Activity 001: Emergency Response Drill — Plasma Cutting Scenarios¶
Activity ID: U5M4-ACT-001 Duration: 35 minutes Objective: Students will practice emergency response procedures for plasma cutting incidents through scenario-based drills, building muscle memory for critical safety actions. Group Size: 3-4 students
Overview¶
Through a series of instructor-narrated emergency scenarios, students will physically demonstrate the correct response actions. The machine will be OFF — this is a response procedure drill, not a live emergency. Each group rotates through roles (first responder, assistant, caller, observer) to ensure everyone practices each function.
Materials & Equipment Needed¶
- CNC plasma table (POWERED OFF — E-stop engaged, main power disconnected)
- Fire extinguisher (expired/training unit if available — NOT live unit)
- First aid kit (for location reference)
- Eyewash station (for location reference)
- AED trainer (if available)
- Non-conductive rescue tool (wooden board)
- Welding blanket
- Scenario cards (5 scenarios, printed)
- Evaluation worksheet
- PPE for demonstration: welding helmet, gloves, FR jacket
Instructions & Procedure¶
Phase 1: Equipment Location Walk-Through (5 minutes) 1. Walk the entire group through the shop, physically touching and pointing to: - E-stop location(s) — press to demonstrate (machine is off) - Main power disconnect (breaker panel) - Fire extinguisher location(s) — read the type (ABC) and expiration date - Eyewash station — demonstrate activation (15 seconds) - First aid kit location - AED location - Emergency exits (primary and secondary) - Emergency phone/intercom 2. Each student must verbally confirm they know the location of each item
Phase 2: Scenario Drills (25 minutes, 5 minutes per scenario)
Scenario 1: Electrical Shock Instructor narrates: "A student is unconscious, still touching the plasma torch cable. The machine appears to be on." - First Responder: Demonstrate going to the main disconnect (NOT touching the victim). Simulate turning off power. Use the wooden board to demonstrate separation technique - Assistant: Simulate calling 911, state: "We have an electrical shock victim at [lab address]" - Observer: Evaluate and note any procedural errors
Scenario 2: Fire from Sparks Instructor narrates: "Sparks from cutting have ignited a cardboard box 10 feet from the plasma table." - First Responder: Press E-stop, grab extinguisher, demonstrate P.A.S.S. technique (Pull pin, Aim low, Squeeze handle, Sweep) - Assistant: Clear the area, alert other shop users - Observer: Verify P.A.S.S. technique is correct
Scenario 3: Arc Eye Exposure Instructor narrates: "A student who was nearby without a welding helmet reports eye pain and sensitivity to light 6 hours after plasma cutting." - First Responder: Move student to dim area, apply cool compresses (simulate), explain NOT to rub eyes - Assistant: Contact supervisor, document the exposure (time, duration, material being cut) - Observer: Verify response matches the protocol
Scenario 4: Severe Burn Instructor narrates: "A student touched a freshly cut piece of ½" steel without gloves. Second-degree burns on the palm — blisters forming." - First Responder: Guide student to cool running water, simulate 20 minutes of cooling (discuss timing), do NOT pop blisters - Assistant: Call for medical assistance, retrieve first aid kit - Observer: Verify no incorrect treatments are applied (ice, butter, adhesive bandage)
Scenario 5: Fume Exposure — Galvanized Steel Instructor narrates: "After cutting galvanized steel, a student reports a metallic taste, headache, and nausea." - First Responder: Move student to fresh air immediately, have them sit down - Assistant: Call poison control or 911, provide material information (galvanized steel = zinc oxide fumes) - Observer: Verify the team knows what metal fume fever is and its typical timeline
Phase 3: Debrief & Assessment (5 minutes) 1. Each observer reports on the responses they evaluated 2. Instructor highlights critical errors and best practices observed 3. Quick quiz: instructor points to random locations — students must identify the emergency equipment at each location
Discussion Points¶
- Which scenario felt most challenging? Why?
- In an actual emergency, what would make the response harder than in this drill? (panic, noise, limited visibility with welding helmet)
- Why is it important to practice these responses when you are NOT panicking?
- What would you do differently if you were alone (no assistant or observer)?
Expected Outcomes¶
- Students can execute correct emergency response for all 5 scenario types
- Students know the exact location of all emergency equipment in the shop
- Students understand their role in multi-person emergency response
Assessment Rubric¶
| Criteria | Excellent (4) | Proficient (3) | Developing (2) | Beginning (1) |
|---|---|---|---|---|
| Equipment Location | Identifies all locations instantly | Identifies all locations with brief recall | Misses 1-2 locations | Cannot locate multiple items |
| Response Speed | Immediate, correct action | Correct action with brief hesitation | Correct action after prompting | Incorrect initial response |
| Procedure Accuracy | All steps correct, correct order | Most steps correct | Key steps missing | Fundamentally incorrect response |
| Situational Awareness | Considers victim safety, bystander safety, and scene safety | Good awareness with minor gaps | Limited awareness | Does not consider scene safety |
Safety Considerations¶
- Machine MUST be completely powered off and locked out during all drills
- Do NOT use a live fire extinguisher — use a training unit or demonstrate technique without discharge
- Do NOT actually spray the eyewash on anyone — demonstrate activation only
- Physical contact in the electrical shock scenario should be simulated, not performed on a person
- If any student has a medical condition that could be triggered by drill stress, instructor should be informed beforehand
Last Updated: 2026-03-19