Write a risk assessment for it is on Method: Set up two groups, control group with no antibiotic environment and experimental group with antibiotic selection pressure For each group, start with a bag containing 5 red pom poms(represents resistance alleles) and 35 black pom poms ( non-resistant allele) Randomly pull out 2 pom poms at a time to make a model for one bacteria Record each bacterial genotype (e.g. Rr, RR, rr) Continue until all 40 poms poms are used, creating 20 bacteria. For each bacteria, roll one dice to decide whether it survives, (the control group, all bacteria have the same chance of survival, but in the experimental group the bacteria with resistant allele will have a higher chance of survival.) Record the survival. If the dice roll matches the rule, the bacteria survives. If not, it dies. Remove bacteria (counters) that did not survive. Count the R(resistance) and r(non-resistance) alleles from the surviving bacteria Use math calculations to convert the survivor allele ratio back into 40 counters to create the next generation Repeat the process for the 4 generations Record the percentage of the resistant allele in each generation and compare the control group with the antibiotic group.

For a classroom simulation of antibiotic resistance using pom poms, dice, and counters, the overall risk is typically low if no biological agents, hazardous chemicals, sharps, heat sources, or food materials are used. The activity should still be covered by a documented school risk assessment because a hazard assessment should identify the tasks involved, the hazards present, where they are located, the likelihood of injury, the severity of injury, and any PPE or other controls needed. A suitable approach is to break the activity into steps such as setup, distribution of materials, student handling and gameplay, collection, cleaning, and storage, then assess each step and record controls. [5] [7]

• Small parts hazard: pom poms, counters, and dice can present choking or insertion risks, especially for younger pupils or students with additional needs.
• Slip, trip, and fall hazard: dropped counters or dice on the floor can create slipping or tripping hazards.
• Manual handling/ergonomic hazard: carrying large tubs of equipment or repeated bending to pick up dropped items can cause minor strains.
• Hygiene/contamination hazard: shared handling of classroom items can spread routine infections if hand hygiene and cleaning are poor.
• Allergy/sensitivity hazard: some craft pom poms may shed fibers or contain dyes/latex-containing packaging; some students may have sensitivities to dust or textile fibers.
• Behavioral hazard: throwing counters or dice, horseplay, or placing items in the mouth can cause minor injury.
• Psychological/educational hazard: if real antibiotics, cultures, or clinical waste are introduced, the activity risk changes significantly and should not be treated as a simple classroom simulation.

[3] Apply the hierarchy of controls first. Do not rely on PPE as the main safeguard. The safest design is a dry, non-biological simulation using only clean classroom materials. Eliminate higher-risk elements by not using live microorganisms, human samples, antibiotics, powders, aerosols, glassware, or food items. Reduce risk further by using larger manipulatives where possible, limiting the number of pieces per group, using trays or shallow boxes to contain materials, and setting clear classroom rules such as no throwing, no mouthing objects, and immediate reporting of dropped items. PPE is usually minimal for this activity; in most classrooms none is required beyond normal school clothing, though disposable gloves may be appropriate for a pupil or staff member cleaning up contamination such as vomit or blood under the school’s bodily fluids procedure rather than for the simulation itself. [1] [4]

• Use only clean, intact, non-toxic classroom materials from reputable suppliers.
• Prefer larger pom poms/counters for younger students; avoid very small pieces where choking risk is foreseeable.
• Pre-count materials into clearly labeled trays, cups, or zip bags to reduce spills and simplify issue/return.
• Keep walkways clear; bags, boxes, and spare materials should be stored off the floor.
• Seat students while handling pieces where practical, especially younger classes.
• Provide a briefing before the activity: no items in mouths, no throwing, no standing on chairs to retrieve dropped pieces, and hands away from face.
• Stop the activity immediately if students misuse materials or if a pupil likely to mouth objects cannot participate safely without adaptation.
• Inspect materials before and after use; remove broken, dirty, or degraded items from service.

[8] [8] Safe setup and handling should be simple and controlled. Prepare the room so each group has a defined workspace, ideally a tray or mat that keeps pieces contained. Issue only the number of pom poms, dice, and counters needed for one round. Demonstrate the procedure before distribution. Students should handle materials at desk height, not while moving around the room. Any dropped item should be picked up promptly by the nearest instructed person or by the teacher if crowding would occur. At the end, count materials back in, check the floor, and store items in closed containers. [3]

Supervision should be proportionate to age, class size, and student needs. The activity should be directly supervised by a competent teacher or technician familiar with the school science safety policy. Closer supervision is needed for younger pupils, students with known mouthing behavior, SEND pupils needing adapted materials, or any class with previous behavior concerns. If the teacher cannot maintain visual control of all groups, reduce group size, simplify the activity, or add another responsible adult. Students should never be left unsupervised with loose small parts. [2] [7]

For hygiene and contamination prevention, treat this as a shared-equipment classroom activity rather than a microbiology practical. Students should wash or sanitize hands before and after the session, especially before eating. Do not allow food or drink during the activity. Clean trays, tables, dice, and counters routinely after use, and immediately if visibly soiled. Store materials dry and in clean containers. If any item becomes contaminated with blood, vomit, or other body fluids, remove it from use and manage it under the school’s infection-control and cleaning procedures; porous items such as pom poms are best discarded if contaminated.

Allergy and choking risk need explicit consideration in the written assessment. Check whether any student has a history of mouthing objects, pica, severe sensory behaviors, or relevant allergies/sensitivities. Avoid latex-containing accessories if latex allergy is known or suspected. If there is any foreseeable choking risk, substitute larger objects, use sealed laminated tokens, or run the simulation as a teacher-led demonstration instead of a hands-on activity. For early years or high-risk pupils, this activity may be unsuitable unless redesigned. [11]

Manual handling and trip hazards are low but should still be controlled. Keep equipment loads small, use lightweight containers, and avoid overfilling boxes. Place resources on benches or tables rather than the floor. Build in a tidy-up pause so dropped pieces are collected before students move around the room. If many items are spilled, stop movement in that area until the floor is cleared. [6]

Waste disposal is straightforward if only clean classroom materials are used. Intact reusable pom poms, dice, and counters should be cleaned if needed and returned to storage. Broken plastic pieces, degraded pom poms, or contaminated items should be discarded in accordance with normal school waste procedures; items contaminated with bodily fluids should follow the school’s infection-control waste arrangements. No COSHH hazardous waste stream is normally required for this simulation unless chemicals are introduced, which is unnecessary and not recommended.

• If a student chokes: follow the school emergency response procedure immediately, summon a trained first aider, and call emergency services if required.
• If an item is inserted into the nose or ear: do not probe; seek first-aid/medical assessment according to school procedure.
• If a slip, trip, or fall occurs: stop the activity, assess injury, provide first aid, and remove the cause before restarting.
• If a student has an allergic reaction or respiratory irritation: remove the suspected material, move the student away from exposure, and follow the student’s care plan and school emergency medication procedure.
• If body-fluid contamination occurs: isolate the area/materials, use the school bodily fluids cleanup procedure, and discard porous contaminated items.
• Record accidents, near misses, and significant spills, then review the risk assessment before the next use.

[7] To align with school science health and safety policy and a COSHH-style risk assessment, document the activity even though it does not normally involve hazardous substances. Record: the activity title; location; year group; persons at risk; materials used; hazards; existing controls; residual risk; supervision level; first-aid/emergency arrangements; and review date. A COSHH-style format can still be useful to show that no hazardous chemicals or biological agents are used and that safer substitutes were chosen. If any cleaning products are used on surfaces or equipment, assess those separately using their safety data sheets. The assessment should be signed or certified, dated, communicated to staff involved, and reviewed periodically or after any incident, change in materials, or change in student needs. [10] [9]

• Recommended residual risk rating: low for mainstream classroom use when only clean, non-toxic, non-biological materials are used and normal supervision is in place.
• Do not use live bacteria, antibiotic discs, clinical samples, or unknown substances in this simulation.
• Use larger pieces or teacher-demonstration format for pupils with choking or mouthing risk.
• Rely on elimination, containment, supervision, hygiene, and housekeeping before considering PPE.
• Review and reapprove the assessment if the class profile, materials, room layout, or procedure changes.

[6] [8]