11

TVL-IA-EIM
Quarter 2 – Module 4:
Evaluate Hazards and Risks
TVL-IA-Electrical Installation and Maintenance NC II–Grade 11
Alternative Delivery Mode
Quarter 2 – Module 4: Evaluate Hazards and Risks
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
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impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Lester S. Barriga
Editor: Howel Jay M. Caluyo
Reviewers: Dennis S. Calinao, Gemuel C. Ibero, Howel Jay M. Caluyo, Alden B. Deguit
Typesetter: Lester S. Barriga
Layout Artist: Alden B. Deguit
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar, Ed.D., TM Elmar L. Cabrera
Nilita R. Ragay, Ed.D.
Antonio B. Baguio Jr., Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 11

TVL-IA-EIM
Quarter 2 – Module 4:
Evaluate Hazards and Risks
Introductory Message
For the facilitator:

Welcome to the TVL – IA - Electrical Installation and Maintenance Grade-11

Alternative Delivery Mode (ADM) Module on Evaluate Hazards and Risks!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

ii
For the learner:

Welcome to the TVL – IA - Electrical Installation and Maintenance Grade-11

Alternative Delivery Mode (ADM) Module Evaluate Hazards and Risks!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

This is a brief drill or review to help you link

What’s In
the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

This section provides a brief discussion of

What is It
the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank

What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.

This section provides an activity which will

What I Can Do
help you transfer your new knowledge or
skill into real life situations or concerns.

iii
 This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.

In this portion, another activity will be given

Additional Activities
to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the skills in electrical installation and maintenance. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the
textbook you are now using.

The module contains the lesson:

• Evaluate Hazards and Risks

After going through this module, you are expected to:

1. Identify the purpose of evaluating hazards and risks;
2. Distinguish the types of hazards and risks;
3. Value the importance of evaluating hazards and risks.

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 What I Know

A. Directions: Identify the correct answer. Write only the letter of the
correct answer in your activity notebook.

A. Flammable Limits B. Waste Management

C. Occupational Safety and Health D. Ambient Air Quality
E. Risk Assessment F. Emission
G. Greenhouse Gases H. Hazardous substance
I. Infectious waste J. Air pollutant

___1. It is the process where you identify hazards; analyze or evaluate the
risk associated with that hazard; and determine appropriate ways to
eliminate or control the hazard.
___2. Range of concentrations over which a flammable vapor mixed with air
will flash or explode if an ignition source is present.
___3. The general amount of pollution present in a broad area; and refers to
the atmosphere’s average purity as distinguished from discharge
measurements taken at the source of pollution.
___4. It is the collection, transport, processing or disposal, managing and
monitoring of waste materials.
___5. It is a cross-disciplinary area concerned with protecting the safety,
health and welfare of people engaged in work or employment.
___6. Gases that can potentially or can reasonably be expected to induce
global warming.
___7. Any air contaminant, pollutant, gas stream or unwanted sound from a
known source which is passed into the atmosphere.
___8. Substances which present either short-term acute hazards or long-
term toxicity upon repeated exposure.
___9. Any matter found in the atmosphere other than oxygen, nitrogen,
water vapor, carbon dioxide, and the inert gases in their natural or
normal concentrations, that is detrimental to health or the
environment.
___10. Waste that could transmit an infectious disease.

B. Direction. Write TRUE if the statement is correct. Write FALSE if the

statement is incorrect.

___1. All fire could be extinguished by water that is why it is necessary that
we knew first the cause of fire before dealing the fire.
___2. Municipal waste are the waste materials generated from communities
within a specific period of time.
___3. Waste management is a distinct practice from resource recovery
which focuses on delaying the rate of consumption of natural resources.

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___4. Waste management practices differ for developed and developing
nations, for urban and rural areas, and for residential and industrial
producers.
___5. Medical waste are wastes that could transmit an infectious disease.

What’s In

Hazards and risks may vary from one organization to another thus, it is
important for each organization to evaluate possible hazards and risks that
may cause harm and can even result to serious health-related outcomes.

Hazards and risks evaluation are crucial in managing occupational health

and safety. It helps to create awareness, identify who may be at risk, and it
is useful in making occupational health and safety management plan.

Notes to the Teacher

This module contains the topics on evaluating hazards and
risks. To enhance the learners’ experience in this module,
varied activities are introduced relevant to the topic. Hence,
a thorough explanation on the use of this module is
required as well as keeping track of the learners’ progress
to ensure its effectiveness.

Continued guidance and encouragement is expected of the

facilitator within the duration of the module in order for the
learners to sustain its requirements.

3
 What’s New

Situation 1: A 3-year-old child was found spraying oven cleaner in the air.
That meant she was breathing in the product. Mom decided to watch her at
home. The child coughed all that night; the next morning, she had a fever.
She was taken to the emergency room and diagnosed with pneumonia. The
child was given antibiotics for the pneumonia and acetaminophen and
ibuprofen for the fever. After four days, her symptoms were gone.

What is It

Lesson

1 Evaluate Hazards and Risks

Introduction

Occupational Safety and Health (OHS) is a cross-disciplinary area

concerned with protecting the safety, health and welfare of people engaged
in work or employment.

The goal of all occupational safety and health programs is to foster a safe
work environment. As a secondary effect, it may also protect co-workers,
family members, employers, customers, suppliers, nearby communities, and
other members of the public who are impacted by the workplace
environment. It may involve interactions among many subject areas,
including occupational medicine, occupational (or industrial) hygiene, public
health, safety engineering/industrial engineering, chemistry, health physics.

Risks include acute and chronic health effects, for example, irritation or
cancer, and physical effects such as fires or explosions. The hazards are
physical and health hazards.

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Risk assessment

A. Risk assessment is the process where you:

1. identify hazards
2. analyze or evaluate the risk associated with that hazard
3. determine appropriate ways to eliminate or control the
hazard.

B. Factors that influence the degree of risk include:

• how much a person is exposed to a hazardous thing or

condition
• how the person is exposed (e.g., breathing in a vapor, skin
contact), and how severe are the effects under the
conditions of exposure.

ACGIH has established TLV's for approximately 850 chemicals.

TLVs may appear as:

TLV-TWA or time-weighted average, which is an average eight-hour

exposure limit;

TLV-STEL or short-term exposure limit, which is a fifteen-minute

exposure limit, or

TLV-C or ceiling, which is a limit which should never be exceeded without

protection.

II. Fire and Explosion Hazard Assessment

Fire is one type of hazard that needs careful evaluation before extinguishing
it. Not all fire could be extinguished by water that is why it is necessary
that we knew first the cause of fire before dealing the fire.

1. Flash Point and Method Used: Lowest temperature at which a liquid will
give off enough flammable vapors to ignite. Since flash points vary
according to how they are obtained, the method used must be listed.
Chemicals with lower flash points present a greater flammability
hazard.
2. Flammable Limits: Range of concentrations over which a flammable
vapor mixed with air will flash or explode if an ignition source is
present. Range extends between lower explosive limit (LEL) and upper
explosive limit (UEL) and is expressed in percentage of volume of vapor
or gas in air (0 100%).

5
Chemicals with a broad flammable range (i.e., range between the LEL and
the UEL) and/or a flammable range in the lower percentages, present a
greater flammability hazard.

1. Extinguishing Media: Fire-fighting material for use on substance that is

burning, Firefighting material should be indicated by its generic name (e.g.
water, foam, dry chemical, etc.).

III. Waste management is the collection, transport, processing or disposal,

managing and monitoring of waste materials. The term usually relates to
materials produced by human activity, and the process is generally
undertaken to reduce their effect on health, the environment or aesthetics.

Waste management is a distinct practice from resource recovery which

focuses on delaying the rate of consumption of natural resources. The
management of wastes treats all materials as a single class, whether solid,
liquid, gaseous or radioactive substances, and tried to reduce the harmful
environmental impacts of each through different methods.

Waste management practices differ for developed and developing nations, for
urban and rural areas, and for residential and industrial producers.
Management for nonhazardous waste residential and institutional waste in
metropolitan areas is usually the responsibility of local government
authorities, while management for non-hazardous commercial and industrial
waste is usually the responsibility of the generator.

PHILIPPINE CLEAN AIR ACT OF 1999

The Philippine Clean Air Act of 1999 under its “Declaration of Principles,”
stated that the State shall protect and advance the right of the people to a
balanced and healthful ecology in accord with the rhythm and harmony of
nature.
Declaration of Policies. The State shall pursue a policy of balancing
development and environmental protection. To achieve this end, the
framework for sustainable development shall be pursued.
Recognition of Rights. Pursuant to the above-declared principles, the
following rights of citizens are hereby sought to be recognized and the State
shall seek to guarantee their enjoyment.
Definitions. – As used in this Act:
a) “Air pollutant” means any matter found in the atmosphere other
than oxygen, nitrogen, water vapor, carbon dioxide, and the inert
gases in their natural or normal concentrations, that is detrimental to
health or the environment, which includes, but not limited to smoke,
dust, soot, cinders, fly ash, solid particles of any kind, gases, fumes,
chemical mists, steam and radioactive substances;

6
b) “Air pollution” means any alteration of the physical, chemical and
biological properties of the atmospheric air, or any discharge thereto
of any liquid, gaseous or solid substances that will or is likely to
create or to render the air resources of the country harmful,
detrimental, or injurious to public health, safety or welfare or which
will adversely affect their utilization for domestic, commercial,
industrial, agricultural, recreational, or other legitimate purposes;

c) “Ambient air quality guideline values” means the concentration of

air over specified periods classified as short-term and long-term
which are intended to serve as goals or objectives for the protection of
health and/or public welfare. These values shall be used for air
quality management purposes such as determining time trends,
evaluating stages of deterioration or enhancement of the air quality,
and in general, used as basis for taking positive action in preventing,
controlling, or abating air pollution;

d) “Ambient air quality” means the general amount of pollution

present in a broad area; and refers to the atmosphere’s average purity
distinguished from discharge measurements taken at the source of
pollution;

e) “Certificate of Conformity” means a certificate issued by the

Department of Environment and Natural Resources to a vehicle
manufacturer/assembler or importer certifying that a particular new
vehicle or vehicle type meets the requirements provided under this
Act and its rules and regulations;

f) “Department” means the Department of Environment and Natural

Resources;

g) “Eco-profile” means the geographic-based instrument for planners

and decision makers which present an evaluation of the environment
quality and carrying capacity of an area. It is the result of the
integration of primary data and information on natural resources and
anthropogenic activities on the land which were evaluated by various
environmental risk assessment and forecasting methodologies that
enable the department to anticipate the type of development control
necessary in the planning area.

h) “Emission” means any air contaminant, pollutant, gas stream or

unwanted sound from a known source which is passed into the
atmosphere;

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i) “Greenhouse gases” means those gases that can potentially or can
reasonably be expected to include global warming, which include
carbon dioxide, oxides of nitrogen, chlorofluorocarbons, and the like;

j) “Hazardous substance” means those substances which present

either: (1) short-term acute hazards such as acute toxicity by
ingestion, inhalation, or skin absorption, corrosivity or other skin or
eye contact hazard or the risk of fire explosion; or (2) long-term
toxicity upon repeated exposure, carcinogenicity (which in some cases
result in acute exposure but with a long latent period), resistance to
detoxification process such as biodegradation, the potential to pollute
underground or surface waters;

k) “Infectious waste” means that portion of medical waste that could

transmit an infectious disease;

l) “Medical waste” means the materials generated as a result of patient

diagnosis, treatment, or immunization of human beings or animals;

m) “Mobile source” means any vehicle propelled by or through

combustion of carbon-based or other fuel, constructed and operated
principally for the conveyance of persons or the transportation of
property goods;

n) “Motor vehicle” means any vehicle propelled by gasoline or diesel

engine nor by any means other than human or animal power,
constructed and operated principally for the conveyance of persons or
the transportation of property or goods in a public highway or street
open to public use;

o) “Municipal waste” means the waste materials generated from

communities within a specific locality;

p) “New vehicle” means a vehicle constructed entirely from new parts

that has never been sold or registered with the DOTC or with the
appropriate agency or authority, and operated on the highways of the
Philippines, any foreign state or country;

q) “Octane Rating or the Anti Knock Index (AKI)” means the rating of
the anti-knock characteristics of a grade or type of automotive
gasoline as determined by dividing by two (2) the sum of the Research
Octane Number (RON), plus the Motor Octane Number (MON); the
octane requirement with respect to automotive gasoline for use in a
motor vehicle or a class thereof, whether imported, manufactured, or
assembled by a manufacturer, shall refer to the minimum octane
rating of such automotive gasoline which such manufacturer

8
 recommends for the efficient operation of such motor vehicle, or a
substantial portion of such class, without knocking.

r) “Ozone Depleting Substance” means those substances that

significantly deplete or otherwise modify the ozone layer in a manner
that is likely to result in adverse effects of human health and the
environment such as, but not limited to, chlorofluorocarbons, halons
and the like;

s) “Persistent Organic Pollutants” means the organic compounds that

persist in the environment, bioaccumulate through the food web, and
pose a risk of causing adverse effects to human health and the
environment. These compounds resist photolytic, chemical and
biological degradation, which shall include but not limited to dioxin,
furan, Polychlorinated Biphenyls (PCBs), organochlorine pesticides,
such as aldrin, dieldrin, DDT, hexachlorobenzene, lindane, toxaphere
and chlordane;

t) “Poisonous and toxic fumes” means any emissions and fumes

which are beyond internationally – accepted standards, including but
not limited to the World Health Organization (WHO) guideline values;

u) “Pollution control device” means any device or apparatus used to

prevent, control or abate the pollution of air caused by emissions
from identified pollution sources at levels within the air pollution
control standards established by the Department;

v) “Pollution control technology” means the pollution control devices,

production process, fuel combustion processes or other means that
effectively prevent or reduce emissions or effluent;

w) “Standard Performance” means a standard for emissions of air

pollutant which reflects the degree of emission limitation achievable
through the application of the best system of emission reduction,
taking into account the cost of achieving such reduction and any
non-air quality health and environmental impact and energy
requirement which the Department determines, and adequately
demonstrates; and

x) “Stationary source” means any building or immobile structure,

facility or installation which emits or may emit any air pollutant.

9
There is no set amount of time that you are required to retain the risk
assessment, but it is best practice to keep it if considered relevant to a
particular task or activity.

What’s More

Exercise 1
Instruction: Cite five (5) examples of hazardous things you can find around
your home and describe how it becomes hazardous. Indicate the safety
measures needed for each to eliminate hazards and risks. Follow the format
below. Write your activity on your activity notebook.
Hazardous Description Safety Measures
Materials/Substances

1.

2.

3.

4.

5.

Exercise 2

Text Twist:

A. Directions: Inside Box A are jumbled letters. Arrange the letters to form
words pertaining to evaluation of hazards and risks. Then write the words
inside Box B. Write your answer on your activity notebook.

Box A Box B

1. SSONIMEI 1.
2. TOISUCFEIN STAWE 2.
3. RAI NTAULTLPO 3.
4. ALCIDME STAEW 4.
5. RNEGEUHOSE ASSEG 5.

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B. Directions: Define at least two of your answer in activity A.
1._________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Have Learned

I have learned that ________________________________________.

I have realized that ________________________________________.

I will apply ________________________________________________.

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 What I Can Do

Activity 1

Instruction: Look at the picture below. Identify and describe the hazards and
risks. Indicate recommendations to eliminate the hazards and risks. Write
your activity on your activity notebook.

Assessment

DIRECTIONS: Identification. Write the letter of the correct answer. Write

your answers in your activity notebook.

A. Stationary source B. Eco-profile

C. Poisonous and toxic fumes D. Emission
E. Philippine Clean Air Act of 1999 F. Waste management
G. Flammable limits H. Ozone depleting substances
I. Ambient air quality guideline values J. Extinguishing media

___1. Those substances that significantly deplete or otherwise modify the

ozone layer in a manner that is likely to result in adverse effects of human
health and the environment
___2. The concentration of air over specified periods classified as short-term
and long-term which are intended to serve as goals or objectives for the
protection of health and/or public welfare.

12
___3. Stated that the State shall protect and advance the right of the people
to a balanced and healthful ecology in accord with the rhythm and harmony
of nature.
___4. Any emissions and fumes which are beyond internationally - accepted
standards, including but not limited to the World Health Organization
(WHO) guideline values.
___5. The collection, transport, processing, or disposal, managing and
monitoring of waste materials.
___6. Fire-fighting material for use on substance that is burning.
___7. Range of concentrations over which a flammable vapor mixed with air
will flash or explode if an ignition source is present.
___8. The geographic-based instrument for planners and decision-makers
which present an evaluation of the environment quality and carrying
capacity of an area.
___9. Any air contaminant, pollutant, gas steam or unwanted sound from a
known source which is passed into the atmosphere.
___10. Any building or immobile structure, facility or installation which
emits or may emit any air pollutant.

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 Additional Activities

Activity 1: WORDSLEUTH

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 15
Assessment What I Know
A.
1. H A. B.
2. I 1. E 1. FALSE
3. E 2. A 2. FALSE
4. C 3. D 3. TRUE
5. F 4. B 4. TRUE
6. J 5. C 5. FALSE
7. G 6. G
8. B 7. F
9. D 8. H
10. A 9. J
10. I
What’s More
Exercise 2
1. EMISSION
2. INFECTIOUS WASTE
3. AIR POLLUTANT
4. MEDICAL WASTE
5. GREENHOUSE GASES
Answer Key
References
“Safe Healthy Work Prevent Harm Biological Hazards.” Comcare.gov.au.
Accessed June 18, 2020. https://www.comcare.gov.au/safe-healthy-
work/prevent-harm/biological-hazards

Cardenas, Elpidio, Fundamental and Elements of Electricity; Philippines,

1989

Institute of Integrated Electrical Engineers of the Philippines, Philippine

Electrical Code, Cubao Quezon City, 2000 Edition

“Hair Beauty and Holistic Therapies Hairdressing.” FE and Vocational.

Accessed November 14, 2020.
https://www.pearsonschoolsandfecolleges.co.uk
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net