HAZMAT OPERATIONS LEVEL INSTRUCTOR GUIDE Instructor Manual for Hazardous

Materials Operations Level

Training (Core Program)

Florida
Hazardous
Materials
Training
Operations Level
Instructor Guide

This Instructor Manual outlines a suggested daily presentation of

materials. Every class is different and some subjects may require
additional time or less time to present. These timeframes may be
changed or modified to meet the needs of the instructor, students,
or the AHJ.
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Florida Hazardous Materials Training

Operations Level Responder
Day One – Instructor Directions
Prior to class
• Review all of the materials in the student manual and on the PPT slide
presentation.
• Review Activity #1 and be prepared to review in class.
Day of class
1. On day one the instructor provides an introduction of the students and of the
instructor(s).
2. Review Materials in the introduction part of the training program.
3. At the completion of the introductory information conduct:
4. Conduct Activity #1 – Identify Levels of Capabilities and Mission Specific
Competencies Properties - According to Directions provided with the “Student
Activities”
5. Begin Section One – Analyze the Incident, Part 1: Surveying the Hazardous
Materials/WMD Incident.
6. Leave enough time at the end of the day to play the Video-Containers.

At the completion of the Introduction the student will be able to:

• Identify the difference between an incident and an emergency in regards to a

hazardous material accident.
• Identify the difference between the core competencies and the mission specific
competencies.

Day One Subject Matter

Introduction of the program
A. Program Sections and Timelines
B. Introduction to First Responder Operations Level Training
C. Defining an Incident vs Emergency
D. Core Competencies of an Operations Level Responder
E. Mission Specific Competencies for Operations Level Responder

Activity #1 – Identify Level of Capabilities and Mission Specific

Competencies
A. Emergency Scene Operations
B. WMD/Illicit Activities

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At the completion of Section One, Part 1, the student will be able to:

• Utilize the ERG, NIOSH, and SDS to determine evacuation/isolation distances,

chemical formula and health and medical issues, appropriate PPE, and toxic levels
of a given chemical.
• Name the four components of a hazardous materials emergency
• Identify the three causes of a hazardous materials emergency
• Given a photo of a highway tanker truck, identify the kind of trailer it is and the
common commodities transported by that tanker truck
• Give a photo of a railway tank car, identify the kind of tank car and the common
commodities transported by that tank car.
• Given photos of various intermodal and non-bulk containers, identify what kind of
container it is.
• Given an appropriately marked radioactive materials package identify the danger
associated with the package and material located in that package.
• Identify a pipeline marker and recite the information that must be on that marker.
• Identify a pesticide label and what signal words must be on the container and provide
the meaning of each of the signal words.
• Recite the differences between a biological incident and a chemical incident.
• Name 4 types of terrorist activities that involve hazardous materials.

Section One: Analyze the Incident

Part 1: Surveying the Hazardous Materials/WMD Incident
1. Emergency Response Guidebook (ERG)
2. Safety Data Sheets (SDS)
3. NIOSH Pocket Guide
4. Four Components of a Hazardous Materials Incident
5. Situational Awareness
6. Causes of Hazardous Materials Incidents
7. Containers
A. Pressure Containers
B. Cryogenic Containers
C. Liquid holding containers
D. DOT – 111: General servicer rail tank cars (low pressure or non-pressure
tank cars)
E. MC – 306 (DOT – 406): Highway, Non (low) pressure bulk liquid cargo tanks
F. DOT – 407: Highway, Low-pressure bulk liquid cargo tanks
G. MC – 312 (DOT – 412): Highway, Corrosive cargo tanks
H. Non-pressure intermodal tanks
I. Limited use non-bulk containers
J. Solid – Holding containers
K. Mixed load containers
L. Radioactive shipping containers and packages

Video - Containers
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Day Two – Instructor Directions

Prior to class
• Review all of the materials in the student manual and on the PPT slide
presentation.
Day of class
1. Welcome the students and provide an overview of the day’s schedule.
2. Continue with Section One Materials – Analyze the Incident, Part 1: Surveying the
Hazardous Materials/WMD Incident.
3. Begin Part 2: Collecting Hazardous Response Information
4. It is helpful to have some examples of placards to demonstrate size and colors.
5. It is helpful to have some examples of SDS. These should probably be available at
the training site or they can be accessed on cell phone or computer online.
6. Having a copy of the AHJs Emergency Response Plan or Emergency Action Plan.
7. Conduct Activity #2 – Assessing Damage and Vulnerabilities Properties -
According to Directions provided with the “Student Activities”
8. Leave enough time at the end of the day to play Video – Chemical Reactions
.
Day Two Subject Matter
1. Labels and markings
A. Pipeline markers
B. Pesticide labels
C. Radioactive labels
2. Hazardous Materials Hazards
3. Terrorist and Human-Made Events
A. Indicators of biological criminal activity
B. Differences between chemical and biological incidents
C. Indicators of radiological criminal activities
4. Other terrorist activities/devices
A. Incendiary bombs
B. Chemical weapons
C. Infectious etiological agents
D. Combination devices
E. Riot control agents
F. Illicit laboratories (clandestine laboratories)
5. Indicators of criminal activity (secondary device)
6. Actions necessary if suspected criminal/terrorist event
7. Complete Activity #2
A. Activity #2 – Assessing Damage and Vulnerabilities
B. Allow students to work in teams of 3 or 4.
C. Provide about 20 minutes for the groups to complete the activity.
8. Conduct a review of the activity in class by calling on groups to explain their answers

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Part 2: Collecting Hazard and Response Information

At the completion of Section One, Part 2, the student will be able to:

• Provide the names of the 9 hazard classes.

• Give an example of the dangers associated with each of the hazard classes.
• Identify at least 2 other facility documents that should be available to assist in chemical
identification.
• Identify what outside sources can be contacted for assistance at a hazardous materials
incident.

1. Hazard classes
A. Hazard class 1
B. Hazard class 2
C. Hazard class 3
D. Hazard class 4
E. Hazard class 5
F. Hazard class 6
G. Hazard class 7
H. Hazard class 8
I. Hazard class 9
2. Safety Data Sheets (SDS)
3. Other facility documents
A. Emergency Response Plan
B. Emergency Action Plan
4. Help from outside sources
A. Chemtrec
B. Canutec and SETIQ
5. Shipping papers

Video – Chemical Reactions

Activity #2 – Assessing Damage and Vulnerabilities

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Day Three – Instructor Directions

Prior to class
• Review all of the materials in the student manual and on the PPT slide
presentation.
• Review Activity #3, Activity #4, and Activity #5 and be prepared to present and
review in class.
Day of class
1. Welcome the students and give an overview of the coursework for day 3
2. Present Section Two – Analyze the Incident, Part 3: Predicting the Likely Behavior
of a Material and its Container.
3. Conduct Activity #3 – Assessing Physical and Chemical Properties - According to
Directions provided with the “Student Activities”
4. Present Part #4 – Estimating Potential Harm
5. Conduct Activity #4 - Assessing Physical and Chemical Properties – According to
Directions provided with the “Student Activities”
6. Present Section Two: Planning the Response, Part 1: Describing response
objectives
7. Play Video – Role of the Operations Level Responder
8. Present Activity #5 – Risk Based Response – According to Directions provided
with the “Student Activities”

Day Three Subject Matter

Part 3: Predicting the Likely Behavior of a Material and its Container

At the completion of Section One, Part 3, the student will be able to:

• Provide the meaning of:

o Boiling Point
o Vapor Density
o Vapor Pressure
o Specific Gravity
o Flammable range
o Flash Point
o BLEVE
o Water solubility
o Persistence
o Autoignition Temperature
o Chemical reactivity
o Polymerization

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(Continued Objectives) At the completion of Section One, Part 3, the student will be
able to:

• Identify the toxins found in smoke.

• State the difference between exposure and contamination.
• Identify the 3 container stressors
• Define the different types of chemical dispersion patterns.
• Identify the different steps in vulnerability and risk assessment
• Identify the toxins found in smoke.

1. Chemical and Physical Properties

a. Boiling point
b. Chemical reactivity
c. Corrosivity (pH)
d. Flammable (Explosive) range
e. Flash point
f. Autoignition temperature
g. BLEVE
h. Boil over
i. Other flammable hazards
j. Specific gravity
k. Vapor density
l. Water solubility
m. Vapor pressure
n. Particle size
o. Persistence
p. Physical state
2. Polymerization
3. Expansion ratio
4. Radiation
5. Smoke toxicity
6. Biological agents
7. Contamination and Exposure
8. Container stress
9. Causes of container incidents
10. Dispersion patterns
11. Vulnerabilities and Risk Assessment

Activity #3 – Assessing Physical and Chemical Properties

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Part 4: Estimating Potential Harm

At the completion of Section One, Part 4, the student will be able to:

• Identify the protective measures taken for a radiation emergency

• Identify the three principles of protection and define each.
• List the 4 routes of exposure and the components that affect each route.
• Define:
o Hemotoxin
o Neurotoxin
o Nephrotoxin
o Hepatotoxin
o Mutagen
o Teratogen
o Carcinogen
• Define and understand the meaning of:
o TWA-TLV
o STEL
o Ceiling Limit
o LD50 and LC50
o IDLH

• Identify 4 influences of toxicity

• Define:
o Synergism
o Potentiation
o Antagonism
• List 6 toxidromes
• Identify those chemical families found in the Corrosive and Irritant Toxidrome
• Define what constitutes an asphyxiating atmosphere.
• List the 4 chemical asphyxiants.
• List the chemical families found in the cholinergic toxidrome.
• List the health effects seen in a hydrocarbon exposure.
• List the products that fall into the etiologic toxidrome.
• List the 4 types of radiation found in the radiologic toxidrome.
• State what is a voluntary exposure limit and what does voluntary mean.

1. Resources
2. Protective measures for radiation emergencies
a. Protection consists of three principles:
b. Health effects
c. Routes of exposure
1. Inhalation
2. Absorption of the skin and eyes
3. Ingestion

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4. Injection
a. Types of poisons
b. Exposure limits and terminology
c. Influences on toxicity
d. Toxic syndromes (Toxidromes)
5. Corrosive and Irritant Toxidrome
6. Asphyxiant Toxidrome
7. Cholinergic Toxidrome
8. Hydrocarbons and Derivatives Toxidrome
9. Etiologic Toxidrome
10. Radiologic Toxidrome

Activity #4 – Evaluating Signs and Symptoms

Section Two: Planning the Response
Part 1: Describing response objectives

At the completion of Section Two, Part 1, the student will be able to:

• List 3 of the goals an Operations Level Responder has beyond the Awareness goals.
• Identify the 4 priorities of every hazardous materials incident.
• Give the meaning of risk vs benefit.
• Identify the criteria to determine if rescue of a victim in the hot zone is possible.
At the completion of Section Two, Part 2, the student will be able to:

• List 4 criteria for selecting an action option to complete an objective.

• Identify who needs to review the tactical option selected by the Operations Section
Chief.

Hazardous materials goals

1. Priorities and steps to manage the incident
2. Response objectives
3. Risk vs benefit
4. Determining if rescue is possible

Part 2: Identify Action Options

1. Identify options
2. Prioritizing victims

Video – Role of the Operations Level Responder

Activity #5 – Risk Based Responses

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Day Four – Instructor Directions

Prior to class
• Review all of the materials in the student manual and on the PPT slide
presentation.
• Review Activity #6, Activity #7, Activity #8, and Activity #4 and be prepared to
present and review in class.
Day of class
1. Welcome the students and give an overview of the coursework for day 4.
2. Present Section Two – Planning the Response, Part 3: Determining Suitability of
Personal Protective Equipment (PPE)
3. Present Part 4: Identifying Emergency Decontamination Issues
4. Conduct Activity #6 – Determining Incident Objectives - According to Directions
provided with the “Student Activities”
5. Present Section 3 – Implementing a Planned Response, Part 1 – Establishing
Scene Control.
6. Present Part 2 – Preserving Evidence
7. Present Part 3 – Initiating the Incident Command System
8. Conduct Activity #7 – Developing a Command Structure - According to Directions
provided with the “Student Activities”
9. Conduct Activity #8 – Determining Incident Levels - According to Directions
provided with the “Student Activities”
10. Present Part 4 – Using PPE
11. Present Section 4 – Evaluating Progress
12. Conduct Activity #8 – Obtaining Hazardous Materials Information - According to
Directions provided with the “Student Activities”
Day 4 Subject Matter
Part 3: Determining suitability of personal protective equipment (PPE)
At the completion of Section Two, Part 3, the student will be able to:

• List 4 limitations of a positive pressure SCBA.

• List 4 advantages of a supplied air respirator.
• List 2 advantages of an APR.
• Define the difference between an APR and a PAPR.
• Define the overall purpose of using PPE on a hazardous materials scene.
At the completion of Section Two, Part 4, the student will be able to:

• Identify how contamination occurs.

• Define the difference between direct contamination and secondary contamination.
• List the 2 primary means of decontamination.
• Define the difference between adsorption, absorption, and dilution.
• Define the difference between emergency decontamination and technical
decontamination.

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1. HazMat PPE
2. PPE selection

Part 4: Identifying emergency decontamination issues

1. How contamination occurs
2. Types of contamination
3. Methods of decontamination
4. Types of decontamination procedures

Section Three – Implementing the Planned Response

Activity #6 – Determining Incident Objectives
At the completion of Section Three, Part 1, the student will be able to:

• Identify how zones are set up and what needs to be accomplished during the early
phase of the incident.
• Identify the 3 control zones and define what occurs in each.
• Define the need and benefit of a safety briefing.
At the completion of Section Three, Part 2, the student will be able to:

• Identify the need to preserve evidence.

• Identify where guidance on evidence preservation may be found.

Part 1: Establishing Scene Control

1. Establishing zones

Part 2: Preserving evidence

At the completion of Section Three, Part 3, the student will be able to:

• Identify the purpose for the Incident Command System.

• Draw the overall incident command structure and define the roles of each part.
• Identify where in the command structure the Hazardous Materials Branch would be
found.
• Define the role of the Incident Safety Officer.
• Explain the typical location of the Incident Command Post and give the advantages
of the selected location.

Part 3: Initiating the Incident Command System

1. The ICS Structure
2. Hazardous materials group
3. Duties

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Activity #7 – Developing a Command Structure

Activity #8 – Determining Incident Levels

Part 4: Using Personal Protective Equipment (PPE)

At the completion of Section Four, Part 1 and 2, the student will be able to:

• Discuss the reason to evaluate the progress of completing the objectives.

• List the reasons why the objectives might not be accomplished.
• Identify how the progress is communicated to command and staff.
• Define what occurs during the termination phase.

Section Four – Evaluating Progress

At the completion of Section Three, Part 4, the student will be able to:

• Define the buddy system.

• Identify why back-up personnel are needed.
• Identify the need for medical personnel on the scene of a hazardous materials
emergency.
• List the 3 types of injuries that can occur in the hot zone.
• Identify the signs and symptoms of a heat related injury

1. Part 1: Evaluating the Status of the Planned Response

2. Part 2 Communicating the Status of the Planned Response
3. Termination of the Incident

Activity #9 – Obtaining Hazard Materials Information

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