Role of Hazard Analysis in Academic Research

1. Role of Hazard Analysis in Academic Research Anna Sitek Research Safety Specialist

2. Goal: Conservation of Life • Look for similarities • Do you work with reactive materials? • Do you visit labs where reactive materials are stored? • Relate lessons to your work • Hazard Analysis process

3. CEMS special safety seminar • Incidents in academia • UMN Case Study • Review what happened • Identify how the incident could have been prevented • Apply Lessons Learned

4. Incidents in Academia • UCLA • Texas Tech • Dartmouth • Yale

5. Incidents in Academia Dartmouth 1997 • Toxic heavy metal • Inappropriate glove • Death

6. Incidents in Academia UCLA 2009 • Pyrophoric, flammable • Poor technique, no ppe, improper response • Death lawsuit

7. Incidents in Academia Texas Tech 2010 • Explosive • Scale, technique • Injury, damage to lab

8. Incidents in Academia Yale 2011 • Machine • Work alone, E-stop not accessible • Death

9. Incidents in Academia UMN 2014 • Explosive • Scale, technique • Injury, damage to lab

10. Incidents in Academia Yale 2011 • Machine • Loose hair, E-stop not accessible • death

11. UMN Case Study

12. UMN Case Study

13. What Happened? – Direct Cause • Likely causes (official cause unknown): • NaN3 + PEG 300 (moisture?) to yield hydrazoic acid • Overheating of NaN3 colorless, volatile, toxic and explosive liquid Explosive decomposition: Contributing factors: Moisture, contaminants in the reagents, stirring, scale

14. What Happened? – Root Cause Flawed Hazard Analysis: • Scale overwhelmed available controls • Unequal mixing indication of safety issue • Purity and choice of reagents • used new but not purified • solvent substitution not vetted on large scale

15. What Happened? – Hazard Analysis Risk of Hazard = severity x probability • Severity (scale, inherent properties material) • Probability (experiment conditions) • Reaction conditions (T, P, atmosphere, light, solubility, purity of solvents and reagents, mixing, incompatibilities) • Operator conditions ( experience, attention, current health etc)

16. Identify how the incident could have been prevented • Hazard Analysis • Hazard Communication • Safety Culture

17. Hazard Analysis- When, How? Evaluate Hazards Scientific Method Plan Experiment Propose Conditions Identify Hazards Hazard Analysis Select Controls • Limits- Can I? • Best Practices- How do others? • Prepare for problems- What if? • Theory • Prediction • Experiment • Observation Document Safety Information • Communicate Hazards • Standardize Process • Check plan and implementation

18. Limits ex. DOW SOC

19. Hazard Evaluation Resources

20. Hazard Analysis- When, How? Evaluate Hazards Scientific Method Plan Experiment Propose Conditions Identify Hazards Hazard Analysis Select Controls • Limits- Can I? • Best Practices- How do others? • Prepare for problems- What if? • Theory • Prediction • Experiment • Observation Document Safety Information • Communicate Hazards • Standardize Process • Check plan and implementation

21. Controls reflect Hazard Analysis Hierarchy of Controls • Elimination: Remove the hazard • Eliminate the procedure • Change your setup • Substitution: Replace the hazard • Use a non-hazardous or less hazardous reagent • Use a milder route or process

22. Controls reflect Hazard Analysis • Engineering: Change the process or equipment to reduce the hazard • Fume hood • Blast shield • Steel vessel • Warning: Post signs warning of the danger • Sign in your area with details and contact information • External sign (room door, fridge door)

23. Controls reflect Hazard Analysis • Administrative: Establish policies to reduce risk or limit exposure • Draft Standard Operating Procedures (SOPs) to detail correct procedures • Personal Protective Equipment: Last line of defense (“seatbelt”) • safety goggles/glasses • lab coat • gloves

24. Hazard Analysis- When, How? Evaluate Hazards Scientific Method Plan Experiment Propose Conditions Identify Hazards Hazard Analysis Select Controls • Limits- Can I? • Best Practices- How do others? • Prepare for problems- What if? • Theory • Prediction • Experiment • Observation Document Safety Information • Communicate Hazards • Standardize Process • Check plan and implementation

25. Communicate Hazards- Safe Operation Cards

26. Standardize Process Review Standard Operating Procedures

27. Apply Lessons Learned • Hazard Analysis • Limits synthesis • Add physical hazards • Training • Hazard Communication • Warning relevant journals & organizations • Policy on group meetings • SOPs • SOCs • Safety Culture • Spread Awareness

28. How can you apply lessons? • PIs, Managers, Committees • set upper limits • Train on factors affecting probability & severity • Experiment Planners • Design around primary reaction vessel • Discuss warning signs with researchers • Experiment Performers • Follow group policies • Communicate with others, signage • Be Mindful

29. Life-Long Learning • Always search for new/more resources • Literature updates • New safety standards, literature and equipment • New materials and techniques • Never assume you know all the answers • Avoid being “overly comfortable” • “That will never happen to me”

30. Communicate and Ask Questions • Good Resources: • Advisor/PI • Faculty • Postdocs, lab techs, graduate students • Safety professionals • Research Safety Officer • DEHS • Don’t be satisfied with an unsafe method or conditions!

31. Apply Lessons Learned • What is CEMS doing? • Safety committee • JST • Share resources? • Seminar • Questions, Suggestions?

32. Thank you! Anna Sitek Research Safety Specialist (612) 625-8925 engl0131@umn.edu Investigation contributors: CHEM Safety Committee: Bill Tolman, Chuck Tomlinson, Ian Tonks, Valerie Pierre DEHS: Jodi Ogilvie, Joe Klancher, Mike Austin

33. Questions • How did you hear about the incident? • What was your initial reaction? • Suggestions for identifying limits? • How many people think SOCs are a good idea? • Going to review your group policies?