hazardous materials technicians. Their duties parallel those of the hazardous materials
technician, however, those duties require a more directed or specific knowledge of the various substances they may be
called upon to contain. The hazardous materials specialist would also act as the site liaison with Federal, state, local
and other government authorities in regards to site activities. Hazardous materials specialists shall have received at
least 24 hours of training equal to the technician level and in addition have competency in the following areas and the
employer shall so certify:
 1910.120(q)(6)(iv)(A): Know how to implement the local emergency response plan.
 1910.120(q)(6)(iv)(B): Understand classification, identification and verification of known and unknown
materials by using advanced survey instruments and equipment.
 1910.120(q)(6)(iv)(C): Know the state emergency response plan.
 1910.120(q)(6)(iv)(D): Be able to select and use proper specialized chemical personal protective equipment
provided to the hazardous materials specialist.
 1910.120(q)(6)(iv)(E): Understand in-depth hazard and risk techniques.
 1910.120(q)(6)(iv)(F): Be able to perform specialized control, containment, and/or confinement operations
within the capabilities of the resources and personal protective equipment available.
 1910.120(q)(6)(iv)(G): Be able to determine and implement decontamination procedures.
 1910.120(q)(6)(iv)(H): Have the ability to develop a site safety and control plan.
 1910.120(q)(6)(iv)(I): Understand chemical, radiological and toxicological terminology and behavior.
o 1910.120(q)(6)(v): On scene incident commander. Incident commanders, who will assume control of the incident
scene beyond the first responder awareness level, shall receive at least 24 hours of training equal to the first responder
operations level and in addition have competency in the following areas and the employer shall so certify:
 1910.120(q)(6)(v)(A): Know and be able to implement the employer's incident command system.
 1910.120(q)(6)(v)(B): Know how to implement the employer's emergency response plan.
 1910.120(q)(6)(v)(C): Know and understand the hazards and risks associated with employees working in
chemical protective clothing.
 1910.120(q)(6)(v)(D): Know how to implement the local emergency response plan.
 1910.120(q)(6)(v)(E): Know of the state emergency response plan and of the Federal Regional Response
Team.
 1910.120(q)(6)(v)(F): Know and understand the importance of decontamination procedures.
1910.120(q)(7): Trainers. Trainers who teach any of the above training subjects shall have satisfactorily completed a training
course for teaching the subjects they are expected to teach, such as the courses offered by the U.S. National Fire Academy, or
they shall have the training and/or academic credentials and instructional experience necessary to demonstrate competent
instructional skills and a good command of the subject matter of the courses they are to teach.
1910.120(q)(8): Refresher training.
o 1910.120(q)(8)(i): Those employees who are trained in accordance with paragraph (q)(6) of this section shall receive
annual refresher training of sufficient content and duration to maintain their competencies, or shall demonstrate
competency in those areas at least yearly.
o 1910.120(q)(8)(ii): A statement shall be made of the training or competency, and if a statement of competency is
made, the employer shall keep a record of the methodology used to demonstrate competency.
Appendix B: OSHA Interpretation Letters
August 1, 2003
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Mr. Daniel Graham, Director
Bureau of Field Operations
Division of Safety and Buildings
Post Office Box 2538
Madison, Wisconsin 53701-2538
Dear Mr. Graham:
Thank you for your February 3, 2003 letter to the Occupational Safety and Health Administration's (OSHA's) Directorate of
Enforcement Programs (DEP). This letter constitutes OSHA's interpretation only of the requirements discussed and may not be
applicable to any scenarios or situations not delineated within your original correspondence. You had specific questions regarding
the Hazardous Waste Operations and Emergency Response (HAZWOPER) standard, 29 CFR 1910.120, and the level of training
required for fire fighters. Please excuse the delay in our response. Your questions are re-stated below, followed by our responses.


Question 1: If the fire department dispatcher receives an emergency call reporting a suspected release of a hazardous material,
could an Awareness Level fire fighter respond to the scene to confirm the existence of a hazardous material release and then
notify another agency with a Hazardous Materials Response Team?
Response: No. If a fire department receives an emergency call reporting a suspected release of a hazardous substance, this
would be considered sufficient information to warrant an emergency response. The fire department should not knowingly
dispatch an "Awareness Level" fire fighter to respond to a hazardous substance emergency response. As the scenario you
presented in your letter to us explains, a police officer reports the discovery of three 55-gallon drums on the side of a road and
the officer believes the drums may be the result of an illegal methamphetamine laboratory "meth lab" operation in the area.
These facts provide enough information to classify the situation as a potential emergency release of a hazardous substance and
thus require it to be treated as an emergency response.
29 CFR 1910.120(q)(6)(ii) states, "First responders at the operations level are individuals who respond to releases or potential
releases of hazardous substances as part of an initial response to the site for the purpose of protecting nearby persons, property, or
the environment from the effects of the release." Training requirements for all classifications of emergency responders are based on
the "duties and functions to be performed by each responder" and are found at 29 CFR 1910.120(q)(6)(i)-(v). Fire fighters who
respond to emergency releases or potential emergency releases of hazardous substances must be trained to at least the first
responder operations level.


Question 2: How close could the Awareness Level fire fighter get to the scene and what level of PPE is appropriate?
Response: Fire fighters trained at the first responder awareness level are trained to identify the release of a hazardous
substance and to notify the proper authorities of the release without approaching the point of release. To further explain this
role, OSHA has provided a possible emergency response scenario in the Summary and Explanation of the Preamble to the
Hazardous Waste Operations and Emergency Response Standard. In this scenario, a state trooper assumes the role of first
responder at the awareness level:
"A state trooper is on routine patrol along a highway passing through a residential and light industrial area of a large
metropolitan city. Ahead in his path of travel, the trooper notices a multi-vehicle accident involving a large overturned tank trunk.
Immediately the trooper uses his radio to contact his dispatcher to report the accident. After letting the dispatcher know the
location and type of accident, the trooper places his vehicle across the travel lanes of the highway approaching the accident site to
stop traffic. While he is doing this, the dispatcher is alerting the fire and rescue companies in the immediate area and dispatching an
established number of fire and rescue vehicles. The trooper then surveys the accident scene from his vehicle trying to identify the
type of cargo on the overturned truck. Seeing three different U.S. DOT placards on the vehicle the trooper makes note of the four
digit numbers and checks his DOT Emergency Response Guide for a summary of actions to be taken for the chemicals identified on
the placards. After determining his next on-site responsibility, he recontacts his dispatcher with the additional information and
secures the scene. He stays away from the immediate accident site and does not become involved in rescue or site mitigation.
As described above, personnel trained to the first responder awareness level can make an effort to identify hazardous substances,
but must do so from a distance. Since they are not permitted to approach the point of release to either contain or stop the release,
they are not trained to select and use appropriate PPE. They are also not trained to establish perimeters or boundaries designating
43 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
safe and unsafe areas. These actions are to be deferred to more highly trained personnel, such as those trained to the operations or
technician/specialist level.
You had three additional questions in reference to the scenario below. Your scenario is re-stated for clarity, and your
questions and our responses follow.
Scenario: "A police officer contacts dispatch to report the discovery of three 55-gallon drums located in a drainage ditch on the side
of a road. The police officer believes the drums may be the result of an illegal meth lab operation in the area. The drums have no
labels, but have a pungent odor. The police officer requests a response by the local fire department. The local fire department is
composed of volunteers, and all of the fire fighters are trained to the Awareness Level. The fire department responds to the call and
establishes a perimeter around the barrels.
In surveying the scene, the fire department determines that one barrel has the odor of acetone, another barrel has the
odor of ammonia, the third barrel is leaking, and the paint near the leak is discolored. The fire department contacts a regional
hazmat team based on a mutual aid agreement. The senior fire officer for the volunteer fire department is the Incident Commander.
Under the direction of the Incident Commander, the Hazardous Materials team isolates the barrels for removal, believing that the
barrels are hazardous. The volunteer fire fighters establish and maintain a secure perimeter and assist the hazmat team in staging
materials.
The barrels are recovered and tested. The lab indicates that the barrels contain mixtures of acetone, lye, ammonia and other
compounds associated with the manufacture of meth."


Question 3: Would the actions of the fire department based upon the level of training constitute a violation of the rule?
Response: Dispatching awareness level fire fighters to respond to a suspected hazardous substance emergency response would
constitute a violation of 29 CFR 1910.120. For more information, please see the responses to questions #1 and #2.


Question 4: What would the minimum level of training be in order to comply with the rule?
Response: Fire fighters responding to a suspected hazardous substance emergency response must be trained to at least the first
responder operations level. For more information, please see the responses to questions #1 and #2.


Questions 5: Would the violations be considered as de minimis?
Response: De minimis violations occur when an employer complies with the clear intent of the standard but deviates from its
particular requirements in a manner that has no direct or immediate relationship to employee safety or health. In your scenario,
awareness level trained fire fighters are dispatched to respond to "survey the scene" and as a result make close approach to the
point of release exceeding their level of training. These actions do not comply with the clear intent of the standard and have a
direct relationship to employee safety and health (e.g., breathing in vapors emanating from the drums). As a result, the
violations would not be considered de minimis.
Thank you for your interest in occupational safety and health. We hope you find this information helpful. OSHA requirements
are set by statute, standards, and regulations. Our interpretation letters explain these requirements and how they apply to
particular circumstances, but they cannot create additional employer obligations. This letter constitutes OSHA's interpretation of the
requirements discussed. Note that our enforcement guidance may be affected by changes to OSHA rules. Also, from time to time we
update our guidance in response to new information. To keep apprised of such developments, you can consult OSHA's website at
http://www.osha.gov. If you have further questions, please feel free to contact the Office of Health Enforcement at (202) 693-2190.
Sincerely,
Richard E. Fairfax, Director
Directorate of Enforcement Programs
November 8, 1991
Mr. Joseph Green
Occupational Health and Hygiene Corporation of America
Downers Grove, Illinois 60515
44 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
This is in further response to your letter of September 25, to the Occupational Safety and Health Administration (OSHA). Your
letter requested an interpretation of the Hazardous Waste Operations Emergency Response standard (29 CFR 1910.120). It is not
the intent of the Agency to define an emergency condition in terms of an arbitrary quantity of material released due to the diversity
of workplace conditions, conditions of chemical use, and types of chemicals used. When, as a consequence of a release of a
hazardous substance the following conditions, or similar conditions, may develop, such situations would normally be considered
emergency situations requiring an emergency response effort:
• High concentrations of toxic substances.
• Situation that is life or injury threatening.
• Imminent Danger to Life and Health (IDLH) environments.
• Situation that presents an oxygen deficient atmosphere.
• Condition that poses a fire or explosion hazard.
• Situation that required an evacuation of the area.
• A situation that requires immediate attention because of the danger posed to employees in the area.
Incidental releases that can be handled safely by employees in the immediate area, without the aid of a coordinated response
effort from employees outside the area, would not be considered an emergency incident under 29 CFR 1910.120. Employers, who
intend to evacuate employees from the danger zone when an emergency situation occurs and who do not expect employees to
assist in handling the emergency, are exempt from developing an emergency response plan provided an emergency action plan is
developed in accordance with 29 CFR 1910.38(a).
The intent of the standard is to protect employees from exposure to the health and physical hazards of hazardous substances
associated with hazardous waste operations and emergency response activities. Absent testing data on the mixture as a whole, the
hazards of a mixture containing hazardous substances would be expected to be treated as a hazardous substance for compliance
purposes. When the concentration of the mixture as a whole or the concentration of the component parts poses a condition
previously described, an emergency situation would be anticipated requiring an emergency response.
Gerard F. Scannell
Assistant Secretary
Whether firefighters trained to the HAZWOPER awareness level can respond to emergency releases of hazardous substances.
OSHA Standard Interpretation
March 14, 2007
Mr. Robert Minter
Fire and Emergency Service Instructor I
Wallingford, Vermont 05773
Thank you for your November 20, 2006 letter to the Occupational Safety and Health Administration (OSHA), Directorate of
Enforcement Programs (DEP), regarding training required by the Hazardous Waste Operations and Emergency Response
(HAZWOPER) standard, 29 CFR 1910.120. Your specific question relates to whether firefighters trained to the awareness level can
respond to hazardous substance releases.
We have paraphrased your issue below, followed by your question and our response. This letter constitutes OSHA's
interpretation only of the requirements discussed and may not be applicable to any question not delineated within your original
correspondence.
Background: The Wallingford Volunteer Fire Department responds to many known materials/hazardous waste incidents. Some
involved responding to gasoline spills (usually less than 5 gallons), diesel fuel spills exceeding 15 gallons, leaking fluids from motor
vehicle accidents, [and] leaking 500-gallon propane tanks.
Question: Can fire departments respond to known hazardous materials or hazardous waste incidents when personnel are only
trained to the hazmat awareness level?
Response: No. If a fire department receives an emergency call reporting a suspected release of a hazardous substance that is
potentially beyond an "incidental release," it would be considered sufficient information to warrant an emergency response. In
these cases, fire departments should not knowingly dispatch an "awareness level" fire fighter to respond to a hazardous substance
emergency response. 29 CFR 1910.120(q)(6)(i) of the HAZWOPER standard states,
45 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
"First responders at the awareness level are individuals who are likely to witness or discover a hazardous substance release and
who have been trained to initiate an emergency response sequence by notifying the proper authorities of the release. They would
take no further action beyond notifying the authorities of the release." Thus, fire fighters who respond to emergency releases or
potential emergency releases of hazardous substances must be trained to at least the first responder operations level. Training
requirements for all classifications of emergency responders are based on the "duties and functions to be performed by each
responder" and are found at 29 CFR 1910.120(q)(6)(i)-(v).
Further, 29 CFR 1910.120(q) covers emergency response operations for releases of, or substantial threats of releases of,
hazardous substances without regard to the location of the hazard. However, responses to releases of hazardous substances where
there is no potential safety or health hazard are not considered to be emergency responses.
"Incidental releases" of hazardous substances where the substance can be absorbed, neutralized, or otherwise controlled at
the time of the release, are not considered to be emergency responses within the scope of the standard. Appendix E of OSHA
Directive CPL 02-02-059 [formerly CPL 2-2.59A] - Inspection Procedures for the Hazardous Waste Operations and Emergency
Response Standard (HAZWOPER), 29 CFR 1910.120 and 1926.65, Paragraph (q): Emergency Response to Hazardous Substance
Release of (copy enclosed) provides a more thorough discussion of the distinction between incidental releases of hazardous
substances and releases that require an emergency response, and hence, compliance with the provisions of 1910.120(q).
Richard E. Fairfax
Director, Directorate of Enforcement Programs
October 11, 2006
Ms. Brandi DeCracker
21 East Main Street
Sodus, NY 14551
This letter is in response to your request of August 28, 2006, addressed to the U.S. Department of Labor's Occupational Safety and
Health Administration (OSHA), regarding a fire truck operator's ability to safely respond during emergencies. Your letter has been
referred to the Directorate of Enforcement Programs (DEP) for a response. You want to know whether Federal OSHA has any
regulations that pertain to fire truck operators in a fire department.
Please be advised that Federal OSHA neither has regulations, nor jurisdiction, over State, municipal, or volunteer fire departments.
Section (3)(5) of the Occupational Safety and Health Act of 1970 specifically excludes Federal OSHA's authority over employees of
State and local government. The Act provides for States to assume responsibility for occupational safety and health programs under
the State's own plan, which must be approved by the U.S. Department of Labor. Each State-plan must include coverage of public
employees of the State, and it must be "at least as effective" as Federal OSHA's protection of private sector employees.
Richard E. Fairfax, Director
Directorate of Enforcement Programs
Appendix C: Container Identification
DOT Placard Colors and Symbols
The color of the DOT placard, as well as symbols used, will provide you with a general sense of the chemical hazard stored inside the
vessel or container
46 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
Yellow = oxidizer
Orange = explosive
Red = flammable
White = health
hazard (poison,
corrosive)
Blue = water
reactive
Green = non-flammable
gas
Explosive
Oxidizer
Radioactive
Flammable
Poison
Corrosive
Nonflammable
gas
There are 9 DOT Hazard Classes with divisions under the Classes. These are:
Class 1: Explosives
Division 1.1
Explosives with a mass explosion
hazard
Examples: Dynamite, mines, wetted mercury fulminate
Division 1.2
Explosives with a projection
hazard
Examples: Detonation cords, rockets, flares, fireworks
Division 1.3
Explosives with predominantly a
fire hazard
Examples: Liquid-fueled rocket motors, smokeless powder,
practice grenades, aerial flares
Division 1.4
Explosives with a minor explosion
hazard
Examples: Signal cartridges, cap-type primers, igniter fuses,
fireworks
Division 1.5
Substances that have a mass
explosion hazard but are very
insensitive
Example: Prilled ammonium nitrate
Division 1.6
Extremely insensitive detonating
articles
Example: Wetted cellulose nitrate, explosive squib devices
Division 2.1
Flammable gases
Examples: Compressed hydrogen, isobutene, methane,
propane
Division 2.2
Nonflammable, nonpoisonous
compressed gases
Examples: Carbon dioxide, helium, compressed neon,
refrigerated liquid nitrogen, cryogenic argon, anhydrous
ammonia
Class 2: Gases
47 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
Division 2.3
Gases toxic by inhalation
Examples: Cyanide, diphosgene, germane, phosphine,
selenium hexafluoride, hydrocyanic acid
Oxygen is not a separate division under Class 2, may be on
containers with 1,001 lbs (454 kg) or more gross weight of
either compressed gas or refrigerated liquid
Oxygen
placard
Class 3: Flammable and combustible liquids
Flammable placard
Example: Gasoline
Gasoline placard
May be used in the place of a flammable placard on a cargo
tank or a portable tank being used to transport gasoline by
highway
Combustible placard
Example: Diesel fuel
Fuel oil placard
May be used in place of a combustible placard on a cargo tank
or portable tank being used to transport fuel oil by highway
Class 4: Flammable Solids, Spontaneously Combustible Materials, and Dangerous-when-wet Materials
Division 4.1
Flammable solids. Examples: Phosphorus, heptasulfate,
paraformaldehyde, magnesium
Division 4.2
Spontaneously combustible materials. Examples: Sodium
sulfide, potassium sulfide, white, yellow, or dry phosphorus,
aluminum and magnesium alkyls, charcoal briquettes
Division 4.3
Dangerous-when-wet materials
Examples: Magnesium powder, lithium, ethyldichlorosilane,
calcium carbide, potassium
Class 5: Oxidizers and Organic Peroxides
Division 5.1
Oxidizers
Examples: Chromium nitrate, copper chlorate, calcium
permanganate, ammonium nitrate, fertilizer
48 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
Division 5.2
Organic peroxides
Example: Type B liquid organic peroxide
Class 6: Poison (toxic) Materials and Infectious Substances
Division 6.1
Toxic materials
Examples: Aniline, arsenic, liquid tetraethyl lead
Division 6.2
Infectious substances
Examples: HIV, anthrax, smallpox
PG III
For Division 6.1, packing group III materials, “PG III” may be
used below mid line of placard rather than “POISON”
Inhalation hazard placard
Used for any quantity of Division 6.1 Zones A or B inhalation
hazard only
Harmful placard
Used to indicate materials that should be kept away from food
Class 7: Radioactive Materials
Examples: Solid thorium nitrate, uranium, hexafluoride
Class 8: Corrosive Materials
Examples: Battery fluid, chromic acid solution, soda
lime, sulfuric acid, hydrochloric acid (muriatic acid),
sodium hydroxide, potassium hydroxide
Class 9: Miscellaneous Dangerous Goods
Miscellaneous Dangerous Goods
Examples: Blue asbestos, polychlorinated biphenyls (PCBs),
solid carbon dioxide (dry ice) Miscellaneous Placard
Miscellaneous Dangers Goods
Dangerous Placard
49 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
Pipeline Color Codes
Yellow —High-hazard materials
Examples: Corrosives, toxics, explosives and flammable materials, radioactive
substances, and materials if released would be dangerous
Green — Low-hazard liquids or liquid mixtures
Blue — Low hazard gases or gaseous
mixtures
Examples: Products not inherently hazardous with small chance of harming
employees through mild temperatures and low pressures
Red — Fire-suppression materials
Examples: Carbon dioxide, foam, Halon, and water sprinkler systems
Safety Color Codes
ANSI Z535.1 sets forth the following safety color code that is recommended for use
Red
Means Danger or Stop; is used on containers of flammable liquids, emergency stop bars, stop buttons, and fireprotection equipment
Green
Marks safety equipment such as first-aid stations, safety showers, and exit routes
Yellow
Means Caution; solid yellow, yellow and black stripes, or yellow and black checkers may be used to indicate
physical hazards such as tripping hazards; also used on containers of corrosive or unstable materials
Blue
Marks safety information signage such as labels or markings indicating the type of required personal protective
equipment (PPE)
Orange
Means Warning; is used on hazardous machinery with parts that can crush or cut or energized equipment
Container Sizes and Shapes
The shape, size, and design of containers used in transportation and storage may give you clues about the type of material in the
container. A compressed gas, for example, is easily identifiable by a cylindrical container with rounded ends. It is therefore critical
that you learn what clues the shapes and sizes of containers can give you about the hazardous materials that they carry.
Bulk Containers
Both bulk and non-bulk containers are used to transport hazardous materials. Bulk containers hold the hazardous materials
directly, without any intermediate form of containment. These types of containers include highway cargo tanks, tank cars that
transport materials by rail, and other containers (except watercraft) with:
 A maximum capacity of more than 119 gallons (450 liters) for containers of liquids
 A maximum net capacity of more than 882 pounds (401 kilograms) for containers of solids
 A water capacity greater than 1,001 pounds (454 kilograms) for containers of gases
Highway Carriers
Each type of highway carrier, or cargo tank, is shown on the following pages, along with a general description of the tank and
its common cargo.
50 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
Non-Pressure Cargo Tank MC306 / DOT406
 Classified as “non-pressure” (less than 3 psi)
 Carries low volatility liquids: gasoline, diesel, fuel oil, etc.
 Under ambient temperature and pressure
 Oval cross section and flat ends
 Carries up to 8,000 gallons
 Compartments – can be several products
Low Pressure Cargo Tank MC307 / DOT307
 Classified as “low-pressure”
 Made of stainless steel, steel, or aluminum
 Carries high volatility liquids or mild corrosives, asphalt, sulfuric acid, and almost all
other types of liquid chemicals
 Carries up to 7,000 gallons
 Round cross section or horseshoe shaped cross section and flat ends
 May have rollover protection
 Insulated for hot or cold
Pressure Cargo Tank MC330 / MC331
 Rounded ends
 Transports Liquefied compressed gases
 Construction: Steel, HSLA
 Classified as “high-pressure”
 100 to 250 psi
 Liquefied compressed gases: propane, butane, anhydrous ammonia
 Gas under ambient temperatures
 BLEVE potential if tank involved in fire
 Carries from 2,500 gallons to 11,500 gallons
 Large expansion ratio – (propane 270:1)
Cryogenic Liquid Cargo Tank MC338
 Refrigerated liquids (- 150 to – 450 F.)
 Liquid oxygen, liquid nitrogen
 Low pressure- under 25 psi
 Huge expansion ratio – up to 800:1
 Large, insulated thermos bottle on wheels
 Vapor may discharge because of normal operation of pressure-relief valve
 Construction: Specialized with annular space and unique venting characteristics
One of the elements of tank construction refers to the tank’s shape as it looks from
behind, or its cross section.
Cargo tanks are either circular or elliptical in cross-section, depending on their
intended use. In some cases, insulation is used on tanks and may change the appearance
of the tank shape, making circular tanks appear elliptical. It is important to note that low
pressure cargo tanks have circular cross-sections and flat ends, though from behind, some
of these tanks may appear to have a horseshoe shaped cross-section.
Tube Trailers
 Classified as “ultra-high pressure”
 Compressed gases: oxygen, nitrogen, hydrogen
 Carries many of same gases as cryogenic, but in a true gaseous state – under high
pressure
 Stack cylinders
 2,000 to 5,000 psi
 DOT does not class tube trailers as cargo tanks
51 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
Dry Bulk Carriers
 Large, heavy, sloping V-shaped unloading compartments located at the bottom of the
trailer and its rear-mounted air compressor
 Use: Hazardous and non-hazardous powdered and granular materials, such as
fertilizers, oxidizers, and plastics
 Pneumatically off-loaded
 Some materials carried by this tanker may be water reactive
Railroad Cars
Railroad tank cars are bulk containers used to carry both hazardous and non-hazardous materials by rail.
The specific type of materials carried in a tank car determines how the tank is constructed, as well as its size, fittings, linings,
and other features.
Although there are exceptions, most rail cars carry only a single commodity. In general, they all look very similar, with circular
cross-sections and rounded heads. Because of their similar design, you must learn to identify specific rail car characteristics for clues
about the nature of the commodity being transported.
Tank cars can be divided into several different categories, each with its own distinct characteristics. The most common
categories are discussed in this section.
Key Point:
When a rail incident occurs, railroad personnel are often the best source of information. They are the experts on rail car
design and use, and can provide you with information that could save your life. Becoming familiar with the railroad companies
operating in the community before an incident occurs is essential.
Pressurized Rail Car
 Transports flammable and non-flammable compressed gases or poisonous
compressed gases (e.g., chlorine, propane)
 Construction: Fittings inside a protective housing on top of car, no underside piping
 Designed for pressures from 100 to 600 psig
 Carry 4,000 to 45,000 gallons
Non-Pressurized Rail Car
 Valve assemblies on top of car not normally covered
 May also have visible valve assemblies under car for off-loading
 Carry from 4,000 to 45,000 gallons at less than 100 psi
 Do not always transport hazardous materials
 Carry liquids or solids that can be liquefied (Flammable liquids, Corrosives, Poisons,
Molten sulfur
Cryogenic Liquid Rail Car
 Low-pressure cars (below 25 psi)
 Large “thermos bottle”
 Designed as a tank - within - a - tank for insulation
 Product is –130 degrees F. or lower
 Most cars have no top fittings
 Carries liquid nitrogen, liquid oxygen, etc.
 Product may vent under normal conditions
Corrosive Liquid Rail Car
 Similar to non-pressure tank cars
 Can be distinguished by staining around manway
 Some painted with vertical stripe of corrosion-resistant paint
 Transports corrosive materials (e.g., sodium hydroxide, hydrofluoric acid)
52 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g
Box Car
 Enclosed cars with steel or wooden interiors
 Used for general freight
 Carries drums, boxes, cylinders, or other non-bulk containers
Gondola Car
 Uncovered, with low sides and ends
 Transports bulk ores and other solid materials
 Often used to carry low-activity radioactive materials
Container on Flat Car
 Loaded on specifically designed flatcars in various configurations, including single and
double stacks
 No FRA restrictions specifying what hazard classes may be shipped
INTERMODALS / INTERMEDIATE BULK CONTAINERS (IBCS)
Ton Containers
Ton containers are cylindrical in shape with rounded heads welded to the cylinder. They range in liquid capacity from 180 to
320 gallons. Tank test pressures ranges from 500 to 1,000 psig. When shipped by rail, ton containers are carried on special flat cars,
in boxcars, or gondola cars, and in trailer-on-flat-cars, or container-on-flatcars.
All fittings are located in the heads, including fusible plugs and / or springloaded safety relief valves.
Safety relief devices are prohibited for certain poisonous or noxious materials. Ton containers transport gases such as:
 Anhydrous ammonia
 Butadiene
 Sulfur dioxide
 Chlorine
 Phosgene
 Refrigerant or dispersant gases
INTERMODAL TANK CONTAINERS
Intermodal tank containers consist of a single metal tank mounted inside a sturdy metal supporting
frame. This unique frame structure means that they can be used in two or more modes of transport, such as
rail, highway, or water. The tank is generally built as a cylinder enclosed at the ends by heads. Its capacity is
generally less than 6,340 gallons. Other tank shapes and configurations are rare, as are tanks with multiple compartments.
Non-pressure intermodal tank containers comprise over 90 % of the total number of tank containers. They generally
transport liquid and solid materials at maximum allowable working pressures of up to 100 psig.
INTERMEDIATE BULK CONTAINERS
Intermediate bulk containers are rigid or flexible portable packaging other than cylinders or portable tanks,
which are designed for mechanical handling.
These containers have been designed mainly to replace steel and plastic drums and most are reusable and
dedicated to single product usage. They are used to transport the same materials you would find in drums, in greater quantities.
NON-BULK CONTAINERS

Non-bulk packaging includes:
A maximum capacity of less than 119 gallons for containers of liquids
53 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g


A maximum net capacity of less than 882 pounds for containers of solids
A water capacity of less than 1,001 pounds for containers of gases.
It is difficult to determine the contents of non-bulk containers based on the shape and design of the container. Non-bulk
packaging for hazardous (as well as non-hazardous) materials include:
 Drums
 Cylinders
 Dewars
 Carboys
 Bottles
 Bags
 Aerosol cans
 Fiberboard and wooden boxes
 Multi-cell packages
 Other containers of similar size
These containers are in wide use for a variety of products. Newer plastic containers can hold 400 to 1,000 pounds of liquid. In
addition, you can find these containers virtually anywhere – around warehouses, retail outlets, homes, in boxcars, cargo vans, and
semi-trailers. Often, there is no way to determine whether or not the contents of such containers are hazardous without getting
close to the materials. In most cases, people have to rely on proper markings and shipping papers to determine the contents. When
labels and other markings are missing or not legible on these containers, the following descriptions and guidelines may give you
some general information about the possible contents.
Drums
The clues to the contents of drums come from the material the drum is made of and whether or not the drum is closed-top
or open-top. Closed-top drums are sealed and have small openings in the top through which liquids can be poured. Closed-top
metal drums normally contain non-corrosive products in liquid form. Closed-top plastic, plastic inslde metal, or cardboard drums
usually contain corrosive liquids. Open-top drums have removable lids and do not have the small openings typical of closed-top
drums. Open-top metal drums usually contain non-corrosive solids or sludge. Open-top plastic drums usually contain corrosive
solids or sludge.
Cylinders
Cylinders usually contain liquefied gases, non-liquefied gases, dissolved gases, or various combinations of the three. They may
also contain liquids or solids. Cylinders range in size from aerosol containers to cylinders for liquid nitrogen that are approximately
24 inches in diameter and five feet high. The contents of cylinders can be toxic, flammable or explosive. For this reason, cylinders
can become hazardous if the contents leak. In addition, since the contents are stored under pressure, cylinders may become
projectiles if the valve at the top is damaged. They can create enough force to penetrate a concrete wall.
Container
Construction
Drums



Metal
Fiberboard
Plastic
Bottles
and Jars



Content

Other than gases and etiologic agents, drums may contain
almost any form of hazardous material, including powders,
liquids, pastes, and slurries
Glass
Plastic
Occasionally made of ceramic or metal

Liquid and solid hazardous and non-hazardous materials
Bags


Plastic
Paper




Dry corrosives
Blasting agents
Explosives
Flammable solids
Multi-cell
Packages

Polystyrene fitted form containers

Acids
54 | R e g i o n 6 H A Z W O P E R A w a r e n e s s T r a i n i n g



Oxidizers
Poisons
ORMs
Boxes
Carboys
Dewars

DOT limits to no more than 6 bottles and
maximum of 4 liters


Bases
Corrosives


Wooden
Fiberboard

Wooden and fiberboard boxes may be used for every type of
hazardous material except compressed gases



Glass
Plastic
Encased in specially cushioned boxes
made of wood or fiberboard



Corrosive liquids
Flammable liquids
Poison or toxic liquids

Non-pressurized, heavily insulated
containers
Usually with a vacuum space between
the inner and outer shells

Cryogenic materials such as liquefied nitrogen, helium, and
oxygen





Compressed gases
Flammable or combustible liquids
Poisons
Radioactive materials
Corrosives


Cylinders

Short, broad cylinders are generally used
for low pressure materials
Tall, thin cylinders are usually used for
high pressure materials
BULK CONTAINERS AT FIXED SITES
Most storage tanks are designed to meet the specific needs of certain commodities. Tank size, shape, and design do not occur
by chance, tanks are built to withstand the properties of their intended contents.
Vertical
Flat
Roof
Tank
Cone
Roof
Tank
Open
Floating
Roof
Tank
Covered
Floating
Roof
Tank


Flammable liquids
Combustible liquids
 Corrosives
Non-hazardous materials

Circular, with flat roof


Similar to flat roof tank except for fixed
cone shaped roof


Roof floats on contents and moves up
and down with varying levels
May have a ladder along the side




Fixed cone-shaped roof covers inner
floating roof
Large vents at top of tank

Flammable liquids
Combustible liquids
 Corrosive liquids

Flammable liquids
Combustible liquids

Flammable liquids
Combustible liquids


Dome
Roof
Tanks



Vertical rather than horizontal
Fixed dome-shaped roof
Internal pressure up to 15 psi

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Flammable liquids
Combustible liquids
 Corrosive liquids
 Fertilizers
 Chemical Solvents
Non-hazardous materials

Horizontal
Tank
Underground
Storage
Tank
Pressurized
Horizontal
Tank


Horizontal tank on legs or blocks
Use is restricted or banned because of
susceptibility to tank / leg failure

Gauges and controls are above ground




Horizontal tanks with rounded ends
Usually set on legs or blocks
Usually painted white or reflective color
Pressure relief devices on top of tank
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


 Liquids and gases
Usually contains petroleum
products


Flammable liquids
Combustible liquids
 Corrosives
 Poisons
Processing chemicals
 Octane boosters
 Anhydrous ammonia
Liquid petroleum products (e.g.,
propane)