AURAEA002 Learner Guide

Student Learner guide 

AURAEA002 Follow environmental and sustainability best practice in an automotive workplace 

AURAEA002 

Follow environmental and sustainability best 

practice in an automotive workplace 

Student Learner Guide 

1

Table of Contents 



REQUIRED TEXTS / READING ............................................................................................................................................. 3 

THE LEARNER GUIDE ......................................................................................................................................................... 3 

PURPOSE OF THE UNIT ...................................................................................................................................................... 3 

IN-CLASS WORK AND ASSESSMENT .................................................................................................................................. 4 

STUDY GUIDE OVERVIEW .................................................................................................................................................. 6 

SAFETY INFORMATION ...................................................................................................................................................... 7 

SPOT THE HAZARD ............................................................................................................................................................ 8 

ASSESS THE RISK ................................................................................................................................................................ 8 

MAKE THE CHANGES ......................................................................................................................................................... 8 

SAFETY CONTROL MEASURES ........................................................................................................................................... 9 

WHAT IS THE PURPOSE OF THIS GUIDE? ........................................................................................................................ 10 

PRIORITY ACTIONS .......................................................................................................................................................... 10 

WHAT ARE THE KEY ENVIRONMENTAL ISSUES ............................................................................................................... 11 

ENVIROMENTAL MANAGEMENT – RISKS AND OPPORTUNITIES .................................................................................... 12 

ENVIROMENTAL COMPLIANCE/MEETING YOUR LEGAL RESPONSIBILITIES .................................................................... 12 

ENVIROMENTAL HAZARDS AND RISKS ............................................................................................................................ 15 

ENVIRONMENTAL & SUSTAINABLE ................................................................................................................................. 16 

WORKING WITH SUPPLIERS AND CUSTOMERS .............................................................................................................. 18 

POLLUTIONS .................................................................................................................................................................... 19 

MANAGING NOISE AND PREVENTING HEARING LOSS AT WORK ................................................................................... 21 

MONITOR AND AVOID HAZARDS TO AIR QUALITY ......................................................................................................... 22 

WORKSHOP AIR EMISSIONS ............................................................................................................................................ 24 

LICENCES AND PERMITS .................................................................................................................................................. 24 

STORING AND USING CHEMICALS .................................................................................................................................. 25 

STORING AND HANDLING LIQUIDS ................................................................................................................................. 25 

BUNDING ......................................................................................................................................................................... 25 

POTENTIAL RISKS AND IMPACTS CONTAMINANTS CAN ENTER THE WATERWAYS ........................................................ 26 

MANAGEING WATER QUAILTY........................................................................................................................................ 28 

MANAGING AIR QUALITY ................................................................................................................................................ 29 

EXHAUST GAS POLLUTANTS ............................................................................................................................................ 29 

SPILL KITS ........................................................................................................................................................................ 30 

AIR CONDITIONING GASES .............................................................................................................................................. 32 

SAFETY DATA SHEETS ...................................................................................................................................................... 32 

Reference List: ............................................................................................................................................................. 33 

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Version Author Approved by Date Notes 

1.0 10/2017 

Introduction: Unit/s Description 

REQUIRED TEXTS / READING 

The only required text for this course is the learner guide and any additional hand-outs / text resources your trainer provides during 

your classes. 

THE LEARNER GUIDE 

This learner guide provides the required information to engage in class activities and explains in detail the processes 

by which to use the applied knowledge as well. It is essential that you learn from both guide and trainer in order to 

complete the related assignments. The learner guide can be used by students as a supporting resource for both the 

class and workshop environment. 

PURPOSE OF THE UNIT 

The purpose of this learner guide and in-class training is to provide the necessary background to: 

‣ Identify and apply environment regulations 

‣ Identify and avoid contamination to water systems and land 

‣ Identify and avoid hazards to air quality 

‣ Identify and avoid noise hazards 

‣ Identify and apply sustainability best practice 

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IN-CLASS WORK AND ASSESSMENT 

For each course you will engage in any number of written and practical assessments. In some cases an assessment 

workbook will be required for you to complete. 

Unit Outline Information for students 

Unit Title 

Follow environmental and sustainability best practice in an automotive 

workplace 

Training Package Unit 

Code 

AURAEA002 

Unit Summary 

This unit describes the performance outcomes required to follow environmental and 

sustainability best practices, including complying with established workplace procedures and 

environmental regulations as well as following sustainability practices that may reduce the 

environmental impact of work practices and outputs. 

It applies to those working in the automotive industry. 

No licensing, legislative, regulatory or certification requirements apply to this unit at the time 

of publication. 

Prerequisites 

Nil 

Assessment Method 

Delivery: 

• Classroom based 

• Workplace based 

• Online 

Assessment Tasks: 

• Exam 

• Practical Observation 

Re-Assessment: Re-assessment for a completed assessment that is deemed Not Satisfactory will be 

rescheduled as soon as practical. 

Prescribed reading: 


Assessors hand-outs 

Knowledge Evidence: 

• environmental regulations and standards relevant to own automotive workplace, including 

commonwealth, state and territory legislation and local government by-laws and regulations 

• procedures for reporting environmental damage and breaches 

procedures and processes that support environmental sustainability practices, including: 

• reducing waste 

• reusing materials 

• recycling waste 

• types of waste produced by automotive workplaces and their impact on the environment, 

including: 

vehicle wastes, including: 

• coolants 

• oils 

• exhaust emissions 

• evaporative fuel emissions 

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• waste components, including tyres 

• noise 

workplace wastes, including: 

• cleaning materials 

• paper waste 

• general rubbish 

• procedures for minimising waste 

• procedures for sorting and storing items for recycling or disposal 

• procedures for reducing resource consumption, including water, electricity, fossil fuels and 

chemicals 

procedures for controlling hazards to storm water and wastewater drainage systems, including: 

• capturing, storing and disposing of fluids released from vehicles 

• trapping spills, including the use of spill kits 

• preventing hazards entering storm water and wastewater drainage systems, including bunding, 

grease 

• traps and triple interceptors 

procedures for protecting air quality and controlling noise hazards, including: 

• minimising the emission of airborne particles, gases and fumes 

• containing and redirecting airborne particles, gases and fumes 

• insulating noise from automotive workshops. 

Performance Evidence: 

• Before competency can be determined, individuals must demonstrate they can perform the 

following according to the standard defined in the unit’s elements and performance criteria, 

range of conditions and foundation skills: 

• follow environmental and sustainability best practice in an automotive workplace on three 

different occasions 

Assessment Conditions: 

Assessors must satisfy NVR/AQTF assessor requirements. 

Competency is to be assessed in the workplace or a simulated environment that accurately reflects 

performance in a real workplace setting. 

Assessment must include direct observation of tasks. 

Where assessment of competency includes third-party evidence, individuals must provide evidence that 

links them to having followed environmental and sustainability best practice in their automotive 

workplace, e.g. repair orders. 

Assessors must verify performance evidence through questioning on skills and knowledge to ensure correct 

interpretation and application. 

The following resources MUST be made available: 

• automotive workplace or simulated workplace 

• environmental regulations and standards relevant to own automotive workplace, including 

commonwealth, state and territory legislation and local government by-laws and regulations. 

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STUDY GUIDE OVERVIEW 



Student or In-service worker, you most likely have already come to the understanding of the practical skills and 

knowledge required to work within the industry standards that are part of the engineering field. This course seeks to 

guide you towards developing those skills and knowledge. In addition, you have both a time and financial investment 

that makes it a personal challenge. As such, help us to help you take ‘responsibility’ for your own learning. Talk to 

the trainer and request student support if desired. 

Be receptive towards your learning process and reinforce your studies with self-learning wherever possible. 

Getting the most out of your study 

• Talk to your trainer / facilitator and ask questions (funnily enough, their ears are not painted on – remember 

that questions are only ‘dumb’ if never asked) 

• Carefully choose your time and place to study outside of the class 

• Make a schedule to study and talk about your studies with your peers (many hands make ‘lights’ work in 

engineering) 

• Consider how the learner guide information relates to what you are doing 

• Make notes, use highlighters, use colours (for the visual learners), underline stuff, scribble memos, decorate 

your desk with post-its 

• Read your work examples aloud (to yourself – sometimes it helps you to understand something by reading it 

aloud and also to identify errors) 

• Do the student activities in the learner guide to reinforce your learning as you go 

• Speak up if you are having issues. 

Required Texts and Recommended Readings 

Throughout your course you may be introduced to texts and recommended reading materials for your studies from 

your trainer. Take note of these. In the meantime, we have a compiled a list of resources (see the Table of Contents 

for the ‘recommended further readings’ page that follows the conclusion). 

The learner guide and experienced trainers are generally sufficient to help you meet the requirements though it 

never hurts to have further materials that you might like to seek out for your own purposes and continued learning. 

Please advise your teacher / trainer of your circumstances. You may be referred or contact them directly as required. 

Referencing Guide 

Information has a source and referencing provides the pathway to that source. You will be required to reference if 

you are providing written submissions that includes work which has been sourced from copyrighted materials that 

are not your own. In many cases you will be simply referring to your learner guide to provide a written response to a 

question. In such a case, refer briefly to the page of the guide (Learner guide P.23). 

In all other cases, we would recommend using a referencing system. There are two accepted types in Australia (APA 

& Harvard). 

For your convenience, we have provided the following links to download either document for use in your studies. 

APA Referencing guide link 

http://www.cqu.edu.au/about-us/service-and-facilities/referencing/which-referencing-styledo-i-use 

Harvard Referencing guide link 

http://www.usq.edu.au/library/referencing/apa-referencing-guide 

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SAFETY INFORMATION 



A high number of accidents occur when carrying out maintenance and repair duties. An accident can often be 

avoided by carrying out a job plan and works risk assessment of the duties to be performed. 

When starting any job think about the following before starting: 

1. Are you fit to perform the tasks required? 

2. Does a take 5 or a JHA (Job Hazard Analysis) need to be filled out? 

3. Do you have the required skills and Knowledge to perform the task? 

4. Are you confident that you can perform this task safely? 

5. Is the correct PPE available to complete the task? 

6. Is a permit or authority required to complete task? 

7. Is the work area suitable for the tasks to be performed? 

8. Is the correct tooling and procedures available? 

9. Is the tooling in safe operating condition? (If not, it may need to be tagged tag out!) 

10. Have you completed a job plan? 

Hazard Assessment 

Note: A hazard is anything that could hurt you or someone else. 

1. Has the work area and task been risk assessed? 

2. Is there to be operation of the machine or equipment with safety guards removed? 

3. Am I or others at risk due to this operation or this equipment? 

4. Is there a manual handling risk? How can this be controlled? 

5. Is there an Isolation procedure to be followed? 

6. Will there be a working at heights element to the task? 

7. Is there overhead hazards? (power lines) 

8. Is there a possibility that I could be injured or injure others when completing this task? 

9. Is noise or heat a facture of this task 

10. Is there any elements to the tasks involving stored energy, Chemicals, Electrical, biological, or 

radiation hazards? 

11. Environmental hazards including Poor housekeeping, visibility, slippery surfaces, trip hazards, 

noise, vibration, heat, exhaust and gas fumes, confined spaces, or weather? 

As you can see there is a lot to think about before a task is to be started! 

This is a basic example of how Hazard Identification, Risk Assessment and Risk Control should be carried out. 

There are three steps used to manage health and safety at work: 

1. Spot the Hazard (Hazard Identification) 

2. Assess the Risk (Risk Assessment) 

3. Make the Changes (Risk Control) 

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SPOT THE HAZARD 



Examples of workplace hazards include: 

• Frayed electrical cords (could result in electrical shock) 

• Boxes stacked precariously (they could fall on someone) 

• Noisy machinery (could result in damage to your hearing) 

During work experience, you must remain alert to anything that may be dangerous. If you see, hear or smell 

anything odd, take note. If you think it could be a hazard, tell someone. 

ASSESS THE RISK 

Assessing the risk means working out how likely it is that a hazard will harm someone and how serious the harm 

could be. 

Whenever you spot a hazard, assess the risk by asking yourself two questions: 

• How likely is it that the hazard could harm me or someone else? 

• How badly could I or someone else be harmed? 

Always tell someone (your employer, your supervisor or your health and safety representative) about hazards you 

can't fix yourself, especially if the hazard could cause serious harm to anyone. 

For example: 

• Ask your supervisor for instructions and training before using equipment 

• Ask for help moving or lifting heavy objects 

• Tell your supervisor if you think a work practice could be dangerous 

MAKE THE CHANGES 

It is your employer's responsibility to fix hazards. Sometimes you may be able to fix simple hazards yourself, as long 

as you don't put yourself or others at risk. For example, you can pick up things from the floor and put them away to 

eliminate a trip hazard 

The best way to fix a hazard is to get rid of it altogether. This is not always possible, but your employer should try to 

make hazards less dangerous by looking at the following options (in order from most effective to least effective): 

• Elimination - Sometimes hazards - equipment, substances or work practices - can be avoided entirely. (E.g. 

Clean high windows from the ground with an extendable pole cleaner, rather than by climbing a ladder 

and risking a fall.) 

• Substitution - Sometimes a less hazardous thing, substance or work practice can be used. (E.g. Use a nontoxic 

glue instead of a toxic glue.) 

• Isolation - Separate the hazard from people, by marking the hazardous area, fitting screens or putting up 

safety barriers. (E.g. Welding screens can be used to isolate welding operations from other 

workers. Barriers and/or boundary lines can be used to separate areas where forklifts operate near 

pedestrians in the workplace.) 

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• Safeguards - Safeguards can be added by modifying tools or equipment, or fitting guards to machinery. 

These must never be removed or disabled by workers using the equipment. 

• Instructing workers in the safest way to do something - This means developing and enforcing safe work 

procedures. Students on work experience must be given information and instruction and must follow 

agreed procedures to ensure their safety. 

• Using personal protective equipment and clothing (PPE) - If risks remain after the options have been 

tried, it may be necessary to use equipment such as safety glasses, gloves, helmets and ear muffs. PPE can 

protect you from hazards associated with jobs such as handling chemicals or working in a noisy 

environment. 

Sometimes, it will require more than one of the risk control measures above to effectively reduce exposure to 

hazards 

SAFETY CONTROL MEASURES 

• Always wear safety glasses when performing maintenance or service. Failure to wear safety glasses can 

result in personal injury and/or partial or complete vision loss. 

• Always carry out a workplace hazard assessment (Take 5, JHA) before starting work on any equipment. 

• Never go under a vehicle while the engine is running. Be sure the vehicle's engine is off, and keys are 

removed from ignition, if a battery isolation or started isolation point is fitted, lock and tag the isolation 

point with all maintenance information. 

• Always set up your work area on a flat surface. Never go under or work on a vehicle that is not on a level 

and stable surface. 

• Before starting work on a wheeled or tracked vehicle or machine a requirement of blocking the vehicle's 

wheels and releasing all parking brakes is a must. 

• Never lift a vehicle without having and checking the condition of the appropriate weight rated, vehiclesupport 

equipment. 

• Never remove a driveshaft or final drive unit from the machine without keeping the machines 

transmission in neutral. And having the wheels chocked. 

• Caution –driveshaft and final drive assemblies can weigh in excess of 100 pounds (46 kilograms). Be sure 

to use proper lifting techniques when handling drive shafts. More than one person may be needed when 

handling driveshaft assemblies. 

• Always use support straps to prevent the driveshaft from falling, causing injury and/or damage during the 

loosening or removal of any driveshaft hardware. 

• Never heat components or use sledgehammers or floor jacks to remove the driveshaft from vehicle. 

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WHAT IS THE PURPOSE OF THIS GUIDE? 

The automotive servicing and repairs industry can play an important role in reducing pollution by ensuring that 

vehicles are operating efficiently and by extending vehicle life through routine maintenance. Minimizing the 

environmental impact of your operations can be challenging, but many businesses report that improving their 

environmental performance can reduce operating costs and have other business benefits. 

This guide is designed to help operators in the auto servicing and repairs industry to: 

‣ Understand the environmental risks and responsibilities associated with automotive servicing and repairs. 

‣ Take action to improve the environmental management of their operations. 

‣ Take advantage of the business benefits that result from improved environmental practices. 

The guide does not provide legal advice but will give the reader an understanding of requirements under 

Queensland environmental law. 

This guide applies to: 

‣ Auto mechanics and electricians 

‣ Brake, transmission and diesel specialists 

‣ Engine re-conditioners and motor cycle mechanics 

PRIORITY ACTIONS 

Water quality 

‣ Regularly check and clean stormwater drains near your 

‣ Workshop to ensure they are free of debris 

‣ Mop the workshop floor rather than hosing. Avoid hosing 

‣ Driveways or yards 

‣ Keep a spill kit close to where spills are likely and ensure all 

‣ Staff know how to use it 

‣ Keep your premises and equipment clean and well maintained 

Bunding 

‣ Bund your workshop with either an impervious concrete 

‣ Hump or flexible rubber hump and regularly check that bunds are sound 

‣ Use drip trays to catch liquids and contain and clean up oil and 

‣ Chemical spills as soon as they occur 

‣ Wash vehicles and parts in a bunded and properly functioning 

‣ Wash bay. Use dedicated parts cleaners to wash small parts 

‣ Where work must be undertaken outside the workshop, ensure 

‣ containers such as drip trays are used to catch drained liquids 

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Hazardous substances and liquid waste 

Store oils, chemicals, paints and solvents in areas that will not allow spills to escape to the environment: 

‣ In a bunded area of the workshop 

‣ On bunded pallets or trays in a covered area in a chemical storage unit 

‣ Regularly check that containers are not leaking 

‣ Treat liquids collected in bunded areas or the wash bay in an oil water separator 

‣ Never dispose of chemicals into stormwater drains 

Waste 

‣ Keep lids on your bins or store them in a covered area to prevent the wind blowing waste away 

‣ Use a liquid waste contractor to dispose of spent chemicals and other liquid waste. 

‣ Don’t put liquid wastes, such as oily rags or filters, into your waste bins 

‣ A void storing waste bins on footpaths or property belonging to others 

‣ Separate different kinds of waste for easy collection and recycling 

Air Quality 

‣ Ensure staff keep engine run-time to a minimum 

‣ Keep lids on containers of solvent-based chemicals to reduce evaporation 

‣ Extract and recycle refrigerants from air-conditioning systems and dispose of item legally. 

‣ They cannot be released to the atmosphere 

‣ Use a damp cloth, mist spray or vacuum device to clean brakes not compressed air 

‣ Never modify or tamper with vehicle emission systems 

Noise 

‣ conduct all work inside the workshop to limit noise emissions 

‣ Maintain equipment, such as air compressors, to prevent noise 

‣ Do not modify vehicles in a manner that might increase noise 

‣ Locate noisy equipment away from doors and openings 

WHAT ARE THE KEY ENVIRONMENTAL ISSUES 

Key environmental issues for the automotive servicing and repairs industry are: 

‣ Pollutants entering waterways or stormwater drains. This can be caused by spills of liquids such as oil, 

coolant, solvent and other cleaning fluids. 

‣ Soil and groundwater pollution caused by waste oil and other liquids leaking from Underground Storage 

Tanks (UST). 

‣ Air pollution (including odours) from the release of refrigerants, solvents, 

‣ LPG and exhaust emissions. Greenhouse gas emissions caused by energy use in the workshop and 

modification to client vehicles. Waste management, including waste avoidance, reuse, recycling and 

disposal. Air pollution caused by tampering with vehicle emission or anti-pollution controls and exhaust 

systems. Noise impacting on staff and neighbours. 

Proper procedures and equipment for handling liquids are essential for preventing spills. 

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ENVIROMENTAL MANAGEMENT – RISKS AND OPPORTUNITIES 

For workshop operators, improving environmental performance is about managing risk and taking advantage of 

opportunities that will boost efficiency and profits. A good starting point is to identify risks to your business from 

poor environmental management. An oil or coolant spill, leaking underground storage tank or any pollution of 

waters could pose the risk of: 

‣ Environmental prosecutions and fines 

‣ Harmful effects on the health, safety and 

‣ Productivity of staff 

‣ Damage to business reputation 

‣ Expensive clean-up costs 

Good environmental management can lead to: 

‣ Financial savings from reduced use of energy, water and raw materials. For example, some workshops have 

cut electricity costs by regularly fixing leaks in air compressors. 

‣ Becoming a ‘preferred supplier’, particularly to insurers and corporate clients who are starting to consider 

the environmental performance of suppliers. 

‣ Improved reputation as a company that is well managed and a valuable long-term business partner. 

‣ Improved employee satisfaction, retention and productivity. Workshops that are clean, healthy and 

environmentally responsible are likely to attract good staff and make existing employees happier and more 

productive. 

ENVIROMENTAL COMPLIANCE/MEETING YOUR LEGAL RESPONSIBILITIES 

In some cases breaking environmental law carries serious penalties. If you end up in court, the prosecutor may not 

have to prove that you intended to cause the damage or pollution. Even accidents can result in prosecution and 

penalties. Everyone involved in your business (including owners, managers, supervisors, operators, contractors and 

subcontractors) needs to be aware of environmental laws that apply to your operations. Individuals are required to 

minimise the risk of an environmental incident by implementing precautionary and control measures. 

By gaining awareness of environmental laws, and how your business has the potential to affect the environment, 

you will be in a better position to manage risk in your business. 

Acts: 

Are laws passed by parliaments and are very general in terms. Acts cover a wide range of government activities in 

areas such as finance, road safety, environmental protection and occupational health and safety. They may be 

repealed, but are more often superseded by later 

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Regulations: 

Are rules made under each Act to make sure that the requirements of each Act are met. Regulations ensure that 

minimum standards are met in commerce and industry. 

The Environment Protection and Biodiversity Conservation Act 1999 (the EPBC Act) is the Australian Government’s 

central piece of environmental legislation. It provides a legal framework to protect and manage nationally and 

internationally important flora, fauna, ecological communities and heritage places — defined in the EPBC Act as 

matters of national environment. 

The Environment Protection Authority (EPA) is established by the Environment Protection Act 1997 (the Act). As a 

statutory position, the EPA is responsible for administration of the Act. 

The Department of Environment and Heritage Protection is committed to a vision of a healthy and resilient 

environment for a sustainable and prosperous Queensland. 

The department’s key priorities are to: 

• Enhance Queensland’s ecosystems 

• Protect the Great Barrier Reef 

• Protect significant heritage places 

• Avoid, minimise or mitigate impacts to the environment. 

For more information go to: 

https://www.ehp.qld.gov.au/about/ 

The Act covers all environment protection activities including emissions to air, noise, land and water. 

In addition to the Act, the EPA has the responsibility for administering the Water Resources Act 2007 (the WR Act). 

The WR Act aims to ensure the use and management of the Territory's water resources are sustainable while 

protecting the ecosystems that depend on the waterways. It is also designed to protect waterways and aquifers from 

damage. Review of the Environment Protection Act 1997 is currently being undertaken. Public consultation has 

closed and proposed amendments to the Act are being considered. 

For more information go to: 

http://www.environment.gov.au/about-us/publications 

Codes of Practice: 

Are not Legislation. They are developed so that people can comply with or meet the requirements of Acts and 

Regulations in day to day working. Codes of Practice can be used in a Court of Law in some states or territories as 

evidence of how an organization could have met its legal obligations. 

Australian Standards: 

Are developed to ensure that we produce safe, high quality goods and services. Standards are not law, but like Codes 

of Practice, are often mentioned in Courts of Law and in regulations at the minimum standard required. 

Managers, directors and staff can be prosecuted for offences committed by their company, unless they can 

demonstrate they exercised all due diligence or they could not influence the conduct of their company. They cannot 

use lack of knowledge about the contravention as a defence. 

An amendment to the Penalties and Sentences Act 1992 (PDF) 

(https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/P/PenaltASenA92.pdf ) on 21 August 2012 increased the PU 

value in Queensland to $110. 

Another authority may become involved in the event of an incident that directly affects their responsibility. 

E.g. Local water authority in the case of a release of pollutants into a local waterway. 

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A comprehensive compliant approach to addressing your regulatory requirements includes: 

‣ Developing a plan that incorporates environmental management 

‣ Undertaking staff training and supervision 

‣ Completing a self-assessment or independent audit. 

‣ Developed an environmental policy 

A spill kit is an essential piece of equipment for any workshop. 

* Records of these activities must be kept 

Who ‘polices’ environmental law? 

Environmental laws are policed by the ‘appropriate regulatory authority’ – usually (The Department of Environment 

and Heritage Protection) or the local Council. Most automotive servicing and repair workshops are regulated by local 

Councils. They do this through notices and prosecutions and can also regulate using development consents. 

Appropriate regulatory authority the power to enter and inspect premises and issue clean-up or prevention notices 

and on the spot fines. The regulatory authority can also prosecute a business where environmental laws have not 

been complied with. 

You must report incidents that harm the environment 

If a pollution incident occurs during an activity and it causes or threatens ‘material harm’ to the environment, by law 

you must tell the appropriate regulatory authority either your local Council or the EPA. You must contact Council or 

the EPA as soon as you become aware of the incident. This ‘duty to notify pollution incidents’ extends to employers, 

the person carrying out the activity, employees, occupiers, contractors and agents. 

What are the penalties for environmental offences? 

The most serious offences are wilful breaches of the law that harm or are likely to harm the environment. These 

carry penalties of up to $5 million for a company or $1 million for an individual and/or seven years imprisonment. 

To report pollution incidents, pollution from a commercial source or fish kills phone the Pollution Hotline 

1300 130 372 

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ENVIROMENTAL HAZARDS AND RISKS 

DEFINATIONS: 

HAZARD: 

Anything (e.g. condition, situation, practice, behaviour) that has the potential to cause harm, including injury, 

disease, death, environmental, property and equipment damage. A hazard can be a thing or a situation. 

RISK: 

The likelihood, or possibility, that harm (injury, illness, death, damage etc.) may occur from exposure to a hazard. 

RISK ASSESSMENT: 

Is defined as the process of assessing the risks associated with each of the hazards identified so the nature of the 

risk can be understood. This includes the nature of the harm that may result from the hazard, the severity of that 

harm and the likelihood of this occurring. 

RISK CONTROL: 

Taking actions to eliminate health and safety risks so far as is reasonably practicable. Where risks cannot be 

eliminated, then implementation of control measures is required, to minimise risks that are reasonably practicable. 

A hierarchy of controls has been developed and is described below to assist in selection of the most appropriate risk 

control measure/s. 

HAZARD INDENTIFICATION: 

This is the process of examining each work area and work task for the purpose of identifying all the hazards which 

are “inherent in the job”. 

Work areas include but are not limited to machine workshops, laboratories, office areas, agricultural and 

horticultural environments, stores and transport, maintenance and grounds, reprographics, and lecture theatres and 

teaching spaces. Tasks can include (but may not be limited to) using screen based equipment, audio and visual 

equipment, industrial equipment, hazardous substances and/or teaching/dealing with people, driving a vehicle, 

dealing with emergency situations, construction. This process is about finding what could cause harm in work task or 

area. 

Single use products are cost effective to produce. Society bears the environmental cost of careless disposal of 

these products. 

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ENVIRONMENTAL & SUSTAINABLE 

Many people have already responded to financial, environmental and cultural pressures. They apply environmental 

and sustainable best practices at home by: 

‣ Turning off electrical appliances when not in use 

‣ Using high efficiency LED lighting 

‣ Using water moderately 

‣ Recycling containers and packaging 

The Five Rs 

A popular way of outlining what we all can do to change our carbon footprint is to list the 5Rs: 

1. Refuse 

2. Reduce 

3. Reuse 

4. Repair 

5. Recycle 

REFUSE: 

Packaging materials: Some industries are insisting that their suppliers of equipment such as computers, 

machinery and parts, use cardboard and not polystyrene packaging. In some manufacturing industries, 

making this change has reduced their landfill waste by 80%. 

‣ Ethically and sustainably produced products: Refuse to use products that are not produced in a 

sustainable way, such as palm oil 

‣ Garbage to add to landfill: Refusing to use throw-away items such as plastic/paper crockery and 

cutlery or disposable cups. 

‣ Chemicals: Refuse to use toxic cleaning materials and only use natural products e.g.: baking soda as 

an abrasive cleaner, vinegar for cleaning windows and orange oil for cleaning oily surfaces. 

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REDUCE: 

‣ Segregate waste for recycling. 

‣ Mixing wastes may make them unsuitable for reuse or recycling. 

‣ Encourage staff to recycle metals. 

‣ Return empty drums to suppliers. 

‣ Arrange for the recycling of catalytic 

‣ Converters, as they contain precious metals. 

‣ Reduce water consumption by hose reducing outlet size, turning off taps when not in use, use a 

high- pressure cleaner instead of a hose pipe for workshop floors cleaning areas 

‣ Turn off electrical lights and appliances or office equipment when not in use 

‣ Make sure vehicles are tuned correctly and lubricates are to specifications of vehicle to reduce wastage 

‣ Reduce the use of toxic chemical in favour of organic environment friendly ones 

REUSE: 

Packaging: 

‣ Use recycled paper/cardboard products 

‣ Reuse cardboard cartons 

‣ Flat pack cardboard packaging before to sending back to recyclers 

‣ Use returnable packaging/containers/trays e.g. timber or plastic pallets 

‣ Use for compost or feeding animals 

REPAIR: 

Everything that is heading for the bin should be scrutinised for its potential to be repaired or refurbished. This may 

apply to machinery, tools, electrical appliances or IT equipment. If not, off it goes to the recycled waste system. 

RECYCLE: 

Waste management: 

• Separate the rubbish: Sort through what is being thrown away. Check whether what is currently going to 

land fill that is biodegradable, repairable or recyclable? 

• Employing contractors: That are willing to manage the separated waste if the local council does not do 

provide the service or you do not have an immediate environmentally useful place to send organic waste. 

(compost / animal feed / charity) NB: Recycled waste MUST be separated properly as most recyclers do not 

sort it. If it is mixed, it will still end up as land-fill. As well as the organic and packaging strategies mentioned 

above, most organisations have well organised waste separation systems for recycling which is usually a 

series of colour coded bins (lids) or containers for plastic / paper / metal / organic waste. It is their last resort 

to send anything to landfill. 

17



WORKING WITH SUPPLIERS AND CUSTOMERS 

‣ Encourage suppliers to provide materials in bulk and take back their packaging and containers for reuse or 

recycling. 

‣ Ask your chemical suppliers for less toxic alternative products. 

‣ Encourage sustainable car ownership by your customers: 

‣ Suggest the fixing of oil and other leaks. 

‣ Promote regular servicing and tuning of vehicles to improve fuel efficiency saving customers money and 

reducing their greenhouse emissions. Resist requests for non-standard engines and exhaust systems. They 

may increase harmful emissions and break the law. 

‣ Promote the benefits of being an environmentally responsible automotive workshop to your customers. This 

could enhance your reputation and build your business. 

Ask your chemical suppliers for less toxic products 

18

POLLUTIONS 



WATER POLLUTION: 

Under the Act, ‘water pollution’ includes introducing litter, sediment, oil, grease, wash water, debris, flammable 

liquids such as paint, etc. into waters or placing such material where it is likely to enter waterways. This includes the 

stormwater system and groundwater. All practicable steps must be taken to ensure that unforeseen events, such as 

spills or leaks, do not result in pollutants entering the stormwater system, local waterways or groundwater. This 

means keeping chemicals (such as fuels, solvents, oils and coolants) in a bunded and covered storage area, having 

adequately stocked spill kits on hand and making sure staff know how to use them. Under no circumstances should 

you hose a spill down the drain. 

AIR POLLUTION: 

Clean air is made up of nitrogen, oxygen and argon, with traces of other gases such as carbon dioxide. 

Air pollutants mainly come from the discharges of gases and particles, mostly from industry, motor vehicles and 

domestic wood burning. There are also natural sources such as windblown dust and smoke from bushfires. 

VEHICLE EMISSION: 

Managing our air emissions is not just an environmental concern. It is also a business reputation and health issue 

because: Vehicle exhaust fumes, dust and odours are a significant occupational health and safety risk for you and 

your staff. 

Good ventilation of your workshop is essential for creating a safe working environment for your staff. However, as 

well as ventilation an extraction and filtration system is recommended to minimise air pollution. 

EXHAUST GAS POLLUTANTS: 

Types of pollutants 

The most widespread pollutants include carbon monoxide, volatile organic compounds, ozone, oxides of nitrogen, 

sulphur dioxide and particles. These substances are used as indicators of air quality in cities. 

Air pollution can cause health problems. For example, high concentrations of air pollutants (poor air quality) can 

aggravate existing respiratory diseases such as asthma and bronchitis, or increase the risk of respiratory problems. 

Government sets air quality objectives 

To protect the environment against harmful and unhealthy levels of air pollution, the government has adopted 

objectives to protect a range of beneficial uses, including the health and wellbeing of humans, plants and animals. 

These are in the State Environment Protection Policy (Air Quality Management) and the State Environment 

Protection Policy (Ambient Air Quality). 

Measures for ensuring standards are met 

There are a number of measures that can reduce air pollution. They include: 

• industry adopting cleaner technology 

• using tall chimneys to assist dispersion 

• removing pollutants from exhaust gases 

• banning backyard incinerators and open-air burning 

• discouraging the use of open fires for domestic heating, and the use of older wood heaters that do not meet 

the Australian Standard 

• burning less-polluting fuels 

• reducing exhaust pollutants from cars by keeping cars tuned and driving less. 

EPA requires or encourages all these measures 

.https://www.qld.gov.au/environment/pollution/monitoring/air-pollution/pollutants 

19



LAND POLLUTION: 

It is an offence to pollute land. Additionally, Act makes it an offence to wilfully or negligently cause any substance to 

leak, spill or otherwise escape in a manner that harms or is likely to harm the environment. 

HAZARDOUS MATERIALS AND WASTE: 

When handling hazardous materials and waste (such as hydraulic fluid and solvents), it is an offence to cause any 

substance to leak, spill or otherwise escape in a manner that harms or is likely to harm the environment. Make sure 

you’re aware of the legal requirements before using, storing, transporting and disposing of hazardous materials (e.g. 

dangerous goods and chemicals). The laws relating to chemical storage vary depending on the amount that you are 

storing. Contact QLD local council for more information. 

TYRES 

Recycle tyres. Tyre recyclers and resellers will take back old tyres for reuse. 

OFFENSIVE NOISE: 

Development consents and licences may contain noise limits that are relevant to your business. By law you must not 

allow noise from your premises to be generated as a result of the failure to maintain or operate machinery or deal 

with materials in a proper and efficient manner. Regulatory authorities may also issue notices and directions 

requiring you to reduce or cease noise from your premises that could be found offensive. ‘Offensive noise’ means 

that by reason of its level, nature, character, quality or the time at which it is made, or any other circumstance, the 

noise is harmful or interferes unreasonably with the comfort of people who are outside your premises. 

Noise could be produced from 

‣ Air compressors 

‣ Vehicles 

‣ Hammers 

‣ Workshop equipment (Air drills etc.) 

Some ways to control noise 

‣ Conduct all work inside the workshop to limit noise emissions 

‣ Maintain equipment, such as air compressors, to prevent noise 

‣ Do not modify vehicles in a manner that might increase noise 

‣ Locate noisy equipment away from doors and openings 

CLEAN-UP NOTICES: 

A clean-up notice may be issued by the EPA and local Councils when a pollution incident has occurred or is occurring. 

Clean-up notices may direct an occupier of premises, or the polluter, to take clean-up action. An administration fee is 

payable to the EPA or local Council for the issuing of a clean-up notice. There is no right of appeal against a clean-up 

notice. 

PREVENTION NOTICES: 

Prevention notices can be issued if an activity has been or is being carried out in an environmentally unsatisfactory 

manner. Prevention notices require that actions specified in the Notice are carried out. Prevention notices can 

include directions - such as installing bunding within 30 days around a chemical storage area 

NOISE CONTROL NOTICES: 

Noise control notices can be issued to prohibit an activity, or the use of equipment, from emitting noise above a 

specified noise level at a specified location for specified times. 

Noise hazards 

20



MANAGING NOISE AND PREVENTING HEARING LOSS AT WORK 

Noise is an unwanted or damaging sound that may damage your hearing and cause other health effects such as 

stress, hypersensitivity to noise, increased blood pressure and increased heart rate. It can also interfere with 

communication at work, which could lead to accidents. 

HEARING LOSS: 

Very loud sounds can cause the hair cells of the inner ear to collapse and flatten temporarily, resulting in deafness. 

This may be temporary or permanent, depending on the noise level and length of exposure. Temporary hearing loss 

may also be accompanied by a ringing sensation called tinnitus. 

If high noise exposure is repeated over many years, the hair cells in the inner ear may also become permanently 

damaged resulting in permanent hearing loss. 

Immediate permanent hearing loss can also occur if someone is exposed to very intense or explosive sounds e.g. a 

gunshot or explosion. This type of damage is known as acoustic trauma. In some cases a very intense sound can 

actually perforate the eardrum. 

The harmful effects of noise may be cumulative and not necessarily confined to the workplace. For instance, the use 

of personal stereo units and frequenting nightclubs may result in young people having some early damage to their 

hearing before they even join the workforce. 

DANGEROUS NOISE LEVELS: 

As people respond differently to noise, the exact level at which noise will cause damage is not certain for each 

person. However, the amount of damage caused by noise depends on the total amount of energy received over time 

and each person's susceptibility to hearing loss. 

Most people are protected from long-term damage in a working day (8 hours) by keeping exposure around the 85 

decibel (dB)(A) level. But if noise exposure becomes more intense, damage may occur in a shorter time. 

The acceptable noise exposure standard in the workplace is 85 dB(A) averaged over an eight-hour period. This is not 

to imply that a safe condition exists at below 85 dB(A). It simply means that an eight-hour exposure of 85 dB(A) is 

considered to represent an acceptable level of risk to hearing health in the workplace. 

Impulse or sudden noise levels in excess of the peak exposure standard of 140 dB(C) are considered to be hazardous 

and capable of causing immediate hearing damage. 

IDENTIFYING NOISE HAZARDS: 

You don't necessarily need specialist skills or equipment to make a preliminary assessment to identify sources of 

hazardous noise. However it should be done in consultation with those who understand the work processes, such as 

affected workers and their Health and Safety Representatives (HSRs). A walk-through inspection with relevant 

workers and HSRs will make a good start towards hazardous noise identification. 

A walk-through inspection will help determine: 

sources of excessive noise 

• Are the workers likely to be exposed to excessive noise 

• Which work practices are noisy 

• Are there ways of reducing noise levels. 

21



This type of preliminary assessment should assist in establishing a list of most activities in your workplace that may 

pose a risk to a worker's hearing. If you are unsure about the level of exposure or how to minimise the risks 

effectively, you should take the next step to assess the risks of hearing loss. 

CONTROLLING RISKS OF NOISE EXPOSURE: 

Implementing one or more of the following hierarchy of control measures can manage excessive noise levels, in 

order of effectiveness: 

1.Eliminating the noise source. 

2.Substituting noisy machinery with quieter machinery or 'buying quiet' - this is a cost-effective way to control 

workplace noise at the source. 

3.Engineering controls by treating the noise at the source or in its transmission path e.g. using sound dampeners or 

silencers, noise barriers and isolation. 

4.Introducing administrative noise control measures e.g. training and education, job rotation, job redesign or 

designing rosters to reduce the number of workers exposed to noise. 

5.Providing Personal Protective Equipment (PPE) e.g. earmuffs, earplugs. However, if workers are frequently 

required to wear PPE to reduce the risk of hearing loss from a noise exposure that exceeds the exposure standard, 

then an audiometric testing regime must be implemented. 

Reviewing control measures 

Any noise control measures that are implemented must be reviewed, and if necessary revised, to make sure they 

work as planned and to maintain a work environment that is of a minimum risk to exposure of hazardous noise. 

Student handout are available ask your assessor. 

http://www.safework.sa.gov.au/show_page.jsp?id=113699#.VnDh9r_K1yQ 

MONITOR AND AVOID HAZARDS TO AIR QUALITY 

AIR POLLUTANTS: 

Potentially, air pollutants can be found in air anywhere - outdoors and indoors. Air pollutants can be divided into 

three groups: 

• Criteria pollutants 

• Air toxics 

• Biological pollutants 

CRITERIA POLLUTANTS: 

'Criteria air pollutants' is a term used internationally to describe air pollutants that have been regulated and are used 

as indicators of air quality. The regulations or standards are based on criteria that relate to health and/or 

environmental effects. One key feature of criteria air pollutants is that they are generally widely distributed across 

the country. 

Australia has set national standards for six criteria air pollutants in outdoor (or ambient) air: carbon monoxide, lead, 

nitrogen dioxide, ozone, particles and sulphur dioxide. A Factsheet is available for each of these air pollutants: 

• Carbon monoxide 

• Lead 

• Nitrogen dioxide 

• Ozone 

• Particles 

• Sulphur dioxide 

22



AIR TOXENS: 

Air toxics are sometimes referred to as 'hazardous air pollutants'. The Living Cities-Air Toxics Program defines air 

toxics as 'gaseous, aerosol or particulate pollutants that are present in the air in low concentrations with 

characteristics such as toxicity or persistence so as to be a hazard to human, plant or animal life'. 

See factsheet on Air Toxics. 

Sources of air toxics include motor vehicle emissions, solid fuel combustion, industrial emissions, and materials such 

as paints and adhesives in new buildings. Air toxics have the potential to cause serious harm to human health 

and/or the environment. 

http://www.environment.gov.au/protection/air-quality/air-pollutants 

https://www.ehp.qld.gov.au/waste/ 

RECYCLING WASTES: 

Consider using less toxic chemical, such as water-based paints or biodegradable strippers, cleaners or degreasers to 

improve air quality. Identify recycling opportunities from waste material and proceed as described here: 

• Recycle solvents, coolants, oil, fuel filters and others. Rather than disposal, recycling these materials is better 

for the environment and can save the enterprise money. 

• Recycle tyres. Tyre recyclers and resellers will take back old tyres for reuse. 

• Encourage staff to recycle metals. Lead, copper and steel should be stored in a secured container for 

collection by a metal recycler. 

• Recycle car batteries. Car batteries are a hazardous waste and must be placed in a spill tray under cover or in 

a bunded and covered area. 

• Keep lids on containers of solvents and solvent-based chemicals and fit taps to reduce evaporation and 

prevent unnecessary loss of chemicals. 

• Save money by purchasing recycled solvents for the general clean-up of equipment. 

• Arrange for the recycling of catalytic converters, as they contain precious metals that can be reclaimed by 

specialist merchants (EPA, 2008). 

Document savings and evaluate successes. Record money spent on resource efficiency projects and the time taken 

to recover these costs (payback period). Review the benchmark data collected to assess success and document the 

result of initiatives in terms of their financial and environmental outcomes. 

Promote the benefits of being an environmentally responsible enterprise to customers. Promoting the success of a 

recycling program can build synergies with agencies and customers and ultimately enhance the reputation of the 

business. 

Recycling reduces your costs 

Avoiding, reducing, reusing and recycling can lower your costs. For example, a few simple changes to how you deal 

with paper can involve your staff in environmentally friendly processes while saving you money: 

• avoid using materials unnecessarily 

• reduce your paper needs by asking staff to print double-sided 

• reuse by encouraging staff to use scrap paper for message-taking instead of purchasing message pads 

• recycle by shredding excess paper - you could recycle this commercially or invite staff to take it home for 

their compost or mulch heaps. 

23



WORKSHOP AIR EMISSIONS 

Managing air emissions is not just an environmental concern. It is also a business reputation and health issue 

because: 

• Dust and odours can give customers a negative impression of your business 

• Odours generated by poor handing or storage of volatile liquids (eg. Solvents, paints, petrol) are an 

indication of inefficiency within your business – costing you money through wastage. 

• Vehicle exhaust fumes, dust and odours are a significant workplace health and safety risk for you and your 

staff. 

Good ventilation of your workshop is essential for creating a safe working environment for your staff. However, as 

well as ventilation, an extraction and filtration system is recommended to minimise pollution. 

For more information you can access http://www.epa.nsw.gov.au/resources/clm/200877_Auto_ServiceRepair.pdf 

and refer to Information Sheet 5. 

Hand-out is available from your assessor 

LICENCES AND PERMITS 

TRADE PERMIT AGREEMENT 

Generally, businesses must have a written agreement or permit to discharge trade wastewater to the sewer. You 

must negotiate a trade waste permit with your water authority (local Council) before any discharge occurs. The 

permit establishes the discharge conditions for the wastewater. 

DANGEROUS GOODS 

Dangerous goods include flammable, toxic or corrosive substances, such as solvents, which should be stored in 

containers displaying the relevant diamond-shaped label. 

24



STORING AND USING CHEMICALS 

The most common chemicals used by automotive repair workshops are: 

‣ Lubricating oils (including waste oil) 

‣ Brake fluid and other hydraulic fluids 

‣ Coolants 

‣ Fuels 

‣ Chemicals solvents and other cleaning fluids. 

Fire hazards and occupational health and safety (OH&S) are important considerations affecting how you store, use 

and dispose of chemicals. Fires involving chemicals can spread toxic fumes. 

Chemicals also present a risk to the environment. Chemical spills that reach stormwater drains can pollute rivers and 

the ocean. 

STORING AND HANDLING LIQUIDS 

To avoid accidental spillage during delivery, storage, use or disposal ensure that all liquids (including waste liquids, 

parts containing oil, etc.) are stored and used within areas that will contain the liquid. The most common way of 

achieving this is by creating bunded areas. 

BUNDING 

Bunds are used to capture and hold liquids in the event of a spill or leak. They can be made of any non-porous 

material such as concrete, flexible rubber or metal. Chemical storage units with inbuilt containment can be used for 

small chemical storage needs. Check the bund regularly to ensure it is attached to the floor and is not damaged. 

Ensure the bund is well marked so that it doesn’t become a trip hazard. Oils and chemicals can be stored inside a 

workshop that is fully bonded, provided they are stored in accordance with dangerous goods requirements. 

25



The bunded area should be big enough to hold the contents of the largest container stored inside the bund, plus 10% 

of its volume. The main type of bunding for bulk liquids is a solid concrete or brick wall, with non-porous surfaces. 

Any liquids collected in the bunded area should be pumped or drained out as quickly as possible. The liquid should 

be treated in an oil/water separator or collected by a licensed waste contractor. If you drain the bund, don’t forget 

to reset the drain trap. 

The area/volume that should be bunded is dependent on: 

‣ Regulations relating to substances contained in the bund 

‣ Location of bund within your work area 

‣ Floor area and perimeter may have to be calculated to determine the best type of bund 

POTENTIAL RISKS AND IMPACTS CONTAMINANTS CAN ENTER THE WATERWAYS 

Contaminants can enter the waterways or stormwater drains destroying aquatic life. This can be caused by spills of 

chemicals and other liquids. Chemical spills and leaks can runoff to land and cause soil contamination. 

Releases to land and water can be caused by inappropriate storage or use of: 

• disinfectants 

• fuels 

• oils 

• detergents 

• poisons 

• cleaning solvents 

• thinners 

• alkaline or acidic 

• solutions 

Here are some suggested procedural control measures 

• Keep chemicals and other liquids such as fuels, solvents, oils, batteries and coolants within a secondary 

containment system that is impervious to the materials stored within it, and must be managed to prevent 

the release of contaminants to waters or land. Secondary containment may be fixed bunding, self bunding 

pallets or double skinned containers. 

• Chemicals and other liquids should be stored and used undercover. 

• Bunds need to be sized to hold the contents of the largest container stored inside the bund, plus 10% of 

its volume. 

• Conduct repairs inside the workshop on a sealed surface drained to an oil/water separator or a tank for 

collection by a licensed waste contractor. 

• Under no circumstances should outdoor areas that drain to the stormwater system be hosed down as a 

means of cleaning. 

26



• Any liquids collected in the bunded areas should be treated in an oil/water separator or collected by a 

licensed waste contractor. 

• Bunds need to be maintained and regularly checked. 

• When applicable ensure that drip trays are used under vehicles to catch spent oil, solvents or 

detergents. 

• Regularly monitor any underground storage, containers and transfer equipment to detect leakage. 

• Keep an appropriate number of spill kits and personal protective equipment in clearly identified locations 

and ensure staff know how to use it. 

• Clean stormwater should be diverted away from areas that could potentially be contaminated. 

• Washing and cleaning of vehicles, parts and equipment must take place in an area (i.e. wash bay) 

Motor vehicle workshop code of practice 7 that is either connected to the sewer under a trade 

waste agreement or fitted with a water treatment and recycling system or stored and collected by a licensed 

waste transporter. 

• If a separator is used to manage wastewater, ensure it is serviced regularly and a log is kept of services. 

• Clearly mark all drains on the site that are connected to the stormwater system. This will ensure everyone is 

aware that ‘the stormwater drain is just for rain’ 

Bund Perimeter Area and Volume 

Therefore: 

‣ Perimeter is 3.5 + 1.5 x 2 = 10 meters 

‣ Area is 3.5 x 1.5 = 5.25 M² 

‣ Volume is 3.5 x 1.5 x 1.25 = 6.56 M³ 

‣ 1 M³ = 1000000 cc = 1000000 ml 

‣ This container would hold 6560 litres 

Bunding system designs must conform to Australian standards. 

For flammable and combustible liquids the bunding must conform to AS1940. 

For flammable liquids bund capacity must be at 133% of the largest storage vessel in the bunded area. 

e.g. – largest storage vessel in the bund contains 100 litres 

Bunded area must hold at least 133 litres 

+ the capacity displaced by the storage vessel 100 litres 

Total bund capacity required 233 litres 

27



MANAGEING WATER QUAILTY 

Automotive workshops carry out a range of activities which can lead to the pollution of waterways. 

Pollutants such as oil, dust, detergents, sediment or other substances should not leave your site. If wash water, spilt 

liquids or any substance enters stormwater drains or street gutters you are committing a water pollution offence 

Activities that pose a risk of water pollution include: 

‣ Poor housekeeping and management of outdoor areas. 

‣ Poor storage and handling of liquid substances such as oils, fuels and other chemicals. 

‣ Washing and cleaning of vehicles, parts, equipment and work areas. 

‣ Poor storage of wastes (both liquid and solid wastes). 

‣ Conducting repairs outside the workshop. 

Discharging trade waste water to the sewer legal requirements 

You must have a trade waste agreement or permit from your local water authority to discharge trade waste-water to 

the sewer. 

On site water treatment systems are designed to separate contaminants from water. 

28

MANAGING AIR QUALITY 



Fumes, gases, dust and smoke can pollute the air. Emissions include: 

‣ Invisible vapours released by volatile fluids (e.g. solvents, petrol and paints) 

‣ Dust generated from friction materials in brakes and clutches 

‣ Fumes emitted from engines 

‣ Release of LPG from vehicles and storage tanks 

‣ Ozone depleting substances found in air conditioning units. 

Fume extraction and filtering equipment is an effective method of protecting air quality from harmful welding 

Fumes. 

EXHAUST GAS POLLUTANTS 

The three most common exhaust gas pollutants are: 

‣ Common Monoxide ( CO) 

‣ Hydrocarbons (HC) 

‣ Oxides of Nitrogen (NOX) 

Modern vehicles are fitted with emission controls to capture reuse or convert these harmful emissions. 

For more information see: 

https://www.tmr.qld.gov.au/Community-and-environment/Environmental-management/How-you-can-make-adifference/Motor-vehicle-pollution.aspx 

29



SPILL KITS 

Spill response kits are for small spills that could occur in an automotive workshop 

Absorbent Media 

Pouring sawdust onto a spill is not recommended as the fire risk makes this a safety issue. Clay based product such 

as kitty litter are very effective and safe 

Absorbent Media Spill Control 

Absorbent media is repeatedly swept through the spill to thoroughly soak up the spilt liquid. 

30



Absorbent Media Disposal 

Dispose of in accordance with applicable regulatory requirements all saturated absorbent media? 

Spill Sock (bund) Spill Control 

A spill control sock and absorbent media being used to contain spill 

Spill Sock Storage for Reuse 

Stuff Pillow Spill Control 

Applying a stuff pillow these may be used to absorb fluids from around and under bowsers and other equipment 

31

AIR CONDITIONING GASES 



Automotive workshops that install, service or decommission air conditioners or refrigerators that use ozone 

depleting or synthetic gas refrigerants must hold a Refrigerant Trading Authorisation. They must conform to 

requirements and standards detailed in the Ozone Protection and Synthetic Greenhouse Gas Management 

Regulations 1995. Technicians must hold a national Refrigerant Handling Licence. You can apply for an authorisation 

or licence through the Australian Refrigerant Council at www.arctick.org or by phoning 1300 884 483. More 

information on the national system is available at www.environment.gov.au 

R12 Known to be an ozone depleting gas 

R134a Known to be a greenhouse gas 

Must be recovered for recycling or incineration 

Strict environment driven regulation of purchasing and handling air conditioning refrigerant has been in force since 

2005. 

Automotive workers performing service and repair work on charged equipment must: 

‣ Hold a current ARC refrigerant handlers licence. 

‣ Monitor serviceability and record routine testing of A/C service and storage equipment. 

‣ Keep accurate records of all refrigerant recovered and sold 

‣ Comply with the Auto A/C code of practice 

SAFETY DATA SHEETS 

A Safety Data Sheet (SDS) is an information sheet about the safe handling, storage, transport and disposal of a 

material. It is just as important as any tool or piece of equipment in your business. The information on the SDS can 

save lives in an emergency and you should: 

‣ Make sure you receive an up to date SDS for every hazardous substance you buy or use. If you don’t have 

one for a material, ask your supplier. 

‣ Make sure all relevant SDS are readily accessible and check they are up-to-date. 

‣ Make sure all staff have read the labels on all the chemical products they use. Labels on chemical products 

help to identify the product, its ingredients, and the hazards or dangers of the product. Labels also contain 

important health and safety information. 

Make sure all relevant SDS are 

Up-to-date, accessible and that all 

staff are familiar with them. 

32



Duties under the WHS Regulations 

The Work Health and Safety Regulations (WHS Regulations) require the manufacturer or importer of a hazardous 

chemical to prepare an SDS for the chemical. Additionally, a supplier must provide the manufacturer or supplier’s 

current SDS for the hazardous chemical on first supply to a workplace and upon request. 

Reference List: 

• www.comlaw.gov.au 

• www.comcare.gov.au 

• www.worksafe.act.gov.au 

• https://www.ehp.qld.gov.au/about/ 

• https://sites.google.com/site/adoptedintomyanmar/environmental-sustainability 

• google images 

• CDX images 

33

AURAEA002 Learner Guide

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