According to the OSHA standard that regulates hazardous waste operations and emergency response (29 CFR 1910.120), hazardous materials technicians are responders who “approach the point of release to plug, patch, or otherwise prevent the release of hazardous materials.”Therefore, training at the technician level needs to be combined with procedures and equipment that can be used to stop accidental releases (ie, containment training).
An important part of containment training is to provide trainees with simulated release for restoration.The following information describes four devices used for containment training in the University of Alabama at Birmingham/Center for Labor Education and Research (UAB/CLEAR) Workplace and Environmental Safety and Health Program.
All components of the equipment described here, with the exception of the chlorine container, are readily available through local sources such as hardware stores, plumbing suppliers, and industrial supply companies.The fabrication and modifications required to create these devices involve minimal mechanical skills and common tools.However, it is assumed that the reader has sufficient mechanical skills and can use tools.Therefore, specific instructions for tasks such as fitting pipes together or drilling and tapping are not included.
As with all work activities, good safety practices should be strictly followed when creating training equipment.For example, installing a fitting that pressurizes the gas cylinder requires drilling and tapping the side wall of the gas cylinder.This process alone can involve a variety of hazards, from particles flying out of drill holes that can damage eyes, to chemical exposure, fire or explosion (if the cylinder contains residual product).Only personnel familiar with the appropriate safety procedures should perform these operations.
The pipe rack is a free-standing device assembled from water pipes.Galvanized metal pipe and fittings are recommended for strength, but if weight is a concern, PVC pipe can also be used.The incorporation of a cam lever coupler allows for easy removal for storage.The appliance can be supplied with water using a garden hose or any other suitable water source.
Various release points can be simulated using pipe racks to simulate maintenance operations.For example, holes of various sizes and shapes can be drilled, cut or ground in pipes.Students will need to repair these holes using pipe repair clips or a temporary similar item.Likewise, loose connections or fittings can cause leaks.This requires the student to use a suitable wrench to tighten the connection to stop the leak.Other sources of release can be stopped simply by closing the valve.
Items such as pipe racks can be used to teach good operating procedures.For example, students can be shown that by placing a container under a gate valve and opening the valve before starting a repair operation, they can limit most of the spill that occurs during the operation while reducing the pressure on the leak they are repairing, thereby maximizing the reduce their personal pollution.
One of the major advantages offered by devices such as pipe racks is versatility.The size and type of pipes, fittings, and damage to them are limited only by training objectives, student prerequisites, and trainer imagination.Also, teachers can easily modify the equipment.
The Universal Containment Training Device (aka “Leak Monster”) is constructed from the tank of a 30-gallon electric water heater.The device is designed to allow practice in a variety of general purpose plug/patch or leak repair operations.
Instruct students to repair flow leaks when they occur.A pre-assembled kit is provided from which they must select the tools and equipment for the repair operation.As existing leaks are stopped, new leaks will appear as the water level in the tank rises.As CLEAR uses this equipment, trainees perform the following procedures to repair all leaks:
Install a 112″ pipe repair clip on a large hole in the inlet pipe (allows water to flow into the tank);
Use chain and load adhesive to lock the gasket and metal back plate to a large irregularly shaped hole in the sidewall;
Install a fully open gate valve to the pipe fitting at the top of the tank, then fully close the valve.
The highest pipe connected to the tank contains six ping pong balls.If all six steps are done correctly, a stream of water will blow these balls out of the top of the pipe when the gate valve closes.This serves as a visual indication of a successful outcome.
An actual 150-pound chlorine cylinder was used as the basis for the device.The cylinder was donated to UAB/CLEAR after being decommissioned by a local supplier.The cylinders can be pressurized, allowing students to practice various chlorine remediation operations.The techniques described here can also be used to pressurize ton containers.
The cylinder is pressurized with air through fittings installed in the side walls.This requires drilling a hole in the tank and threading a 14″ NPT fitting.For obvious reasons, it is critical to ensure that any containers previously used to store hazardous materials are completely empty before drilling, cutting, welding, or performing any other operations on the container.The fitting CLEAR uses to connect the air line to the cylinder is a universal swivel so the hose always points down to minimize interference.
For pressurization, CLEAR uses an SCBA cylinder supplying air at approximately 2,200 psi.A two-stage regulator was used to maintain cylinder pressure at 30 psi.The “T” in the airline allows 150 lb cylinders and 1 ton containers to be pressurized from the same regulator.All connections are equipped with quick connectors for easy assembly and disassembly.Using a regulator to reduce pressure is important to reduce pressure-related hazards.However, even when decompressed, instructors are always present during student activities to prevent students from taking unsafe actions, such as standing directly in front of accessories and untying them.
Students work in pairs for chlorine remediation.Before each team arrived, instructors at the operations station ensured that there were several leak points to fix.A leak can be simulated by loosening a fitting (such as a fusible plug, packing nut, or outlet cap) and opening the valve.Also, the entire valve can be loosened slightly from the cylinder.Students are given a spray bottle with a soapy solution to use to detect leaks.In actual chlorine remediation operations, the foaming of a soap film at the leak point replaces the use of ammonia solution for leak detection.
Participants are provided with the Chlorine Institute “A” series emergency kits for maintenance operations.Initially, they used the tools provided in the kit to stop leaks in the valve area by tightening the connection or closing the valve.After that, the coach removed the outlet cap, opened the valve, and instructed the team to continue as if it had a leak and the previous method would not stop.At this point, the student will need to install the hood assembly provided with the “A” kit on the cylinder valve.Another option is to equip the cylinder with a deliberately damaged valve so that the hood assembly needs to be installed.
The basis of the device is the head of a tote box mounted on a steel frame, which is equipped with casters, handles and lifting rings.CLEAR purchased this product from a commercial supplier of chlorine training aids.This device is currently connected to the liquid valve and the lower fusible plug by a water line.
The steam valve on the ton container training aid has been pressurized through the air fitting installed in the upper discharge pipe.The unit is pressurized by the same air source and regulator as the 150 lb cylinder.
The ton container head is used in much the same way that a 150-pound cylinder is used in training.The main exceptions are the different fusible plug arrangements and the need for a Chlorine Institute “B” kit for ton container repairs.
The same considerations related to pressure hazards discussed for 150-pound cylinders apply to training operations involving ton heads.Similar safety precautions are required.
When training with these devices, as at all other times, the safety of the trainee should be the paramount consideration.For example, when training with a pressurized vessel, the pressure is adjusted to a relatively low level, the trainee is warned, and the instructor watches carefully to ensure that the trainee does not engage in behavior that could put them at risk.Additionally, area safety hazards, such as muddy base conditions, may arise when training with water-based equipment.
The devices described here are versatile and can be used for simple exercises to teach basic containment skills, as well as complex exercises such as simulating events.However, any time a device such as this is implemented in a training program, training objectives must be fully considered.None of these devices are suitable for training below a technician.
Prerequisites are also an important consideration.Students in UAB/CLEAR’s current technical refresher course are required to repair leaks on three different pieces of equipment (universal containment training equipment, a 150-pound chlorine cylinder, and a 1-ton chlorine container head) while wearing a Class B suit.Personal Protective Equipment (PPE).All trainees have received training and experience in wearing protective equipment for maintenance operations.However, if all necessary objectives (such as containment procedures and use of PPE) are covered early in the course, the same exercises can be used in initial technician-level training.
Most of the equipment designs included in the article apply to UAB/CLEAR readily available equipment and supplies.These plans are primarily used as examples and can be modified as needed to incorporate available components and address the trainer’s specific goals.In all cases, the ultimate goal is to produce equipment that will allow trainees to practice the types of containment procedures that may be required during an actual emergency operation.n
ALAN VEASEY is the program coordinator for the Workplace and Environmental Safety and Health Program operated by the Center for Labor Education and Research (UAB/CLEAR) at the University of Alabama at Birmingham.He holds a Masters in Education and is currently completing a Masters in Occupational Health and Safety.UAB/CLEAR provides training for hazardous waste site remediation and hazardous materials emergency response and is financially supported by the National Institute of Environmental Health Sciences (NIEHS).
ALAN VEASEY is the program coordinator for the Workplace and Environmental Safety and Health Program operated by the Center for Labor Education and Research (UAB/CLEAR) at the University of Alabama at Birmingham.He has a Masters in Education and is currently pursuing a Masters in Occupational Health and Safety.UAB/CLEAR provides training for hazardous waste site remediation and hazardous materials emergency response and is financially supported by the National Institute of Environmental Health Sciences (NIEHS).
Post time: Jan-17-2022
