Metal Cutting Processesdata.cteunt.org/content/files/manufacturing/welding/fire...America Vocational...

Copyright © Texas Education Agency, 2014. All rights reserved.

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Fire Safety in the Welding Shop Welding Performance Objective Upon completion of this assignment, the student will be able to demonstrate that they know how to safely participate in a welding shop environment as it relates to fire safety. Demonstrate this knowledge by earning 100% mastery on the Fire Safety Test. Specific Objectives

Explain the definition of combustible

Recognize the safety red color code for fire hazardous materials

Identify types of fires and their classifications

Match types of fire extinguishers with their uses

List the fire safety rules

Diagram the fire triangle

Demonstrate the steps in the campus fire safety evacuation procedures

Explain the three types of burns

Describe the basic first aid remedies for each type of burn Terms

Butane- a colorless flammable gas.

Combustible- capable of catching fire; flammable.

Compress- a soft, cloth pad held in place by a bandage.

Evacuation- removal from an endangered area.

Fire retardant- difficult to burn; able to slow the spread of fire.

Flammable- easily set on fire; combustible; flammable.

Hazard- something causing unavoidable danger or risk.

Ignition- act of setting something on fire.

Shock- collapse of circulatory function caused by severe injury.

Sterile- germ free. Time It should take approximately one, 45-minute class period. TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.

Preparation

Lesson Plan


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Welding

130.323 (c) o (2) The student explores the employability characteristics of a successful worker in the global

economy. The student is expected to: (F) demonstrate skills related to health and safety in the workplace, as specified by appropriate government regulations.

o (8) The student performs oxy-fuel processes on carbon steels. The student is expected to: (A) observe safe operating practices; and (B) perform safe handling of compressed gases.

o (9) The student performs plasma arc cutting on metals. The student is expected to: (A) observe safe operating practices; and (C) apply safe handling of compressed air supply.

o (10) The student performs shielded metal arc welding principles and practices on metals. The student is expected to:

(A) use safe operating practices. o (11) The student performs gas metal arc welding principles and practices. The student is

expected to: (A) use safe operating practices.

o (12) The student performs flux cored arc welding principles and practices on metals. The student is expected to:

(A) use safe operating practices. o (13) The student performs gas tungsten arc welding on metals. The student is expected to:

(A) use safe operating practices.

Interdisciplinary Correlations English Language Arts and Reading, English I

110.31 (b) o Reading/Vocabulary Development. Students understand new vocabulary and use it when

reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.

Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Fire-Prevention and Protection Engineers O*Net Number: 17-2111.02 Reported Job Titles: Chief Engineer, Fire Protection Engineer, Code Consultant, Loss Control Manager, Design Director Tasks

Advise architects, builders, and other construction personnel on fire prevention equipment and techniques, and on fire code and standard interpretation and compliance.

Determine causes of fires and ways in which they could have been prevented.

http://www.onetonline.org/


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Develop plans for the prevention of destruction by fire, wind, and water.

Consult with authorities to discuss safety regulations and to recommend changes as necessary.

Study the relationships between ignition sources and materials to determine how fires start.

Develop training materials and conduct training sessions on fire protection. Soft Skills

Critical Thinking

Operations Analysis

Systems Analysis

Judgment and Decision Making Accommodations for Learning Differences These lessons accommodate the needs of every learner. Modify the lessons to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation Materials Needed

Campus fire safety evacuation plan

Burn victim photo handout

Fire Safety Test

Fire hazard sign or item with a fire hazard sign Equipment Needed

Computer and projector

Fire extinguisher(s) from the welding shop

Learner

Student should provide writing utensil and paper for note-taking References

Fortney, C., & Gregory, M. (1984). Introduction to welding: Student material. Stillwater, OK: Mid-America Vocational Curriculum Consortium.

Jeffus, L. F. (1999). Welding principles and applications. (4th ed.) Independence, KY: Cengage Learning. Instructional Aids

Components of the Fire Triangle slide presentation (Slides 2-5)

Types of Fires slide presentation (Slides 6-10)

Types of Fire Extinguishers slide presentation (Slides 11-16)

Burn victim photo handout

Fire Safety Test

Fire Safety Test Key


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Discuss the high importance of each person taking safety seriously while in the welding shop. The hazards are limitless; therefore, it is of utmost importance that each person always follows all safety rules in order to keep everyone in the shop safe. One seemingly small mistake could cost lives.

Ask o How do you think fires can start in the shop? (Write the ideas on the board as they are given.)

Say o From your ideas, you will notice many are caused by certain materials known as “combustible” or

“flammable” materials.

Ask o How many types of fires are there? (Give acceptable wait time for responses.)

Say o According to fire safety regulations, there are four types of fires. We will look at these four types,

the safety regulations associated with them, and the types of burns they cause.

Show o A regulation fire extinguisher from the shop.

Say o Each student should know where the regulation fire extinguisher is in our classroom/lab and know

how to operate it.

Introduction


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Outline

MI

OUTLINE I. Fire basics

A. Definition of combustible/flammable materials or liquids that catch fire easily

B. Safety Red color code i. Used on buttons, levers, and switches

ii. Used for stopping machinery or equipment that may be a fire hazard

iii. Used to designate fire hazards iv. Used to designate fire-fighting

equipment a. Fire alarms b. Fire axes c. Emergency exits

C. Fire Triangle i. Fuel- any combustible material.

ii. Heat- enough to raise the fuel to its ignition temperature.

iii. Oxygen- necessary to sustain combustion.

D. Show Fire Triangle slide presentation

II. Types of fires A. Pass out Types of Fires Chart B. Show Types of Fires slide presentation

i. Class A with examples ii. Class B with examples

iii. Class C with examples iv. Class D with examples

III. Fire extinguishers

NOTES TO TEACHER Students should take notes during fire basics presentation. Students diagram the triangle in their lecture notes as they watch the Fire Triangle slide presentation. (Slides 2-5) Students take notes as they watch the Types of Fires slide presentation. (Slides 6-10) Students take notes as they watch the Types of Fire Extinguishers slide presentation. (Slides 11-16) Teacher needs to use extinguishers from the shop as examples.


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Outline

MI

OUTLINE IV. Fire Safety Rules (students take notes)

A. Immediately report any potential fire hazards to the teacher (there is no substitute for caution and common sense).

B. Know the location and proper operation of fire safety equipment.

C. Know the correct evacuation procedures and location of fire exits.

D. Do not carry butane-lighters or matches into the welding shop (take special note here to remind students that even keeping these items in their pockets is extremely unsafe).

i. Butane-lighters, when exposed to welding heat or sparks, can explode with one-quarter the force of a stick of dynamite.

ii. Matches can erupt into a fire-ball. E. Inspect the shop to determine what types of

fires might occur so that proper fire extinguishers are available before a project begins.

F. Assign someone to provide a fire watch whenever cutting metal is taking place.

i. Provide a fire watch if materials are within 35 feet.

ii. Move combustible materials at least 35 feet away from any welding.

G. Remove trash from the shop regularly (piles of oily rags can spontaneously combust).

H. Do not weld on containers that have held combustible materials.

I. Wear fire-retardant clothing. J. Conduct regular fire drills with a pre-

determined assembly point.

NOTES TO TEACHER Point out that the addition of type “K” is simply for information purposes, since a “K” type extinguisher would not be used in the welding lab. The mnemonic devices listed on the slides are to help the students remember the combination of symbols and meanings. A= A-frame house because houses are made of wood and have papers inside. B= Boom box because the B extinguisher is used on things that blow up and go “boom” when ignited (like gas, oil, and paint). C= Current because it’s about electrical fires. D= Danger because the Sheriff’s “metal star” protects you from danger (this extinguisher is used on burning metals).


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Outline

MI

OUTLINE

V. Types of burns A. First-degree burns

i. Skin surface is reddish and tender, but no skin is broken.

ii. Put burned area under cold water (not iced water) or apply cold compress.

iii. Cover the area with sterile bandages. iv. Do not apply butter or grease.

B. Second-degree burns i. Skin is severely damaged resulting in

blisters or skin breaks. ii. Put burned area under cold water (not

iced water) or apply cold compress to reduce the skin temperature as quickly as possible without causing shock; if necessary in an emergency, any cool liquid you drink can be poured on a burn.

iii. Cover the area with sterile bandages. iv. Seek medical attention.

C. Third-degree burns i. Skin and/or tissue below is charred or

white (little pain may be initially present because nerve damage occurs).

ii. Do not remove clothes stuck to the burn.

iii. Do not use ice or iced water (this will intensify shock reaction).

iv. Do not apply any sprays or ointments. v. If victim is on fire, smother the flames

with a blanket, rug or cloth covering. vi. Place a cold cloth on area.

vii. Cover area with thick, sterile dressing. viii. Call for ambulance immediately if burn

is large or severe (even small burns need immediate medical attention).

NOTES TO TEACHER Burns are a common and quite painful injury in a welding shop. Due to the high risk of infection, it is important that all burns receive appropriate first aid or medical treatment. Pass out the Types of Burns Chart for the students to use to take notes during this phase of the lesson.


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Multiple Intelligences Guide

Guided Practice Teacher show the photograph of the burn victim. The students should be asked to use their notes to determine what type of burn the victim has and what should be done to administer first aid.

Existentialist

Interpersonal

Intrapersonal

Kinesthetic/

Bodily

Logical/

Mathematical

Musical/Rhythmic

Naturalist

Verbal/Linguistic

Visual/Spatial

Application

Outline

MI

OUTLINE

VI. Evaluating a burn victim A. Show and discuss the photograph of the burn

victim. B. Have students refer to their notes to

determine what type of burn the victim has and what first aid should be administered.

VII. To avoid situations like the one in the photograph, students need to be aware of the fire safety rules. A. Know the campus evacuation plan. B. Review the evacuation procedures outlined by

the fire marshal for the welding shop. C. Pass out copies of the evacuation plan and ask

the students to walk through the plan. D. Discuss whether or not the plan is appropriate

and make suggestions for changes that need to be discussed with the fire marshal.

VIII. Fire Safety Test

NOTES TO TEACHER Evaluating a burn victim is guided practice by the teacher. Distribute the Fire Safety Test. Grade with answer key.


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Independent Practice To avoid situations like the one in the photograph, students need to be aware of the fire safety rules, and one is to know the campus evacuation plan. The teacher should ask the students to review the evacuation procedures outline by the fire marshal for the welding shop. The teacher should then pass out copies of the plan and ask the students to walk through the plan. Discussion should take place as to whether or not the plan is appropriate and make suggestions for changes that need to be discussed with the fire marshal. Review Check for mastery/understanding by having the students write down a question and its answer over the information presented in the lesson. All questions should be turned in and put in a draw pile. Review the students by pulling out a question and calling on a student to provide the answer (use of notes during this review is up to the teacher).

Informal Assessment Teacher should monitor students understanding throughout the lesson. If further explanation is needed on a given topic, teacher should elaborate or re-teach that portion of the lesson. Formal Assessment Administer the Fire Safety Test. 100% mastery is required. There is never a moment when being less than100% accurate with safety is acceptable. Re-teach, review, and re-test until every student has mastered the material with accuracy. Extension For those students who need remediation, a re-teach and review session will reinforce the topics of concern. The remediation will need to be tailored to the individual needs of the student.

Summary

Evaluation

Enrichment


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Burn Victim Photo


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Name________________________________ Date_______________________ Class____________

Fire Safety Test

1. Define “combustion”

2. Give one example for each of the types of fire A. B. C. D.

3. Describe what steps you would take to extinguish a trash fire in the welding shop.

4. Create a drawing of the fire triangle and explain why each piece is important.

5. Why is there a rule about having a butane-lighter or matches in the welding shop?

6. Where is the designated meeting area for our campus evacuation plan?


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Name________________________________ Date_______________________ Class____________

7. What first aid steps would you take if your shop partner had a burn where the skin was beginning to blister?

8. Name three items in our shop designated with the proper fire safety markings. A. B. C.

9. Why should combustible materials be kept at least 35 feet away from any welding?

10. Explain the purpose of having a fire watch.


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Fire Safety Test KEY

1. Define “combustion”

The act or process of burning

2. Give one example for each of the types of fire A. Wood, rags, paper, trash B. Gas, oil, grease, paints, thinners C. Motors, switchboards, circuit wiring, electronic devices D. Powdered aluminum and magnesium

3. Describe what steps you would take to extinguish a trash fire in the welding shop.

Immediately alert people in shop

Go to red safety tagged area

Retrieve Type A Fire Extinguisher (water type extinguisher)

Take action necessary to operate extinguisher

Point extinguisher at material burning (not flames) until the fire is extinguished

4. Create a drawing of the fire triangle and explain why each piece is important.

Teacher will check diagram drawn

All pieces are necessary because fire cannot occur without all three parts

5. Why is there a rule about having a butane-lighter or matches in the welding shop?

Having a butane-lighter in the shop is like having a stick of dynamite. If the lighter is penetrated with a heat source, it can ignite.

6. Where is the designated meeting area for our campus evacuation plan?

Answer will be as per campus guidelines

7. What first-aid steps would you take if your shop partner had a burn where the skin was beginning to blister?

For a 2nd degree burn, put the area under cold water (not iced water) or apply cold compress; seek medical attention; do not apply ointment, spray, or home remedy.


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Fire Safety Test KEY (Cont’d.)

8. Name at least three items in our shop designated with the proper fire safety markings. A. B. C. Teacher will need to provide answer, as per individual campus.

9. Why should combustible materials be kept at least 35 feet away from any welding?

Sparks from a welder can ignite the combustible material.

10. Explain the purpose of having a fire watch.

A fire watch can prevent a potential hazard. The person on watch can retrieve a fire extinguisher and sound fire alarms.

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