Jeopardy Example

1. Jeopardy Example Robin M. Izzo Assistant Director for Lab Safety Environmental Health and Safety Princeton University rmizzo@princeton.edu

2. How to Do This • Make a table • Make separate slides for each question, assigning a point value and category to each. • It will help to title each slide according to its category and point value • In the table, select a point value. • Choose “Insert”, “Hyperlink” • On the left side, select Link to “Place in This Document” (second one down) • From the list on the right, choose the appropriate slide.

3. How to Do This • Go back to each question slide and add a hyperlink to go back to the table. If you do this once, you may copy and paste it to each slide. • When playing, click on the point value and it will go to the corresponding slide. • Always use the hyperlink “Back” to go back to the table. If you use an arrow key, it will take you to the next slide, rather than to the table. • Once you have visited a point value, the color changes.

4. How to Play • Split into three groups. • Have three sets of noisemakers or signals. Provide one to each person. • Have someone choose the first category and point value. • Read the question. Anyone who knows the answer may signal. • Decide who signaled first. Allow them to check with their team for no more than 10 seconds or so and provide an answer. • If they answered correctly, add that value to their total • If they answered incorrectly, subtract that value from their total • Allow the other teams to signal to answer the question and follow the same rules. • The group answering correctly or the last group to answer incorrectly chooses the next category and point value. • Continue until all questions are complete. • Go to final Jeopardy. • Have each team decide how much to wager and show it to the host. • Show the question and have each team write down their answer. • Add or subtract the wager and determine the winner.

5. Suggestions • I have used this in several different training sessions. I usually go through a review or formal training and then use this as reinforcement. • This is especially good for annual refresher training. It really shows the individuals how much they do not know and why refresher training may not be a waste of time. • You can have them answer as individuals, but they seem to enjoy working in teams. • I always give a prize to each person on the winning team. • It helps to have two people administering this. One to act as host and one to act as judge. The judge decides who rang in first, keeps score and decides if the answer is correct. • Always keep a list of answers in case there are challenges.

7. NOISE 100 • A quality of sound measured in Hertz • Back

8. NOISE 200 • A quality of sound measured in decibels (dB) • Back

9. NOISE 300 • One of the two types of equipment used to measure sound levels. • Back

10. NOISE 400 • When sound is intensified by 10 dB, it seems to the ear that it has increased by this factor. • Back

11. NOISE 500 • The weighting network used for most sound measurements at Princeton University. • Back

12. Noise Reduction 100 • Two of the three general types of hearing protectors. • Back

13. Noise Reduction 200 • Other than using hearing protectors, one way of reducing noise exposure. • Back

14. Noise Reduction 300 • The proper way to insert ear plugs. • Back

15. Noise Reduction 400 • The use of hearing protectors is mandatory under these conditions. • Back

16. Noise Reduction 500 • A rating used to rate the effectiveness of a particular hearing protector. • Back

17. Health Effects 100 • One of the conditions that repeated or prolonged exposure to noise may cause to the ear. • Back

18. Health Effects 200 • One of the effects that repeated or prolonged exposure to high noise levels may cause to the body, other than the ear. • Back

19. Health Effects 300 • Besides occupational noise exposure, another factor which can lead to hearing loss. • Back

20. Health Effects 400 • In the early stages of hearing loss, one usually loses the ability to hear this type of sound. • Back

21. Health Effects 500 • The organs within the cochlea in the inner ear that changes the mechanical energy of sound waves into electrical impulses that the brain interprets as sound. • Back

22. Monitoring 100 • One of the reasons for conducting noise monitoring. • Back

23. Monitoring 200 • How often monitoring is performed for a workplace or job or equipment. • Back

24. Monitoring 300 • What is done with monitoring results. • Back

25. Monitoring 400 • A time weighted average. • Back

26. Monitoring 500 • The permissible exposure limit (PEL). • Back

27. Audiometric Testing 100 • Audiograms for Princeton University employees are performed by this group. • Back

28. Audiometric Testing 200 • A baseline audiogram. • Back

29. Audiometric Testing 300 • For fourteen hours prior to an audiometric exam, an employee must do this. • Back

30. Audiometric Testing 400 • How audiograms are evaluated. • Back

31. Audiometric Testing 500 • A change in the hearing threshold, compared to a baseline audiogram, of an average of 10 dB or more at 2000, 3000 or 4000 Hz in either ear. • Back

32. Red Tape 100 • Employees must attend training this often. • Back

33. Red Tape 200 • Results of employee and area noise monitoring are maintained here. • Back

34. Red Tape 300 • Results of audiometric testing are maintained here. • Back

35. Red Tape 400 • The federal agency that regulates occupational exposure to noise. • Back

36. Red Tape 500 • All employees in the Hearing Conservation Program must have access to or a personal copy of this document. • Back

37. FINAL JEOPARDY • The decibel was named for this famous inventor.