(a) General requirements. The course is recommended
for students in Grades 11 and 12. Students shall be awarded one credit
for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Energy Career Cluster focuses on Texas's diverse
economic landscape, geography and natural resources, including renewable
energy potential, transportation system, labor force, and leadership
in environmental research.
(3) Petrochemical Safety, Health, and Environment addresses
the shortage of process technology operators/technicians by educating
students on the safety rules, regulations, and operations of the petrochemical
process technology operator. Students enrolled in this course will
learn about the knowledge and skills required in occupational safety,
health, and environment as well as the governing regulatory authorities
and the legal aspects of the industry in order to maintain a safe
work environment.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) research the three major roles of safety, health,
and environment as it pertains to process technology operators/technicians;
(B) describe the role of process technicians in relation
to safety, health, and environmental issues;
(C) identify the importance of safety, health, and
environment as they relate to the performance of all job tasks and
regulatory compliance issues within the industries, including, but
not limited to, petrochemical plants, refineries, oil and gas production,
and power generation; and
(D) explain the importance of interpreting the safety,
health, and environmental procedures standards, requirements, and
regulations as a process technology operator/technician.
(2) The student examines compliance standards to ensure
safe work practices as they relate to safety, health, and environmental
regulations. The student is expected to:
(A) identify the legal governing agencies and describe
regulatory requirements as they apply to the petrochemical industry,
its employees, and the community;
(B) identify specific state and federal regulations
and the related specific tasks performed by process technology operators/technicians;
(C) identify safety programs used in the gulf coast
area;
(D) determine types of administrative controls and
permitting systems to ensure safe work practices, especially as the
controls relate to confined spaces and log-out and tag-out (LOTO);
(E) demonstrate the proper usage of typical safety
equipment and systems used in local plants;
(F) describe how engineering controls are designed
to allow process technology operators/technicians to operate equipment
with system safeguards;
(G) describe the different types of personal protective
equipment (PPE), including fire resistant clothing (FRC), hard hats,
safety shoes, hearing protection, safety glasses, and acid suits;
(H) evaluate the types of monitors that measure exposure
ratings for noise, heat, and radiation;
(I) describe the different types of respiratory protection
according to their levels of protection, including air purifying,
air supply, escape packs, and self-contained breathing apparatus (SCBA);
and
(J) identify the types of monitoring instruments that
process operators/technicians use to monitor the atmosphere, oxygen
content, explosive atmosphere, and toxicity.
(3) The student summarizes the environmental requirements
that are designed to safeguard society. The student is expected to:
(A) describe the types of spills and releases and the
environmental factors that can impact them;
(B) identify specific systems that are in place to
mitigate or prevent hazards to the environment and to individuals,
including safe disposal of hazardous materials;
(C) identify the regulatory governmental agencies,
including Occupational Safety and Health Administration (OSHA), Mining
Safety and Health Administration (MSHA), Texas Commission on Environmental
Quality (TCEQ), and the Environmental Protection Agency (EPA), that
protect our safety, health, and environment;
(D) identify the Hazard Communication (HAZCOM) program
and its components, including written Emergency Response Plans (ERPs),
labeling containers that contain hazardous chemicals, and Safety Data
Sheets (SDS) for hazardous chemicals produced or imported;
(E) describe the different types of hazards, including
fire and explosions, ergonomic, biological, and blood borne pathogens;
and
(F) describe the Maritime Security Act (MARSEC), which
protects against terroristic threats.
(4) The student describes equipment and energy and
work surface hazards. The student is expected to:
(A) define the types of equipment and energy and work
surface hazards, including electrical, rotating equipment, thermal,
elevation/heights/fall protection, chemical, slip and trips, and machine
guarding;
(B) identify hazards as they pertain to construction,
vehicles, weather, and security, and describe how to protect the point
of access and the site, including contractors who might have limited
safety knowledge, new equipment installation, traffic control, and
training on heavy machinery; and
(C) determine how weather conditions can adversely
impact safety at a petrochemical plant or other process industry,
including heat stress, hurricanes, freeze precautions, adverse weather
conditions, lightning, and wind.
(5) The student identifies environmental pollutants
as well as regulations to protect the environment. The student is
expected to:
(A) describe environmental pollutants, including toxic
chemicals;
(B) identify the Material Safety Data Sheet (MSDS)
manual list of the hazardous and toxic chemicals for process control
sites;
(C) summarize the EPA petition process for approval
of chemicals created by a plant;
(D) determine the permissions that must be acquired
before site production begins, including a toxicology report such
as a Chemical Inventory Management System (CIMS) for a local plant;
and
(E) describe the types of environmental controls that
are in place to protect the environment such as monitoring and air
and water permits.
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