![]() Understanding the consequences of runaway reactions or toxic gas evolution. Effect of variables such as charging rates, catalyst addition, and possible contaminants. 12:100-7) require employers to provide similar information and training to their employees. The federal OSHA Hazard Communication Standard (.1200) and the PEOSH Hazard Communication Standard (N.J.A.C. Thermal stability of reactants, reaction mixtures, byproducts, waste streams, and products. information concerning chemical hazards and controls. Maximum operating temperature to avoid decomposition. Rate and quantity of heat or gas generated. In revising this element, evaluate the need to consider relevant factors, such as: ![]() Augment the process hazard analysis (PHA) element to explicitly require an evaluation of reactive hazards.Relevant incident reports from the plant, the corporation, industry, and government. Chemical reactivity test data produced by employers or obtained from other sources (e.g., differential scanning calorimetry, thermogravimetric analysis, accelerating rate calorimetry). Information developed from computerized tools (e.g., ASTM's CHETAH, NOAA's The Chemical Reactivity Worksheet). Literature surveys (e.g., Bretherick's Handbook of Reactive Chemical Hazards, Sax's Dangerous Properties of Industrial Materials). In the compilation of process safety information, require that multiple sources of information be sufficiently consulted to understand and control potential reactive hazards.Consider criteria such as the North American Industry Classification System (NAICS), a reactive hazard classification system (e.g., based on heat of reaction or toxic gas evolution), incident history, or catastrophic potential. In expanding PSM coverage, use objective criteria. Additionally, broaden coverage of hazards from self-reactive chemicals. Broaden the application to cover reactive hazards resulting from process-specific conditions and combinations of chemicals.119, to achieve more comprehensive control of reactive hazards that could have catastrophic consequences. CSB Process Safety Training ApplicationĪmend the Process Safety Management Standard (PSM).Drivers of Critical Chemical Safety Change.CSB Budget Requests and Strategic Plans.G/L for Reactivity Evaluation and Application to Process Design G/L for Safe Storage and Handling of Reactive Materials Reactivity. (a) “Toxicological Hazards,” ”Chemical Reactivity Hazards,” “Fire Hazards,” “Explosion Hazards,” “Source Models”, ” “Atmospheric Dispersion”, and “Understanding Hazards and Risk” should be taken before taking the four courses on “Hazards and Risk”. CHEMICAL REACTIVITY HAZARDS Chemical Reactivity Hazard Training CD-ROM Essential Practices for Managing Chemical Reactivity Hazards G/L for Process Safety in Batch Reaction Systems, 2nd ed. L evel-two courses may be assigned in any order however the following sequence is recommended:.S chools may choose to elaborate on the SAChE courses, though the SAChE curriculum stands on its own.S chools may choose to include SAChE courses as part of their curriculum.Assign level-two courses before students complete their senior year.Level-one courses should be taken before assigning level-two courses, unless students have studied equivalent material in their school curriculum. ![]() Note to Professors on Level Two Curriculum Students should be enrolled in upper-level chemical engineering courses. These courses are designed for students entering their senior year and will focus on real-world applications of process safety. A basic understanding of what can go wrong and key technological safeguards, such as relief devices and instrumentation, that are used to protect against the consequences of failures.Understanding of the technical elements of Risk-Based Process Safety (Process Knowledge Management and Hazard Identification & Risk Assessment).A basic understanding of qualitative and quantitative methods, techniques and tools (dispersion modeling, for instance) that can be used to evaluate the consequences of chemical releases, fires, explosions and runaway reactions.A practical understanding of the principal hazards (toxicological hazards, fire and explosion hazards, etc.) and the science behind them.A practical understanding of hazards and risks, and methods to enable their identification and mitigation.Understanding of basic process safety principles that enables their application in an industrial or commercial environment.Process Safety Ethics - A Brief Introduction - New! Hazards and Risk: Introduction to Hazard Identification and Risk Analysis - New! Hazards and Risk: Safeguards Other Than Relief Systems - New! Hazards and Risk: Introduction to Pressure Protection - New! Hazards and Risk: What Can Go Wrong? - New! Students will learn about anticipating what can go wrong, evaluating the severity of the consequences, and what can be done to prevent or mitigate the consequences. The time commitment for students to complete the entire Level 2 curriculum is 35 hours Chemical engineers must know the risks associated with their work, and the level-two courses are designed to expose students to the technical and management aspects of process safety.
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