almost the same. (Examples: Butylamine & N-Butylaniline.)
C. Activities for students.
1. Divide the class into small groups, and give each group 3-5 chemicals to identify using proper
chemical names. (Give group at least 1 chemical name that is close to other groups.)
2. Give each group 3-5 minutes to identify the chemicals, and report to the class their findings.
IV. Orange Section of Guide (1-4)
A. Purpose of the Section.
1. Give the first responder on a hazardous materials incident, basic procedures for dealing with the
2. Remind the student that the information is for only protective actions, and is very generic.
B. Using the Orange Section of NAERG
1. Divided into 62 different guides.
2. Each guide is used for more than one chemical.
3. Guides are also divided into groups dealing with specific categories of chemicals. (Examples guides
115-126 deals with compressed gases.)
C. Activity for students.
1. Divide the class into small groups and give Each group 3-5 I.D. numbers and chemical names, and
identify the proper guide to use for each.
2. Give each group 3-5 minutes to identify the proper guide, and report it to the class.
V. Green Section of Guide (1-5)
A. Purpose of the Section.
1. To identify suggested isolation zone for chemicals that are identified as toxic from vapors of the
2. The Initial Isolation Zone is defined as the area surrounding the incident in which people may be
exposed to dangerous(upwind) and life threatening(downwind) concentrations of the material.
B. This section also contains a list of water reactive materials, that when mixed with water will produce a large amount of toxic fumes.
C. Using the Green Section of NAERG
1. Remember, when any chemical is highlighted in the Yellow or Blue section, the green section of the
Guide is used.
2. Chemicals are listed in U.N. number order in this section.
3. Review pages 298-299 in NAERG for determining out initial isolation and protective action
D. Activity for students.
1. Divide the class into small groups, and give each group a chemical, and have them determine the
proper isolation and protective actions distances for the chemical. (Both day & night conditions.)
2. Give each group 5-10 minutes to develop their plan.
VI. Putting all the Sections Together (1-6)
A. Review each Section.
1. Yellow Section of Guide (by ID numbers)
3. Orange Section of Guide (actions to take)
4. Green Section of Guide (Isolation & Protection Action Guide.)
B. Activity for Students.
1. Divide the class into small groups, and give each group 3-5 chemicals to identify, and what actions
they should take on a incident as a first responder.
2. At least one of the chemicals should be highlighted so that they must figure out an isolation, and
protective action distances.
3. Give each group 15-20 minutes to complete their work and report back to the class.
4. Review the problems as a class, and discuss any questions or concerns.
Review the Four Sections of the North American Emergency Response Guide
. Yellow Section by Identification Numbers
. Blue Section by Proper Names
. Orange Section by Action Guides
. Green Section by Initial Isolation and Protection Action Distances