OSHA HAZWOPER 40 Hour
Any Device Responsive Training with QR Verification
Pay just $119.95 for your OSHA HAZWOPER 40 Hour certificate
The HAZWOPER 40 Hour training program reviews the OSHA Hazardous Waste Operations and Emergency Response Standard for OSHA CFR 1910.120(e)(3)(i).
This program is designed for employees involved in clean-up operations; emergency response operations; corrective actions covered by the Resource Conservation and Recovery Act (RCRA); and treatment, storage, and disposal facility (TSD) operations.
Time Requirement
OSHA Standard 1910.120 requires trainees to complete 40-hours of off-site training as part of this program. After successfully completing each course exam, trainees are guaranteed to have met the 40-hour time requirement defined by OSHA.
OSHA On-site Requirement
After completing the OSHA HAZWOPER 40 Hour off-site training program, OSHA requires employees to receive three (3) days of on-the-job worksite-specific training provided by their company (29 CFR 1910.120 (e)(3)(i)).
- Modules: 50
- Training Time: 40 hours
- Sectors: General Industry
- Employees, Supervisors
- Complete within 90 days of purchase
- 3 attempts per quiz
Compliant with OSHA Standards
OSHA 1910.120e
OSHA HAZWOPER 40 Hour - Curriculum
1. Overview of HAZWOPER
Learning objectives in this module:
- Describe the purpose of the Resource Conservation and Recovery Act (RCRA).
- Give an example of EPA’s “Cradle to Grave” regulatory program.
- Define and give examples of hazardous substances, solid waste, and wastes excluded from the EPA solid waste regulation.
- Discuss the four-step hazardous waste identification process.
- Describe the three categories of hazardous waste generators.
- List the three types of operations covered by HAZWOPER.
2. HAZWOPER for Cleanup Operations
Learning objectives in this module:
- Discuss the purpose of site evaluation process for cleanup operations.
- Define “site control,” and discuss the methods to maintain site control on cleanup operations.
- Discuss training requirements for workers of cleanup operations.
- Discuss medical surveillance requirements for workers performing cleanup operations.
- Describe and give examples of engineering controls, work practice controls and PPE used on hazardous waste sites.
- Describe the purpose of air monitoring and list the two types of sampling.
- Discuss the best practices for handling containers and hazardous substances during cleanup operations.
- Describe the decontamination process on cleanup operations.
- Describe the elements of the cleanup operations Emergency Response Plan (ERP).
3. HAZWOPER For TSD Facilities
Learning objectives in this module:
- Describe Treatment, Storage, and Disposal (TSD) site analysis process.
- Give examples of engineering controls, work practice controls, and PPE on TSD facilities.
- Describe the Hazard Communication Program requirements for TSD facilities.
- Describe the decontamination process at TSD facilities.
- Discuss methods for handling hazardous materials at TSD facilities, including controlling leaks and spills, material-handling equipment, and shipping and transporting containers.
- Describe employee and emergency response training requirements at TSD facilities.
- Describe the primary criteria to determine if the TSD employer uses an Emergency Action Plan (EAP) or an Emergency Response Plan (ERP).
4. HAZWOPER For Emergency Responders
Learning objectives in this module:
- Discuss the six “HAZMAT” activities for emergency responders.
- Contrast the difference between incidental releases and uncontrolled releases.
- Discuss the components of an Emergency Response Plan.
- Describe the Incident Command System (ICS) structure.
- Identify ICS command staff and general staff positions.
- Discuss the requirements for chemical-protective clothing for emergency responders.
- Describe post-emergency-response training requirements for on-site and off-site employees
5. Brownfields and Clandestine Drug Labs
Learning objectives in this module:
- Define and describe the key characteristic of a “brownfield” site.
- Describe the hazards typically found on a brownfield site.
- Describe how HAZWOPER requirements apply to brownfields.
- Describe how HAZWOPER requirements apply to clandestine drug labs.
- Describe emergency response and post-emergency cleanup operations related to brownfield sites and clandestine drug labs.
5. Handling Drums and Containers
Learning objectives in this module:
- Discuss the importance of properly handling drums and containers containing hazardous substances.
- Describe the procedures for identifying the contents of drums and containers.
- Describe the procedures and best practices for inspecting drums and containers.
- Discuss how to determine drum and container integrity.
- Discuss the important precautions and equipment requirements when excavating and handling drums and containers.
- Discuss methods on how to sample drums and containers.
- Describe procedures for handling radioactive and shock sensitive wastes.
- Describe the procedures for using laboratory waste packs.
- Discuss the methods used to characterize hazardous waste and conduct compatibility testing
6. HAZWOPER Safety and Health Program
Learning objectives in this module:
- Describe the elements of the organizational structure.
- List the methods used to control hazards in a preliminary site evaluation.
- Discuss what must be included in the detailed evaluation of the site
- Discuss the importance of the Health and Safety Plan (HASP) and the elements it must address.
- Define “task hazard analysis,” and discuss why it may be the most critical component of the site HASP.
- Describe the “buddy system” and how it can assist in the rescue of employees.
- Discuss the requirements of employee training.
- Describe the “initial training” both supervisors and employees must receive.
- Discuss the hands-on training requirement and why it is critically important.
- Discuss medical surveillance requirements for workers performing cleanup operations.
- Discuss what the employer must give a physician that is examining an employee.
- Describe when it is necessary for an employee to receive a medical exam.
- Describe the controls and work practices an employer must use to reduce and maintain employee exposure to or below PELs.
- Discuss when it is necessary for employers to provide employees with PPE.
- Describe the four levels of respiratory protection.
- Discuss why PPE must be evaluated for each task and not for the site.
- Describe “exposure monitoring” and the hazard it is intended to address.
- Discuss how employers must safely handle hazardous materials.
- Describe what an employee must do before leaving the work area.
7. Planning and Organization
Learning objectives in this module:
- Discuss what an organizational structure should do.
- List the steps that should be taken in formulating a comprehensive work plan.
- List the elements of a site safety plan.
- Discuss the purpose of safety meetings.
- Describe the guidelines that should be observed to ensure the effectiveness of inspections.
- List the factors that must be considered when determining the frequency of inspections.
8. Training
Learning objectives in this module:
- Define the objectives of training programs for employees involved in hazardous waste site activities.
- Discuss the training necessary for different categories of jobs.
- Discuss the training an emergency responder must receive based on the duties the responder will be expected to perform.
- Describe the necessary qualifications for an emergency response trainer.
9. Introduction to Hazard Identification and Control
Learning objectives in this module:
- Describe the goal of hazard identification and control and give examples of hazards to which employees may be exposed on hazardous waste sites.
- State OSHA’s definition of a “hazard,” and give examples.
- Discuss the employer’s obligation to provide a safe workplace, free of “recognized” and “foreseeable” hazards.
- Define physical, environmental, and potential “exposure” to hazards, and give examples.
- Describe the 13 hazard categories and give examples of each.
- Describe the “Hierarchy of Controls,” strategy for controlling hazards on hazardous waste sites, TSD facilities, and during emergency response.
10. Introduction to Hazardous Substances
Learning objectives in this module:
- Contrast EPA and OSHA definitions of “hazardous substances.”
- Describe EPA’s criteria for designating a hazardous substance as a “solid waste.”
- Discuss the four characteristics of hazardous waste under RCRA: ignitability, corrosivity, reactivity, and toxicity.
- Describe and give examples of the nine classes of DOT “hazardous materials.”
- Contrast the definition of “hazardous chemical” with hazardous substance, hazardous marterial, and hazardous waste.
- Give examples of the various types of hazardous chemicals.
- Contrast “flammable” and “combustible” hazards. Give examples of both.
- Discuss the characteristics of oxidizers, corrosives, reactives and explosives.
- Describe various types of “natural hazards” to which hazardous waste workers may be exposed and how to protect against them.
11. Physical Properties of Hazardous Substances
Learning objectives in this module include:
- Discuss the following physical properties of hazardous substances: boiling point, vapor pressure, vapor density, density/specific gravity, solubility, melting point, and flashpoint.
- Discuss how the boiling point of a hazardous substance can affect the route of entry with exposure.
- Discuss how vapor pressure can influence the hazardous nature of substances.
- Discuss how vapor density will affect the dispersement of a hazardous gas or vapor when it is released.
- Discuss how the density/specific gravity of a substance affects its dispersement in water.
- Discuss how solubility will affect the ability of a substance to disperse in a liquid.
- Discuss how a substance’s melting point will affect the substances’ characteristics when it changes phases.
12. Toxicology
Learning objectives in this module:
- Define “toxicology” and why toxicological studies are important in protecting workers.
- Describe the six areas of applied toxicology.
- List and describe the seven categories of toxic agents and give examples of each.
- Describe the four primary routes of entry into the body when exposed to a hazardous substance.
- Discuss the various effects/symptoms that may manifest when being exposed to hazardous substances.
- Define “dose” and discuss the three types of doses.
- Discuss the relationship between dose and response.
- Discuss the variables related to dose when determining consequences.
- Discuss the effects of exposure to toxics including immediate, delayed, local, systemic, reversible and irreversible effects.
- Discuss the various symptoms of exposure to toxic substances that might be encountered on the worksite.
- Discuss how toxicity, routes of exposure, dose, duration, reaction/interaction, and individual differences determine the degree of risk to workers.
13. Health Hazards
Learning objectives in this module include:
- Discuss when an employer must have a hearing conservation program.
- Define and give examples of ionizing radiation.
- Discuss the characteristics of alpha particles, beta particles, gamma rays, and x-rays.
- Describe the sources for the various types of ionizing radiation.
- Define and give examples of non-ionizing radiation.
- Discuss protection strategies to reduce excessive exposure to radiation.
- Describe asbestos and the health risks associated with it.
- Discuss the classification system for asbestos work requirements.
- List the control methods an employer must use to comply with PEL, STEL, and DEQ/LRAP rules when working with asbestos.
14. General Responsibilities
Learning objectives in this module:
- Describe the purpose, scope, and application of the Hazard Communication Standard (HCS).
- Give examples of situations in which the HCS standard does and does not apply.
- Describe the requirements for manufacturer, distributor, and importers to evaluate chemicals.
- Discuss the three-step chemical “classification” process.
- Describe best practices for handling chemicals in sealed containers.
15. Analyzing the Workplace
Learning objectives in this module:
- Discuss the importance of conducting an initial assessment of chemicals on the worksite.
- Discuss the differences between OSHA’s definition of “substances” and “hazardous chemicals.”
- List the effects of exposure to physical and health hazards, and give examples of each.
- List and give examples of the various forms of hazardous chemicals.
- Discuss the factors that determine the effects chemicals have on various organs.
- Describe the four primary routes of entry of chemicals into the body.
- State the five “Hierarchy of Controls” strategies for controlling chemical hazards.
16. Chemical Hazards in Construction
Learning objectives in this module:
- List common health and physical hazards found on worksites.
- Discuss general safety precautions and best practices when handling chemicals on worksites.
- List the tasks that commonly expose workers to lead.
- Define and discuss “action level,” “permissible exposure limit (PEL),” AND “trigger tasks” for exposure to lead.
- Describe protective measures to reduce exposure to lead below the action level.
- Discuss exposure to methylene chloride and the hazard control strategies to protect employees from over-exposure.
- Describe the properties of hexavalent chromium, its industrial sources, hazards from exposure, and safety precautions.
17. Container Labeling
Learning objectives in this module:
- Describe the labeling requirements for Shipped Container labels.
- Identify the information required on a Workplace or Secondary container labels.
- Describe alternative labeling methods such as NFPA and HMIS labels.
- Discuss the criteria for portable containers.
- Describe the requirements for labeling solid materials.
- Identify and give examples of GHS pictograms used in conjunction with labels.
18. Safety Data Sheets (SDS)
Learning objectives in this module:
- Describe the purpose of the safety data sheet.
- List persons who are required to develop, distribute, and maintain SDSs.
- Given a list of the 16 sections of a typical SDS, discuss each sections’ purpose.
- Give examples of information that would be included in each section of an SDS.
- Discuss employer responsibilities for maintaining and managing SDSs.
19. Information and Training
Learning objectives in this module:
- Discuss when employers must provide HCS training to employees.
- Identify the three HCS information topics the employer must provide to employees.
- Identify the four training topic areas the employer must provide to employees.
- Identify the three HCS knowledge areas the employer is required to evaluate after training.
- Describe the various methods for conducting HCS instruction and training.
- Discuss the requirements for training new hires and temporary employees.
- Discuss HCS training for emergencies and identify when Emergency Response Plans are required.
- Distinguish between incidental and uncontrolled releases of hazardous chemicals.
20. Site Characterization - Off-site
Learning objectives in this module:
- State the purpose of initial off-site characterization.
- State the three phases of initial site characterization.
- Discuss the purpose of the preliminary off-site evaluation.
- Describe the actions required by the qualified person conducting perimeter reconnaissance.
- Describe indicators of potential IDLH and other dangerous conditions that might be observed during the offsite characterization.
- Give examples of possible IDLH conditions and the appropriate PPE required for use in such conditions.
- Describe the various sources of information about existing and potential hazards on-site.
- Discuss the PPE strategies to protect entry personnel based on the findings of the preliminary evaluation.
21. Site Characterization - On-site Survey
Learning objectives in this module:
- State the purpose of the on-site survey.
- Discuss monitoring requirements during initial site entry.
- Discuss the importance of proper documentation and document control.
- Describe the use of logbooks and photographs in documenting the findings of on-site surveys.
- Describe the best practices for properly labeling samples.
22. Hazard Identification, Analysis, and Monitoring
Learning objectives in this module:
- Describe the actual and potential hazards to which entry personnel may be exposed.
- Describe ACGIH’s Threshold Limit Value (TLV) and how it is used in helping to determine the level of worker protection.
- Describe OSHA’s Permissible Exposure Limit (PEL) and how it is used to help determine the level of worker protection.
- Describe NIOSH’s Recommended Exposure Limit (REL) and its use in conjunction with OSHA’s PEL.
- Describe the definitions of IDHL, as used by NIOSH, MSHA, and ANSI.
- Describe the hazards of potential skin absorption and irritation to entry personnel.
- Describe the challenges of determining the hazards of eye irritation for entry personnel.
- Describe explosion and flammability ranges, LEL/UEL and UFL/UFL, flashpoint, and ignition temperature.
- Describe the best practices when conducting ongoing monitoring activities.
23. Air Monitoring
Learning objectives in this module include:
- Describe the four basic types of hazardous atmospheres to which personnel may be exposed on hazardous waste sites.
- List the objectives of air monitoring.
- Describe air monitoring requirements during site entry.
- Describe air monitoring requirements during the response operation.
- List and describe the two general methods of identifying airborne contaminants.
- Discuss best practices for monitoring high-risk employees using personal and representative sampling.
- Differentiate between air monitoring and air sampling strategies.
- Describe the characteristics of air monitoring instruments.
- Discuss the use of direct-reading instruments (DRIs) and give examples of types of DRIs.
- Discuss the best practices when conducting air sampling.
- Describe the different types of air sampling equipment and media.
24. General Monitoring Practices
Learning objectives in this module:
- Define and discuss the “sampling pattern” process.
- Discuss the process of conducting perimeter monitoring.
- Discuss the two primary reasons for conducting periodic monitoring.
- Describe the purpose for and process for conducting personal monitoring.
- Describe the purpose of and need for a long-term air monitoring program.
- List and discuss the variables involved with conducting hazardous waste site air monitoring.
- State the objective of conducting vapor/gas concentrations to determine the appropriate level of PPE protection.
- Discuss factors to consider when using vapor/gas concentrations.
- Describe Level A, B, C, and D Protection requirements.
25. Personal Protective Equipment (PPE) Basics
Learning objectives in this module include:
- Identify the two primary OSHA and EPA HAZWOPER regulations which include requirements for PPE.
- Identify the elements of an effective PPE program.
- Discuss the various types of respirators and their use.
- Discuss the advantages and disadvantages of each type of respirator.
- Define and describe respirator protection factors.
- Discuss how respirator protection factors can be compromised.
- Describe the use, advantages and disadvantages, of Self-Contained Breathing Apparatus (SCBA) and Supplied-Air Respirators.
- Describe Air-Purifying Respirators and the situation in which they are used.
- Discuss the warning properties of hazardous substances when using Air-Purifying Respirators.
26. Selection of Protective Clothing and Accessories
Learning objectives in this module include:
- Discuss the characteristics of fully-encapsulating and non-encapsulating suites.
- Discuss the purpose and use of aprons, leggings, flame/fire retardant coveralls, and sleeve protectors.
- Discuss the protective clothing typically used by firefighters.
- Describe the use of proximity garments (approach suits) and cooling garments.
- Describe the purpose and use of blast and fragmentation suits and radiation-contamination protective suits.
- Discuss the purpose of floatation gear (life jackets and work vests).
- Describe important considerations when selecting head, face, hand and arm, and foot protection.
27. Selecting Chemical-Protective Clothing (CPC)
Learning objectives in this module include:
- List and describe the three primary characteristics of chemical-protective clothing.
- Define “permeation,” “degradation,” “breakthrough time,” and “penetration,” and how each affects the protection factor of CPC.
- Discuss the challenges of using CPC to protect workers exposed to chemical mixtures.
- Give an example of the heat transfer characteristics of CPC.
- List how the following characteristics affect the protection factor of CPC: durability, flexibility, temperature effects, ease of decontamination, compatibility, and duration of use.
- Describe the four EPA Levels of Protection (A, B, C, D) and give examples of the conditions hazardous waste sites when each level would be necessary.
- Describe the requirements for periodic evaluation of PPE.
- Describe PPE training requirements for hazardous waste site workers.
28. Ensemble Selection, Use, and Inspection
Learning objectives in this module include:
- Discuss the importance of considering work mission duration, ambient temperature, and air supply consumption before the start of work.
- Describe possible causes for ensemble penetration.
- Discuss how personal features of workers may jeopardize safety
- Describe ensemble donning and doffing procedures.
- Describe best practices while using PPE ensembles including changes which could affect the protection factor of the PPE.
29. CPC Inspection and Storage
Learning objectives in this module:
- List and describe the five different types of PPE inspections.
- Describe inspection items for inspecting protective clothing.
- Describe inspection items for inspecting gloves.
- Describe inspection items for SCBA, Supplied-Air Respirators, and Air-Purifying Respirators.
- Describe storage requirements for clothing and respirators.
- Describe the three levels of PPE maintenance.
30. Heat and Cold Stress
Learning objectives in this module:
- Discuss factors causing heat stress.
- Describe those factors which increase or decrease the likelihood for heat stress while wearing CPC.
- Discuss the importance of determining safe work/rest periods while working on the hazardous waste site.
- List and discuss environmental and personal factors which should be monitored during work, including permeability, heart rate, oral temperature, and body water loss.
- List and give examples of signs and symptoms of heat stress.
- Describe strategies for preventing heat stress in the workplace.
- Describe how cold stress develops and the PPE to use work practices to prevent it while working.
- Describe “hypothermia” and “frostbite” and how they develop.
- Describe the strategies to prevent cold stress.
31. Site Control
Learning objectives in this module include:
- Describe the three reasons for the site control phase of hazardous waste operations.
- List and describe the elements of a site control program.
- Describe the components of an effective site map.
- Discuss the steps in the site preparation phase.
- Draw an accurate diagram of the three hazardous waste site zones.
- Describe activities performed in the exclusion zone.
- Describe the purpose and location of the contamination reduction zone.
- Summarize the steps in establishing the Hotline.
- Discuss the criteria and process for establishing the Support Zone
32. Site Security and Best Practices
Learning objectives in this module include:
- Discuss the purpose of site security and give at least three examples demonstrating how that purpose can be fulfilled.
- Give at least five ways to maintain site security during normal working hours.
- Define and describe internal and external communications methods and devices.
- Discuss the importance of the “buddy system” on during hazardous waste site operations.
- Discuss the importance of standing orders and give examples.
- Describe best practices when operating heavy equipment on the hazardous waste site.
33. Decontamination
Learning objectives in this module:
- Define “decontamination” and describe primary purpose of the process.
- Summarize the steps in developing a decontamination Standard Operating Procedures (SOPs).
- Discuss best practices for dressing before entering the Exclusion Zone.
- Discuss the five factors that affect permeation.
- Describe three decontamination strategies: physical removal, chemical removal, and combining physical and chemical removal.
- Identify contaminants that may be eliminated through physical removal.
- Describe chemical removal methods: dissolving contaminants, surfactants, solidification, rinsing, and disinfection/sterilization.
- Summarize methods to test for the effectiveness of decontamination.
- Discuss how the decontamination process might be hazardous to safety and health.
- Describe sequence of stations n the decontamination line.
- Give examples of decontamination equipment selected and used to decontaminate personnel.
- Describe effective disposal methods of decontamination equipment.
- Describe the primary points to remember during emergency decontamination.
34. Confined Space Safety Basics
Learning objectives in this module:
- List and describe the three criteria to classify a space as a confined space.
- List and describe the four additional criteria to classify a confined space as a permit-required confined space (PRCS).
- Discuss the primary reasons confined space entry is required.
- List and describe examples of confined spaces.
- Give examples of the potential atmospheres that could be present within confined spaces.
- Define and give an example of confined space entry.
- Describe the importance of the O-F-T testing process when testing for hazardous atmospheres within a confined space.
- Discuss the need for and components of the confined space entry permit.
35. Atmospheric Hazards
Learning objectives in this module:
- Give examples of hazardous atmospheres the could be present within confined spaces.
- Define and describe how oxygen-deficient and oxygen-enriched atmospheres may develop within confined spaces.
- Discuss the dangers of combustible and flammable atmospheres within confined spaces.
- Describe Lower/Upper Explosive/Flammability Limits (LEL/UEL and LFL/UFL), and why it is important to reduce concentrations below 10% LEL/LFL.
- Describe the dangers of combustible dust within confined spaces and give examples.
- Describe the common types of toxic gases within confined spaces.
- Give examples of irritant/corrosive atmospheres that may develop within confined spaces.
- Describe the specific O-F-T sampling procedure and why it is important to ensure accuracy of measurements.
36. Non-Atmospheric Hazards
Learning objectives in this module:
- Give examples of physical hazards within confined spaces.
- Discuss the precautions to take to prevent injury/illness from mechanical hazards within confined spaces.
- Discuss how electrical hazards may develop within confined spaces and the importance of the Ground Assurance Program.
- Give examples of how employees may be injured by impact or contact-by hazards within a confined space.
- Discuss how work within confined spaces can cause ergonomic hazards.
- Identify possible entrapment and engulfment hazards within confined spaces.
- Give examples of general physical hazards such as scaffolding within confined spaces.
37. Controlling Confined Space Hazards
Learning objectives in this module:
- Describe the five strategies in the “Hierarchy of Controls.”
- Give examples of “elimination,” “substitution,” “engineering controls,” “administrative controls,” and “personal protective equipment” hazard control strategies.
- Discuss the importance of adequate continuous forced-air ventilation as a hazard control strategy.
- Discuss the use of respiratory protection as a hazard control strategy within confined spaces.
38. Confined Space Entry and Rescue
Learning objectives in this module:
- List line and staff manager responsibilities in a confined space program.
- Describe Confined Space Entry Supervisor duties and responsibilities.
- Describe Confined Space Entrant duties and responsibilities.
- Describe Confined Space Attendant duties and responsibilities.
- Describe Confined Space Rescue Team duties and responsibilities.
- Discuss confined space rescue operations and strategies to prevent rescuer fatalities.
- Describe the three, primary confined space rescue strategies.
- Differentiate between entry and non-entry rescue procedures.
- List and describe confined space rescue and retrieval equipment.
39. Confined Space Training Requirements
Learning objectives in this module:
- Discuss the “triggers” that require the need for confined space training.
- List and describe the various topics required in confined space training.
- List the topics for specific confined space training of entry team members required to test and monitor confined spaces.
- Discuss confined space rescue team training requirements.
- Discuss confined space training verification and documentation requirements.
40. Scaffold Safety
Learning objectives in this module:
- List the types of accidents that can result from unsafe scaffolding procedures.
- Discuss the requirements for scaffold training and retraining.
- List and describe the use for the various types of supported and suspended scaffolds.
- Discuss the various precautions to take while working on supported and suspended scaffolds.
- Describe the purpose of aerial lifts and discuss training requirements.
- List and describe the types of aerial lifts and related safe work practices.
41. Slips, Trips, and Falls
Learning objectives in this module:
- State the “threshold height” requiring fall protection systems in construction generally and while working on scaffolds.
- Discuss the recommended safety precautions to prevent slip, trip, and fall accidents.
- Discuss the recommended safety precautions to prevent falls while working at elevation.
- Describe the requirements to prevent falls through skylights, holes, and wall openings.
- Discuss the need for good housekeeping to prevent slips, trips, and falls on the worksite.
42. Ladders and Stairways
Learning objectives in this module:
- Discuss the training requirements to prevent falls while working on ladders.
- Discuss the hazards ladders pose and the related safety precautions to prevent falls from ladders.
- Discuss the requirements to reduce the hazards from stairways on the worksite.
43. Working with Electricity
Learning objectives in this module:
- List and describe the most common causes of electrical injuries in construction.
- Discuss the purpose of the lockout/tagout program and procedures for isolating electrical equipment.
- Discuss the steps in safely restoring electrical equipment to service after maintenance has been completed.
- Identify the requirements for “group lockout/tagout.”
- Discuss the purpose and use of ground fault circuit interrupters (GFCI).
- Discuss the precautions to take while working near overhead powerlines.
- List and describe general safety precautions while working on electrical equipment on construction sites.
44. Excavation and Trenching
Learning objectives in this module:
- Identify the dangers associated with work in excavations and trenches.
- Define “competent person” and describe the duties and responsibilities of the position.
- Discuss safe access and egress from an excavation.
- Discuss excavation inspection requirements.
- Describe the safety equipment and protective systems (benching, sloping, shielding, and shoring) used to ensure worker safety while working in trenches.
- Discuss the training topic requirements for excavation workers and competent persons.
45. Cranes and Rigging
Learning objectives in this module include:
- Discuss the types of accidents that are common when working with cranes and rigging.
- List and describe best safety practices before and during the operation of heavy equipment including cranes and derricks.
- Describe the precautions equipment operators and signal persons should take while operating heavy equipment.
- Describe the general safety precautions for heavy equipment operations.
- Discuss the elements within the crane and derrick training program to ensure worker safety.
- Describe the operator certification procedures and options.
46. Powered Industrial Trucks, Heavy Vehicles, and Traffic Control
Learning objectives in this module:
- Discuss the types of powered industrial trucks.
- Describe the types of accidents common to forklifts.
- Define “center of gravity” and how it affects the stability of forklifts.
- Discuss safe practices when operating a forklift.
- Describe forklift training requirements.
- Discuss heavy vehicle safety equipment requirements.
- Describe heavy vehicle operator safety practices and training requirements.
- Discuss traffic control devices, safety clothing, and best practices
47. Bloodborne Pathogens
Learning objectives in this module include:
- Define and list the three main types of bloodborne pathogens.
- Define and give examples of other potentially infectious materials (OPIM).
- State the purpose and application of 29 CFR 1910.1030, Bloodborne Pathogens.
- Discuss the characteristics and symptoms of exposure to HBV, HCV, and HIV.
- Discuss how bloodborne pathogen diseases may be spread.
- Describe personal hygiene and good housekeeping practices to prevent exposure to bloodborne pathogens.
- Describe the employer’s Exposure Control Plan (ECP) and primary elements of the plan.
- Describe hazard control strategies to help prevent exposure to bloodborne pathogens.
- Give examples of personal protective equipment used while being exposed to bloodborne pathogens.
48. Specific Emergency Responder and HAZMAT Training
Learning objectives in this module:
- Summarize the training requirements for emergency responders.
- Describe Level I First-Responder Awareness Level Training requirements.
- Describe Level II First-Responder Operations Level Training requirements.
- Describe Level III Hazardous Materials Technician Training.
- Describe Level IV Hazardous Materials Specialist Training.
- Describe Level V On-Scene Incident Commander Training.
- Describe skilled support personnel and specialist employee training requirements.
- Discuss the qualifications for those who conduct HAZWOPER training.
- Describe training documentation requirements.
49. Handling Drums and Containers
Learning objectives in this module:
- Discuss the importance of properly handling drums and containers containing hazardous substances.
- Describe the procedures for identifying the contents of drums and containers.
- Describe the procedures and best practices for inspecting drums and containers.
- Discuss how to determine drum and container integrity.
- Discuss the important precautions and equipment requirements when excavating and handling drums and containers.
- Discuss methods on how to sample drums and containers.
- Describe procedures for handling radioactive and shock sensitive wastes.
- Describe the procedures for using laboratory waste packs.
- Discuss the methods used to characterize hazardous waste and conduct compatibility testing.
50. Worker Rights and Protections
Learning objectives in this module include:
- Discuss the primary employer responsibility under the “General Duty Clause” of the OSHA Act of 1970.
- List basic worker rights established by the OSHA Act.
- Discuss the application of the OSHA Act in State Plan and Federally-regulated states.
- Describe the four industries covered by the OSHA Act.
- Discuss each of the worker rights related to safe working conditions, obtaining information, participating in safety activities, reporting, and freedom from retaliation.
40 HOURS
Training Time
ASSESSMENTS
50 Quizzes
HAZWOPER 40 Certificate of Compliance
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OSHA Information and Disclaimer
- Part Number Title:Occupational Safety and Health Standards
- Subpart:1910 Subpart H
- Subpart Title:Hazardous Materials
- Standard Number:
- Title:Hazardous waste operations and emergency response.
- GPO Source:
Notes and Exceptions:
Employers who are not required to have a permit or interim status because they are conditionally exempt small quantity generators under 40 CFR 261.5 or are generators who qualify under 40 CFR 262.34 for exemptions from regulation under 40 CFR parts 264, 265 and 270 (“excepted employers”) are not covered by paragraphs (p)(1) through (p)(7) of this section. Excepted employers who are required by the EPA or state agency to have their employees engage in emergency response or who direct their employees to engage in emergency response are covered by paragraph (p)(8) of this section, and cannot be exempted by (p)(8)(i) of this section.
Definitions —
Buddy system means a system of organizing employees into work groups in such a manner that each employee of the work group is designated to be observed by at least one other employee in the work group. The purpose of the buddy system is to provide rapid assistance to employees in the event of an emergency.
Clean-up operation means an operation where hazardous substances are removed, contained, incinerated, neutralized,d stabilized, cleared-up, or in any other manner processed or handled with the ultimate goal of making the site safer for people or the environment.
Decontamination means the removal of hazardous substances from employees and their equipment to the extent necessary to preclude the occurrence of foreseeable adverse health effects.
Emergency response or responding to emergencies means a response effort by employees from outside the immediate release area or by other designated responders (i.e., mutual aid groups, local fire departments, etc.) to an occurrence which results, or is likely to result, in an uncontrolled release of a hazardous substance. Responses to incidental releases of hazardous substances where the substance can be absorbed, neutralized, or otherwise controlled at the time of release by employees in the immediate release area, or by maintenance personnel are not considered to be emergency responses within the scope of this standard. Responses to releases of hazardous substances where there is no potential safety or health hazard (i.e., fire, explosion, or chemical exposure) are not considered to be emergency responses.
Facility means (A) any building, structure, installation, equipment, pipe or pipeline (including any pipe into a sewer or publicly owned treatment works), well, pit, pond, lagoon, impoundment, ditch, storage container, motor vehicle, rolling stock, or aircraft, or (B) any site or area where a hazardous substance has been deposited, stored, disposed of, or placed, or otherwise come to be located; but does not include any consumer product in consumer use or any water-borne vessel.
Hazardous materials response (HAZMAT) team means an organized group of employees, designated by the employer, who are expected to perform work to handle and control actual or potential leaks or spills of hazardous substances requiring possible close approach to the substance. The team members perform responses to releases or potential releases of hazardous substances for the purpose of control or stabilization of the incident. A HAZMAT team is not a fire brigade nor is a typical fire brigade a HAZMAT team. A HAZMAT team, however, may be a separate component of a fire brigade or fire department.
Hazardous substance means any substance designated or listed under (A) through (D) of this definition, exposure to which results or may result in adverse effects on the health or safety of employees:
[A] Any substance defined under section 103(14) of the Comprehensive Environmental Response Compensation and Liability Act (CERCLA) (42 U.S.C. 9601).
[B] Any biologic agent and other disease causing agent which after release into the environment and upon exposure, ingestion, inhalation, or assimilation into any person, either directly from the environment or indirectly by ingestion through food chains, will or may reasonably be anticipated to cause death, disease, behavioral abnormalities, cancer, genetic mutation, physiological malfunctions (including malfunctions in reproduction) or physical deformations in such persons or their offspring.
[C] Any substance listed by the U.S. Department of Transportation as hazardous materials under 49 CFR 172.101 and appendices; and
[D] Hazardous waste as herein defined.
Hazardous waste means —
[A] A waste or combination of wastes as defined in 40 CFR 261.3, or
[B] Those substances defined as hazardous wastes in 49 CFR 171.8.
Hazardous waste operation means any operation conducted within the scope of this standard.
Hazardous waste site or Site means any facility or location within the scope of this standard at which hazardous waste operations take place.
Health hazard means a chemical or a pathogen where acute or chronic health effects may occur in exposed employees. It also includes stress due to temperature extremes. The term health hazard includes chemicals that are classified in accordance with the Hazard Communication Standard, 29 CFR 1910.1200, as posing one of the following hazardous effects: Acute toxicity (any route of exposure); skin corrosion or irritation; serious eye damage or eye irritation; respiratory or skin sensitization; germ cell mutagenicity; carcinogenicity; reproductive toxicity; specific target organ toxicity (single or repeated exposure); aspiration toxicity or simple asphyxiant. (See Appendix A to § 1910.1200—Health Hazard Criteria (Mandatory) for the criteria for determining whether a chemical is classified as a health hazard.)
IDLH or Immediately dangerous to life or health means an atmospheric concentration of any toxic, corrosive or asphyxiant substance that poses an immediate threat to life or would interfere with an individual’s ability to escape from a dangerous atmosphere.
Oxygen deficiency means that concentration of oxygen by volume below which atmosphere supplying respiratory protection must be provided. It exists in atmospheres where the percentage of oxygen by volume is less than 19.5 percent oxygen.
Permissible exposure limit means the exposure, inhalation or dermal permissible exposure limit specified in 29 CFR Part 1910, Subparts G and Z.
Published exposure level means the exposure limits published in “NIOSH Recommendations for Occupational Health Standards” dated 1986, which is incorporated by reference as specified in § 1910.6, or if none is specified, the exposure limits published in the standards specified by the American Conference of Governmental Industrial Hygienists in their publication “Threshold Limit Values and Biological Exposure Indices for 1987-88” dated 1987, which is incorporated by reference as specified in § 1910.6.
Post emergency response means that portion of an emergency response performed after the immediate threat of a release has been stabilized or eliminated and clean-up of the site has begun. If post emergency response is performed by an employer’s own employees who were part of the initial emergency response, it is considered to be part of the initial response and not post emergency response. However, if a group of an employer’s own employees, separate from the group providing initial response, performs the clean-up operation, then the separate group of employees would be considered to be performing post-emergency response and subject to paragraph (q)(11) of this section.
Qualified person means a person with specific training, knowledge and experience in the area for which the person has the responsibility and the authority to control.
Site safety and health supervisor (or official) means the individual located on a hazardous waste site who is responsible to the employer and has the authority and knowledge necessary to implement the site safety and health plan and verify compliance with applicable safety and health requirements.
Small quantity generator means a generator of hazardous wastes who in any calendar month generates no more than 1,000 kilograms (2,205) pounds of hazardous waste in that month.
Uncontrolled hazardous waste site means an area identified as an uncontrolled hazardous waste site by a governmental body, whether Federal, state, local or other where an accumulation of hazardous substances creates a threat to the health and safety of individuals or the environment or both. Some sites are found on public lands such as those created by former municipal, county or state landfills where illegal or poorly managed waste disposal has taken place. Other sites are found on private property, often belonging to generators or former generators of hazardous substance wastes. Examples of such sites include, but are not limited to, surface impoundments, landfills, dumps, and tank or drum farms. Normal operations at TSD sites are not covered by this definition.
NOTE TO (b): Safety and health programs developed and implemented to meet other federal, state, or local regulations are considered acceptable in meeting this requirement if they cover or are modified to cover the topics required in this paragraph. An additional or separate safety and health program is not required by this paragraph.
NOTE TO PARAGRAPH (c)(7). – Risks to consider include, but are not limited to:
[a] Exposures exceeding the permissible exposure limits and published exposure levels.
[b] IDLH Concentrations.
[c] Potential Skin Absorption and Irritation Sources.
[d] Potential Eye Irritation Sources.
[e] Explosion Sensitivity and Flammability Ranges.
[f] Oxygen deficiency.
Elements of the site control program. The site control program shall, as a minimum, include: A site map; site work zones; the use of a “buddy system”; site communications including alerting means for emergencies; the standard operating procedures or safe work practices; and, identification of the nearest medical assistance. Where these requirements are covered elsewhere they need not be repeated.
The name of the employee;
NOTE TO PARAGRAPH (g)(1)(i): Engineering controls which may be feasible include the use of pressurized cabs or control booths on equipment, and/or the use of remotely operated material handling equipment. Work practices which may be feasible are removing all non-essential employees from potential exposure during opening of drums, wetting down dusty operations and locating employees upwind of possible hazards.
NOTE TO PARAGRAPH (g)(3): The level of employee protection provided may be decreased when additional information or site conditions show that decreased protection will not result in hazardous exposures to employees.
NOTE TO PARAGRAPH (h): It is not required to monitor employees engaged in site characterization operations covered by paragraph (c) of this section.
Informational programs. Employers shall develop and implement a program which is part of the employer’s safety and health program required in paragraph (b) of this section to inform employees, contractors, and subcontractors (or their representative) actually engaged in hazardous waste operations of the nature, level and degree of exposure likely as a result of participation in such hazardous waste operations. Employees, contractors and subcontractors working outside of the operations part of a site are not covered by this standard.
Caution: Shipping of shock sensitive wastes may be prohibited under U.S. Department of Transportation regulations. Employers and their shippers should refer to 49 CFR 173.21 and 173.50.
Illumination. Areas accessible to employees shall be lighted to not less than the minimum illumination intensities listed in the following Table H-120.1 while any work is in progress:
TABLE H-120.1. — MINIMUM ILLUMINATION INTENSITIES IN FOOT-CANDLES | |
Foot-candles | Area or operations |
5 | General site areas. |
3 | Excavation and waste areas, accessways, active storage areas, loading platforms, refueling, and field maintenance areas. |
5 | Indoors: warehouses, corridors, hallways, and exitways. |
5 | Tunnels, shafts, and general underground work areas; (Exception: minimum of 10 foot-candles is required at tunnel and shaft heading during drilling, mucking, and scaling. Mine Safety and Health Administration approved cap lights shall be acceptable for use in the tunnel heading. |
10 | General shops (e.g., mechanical and electrical equipment rooms, active storerooms, barracks or living quarters, locker or dressing rooms, dining areas, and indoor toilets and workrooms. |
30 | First aid stations, infirmaries, and offices. |
Toilets shall be provided for employees according to Table H-120.2.
TABLE H-120.2. — TOILET FACILITIES | |
Number of employees | Minimum number of facilities |
20 or fewer | One. |
More than 20, fewer than 200 | One toilet seat and 1 urinal per 40 employees. |
More than 200 | One toilet seat and 1 urinal per 50 employees. |
Certain Operations Conducted Under the Resource Conservation and Recovery Act of 1976 (RCRA). Employers conducting operations at treatment, storage and disposal (TSD) facilities specified in paragraph (a)(1)(iv) of this section shall provide and implement the programs specified in this paragraph. See the “Notes and Exceptions” to paragraph (a)(2)(iii) of this section for employers not covered.
NOTE TO §1910.120 – The exemption for hazardous waste provided in 1910.1200 is applicable to this section.
Exception #1: an employer need not train all employees to the degree specified if the employer divides the work force in a manner such that a sufficient number of employees who have responsibility to control emergencies have the training specified, and all other employees, who may first respond to an emergency incident, have sufficient awareness training to recognize that an emergency response situation exists and that they are instructed in that case to summon the fully trained employees and not attempt control activities for which they are not trained.
Exception #2: An employer need not train all employees to the degree specified if arrangements have been made in advance for an outside fully-trained emergency response team to respond in a reasonable period and all employees, who may come to the incident first, have sufficient awareness training to recognize that an emergency response situation exists and they have been instructed to call the designated outside fully-trained emergency response team for assistance.
The senior emergency response official responding to an emergency shall become the individual in charge of a site-specific Incident Command System (ICS). All emergency responders and their communications shall be coordinated and controlled through the individual in charge of the ICS assisted by the senior official present for each employer.
NOTE TO PARAGRAPH (q)(3)(i). – The “senior official” at an emergency response is the most senior official on the site who has the responsibility for controlling the operations at the site. Initially it is the senior officer on the first-due piece of responding emergency apparatus to arrive on the incident scene. As more senior officers arrive (i.e. , battalion chief, fire chief, state law enforcement official, site coordinator, etc.) the position is passed up the line of authority which has been previously established.
APPENDICES TO §1910.120 – HAZARDOUS WASTE OPERATIONS AND EMERGENCY RESPONSE
NOTE: The following appendices serve as non-mandatory guidelines to assist employees and employers in complying with the appropriate requirements of this section. However paragraph 1910.120(g) makes mandatory in certain circumstances the use of Level A and Level B PPE protection.