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Write a risk assessment for it is on Method: Set up two groups, control group with no antibiotic environment and experimental group with antibiotic selection pressure For each group, start with a bag containing 5 red pom poms(represents resistance alleles) and 35 black pom poms ( non-resistant allele) Randomly pull out 2 pom poms at a time to make a model for one bacteria Record each bacterial genotype (e.g. Rr, RR, rr) Continue until all 40 poms poms are used, creating 20 bacteria. For each bacteria, roll one dice to decide whether it survives, (the control group, all bacteria have the same chance of survival, but in the experimental group the bacteria with resistant allele will have a higher chance of survival.) Record the survival. If the dice roll matches the rule, the bacteria survives. If not, it dies. Remove bacteria (counters) that did not survive. Count the R(resistance) and r(non-resistance) alleles from the surviving bacteria Use math calculations to convert the survivor allele ratio back into 40 counters to create the next generation Repeat the process for the 4 generations Record the percentage of the resistant allele in each generation and compare the control group with the antibiotic group.

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For a classroom simulation of antibiotic resistance using pom poms, dice, and counters, the overall risk is typically low if no biological agents, hazardous chemicals, sharps, heat sources, or food materials are used. The activity should still be covered by a documented school risk assessment because a hazard assessment should identify the tasks involved, the hazards present, where they are located, the likelihood of injury, the severity of injury, and any PPE or other controls needed. A suitable approach is to break the activity into steps such as setup, distribution of materials, student handling and gameplay, collection, cleaning, and storage, then assess each step and record controls. [5] [7]

  • Small parts hazard: pom poms, counters, and dice can present choking or insertion risks, especially for younger pupils or students with additional needs.
  • Slip, trip, and fall hazard: dropped counters or dice on the floor can create slipping or tripping hazards.
  • Manual handling/ergonomic hazard: carrying large tubs of equipment or repeated bending to pick up dropped items can cause minor strains.
  • Hygiene/contamination hazard: shared handling of classroom items can spread routine infections if hand hygiene and cleaning are poor.
  • Allergy/sensitivity hazard: some craft pom poms may shed fibers or contain dyes/latex-containing packaging; some students may have sensitivities to dust or textile fibers.
  • Behavioral hazard: throwing counters or dice, horseplay, or placing items in the mouth can cause minor injury.
  • Psychological/educational hazard: if real antibiotics, cultures, or clinical waste are introduced, the activity risk changes significantly and should not be treated as a simple classroom simulation.

[3] Apply the hierarchy of controls first. Do not rely on PPE as the main safeguard. The safest design is a dry, non-biological simulation using only clean classroom materials. Eliminate higher-risk elements by not using live microorganisms, human samples, antibiotics, powders, aerosols, glassware, or food items. Reduce risk further by using larger manipulatives where possible, limiting the number of pieces per group, using trays or shallow boxes to contain materials, and setting clear classroom rules such as no throwing, no mouthing objects, and immediate reporting of dropped items. PPE is usually minimal for this activity; in most classrooms none is required beyond normal school clothing, though disposable gloves may be appropriate for a pupil or staff member cleaning up contamination such as vomit or blood under the school’s bodily fluids procedure rather than for the simulation itself. [1] [4]

  • Use only clean, intact, non-toxic classroom materials from reputable suppliers.
  • Prefer larger pom poms/counters for younger students; avoid very small pieces where choking risk is foreseeable.
  • Pre-count materials into clearly labeled trays, cups, or zip bags to reduce spills and simplify issue/return.
  • Keep walkways clear; bags, boxes, and spare materials should be stored off the floor.
  • Seat students while handling pieces where practical, especially younger classes.
  • Provide a briefing before the activity: no items in mouths, no throwing, no standing on chairs to retrieve dropped pieces, and hands away from face.
  • Stop the activity immediately if students misuse materials or if a pupil likely to mouth objects cannot participate safely without adaptation.
  • Inspect materials before and after use; remove broken, dirty, or degraded items from service.

[8] [8] Safe setup and handling should be simple and controlled. Prepare the room so each group has a defined workspace, ideally a tray or mat that keeps pieces contained. Issue only the number of pom poms, dice, and counters needed for one round. Demonstrate the procedure before distribution. Students should handle materials at desk height, not while moving around the room. Any dropped item should be picked up promptly by the nearest instructed person or by the teacher if crowding would occur. At the end, count materials back in, check the floor, and store items in closed containers. [3]

Supervision should be proportionate to age, class size, and student needs. The activity should be directly supervised by a competent teacher or technician familiar with the school science safety policy. Closer supervision is needed for younger pupils, students with known mouthing behavior, SEND pupils needing adapted materials, or any class with previous behavior concerns. If the teacher cannot maintain visual control of all groups, reduce group size, simplify the activity, or add another responsible adult. Students should never be left unsupervised with loose small parts. [2] [7]

For hygiene and contamination prevention, treat this as a shared-equipment classroom activity rather than a microbiology practical. Students should wash or sanitize hands before and after the session, especially before eating. Do not allow food or drink during the activity. Clean trays, tables, dice, and counters routinely after use, and immediately if visibly soiled. Store materials dry and in clean containers. If any item becomes contaminated with blood, vomit, or other body fluids, remove it from use and manage it under the school’s infection-control and cleaning procedures; porous items such as pom poms are best discarded if contaminated.

Allergy and choking risk need explicit consideration in the written assessment. Check whether any student has a history of mouthing objects, pica, severe sensory behaviors, or relevant allergies/sensitivities. Avoid latex-containing accessories if latex allergy is known or suspected. If there is any foreseeable choking risk, substitute larger objects, use sealed laminated tokens, or run the simulation as a teacher-led demonstration instead of a hands-on activity. For early years or high-risk pupils, this activity may be unsuitable unless redesigned. [11]

Manual handling and trip hazards are low but should still be controlled. Keep equipment loads small, use lightweight containers, and avoid overfilling boxes. Place resources on benches or tables rather than the floor. Build in a tidy-up pause so dropped pieces are collected before students move around the room. If many items are spilled, stop movement in that area until the floor is cleared. [6]

Waste disposal is straightforward if only clean classroom materials are used. Intact reusable pom poms, dice, and counters should be cleaned if needed and returned to storage. Broken plastic pieces, degraded pom poms, or contaminated items should be discarded in accordance with normal school waste procedures; items contaminated with bodily fluids should follow the school’s infection-control waste arrangements. No COSHH hazardous waste stream is normally required for this simulation unless chemicals are introduced, which is unnecessary and not recommended.

  • If a student chokes: follow the school emergency response procedure immediately, summon a trained first aider, and call emergency services if required.
  • If an item is inserted into the nose or ear: do not probe; seek first-aid/medical assessment according to school procedure.
  • If a slip, trip, or fall occurs: stop the activity, assess injury, provide first aid, and remove the cause before restarting.
  • If a student has an allergic reaction or respiratory irritation: remove the suspected material, move the student away from exposure, and follow the student’s care plan and school emergency medication procedure.
  • If body-fluid contamination occurs: isolate the area/materials, use the school bodily fluids cleanup procedure, and discard porous contaminated items.
  • Record accidents, near misses, and significant spills, then review the risk assessment before the next use.

[7] To align with school science health and safety policy and a COSHH-style risk assessment, document the activity even though it does not normally involve hazardous substances. Record: the activity title; location; year group; persons at risk; materials used; hazards; existing controls; residual risk; supervision level; first-aid/emergency arrangements; and review date. A COSHH-style format can still be useful to show that no hazardous chemicals or biological agents are used and that safer substitutes were chosen. If any cleaning products are used on surfaces or equipment, assess those separately using their safety data sheets. The assessment should be signed or certified, dated, communicated to staff involved, and reviewed periodically or after any incident, change in materials, or change in student needs. [10] [9]

  • Recommended residual risk rating: low for mainstream classroom use when only clean, non-toxic, non-biological materials are used and normal supervision is in place.
  • Do not use live bacteria, antibiotic discs, clinical samples, or unknown substances in this simulation.
  • Use larger pieces or teacher-demonstration format for pupils with choking or mouthing risk.
  • Rely on elimination, containment, supervision, hygiene, and housekeeping before considering PPE.
  • Review and reapprove the assessment if the class profile, materials, room layout, or procedure changes.

[6] [8]

11 source record(s)

Sources used for this answer

[1] Personal Protective Equipment (PPE) Guide

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Source excerpt

# SAMPLE PPE POLICIES # Personal Protective Equipment Policies # (Customize by adding the name of your business) Introduction ...... Responsibilities..... 3 Safety Person/Designated Person Supervisors. Employees..... Procedures Hazard Assessment.. .5 Selection of PPE 5 Training 6 Cleaning and Maintenance 7 Safety Disciplinary Policy. .8 Sample Policies-1

[2] Personal Protective Equipment (PPE) Guide

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# Option 2 # Job Hazard Analysis Assessment for PPE Use with WAC [redacted identifier] Personal Protective Equipment (PPE) The Job Hazard Analysis (JHA) approach to doing a hazard assessment for PPE is a more comprehensive method and may be more useful in larger businesses with many hazards and/or complex safety issues. It also helps you assign a Risk Priority Code to the hazard to determine the course of actions you need to take to control the hazard. Follow the instructions as you conduct your hazard assessment and fill in the hazard assessment form. You can make copies of the form or customize it to fit the needs of your work place. For more detailed explanations of the instructions and guidance on doing the hazard assessment, including completed sample forms, see the "Additional Guidelines on Conducting a JHA Hazard Assessment for PPE," pages 25-30). This tool can also serve as written certification that you have done a hazard assessment as required by WAC 296-800-[redacted postal code] Document your hazard assessment for PPE. Make sure that the blank fields at the bottom of the form (indicated by *) are filled out. *Name of your work place *Address of the work place where you are doing the hazard assessment *Name of person certifying that a workplace hazard assessment was done *Date the hazard assessment was done 24 21 21

[3] Personal Protective Equipment (PPE) Guide

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# Option 2 <table><tr><th></th><th></th><th colspan="5">Job Hazard Analysis Matrix</th></tr><tr><td colspan="2">Severity of Injury</td><td colspan="5">Probability of an Accident Occurring</td></tr><tr><td>Level</td><td>Description</td><td>A Frequent</td><td>B Several Times</td><td>C Occasional</td><td>D Possible</td><td>E Extremely Improbable</td></tr><tr><td>I</td><td>Fatal or Permanent Disability</td><td>1</td><td>1</td><td>1</td><td></td><td>3</td></tr><tr><td>||</td><td>Severe Illness or Injury</td><td>1</td><td>1</td><td>2</td><td>2233</td><td>3</td></tr><tr><td>III</td><td>Minor Injury or illness</td><td>2</td><td>2</td><td>2-3</td><td></td><td>3</td></tr><tr><td>IV</td><td>No Injury or Illness</td><td>3</td><td>3</td><td>3</td><td></td><td>3</td></tr></table> <table><tr><th colspan="3">Risk Priority</th></tr><tr><td>Code</td><td>Risk Level</td><td>Action Required</td></tr><tr><td>1</td><td>High</td><td>Work activities must be suspended immediately until hazard can be eliminated or controlled or reduced to a lower level.</td></tr><tr><td>2</td><td>Medium</td><td>Job hazards are unacceptable and must be controlled by engineering, administrative, or personal protective equipment methods as soon as possible.</td></tr><tr><td>3</td><td>Low</td><td>No real or significant hazard exists. Controls are not required but may increase the comfort level of employees.</td></tr></table> 3. Take action on the assessment. Depending on the assigned Risk Level/Code (or Risk priority), take the corresponding action according to the table above: • If Risk priority is LOW (3) for a task step → requires no further action. - Note: If you assign a risk code of 3, be sure that there isn't a WISHA standard that requires specific protection be provided. For example: WAC 296-24-[redacted postal code] requires personal protective equipment when using compressed air for cleaning. - If Risk priority is MEDIUM (2) → select and implement appropriate controls. • If Risk priori

[4] Personal Protective Equipment Hazard Assessment

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# What types of PPE may be necessary? Your hazard assessment should determine if your employees need any of the following types of PPE: - Eye and face protection ◆ Fall protection - Foot protection • Hand/general skin protection - Head protection • Hearing protection • Leg protection ● Personal floatation device • Respiratory protection • Torso/general body protection ## How to do a PPE hazard assessment ## Do a baseline survey to identify workplace hazards A baseline survey is a thorough evaluation of your entire workplace - including work processes, tasks, and equipment - that identifies safety and health hazards. A complete survey will tell you what the hazards are, where they are, and how severe a potential injury could be. ## Suggestions: Use safety data sheets (SDS) to identify chemical hazards. A safety data sheet has detailed information about a hazardous chemical's health effects, its physical and chemical characteristics, and safe handling practices. Review equipment owner and operator manuals to determine the manufacturer's safety warnings and recommended PPE. Conduct a job-hazard analysis (JHA) - a method of identifying, assessing, and controlling hazards associated with specific jobs. A JHA breaks down a job into tasks. You evaluate each task to determine if there is a safer way to do it. A job-hazard analysis works well for jobs with difficult-to-control hazards and jobs with histories of accidents or near misses. JHAS for complex jobs can take a considerable amount of time and expertise to develop. You may want to have a safety professional help you. Have an experienced safety professional survey your workplace with you. 4

[5] Personal Protective Equipment (PPE) Guide

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# Option 2 A high risk priority means that there is a reasonable to high probability that an employee will be killed or permanently disabled doing this task step and/or a high probability that the employee will suffer severe illness or injury! 4. Select PPE: Try to reduce employee exposure by first implementing effective controls that do not primarily rely on individual employee behavior (such as using PPE). Follow the "Hierarchy of Controls" (p. 38). a. For each hazard you identified, ask the question: "Can we change the way this job is done to eliminate or reduce this hazard?" Ideas might include combining steps, changing the sequence, a different tool, a change in the workstation, ventilation etc. The employees who do this job may have some good practical ideas. b. If none of these will work, what personal protective equipment (PPE) is needed? If PPE is needed, it must be appropriately matched to the hazard to provide effective protection against the hazard. c. Write down your solution in the Control Method column opposite the hazard. If you still aren't satisfied that the hazard is under control, you may need to consider not doing this job or doing it less often. 5. Certify the hazard assessment: Make sure you sign and fill in the required information (indicated by *) at the bottom of the form for proper documentation of the hazard assessment. The following pages show two examples of completed JHA hazard assessments for PPE. 28

[6] Personal Protective Equipment Hazard Assessment

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# What is a PPE hazard assessment? A personal protective equipment (PPE) hazard assessment is an evaluation of your workplace that helps you determine what hazards your employees are exposed to and what PPE they need to protect themselves. A hazard assessment should include: - The jobs (or tasks) your employees do - The hazards your employees are exposed to • Where the hazards are located - The likelihood those hazards could injure your employees - The severity of a potential injury • The types of PPE necessary to protect your employees from those hazards ## Why should you do a PPE hazard assessment? There are three reasons: 1. A hazard assessment will help you find hazards at your workplace. 2. A hazard assessment will help you determine what personal protective equipment your employees need for protection. 3. Oregon OSHA's rules require you do one. 2

[7] Personal Protective Equipment (PPE) Guide

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# B. What you are required to do (cont.) ## 1. Do a Hazard Assessment for PPE and document it (cont.) The table below lists two suggested approaches/methods that you can take to fulfill this requirement: <table><tr><th>Method</th><th>Tool</th><th>This tool helps you:</th><th>Advantage</th><th>Disadvantage</th></tr><tr><td>Hazard Assessment for PPE</td><td>Checklist (see p. 17)</td><td>-Identify hazards by the body parts affected</td><td>-Good for retail and non-manufacturing businesses with few hazards</td><td>-Not very detailed -May not be adequate for a manufacturing site</td></tr><tr><td>Job Hazard Analysis (JHA) and Hazard Assessment for PPE</td><td>Chart (see p. 21)</td><td>-Break down the job into tasks or steps -Identify hazard types and sources -Assign a risk priority code to determine what action to take</td><td>-Good for detailed analysis of hazards associated with a job or task -Provides a description of how to do the job*</td><td>-Requires more resources and time</td></tr></table> *This can also be useful for • Training new workers on the job procedures • Accident investigations • American Disabilities Act (ADA) determination of reasonable accommodation Whichever method you use to do the hazard assessment - either one of the above or your own method – involve the employees throughout the process: review the job steps, discuss potential hazards, and recommend solutions together. They are the most familiar with their jobs and their work area, and can provide information about their job that you may not necessarily see when you observe them at work. They may have ideas or have already worked out some practical solutions, and will be more likely to accept and adhere to changes in policies and procedures if they are involved in the decision-making process. Document (either on paper or electronically, as long as it is available to safety and health personnel from the Department of Labor and Industries) that the PPE hazard assessment has been done with

[8] Personal Protective Equipment (PPE) Guide

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# SAMPLE PPE POLICIES # Procedures ## A. Hazard Assessment for PPE (Safety Person or designated person), in conjunction with Supervisors, will conduct a walk-through survey of each work area to identify sources of work hazards. Each survey will be documented using the Hazard Assessment Certification Form, which identifies the work area surveyed, the person conducting the survey, findings of potential hazards, and date of the survey. (Safety Person or designated person) will keep the forms in the (Specify exact location, e.g., your company's business files). (Safety Person or designated person) will conduct, review, and update the hazard assessment for PPE whenever • a job changes • new equipment or process is installed • there has been an accident - whenever a supervisor or employee requests it • or at least every year Any new PPE requirements that are developed will be added into (Name of your business)'s written accident prevention program. ## B. Selection of PPE Once the hazards of a workplace have been identified, (Safety Person or designated person) will determine if the hazards can first be eliminated or reduced by methods other than PPE, i.e., methods that do not rely on employee behavior, such as engineering controls (refer to Appendix B - Controlling Hazards). If such methods are not adequate or feasible, then (Safety Person or designated person) will determine the suitability of the PPE presently available; and as necessary, will select new or additional equipment which ensures a level of protection greater than the minimum required to protect our employees from the hazards (refer to Appendix C - Selection of PPE). Care will be taken to recognize the possibility of multiple and simultaneous exposure to a variety of hazards. Adequate protection against the highest level of each of the hazards will be recommended for purchase. All personal protective clothing and equipment will be of safe design and construction for the work to be performed an

[9] Personal Protective Equipment Hazard Assessment

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# What are Oregon OSHA's requirements for PPE hazard assessments? If you are a general industry, construction, or agricultural employer you must determine if your workplace has hazards you cannot eliminate or control without PPE. If there are such hazards, you must: • Select the PPE that protects your employees from the hazards • Communicate your selection decisions to each affected employee • Ensure the PPE fits each employee • Require your employees to use their PPE when they are exposed to the hazards General industry employers must also prepare a document that says they have done the hazard assessment. The document must include: • A heading that says the document is a "certification" of the hazard assessment • The name of the workplace evaluated • The name of the person certifying the hazard assessment was completed • The date of the hazard assessment ## Oregon OSHA's hazard assessment rules • General industry: [redacted phone](1), Hazard assessment and equipment selection. Appendix B to Subdivision 2/1 has guidelines for conducting a hazard assessment. • Construction: [redacted phone](1), Hazard assessment and equipment selection. Appendix B to Subdivision 2/1 has guidelines for conducting a hazard assessment. • Agriculture: [redacted phone](2), Hazard assessment and protective equipment selection. Appendix A to Subdivision 4/1 has a sample hazard assessment form. 3

[10] Personal Protective Equipment Hazard Assessment

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# Evaluate your employees' exposures to each hazard identified in the baseline survey Consider the employee's task, the likelihood the employee would be injured without PPE, and the severity of a potential injury. ## An example: The task: A worker uses a plasma cutter to make decorative wall art out of thoroughly cleaned oil barrels. The outcome: Hot metal sparks from the cutting process burn through the worker's clothing, causing severe skin burns. Although the used oil container was properly cleaned, tested, and declared free of flammable vapors, the process of using a plasma cutter on metal produces sparks and other hazards. An effective PPE hazard assessment would have produced the following information: Task: Using a plasma cutter. Hazards: The plasma-cutting arc produces hot metal and sparks, especially during the initial piercing of the metal. It also heats the work piece and the cutting torch. Never cut closed or pressurized containers such as tanks or drums that could explode. Never cut containers that may have held combustible or toxic or reactive materials unless they have been cleaned, tested, and declared safe by a qualified person. Likelihood of injury without PPE: High. Severity of a potential injury: Life-threatening burns. ## PPE necessary for the task: Body: Flame-resistant clothing or clothing made from tightly woven material such as leather, wool, or heavy denim. Eyes and face: Safety glasses with side shield or face shield; welding helmet with shaded eye protection for welding tasks. Feet: High-top leather shoes or boots. Hands: Flame-resistant gloves. Respiratory protection: Local ventilation at the worksite and appropriate respirator if ventilation is not adequate to remove air contaminants. 5

[11] Occupational Safety and Health Standards (OSHA 29 CFR 1910) - 1910 Subpart I App B - Nonmandatory Compliance Guidelines for Hazard Assessment and Personal Protective Equipment Selection

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U.S. DEPARTMENT OF LABOR # Occupational Safety and Health Administration - Part Number: 1910 - Part Number - Title: Occupational Safety and Health Standards - Subpart: 1910 Subpart I - Subpart Title: Personal Protective Equipment - Standard - Number: 1910 Subpart I App B - Title: Nonmandatory Compliance Guidelines for Hazard Assessment and Personal Protective Equipment Selection - GPO Source: e-CFR ## Appendix B to Subpart I of Part 1910 - Nonmandatory Compliance Guidelines for Hazard Assessment and Personal Protective Equipment Selection This appendix is intended to provide compliance assistance for employers and employees in implementing requirements for a hazard assessment and the selection of personal protective equipment. 1. Controlling hazards. PPE devices alone should not be relied on to provide protection against hazards, but should be used in conjunction with guards, engineering controls, and sound manufacturing practices. 2. Assessment and selection. It is necessary to consider certain general guidelines for assessing the foot, head, eye and face, and hand hazard situations that exist in an occupational or educational operation or process, and to match the protective devices to the particular hazard. It should be the responsibility of the safety officer to exercise common sense and appropriate expertise to accomplish these tasks. 3. Assessment guidelines. In order to assess the need for PPE the following steps should be taken: a. Survey. Conduct a walk-through survey of the areas in question. The purpose of the survey is to identify sources of hazards to workers and co-workers. Consideration should Submit Feedback

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