2014-2015 HazMatIQ Above The Line/Below The Line Course Description! WeWillNeverForget www.hazmatiq.com info@hazmatiq.com 800 518 9895
Table of Contents Course Description... 3 Target Audience... 3 Pre- Requisites... 3 Course Length... 3 Course Location... 3 Course Size... 4 Student Text/Materials... 4 Module 1: Introduction and Overview of the HazmatIQ system... 4 Module 2: Using the HazmatIQ System to Perform a 20 Second Size Up... 5 Module 3: Chemical Research & Information Verification... 6 Module 4: Mission Specific Selection of Personal Protective Equipment (PPE) and Chemical Protective Clothing (CPC)... 7 Module 5: Selecting Air Monitoring and Detection Instruments... 9
Course Description The HazmatIQ course prepares responders to implement the HazmatIQ system, including the trademarked Above the Line, Below the Line concepts to enhance hazardous materials emergency response and planning. The HazmatIQ system uses a series of patented reference charts to allow responders to conduct a rapid risk assessment of hazardous materials. Based on the assessment, the HazmatIQ system provides responders consistent guidance on selection of proper personal protective equipment (PPE) and appropriate detection & monitoring devices. The HazmatIQ system teaches responders to utilize detection devices to make tactical decisions, including conducting hazmat rescue operations, recognizing unsafe atmospheres/environments, and identifying unknown chemicals. The course is designed to integrate and build upon students previous hazardous materials training and experience. Instructor and student provided case studies will be discussed. Numerous hazardous materials scenarios will be presented to allow students the opportunity to practice and gain confidence using the HazmatIQ system. Target Audience The HazmatIQ course is intended for personal from public or private agencies that may be required to perform emergency response or planning for incidents involving the accidental or intentional releases of hazardous materials. Pre-Requisites Students will enhance their learning experience if they are trained to a minimum of the hazmat awareness/operations level prior to attending the HazmatIQ course. Course Length 8.0 hours Course Location Delivered on- site at customer requested location
Course Size The HazmatIQ classroom course is designed for a maximum of 30 students. A seminar/conference delivery is available by special request. Student Text/Materials The following documents are provided to the students for use during the course: Periodic Table of the Elements NIOSH Pocket Guide to Chemical Hazards National Institute for Occupational Safety & Health September 2007, DHHS (NIOSH) Publication No. 2005-149 HazmatIQ Charts 1-6 HazmatIQ By Federal Resources 2007, Revised 2014 Module 1: Introduction and Overview of the HazmatIQ system Module 1 Goals: Goal 1A: Highlight response challenges and inefficiencies of current hazmat response industry best practices. Goal 1B: Explain how the HazmatIQ system relates to industry standards such as the National Fire Protection Association (NFPA) standard 4 72. Goal 1C: Introduce the periodic table of the elements. Module 1 Objectives: Objective 1-1: Given a fictional hazardous materials scenario, the student will select the most appropriate chemical protective clothing, based on their current training and experience. Objective 1-2:
Given a fictional hazardous materials scenario, the student will asses his/her organizations ability to respond to the incident in a consistent manner. Objective 1-3: Given a periodic table of the elements, the student will be able to highlight the location of the metal/non- metal line. Module 2: Using the HazmatIQ System to Perform a 20 Second Size Up Module 2 Goals: Goal 2A: Introduce the HazmatIQ Above the Line, Below the Line concept. Goal 2B: Explain HazmatIQ using chart 1 and chart 2 to conduct a 20 second size up. Goal 2C: Reinforce the importance of beginning incident size up at the time of dispatch Goal 2D: Review critical chemical and physical properties for emergency response Goal 2E: Review initial isolation distances listed in the United States Department of Transportation, 2008 Emergency Response Guidebook. Goal 2F: Explain the International Union of Pure and Applied Chemistry (IUPAC) naming convention for salts Module 2 Objectives: Objective 2-1: Given a chemical name, the student will be able to utilize the HazmatIQ charts to conduct a rapid chemical size up in twenty (20) seconds. Objective 2-2:
Given a chemical name, or a chemical state of matter, the student will be able to correctly estimate the initial isolation zone with in twenty (20) seconds. Objective 2-3: Given a chemical name, the student will be able to utilize HazmatIQ charts to predict the flammability of a chemical, including the presence of a published lower explosion limit and flash point with in twenty (20) seconds. Objective 2-4: Given the name of a chemical, the student will be able to utilize HazmatIQ charts predict the formation of an acid or base when in solution or in contact with water with in twenty (20) seconds. Objective 2-5: Given the name of a chemical, the student will be able to utilize the HazmatIQ charts to predict if the chemical has a published ionization potential, with in twenty (20) seconds. Objective 2-6: Given the name of a chemical, the student will be able to utilize the HazmatIQ charts to predict if a chemicals toxicity data is published in mgm3 or ppm, with in twenty (20) seconds. Module 3: Chemical Research & Information Verification Module 3 Goals: Goal 3A: Review the use of the NIOSH pocket guide to chemical hazards for obtain emergency response information. Goal 3B: Explain the difference between scientific and responder friendly definitions of chemical physical properties, and how they apply to chemical risk assessment. Goal 3C: Discuss current hazmat response team research forms and explain their origination Goal 3D:
Discuss the tactical value of three (3) sources of reference for chemical and physical properties during an emergency. Goal 3E: Explain the 1300 rule for air monitoring. Module 3 Objectives: Objective 3-1: Given a fictional hazardous materials scenario, the student will be able to verify chemical and physical properties in the NIOSH pocket guide for chemical hazards in two (2:00) minutes. Objective 3-2: Given a chemical name, the student will be able to utilize the HazmatIQ charts to determine if a substance is water reactive. Objective 3-3: Given a chemical name, the student will be able to utilize the HazmatIQ charts to determine the gases that will be release from a water reactive material, upon contact with water. Objective 3-4: Given a chemical name, the student will be able to utilize the HazmatIQ charts to check for additional indications that the substance may contain carbon and hydrogen atoms. Objective 3-5: Given a vapor pressure of a liquid or solid hazardous material, the student will be able to calculate the expected airborne concentration directly above the spill. Module 4: Mission Specific Selection of Personal Protective Equipment (PPE) and Chemical Protective Clothing (CPC) Module 4 Goals: Goal 4A: Discuss the use and history of the Level A vapor resistant encapsulating suit (NFPA 1991) Goal 4B:
Explain the use of firefighter turn out gear for recon/rescue operations Goal 4C: Present the concept of mission specific PPE/CPC instead of chemical specific PPE/CPC Goal 4D: Discuss case studies involving hazmat technician line of duty deaths Goal 4E: Explain routes of exposure and applicability to PPE/CPC selection Goal 4F: Reinforce the importance of SCBA or other respiratory protection during hazmat response Goal 4G: Explain HazmatIQ charts 3 &4, including corrosive gas clues Goal 4H: Explain the role of flammability and LEL detection in PPE/CPC selection and action levels. Goal 4I: Explain the role of Ph and flourine test paper in PPE/CPC selection Module 4 Objectives: Objective 4-1: Given a hazardous materials scenario, including mission assignment, the student will be able to select the appropriate PPE/CPC with in two (2:00 minutes) Objective 4-2: Given a chemical name, or guide number from the DOT Emergency Response Guidebook, the student will be able to determine if the chemical is a corrosive gas. Objective 4-3:
Given a fictional hazardous materials scenario, including a simulated reading from a combustible gas indicator (CGI), the student will be able to select the correct level of PPE/CPC for the mission. Objective 4-4: Given a fictional hazardous materials scenario, including simulated changes in ph or fluorine test paper, the student will be able to select the correct level of PPE/CPC for the mission. Objective 4-5: Given a fictional hazardous materials scenario involving a victim rescue, and a simulated positive test for fluorine, the student will need verbalize the need to abort the rescue. Module 5: Selecting Air Monitoring and Detection Instruments Module 5 Goals Goal 5A: Illustrate and discuss the operation and theory of photo ionization detectors (PID) and flame ionization detectors (FID) Goal 5B: Explain the use of HazmatIQ charts 3 and 4 to select the appropriate air monitoring and detection instruments Goal 5C: Discuss the need for a particulate detection device Goal 5D: Explain the use and deployment of a infrared thermometer Goal 5E: Review the dangers and methods of detecting chemical reactions, including polymerization Goal 5F: Explain the use of potassium iodide (KI) test paper
Goal 5G: Review detection of the lower explosive limit Goal 5H: Review relative response, correction factors, and air monitoring conversion between volume and PPM. Goal 5I: Discuss action level for monitoring/detecting radiation Module 5 Objectives: Objective 5-1: Given the name of a chemical, the student will be able to determine the ionization potential of a chemical Objective 5-2: Given the ionization potential of a chemical and the bulb strength of a photo ionization detector (PID), the student will be able to determine if the PID is able to detect the chemical. Objective 5-3: Given the name of a chemical, the student will be able to use the HazmatIQ charts to determine if the chemical contains carbon and hydrogen, and can be detected by a flame ionization detector (FID). Objective 5-4: Given simulated air monitoring readings in mg/m3 or ppm, the student will be able to determine if the environment exceeds published IDLH levels. Objective 5-5: Given a fictional hazardous materials scenario involving a container and simulated temperature readings, the student will recognize the possibility of polymerization or a chemical reaction; and verbalize the need to withdrawal from the area.