Chemical Hazard Communication, OSHA HazCom, Emergency Equipment, and Hazardous Waste – Comprehensive Study Notes (EHSS)

Environmental Health and Safety Services Overview

  • Syracuse University Environmental Health and Safety Services (EHSS) office overview

    • Team size: comprised of about 12 to 1312 \text{ to } 13 people with various specialties.
    • Two main focuses mentioned: occupational health and safety (Jen and Garrett) and environmental components (environmental protection and community impact).
    • Jen Brown is a colleague who helps in the office; you may interact with her or Garrett in the future.
    • The office handles hazards in workplaces, including university shops where classes or builds take place (e.g., spray paints, solvents, aerosols).
    • They discuss safety and environmental responsibilities across campus, including fire safety and electrical hazards via a sister department (Firebase Firelight Safety Services).

  • Key hazard domains handled by EHSS

    • Fire hazards and electrical hazards in shop environments.
    • Airborne hazards from spraying paints or sanding; exposure to fumes and general airborne contaminants.
    • Large chemical exposures in the shop environment.
    • Health-related concerns, including potential risks to others (e.g., infection risk as discussed in the COVID context) and gray-area campus exposure issues.
    • Hazard communication for building materials (e.g., silica in concrete and other construction materials).
    • Hazardous building materials and construction activities that introduce potential hazards (e.g., silica exposure, silica-related diseases like silicosis; asbestos references are mentioned as context).
    • Environmental concerns including air emissions from labs and fume hoods, and campus oil spills.
    • Specific hazardous building materials and construction-related hazards discussed as part of ongoing hazard assessment.

  • Environmental and safety responsibilities

    • Environmental responsibilities include protecting the environment and the surrounding community (air emissions and waste management).
    • On the environmental side, they monitor and address air emissions from lab exhausts and fume hoods (exhaust goes up stacks).
    • EHSS reported about the fiscal year: approximately 1616 oil spills on campus, with required reporting to state and federal agencies (New York State Department of Environmental Conservation and the U.S. Environmental Protection Agency).
    • They emphasize a collaborative approach with shop staff and other campus departments to minimize environmental impact and hazards.
    • Emphasized that while the campus does contribute to emissions, the goal is to minimize those emissions as part of a comprehensive environmental program.

  • Hazardous materials programs and building materials

    • Hazardous materials programs address hazards in different contexts (e.g., silica in concrete, PCBs, and hazardous building materials).
    • Silica risk discussion includes how silica-containing materials (e.g., concrete and pottery) can contribute to respiratory hazards; silica exposure can lead to silicosis.
    • The discussion also touches on other hazardous materials such as PCBs and related exposure management.

  • Chemical hazard communication (HazCom) and OSHA framework

    • OSHA acronym stands for Occupational Safety and Health Administration (also humorously called Occupational Health and Safety Administration/Occupation Safety and Hazards Association in a light moment).
    • Historical timeline:
    • OSHA founded in 1970.
    • The HazCom standard (chemical hazard communication) became a formal requirement in 1983.
    • 2012 revisions align OSHA with the Globally Harmonized System of Classification and Labelling of Chemicals (GHS).
    • Further revisions occurred around 2012–2016 to harmonize with the GHS and update training expectations.
    • Global harmonization: GHS standardizes chemical classification, labeling, and safety data sheet (SDS) formats across countries; this reduces country-by-country discrepancies in hazard communication.
    • Program components of HazCom:
    • Classification of chemical hazards (health hazards vs physical hazards).
    • Labeling requirements for containers (primary container labeling) and secondary containers.
    • Safety Data Sheets (SDS) with standardized 16 sections.
    • Training requirements for employees and student workers who may encounter hazardous chemicals.
    • Purpose of HazCom: reduce or eliminate injuries from hazardous chemicals by standardizing identification, assessment, and communication of chemical hazards.
    • Health hazards vs physical hazards: definitions are provided in context; health hazards affect human health (inhalation, dermal, etc.), physical hazards involve flammability, reactivity, etc.

  • Roles and responsibilities under HazCom

    • Manufacturer responsibilities (chemical producers) include:
    • Classifying chemicals according to GHS.
    • Putting labels on containers with product identifiers, signal words, hazard statements, precautionary statements, and pictograms.
    • Providing Safety Data Sheets (SDS) with standardized sections and hazard information.
    • Providing information on hazard mitigation and appropriate protective measures (e.g., ventilation, respirators).
    • Maintaining an inventory of hazardous chemicals.
    • Ensuring that relabeling is done if chemicals are placed in secondary containers.
    • University (employer) responsibilities include:
    • Relabeling when chemicals are transferred to secondary containers with the product name and hazard information.
    • Keeping an up-to-date HazCom program and making SDSs readily available to employees and students in the shops.
    • Maintaining an inventory of chemicals and ensuring easy access to hazard information.
    • Providing hazard mitigation procedures and training.
    • Hazard communication training resources
    • An online HazCom training resource is available on the department’s website (about 3030 minutes; humor noted as “30 minutes of pure bliss”).
    • The university encourages staff and students to review the online HazCom training as a reference point alongside in-person training.

  • Chemical labeling and pictograms under GHS

    • Labels must include:
    • Product identifier (name of the chemical).
    • Signal word: either Danger\text{Danger} or Warning\text{Warning}; Danger indicates greater severity, Warning indicates lesser severity.
    • Hazard statements (about hazards associated with the chemical).
    • Precautionary statements (recommended protective actions and handling measures).
    • Pictograms (9 standard hazard pictograms) with a diamond shape, red border, white background, and black symbol.
    • Hazard statements (roughly ≈65\approx 65) and precautionary statements (roughly ≈120\approx 120) provide comprehensive hazard communication information.
    • Example labeling considerations: pre-labeled containers supplied by manufacturers; if transferring to a secondary container, best practice is to label with at least the product name and hazard information; shops may use pre-labeled bottles for convenience.
    • Example discussed in class: a Bayer paint product with a standard label showing signal word, hazard statements, precautionary statements, and pictograms; the presence of health and physical hazard pictograms is typical.
    • In practice, if you transfer a chemical to a secondary container, the label should reflect at minimum the material name; comprehensive labeling is preferred to ensure safety and compliance.

  • Safety Data Sheets (SDS)

    • SDSs are prepared by the manufacturer and are intended to be reviewed before use.
    • SDSs must be readily available in the workplace; in shops, SDSs are kept in a red binder for easy access.
    • SDS structure: 16 sections (1–16) with information about identification, hazards, composition, first aid measures, fire fighting measures, accidental release measures, handling and storage, exposure controls/personal protection, physical and chemical properties, stability and reactivity, toxicological information, ecological information, disposal considerations, transport information, regulatory information, and other information.
    • You do not need to memorize all 16 sections; they are reference material. Training and practical use focus on understanding the hazard information and how to protect yourself.
    • The shop and EHSS team may help interpret SDS information and determine appropriate controls.

  • How to detect and manage hazards in the shop

    • Hazards can be detected via product labels, SDS information, and on-site hazard assessments.
    • Workplace training is provided to discuss hazards associated with specific tasks and products.
    • Local supervision (shop head) and EHSS staff are key resources for hazard information and mitigation strategies.
    • Emphasis on recognizing potential hazard signs, reading labels, and consulting SDS before using a chemical.
    • Visual observations and listening for unusual odors or signals during work are important for hazard detection.

  • Hazard communication in practice: example and training resources

    • The HazCom training is complemented by an online module (approximately 3030 minutes) that provides context and compliance guidance.
    • The program emphasizes using engineering controls first (e.g., ventilation, spray booths) and substitution where feasible, followed by administrative controls and PPE as a last resort.
    • When in doubt about a chemical or procedure, ask the shop supervisor or EHSS staff rather than assuming.

  • Understanding what constitutes a hazardous chemical vs hazardous waste

    • Hazardous chemical: a chemical that poses a threat to health or physical safety (as defined by OSHA).
    • Hazardous waste: a chemical product that, when disposed of, possesses certain properties that can harm health or the environment. There are two ways wastes become hazardous:
    • Listed hazardous waste: materials that appear on the EPA’s list of hazardous wastes and require specific disposal management.
    • Characteristic hazardous waste: wastes that possess certain properties (ignitability, corrosivity, reactivity, toxicity) that make them hazardous regardless of listing.
    • Key characteristics used to classify hazardous waste:
    • Ignitable: often liquids with a flash point < 140^{\circ}\mathrm{F} (the temperature at which vapor may ignite).
      • A common point: flash point indicates the temperature at which vapors can ignite; this information is also found on the SDS.
    • Corrosive: liquids with a pH ≤2\le 2 or ≥12.5\ge 12.5.
      • pH scale ranges from 2 to 142\text{ to }14; 7 is neutral (like water).
    • Reactive: chemicals that can vigorously react or explode under certain conditions.
    • Toxicity: substances that can cause toxic effects; heavy metals (arsenic, barium, cadmium, chromium, lead, mercury, silver, selenium) are specifically noted as hazardous if disposed of improperly.
    • Heavy metals list consequence: disposal of heavy metals requires special handling and is not allowed to be dumped down drains or into regular trash.
    • The difference between listed and characteristic wastes affects how they are stored and disposed of.

  • Hazardous waste management and satellite accumulation areas (SAA)

    • Definition of hazardous waste: any chemical product or waste that, due to its properties, can harm health or the environment.
    • Satellite accumulation areas (SAA): areas near where waste is generated that allow accumulation of hazardous waste before it is transferred to a central accumulation point for disposal.
    • Each SAA should have two signs that summarize labeling, spill procedures, and basic waste handling information.
    • Waste containers in SAAs must be:
    • Compatible with the waste material (material compatibility).
    • Contained within secondary containment to manage spills.
    • Labeled properly with the hazard contents.
    • Sealed properly to prevent leaks.
    • Pre-labeled containers: some containers and drums come pre-labeled for the waste (e.g., pre-labeled waste paints or aerosol cans).
    • Aerosol cans: must be placed in the hazardous waste container; cannot be disposed of in regular trash—even when empty.
    • Rags and debris contaminated with solvents or oils may be stored in dedicated containers labeled for solvent-contaminated waste.
    • Waste disposal process: when a waste container is full, a service request is submitted to EHSS for pickup and disposal.
    • If a waste is not part of the listed or characteristic categories, white labels are provided for organization and disposal points.
    • The importance of asking questions: always verify waste status with shop staff or EHSS when unsure whether something is hazardous waste.

  • Eye wash and safety shower (emergency wash equipment)

    • There is a dedicated demonstration video describing the emergency wash equipment available in campus facilities:
    • Types: eyewash stations and safety showers.
    • Function: designed to deliver water at about 85∘F85^{\circ}\mathrm{F} with hands-free operation.
    • Flow: eyewash typically provides a substantial flow (the demonstration notes a rapid flush) and showers provide a larger flow to cover larger body areas.
    • Operational details:
    • Activate eyewash by engaging the control lever; position eyes under the stream and flush for at least 15 minutes15\ \text{minutes} while others call for help.
    • For full-body exposure, activate the safety shower by pulling the lever; remove contaminated clothing and continue flushing for at least 15 minutes15\ \text{minutes}.
    • After activation, a silent alarm notifies the Department of Public Safety (DPS) and safety personnel; an incident report is required after the event.
    • Responders (supervisor and safety manager) secure the area and arrange for contaminated clothing to be collected and replaced.
    • Post-incident requirements and maintenance:
    • Pathways to the equipment must be kept clear (minimum of 3 feet3\ \text{feet} around the equipment).
    • Eye washes are tested weekly by area personnel to verify proper function; showers are tested by dedicated facilities personnel.
    • If the equipment is damaged or not functioning, contact EHSS immediately for repair.
    • Practical tips:
    • Location awareness is critical (where are the eyewash and shower sites in your shop or classroom?).
    • Know how to operate the equipment and the criteria for its use (e.g., eye exposure, skin splash, etc.).
    • Always wear appropriate PPE to minimize chemical exposure and be ready to move to the wash if needed.

  • Emergency notifications and safety culture

    • Department of Public Safety is the primary contact for emergencies; the campus also promotes using the Orange Safe app to connect with safety resources and DPS.
    • In a chemical exposure incident, it is critical to notify a supervisor and EHSS as well as DPS.

  • Practical implications and takeaways for students and staff

    • Always ask questions if you’re unsure about a chemical’s hazards or proper handling; do not assume.
    • Read the SDS before using a chemical and know where to locate the red SDS binder in your shop.
    • If you have a chemical sensitivity or allergy, discuss it with the shop supervisor so they can review the SDS and determine safe alternatives or handling measures.
    • Regularly check labeling on containers and ensure secondary container labels correctly reflect the product name and hazard information when transferring.
    • Be aware of environmental responsibilities (e.g., oil spills reporting) and the need to minimize emissions and environmental impact in activities conducted in the shops or labs.

  • Summary of key regulatory and practical terms

    • OSHA: Occupational Safety and Health Administration; HazCom standard (chemical hazard communication) established in 19831983, later aligned with GHS in 20122012 with updates to HazCom training requirements.
    • GHS: Globally Harmonized System for classification and labeling of chemicals; standardizes hazard communication globally.
    • Hazard communication components: hazard classification, labeling, SDS, training.
    • Hazard classes:
    • Health hazards (e.g., toxic effects, irritants, carcinogens).
    • Physical hazards (e.g., flammables, oxidizers, reactive materials).
    • Label components: product identifier, signal word (Danger/Warning), hazard statements, precautionary statements, pictograms.
    • Pictograms: 9 standard pictograms; diamond shape; red border; white background; black symbol.
    • SDS: 16 sections; used to communicate hazard information; not required to memorize all sections, but understand where to find critical data.
    • Hazardous waste vs hazardous chemical:
    • Hazardous chemical: a substance with health or safety hazards.
    • Hazardous waste: waste that has properties (listed or characteristic) that make it hazardous upon disposal (e.g., ignitable, corrosive, reactive, toxic).
    • Waste management concepts:
    • Listed wastes: materials on the EPA list of hazardous wastes.
    • Characteristic wastes: ignitable (flash point < 140^{\circ}\mathrm{F}), corrosive (pH ≤2\le 2 or ≥12.5\ge 12.5), reactive, toxic.
    • Heavy metals (e.g., arsenic, cadmium, chromium, lead, mercury) require special disposal handling.
    • Aerosol cans and other containers should be disposed of in the appropriate hazardous waste container, not in regular trash.
    • Satellite accumulation areas (SAA): areas near the point of generation where waste is stored prior to final disposal; must be clearly labeled and maintained with secondary containment.
    • Practical disposal guidance:
    • Containers must be closed, compatible with contents, and free of cracks.
    • Labeling of waste containers is required, with some pre-labeled options available on campus.
    • Waste pickup requests are initiated via EHSS service requests when containers are full.

  • Final safety mindset for students and staff

    • The overall goal is to minimize exposure to hazardous chemicals and reduce injuries through standardized hazard communication, proper labeling, accessible SDSs, and proper waste management.
    • Always use the available emergency equipment appropriately and know when to use it.
    • Maintain a culture of safety by asking questions, using available resources (shops’ red SDS binder, HazCom online training), and following proper procedures for labeling, storage, and disposal of hazardous materials.