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Mercury Curriculum - Front Cover

 

 

 

 

Mercury In Your School and the Community:
A National Issue

is a participatory curriculum that was adapted from
"Mercury In Your Community and the Environment"
(A Wisconsin Curriculum)

 


by the
Mercury in Schools Education Team


Steve Brachman, Waste Reduction Specialist, University of Wisconsin - Extension
Benjamen Jones, Project Assistant, University of Wisconsin - Extension
Steve Skavroneck, Environmental Consultant
Al Stenstrup, Environmental Educator, Wisconsin Department of Natural Resources
Mary Thiry, Youth Development Educator, University of Wisconsin - Extension


This project is sponsored by the U.S. Environmental Protection Agency and the University of Wisconsin - Extension

March 2002

 

 

 

 

 

Table of Contents

Introduction

 

Focus on Mercury - General Information

 

School Information

 

Household Information

 

Mercury in the Environment

 

Mercury In Our World and Community


Introduction

Why Mercury Education

Mercury is a naturally occurring element that can cause health and ecological problems when released to the environment through human activities. Though a national, and even international issue, the mercury problem is best understood when studied at the local level. Use this guide to help your students learn about the health and environmental concerns associated with mercury, find out where it is in their school and homes, and help school officials and family members do something about it.

This curriculum contains background information on mercury and youth-based activities. To obtain the most out of the curriculum, teachers should read over the general information and have the students conduct their mercury I.Q. Teachers do not need to use all of the activities, they can then proceed to any section, according to their curriculum needs, and review the scientific information provided and assign to their students the corresponding activity. However, it is usually a good idea to do Activity 2, the case study, before doing any of the Activities 3 through 10. Activities were designed for High School classes, however many are appropriate for 6th through 8th grade use.

Correlations to National Standards

The teaching activities included in the Mercury In Your School and the Community: A National Issue are interdisciplinary and have been correlated to the National Science Education Standards, the Curriculum Standards for Social Studies, and the U.S. Education Standards for Physical Education and Health Standards.

Only Grade 12 standards were considered. For the Social Studies and Physical Education and Health Standards the Content Standard is listed first and refers to what students should know and be able to do. The Performance Standard is then listed and tells how students will show they are meeting a standard. For the Science Standards only the Content Standard is listed. Only direct relationships are listed and apply only to the main activity the students are involved with.

Social Studies Standards

II. Time, Continuity, & Change

Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:

c. apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;

Activity 8

III. People, Places, & Environments

Social Studies programs should include experiences that provide for the study of people, places, and environments, so the learner can:

b. create, interpret, use, and synthesize information from various representations of the earth, such as maps, globes, and photographs;

Activity 7

k. propose, compare, and evaluate alternative policies for the use of land and other resources in communities, regions, nations, and the world.

Activities 9, 10

VI. Power; Authority, & Goverance

Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can:

j. prepare a public policy paper and present and defend it before an appropriate forum in school and community

Activity 10

X. Civic Ideals & Practices

j. participate in activities to strengthen the "common good" based upon careful evaluation of possible options for citizen action.

Activities 9, 10

U.S. Education Standards - Physical Education and Health Standards

NPH-H.9-12.1 Health Promotion and Disease Prevention
Students will comprehend concepts related to health promotion and disease prevention-

  • Analyze how behavior can impact health maintenance and disease prevention. Activity 2
  • Explain the impact of personal health behaviors on the functioning of body systems. Activity 2
  • Analyze how the environment influences the health of the community. Activities 6, 10
  • Analyze how public health policies and government regulations influence health promotion and disease prevention. Activities 9, 10

NPH-H.9-12.3 Reducing Health Risks

Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks-

  • Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction. Activities 3, 4
  • Analyze the short-term and long-term consequences of safe, risky and harmful behaviors. Activity 2

NPH-H.9-12.4 Influences on Health

  • Analyze how information from the community influences health. Activity 9

NPH-H.9-12.7 Health Advocacy

  • Evaluate the effectiveness of communication methods for accurately expressing health information and ideas. Activities 9, 10
  • Express information and opinions about health issues. Activities 9, 10
  • Demonstrate the ability to work cooperatively when advocating for healthy communities. Activities 9, 10

Science Standards

Content Standard A: Science as Inquiry

As a result of activities in grades 9-12, all students should develop

Content Standard B: Physical Science

As a result of activities in grades 9-12, all students should develop an understanding of

Content Standard C: Life Science

As a result of activities in grades 9-12, all students should develop an understanding of

Content Standard F: Science in Personal and Social Perspectives

As a result of activities in grades 9-12, all students should develop an understanding of

 

Focus On Mercury - General Information

Mercury In Our World

(Excerpted by permission from "Mercury: Get Mad Now, Not Later," a 1994 fact sheet by the Western Lake Superior Sanitary District)

MercuryMercury, also known as quicksilver because it is a silver-colored liquid at room temperature, is an element that does not break down. It occurs naturally and is found in very small amounts in oceans, rocks and soils. It becomes airborne when rocks erode, volcanoes erupt and soil decomposes. It then circulates in the atmosphere and is redistributed throughout the environment. (Click here for a listing of the unique and interesting properties of mercury.)

Large amounts of mercury also become airborne when coal, oil or natural gas are burned as fuel or mercury-containing garbage is incinerated. Once in the air, mercury can fall to the ground with rain and snow, landing on soils or water bodies, causing contamination.

Lakes and rivers are also contaminated when there is a direct discharge of mercury-laden industrial waste or municipal sewage. Once present in these water bodies, mercury accumulates in fish and may ultimately reach the dinner table.

Although mercury has been a very useful element, due to its unique properties, it poses a very real health risk-from direct exposure to mercury, as well as from eating contaminated fish. We can minimize this risk by reducing our use of mercury-containing products and properly disposing of mercury-containing waste.

factoryMercury has been used for thousands of years for a wide variety of purposes. Historical uses, which are no longer prevalent, include: preparing felt for hats, controlling mildew in paints, killing weeds as a component of herbicides, and various medical uses-teething powder, antiseptic ointments and syphilis treatment. It's toxic effects on workers in hat factories in the late 1800's led to the term "mad as a hatter." Mercury is still used for folk medicine and ceremonial purposes in several cultures.

Today, mercury is released to the environment from many sources. It is used in household and commercial products, as well as industrial processes. Coal-fired power plants, incinerators, some manufacturing plants, hospitals, dental offices, schools and even homes have all been found to release mercury. In the home, mercury can be found in fluorescent lights, thermostats, thermometers, and even some children's toys. At school, mercury may be in science and chemistry classrooms, the nurse's office and electrical systems. School and home mercury audit activities in this package provide more detailed information on where to find it and what to do about it.

Mercury Health Issues Mercury Health Effects

Two different forms of mercury are of human health concern. Elemental mercury, which is most toxic in its gas form, slowly vaporizes at room temperature and more quickly when heated. Children playing with elemental mercury can be seriously poisoned by breathing the invisible vapor from mercury spilled in carpeting, furniture or other surfaces.

Elemental and inorganic mercury can be transformed into organic mercury by the bacteria in the bottom mud in water bodies. Unlike elemental mercury, organic mercury (often referred to as "methylmercury") can be readily absorbed in humans. The most likely source of methylmercury exposure is eating contaminated fish, which can result in long-term damage to the kidney, liver and central nervous system. Young children and developing fetuses are most at risk.

Organic mercury tends to increase up the food chain, particularly in lakes. The mud at the bottom of a lake may
have 100 or 1000 times the amount of mercury than is in the water. Worms and insects in the mud extract and concentrate the organic mercury. Small fish that eat these critters further concentrate the mercury in their bodies. This concentration process, known as "bioaccumulation", continues as larger fish eat smaller fish until the top predator fish in the lake may have methylmercury levels in their tissues that are up to 1,000,000 times the methylmercury level in the water in which they live.

Most states advise anglers and their families to reduce their consumption of certain types and sizes of fish either statewide or for individual water bodies. Certain types of store bought fish also have elevated mercury levels. The US Food and Drug Administration has issued consumption advisories relating to mercury for mackerel, swordfish, tilefish, and tuna.

Mercury and Children's Health

The greatest risk of mercury poisoning is for fetuses and young children because their nervous systems are still developing. They are four or five times more sensitive to mercury than adults. Damage occurring before birth or in infancy can cause a child to be late in beginning to walk and talk, and may cause lifelong learning problems. Unborn children can be seriously affected even though the methylmercury causes no symptoms in their mothers.

Mercury Exposure from Cultural and Religious Practices

In the United States, certain Afro-Caribbean and Latin American traditions, including: Santeria, Palo, voodoo, and Espiritismo incorporate the use of elemental mercury in folk medicine and religious practice. Mercury is sold in most botanicas-stores specializing in herbal remedies and religious items used in these traditions. Its use, normally in small, enclosed spaces, combined with the fact that small amounts of mercury can remain for long periods of time, create the potential for very high direct exposures to individuals. Although these religious traditions have been well studied by anthropologists and sociologists, and many medical anthropologists have documented the use of potentially toxic remedies in folk medicine, little attention has been focused on the health implications of toxic substances used in religious rituals and spells.

Availability and extent of use
Several surveys have attempted to characterize mercury use in Latino/a and Afro Caribbean communities. Metallic mercury is available at botanicas in New York, New Jersey, and Pennsylvania, but botanica personnel often deny having mercury for sale when approached by outsiders to these religious and cultural traditions. Actions by public health authorities have driven the mercury trade underground in some locations. In a survey of New York City botanicas, 93% reported selling elemental mercury (about one to four capsules per day). A survey of 115 botanicas in 13 cities in the United States and Puerto Rico found that 99 sold mercury. Another survey of 203 Caribbean and Latin American adults in the New York City area found that 44% of Caribbean and 27% of Latin American respondents reported using mercury.

UsesMercury Necklace
Mercury is typically sold in capsules that contain, on average, about 8 or 9 g (0.3 oz.) mercury. The most common method of use reported by botanica personnel was to carry mercury on the person in a sealed pouch (49%) or in a pocket (32%) as an amulet; sprinkling mercury in the home was mentioned by 29%. Proprietors reported that family members, friends, spiritualists, and card readers recommend mercury to store patrons to bring luck in love, money, or health and to ward off evil. A survey of Latin American and Caribbean New York residents found that burning mercury in a candle, mixing it with perfume, and sprinkling it in the car were also frequently reported uses. Of 28 New York botanicas visited during another survey, 13 prescribed sprinkling mercury on the floor. Mercury poisoning has also been documented in Mexican-American infants fed mercury as a folk remedy for gastroenteritis. Medical anthropologist Robert Trotter identified the use of mercury, as well as lead oxides, for the treatment of empacho, a digestive illness.

Impact
As a result of these practices, living spaces may become contaminated with mercury. Removal of elemental mercury from floorboards and carpets is difficult, if not completely impractical. These mercury practices can be a direct source of contamination not only in the users, but also in their families, people living in adjacent apartments, and any future residents of the premises. The potential liability to present and future landlords is significant, because current and prospective homeowners may raise concerns about health risks related to prior mercury use on the premises. In addition, much of the mercury used in folk medicine and religious practice may be disposed of improperly. One survey found that 64% of mercury users in a study reported throwing mercury in the garbage, 27% flushed it down the toilet, and 9% threw it outdoors. Preliminary interviews with mercury users indicated a lack of knowledge about the inhalation pathway as the primary route of mercury exposure. People seem to know that mercury is toxic and avoid touching or eating it in most cases, but they do not seem to know about how quickly it turns into vapor (gas form) and the inhalation exposure risks associated with that. Several local and national education efforts have been undertaken in the past.

Community involvement, outreach, and education
Because botanicas represent a critical link to health care services in Latino/a and Afro Caribbean communities, it is important to recognize the role of botanicas in providing culturally congruent health interventions in their communities. Botanicas are the first place many turn for general health care services in Latino/a and Caribbean communities; any public health interventions to reduce mercury exposure must work with spiritualists, Santeros, and botanica proprietors. Working cooperatively with botanicas to promote effective substitutes and institute labeling for mercury is more likely to be effective than an adversarial enforcement approach that essentially criminalizes cultural practices. Outreach in Afro-Caribbean and Latino/a communities is a must. Such outreach and education will be most effective if they are coordinated with an effort to characterize the ways mercury use and its hazards are understood in the communities, so that communications can address any gaps in knowledge and provide the most important information to mercury users.

*Previous information taken from "Assessing Elemental Mercury Vapor Exposure from Cultural and Religious Practices," by Donna M. Riley, C. Alison Newby, Tomas O. Leal-Almeraz, Valerie M. Thomas-article published in Environmental Health Perspectives - Volume 109, Number 8, August 2001


July 4, 2001 Posted: 5:51 AM EDT

Thai diners told steer clear of 'toxic' shark fin
BANGKOK, Thailand - The health ministry in Thailand is urging diners to stay away from shark fin soup following reports that the increasingly popular delicacy may contain dangerously high levels of mercury.

On Tuesday a report by environmental pressure group Wild Aid said shark fins found on sale in Thailand contained levels of the heavy metal as much as 42 times the level considered safe for human consumption. Responding to the report, Deputy Public Health Minister Surapong Suebwonglee told Thai television Wednesday that officials were collecting samples of the soup from various restaurants and would be conducting tests over the coming days. He said that until safety tests had been completed diners should avoid eating the dish. Pressure groups have been calling for a halt to the growing trade in shark fins across Asia which they say is cruel, wasteful and having a devastating effect on the shark population. Shark fin soup has been growing in popularity across East Asia where, because of its high price, it is considered a prestigious dish to order at business occasions, weddings and other banquets.

Soaring demand
In Hong Kong, a world center for the shark fin trade, a single bowl of soup can cost more than US$100. To feed this demand environmentalists say millions of sharks are killed each year for the fin trade, most of them taken from waters in the Asia-Pacific region. Wild Aid says that between 1980 and 1997 trade in shark fins more than doubled to 7,000 tons annually. The majority of the sharks are pulled from the sea, have their fins hacked off, and are then thrown back into the water where -- unable to swim without their fins -- they drown. Environmentalists say sharks perform a vital function at the head of the food chain and dwindling shark populations will have a serious effect on the marine eco-system.

Bulked out
In conducting its survey Wild Aid said it had tested samples from 10 fins bought from three dealers in Bangkok's Chinatown. It said all contained dangerously high levels of mercury and were also pumped full of as yet unidentified chemicals. The report said that the need to bulk out fins in this way was a further sign that the shark numbers were decreasing. News that fins may contain dangerously high levels of toxins is being seen as adding further weight to environmentalists' campaigns to stem the trade. Already pressure from such groups had persuaded a number of Asian airlines to stop serving the soup to their business and first class passengers, and last year Taiwanese officials vowed to ban dishes made with shark fins from official banquets. In any case, campaigners say, the fins contain no nutritional value and have little themselves in the way of taste. They say that basically what diners are eating is cartilage, the same material that makes up fingernails or hair.

Shark fin

Even though they are considered a prestigious dish, shark fin consumption pose threat to consumers and to shark population.

*previous article taken from cnn.com

 

What Is Special About Mercury


Even though mercury looks like something from outer space, it is a naturally occurring element that can be found on a periodic table. (Periodic symbol: Hg)

Special or Unique Properties of Mercury
So What?
  • Only metal that is liquid at room temperature.
  • Holds fascination for people of all ages. Special uses in several different cultures.
  • Easily evaporates into the air.
  • A blob of mercury sitting on the table will eventually disappear. The mercury vapors can be extremely dangerous to breathe.
  • Very dense, yet fluid. Density = 13.546 g/cm3(Density of water = 1.00 g/cm3)
  • Just a little bit weighs a lot, yet moves around easily. This is useful in certain medical procedures.
  • Good conductor of electricity.
  • Used in electrical "tilt" switches and other electrical devices.
  • Expands or contracts uniformly with changes in temperature.
  • Used in thermometers and thermostats.
  • Readily combines (amalgamates) with other metals.
  • Dentists use a combination of mercury and silver, called "amalgam," which is used to fill cavities in teeth.
  • Kills bacteria and fungi.
  • Previously used in pesticides, paints and on people to kill germs!


Table of elements

 

Activity 1 - Mercury I.Q.

Handout to students to test their mercury I.Q.

mercury banner

1. What is mercury?

a. A type of tree found in the rainforest
b. An element on the periodic table (symbol: Hg)
c. A liquid aliens like to put on their hamburgers

2. What is another common name for mercury?

a. Quicksilver
b. Space goo
c. There are no other names for mercury

3. What can mercury be found in?

a. Switches
b. Thermostats
c. Thermometers
d. All of the above

4. What animals are most likely to have elevated mercury levels in tissues?

a. Large fish
b. Snakes
c. Birds that live in a rainforest

5. Mercury is used in:

a. Dental fillings for cavities
b. Fluorescent lamps
c. Cars
d. All of the above

6. Mercury is mined today in what countries? (Mark all that apply)

a. U.S.
b. Spain
c. Mexico
d. Russia

7. Some states or local governments have passed bans on the sales of:

a. Mercury thermostats
b. Mercury thermometers
c. Fluorescent lights
d. All of the above

8. Mercury is the only known metal that is liquid at 72 degrees: True or False

9. Mercury can be very dangerous: True or False

Answer Sheet for activity 1

1. b 2. a 3. d 4. a 5. d
6. b 7. b 8. True 9. True  

 

 

School Information


Mercury Awareness for School Teachers



WHAT IS MERCURY?

Mercury is a silvery liquid metal at room temperature. Mercury conducts electricity, expands uniformly with temperature and easily forms alloys with other metals. For these reasons, it is used in many products found in homes and schools. Mercury is also an element that occurs naturally in the earth's surface. It does not degrade and is not destroyed by combustion. Instead, mercury changes into a vapor that can travel long distances when volatilized. Mercury cycles between soils, the atmosphere and surface waters. Its toxicity can endanger living organisms and produce adverse health effects in humans.

WHY IS MERCURY A CONCERN?

There have been many incidents involving mercury spilled in schools, school buses or school property that cause alarm and require cleanup. Sometimes mercury comes from inside the school, and sometimes mercury is brought into the school from the community. Mercury that is spilled or spread through a school creates an immediate health issue, and may require expensive cleanup and monitoring.

Spilled mercury can evaporate at room temperature and easily be inhaled by the room occupants. Spilled mercury can spread long distances and settle in cracks and porous materials like cloth, carpet or wood, slowly emitting vapors over a long period of time. Mercury vapor is colorless, odorless and tasteless. Short-term exposure to a high concentration of mercury or mercury vapors can lead to nausea, shortness of breath, bronchitis, migraine headaches, and fatigue. Long-term exposure to mercury can result in damage to the nervous system, kidneys and liver. Symptoms include tremors, numbness in the fingers and toes, loss of muscle control, memory loss and kidney disease. Children, fetuses, and women of childbearing age are the most at risk for mercury poisoning. Mercury should be handled carefully, especially around children.

FishMercury is also a concern in the environment. Improper disposal of mercury-containing products is one way that mercury is released into the air,land and water. Mercury easily enters its vapor form, and can travel long distances. Mercury that reaches lakes, rivers and streams can be converted into methylmercury by bacteria in the water. Methylmercury builds up in wildlife tissue, especially in fish. As larger fish eat smaller fish, the mercury concentrates travels up the food chain. Methylmercury can move up the food chain and create a risk for people who eat fish.

It does not take a lot of mercury to have negative environmental consequences. Researchers estimate that if one gram of mercury-one-seventieth of a teaspoon enters a 20-acre lake every year from the atmosphere, that minute amount is enough to raise the mercury levels in the fish. Methylmercury in large fish can be thousands of times greater than levels in the surrounding water.


Mercury Awareness for School Teachers

WHAT CAN SCHOOLS AND TEACHERS DO TO REDUCE THE PRESENCE OF MERCURY IN SCHOOLS?

classroomHelp educate students, other teachers and administrators about the health hazards and environmental fate of mercury; promote proper management and recycling of mercury and mercury-containing products; eliminate the use of mercury wherever possible at schools; prevent mercury spills and know what to do if a spill occurs; promote the use of alternative products that do not contain mercury; and promote energy efficiency.

LEARN MORE ABOUT MERCURY

Teachers can educate students about mercury by including it as part of their lesson plans. One of the best resources is the Mercury in Schools Pollution Prevention project, located at http://www.mercuryinschools.uwex.edu

REDUCE THE USE OF MERCURY AND MERCURY-CONTAINING PRODUCTS

To reduce the presence of mercury at school, you have to know where to find it. Interestingly, mercury can be found in a lot of places, some obvious and some you would not expect. You would expect to find mercury in science classrooms and the laboratory, but you can also find it throughout the school, in the cafeteria and in the nurse's office. It is worthwhile for schools to replace mercury-containing equipment or choose to purchase products that contain less mercury to reduce the long-term impact on the environment.

Pollution prevention examines the causes of waste and pollution to figure out the best way to reduce it. Pollution prevention avoids generating pollution at the source rather than trying to control it afterwards. This is also called "source reduction." Always reduce waste before recycling. Avoid products containing mercury if substitutes are available.

Classrooms, facilities and grounds
School classrooms and facilities may have mercury containing thermostats, thermometers, barometers and silent wall switches. It is simple and economical to find mercury-free alternatives for these. Approximately 75 percent of thermostats currently in use contain mercury. Electronic devices are often excellent alternatives, though many digital devices may have mercury-containing batteries, so it is best to use devices that allow you to replace the batteries with batteries free of mercury.

fluorescent lampThe lamps in the gymnasium and parking lot are generally referred to as high intensity discharge (HID) lamps, and they contain mercury. Even fluorescent and neon lamps have some mercury. However, greater energy efficiency of fluorescent lamps reduces the amount of mercury discharged by power plants generating electricity. There are also low-mercury alternatives that contain less mercury than older lamps.

Other items that contain mercury include button cell batteries and old microwave ovens that could be in the school's cafeteria. Newer microwaves do not contain mercury. Batteries now contain much less mercury, but the mercury content is still worth considering. Button batteries may contain up to 25 milligrams of mercury per battery. Some lithium button batteries may be free of mercury. It is always best to send old lamps and batteries to a recycling facility.

The janitorial and grounds staff also need to be aware of the materials they are using. Old latex paint produced before 1992 may contain mercury to act as a fungicide. Pesticides produced before 1994 may also contain mercury. If old mercury containing paints or pesticides are still at the school, dispose of them properly as hazardous waste. Newer paints and pesticides do not contain mercury.

Laboratories
lab equipmentsUnlike other class- rooms, laboratories may have a lot of thermometers, air pressure gauges, mercury compounds and elemental mercury for use by the students. Mercury may have been used historically in a school's laboratory, and the laboratory may still have containers of mercury or mercury compounds in storage.

There are several mercury-free thermometers available, including red alcohol and digital thermometers. Generally, alcohol or electronic thermometers are sufficiently accurate and readily available. If mercury is used in experiments, often it is possible to use other chemicals to illustrate the same chemistry principles, or do microscale experiments to reduce the amount of materials necessary and reduce the need to have large quantities of mercury at the school. If mercury is used as part of the curriculum, make sure to have a mercury spill kit available, and that staff are trained in its use.

Nurse's Office
blood pressure guageThe nurse's office may have the most elemental mercury in the school, including thermometers and blood pressure measuring devices. Blood pressure gauges or sphygmomanometers may contain several pounds of mercury. Aneroid blood pressure devices and digital thermometers are available, and are as accurate as mercury-containing ones. There are also nasal sprays and contact lens solutions that contain thimerosal, phenylmercuric acetate or phenylmercuric nitrate. These compounds all have mercury in them, and have mercury free alternatives.

ENERGY EFFICIENCY

light bulbElectricity generation is currently the largest source of mercury emissions in the United States. Practicing energy conservation by using energy efficient products and practices reduces the amount of mercury released by power plants and reduces the amounts of other pollutants released as well. Energy efficiency also reduces carbon dioxide, sulphur oxide and nitrogen oxide releases, and makes good economic sense.

 

PROPER MANAGEMENT AND RETIREMENT OF MERCURY-CONTAINING DEVICES

Many mercury-containing products can be recycled. Mercury metal, thermostats, batteries, thermometers and fluorescent lights are some products that can and should be safely recycled.

IN CASE OF A SPILL

By being aware of, and by properly maintaining and replacing mercury products with mercury-free alternatives, the risk of a mercury spill is greatly reduced. If a spill does occur, it is important to have a plan to address it. The safest and best way to clean up a mercury spill is by hiring a licensed professional contractor. When mercury spills or an item containing mercury breaks, carefully evacuate the area around the spill and move students to a different room. Mercury and its vapors are very difficult to remove from clothes, carpet, floors, walls, and furniture. Keep everyone away from the area to prevent them from inhaling the mercury, since it can evaporate quickly. Never wear shoes or clothing that are contaminated with mercury, since it is absorbed in cloth and easily spread from one place to another. If possible, open windows to ventilate the spill area to the outdoors. Close the doors and place signs prohibiting entry on the entrances to the impacted rooms. Contact the school maintenance personnel to turn off heating, air-conditioning systems and fans. This will help avoid circulating contaminated air to other rooms. NEVER clean up a spill with a vacuum cleaner. This contaminates the vacuum and circulates mercury into the air. Do not use brooms or paintbrushes to clean up, since mercury will disperse into smaller beads and be harder to collect.

*information taken from Ohio EPA, Office of Pollution Prevention http://www.epa.state.oh.us/opp/schoolt1.pdf

 

hazardous chemicalsActivity 2 - Case Study of Mercury Contamination in a School

 

Purpose
To create an awareness within students that mercury exposure in schools is occurring and can cause health risks.

Objective
Students will demonstrate their understanding of mercury issues in schools by discussing a news story.

Materials

  • Article from the Detroit Free Press, "Teacher placed on paid leave after toxic science experiment"
    *Note that state-specific case studies are available by clicking on your state on the national map on the Mercury in Schools web site at www.mercuryinschools.uwex.edu
  • Press release from the Agency for Toxic Substances and Disease Registry (ATSDR), "ATSDR and EPA Warn The Public About Continuing Patterns Of Elemental Mercury Exposure"

Procedure
Assign the above article and press release to be read prior to class. Assign different students to lead the discussion of any or all of the following questions (and/or questions that you develop for this activity). This involves preparing a brief introduction for the topic and facilitating discussion of the question among the other students.

Discussion Questions

  • Why should we be concerned about mercury?
  • What are some of the symptoms of exposure to mercury?
  • Why are young children and fetuses more vulnerable to mercury exposure than adults?
  • What are some of the different ways that we can be exposed to mercury?
  • How does mercury move around in the environment?
  • What would you advise your parents to do if they discovered a broken mercury thermometer in the house?
  • What would you do if you came across a jar of mercury in someone's garbage or in an abandoned lot?
  • What dangers are associated with the use of mercury as folk medicine or for religious practices?
  • What are some of the special properties of mercury that make it different from other materials?
  • Do you think there is mercury in this school? Where?
  • Do you think there is mercury in your home? Where?
  • Why is it so hard to clean up mercury after it has spilled?

Article taken from Detroit Free Press:
"Teacher placed on paid leave after toxic science experiment"
December 4, 2001 1:56 P.M.

GRAND LEDGE, Mich. (AP) --A middle school teacher is on paid leave while district officials investigate why he allowed students to touch mercury during an experiment.

Up to 27 sixth-grade science students at Hayes Middle School were directly exposed to the toxic liquid metal while doing a physical science experiment in teacher Paul Cherry's class last week, district spokesman Steve Krumm told the Lansing State Journal for a story Tuesday.

Officials in the Eaton County district about 10 miles west of Lansing became aware of the exposure Friday and brought in health officials to assess the health risks.

On Monday, Cherry's classroom was blocked off from use. Superintendent Marsha Wells issued a news release on the incident but refused to answer specific questions.

Cherry has declined comment.

Three Barry-Eaton District Health Department employees worked about 16 hours Friday and Saturday to test for mercury and advise school officials about what to do, said Jim Rutherford, Barry-Eaton director of the environmental health division.

Health officials also visited the homes of the teacher and students to make sure the mercury wasn't spread, he said. A few book bags and clothing items were collected. "All in all, it's a fairly contained situation," Rutherford said.

There were two bottles containing mercury in the classroom, each with less than two tablespoons of mercury, Rutherford said.

 

"Any amount of mercury can become very harmful if it is vaporized," he said.

High levels of mercury -- found in old glass thermometers and fluorescent lights -- can cause kidney failure, central nervous system damage and even death.

Grand Ledge High School junior Alicia Arritt said Cherry let her class touch mercury five years ago in a sixth-grade science class at Grand Ledge's Beagle Middle School.

Cherry held the mercury and told the students then they could touch it if they wanted to, Alicia said. "He didn't make it seem dangerous at all," she said. Alicia didn't handle the mercury.

The district hired Marine Pollution Control, a Detroit-based environmental health consulting firm, to do the cleanup at Hayes. Mercury traces were found in the classroom and lockers of five students, according to the news release. Equipment and furniture are being replaced in the affected classroom.

Barry-Eaton District Health Department will write its report on the incident and provide copies for the Michigan Department of Community Health and Grand Ledge Public Schools, Rutherford said.

By Dec. 31, 2004, Michigan school districts must remove all instruments containing mercury that are handled by children, according to recent state law.

"This is great information to go out in the school system and tell people why we want mercury out of the schools system," Rutherford said. "It does happen and it will happen."

This can be found online at:
www.atsdr.cdc.gov/alerts/970626.html

For more information, contact:
Loretta Bush
ATSDR Office of Policy and External Affairs
(404) 639-0601
e-mail: lob3@cdc.gov

 

ATSDR and EPA Warn the Public about Continuing Patterns of Elemental Mercury Exposure

Elemental (or metallic) mercury is a hazardous chemical that can cause serious health problems. Children (especially very young children) and fetuses are most vulnerable. The Agency for Toxic Substances and Disease Registry (ATSDR), part of the U.S. Public Health Service, and the Environmental Protection Agency (EPA) are jointly issuing an alert to the general public. There is a continuing pattern of elemental mercury exposure in children and teenagers and in persons using certain folk medicines or participating in certain ethnic or religious practices.

ATSDR and EPA strongly advise against the use of uncontained elemental liquid mercury (that is, mercury not properly enclosed in glass as it is in thermometers) in homes, automobiles, day care centers, schools, offices, and other public buildings.

It is important for the general public to understand that either short-term or long-term exposures to elemental mercury can lead to serious health problems. Human exposure to elemental mercury occurs primarily from breathing contaminated air. Other forms of mercury can be absorbed by drinking contaminated water, eating food (usually fish containing mercury), and from skin contact. At high levels, elemental mercury can effect the nervous system and may harm the developing fetus. Other forms of mercury can damage other organs. Even at low levels, elemental mercury can cause health problems. Elemental mercury exposure can cause harm before symptoms become evident. Once released into the environment, mercury is very hard to clean up. If it is left unattended where exposures can occur, it can have dangerous effects on human health.

Incidents involving Schoolchildren

  • In recent years, increasing numbers of elemental mercury spills and contamination involving schoolchildren have been reported.
  • In August 1994, more than 500 students in Belle Glade, Florida, were contaminated with elemental mercury after three children found 4 jars (totaling 55 pounds) of mercury in an abandoned van. The local hazardous waste materials team decontaminated the children (removed contaminated clothing and washed the elemental mercury from their skin). More than 20 families had to be evacuated while their homes were decontaminated.
  • In November 1994, college students at Florida Atlantic University in Boca Raton, Florida, removed elemental mercury from one of the school's laboratories. Students living in the dormitory were evacuated and housed in a local hotel while the dormitory was decontaminated.
  • In June 1996, elemental mercury was taken from a middle school in St. Joseph, Missouri, and used in and outside of school by a group of teenagers. Approximately 200 children were tested for mercury exposure; one child was hospitalized and another five underwent outpatient treatment to remove the mercury from their systems; 20 other children had mildly elevated mercury levels. Two homes and a car required extensive decontamination.
  • In October 1996, a high school in Oskaloosa. Kansas and a convalescent home in Johnson County, Kansas, were contaminated with elemental mercury; 52 students and an unknown number of residents of the home were tested. On the basis of ATSDR recommendations, the school was closed for a week until indoor air levels were safe. A month later, sampling at the school identified an increase in air mercury concentrations. ATSDR re-evaluated the school and did additional cleanup.
  • In November 1996, ATSDR again assisted state health officials and EPA in evaluating contamination at a high school and a home in Dallas, Pennsylvania, near Wilkes-Barre. Four areas in the school had levels of elemental mercury contamination that required cleanup.
  • In March 1997, a middle school student on his way to school found elemental mercury on the street in front of his home in Montgomery County, Pennsylvania. The student took the mercury to school and shared it with three to four classmates. Also, in March 1997 a broken mercury thermometer was discovered after school on the floor of a bathroom stall in the boys' bathroom. One thermometer was confirmed missing from the science department's inventory. The school was found to be clear of contamination with the exception of one science laboratory and the carpet in a classroom. Two homes required decontamination.

Schoolteachers, particularly science teachers, and administrators need to be aware of students' interest in mercury, especially elemental mercury, and take steps to ensure that children are aware of its dangers and that any mercury kept in school is safely and securely contained.

Incidents involving religious practices
Persons who use elemental mercury in ethnic folk medicine and for religious practices are at risk. Elemental mercury is sold under the name "azogue" in stores (sometimes called botanicas), which specialize in religious items used in Esperitismo (a spiritual belief system native to Puerto Rico), Santeria (a Cuban-based religion that venerates both African deities and Catholic saints), and voodoo.

The use of azogue in religious practices is recommended in some Hispanic communities by family members, spiritualists, card readers, and santeros. Typically, azogue is carried on one's person in a sealed pouch prepared by a spiritual leader or sprinkled in the home or automobile. Some botanica owners suggest mixing it in bath water or perfume and placing it in devotional candles.

General facts
The following are general facts about elemental mercury and its risks, as well as information about how people can protect themselves from exposure and resulting health effects.

What is mercury and how is it used?
Mercury occurs naturally in the environment in several forms. Elemental mercury is the liquid form used in thermometers. Mercury is also used in other common consumer products such as fluorescent light bulbs, barometers, medical equipment such as blood pressure measurement instruments, and mercury switches in children's sneakers that light up. This alert concentrates on elemental mercury, but hazards are also associated with other types. Of these, the most common is methylmercury contamination of fish.

How could I be exposed to mercury?
In the previously described school-associated cases, children were unaware of the dangers involved in exposing themselves and their families to this deadly poison. Adults are also often unaware of the hazards associated with mercury; some have even brought it home from work for children to play with. Just one-half teaspoon of mercury spilled in the home can be dangerous.

Adults using certain folk medicines or participating in certain religious or ethnic practices may also expose themselves and their families to elemental mercury's effects. Because elemental mercury vaporizes into the air at room temperatures, it presents an immediate health risk to anyone spending a significant amount of time in a room where elemental mercury is sprinkled or spilled onto the floor, or where opened containers of elemental mercury are present. Very small amounts of elemental mercury (for example, a few drops) can raise air concentrations to levels that may be harmful to health.

How does mercury affect health?
At high levels, elemental mercury can cause effects on the nervous system and the developing fetus. Other forms of mercury can damage other organs. Even at low levels, elemental mercury can cause health problems. Mercury exposure can begin to cause harm before symptoms become evident. Once symptoms do arise, health problems related to elemental mercury poisoning can include tremors, changes in vision or hearing, insomnia, weakness, difficulty with memory, headache, irritability, shyness and nervousness, and a health condition called acrodynia. Acrodynia, which results from acute and/or intermediate duration dermal exposures to elemental mercury, is characterized by itching, swelling, and flushing; pink-colored palms and soles of the feet; excessive perspiration; rashes; irritability; fretfulness; sleeplessness; joint pains and weakness. Children exposed to elemental mercury for long periods may have trouble learning in school. Exposure to mercury can result in communication and learning disabilities that may be irreversible. Pregnant women and their fetuses and women of childbearing age are especially vulnerable to the toxic effects of elemental mercury because it readily passes from the mother to the fetus. Mercury may accumulate in higher concentrations in the unborn baby than in the mother. Young children, who often play on the floor where metallic mercury may have been spilled, are particularly at risk for effects on the central nervous system. Mercury vapors are readily absorbed into the bloodstream from the lungs, and the human central nervous system, which is still developing during the first few years of life, may be damaged.

Health effects can result from short-term or long-term exposure. The body gets rid of mercury through the urine and feces. Removal of this substance from the body can take up to several months after exposure. When mercury levels in the body are extremely high, "chelation" therapy is necessary. Chelation therapy is an unpleasant treatment that involves putting a chemical into the bloodstream; the chemical combines with the mercury to aid in its removal from the body. Prevention is the key to avoiding poisoning in homes, schools, and families.

What is mercury contamination and how can I prevent it?
Mercury contamination results from exposure through the air, water, food, soil, or direct contact. Exposure to elemental mercury occurs when it is not stored in a closed container. Contamination may include the spilling of elemental mercury on clothes, furniture, carpet, floors, walls, the natural environment, and even the human body. Elemental mercury and its vapors are extremely difficult to remove from such items as clothes, furniture, carpet, floors, and walls. The vapors will also accumulate in walls and other structures in contaminated rooms. The contamination can remain for months or years, posing a risk to exposed individuals. The use of elemental mercury in a home or apartment not only poses a threat to persons currently residing in that structure, but also to those who subsequently occupy that dwelling and are unaware of the past mercury use.

Avoid using elemental mercury. Appropriate substitutes are available for nearly all uses of elemental mercury. Therefore, be sure you need to use it. If substitutes are not available, make arrangements to safely dispose of whatever elemental mercury you might have by calling your local poison control center. If you do need to use elemental mercury, make sure it is safely stored in a leakproof container. Keep it in a secure space (e.g., a locked closet) so that others cannot easily get it. Use of elemental mercury in a controlled environment helps to reduce the risk that contamination will occur.

Can I clean up mercury with a vacuum cleaner?
Never use a vacuum cleaner. Using a vacuum cleaner causes elemental mercury to vaporize in the air, creating greater health risks. It also ruins the vacuum cleaner.

Can electronic equipment collect mercury vapors?
Elemental mercury vapors can accumulate in electronic equipment, especially computers. When the computer is turned on, the mercury revaporizes. This cycle of elemental mercury collecting and vaporizing from computers has been seen in several incidents in schools.

Mercury vapors are very dangerous and are virtually undetectable. Avoid breathing mercury dust, vapor, mist, or gas. Avoid contact with eyes, skin, and clothing. If you feel you have been exposed directly to elemental mercury, wash thoroughly after handling. Remove contaminated clothing and wash before reuse. If someone has breathed in mercury, provide as much clean air as possible.

What should I do to keep my home safe?
Care must be taken in handling and disposing of all items in the home that contain elemental mercury. Elemental mercury is used in a variety of household and industrial items including thermostats, fluorescent light bulbs, barometers, glass thermometers, and some blood pressure machines.

Example
If a thermometer breaks, remove children from the area. Clean up the bead of elemental mercury by carefully rolling it onto a sheet of paper or sucking it up with an eye dropper. After picking up the mercury, put it into a jar or airtight container. Do not wash it down the drain or throw it outside. The paper or eye dropper should also be bagged and disposed of properly according to guidance provided by environmental officials or your local health department. Try to ventilate the room to the outside and close off from the rest of the home. Use fans for a minimum of one hour to speed the ventilation. If larger amounts of elemental mercury are found (for example, a jar), make sure that the mercury is in an airtight container and call your local health department for instructions in how to safety dispose of it. If a larger amount is spilled, leave the area and contact your local health department and fire authorities. Do not simply throw it away, but instead seek professional guidance from environmental officials or your local health department.


Important Telephone Numbers

phone ? Agency for Toxic Substances and Disease Registry (ATSDR) Emergency Response
? Hotline (24 hours): (404) 639-0615
? National Response Center: 1-800-424-8802
? Superfund Information Hotline: 1-800-424-9346
? You may also call your local health department

 

Activity 3 - School Mercury Audit

Now it is time to conduct a Hg school audit!!

Purpose

Schools are places where mercury and children may come together. They are also places where we can model appropriate health and environmental protection behaviors. Lastly, schools can also be catalysts for reducing mercury in homes of their students (and staff.)

Objectives

  • Involve students in a meaningful, real-life opportunity to do something about an environmental problem at their school.
  • Reduce or eliminate opportunities for students and staff to come in contact with mercury.
  • Prevent the release of mercury into the environment from mercury or mercury-containing devices at school, by properly disposing of Hg.

Materials

  • "Mercury At School: Where To Look And What To Look For", information about conducting a school mercury audit.
  • Copies of Mercury Audit Checklist (one per team)

Procedure

  • Obtain approval from your principal.
  • Discuss the audit with your school's engineering and/or janitorial staff.
  • Introduce the topic of mercury to the class, using any or all of the materials included in the Focus on Mercury section of this package.
  • Hand out copies of "Mercury at School: Where To Look And What To Look For" to students and ask them to review it ahead of time.
  • Divide your school or classroom up and assign research teams to cover specific areas. (Obtaining the building blueprint would be very helpful but is not necessary.)
  • Now have the students develop an audit "plan," i.e. what will they look for, who will they talk to, and what will they ask? They may wish to map the locations of mercury or suspected locations.
  • Conduct the audit using the mercury audit form or a form designed by
    the students.
  • Have students discuss the results with the principal, science teachers, school nurse, and engineering and/or janitorial staff. Make recommendations for safely recycling mercury and replacing mercury-containing products or equipment, as appropriate.

 

Mercury at School: Where to Look and What to Look For

Science, Chemistry, Physics and Biology Classrooms

Check for: pure mercury, mercury compounds, thermometers, barometers, or other devices that may contain mercury

Why?: Mercury and mercury compounds were used in various experiments. They may or may not be used now, but they may still be in the cabinet or chemical closet. Mercury thermometers, barometers, or other mercury containing devices may be used in science, chemistry, biology and physics classes.

Alternatives: Other chemicals can be used in class experiments to illustrate science or chemistry principles. Alcohol or electronic thermometers are readily available and sufficiently accurate.

Who to Talk to: Chemistry and other science teachers

tubesQuestions to Ask:
(1) Are mercury or mercury compounds currently used in class?
(2) If they are being used, could other chemicals replace them?
(3) Do you know if these have been used in the past in science classes in this school?
(4) Are these being stored in a closet, cabinet or elsewhere
(5) How many mercury thermometers or other mercury devices are in the classroom?
(6) Have you ever experienced a spill of mercury or a broken thermometer in your class room?
(7) Is a spill kit readily available, if a spill occurs?
(8) Are you familiar with the proper spill control procedures for mercury?

Possible Actions: Make sure any mercury, mercury compounds, or thermometers are in non-breakable containers. These should all be collected by school engineering and/or janitorial staff, held in a safe, secured area prior to recycling them.

Your school should not wait for mercury thermometers to break before replacing them with non-mercury alternatives. If a barometer is to be retained, make sure it is protected by a Plexiglas or similar enclosure. If mercury thermometers or barometers will not be replaced at this time, obtain spill kits for the science classrooms and storage rooms. Make sure that at least several staff people are trained in proper spill control procedures.

Nurse's Office

Check for: thermometers, blood pressure measuring device(sphygmomanometer), nasal spray and contact lens solution

Why?: Mercury thermometers are used to check for fever. Sphygmomanometers can contain up to several pounds of mercury.
Nasal spray and contact lens solution may contain thimerosal (an ingredient that has mercury in it), phenylmercuric acetate or phenylmercuric nitrate.

Alternatives: Alcohol or electronic thermometers are readily available.
Aneroid blood pressure devices are just as effective as the mercury versions.
Many brands of nasal spray and contact lens solution do not contain mercury, however the labels do not always indicate which ones are mercury free.

Who to Talk to: School Nurse

Questions to Ask:
(1) How many mercury thermometers are in the nurse's office?
(2) Have you ever experienced a broken thermometer?
(3) Is a spill kit readily available, if a spill occurs?
(4) Are you familiar with the proper spill control procedures for mercury?
(5) Do you use a sphygmomanometer? If yes, have you considered replacing it with an aneroid blood pressure device that does not contain mercury?
(6) Do you stock nasal spray or contact lens solution? If yes, have you contacted the manufacturer to make sure they do not contain mercury?

Possible Actions:
Make sure mercury thermometers are in non-breakable containers.
These should all be collected by school engineering or janitorial staff and held in a safe, secured area prior to recycling them.
Do not wait for mercury thermometers to break before replacing them with alcohol or electronic alternatives.
Replace sphygmomanometers with aneroid blood pressure devices.
If mercury thermometers or sphygmomanometers will not be replaced at this time, obtain a spill kit for the nurse's office. Make sure that the nurse(s) are trained in proper spill control procedures.
Use up existing stock of nasal spray or contact lens solution containing mercury and then purchase mercury-free alternatives.

Electrical And Heating Equipment

Check for: thermostats, "silent" light switches and recycling of fluorescent light bulbs

Why?: Thermostats are used to control the temperature in buildings. Approximately 75% of thermostats in use today contain mercury. Many "silent" light switches contain mercury. Each fluorescent tube in overhead lighting fixtures contains a minute amount of mercury. However, your school probably uses a large number of these fluorescent bulbs throughout the building, so the total amount of mercury can be significant.

Alternatives: Electronic thermostats and non-mercury switches are widely available. Fluorescent bulbs should be recycled, rather than thrown out.

Who to Talk to: School engineering or janitorial staff

Questions to Ask:
(1) How many thermostats and "silent" light switches are there in your school building?

(2) How many of these contain mercury?

(3) How are used fluorescent bulbs managed? Are they recycled or thrown out in the trash?

 

(4) If they are recycled, how and where are they stored before they are taken from the building for recycling? How are they protected to avoid breaking them?

 

Possible Actions:
Place stickers (designed by the students) on any mercury thermostats or silent switches that indicate:
(1) This device contains mercury.
(2) When this device is disposed of, the mercury should be recycled.
(3) When purchasing a replacement, a mercury-free model should be chosen.

Notify the purchasing department to try to get mercury-free thermostats or light switches when purchasing replacements. Many HVAC contractors will recycle mercury thermostats.

Your school should recycle used fluorescent bulbs by replacing them in their original box in a safe, secure storage area until they are picked up by a recycling contractor.

Fluorescent & High-Intensity Discharge (HID) Lamps

fluorescent and HID lampsWhich Lamps Contain Mercury?
o fluorescent lamps
o mercury vapor lamps
o metal halide lamps
o high-pressure sodium lamps
o neon lamps

Why Use Fluorescent and HID Lighting?
Fluorescent and HID lighting is an excellent business and environmental choice because it can use up to 50 percent less electricity than incandescent lighting. However, used fluorescent and HID lamps must be managed properly because they contain mercury.

How Do I Dispose of the Lamps?

  • Store lamps in an area and in a way that will prevent them from breaking, such as in boxes the lamps came in or boxes supplied by lamp recyclers.
  • Mark the lamp storage area with the words "Fluorescent lamps for recycling."
  • Do not break or crush lamps because mercury may be released.
  • If lamps are accidentally broken, store them in a sealed container. Pick up spilled powder and add it to the
    sealed container.
  • Take lamps to a consolidation site* or arrange with a lamp transporter to pick them up. Contact your city, county or state environmental office or solid waste office for services available in your area. To protect yourself from future liability, save the invoices that track your used lamps and include the following information:
    • the date of shipment
    • the number of lamps
    • the location from where the lamps are being shipped
    • the destination of the shipment

*These services may not be available in your area.

 

Mercury Audit: Assessment Checklist for Schools

Science, Chemistry, Physics, Biology Rooms
Item
No
Yes
Use?
How Many/ How Much?
Location?
Elemental Mercury          
Mercury Thermometers          
Mercury Barometers          
Mercury Vacuum Gauges          
Hg Spectral Tubes          
Mercury Molecular Motion Device          
Mercury Sling Psychrometer          
Mercury Compounds          

Mercury oxide

         

Mercury (II) chloride

         

Mercury (II) sulfate

         

Mercury nitrate

         

Mercury iodine

         
Zenker's Solution          
Other Mercury Materials          

 

Nurse's Office/Medical
Item
No
Yes
Use?
How Many/ How Much?
Location?
Mercury Fever Thermometers          
Sphygmomanometers (Blood Pressure Devices) - with silver liquid          
Nasal Spray          
Contact lens solution          

 

Facilities
Item
No
Yes
Use?
How Many/ How Much?
Location?
Fluorescent Lamps          
Mercury Thermostats          

Mercury Vapor Lamps, Metal Halide Lamps, High-Pressure Vapor Sodium Lamps

         
Mercury Gauges          
"Silent" Light Switches          
Mercury Float Control Switches (e.g. on Sump Pumps)          
Flow Meters with Mercury Switches          
Other equipment with mercury switches          
Older fungicides and pesticides (prior to 1991)          

 

Other
Item
No
Yes
Use?
How Many/ How Much?
Location?
Mercury Cooking Thermometer          
True Vermillion Paint (contains mercuric sulfide)          
Cadmium Vermillion Red          
Mercury Oxide/Mercury Zinc Batteries (old alkaline type, prior to 1996 and button batteries)          

*form attained from newmoa.com at http://www.newmoa.org/Newmoa/htdocs/prevention/mercury/schools/checklist.cfm

 

house Household Information

Household Mercury

The following information illustrates how the average household contributes to the use and release of mercury to the environment. The idea is to provide a sense of how our daily activities, as well as devices and products in our homes, contribute to the overall picture of mercury release and use.

Charts are provided to show percentages of where mercury is most likely found in homes, "Presence/Use of Mercury in Households," and what contributes most to the release of mercury, "Annual Mercury Releases from Households." Mercury "releases" are defined very broadly and include air emissions, discharges to streams, lakes or sewers, and placement in landfills. The following types of uses or releases from households have been documented:

  • coal combustion to produce electricityswitch, washer and dryer
  • fluorescent lamps
  • gasoline combustion in motor vehicles
  • heating oil combustion
  • appliance switches (chest freezers, washing machines)
  • automotive switchesoven
  • thermostats
  • dental fillings
  • wastewater discharged to sewers
  • button batteries
  • gas-pilot ranges
  • light switches
  • thermometers

car

Mercury Releases Chart

Use of Mercury Chart

Adopted from "Mercury Source Sector Assessment for the Greater Milwaukee Area" by the Pollution Prevention Partnership and Milwaukee Metropolitan Sewage District, 1997

 

Activity 4 - Hunt for Mercury At Home

Purpose
Students will expand their school efforts by looking at where mercury occurs in their homes.

Objectives

  • Involve students in a meaningful, real-life opportunity to do something about an environmental problem at home.
  • Reduce or eliminate opportunities for students and their families to come in contact with mercury.
  • Prevent the release of mercury into the environment from mercury or mercury-containing devices at home.
  • Students will be able to analyze and then determine the level of threat of mercury in their home

Materials

Procedure

  • If appropriate, get the permission of your principal and then inform your parent organization
  • Introduce the topic of mercury to the class, using any or all of the materials included in the Focus on Mercury section of this package (pages 1-11). Consider doing one or more of the other mercury related activities first.
  • Try to find out the local contacts for household hazardous waste collection and add these to the bottom of the third page of "Hunt for Mercury at Home." The sewage treatment plant or Dept. of Public Works are good places to find out if there is a household hazardous waste collection program in your area.
  • Hand out copies of "Hunt for Mercury at Home" to students and allow them 3-7 days to complete the