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Participant Workbook

HAZWOPER 40-Hour General Site Worker

19 modules · 40 hours · 19 knowledge checks
Name
Date

Use this workbook alongside the course. Read each module, study the visual, write your reflections, and complete the self-check. Draft content prepared to the cited standards — not legal advice.

Module 1

OSHA, Your Rights, and the Employer's Duty

§ OSH Act of 1970 §5; 29 CFR 1903/1904
Learning objectives
Explain the purpose of OSHA and the employer's obligation under the General Duty Clause (§5(a)(1)).
Identify the core worker rights guaranteed under the OSH Act, including training, hazard information, and records access.
Recognize when and how to file a complaint or request an inspection without fear of retaliation.
Describe the employer's recording and reporting duties under 29 CFR 1904.

The Occupational Safety and Health Act of 1970 created OSHA to assure safe and healthful working conditions. Under the General Duty Clause (§5(a)(1)), every employer must furnish a workplace free from recognized hazards likely to cause death or serious harm, and under §5(b) employees must comply with the safety and health standards that apply to their own conduct. The General Duty Clause fills the gaps where no specific standard exists — for example, an employer who knows that an unguarded floor opening is likely to cause a fall has a duty to address it even without a citation-by-number.

You have the right to: training in a language and vocabulary you understand, information about the hazards you work with (container labels and Safety Data Sheets), access to your own exposure monitoring and medical records, and the ability to file a complaint or request an OSHA inspection. Critically, you can exercise these rights without retaliation — an employer may not fire, demote, or otherwise punish you for raising a safety concern. If you believe you were retaliated against, you can file a whistleblower complaint with OSHA, generally within 30 days.

Employers must record serious work-related injuries and illnesses on the OSHA 300 log (29 CFR 1904) and post the annual summary where workers can see it. They must also report any work-related fatality to OSHA within 8 hours, and any inpatient hospitalization, amputation, or loss of an eye within 24 hours. This program documents your training and completion as part of that broader safety and recordkeeping system.

Your rights
Training in a language you understand
Hazard info — labels and Safety Data Sheets
Access to your exposure & medical records
File a complaint or request an inspection — free from retaliation
Employer's duties
Furnish a workplace free of recognized serious hazards
Record injuries/illnesses on the OSHA 300 log
Report a fatality within 8 hours
Report hospitalization, amputation, or eye loss within 24 hours
The OSH Act is a two-way street: worker rights paired with employer duties.
Key takeaways
Employers must furnish a workplace free of recognized serious hazards, and workers must follow safety rules.
You have enforceable rights to training you understand, hazard information, and your own exposure and medical records.
Reporting a hazard or filing a complaint is legally protected — retaliation is prohibited.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Under the General Duty Clause, the employer must:
A. Provide a workplace free of recognized serious hazards
B. Only follow rules that are convenient
C. Train workers only if they ask
2. You can file an OSHA complaint and be protected from:
A. Overtime
B. Retaliation
C. Taxes
3. Where does an employer record serious work-related injuries and illnesses?
A. The Safety Data Sheet
B. The OSHA 300 log under 29 CFR 1904
C. The employee handbook
4. A work-related fatality must be reported to OSHA within:
A. 8 hours
B. 30 days
C. One year
Module 2

HAZWOPER Scope & Applicability

§ 1910.120(a),(e)(3)
Learning objectives
Identify the operations and worksites that fall under the HAZWOPER standard (29 CFR 1910.120).
Explain the 40-hour instruction plus 3-day supervised field experience requirement for general site workers.
Recognize which workers are covered based on their potential for significant exposure.
Describe what this off-site course does and does not satisfy toward HAZWOPER certification.

HAZWOPER (Hazardous Waste Operations and Emergency Response, 29 CFR 1910.120) is the OSHA standard that governs work involving hazardous substances. It covers cleanup operations at uncontrolled hazardous waste sites, work at RCRA-permitted treatment, storage, and disposal facilities, corrective actions, and emergency response to releases of hazardous substances. If your job places you near hazardous substances during these operations, this standard applies to you.

General site workers — laborers, equipment operators, and supervisors who may be exposed to hazardous substances at or above permissible levels — must complete 40 hours of off-site instruction PLUS a minimum of three days of actual field experience under a trained, experienced supervisor before they begin site work. The 40-hour requirement targets workers with the potential for significant exposure, not brief visitors or office staff who stay in clean areas. For example, a laborer drumming contaminated soil needs the full 40 hours, while an occasional visitor to a clean support trailer does not.

This course delivers the off-site instructional portion only. Across the modules you will learn to recognize hazards, evaluate exposure and toxicology, monitor the air, control the site, select and use protective equipment, decontaminate, and respond to emergencies strictly within the limits of your training.

140 hours off-site instruction
23 days supervised field experience
3Cleared to begin site work
Path to qualifying as a general site worker
Key takeaways
HAZWOPER covers hazardous-waste cleanup, TSD facility work, corrective actions, and emergency response.
General site workers need 40 hours of instruction AND 3 days of supervised field experience before site work.
This course is the instructional portion only — your employer provides the field experience.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. The 40-hour requirement applies to:
A. Anyone visiting once briefly
B. General site workers with potential significant exposure
C. Office staff only
2. In addition to 40 hours of instruction, general site workers must complete:
A. A written exam only
B. A minimum of three days of supervised field experience
C. No further requirements
3. HAZWOPER (29 CFR 1910.120) applies to all of the following EXCEPT:
A. Hazardous waste site cleanup
B. Emergency response to hazardous-substance releases
C. Routine clerical work in an unrelated office building
Module 3

Site Characterization & Analysis

§ 1910.120(c)
Learning objectives
Describe the staged process of site characterization, from preliminary evaluation to ongoing monitoring.
Explain why initial site entry is treated as the highest-hazard scenario.
Identify the key information characterization seeks: substances, concentrations, exposure routes, and IDLH conditions.
Recognize how characterization findings drive the SSHP, work zones, PPE, and monitoring.

Before workers enter a hazardous waste site, it must be characterized so hazards are identified and protective measures are set. Characterization proceeds in stages: a preliminary off-site evaluation using records, manifests, and a perimeter survey; an on-site survey once the area is judged safe to approach; and ongoing monitoring throughout the project. The goal is to identify the substances present, their concentrations, the routes by which they can reach workers, and any conditions that are immediately dangerous to life or health (IDLH).

Because unknowns are common at uncontrolled sites, initial entry is treated as the highest-hazard scenario until monitoring data proves otherwise. A team making first entry might wear elevated protection and carry direct-reading instruments, downgrading only after readings confirm conditions are less severe. This conservative approach prevents workers from being surprised by an unmeasured hazard.

The findings drive every downstream decision: they shape the Site Safety and Health Plan, the layout of work zones, the level of PPE, and the air-monitoring strategy. A site characterized as containing volatile solvents, for instance, will dictate combustible-gas monitoring and skin protection that a site of inert debris would not require.

1Preliminary off-site evaluation
2On-site survey
3Ongoing monitoring
Staged site characterization
Key takeaways
Characterization identifies what is present, how much, how it reaches you, and whether conditions are IDLH.
Treat initial entry as the worst case until data proves the hazard is lower.
Characterization findings set the SSHP, work-zone layout, PPE level, and monitoring plan.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Until monitoring proves otherwise, initial site entry is treated as:
A. Low hazard
B. The highest-hazard scenario
C. No hazard
2. Site characterization typically begins with:
A. A preliminary off-site evaluation of records and a perimeter survey
B. Full-PPE entry before any review
C. Disposing of all containers
3. The findings of site characterization directly drive:
A. Only the lunch schedule
B. The SSHP, work-zone layout, PPE level, and monitoring strategy
C. Nothing — they are filed and ignored
Module 4

Hazard Recognition & the Hierarchy of Controls

§ NIOSH Hierarchy of Controls; 29 CFR 1910 Subpart I
Learning objectives
Classify workplace hazards into chemical, physical, biological, ergonomic, and safety categories.
Order the five levels of the NIOSH Hierarchy of Controls by effectiveness.
Select an appropriate control by favoring higher-order solutions before relying on PPE.
Explain why PPE is treated as the last line of defense.

Hazard recognition is the foundation of every safety program: you cannot control a hazard you have not identified. Hazards fall into categories — chemical (vapors, dusts, corrosives), physical (noise, heat, radiation), biological (bloodborne pathogens, mold), ergonomic (repetitive motion, awkward lifting), and safety (struck-by, caught-in, falls, electrical). Walk-throughs, job hazard analyses, incident reports, and worker input are all tools for surfacing these hazards before they cause harm.

Once recognized, controls are applied in order of effectiveness — the NIOSH Hierarchy of Controls: (1) Elimination — remove the hazard entirely, such as designing out a fall hazard; (2) Substitution — replace it with something less hazardous, such as swapping a solvent for a water-based product; (3) Engineering controls — isolate people from the hazard with ventilation, machine guarding, or enclosure; (4) Administrative controls — change how people work through procedures, job rotation, signage, and training; (5) Personal Protective Equipment (PPE) — the last line of defense.

The hierarchy is ordered deliberately: higher-order controls are more reliable because they do not depend on individual behavior every minute of every shift. PPE protects only the wearer, and only when it is selected for the specific hazard, fitted correctly, worn consistently, and maintained. Always pursue elimination, substitution, and engineering controls before falling back on administrative measures or PPE.

Elimination — remove the hazard entirely
Substitution — replace it with something less hazardous
Engineering controls — isolate people from the hazard
Administrative controls — change the way people work
PPE — protect the worker as a last line of defense
most preferred ↑ · last resort ↓
NIOSH Hierarchy of Controls — pursue the most effective controls first; PPE is the last resort.
Key takeaways
You cannot control a hazard you have not first recognized, so identification comes before control.
Controls are ranked by effectiveness: elimination, substitution, engineering, administrative, then PPE.
PPE protects only the wearer and only when correctly selected, fitted, used, and maintained.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Which control is MOST effective?
A. PPE
B. Administrative controls
C. Elimination
2. PPE is considered:
A. The first choice
B. The last line of defense
C. Optional
3. Replacing a hazardous solvent with a water-based product is an example of:
A. Substitution
B. Administrative control
C. PPE
4. Noise and heat are examples of which hazard category?
A. Chemical
B. Physical
C. Ergonomic
Module 5

Toxicology, Routes of Exposure & Exposure Limits

§ 1910.1000; ACGIH TLVs
Learning objectives
List the four routes of exposure and give a jobsite example of each.
Explain the difference between acute and chronic exposure effects.
Identify the meaning of PEL, TLV, IDLH, ceiling, STEL, and action level.
Apply exposure limits to decide when controls, PPE, or evacuation are required.

Toxicology is the study of how substances harm the body, and it underpins every protective decision you make. There are four routes of exposure: inhalation (breathing vapors, gases, or dusts), absorption through the skin or eyes, ingestion (hand-to-mouth contact, eating or smoking with contaminated hands), and injection (a contaminated sharp puncturing the skin). The dose and duration of contact determine the effect — an acute effect comes from a short, high exposure, while a chronic effect builds from long, low-level exposure that may not be noticed for years.

Several exposure limits tell you when controls and PPE are required. The PEL (OSHA Permissible Exposure Limit) is the legal maximum airborne concentration, while the TLV (ACGIH Threshold Limit Value) is a widely used guideline. The IDLH (Immediately Dangerous to Life or Health) value marks an atmosphere that can cause death, permanent harm, or escape-impairing effects. Additional terms include the ceiling limit (never to be exceeded), the STEL (short-term exposure limit over 15 minutes), and the action level (the concentration that triggers monitoring and medical surveillance).

On the job these numbers are practical triggers. If a PID reads solvent vapor above the action level, monitoring and surveillance kick in; if readings approach the PEL, controls or higher PPE are required; and if an atmosphere reaches IDLH, only supplied-air respirators and emergency procedures apply. Understanding the limits lets you act before, not after, an exposure becomes harmful.

Action level — monitoring & surveillance begin
Approaching PEL — controls or higher PPE required
IDLH — supplied air & emergency procedures only
Airborne concentration triggers, low to life-threatening
Key takeaways
The four exposure routes are inhalation, absorption, ingestion, and injection.
PEL is the legal limit, TLV is a guideline, and IDLH marks a life-threatening atmosphere.
Dose and duration determine whether an effect is acute or chronic.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. IDLH stands for an atmosphere that is:
A. Slightly irritating
B. Immediately Dangerous to Life or Health
C. Ideal for work
2. The four routes of exposure include all EXCEPT:
A. Inhalation
B. Absorption
C. Photosynthesis
3. The legally enforceable airborne exposure limit set by OSHA is the:
A. TLV
B. PEL
C. STEL
4. A chronic effect results from:
A. A single, short, high exposure
B. Long-term, low-level exposure
C. No exposure at all
Module 6

Site Control: Work Zones, Hotline & Buddy System

§ 1910.120(d)
Learning objectives
Identify the three site-control zones and the activity that occurs in each.
Explain the purpose of the hotline and controlled access points.
Describe how the buddy system protects workers in the Exclusion Zone.
Recognize the physical controls (maps, signage, logs) that enforce site control.

Site control keeps contamination from spreading and keeps unauthorized people away from the hazard. The site is divided into three zones. The Exclusion Zone (the hot zone) is where contamination is present and full PPE is required. The Contamination Reduction Zone (the warm zone) is the buffer where decontamination takes place as workers exit. The Support Zone (the cold zone) is clean and holds command, equipment, and support functions.

The boundary between the hot and warm zones is the "hotline," and the boundary between the warm and cold zones is the contamination control line. Workers cross these boundaries only through controlled access points. Inside the Exclusion Zone, the buddy system applies: workers pair up and never work alone, so each can watch the other for signs of exposure, heat stress, or distress and summon help immediately if something goes wrong.

Physical controls reinforce the layout. Site maps, signage, barrier tape, and access logs document who is in the hot zone and when, and a single controlled entry and exit point prevents people from wandering across the hotline. For example, a crew excavating contaminated soil enters through one corridor, works in pairs, and exits the same way into the decon line — never stepping straight from the hot zone into the clean support trailer.

1Exclusion Zone (hot) — full PPE
2Hotline
3Contamination Reduction Zone (warm) — decon
4Support Zone (cold) — clean
Crossing site-control zones on exit (cleanest is the goal)
Key takeaways
Three zones: Exclusion (hot), Contamination Reduction (warm), and Support (cold).
The hotline is the boundary between the hot and warm zones.
Inside the hot zone, never work alone — the buddy system keeps watch and summons help.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Decontamination occurs in the:
A. Exclusion (hot) zone
B. Contamination Reduction (warm) zone
C. Support (cold) zone
2. The buddy system means workers in the hot zone:
A. Work alone to be efficient
B. Pair up to monitor each other
C. Skip monitoring
3. The boundary between the Exclusion Zone and the Contamination Reduction Zone is called the:
A. Hotline
B. Baseline
C. Support line
Module 7

Air Monitoring & Detection Instruments

§ 1910.120(c)(6),(h)
Learning objectives
Identify the common direct-reading instruments and what each measures.
Recognize normal, deficient, and enriched oxygen levels (20.9% / <19.5% / >23.5%).
Explain why instruments must be calibrated and bump-tested before use.
Apply monitoring readings to decide whether to continue work, escalate PPE, or evacuate.

Air monitoring tells you what is in the atmosphere so you can choose the right controls and level of protection. Direct-reading instruments give results on the spot: the combustible gas indicator reads the percentage of the Lower Explosive Limit (% LEL) to warn of flammable atmospheres; the oxygen meter reads O2 content, where normal air is about 20.9%, below 19.5% is oxygen-deficient, and above 23.5% is oxygen-enriched. Photoionization detectors (PIDs) and flame ionization detectors (FIDs) measure organic vapors, and colorimetric detector tubes identify specific gases by a color change.

Many crews carry a multi-gas meter that combines LEL, oxygen, carbon monoxide, and hydrogen sulfide in one unit. Instruments are only trustworthy when maintained: each must be calibrated on schedule and bump-tested before use to confirm the sensors respond. A meter that fails a bump test goes out of service, not into the hot zone.

Monitoring is continuous and repeated whenever conditions change — opening a drum, entering a low-lying area, or a shift in wind can all alter the readings. The data drives action: stable readings let work continue, a rising LEL may force the crew to escalate PPE or stop, and an IDLH or oxygen-deficient reading triggers immediate evacuation. The instrument is a decision tool, not a decoration on the belt.

Below 19.5% — oxygen-deficient
19.5%–23.5% — normal (air ≈ 20.9%)
Above 23.5% — oxygen-enriched
Oxygen meter readings
Key takeaways
Normal oxygen is about 20.9%; below 19.5% is deficient and above 23.5% is enriched.
A combustible gas indicator reads the percentage of the Lower Explosive Limit (% LEL).
Calibrate and bump-test instruments, and re-monitor whenever conditions change.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Normal oxygen concentration in air is about:
A. 10.5%
B. 20.9%
C. 30%
2. A combustible gas indicator reads:
A. % of the Lower Explosive Limit
B. Temperature
C. Noise
3. Before each use, a direct-reading instrument should be:
A. Painted a bright color
B. Bump-tested and calibrated on schedule
C. Left uncharged
Module 8

Personal Protective Equipment (PPE) Fundamentals

§ 29 CFR 1910.132–.138
Learning objectives
Describe the employer's duty to assess hazards, provide PPE, and train workers under 1910.132.
Match PPE categories — eye, head, hearing, respiratory, hand, foot, and body protection — to their hazards.
Explain why correct fit and proper selection determine whether PPE actually protects.
Inspect PPE before use and remove damaged equipment from service.

Under 29 CFR 1910.132, employers must assess the workplace to determine what PPE is needed, provide it (in most cases at no cost to the worker), and train each worker on what PPE is necessary, when and how to wear it, its limitations, and proper care, maintenance, useful life, and disposal. The hazard assessment must be documented through a written certification identifying the workplace evaluated and the person who performed it.

Categories track the body part or exposure they address: eye and face protection (1910.133), head protection (1910.135), hearing protection, respiratory protection (1910.134), hand protection with the glove material matched to the chemical or mechanical hazard (1910.138), foot protection (1910.136), and full-body protection. The wrong choice creates a false sense of safety — a nitrile glove may resist one chemical while dissolving in another, and a respirator that does not seal to the face offers little protection.

PPE only works when it fits and is worn correctly for the specific hazard. Inspect PPE before each use and remove damaged equipment from service rather than risking a failure mid-task. NOTE: hands-on fit and skills components (for example, respirator fit testing under 1910.134) are completed in person with your employer; this module covers the knowledge foundation, not the physical fit test.

Eye & face protection — impact, splash, and optical hazards (.133)
Head protection — falling objects and bump hazards (.135)
Hearing protection — high noise exposure
Respiratory protection — airborne contaminants; requires fit (.134)
Hand protection — glove material matched to the hazard (.138)
Foot protection — crush, puncture, and electrical hazards (.136)
PPE categories matched to the body part or exposure they protect (29 CFR 1910.133–.138).
Key takeaways
Employers must assess the workplace, provide required PPE (usually at no cost), and train each worker on its use.
PPE only works when it fits and is matched to the specific hazard — the wrong glove or a poor respirator seal is dangerous.
Inspect PPE before every use and take damaged equipment out of service immediately.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. PPE training must cover all EXCEPT:
A. When and how to wear it
B. Its limitations
C. The price your employer paid
2. Who is responsible for assessing the workplace to determine required PPE?
A. The employer
B. Each individual worker
C. OSHA inspectors
3. Before each use, PPE should be:
A. Inspected, with damaged items removed from service
B. Worn regardless of condition
C. Shared between workers without checking
Module 9

Chemical Protective Clothing — Levels A–D

§ 1910.120(g)(3)–(5); App B
Learning objectives
Identify the four levels of chemical protection (A–D) and the protection each provides.
Explain the specific conditions that justify using Level C.
Recognize the consequences of selecting a protection level that is too high or too low.
Describe how monitoring data drives the selection of protection level.

EPA and OSHA define four levels of protection, each matched to a specific hazard profile. Level A provides the maximum respiratory AND skin protection — a fully encapsulating, vapor-tight suit worn with a self-contained breathing apparatus (SCBA) — and is used when the highest hazard exists or skin contact must be entirely prevented. Level B provides the highest respiratory protection (SCBA) with somewhat less skin protection, appropriate when airborne concentrations are high but the skin hazard is lower.

Level C uses an air-purifying respirator with chemical-resistant clothing and may be selected only when the contaminants are identified, their concentrations are within the limits of the air-purifying respirator, and oxygen is adequate. Level D is a basic work uniform offering minimal protection, used only where no respiratory or skin hazard is present.

Choosing the level is a data-driven decision, not a guess. Selecting too low exposes workers to a hazard the suit was meant to stop; selecting too high adds heat stress, reduces dexterity, and limits visibility, which creates its own risks. For example, downgrading from Level B to Level C is justified only after monitoring confirms the contaminant identity and that its concentration stays within the cartridge's rating. The level is always matched to monitoring results.

Level A — encapsulating suit + SCBA (max skin & respiratory)
Level B — SCBA + less skin protection
Level C — air-purifying respirator + chem-resistant clothing
Level D — basic work uniform (minimal protection)
most preferred ↑ · last resort ↓
Levels of protection, most protective first
Key takeaways
Level A = maximum skin and respiratory protection; Level D = minimal protection.
Level C (APR) is allowed only when contaminants are known, within limits, and oxygen is adequate.
Match the protection level to monitoring data — too low exposes you, too high adds heat stress.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Maximum skin AND respiratory protection is:
A. Level A
B. Level C
C. Level D
2. Level C may be used only when:
A. Contaminants and concentrations are known and within APR limits
B. You feel like it
C. Oxygen is deficient
3. A risk of selecting a protection level that is too HIGH is:
A. No effect at all
B. Added heat stress and reduced dexterity
C. Better visibility
Module 10

Respiratory Protection

§ 1910.134
Learning objectives
Explain the difference between air-purifying and atmosphere-supplying respirators.
Identify which respirator types are required in IDLH or oxygen-deficient atmospheres.
Recognize the limitations of APRs (no oxygen, known contaminants only).
Describe the program requirements: medical clearance, fit testing, and user seal checks.

Respirators guard against inhalation hazards, but only the correct type, properly fitted and maintained, actually protects you. Air-purifying respirators (APRs) draw ambient air through a filter or cartridge to remove contaminants. They do NOT supply oxygen, so they cannot be used in oxygen-deficient or IDLH atmospheres, or where the contaminant is unknown or exceeds the cartridge rating.

Atmosphere-supplying respirators provide clean breathing air independent of the surroundings. A supplied-air respirator (SAR) delivers air through a hose from a remote source, while a self-contained breathing apparatus (SCBA) carries its air on the wearer's back. These are required for IDLH and oxygen-deficient conditions because they do not depend on the surrounding air being breathable.

Proper use is governed by a written respiratory protection program under 29 CFR 1910.134. Each wearer must have medical clearance, complete fit testing for the specific make and model, and perform a user seal check every time before entry. For example, a clean-shaven worker performs a positive- and negative-pressure seal check at the hotline before stepping in; facial hair under the seal disqualifies a tight-fitting respirator. (Fit testing itself is completed in person with your employer.)

Air-purifying (APR)
Filters ambient air through cartridge
Adds NO oxygen
Known contaminants within cartridge limits only
Never in IDLH or oxygen-deficient air
Atmosphere-supplying (SAR / SCBA)
Delivers clean air independent of surroundings
SAR: air via hose from remote source
SCBA: air carried on the back
Required for IDLH & oxygen-deficient air
Choosing the right respirator
Key takeaways
APRs filter ambient air and never supply oxygen — useless in IDLH or oxygen-deficient air.
SAR and SCBA supply clean air and are required for IDLH and oxygen-deficient conditions.
Respirator use requires medical clearance, fit testing, and a seal check before every entry.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. In an IDLH or oxygen-deficient atmosphere you must use:
A. An air-purifying respirator
B. A supplied-air respirator or SCBA
C. No respirator
2. APRs:
A. Supply oxygen
B. Filter ambient air and do not supply oxygen
C. Work with unknown contaminants
3. Before every respirator entry, the wearer must perform a:
A. User seal check
B. Tool inventory
C. Wind-speed reading
Module 11

Decontamination Procedures

§ 1910.120(k)
Learning objectives
Describe the layout and sequence of stations in a decontamination line.
Explain why workers move from most-contaminated to least-contaminated.
Identify what the decontamination plan must specify (methods, stations, waste disposal).
Recognize how emergency decontamination differs from routine decontamination.

Decontamination removes or neutralizes contaminants so they do not leave the site on people, tools, or clothing. A decon line is set up in the Contamination Reduction Zone with sequential stations — for example: equipment drop, outer-glove and boot wash and rinse, suit removal, respirator removal, inner-glove removal, and a final field wash.

The decontamination plan specifies the methods used (physical removal by brushing or rinsing, or chemical neutralization), the number of stations matched to the level of contamination, and how decon wastewater and disposable items are collected and disposed of. A heavily contaminated site needs more stations than a lightly contaminated one. Workers always move through the line in one direction — from the most-contaminated station to the least-contaminated — so they never recontaminate cleaned areas of their bodies or suits.

Emergency decontamination is planned separately. When a worker is injured, life-saving medical care comes first; decon is abbreviated or done en route so it never delays treatment, while still protecting responders and the receiving medical facility. Knowing the decon sequence and the emergency variation before you enter is part of being ready to work.

1Equipment drop
2Outer glove & boot wash/rinse
3Suit removal
4Respirator removal
5Inner glove removal
6Final field wash
Decon line sequence — most-contaminated to least
Key takeaways
Decon happens in the warm zone through sequential stations, dirtiest first.
The number of stations is matched to the level of contamination.
In an emergency, medical care comes first — decon is abbreviated, never a delay to treatment.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Decontamination stations are sequenced from:
A. Clean to dirty
B. Most-contaminated to least-contaminated
C. Random order
2. The number of decontamination stations should be:
A. Always exactly two
B. Matched to the level of contamination
C. As few as possible regardless of hazard
3. When a worker is seriously injured in the hot zone:
A. Full decon is completed before any care
B. Life-saving medical care comes first and decon is abbreviated
C. The worker is left until the shift ends
Module 12

Handling Drums, Containers & Spill Containment

§ 1910.120(j)
Learning objectives
Identify the hazards posed by corroded, pressurized, mislabeled, or unknown containers.
Recognize the warning signs of a pressurized drum and the correct response.
List the spill-control sequence and common containment tools.
Explain when a spill exceeds worker training and becomes an emergency response.

Drums and containers found on hazardous waste sites may be corroded, pressurized, mislabeled, or completely unknown. Inspect every container before moving it, stage it carefully, and open it only with the proper tools and shielding. Never assume the contents from a label alone — labels age, fall off, or were wrong to begin with. A bulging or swollen drum signals internal pressure; keep clear, because opening it can release contents violently.

Spill control follows a simple sequence: stop the source, contain the release, and clean it up. Containment tools include berms, absorbents, and overpack drums that seal a leaking drum inside a larger one. When transferring flammable liquids, ground and bond the containers to dissipate static and prevent ignition, and always stage incompatible materials apart so a leak from one cannot react with another.

Know your limits. A small, contained spill of a known material may be within your training to clean up, but a spill that exceeds your training, involves an unknown substance, or threatens health triggers emergency response — it is handled by trained responders, not by untrained workers improvising. For example, a few cups of a known solvent on a bermed pad is housekeeping; a leaking unidentified drum near a storm drain is an emergency.

1Stop the source
2Contain the release (berms, absorbents, overpack)
3Clean it up
Spill-control sequence
Key takeaways
Inspect before moving, open with proper tools, and never trust a label alone.
A bulging drum is pressurized — keep clear and do not open it quickly.
Stop the source, contain, and clean up; ground and bond flammables and keep incompatibles apart.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. A bulging drum indicates:
A. It is empty
B. Internal pressure — keep clear
C. It is safe to open quickly
2. When transferring flammable liquids between containers, you should:
A. Ground and bond the containers
B. Work as fast as possible with no precautions
C. Store them next to incompatible chemicals
3. A leaking, unidentified drum threatening a storm drain should be:
A. Cleaned up by any available worker
B. Handled as an emergency by trained responders
C. Ignored until the next shift
Module 13

Medical Surveillance, Heat & Cold Stress

§ 1910.120(f)
Learning objectives
Identify who must be enrolled in a HAZWOPER medical surveillance program.
Explain why impermeable PPE increases the risk of heat stress.
Recognize the signs of heat exhaustion versus heat stroke and the correct response.
Describe controls for heat and cold stress, including work/rest cycles and rewarming.

HAZWOPER requires a medical surveillance program for workers who may be exposed above permissible levels for 30 or more days a year, who wear a respirator 30 or more days a year, or who are injured or exposed during an emergency. The program includes a baseline exam before assignment, periodic exams during employment, and an exit exam, so health effects are caught early and trends are tracked over time.

Heat stress is one of the most common HAZWOPER hazards because impermeable chemical suits trap body heat and prevent sweat from evaporating. Learn to recognize heat exhaustion — heavy sweating, weakness, headache, and nausea — and heat stroke, which presents with hot, dry skin and confusion and is a true medical emergency requiring immediate cooling and 911. Controls include work/rest cycles, frequent hydration, shaded rest areas, and physiological monitoring such as heart rate and body temperature.

Cold stress is the opposite hazard: hypothermia and frostbite from working in cold, wet, or windy conditions. The response is to move the worker to a warm shelter, replace wet clothing with dry, provide warm fluids, and rewarm gradually. In both directions, the rule is the same — report symptoms early, because the affected worker is often the last to notice the warning signs.

Heat exhaustion (warning stage)
Heavy sweating
Weakness
Headache
Nausea
Cool, rest, and hydrate
Heat stroke (medical emergency)
Hot, dry skin
Confusion
Immediate cooling
Call 911
Heat exhaustion vs. heat stroke
Key takeaways
Medical surveillance covers workers exposed or in respirators 30+ days/year, or hurt in an emergency.
Heat stroke (hot, dry skin and confusion) is a medical emergency — heat exhaustion is the warning stage.
Manage heat with work/rest cycles and hydration; manage cold with warming, dry clothing, and shelter.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Heat stroke is signaled by:
A. Heavy sweating only
B. Hot, dry skin and confusion — a medical emergency
C. Feeling slightly warm
2. Medical surveillance is required for workers who:
A. Never go near hazardous substances
B. Wear a respirator 30 or more days per year
C. Only visit the support zone
3. A worker showing hypothermia should be:
A. Given more cold water and kept working
B. Moved to a warm shelter, dried, and rewarmed gradually
C. Left outside to acclimate
Module 14

The Site Safety & Health Plan (SSHP)

§ 1910.120(b)
Learning objectives
List the major elements a written SSHP must address.
Explain why the SSHP must be site-specific rather than generic.
Recognize that the SSHP is kept on site, reviewed daily, and updated as conditions change.
Apply the SSHP to identify task-specific PPE, monitoring, and emergency procedures before starting work.

Every HAZWOPER site must have a written Site Safety and Health Plan (SSHP) that ties all of the site's protective measures together in one document. The SSHP addresses a hazard analysis for each task, employee training assignments, PPE selection by task, the medical surveillance program, the air-monitoring plan, site-control measures, decontamination procedures, the emergency response plan, confined-space entry procedures, and a spill containment program.

The SSHP is site-specific — it reflects the actual hazards, layout, and tasks of one location, not a generic template used everywhere. It is kept on site, reviewed in daily safety briefings, and updated whenever conditions change, such as when new contaminants are discovered or work moves into a new area.

For workers, the SSHP is a practical tool, not paperwork. Before you begin a task, know where the plan is kept and what it requires for that task — the PPE level, the monitoring, the decon route, and the emergency signals. A crew opening a new excavation, for example, should confirm the SSHP's entry requirements at the morning briefing rather than discovering them in the hot zone.

Hazard analysis for each task
Training assignments & PPE selection by task
Medical surveillance program
Air-monitoring plan & site-control measures
Decontamination procedures
Emergency response, confined-space & spill containment plans
What a written SSHP must address
Key takeaways
The SSHP ties together hazard analysis, training, PPE, monitoring, decon, and emergency planning.
It is site-specific, kept on site, and reviewed in daily safety briefings.
Know where your SSHP is and what it requires for your task before you begin.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. The SSHP is:
A. A generic document used at any site
B. Site-specific and kept on site
C. Optional
2. Which of the following must the SSHP address?
A. Only the lunch schedule
B. Hazard analysis, PPE, monitoring, decon, and emergency response
C. Nothing related to safety
3. The SSHP should be updated:
A. Only once a year regardless of changes
B. Whenever site conditions change
C. Never after it is written
Module 15

Confined Space Awareness

§ 1910.146
Learning objectives
Identify the four conditions that define a permit-required confined space.
Explain why most confined-space deaths involve untrained would-be rescuers.
List the safeguards required before any permit-space entry.
Recognize the limits of awareness-level training versus a full 1910.146 entry program.

A permit-required confined space meets four conditions: it is large enough to enter and perform work, it has limited or restricted means of entry and exit, it is not designed for continuous occupancy, AND it contains a hazard — atmospheric, engulfment, internal configuration that could trap or asphyxiate, or another serious hazard. Tanks, vaults, sumps, and excavations on hazardous waste sites can all qualify.

Confined spaces are deceptively deadly. A large share of confined-space fatalities are would-be rescuers who rushed in to help a downed coworker without protection and were overcome by the same atmosphere. Because of this, never enter a permit space without atmospheric testing, a valid permit, ventilation, a trained attendant stationed outside, and a rescue plan that does not depend on untrained people entering.

This module is awareness-level only. It teaches you to recognize a permit space and to stay out unless the full 1910.146 program and roles are in place. Actual permit-space entry — as an authorized entrant, attendant, or supervisor — requires the complete confined-space program and the specific training that goes with each role.

Large enough to enter and perform work
Limited or restricted means of entry and exit
Not designed for continuous occupancy
Contains a hazard (atmospheric, engulfment, configuration, or other)
Four conditions that define a permit-required confined space
Key takeaways
A permit space is enterable, hard to exit, not for continuous occupancy, and contains a hazard.
Most confined-space deaths are untrained rescuers — never rush in without protection.
Permit-space entry requires testing, a permit, ventilation, an attendant, and a rescue plan.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Most confined-space deaths are:
A. Planned entrants
B. Untrained would-be rescuers
C. Inspectors
2. Before any permit-space entry, you must have:
A. Atmospheric testing, a permit, ventilation, an attendant, and a rescue plan
B. Only a flashlight
C. Nothing in particular
3. A permit-required confined space must, among other criteria:
A. Be designed for continuous occupancy
B. Contain a hazard such as a dangerous atmosphere or engulfment risk
C. Have unlimited, easy entry and exit
Module 16

Emergency Action & Reporting

§ 29 CFR 1910.38 (Emergency Action Plans)
Learning objectives
Locate the key elements of your site's Emergency Action Plan, including routes, exits, and alarm signals.
Apply the response priorities — protect yourself, alert others, report immediately — during an incident.
Report injuries, near-misses, spills, and exposures promptly to the right people.
Recognize the limits of your role and avoid response beyond your training.

Under 29 CFR 1910.38, employers covered by the standard must have a written Emergency Action Plan, and you should know it before an emergency happens: evacuation routes and exits, assembly points, alarm signals, how to report a fire or other emergency, and who to contact. Knowing the plan ahead of time matters because emergencies leave no time to read instructions — a worker who already knows the nearest two exits and the muster point can act in seconds.

In any incident, your priorities are: protect yourself, alert others, and report immediately to your supervisor and the persons named in the plan. Do not attempt rescue or response beyond your training — entering a hazardous atmosphere or fighting a growing fire is the job of trained responders, and an untrained rescuer often becomes a second victim.

Report injuries, near-misses, spills, and exposures promptly. Near-miss reporting is especially valuable: a spill that hurt no one today reveals the gap that causes tomorrow's injury, so reporting it lets the hazard be fixed before harm occurs. This platform timestamps and logs your participation; site-specific details — exact exits, contacts, and the location of the written plan — are provided by your employer.

1Protect yourself — get clear of the immediate danger
2Alert others — sound the alarm and warn nearby workers
3Evacuate via the nearest exit to the assembly point
4Report to your supervisor and the contacts named in the plan
5Stay within your training — let trained responders handle the hazard
Emergency response priorities — act in order, stay within your training.
Key takeaways
Know your Emergency Action Plan — exits, assembly points, alarms, and contacts — before an emergency occurs.
In any incident: protect yourself first, alert others, and report immediately without exceeding your training.
Prompt near-miss reporting prevents the next, more serious event.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. After an exposure or near-miss you should:
A. Wait to see if it matters
B. Report it promptly
C. Handle it yourself
2. When should you learn your site's evacuation routes and assembly points?
A. Before an emergency happens
B. Only during an actual evacuation
C. After the incident is over
3. During an emergency, you should attempt rescue or response:
A. Only within the limits of your training
B. However you see fit
C. Always, regardless of training
Module 17

Emergency Response & Contingency Planning

§ 1910.120(l),(q)
Learning objectives
List the elements an emergency response or contingency plan must cover.
Explain the limits of a general site worker's role during an uncontrolled release.
Recognize the importance of alarm signals, evacuation routes, and assembly points.
Describe the post-incident steps: account for personnel, secure the area, and report.

Every HAZWOPER site must have an emergency response or contingency plan that prepares the crew for the worst. The plan covers how emergencies are recognized, how alarms are sounded, evacuation routes and procedures, the roles and responsibilities of each person, the PPE and decontamination used in an emergency, medical treatment, and coordination with outside responders such as the fire department and HAZMAT teams.

Know the alarm signals and your evacuation routes before you need them. General site workers respond only within the limits of their training — an uncontrolled release that exceeds that training is the job of trained emergency responders, not of laborers improvising at the source. Trying to play hero outside your training endangers you and the people who must then rescue you.

After the alarm, account for personnel at designated assembly points so responders know whether anyone is missing. Once an incident is over, secure the area to prevent re-entry and report the event through the chain of command so it can be investigated and corrected. For example, on hearing the evacuation alarm a crew exits along the marked route, gathers at the muster point for a head count, and waits for the all-clear rather than returning to retrieve tools.

1Exit along marked route
2Muster at assembly point for head count
3Secure the area against re-entry
4Report up the chain of command
When the evacuation alarm sounds
Key takeaways
The contingency plan covers recognition, alarms, evacuation, roles, emergency PPE, and outside coordination.
Respond only within your training — uncontrolled releases are for trained HAZMAT responders.
After an alarm, muster for a head count, secure the area, and report up the chain of command.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. An uncontrolled release beyond your training should be handled by:
A. Any nearby worker
B. Trained emergency (HAZMAT) responders
C. No one
2. After an evacuation alarm sounds, workers should:
A. Return for their tools first
B. Proceed to the assembly point for a head count
C. Keep working until told otherwise
3. Once an incident is over, the area should be:
A. Reopened immediately with no review
B. Secured against re-entry and the event reported up the chain of command
C. Abandoned with no record
Module 18

Hands-On & Field Experience (Employer-Provided)

§ 1910.120(e)(3)
Learning objectives
Explain what portion of HAZWOPER training this online course satisfies.
Identify the field experience and hands-on skills the employer must still provide.
Recognize that the completion certificate covers instructional hours only.

This course satisfies the 40-hour off-site INSTRUCTIONAL requirement of the HAZWOPER standard — the classroom portion you are completing now. It is a necessary part of your training, but it is deliberately not the whole of it.

Before you perform site work, you must ALSO complete a minimum of three days of actual field experience under the direct supervision of a trained, experienced supervisor, together with the hands-on skills the instruction prepares you for: donning and doffing PPE, respirator fit testing, operating direct-reading instruments, and running through decontamination drills. Your employer arranges, supervises, and documents these field and skills components.

Your completion certificate from Prime reflects the instructional hours only. It is not a substitute for the supervised field experience or the hands-on practice, and presenting it as if it covered those parts would misrepresent your qualifications. Think of this course as the knowledge foundation that your supervised field days then put into practice.

This online course (Prime)
40-hour off-site instruction
Knowledge foundation
Certificate of instructional hours
Your employer provides
3 days supervised field experience
PPE donning/doffing & respirator fit testing
Direct-reading instrument operation
Decontamination drills
Who provides which part of HAZWOPER training
Key takeaways
This course is the 40-hour instructional portion — the classroom foundation.
Your employer must still provide 3 days of supervised field experience plus hands-on skills.
The certificate reflects instructional hours, not field experience.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. This online course covers:
A. Everything including the 3-day field experience
B. The 40-hour instructional portion (employer provides field experience)
C. Nothing required
2. The supervised field experience and hands-on skills are provided by:
A. This online course
B. Your employer
C. No one — they are optional
Module 19

Final Assessment

§ 1910.120(e)
Learning objectives
Apply knowledge from across all course modules to answer scenario-based questions.
Recognize the hierarchy of controls, zone layout, and PPE selection principles.
Demonstrate the minimum competency required to complete the instructional portion.

This is a comprehensive assessment of the 40-hour HAZWOPER instructional content. The questions are drawn from all of the modules above — scope and applicability, site characterization, toxicology, site control, monitoring, protective clothing and respirators, decontamination, drum handling, medical surveillance, the SSHP, confined spaces, and emergency response.

A passing score (typically 70% or higher), together with verified attendance, engagement, and identity, is required for course completion. Take your time, read each question carefully, and apply the principles you learned rather than guessing. Passing this assessment marks the end of the instructional portion — remember that supervised field experience with your employer still follows.

Key takeaways
A passing score (typically 70%+) with verified identity and engagement completes the instruction.
Questions span every module — controls, zones, toxicology, PPE, decon, and emergency response.
Completion here still leaves the employer-provided field experience to finish your training.
Reflect
In your own words, what is the most important thing from this module, and how does it apply to you?
Check your understanding
1. Before relying on PPE you should first apply:
A. Higher-order controls (elimination/substitution/engineering)
B. Nothing
C. More PPE
2. The warm zone is where:
A. Command is located
B. Decontamination occurs
C. No work happens
3. Level A protection provides:
A. Minimal protection
B. Maximum skin and respiratory protection
C. Respiratory only
4. In an IDLH or oxygen-deficient atmosphere, the correct respirator is:
A. An air-purifying respirator
B. A supplied-air respirator or SCBA
C. No respirator at all

Answer key

OSHA, Your Rights, and the Employer's Duty: 1-A, 2-B, 3-B, 4-A
HAZWOPER Scope & Applicability: 1-B, 2-B, 3-C
Site Characterization & Analysis: 1-B, 2-A, 3-B
Hazard Recognition & the Hierarchy of Controls: 1-C, 2-B, 3-A, 4-B
Toxicology, Routes of Exposure & Exposure Limits: 1-B, 2-C, 3-B, 4-B
Site Control: Work Zones, Hotline & Buddy System: 1-B, 2-B, 3-A
Air Monitoring & Detection Instruments: 1-B, 2-A, 3-B
Personal Protective Equipment (PPE) Fundamentals: 1-C, 2-A, 3-A
Chemical Protective Clothing — Levels A–D: 1-A, 2-A, 3-B
Respiratory Protection: 1-B, 2-B, 3-A
Decontamination Procedures: 1-B, 2-B, 3-B
Handling Drums, Containers & Spill Containment: 1-B, 2-A, 3-B
Medical Surveillance, Heat & Cold Stress: 1-B, 2-B, 3-B
The Site Safety & Health Plan (SSHP): 1-B, 2-B, 3-B
Confined Space Awareness: 1-B, 2-A, 3-B
Emergency Action & Reporting: 1-B, 2-A, 3-A
Emergency Response & Contingency Planning: 1-B, 2-B, 3-B
Hands-On & Field Experience (Employer-Provided): 1-B, 2-B
Final Assessment: 1-A, 2-B, 3-B, 4-B
Certa · Participant Workbook · HAZWOPER 40-Hour General Site Worker. Draft content prepared to the cited standards; verify against the authority before relying on it.