Safe Science
Lab Safety Awareness
catalog #2217
Teacher’s Guide
Video Produced by
Written and Produced
Broad Spectrum Communications
Metropolitan Chicago Studios, Inc.
Teacher’s Guide Written by
Mary Ellen Druyan, Ph.D., MPH, RD
Consultants
Mary Dempsey
Joyce Fox
Sher Renken, DEd.
Becky Rossof
Jason Wulkowicz
Published & Distributed by…
AGC/UNITED LEARNING
1560 Sherman Avenue
Suite 100
Evanston, IL 60201
1-800-323-9084
24-Hour Fax No. 847-328-6706
Website: http://www.agcunitedlearning.com
E-Mail: [email protected]
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SAFE
SCIENCE
LAB SAFETY AWARENESS
Viewing Time Part I: 17 minutes
Viewing Time Part II: 24 minutes
INTRODUCTION
The material in this program will…
1) Make students aware of potential hazards in the laboratory.
2) Guide students to adopt behaviors that will prevent accidents.
3) Instruct students in appropriate means of coping with emergencies.
4) Make students generally aware of the basics of safe conduct in a variety of settings.
The material is comprehensive and up-to-date as of the date of publication. It provides
beneficial lessons for school science classes and for life. Principles mastered will have
relevance to cooking, housework, office work, hobby-related activities and work with tools
of all kinds.
The interactive video program will appeal to and benefit students in middle school through
grade 9. The program provides instruction through demonstrations, hands-on experiences and activities.
SUGGESTED COURSE-SPECIFIC POINTS
As each educator reviews the Teacher’s Guide and previews the video, it may become
clear that some information provided is covered elsewhere in the curriculum, or details
do not apply in a particular setting, e.g., your first-aid box might have a black or blue cross
rather than a red or green cross as noted in the video. In order to meet the specific needs
of your class in your school, you may find it appropriate to make some changes, additions
or deletions. We encourage you to do so. By adapting the program to your students, the
program will have the maximum instructional benefit.
Local customs, procedures and policies may dictate specific approaches to be used in your
setting. In some schools, instructors prefer safety matches to be used with bunsen burners. In other schools, strikers are used. In still other schools, students only use candles as
a heat source. Individualization is therefore both sensible and appropriate. It will minimize confusion among students.
Different approaches to safety-related issues can be the focus of lively discussions. Thus,
potential points of confusion can be turned into constructive lessons. Students can learn
that there is sometimes more than one way to handle a problem, and thus will learn that
they can adapt information provided to a number of different situations.
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MATERIALS IN THE LESSON
✓A two-part, live-action video which shows students directed by their teacher in a real
school science laboratory. The running time for each video part is approximately 20 minutes. You may decide to present the program on one day or to divide the viewing between
two separate days.
✓This Teacher’s Guide has suggested instructional procedures, follow-up discussion and
activities, an answer key for the blackline master activities, and the script for the two-part
program.
✓18 blackline masters (copy-ready exercises, handouts and quizzes).
✓A guide for the teachers entitled Teacher's Cleanup Plan for the Lab, which is intended
to serve as a planning vehicle and a reminder regarding handling of materials. This additional guide is provided as part of this teacher's guide beginning on page 31.
PROGRAM SUMMARY
This two-part interactive program lesson introduces science students (grades 5 - 9) to the
principles of laboratory safety. While the parts were formulated to be presented in sequence on different days, they may be presented on the same day or in different weeks.
Students who were absent for one of the lessons will see a lesson that stands on its own.
Of course the subject matter in the two parts is overlapping, but different. Both parts help
students learn safety rules and their reasons and how to anticipate and cope with safetyrelated problems.
PROGRAM GOALS
The goals of this program on awareness of safety in the science laboratory are…
1) to raise the consciousness of students regarding the need to follow directions and observe precautions in the laboratory, and
2) to develop behaviors that will minimize adverse consequences from accidents in the
laboratory. Awareness of laboratory safety considerations and the following of safe procedures should be constants.
This program will also teach students safety measures - preventive and reactive.
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STUDENT OBJECTIVES
After viewing the complete program and participating in related exercises and activities,
the students should be able to...
• Know and state safety rules and their reasons.
• Discuss ways to prevent accidents.
• Know enough about the principles of safety that explicitly-provided rules can be expanded. It is not possible to list every rule or precaution or to anticipate every emergency.
• Be able to demonstrate and explain how to cope with laboratory emergencies.
• Identify safety symbols and describe the meaning of each and the implications of each.
SUGGESTED INSTRUCTIONAL PROCEDURES
The following suggested instructional procedures are presented here in outline form for
the purpose of clarity.
I. Teacher Preparation
A. Preview the video, Parts I and II. Read the information in this guide and review
the blackline masters. Select those blackline masters which you intend to use.
Duplicate them as necessary.
B. Compare terminology and examples given in this program to that which may be
included in your students' textbooks/workbooks so that your own terminology is
consistent, and different wordings can be explained to the students to enrich rather
than confuse them.
C. At the end of each part of the video program, there is a five-minute interactive
video instructional quiz. You may choose to use it in one of several ways.
Note: The video instructional quizzes are NOT intended as an evaluation tool. Lesson
quizzes and exercises are provided for evaluations. You may adapt these instruments to
meet your needs as an educator in your particular setting.
1. You may wish to have students reply verbally during the quiz (especially if you
have a convenient pause control on the VCR), or have students number a sheet
of notebook paper and record their answers to each question raised in the quiz
for group discussion after the video quiz.
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2. Blackline Masters 14, 17, and 17a may be used by the students to fill in as they
view the quiz at the end of each part of the video.
3. You may choose to use the blackline masters as a before and after test. Students
who have a pretest will view the video intently, seeking answers to questions
posed (which they know they will be asked again).
4. You may use these blackline masters at a later date as review.
II. Introducing The Program
A. Start by being a role model. That is, follow the dress code yourself (tie long hair
back, wear closed-toe shoes, wear safety goggles and gloves as appropriate, etc.)
Tell students why you do certain things in the lab and in general why it is important for them to be aware of the need for safe behavior in the lab.
B. Before the video presentation, share the student objectives as stated on page 3 of
this guide with your students. If you plan to use Blackline Masters 14, 17, and 17a
as a pretest, do so before the video presentation.
C. The following may help you in providing students with a brief introduction regarding the content of the program:
The purpose of this program on awareness of safety in the science laboratory is to
raise the consciousness of students regarding the need to follow directions and observe precautions in the laboratory. Awareness of laboratory safety considerations
and the following safe procedures should be constants.
1. Students must learn to follow the instructions of either the teacher or the textbook or workbook as indicated by the teacher. The most important rule is to
follow the teacher’s instructions or the directions in the book precisely.
2. Students must learn the meanings of symbols or icons associated with hazards
and what precautions to take when warned of a hazard.
3. Prevention of accidents should be stressed for protection of each student and
others in the environment.
D. Distribute Blackline Masters 1-4, which list symbols that indicate particular hazards and symbols that indicate need for protective measures. Much of the material
(but not all of it) is covered in the video. You may wish to discuss the material not
mentioned in the video at some point. You may also advise students they will be
tested on the material contained in the blackline master (if that is consistent with
your plan) for their understanding as well as their ability to memorize and recognize the symbols/icons and their meanings.
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E. The laboratory is a place for making inquiries and finding answers to questions as
safely as possible.
1. It is a place for making unpredicted observations or discoveries (and noting
them).
a. The discovery of penicillin started with the observation of mold growing in
the lab.
b. The understanding of genetics started with observations about traits passed
from one generation to the next - in plants and animals.
c. Not all science occurs in a lab, but safe procedures are important in any
environment. Archeological digs and examination of fossils have provided
insights about ancient history and evolution. Safe procedures must be followed on field trips.
2. The lab is a place to foster curiosity and objective thinking.
a. The structure of DNA was discovered by scientists in the laboratory who
combined knowledge of chemical behavior of DNA and interpretations of
its physical properties (x-ray diffraction) and by exploring models that might
explain both.
b. The understanding of radioactive decay followed observations of laboratory scientists. In this case, scientists did not know the hazards of materials
with which they were working!
3. The laboratory is a place to learn fundamental principles of science. Handson learning is important to scientific education.
4. It is a place to learn how to think logically and deduce answers to posed
questions.
5. It is a place to learn how to use certain tools and laboratory equipment.
F. Safety rules and procedures should be learned and mastered until they are second nature and until responses to risks or actual hazards are automatic.
1. Dangers come from materials used in a lab – the large, the small, the unusual
and the ordinary; for example:
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a.
b.
c.
d.
liquids
solids
water
instruments
1)mechanical
2)electrical
e. glassware
2. Small amounts of some materials can be dangerous.
3. Poorly functioning equipment can be dangerous.
4. Misuse of tools can be dangerous.
5. Failure to wear safety gear or to follow safe dress codes can be dangerous.
6. Furniture, work station surfaces, and any seating (or absence of seating) must
be consistent with prevention of accidents and must permit safe recovery from
accidents.
G. Present the video at this point and continue with the remaining material as FOLLOW-UP DISCUSSION. You may wish to present PART I (viewing time: 17 minutes) on one day and PART II (viewing time: 24 minutes) on a subsequent day.
NOTE: If you plan to use the video quiz at the END of each part of the lesson,
pause the video after each part and distribute the quizzes supplied as follows: Blackline
Master 14 is the students’ form for the video quiz following Part I; Blackline Masters
17 and 17a are the students’ forms for the video quiz following Part II.
III. Follow-Up Discussion And Activities
A. Remind the students of all objectives at this point:
1. Learn safety rules and their reasons and be able to discuss the rules and their
reasons.
2. Learn and discuss ways to prevent accidents.
3. Learn enough about the principles of safety that explicitly-provided rules can
be expanded. It is not possible to list every rule or precaution or to anticipate
every emergency.
4. Learn how to cope with laboratory emergencies.
5. Symbols for safety hazards should be known and understood.
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B. Discussion points and exercises:
1. Learn and state safety rules, and their reasons (Objective no. 1)
Safety rules are a part of life, (students should be asked to provide examples of
their own). For purposes of discussion, you might consider the following examples
or others:
a. Stop, look both ways, and listen before crossing the street. (Why are all
three necessary?)
b. Don’t accept food from a stranger.
c. Don’t give babies toys with parts that may end up in their mouths.
d. Don’t store cleaning supplies with food supplies.
e. Other examples from students’ experiences.
2. Symbols for safety hazards and precautions convey risk or preventive measures. They should be known and understood (Objective no. 5). They are not to
be taken only in a limited, literal way. For example, the symbol for glassware is
the outline of a flask, but any glass containers can break. Different manufacturers and authors use different symbols. Students should realize that if they understand the symbols used in this program, the other symbols should be meaningful to them. Refer to Blackline Masters 1-4.
3. Major general laboratory safety rules and reasons for those rules should be
known and articulated (Objective no. 3). Just as general safety rules have reasons (stop, look and listen before your cross the street), there are reasons for
rules in the lab. Distribute Blackline Masters 5-7. You may prefer to use Blackline
Masters 8 and 9, which supply the rules, and ask the students to supply the
reasons as a written assignment or as a class exercise; or you may prefer not to
distribute the blackline masters and simply use the material for class discussion.
4. Learn ways to prevent accidents (Objective no. 2). You may prefer to discuss
this periodically throughout the year at the appropriate time(s), or you could
include it before the video. You may want to discuss generally how to prevent
burns by following rules you have been following and that the students must
follow. Some of the rules are:
a. Keep long hair tied back or secured to keep it away from flame, chemicals or
equipment.
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b. Avoid wearing loose, flowing, flammable clothing or accessories (such as
ties, scarves, ribbons, dangling jewelry) that are not restrained by an apron
or lab coat.
c. Protect your eyes when using a heat source. Some very bright lights warrant special protection (e.g., sunlight, some lasers).
d. Be sure you know how to light a burner or set up any heat source. If flame
leaps out of a burner, turn off the gas immediately. Do not touch the burner,
because it may be hot.
e. Extinguish open flames when not in use. Never leave an open flame unattended.
f. Never reach over an open flame.
g. Handle toxic or flammable materials with care. Follow directions in your
book and instructions of your teacher. Tell your teacher at once if chemicals
are spilled on your clothing, skin, work space or the floor.
h. Never heat a chemical you are not instructed to heat. Some materials are
harmless at room temperature and dangerous when heated.
i. When heating material in a glass container, point the mouth of the container
away from you and others. Chemicals can boil over or splash out of a heated
container.
j.
When heating material in a glass container, use an insulated wire screen or
special insulated pad to protect the glassware (by distributing the heat). (Be
sure you only heat glassware designed to withstand heat.)
k. Never heat material in a closed container. The gases inside the container
will expand with heat, and the increased pressure may cause the container
to explode.
l. Be sure all glassware is cleaned carefully after use; material left behind in
the glassware could react and cause an accident at a later time.
m. Never handle equipment or materials that might be hot with bare hands.
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Use a test tube holder when heating test tubes, and move the test tube around
in the flame continually during heating to prevent the glass from cracking.
Always use special gloves, potholders, tongs or other appropriate tools when
picking up or moving containers that might be hot. If a container has been
heated, before picking it up, hold the back of your hand near the container
without touching it. If you can feel heat, the container is probably too hot to
handle with bare hands. (Though not common in early science training, sometimes materials in labs are very cold, such as solutions cooled with dry ice,
or dry ice itself; very cold items should be handled similarly to very hot
items.)
n. Stick to the dress code, because many materials in the lab can cause burns,
eye injury and fires.
o. Wear safety goggles when working with chemicals or flames (or other heat
sources); contact lenses do not protect your eyes.
p. Wear a lab apron or lab coat when working with chemicals or heated materials.
q. Remove or secure any clothing or jewelry that can interfere with your work
or easily get into a flame or chemical or interfere with equipment.
r. Wear closed-toe shoes to protect your feet from chemicals, sharp objects or
dropped objects.
s. Follow the general safety rules (Blackline Masters 5-7).
t. Be sure students stand when heating chemicals, mixing chemicals and when
they are instructed to stand by the teacher or book. (Some laboratories intentionally have no chairs.)
u. Never return unused chemicals to their original containers, because there
could be risk of contamination. (You will have created a situation in which
the contents of a labeled container is actually unknown.)
v. Chemicals are stored by type, and usually within type, in alphabetical order.
w. Be sure students are not violating rules of chemical storage.
(See page 31, TEACHER'S CLEANUP PLAN FOR THE LAB.)
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5. Learn enough about the principles of safety so that explicitly provided rules
can be expanded (Objective No. 3). It is not possible to list every rule or precaution or to anticipate every emergency. That does not mean good safety behavior should not be expected. Safety principles should be applied on field trips,
in workshops or in kitchens and a variety of other situations. Examples of laboratory safety follow. You may wish to share these with the students – or ask them
what the purpose of each rule is.
a. Do not store chemicals above eye level. If you cannot see something that is
potentially hazardous, it increases risk of fire, explosion or harmful contact
with a chemical or an unplanned chemical reaction.
b. Don’t use ungrounded equipment. An electrical fire could result.
c. (Not a student concern, but you might share the idea with older students.)
Store acids and bases in specially designed cabinets or closets. Don’t dispense extra acid or base that is not needed. Acids and bases are corrosive.
They can gradually destroy shelving, in turn creating increased risk of spills
and chemical interactions.
C. Learning how to cope with laboratory emergencies. (Objective no. 4) Distribute
Blackline Master 10 and lead a class discussion.
1. Discuss the examples of emergencies in the table, and ask students for other
examples of emergencies, e.g.:
a. You smell something strange in the lab. Do you ignore it? No, you bring it
to the teacher’s attention.
b. You are helping cook in the home kitchen. The fat in a frying pan catches on
fire. What do you do? DO NOT ADD WATER; IT WILL JUST SPREAD
THE FIRE AND DELAY PUTTING IT OUT. Smother the fire with salt or
baking soda or a metal lid. (Know where large lids are for this purpose!)
2. Have a student demonstrate the stop, drop and roll technique for smothering
clothing that is on fire. (Use of a fire blanket is covered in the video, but not
this technique.)
D. Make sure that everyone is familiar with safety procedures (Objectives no. 1, 2, 4).
That means keeping people aware of lab safety precautions and preventions. Teachers should remind students of safety procedures periodically.
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1. Inspect the lab often (develop a checklist). Keep records of inspections. Refer
to the checklists before and at the end of each class period and at the end of
each term.
2. Report hazards or non-standard conditions promptly in writing. Maintain a
copy of your report.
3. Report any defective equipment to the administration in writing. Keep a
copy of your report.
4. Circulate around the room during a lab period. Supervise student progress
continually.
5. Familiarize yourself with location and use of first-aid materials, fire blanket,
fire extinguisher, eye wash materials, and if present, the safety shower. Be
sure students know how to use the equipment.
6. Post emergency phone numbers by the nearest phone. Make sure students
know where that is.
7. Plan an annual safety audit. Include in lessons any information peculiar to
your school/class/lab.
Note to teachers: At some point after viewing the video in its entirety and after class discussions,
you may wish to distribute Blackline Masters 11-16 to measure the students' comprehension of the
material. You may use these quizzes and exercises as in-class activities or as take-home assignments.
IV. Summary Of Lesson; Points To Be Noted As Exercises/Quizzes Are Returned And
Discussed
A. Laboratory safety awareness should be constant. Principles of laboratory safety
should be uppermost in the minds of students and teachers alike.
1. Students should follow instructions given by the teacher or indicated in the
book portion to which the student is directed by the teacher.
2. Students and teachers should be familiar with the safety symbols. When potential hazards are present, appropriate behavior should be adopted.
3. Accident prevention should be stressed. You might consider periodic safety
drills for prevention and for coping with emergencies.
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B. Laboratory science fosters inquiry and seeking of answers to questions safely.
C. Safety rules and procedures should be well known. Responses to hazards or
accidents should be automatic.
D. Objectives of a lesson on safety:
1. Mastery of rules and understanding reasons for those rules.
2. Mastery of ways to respond to accidents and emergencies.
3. Understanding and knowing how to implement measures to prevent
accidents.
ANSWER KEY TO BLACKLINE MASTERS
Blackline Master 11, Quiz
1.
2.
3.
4.
b.
c.
e.
a. water to acid —> acid to water
b. a closed —> an open
c. should —> should not or should never or by tasting —> smelling them by wafting method or testing them for some physical or chemical characteristic.
d. shows initiative and is safe —> is dangerous.
e. For efficiency, always pour more chemicals into a flask than —> For safety, only
use the amount of chemicals
f. sit —> stand
g. may be —> may never be; no tube should be heated without holders/tongs
h. toward —> away
i. safe —> unsafe
j. is not —> is
Blackline Master 12, TRUE/FALSE Laboratory Safety Awareness Test (TEST-A)
1.
2.
3.
4.
5.
6.
7.
False
True
True
False
False
False
False
8. False
9. True
10. True
11. True
12. True
13. False
14. True
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Blackline Master 13, TRUE/FALSE Laboratory Safety Awareness Test (TEST-B)
1.
2.
3.
4.
5.
6.
7.
False
False
True
True
True
False
False
8. False
9. True
10. False
11. False
12. True
13. True
14. True
Blackline Master 14, Video Quiz - PART I
1. a., c.
b. is wrong, because some fires are made worse by adding water to them or are at least
not controlled by water.
d. is wrong, because you should never run in the lab. If there is a fire, and you cannot
reach the fire extinguisher or fire blanket, CRAWL AWAY, close the door to prevent the
fire from spreading, and call an emergency number.
2. While you are using a piece of electrical equipment, you notice it has a frayed wire.
Put the following steps that you or someone should perform in proper order.
3 a. Unplug the equipment.
5 b. Continue the experiment with a replacement piece of equipment.
1 c. Alert the teacher.
2 d. Turn off the circuit breaker or unplug the fuse to turn off the power.
4 e. Turn the power on.
3. c.
4. a.
b.
d.
e.
Symbol/icon for fire hazard
Symbol/icon for poison hazard
Symbol/icon for eye hazard
Symbol/icon for hand hazard
a., c., d.: The fire hazard is evident: when lighting a flame there could be a flash of fire that
poses an eye hazard; flame might ignite material which would also pose an eye hazard,
and hands can easily be burned when lighting or using a flame. There is no electrical
hazard from the burner.
5. d.
Not all experiments - especially ones using heat which could melt the gloves - require
rubber gloves. Some experiments require heat-resistant gloves or sterile gloves.
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Blackline Master 15, Matching Exercise: Symbol(s) Laboratory Activity
1. G.
2. I.
3. C.
4. B., D.
5. E.
6. A., B.
7. B., H.
8. A., D., G.
9. B., D.
10. G.
Symbols F. and J. may be included in all answers.
Blackline Master 16, Matching Exercise: Symbol(s) Rule or Guideline for Laboratory
Safety
1.
2.
3.
4.
E.
A.
I.
F.
5. B., D.
6. H.
7. J.
8. B.
Blackline Masters 17 and 17a , Video Quiz, PART II
1. a.
no goggles.
drinking (soda) in lab.
no apron.
hair not pulled back
tube pointed toward student.
tube not marked Pyrex or Kimax or TEKK (may be hard to determine from picture).
b. standing or using safety matches or using test tube holder
2.
c. Symbol/icon for eye hazard
d. Symbol/icon for hand hazard
e. Symbol/icon for sharpness hazard
3.
a., b., c.
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Script of Video Presentation
SAFE SCIENCE: LAB SAFETY AWARENESS
LAUREL: Hi Nick! Did you have a good summer?
NICK: Yeah, Laurel. How about you?
LAUREL: I had a terrific time at music camp. What’s you’re next class?
NICK: Lab.
LAUREL: Me, too.
NICK: Well Greta, you’re looking good.
GRETA: Thanks, Nick.
LAUREL: Hi, Greta. What’s your next class.
GRETA: Science Lab.
NICK: Me too!
GRETA: That makes it better.
ROY: Hello, Laurel.
LAUREL: Hi, Roy.
WILLIAMSON: Hi. As you come into the class, check the list on the board. You’ll see that
each of you has been given a seating assignment. At your place you’ll find protective
eyewear and a lab apron. Put them on to get used to wearing them. This morning, we’re
going to cultivate your Lab Safety Awareness.
WILLIAMSON: Excuse me. Would you please tie back your hair. May I ask what your
name is?
GRETA: It’s Greta.
WILLIAMSON: I’m Mrs. Williamson.
GRETA: Mrs. Williamson, the principal says it’s OK for me to leave my hair down.
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WILLIAMSON: It’s OK everywhere else in school Greta, but the lab is a special place and
requires special safety measures and awareness for all of us.
Please put on your eye protection and the apron. You'll be expected to wear your lab gear
for every lab period. And young man with the sunglasses around his neck – yes, that's
right. What's your name please?
NICK: It's Nick.
WILLIAMSON: Nice to meet you, Nick. Please take the glasses from around your neck.
They're likely to get in the way and could be dangerous in the lab. Thanks.
NICK: Look at these goggles. They look goofy.
LAUREL: (quietly) I’m not going to wear them. I just got contacts, so I wouldn’t have to
wear glasses.
GRETA: Look at this apron. It’s awful. Everyone’s always telling me what to do. I don’t
see why I have to wear this. I’ll just wear some old clothes.
NICK: More stupid rules.
WILLIAMSON: In this class we don’t do anything without a reason. That’s because this
is Science. I’m glad you’re questioning the rules, because in Science we don’t take anything for granted. The lab is the place where we find things out, so we always have to be
prepared for surprises - in fact, that’s how scientists make discoveries. So, ask questions
and try to find answers. That’s rule 1 in this class. Expect to be surprised, and because we
can expect the unexpected, there are rules and procedures, so you’ll need to follow directions. Most are to protect you, like these high-fashion lab aprons and eye protection.
In this class, we’re going to focus on lab safety awareness to help you avoid common
accidents. Being safe in the lab means developing good habits, using your common sense
and staying alert.
Remember, in the lab suprises can and do happen. So no matter how lab safety aware you
become, there’s no prospect of anticipating every accident.
So, practice safe science, wear your safety gear, follow lab procedures and directions and
listen to your teacher.
Surprises will happen anyway, so don’t assume anything.
In the lab, when we try to control an experiment, we very often use heat, so let’s talk about
using heat safely in the lab. Here we have several methods of heating things in the laboratory: a candle, a bunsen burner and a hot plate.
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First, let’s light the candle. Use safety matches because they’re longer and stiffer than
book matches. Remember to use one at a time, strike the match away from your body and
light the candle fairly fast, so you won't burn your fingers. Remember, never assume
anything. If you’re using the bunsen burner, as soon as the gas is on just a little, light the
burner - always with a safety match or striker. And you’ll want the burner to be within
arms length but not close enough to burn your clothes.
If you were using this electric hot plate, it would need to be plugged into a grounded
outlet.
Sometimes you will find plugs designed to be used with a polarized outlet; they have two
prongs of unequal size. Make sure anything is plugged in all the way, so it’s safe to use.
Also, remember that people conduct electricity, so you could get a shock or do serious
damage to yourself if there’s anything wrong with the equipment, or if you’re using it
improperly. Just because you can’t see electricity doesn’t mean that you’re not at risk.
Let’s take this little toy and do a demonstration. Nick and Greta could you come up here
please?
Nick, if you would place this hand on the chick and hold this little battery terminal on the
belly. There. Right. And I’m going to hold this one. And I’m going to hold Greta’s hand.
And when I say go, why don’t you hold Greta’s other hand, complete the circle, and we’ll
complete the circuit. OK, ready, go. Thanks. Didn’t know how electric you were, did
you?
Ladies and gentlemen, electricity travels through people. Don’t underestimate it's ability
to harm you. Also, make sure that liquids are kept away from outlets and from appliances
not designed to be used with liquids. You don’t want liquids to spill when electrical equipment is used.
If you see a frayed wire or if you think that something isn't operating properly, you’re at
risk. Don’t assume anything! Notify your teacher.
ROY: Mrs. Williamson, there’s a fire in the wastebasket!
WILLIAMSON: Thank you, Roy. Everybody all right?
Thank you Roy, you did just the right thing - if you see a fire starting in the lab, call me!
There’s a fire extinguisher in every lab. Make sure you know where it is before you start
to work.
If you see a fire, do what I did. Walk, don’t run. Get the fire extinguisher. Pull the pin,
aim directly at the fire, push the lever and fire.
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Now, remember when I said “never assume anything?” Never assume that because you
shake a match like this or blow it out lightly that it can’t still start a fire. What should I
have done, Nick?
NICK: Let the match cool before you toss it.
WILLIAMSON: That’s good, but how do you know when it’s cool enough? Greta?
GRETA: When it dresses like Nick.
WILLIAMSON: Roy?
ROY: You should wet the match, then you'll know it’s cool enough.
WILLIAMSON: Exactly right. Thanks for being so Lab Safety Aware. Now, even though
we try to be prepared for surprises by wearing safety gear and staying alert like Roy, we
try to minimize surprises by thinking ahead. That’s also why, for example, when we use
a candle, we often stick it in a pie tin and put water around the candle. That way there’s a
place for used matches. No surprises. Also, the water will put out the flame from the
candle, if the candle tips over.
Now, if I can have another volunteer, we’ll learn a different way to put out a fire.
WILLIAMSON: Roy, come on. You’ve earned this.
Roy: What do I do?
WILLIAMSON: Let’s pretend there was still a fire in the waste basket. Get the fire blanket and use it to smother the fire.
Roy: Where is it?
WILLIAMSON: You shouldn’t start to work until you know where the fire extinguisher,
the fire blanket and the fire exits are. It’s over there.
Now walk - don’t run - get the fire blanket, open it up and use it to smother the pretend
fire. Ready? Go.
Excellent, one more thing. What if you’d hurt yourself while you were putting out the
fire? What would you have done?
ROY: Well, I'd have probably talked to the teacher, or even gone to the school nurse.
WILLIAMSON: Both sensible answers. What about a first aid kit?
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ROY: I didn’t know where the fire blanket was either.
WILLIAMSON: Well, if we look around for a red or green cross, you’ve most likely found
your first aid kit.
Voila!
All right. Now let’s talk about what happened as we were coming into the lab. Why do
you think I asked Greta to tie back her hair?
Laurel: It might get too close to the flame she’s using and catch on fire.
WILLIAMSON: That’s why I singled you out, Greta. Also, hair can catch on fire if someone else uses a flame. Sometimes it’s easy for us to think about our own actions, but we
aren’t always aware of what someone near us will do. What’s another thing we should
think about to prevent fires?
Student 2: What about a scarf or something that might catch on fire?
WILLIAMSON: Excellent answer-- scarves, sashes, long droopy sleeves, neck ties, dangling jewelry all can easily catch on fire. They can also hook onto equipment and knock
things over causing various accidents. If you’re wearing loose clothing, tie it back or
contain it, maybe with your apron. You can roll up loose sleeves.
Remember when Nick came into the class with his glasses draped around his neck on a
nylon cord and I asked him to take them off? Now you know why, Nick. I didn’t want
you to strangle yourself, or at least get you tangled up and set yourself on fire. And Nick,
just to let you know that I hold myself to the same standards...I had to change from these
to these to protect my feet from splatters, breaking glass, burns--you name it. From here
on in, you’re on notice that I won’t let you through the lab door without closed shoes.
They’re as essential as your apron and goggles. So, what have we learned so far?
Video Quiz, Part 1
1. When you see the following emergency, what should you do immediately?
(More than one answer may be correct)
A.
B.
C.
D.
Get the fire extinguisher and put out the fire thoroughly.
Dump water on the fire.
Get the fire blanket and smother the fire.
Run from the room leaving the door open for easy access to call an emergency number.
The correct answers are A. and C.
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B. is wrong because some fires are made worse by adding water to them or at least are not
controlled by water.
D is wrong because you should never run in the lab. If there is a fire and you cannot reach
an extinguisher or fire blanket, CRAWL away (to avoid harmful gases and smoke), close
the door and call an emergency number. Doors should be kept closed to contain the fire,
so after everyone is evacuated, the door should be closed.
2. While you are using a piece of electrical equipment, you notice it has a frayed wire. Put
the following steps that you or someone should perform in proper order.
A. Unplug the equipment.
B. Continue the experiment with a replacement piece of equipment.
C. Alert the teacher.
D. Turn off the circuit breaker or unplug the fuse to turn off the power.
E. Turn the power on.
The correct order is as follows:
The first step is C., alert the teacher. Don’t assume anything. Don’t touch anything.
The second step is D. Turn off the circuit breaker or unplug the fuse to turn off the power.
The teacher makes sure no electricity is flowing by disconnecting the circuit breaker or
fuse so there’s no risk of electrical shock.
The third thing you would do is A. Unplug the equipment. Now that the power’s off, it’s
safe to do so.
And the fourth thing you would do is E. Turn the power on.
Finally, step five would be B. Continue the experiment with a replacement piece of equipment.
3. Which of these heating sources can cause an electrical hazard if not properly used?
A. Candle
B. Bunsen Burner
C. Hot Plate
The correct answer is C., the hot plate. Our symbol for electrical hazard is this. (
)
4. What is the appropriate symbol or symbols for hazards posed by the Bunsen burner?
(More than one answer may be correct.)
21
A.
B.
C.
D.
E.
Fire Hazard.
Poison Hazard.
Electrical Hazard.
Eye Hazard.
Hand Hazard.
The correct answers are A., D., and E.
A. The Bunsen burner has an open flame, so it’s a fire hazard.
D. The Bunsen burner can flash when you light it.
E. You can burn your hands on the heat from the flame directly or from objects that you
heat with the flame.
5. Which of the following pieces of safety gear is not essential for all lab sessions?
A.
B.
C.
D.
Eye protection or goggles.
Clothing protection or your lab apron.
Foot protection or closed shoes.
Rubber gloves.
The correct answer is D., since not all experiments, especially ones using heat, which could
melt rubber gloves, require them. Your teacher and common sense should tell you when
you need hand protection. And there are different kinds of gloves for different situations
like heat resistant gloves that don’t melt. See, you next time.
PART TWO
NICK: Look at these goggles. They look goofy.
LAUREL: I’m not going to wear these. I just got contacts, so I wouldn’t have to wear
glasses.
GRETA: Look at this apron. It’s awful. Everyone’s always telling me what to do. I don’t
see why I have to wear this. I’ll just wear some old clothes.
NICK: More stupid rules.
WILLIAMSON: In this class we don’t do anything without a reason. That’s because this
is Science. I’m glad you’re questioning the rules, because in Science we don’t take anything for granted. The lab is the place where we find things out, so we always have to be
prepared for surprises--in fact, that’s how scientists make discoveries.
So, ask questions and try to find answers. That’s rule 1 in this class. Expect to be surprised, and because we can expect the unexpected, there are rules and procedures so you’ll
22
need to follow directions. Most are to protect you like these high-fashion lab aprons and
eye protection.
In this class, we’re going to focus on lab safety awareness to help you avoid common
accidents. Being safe in the lab means developing good habits, using your common sense
and staying alert. Remember, in the lab, suprises can and do happen. So no matter how
lab safety aware you become, there’s no prospect of anticipating every accident. So, practice safe science, wear your safety gear, follow lab procedures and directions, and listen to
your teacher. Surprises will happen anyway, so don’t assume anything.
Let’s try an experiment. We'll take this bottle, labeled acid, and make a dilute acid solution. Should I add water to acid or acid to water?
Maybe you think it doesn’t matter. Let’s have someone come up here, please. Yes...
Hi, Remember me? I’m Mrs. Williamson.
LAUREL: Hi, I’m Laurel.
WILLIAMSON: I’ll put a little water into tube 1 which I’ll mark w1a2 because I’ll put
water in first and acid second. Tube 2, I’ll mark a1w2, because I’ll add things the other
way around. And into tube 2 I’ll put about the same amount of acid as I had water in tube
1. Now to tube 1 I’ll add approximately the same volume of acid as I had water. And to
tube 2 I’ll add about the same amount of water as I had acid.
Now Laurel, if you’ll place your fingers lightly on the two tubes like this, you can tell the
class what you observe.
LAUREL: That’s crazy. One’s hot and the other one isn’t.
WILLIAMSON: Right. So the rule is when you’re diluting acid, always add acid to water
- never water to acid. Can you guess what might have happened if I’d used an even
stronger acid and diluted it by adding water to the acid?
LAUREL: It would get really hot...maybe even boil!
WILLIAMSON: And it could spatter on your hands, clothes or in your eyes. So just in
case we make mistakes, or something unexpected happens, we need to wear our eye
protection and aprons when working with chemicals. And, you may have noticed that I
tend to hold tubes tipped away from me - just in case!
And speaking of making no assumptions, what’s in these other tubes, Laurel?
LAUREL: I don’t know.
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WILLIAMSON: Being a thorough scientist, I have my secrets. I’ve labeled them. But
what if I’d forgotten to label them? Or if the marking came off? Chemicals have different
properties; and if I knew what I started with, I might be able to figure out what was in
each tube. How?
LAUREL: They might smell different from each other.
WILLIAMSON: Good point. Since we’re scientists, we don’t sniff chemicals like Fido
sniffing in the grass. We smell chemicals by wafting, so we aren’t jolted by unpleasant,
maybe even harmful fumes. Tell the class what the chemicals smell like.
LAUREL: OK. This one’s nail polish remover.
WILLIAMSON: Close. And the next...
LAUREL: This one doesn’t smell like anything.
WILLIAMSON: Very good. And the third one?
LAUREL: This one smells sour!
WILLIAMSON: Very good description. And next?
LAUREL: Ammonia. Eeech!
WILLIAMSON: You got that one right. And...
LAUREL: This one’s bleach.
WILLIAMSON: Exactly. What else should we try?
LAUREL: How about tasting?
WILLIAMSON: That might work well in the kitchen, but this is a lab. In the lab we don’t
go around tasting and touching chemicals, because they might be dangerous. If you don’t
know what something is, ask me what it is.
In fact, never touch or taste chemicals unless you are specifically told to do so. Keep lids
closed tightly when chemicals are not in use. And if chemicals should get on your skin or
clothing, immediately rinse with water. Then, notify the teacher. Protect your hands
appropriately, and if chemicals do get on them, rinse, wash and rinse thoroughly.
Now you can see why labeling things is so important. Make sure to label each container
you use, and keep track of what you add to each container.
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Why do you think we have a rule that we don't eat or drink in the lab?
LAUREL: We don’t want to eat poison by mistake.
WILLIAMSON: Bravo Laurel! It’s one thing to pick up a glass of tomato juice instead of
orange juice. You might prefer one to the other, but both are safe. But some chemicals are
very dangerous and can make you sick. Some are so dangerous that it only takes a little to
kill you. So we need to be very careful and never eat or drink in the lab. Got it? OK.
Let’s get back to our problem of identifying liquids. Just because we know the name of a
liquid or solution, doesn’t mean we know what it will do in every situation. Let’s take
these three handkerchiefs that I’ve stretched over frames, and I’m going to put a little bit
of clear liquid number 1 onto handkerchief one.
And we’ll put a little bit of clear liquid number 2 onto handkerchief two. And a little bit of
clear liquid number 3 onto handkerchief three. Now if I pick the handkerchiefs up so that
you and the class can see, what’s going on here?
LAUREL: Handkerchiefs 1 and 2 look the same, but look at handkerchief 3. It’s burning
a hole through it.
WILLIAMSON: Right you are! Now I’ll get an egg, crack it into this petrie dish, and place
a little bit of that same clear liquid number 3 onto the egg, which has some materials in it
that have some similarities to say... your eye. Now would you observe for us again, please?
LAUREL: The egg white is turning white, like it’s being cooked.
WILLIAMSON: Good observation, and you can’t uncook an egg, or an eyeball.
Ladies and gentleman, make no assumptions. As you can see, it can cost you dearly.
What do you think of our ugly lab aprons and eye protection now, Laurel?
LAUREL: I’ll be wearing mine.
WILLIAMSON: If you spill anything in the lab, we need to get it up right away. So if you
see a spill, call me.
Why not let water or anything else just dry up? Greta? A slip can cause a fall which can
cause an injury in any environment but it’s especially dangerous in the lab because?
GRETA: You could cause another accident by bumping into someone else or by knocking
over something.
WILLIAMSON: And that can cause some of the other problems we’ve been talking about.
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Thanks, Laurel. You can go back to your seat now, and watch out for that wet spot on the
floor.
Now, if I can have another volunteer...Nick, how about you?
NICK: I never volunteer.
WILLIAMSON: Well, consider it a request. Let’s see how important it is to not make
assumptions about new situations. I’ll take two solids, and I’ll put a little of the first one
into this tube. And a little bit of the second one into the second tube. Next. And I’ll put
some water into each of the tubes. And next, I’m going to put a thermometer into the
tubes. And as soon as I do, I want you to read the thermometer and tell us what the
temperature of the two solutions is.
If you have trouble seeing the numbers, what would be another way to figure out the
temperature?
NICK: Touch the tube like Laurel did last time?
WILLIAMSON: Of course, using a thermometer is safer and we can learn what the temperature is more accurately, but then again, thermometers have limited temperature ranges;
and if we go far outside them, a thermometer could break. I think it would be prudent for
me to pick up the tubes one at a time and have you tell the class how they feel, just like
that.
NICK: This one’s hot.
WILLIAMSON: Very good. And this one?
NICK: And this one’s cold.
WILLIAMSON: So, sometimes things get very hot and sometimes things get very cold.
Thank you, Nick. Ah, don’t go anywhere just yet. We’ll be needing your services again in
just a minute.
In the case of the first tube, formation of a solution resulted in energy being given off, and
the tube became hot. In the case of the second tube, energy was absorbed, and the tube
became cold. So don’t assume anything!
Something may look like water, and it may not be water. Sometimes formation of a solution results in energy being given off, and sometimes it results in energy being absorbed.
And if you have any doubts about the temperature of a vessel, handle it with tongs, special gloves or insulated materials such as a pot holder.
26
Keep glassware from touching your hands directly unless you know it’s safe to touch. If
you have any doubts, don’t risk touching it! That’s in fact why we use test tube racks, or
if the racks don’t fit our tubes, special set-ups, so we don’t have to touch the tubes directly.
It also decreases the chance of extra spills.
Don’t worry, I haven’t forgotten you, Nick.
NICK: I know, I’m unforgettable.
WILLIAMSON: We’ve just seen that sometimes things get very hot or very cold in the lab.
And not all glassware can take that. Glassware that can be safely cooled or heated is
specially marked with a brand name like Pyrex, Kimax or TEKK.
Under no circumstances should you heat or cool anything unless you’re using temperature resistant glassware. And you can tell if it is temperature resistant by looking for the
brand name. Can you see the brand name on the top of this tube, Nick?
Nick: Real clearly.
WILLIAMSON: Then you know it would be safe to use for heating things, say with a
candle or a bunsen burner or for running reactions in which energy might be given off or
energy might be absorbed.
NICK: Sorry... Am I an exciting guy or what?
WILLIAMSON: It’s really OK. In fact, it gives us an opportunity to learn how to clean up
broken glass.
NICK: I always clean up my messes.
WILLIAMSON: Whether in the kitchen or the lab, avoid picking up broken glass with
your bare hands. Just sweep up as much of that as possible and I’ll get the little bit that’s
left with this damp paper towel. Then we’ll discard the sweepings and the loaded towel
into this container that’s provided for that purpose. Thanks for the demonstration and the
cleanup.
NICK: Thank you. Thank you.
WILLIAMSON: You’re welcome. We’ve all broken glassware or dishes, and scientists
break things in labs. But there are dangers when we break things in the laboratory that
don’t face us in our homes or other places. There’s may be something poisonous or dangerous in the things we break.
27
If you see that glassware is cracked, chipped or broken, report it, and I’ll exchange the
broken glassware for a new piece. Then, we’ll place (not toss) the flawed glassware in the
special broken glass container.
We want everyone to know when using or emptying the container that it may contain
broken glass; and that’s why we have a special place for broken glass.
See how sharp this little piece of broken glass can be? Why it’s as sharp as this scalpel.
When you use tools, remember they’re not toys. And when you use your dissecting
tools, use your common sense.
Use scalpels, razor blades, dissecting needles and other sharp instruments with great care.
Remember, they’re designed to cut and pierce, so that means they can cut and pierce you.
Just as good cooks in the kitchen and carpenters or others who use tools, never cut towards you. You don’t want to be performing an unintentional dissection on yourself. If
you do cut yourself in the lab, let the teacher know right away.
Come gather ‘round and watch me dissect the parts of a flower that may be familiar to
some of you.
We take the scalpel, cut away, and we can use dissecting tools to expose parts of the flower.
Notice that I hold the dissecting needle gently but firmly; it’s not a barbecue skewer.
And by the way, these instrument are not sterile so we don’t want them to cut or pierce us.
If you do feel a jab or you cut yourself, notify the teacher immediately.
So cut away from yourself and don’t forget to wear your safety glasses when you're using
sharp instruments. You can never tell if something you’re cutting might come flying towards your eyes.
OK Ladies and Gentleman, it’s time for the Video Quiz!
1. A) A student carefully reads directions for the next experiment. The student is to heat
a solution in a test tube.
Correct the student in the picture by correcting the mistakes. There are 6 errors in the
picture.
OK. Number 1. The student has no goggles, so dangerous chemicals could splatter and
hurt her eyes.
28
Number 2. The student is drinking in the lab and risks poisoning herself if the drink gets
contaminated, not to mention the risk of distracting attention from the experiment at hand
which could cause other accidents.
Number 3. The student isn’t wearing an apron, so if chemicals splash or boil, the student
could damage her clothes or, even worse, her skin.
Number 4. Her hair isn’t being pulled back so it could catch on fire. Eeeh.
Number 5. The test tube pointed toward the student means the chemicals that could
come out of the test tube come out all over her.
And 6. The test tube could shatter from the heat, because it’s not heat resistant. It’s not
marked Pyrex, Kimax or TEKK. Scary.
Question Number 1. B) What is one thing the student is doing correctly? There are three
possible correct answers:
1. The student is standing. It is excellent lab procedure to stand, because you have more
freedom of movement and more control over your work. And in case something goes
wrong, you’re already on your feet.
2. The student is using safety matches which give her control over the flame as she lights
it.
3. The student is using a test tube holder to avoid getting burned by the test tube when
it gets hot.
Question 2: What safety symbol or symbols are associated with this activity?
A.
B.
C.
D.
E.
Poison Hazard.
Fire Hazard.
Eye Hazard.
Hand Hazard.
Sharpness Hazard.
The correct answers are C., D., and E.
C. A flying piece of tubing could hit the student in the eye.
D. If the student is cutting towards himself, it would be easy to cut a hand.
E. Is the most apparent answer because a scalpel is a sharp object.
Question 3. It’s a rule not to eat or drink in the laboratory environment. Why?
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A. You could eat something, harmful, sickening or poisonous.
B. You could eat something you didn’t mean to by mistake.
C. You could eat something contaminated by chemicals, germs etc.
D. All of the above.
There are many reasons why no eating, no drinking is a good rule in the lab.
D., all of the above is the correct answer.
WILLIAMSON: Now that we’re at the end of this lab session, we need to clean up for the
next one.
Help me clean up the work areas. Return all the lab equipment and supplies to their
proper places, so the next class can find them too.
Be sure all the burners, water, gas lines, and any electrical appliances are off before you
leave the lab, unless I've specifically asked you to leave something on.
Are we done yet? Yes, Roy.
ROY: Not until we wash our hands.
WILLIAMSON: Excellent.
Good safety awareness, Greta. But I wouldn’t even think about eating that mint in the lab.
And I wouldn’t touch my eyes if I were you either. Please don’t take off your goggles and
aprons until you’ve washed your hands. Then you’re done.
Wash your hands please. Thank you.
Nice work today.
Ah, walk please. Don’t run. Still in the lab, thanks.
Good work today.
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TEACHER'S CLEANUP PLAN FOR THE LAB
THIS MATERIAL SHOULD BE READ AT LEAST TWO MONTHS BEFORE A CLEANUP
IS SCHEDULED TO ALLOW FOR ADVANCE PLANNING (scheduling, ordering equipment
or supplies). More detailed information is available from lab suppliers and various agencies. This
material may be a general guide and helpful reminder.
Before you begin to clean up the laboratory and storage areas, think about who should be
involved in the cleanup and when cleanup should occur. Make recommendations to the
administration with adequate time for planning. Remember, your own protection is important. The best time for a cleanup is immediately following the closure of school for
summer (or another) vacation.
Plan to work in teams - working alone is dangerous. Do not involve students in the cleanup. Be sure anyone involved in the cleanup is covered by an insurance policy. This should
be determined at the time of recruitment. Schedule the team members well in advance;
remind them if necessary. Tell team members to dress appropriately.
Preferably, perform a cleanup with personnel from the school where the laboratory cleanup is performed. They will be familiar with locations of rooms, materials, telephones, etc.
Depending on the size of the school, it is likely to take 2 - 6 teachers approximately two
weeks to clean up chemical storage areas, particularly if the cleanup is overdue. The best
time to estimate a schedule for the following year is just after a cleanup. Schedule adequate time.
Be sure safety equipment is present in any area in which you will be working. Include
flashlights, safe ladders, gloves, plastic bags, paint cans, kitty litter, spill materials, lab
coats, goggles, alternate containers in case broken containers are present, plastic broom
and dustpan, plastic receptacle for cleanup, replacement caps for bottles, etc. You may
want to do a cursory inspection weeks before the cleanup to see if a dumpster needs to be
ordered or if a regulatory agency needs to be contacted (for disposal of some materials).
Plan, if possible, for disposal of materials to take place after inventory. Schools may wish
to consult fire or police departments, a health or public health authority or agency, or a
commercial firm licensed to dispose of hazardous material.
Check ventilation and lighting in areas in which you will work. Is a fume hood available
for temporary storage of a substance that requires immediate attention? If not, decide
how materials requiring IMMEDIATE attention will be handled. (Perhaps with more
personnel.)
Be sure there is a way to communicate with people outside the area in which you are
working in case of an accident.
31
Plan to be free of interruptions during cleanups/inventorying to minimize distractions or
discontinuities during the cleanup.
Set up policies for recording, labeling or relabeling, inventorying, disposal of extra materials or unknown substances. Set up a policy for arrangements of chemicals to be stored.
Plan to identify the hazardous character of substances present with pre-purchased labels
or tags. (This is a good reason for the cursory inspection a few weeks before the actual
cleanup.) Be sure adequate, approved cabinets/closets are available before the cleanup/
inventorying/re-storage process is begun. (Again, this should be done several weeks
before a cleanup.) Depending on a school’s fiscal year, expensive cabinets may not be able
to be purchased at the end of the school year. Schedule (or reschedule) the cleanup for a
time after shelves, cabinets, etc. are in place.
Hazard codes to be considered for use include: volatile, flammable, toxic and carcinogenic products, peroxide, strong oxidizer or reducing agent, skin and/or eye irritant, unpredictable explosive, harmful vapors or dust, avoid contact with air, avoid contact with
water, corrosive, allergen, avoid contact with organic material, contains harmful impurities. Labeling materials can be purchased through chemical suppliers. Suppliers can advise you on labeling policies.
TAKE AND MAINTAIN INVENTORIES OF CHEMICALS; inventories should be signed
and dated and the records kept for use in subsequent cleanups. You may wish to prepare
a form for a running inventory. A running inventory, of course, should match the actual
annual inventory.
Take an accurate and complete inventory of each chemical in storage closets, cabinets,
drawers, and hoods.
Record the name of each chemical, and, if appropriate, the chemical formula (e.g., some
salts are hydrated, some are anhydrous), the amount of the chemical, approximate quantity of the chemical, and its location. If possible, record the date of receipt of the chemical.
IDENTIFY CHEMICALS LIKELY TO BE USED IN THE COMING YEAR
Review lab manuals, textbooks and directions for other projects identifying chemicals
likely to be used. This should be done well in advance of cleanup day.
Check your inventory for chemicals or excess amounts of chemicals unlikely to be used.
This can be accomplished at least to a degree in your cursory preliminary inspection.
Plan to keep no more than a two - five year supply of chemicals. Expiration dates and the
nature of the material should determine your willingness to keep chemicals a long time.
Some chemicals deteriorate with time; some become dangerous over time.
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In determining which of duplicate containers of chemicals to discard, keep the newest or
freshest; only keep the amount you will be likely to use in the coming year for hazardous
materials or for chemicals with short shelf-lives. (Depending on supplies in inventory,
you may wish to order small containers to be used in dispensing small amounts of materials to students.)
ORGANIZE CHEMICALS
While sorting chemicals to keep or discard, keep unauthorized persons out of the area.
Lock the area when not in use.
If chemicals are considered dangerous, or you are not sure how to handle them or dispose
of them, call the supplier. You may be able to save some time during the cleanup if some
research has been done earlier. If fire, police, health or other departments/agencies are to
be involved or a commercial firm is to handle disposal, advance planning is critical.
DISCARD POTENTIALLY DANGEROUS CHEMICALS CAREFULLY.
Follow mandated guidelines. Local and federal regulations are subject to change.
Chemicals that are poisonous, toxic, flammable, corrosive or strong oxidants or carcinogens may require special disposal procedures. If in doubt, check with your local fire department or department of public health. You may wish to do this well in advance of the
actual clean up.
Place hazardous chemicals - or material you conservatively presume to be hazardous - to
be disposed of in heavy plastic bags and seal the bags, so that any spills are contained.
Unlabeled materials should be considered hazardous.
Place kitty litter (which will absorb any leaking chemical) in the bottom of a paint can and
place the sealed bags containing the chemical bottles in the can. Fill the remaining portion
of the can with more litter. Place the lid on the can and label the outside of the can clearly
as to contents (chemical name of material, chemical formula and hazard risk and the date).
Arrange for disposal of materials according to information from your district superintendent or principal, the state department of education, a local section of the American Chemical Society, a nearby institution of higher learning with a Chemistry Department, or a
chemical firm or other company that uses chemicals. If you must dispose of chemicals
yourself, there are companies that have disposal procedures that can be provided. Your
local health department can refer you to them. Lab suppliers are excellent sources of
information!
33
STORAGE OF POTENTIALLY DANGEROUS CHEMICALS THAT ARE USED ONCE
IN A WHILE
Dangerous chemicals can be stored as described in the material above on disposal of such
chemicals. That is, chemicals may be placed in plastic bags, sealed and placed in kitty
litter filled paint cans. Label the outside of the container clearly and place your name and
date on the label.
CLEAN EACH STORAGE AREA BEFORE REPLACING CHEMICALS
Check that shelves/drawers, doors of cabinets etc. are secure and working properly, with
all hinges, brackets, latches and shelf clips in place. Arrange for repair of structural defects, furniture and equipment in storage and lab areas if necessary. This should be done
well in advance of the clean up.
GENERAL STORAGE RECOMMENDATIONS
Make sure shelves and cabinets are firmly secured to the wall. Avoid free-standing shelves.
Provide lips on shelf edges to prevent roll-offs.
Avoid using the floor for storage.
Avoid using tops of cabinets or shelves for chemical storage.
Do not store chemicals above eye level.
Wood shelving is preferred; metal, adjustable shelf supports and clips corrode and should
be avoided. Wooden supports are preferred.
Acids should be stored in acid cabinets. Nitric acid should be stored in the acid cabinet
only if well isolated from other acids; some cabinets are designed with a special area for
nitric acid. Inorganic and most organic acids may be stored in the same cabinet.
Bases should be stored in a cabinet designed to store corrosives.
Storage of concentrated acids and bases should be limited to 1 liter of each product unless
there is a designated, specially designed area suitably equipped for storage of larger quantities.
Flammables should be stored in a designated cabinet designed for flammables. The National Fire Protection Agency (Quincy, Massachusetts) can provide you with information
about storing and disposing of flammable and combustible materials. Your local fire department is an important resource.
34
No flammables should be stored outside a flammables storage cabinet. Flammables not
in a cabinet should be in safety cans.
Poisons should be stored in a designated poisons cabinet.
Cabinets should have hazard codes on the front and be clearly marked.
COMPATIBLE CHEMICALS SHOULD BE STORED TOGETHER; don’t store everything
merely in alphabetical order. Within categories, it may help to alphabetize, however it
may not be an efficient use of space to alphabetize strictly.
Chemicals should be stored by category:
Inorganic chemicals:
• metals and hydrides - store away from water. Store flammable solids in flammables
cabinet.
• halides, sulfates, sulfites, thiosulfates, phosphates, halogens, acetates.
• amides, nitrites, azides, nitrates OTHER THAN ammonium nitrate. Ammonium
nitrate should be isolated; it should be stored away from all other chemicals.
• sulfides, selinides, phosphides, carbides, nitrides.
• bromates, chlorates, perchlorates, chlorites, perchloric acid, peroxides, hypochlorites,
hydrogen peroxide.
• borates, chromates, manganates, permanganates.
• arsenates cyanates, cyanides -- Store away from water. Keep on highest shelf.
• sulfur, phosphorus, arsenic, phosphorus pentoxide -- Keep on highest shelf.
• oxides, hydroxides, carbonates, silicates, carbon -- Keep on lowest shelf.
• miscellaneous -- Keep on lowest shelf.
Organic chemicals:
• acids, anhydrides, peracids -- Some organic acids should be stored in the acid
cabinet.
• alcohols, glycols, amines, amides, imines, imides -- Store on top shelf. Store flammables in flammables cabinet.
35
• hydrocarbons, esters, aldehydes -- Store flammables in flammables cabinet.
• ethers, ketones, ketenes, halogenated hydrocarbons, ethylene oxide -- Store flammables
in flammables cabinet.
• epoxy compounds, isocyanates
• peroxides, azides, hydroperoxides
• sulfides, polysulfides -- Store on bottom shelf
• phenols, cresols -- Store on top shelf.
• miscellaneous -- Store on bottom shelf.
REMINDERS AND OTHER SUGGESTED SAFETY PRACTICES
Do not permit chemical shipments to be opened or transported within the school except
by authorized, qualified science teachers. Consider saving shipping containers; they are
often helpful for shelf storage. E.g., if feasible, keep acids and bases in special styrofoam
shipping packaging.
Update inventory as needed. Date chemicals on receipt.
Place chemicals in designated, secured storage area, stored according to families at or
below eye level. Keep stored chemical areas clearly identified as to types of hazards present.
Storage area should be ventilated by a minimum of four changes of air per hour. Chemical storage exhaust should be isolated from the building ventilation system.
Be sure fire extinguishers, fire blankets, sprinklers, and showers are in working order.
Proper (Tri-Class ABC) extinguishers should be in the chemical stores area. Be sure extinguishers in classrooms and laboratories and elsewhere are secured properly (properly
mounted) and ready to use in an emergency. (Cut off plastic ties used for shipping. They
interfere with pin removal on an extinguisher; looking for scissors and removing the ties
can take valuable time.)
Keep work areas uncluttered and free of chemicals not in use. Unlabeled products should
be discarded. Treat them as hazardous.
Exits from storage areas and labs should be clearly marked and kept free of presence of
hazardous material. Fire codes must be adhered to. Do not block exits or passages to
exits.
36
Familiarize yourself with hazards, precautions and procedures for handling accidents.
Review any precautions on labels before use of chemicals.
For chemicals requiring cold storage, use an explosion-proof refrigerator.
Do not store chemicals in fume hoods.
Flammables should be drained after use. Ether should not be stored unless absolutely
necessary.
Dispose of materials after their expiration date.
Sodium, potassium and other metals or water-reactive products should be stored under
dry oil.
Neutralizing chemicals such as dry sand, vermiculite or special spill kits should be readily
available.
Emergency phone numbers should be placed in chemical storage areas and laboratories,
on or next to phones.
An eyewash station and fire blanket should be within 25 feet of the chemical storage area
and in any laboratory.
Keep sources of heat away from chemical storage areas. Make sure working heat and
smoke detectors are present in labs and storage areas. Change batteries often.
Review purchase practices with administrators to discourage purchasing of large amounts
of chemicals.
Chemicals should not be stored in the laboratory or classroom. Chemicals should be stored
in secure, dedicated, properly equipped areas.
Use safe ladders when necessary.
Make sure storage areas, classrooms and labs are well lit.
If staff are working with chemicals outside of normally scheduled hours, alert school administrators.
Follow safety rules for yourself (clothing - including closed-toe shoes, goggles, etc.) when
working with chemicals.
37
FIRES AND FIRE PREVENTION
All labs should be provided with portable fire extinguisher, fire blanket, fire alarm
system, and evacuation and emergency plans.
There are different kinds of fires:
CLASS
Source of Fire
A
ordinary combustibles
B
flammable liquids and gases
C
electrical
Monoammonium phosphate (dry chemical) extinguishers snuff out class A,B, and C
fires; they may damage electronic or electric equipment.
Class B fires can be smothered with CO2 which eliminates oxygen.
Fire blankets quickly and effectively smother flames to help minimize injuries from
burns.
Fire blankets are 100% wool and treated to stop fires.
The stop, drop and roll technique for extinguishing clothing fires should be taught.
PREVENTION means paying attention to:
• Handling and storage of flammable and combustible liquids or gases.
• Handling and storage of hazardous chemicals.
• Open flame and spark-producing equipment.
• Arrangement and use of portable electric cords and extension cords.
• Handling and storage according to NFPA (National Fire Prevention Association,
Quincy, Massachusetts).
• Hazard marking.
•
Dealing with clothing fires. (Immediately drop to floor and roll to smother fire.
DO NOT RUN. Rolling smothers fire and keeps flames from face and reduces inhalation of smoke.)
38
• Presence of flammable liquid in glass containers. (This prevents substantial hazards
from accidental breakage or spilling.)
• Long term storage of chemicals (Some chemicals increase in hazard if in long-term
storage, depending on the chemical, e.g., exposure to air or light ——> peroxides.)
Examples of chemicals that should NOT be stored for years:
• Hygroscopic or water-reactive compounds like metallic Na, Mg will auto-ignite in air
or moisture.
• Picric acid evaporation can cause shock-sensitive peroxides.
• Radioactive chemicals can cause considerable exposure to radiation. Radioactive decay for isotopes with a short half-life may compromise usefulness of the chemical.
• Pathogens can multiply posing severe health hazards.
• Carcinogens, mutagens, teratogens can cause long-term damage to the individual(s)
handling them or a fetus.
Don’t forget ALL possible hazards in the science laboratory
NON-Fire hazards
Poisons (gas, liquid, solid)
Corrosives
Irritants (skin/eye)
Non-ionizing radiation
Biological hazards
Flying debris
At the beginning of the school year or during summer break, a safety audit of classrooms,
labs and storage areas should be conducted. Development and use of a check sheet or
form promotes thorough assessment and provides a record of each area being maintained.
A sample form (which would be adapted for each school or teacher) follows. A standard
form for reporting accidents or incidents is also provided.
39
LAB SAFETY CHECKLIST
Name of safety auditor: _________________________________________
Title: __________________________________________________________
School: ________________________________________________________
Date: ___/_____/_____
ITEM
Room No.
or location
Lab(L) or
Classroom (C)
Storage Area(A)
lighting
cabinets
shelves
work area
(student)
work area
(teacher)
demo area
sink
gas lines/
valve
water lines
air lines/
valve
ventilation
hood
door(s)
windows
floor
Comments:
40
OK? or
N/A or
Problem
ITEM
Room No.
or location
Lab(L) or
Classroom (C)
Storage Area (A)
ceiling
seating/stools?
heat sensor
smoke sensor
sprinklers
waste drain
fire extinguisher
fire blanket
eye wash station
first aid kit
chemicals
waste containers
broken glass
or other recepticals
master water
cutoff
master electric
cutoff
master gas
cutoff
means for
disposal of
hazardous matter
41
OK? or
N/A or
Problem
ITEM
Room No.
or location
Lab(L) or
Classroom (C)
Storage Area (A)
disposal of
unlabeled matter;
means for repair
of broken electrical
equipment &/or
disposal of
broken glassware
other:
Comments:
42
OK? or
N/A or
Problem
INCIDENT OR ACCIDENT REPORT (circle one)
TO:
FROM:_______________________________________________________
(printed name)
(signature)
Title:______________________________________
School: ____________________________________
DATE: ____/____/____
1. Description of incident/accident:
2. Date of occurrence: ____/____/____/
3. Time of occurrence ________ AM/PM (circle one)
4. Location:
5. Property damage? ___yes ___no If no, go to question 7
6. If yes, describe:
7. Personal injury? ___yes ___no If no, go to question 10
8. If yes, Name(s)
Address
Age (Minors):
a.
b.
c.
43
Guardian
9. For each individual in item 8, indicate
a. First aid? (y/n) __ Health professional seen (y/n) __
If yes, name(s)
Person taken to hospital? (y/n) __
If yes, which?
b. First aid? (y/n) __ Health professional seen? (y/n) __
If yes, name(s)
Person taken to hospital? (y/n) __
If yes, which?
c. First aid? (y/n) __ Health professional seen? (y/n) __
If yes, name(s)
Person taken to hospital? (y/n) __
If yes, which?
10. Was safety equipment used? Check all that apply.
__fire extinguisher
__goggles
__gloves
__eye wash
__fire blanket
__lab apron/lab coat
__shower
__other (specify)
44
1
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Symbols/Icons and Rules/Guidelines
Symbols
Hazard - example(s) and rules or guidelines
Glassware Hazard
Breakables - glass containers
• You will be working with easily broken material; handle it with
care.
• Do not use chipped, cracked or broken glassware.
• Do not heat or cool glassware that is not designed to withstand
large temperature changes. Use Pyrex, Kimax or TEKK glassware
for heating or cooling.
• Do not heat glassware that is not thoroughly dry.
• Be sure you do not pick up glassware that may be hot or very
cold unless you use holders or insulated materials.
• Clean glassware thoroughly before putting it away.
Electrical Hazard
Electrical hazard/sparks
• Do not use long extension cords in the lab.
• Do not overload one socket or circuit (it may cause a fire).
• Do not use electrical equipment or touch an outlet or wire with
wet hands.
• Be sure plug is solidly inserted in the socket.
• Remember that people conduct electricity.
• Avoid getting outlets/electrical equipment wet. Most electrical
appliances are NOT designed to be used with liquids.
• Be sure electrical equipment is grounded.
Eye Hazard
Eye Protection
Eye hazard - flying object, splash
• Protect your eyes with goggles.
• When you heat the contents of containers (tubes, flasks, beakers),
rotate the container continually, using tongs, gloves or other appropriate heat-resistant material. Hold the container so it is pointed
away from your body and pointed away from others. Some labs
are equipped with hot plates that have built in magnetic stirring
devices. Remove magnetic stirring bars with a magnet; do not
reach in to retrieve it with bare hands.
(Continued on Blackline Master 2)
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
2
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Symbols/Icons and Rules/Guidelines (continued)
Fire Hazard
Flammable material - volatile liquid, combustibles, organic solvents
• Always wear goggles when using a flame or other heat source.
• Never heat anything in the laboratory - especially chemicals unless instructed to do so.
• Never reach across a flame.
• Always use a clamp, tongs, or heat-resistant gloves or pot
holders to handle hot objects.
• Be sure the work area is clean and uncluttered when using a
flame.
• Use safety matches to light candles or torches and safety matches
or strikers to light Bunsen burners.
• Be sure matches are out by dipping them in water before
discarding them.
Poison Hazard
Poison
• Never smell any chemical directly from its container. Waft odors
from the top of the container with your hand, guiding the fumes
toward your nose; only do this when instructed.
• Do not mix chemicals unless instructed to do so.
• Do not taste chemicals unless instructed to do so.
• Do not handle chemicals unless instructed to do so.
• Keep all containers (such as jars and bottles) closed tightly when
chemicals are not in use. Take out of the main supply only the
amount of each chemical that you need. Extra material should not
be put back in the original container.
• Dispose of chemicals according to instructions from the teacher
or directions in a book or instruction sheet.
• If any chemical gets on your skin or clothing, rinse it with water
FIRST. Then notify the teacher.
• Protect your hands appropriately.
Clothing Protection
Need for protective clothing
• Corrosive substances, burning substances, toxic materials
flammable materials, and poisons pose hazards.
• Anyone working in a lab needs to protect him/herself and
clothing from splatters, spills, broken glass, debris and stains.
(Continued on Blackline Master 3)
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
3
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Symbols/Icons and Rules/Guidelines (continued)
Hand Hazard
Hand safety
Hand Protection
• Protective gloves should be worn or special equipment or tools
used to protect against acids, toxic substances, poisons, hot or very
cold materials, or materials that may be contaminated with harmful
microorganisms.
• Wear appropriate gloves (heat-resistant, acid-resistant or
contamination-resistant).
• Do not force glass tubing or thermometers into rubber stoppers.
Moisten the glass with water, and hold the tube/thermometer with
a towel. Twist firmly but without great force. If in doubt, ask the
teacher for help.
• Do not pick up broken glass with bare hands.
• Do not use thermometers outside the temperature range
for which they were designed; they could break.
Foot Protection
Foot safety - protective footwear should be worn to protect against
liquid or solid spills, sharp objects, heavy objects falling
• Wear closed-toe shoes in the lab to minimize the risk of something heavy, burning or sharp harming your feet.
Animal Hazard
Animal safety and animal care - Reminder not to harm any animal
(mammals, birds, fish, reptiles or amphibians) unnecessarily during
observations or experimentation.
• Handle animals only if necessary.
• Do not cause pain, discomfort or injury to an animal in the lab;
treat animals humanely.
• Handle animals only as your teacher directs.
• Frightened, pregnant, feeding or nursing animals require
special handling.
• After handling animals or their cages, wash your hands
thoroughly.
• Do not knowingly use pregnant or sick animals in experiments
without a good reason and with approval of a committee that
reviews procedures dealing with animal safety.
(Continued on Blackline Master 4)
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
4
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Symbols/Icons and Rules/Guidelines (continued)
Plant Hazard
Plant safety and care
• Remember that some plants may be poisonous or have sharp
components.
• Some people are allergic to plant components or oils on a plant’s
surface; if you think you may be allergic to something, inform the
teacher.
Gas Protection
Gas precaution
• Toxic fumes may be present.
Sharpness Hazard
Sharp instrument safety
• Use single-edged razors or instruments designed for dissection
or cutting in the lab; do not improvise.
• Handle sharp instruments carefully.
• Cut away from you.
• If you are cut or jabbed, report to your teacher immediately.
(Remember first aid principles; hold cut hands/arms up to minimize blood loss; if an artery is cut, a tourniquet must be applied.
Call an emergency number and the school nurse at once.)
• Note lab instruments are generally not sterile!
Radiation Hazard
Radiation hazard; radioactive materials are rarely used
in early science training, however, if radioactive materials are used,
there is need for precautions - especially since radiation isn’t
smelled or seen.
Explosion Hazard
Explosion hazard; early lab science training exercises rarely result
in explosions, however, if there is potential for an explosion, there is
extreme need for precautions (skin, eye safety in particular for even
the smallest of explosions).
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
5
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Major General Laboratory Safety Rules and Reasons
RULE
Never eat or drink in the lab.
REASON(s)
You might accidentally eat something hazardous.
Never eat or drink from laboratory
glassware.
Traces of harmful chemicals could be left in the
glassware.
Do not run or play roughly in the lab.
You might cause an accident by interfering with
someone else or tripping yourself.
Do not play practical jokes in the lab.
You might cause an accident. For example, switching
chemicals might cause a fire or explosion, misplacing
equipment might delay time at a critical point of an
experiment or in controlling a hazardous situation.
Do not perform experiments unless
instructed by your teacher. Don't
mix chemicals for "fun."
You might cause an accident because of something
else being done at a nearby work station, or you
might not have materials to carry out your
experiment, or the experimental methods may not be
adequately understood which could cause hazards.
Also you might produce a dangerous substance or an
explosive by accident.
Avoid spilling material in the laboratory.
If anything spills, call your teacher
immediately. Ask the teacher about the
correct procedure for cleanup.
Chemicals, even water, can pose hazards; acids can
burn, incompatible chemicals may cause fires; liquid
on a table or floor can cause a slip. There are different
procedures for different substances. Cleaning up a
spill the wrong way can make things worse.
If an accident occurs, report it to
your teacher promptly.
Even the most minor accident may require first aid to
prevent further harm.
Keep equipment and work areas
clean and organized.
Cluttered and unclean areas can result in unintentional and sometimes dangerous reactions.
Be sure all gas jets or valves, electrical
connections, and water faucets are turned
off when you are through with them or
at the end of the lab period.
Leaking gas can cause an explosion/fire if someone
lights a match or there is a spark. Electrical equipment
might short circuit or overload a line or be overlooked
and may cause a shock if water is nearby, and running
water may cause a flood, or at least a spill. It can also
cause a chemical reaction.
(Continued on Blackline Master 6)
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
6
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Major General Laboratory Safety Rules and Reasons (Continued)
RULE
Wear eye protection, aprons or lab coats,
closed-toe shoes and other
safety protection as directed by your teacher
or the instructions in your book.
REASON(s)
Fragments of glass or harmful substances can
damage eyes. Clothing should be protected to
minimize risk of fire or burning, or other harm
to clothes and skin. Exposed toes may be
damaged by sharp objects or substances that
burn or cause other damage to tissue.
Read labels on containers with care before
using their contents.
Materials with similar names or concentrations
may react very differently.
Carry microscopes and other pieces of equipment
with both hands, using one hand to support
the instrument from underneath.
It is easy to drop a heavy piece of equipment if
you are jarred or surprised or simply trip.
This could hurt you as well as what you are
carrying!
Follow instructions with care about the handling
and management of live animals.
The care and safety of live animals should
always be of major concern.
Follow safety instructions precisely as stated in
your book and/or by your teacher. Always
obtain permission from your teacher before
experimenting on your own. Do not perform
any activities that have not been approved
by your teacher.
A small change in a method can make a big
change in what happens, and while you should
be prepared for the unexpected, prevention of
harm is always better than minimizing harm.
You may not be aware of what someone near
you will do and vice-versa.
Never use broken or chipped glassware. If you
notice a chip, crack, or break, inform your
teacher immediately. Dispose of the
glassware in the proper container.
Glassware that is chipped, cracked or broken
can cause cuts. Material placed in broken or
chipped glassware may leak. Glassware that is
not intact may crack when heated. If squeezed
or bumped or shocked by change in temperature, damaged glassware can break relatively
easily.
Learn the meaning of every safety symbol
used in the lab.
Symbols will remind you of hazards and how
to prevent accidents and protect yourself.
Always wash your hands after each laboratory
experiment, or whenever your hands have
been exposed to anything that might
harm you.
It is a good habit to avoid risk of exposure to
anything that may hurt your skin or damage
your tissue in any way.
(Continued on Blackline Master 7)
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
7
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Major General Laboratory Safety Rules and Reasons (Continued)
RULE
Wash your hands after handling
animals or animal cages.
REASON(s)
Your hands may have come in contact with
fecal material or other matter in the cage that
may cause you harm.
Read instructions for an experiment several times.
Be sure you understand each of them. Follow
directions exactly. For example, add acid to
water, not water to acid. If you are not sure
about any part of the directions, ask your
teacher for help.
Mixing some combinations of materials (in
cluding water) can cause accidents. Heating
certain materials or combinations of materials
can cause accidents. If someone near you is
working with chemicals (including water), fire,
bulky equipment or tubing that may interfere
with what you are doing, it could cause an
accident.
Never return chemicals to their original containers.
Dispose of extra material you do not need
according to your teacher's directions.
Putting chemicals back in their original containers may cause contamination and therefore,
unpredictable reactions.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
8
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Major General Laboratory Safety Rules and Reasons
RULE
Never eat or drink in the lab.
REASON(s)
Never eat or drink from laboratory glassware.
Do not run or play roughly in the lab.
Do not play practical jokes in the lab.
Do not perform experiments unless instructed
by your teacher. Don’t mix chemicals
for “fun.”
Avoid spilling material in the laboratory. If
anything spills, call your teacher
immediately. Ask the teacher about the correct
procedure for cleanup.
If an accident occurs, report it to your
teacher promptly.
Keep equipment and work areas
clean and organized.
Be sure all gas jets or valves, electrical
connections and water faucets are turned
off when you are through with them
or at the end of the lab period.
Wear eye protection, aprons or lab coats,
closed-toe shoes and other safety protection
as directed by your teacher or
the instructions in your book.
Read labels on containers with care
before using their contents.
Carry microscopes and other pieces
of equipment with both hands,
using one hand to support the
instrument from underneath.
(Continued on Blackline Master 9)
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
9
SAFE SCIENCE:
Lab Safety Awareness
Name ______________________
Major General Laboratory Safety Rules and Reasons (continued)
RULE
Follow instructions with care about the
handling and management of live animals.
REASON(s)
Follow safety instructions precisely as stated
in your book and/or by your teacher.
Always obtain permission from your teacher
before experimenting on your own.
Do not perform any activities that have not
been approved by your teacher.
Never use broken or chipped glassware. If
you notice a chip, crack or break, inform
your teacher immediately. Dispose of the
glassware in the proper container.
Learn the meaning of every
safety symbol used in the lab.
Always wash your hands after each laboratory
experiment, or whenever your hands have been
exposed to anything that might harm you.
Wash your hands after handling
animals or animal cages.
Read instructions for an experiment several times.
Be sure you understand each of them. Follow
directions exactly. For example add acid to water,
not water to acid. If you are not sure about any
part of the directions, ask your teacher for help.
Never return chemicals to their original containers.
Dispose of extra material you do not need
according to your teacher’s directions.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
10
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
Examples of Emergencies and Response
Example of Emergencies
Response
You accidentally cut yourself
with a scalpel.
Report this to the teacher immediately.
You see a small fire; the teacher has stepped out
of the room.
Walk (don’t run) to the fire blanket (you
must know where it is) and smother the
fire or use a fire extinguisher (you must
know where it is) to extinguish the fire.
Follow procedures that have been explained. DO NOT USE WATER to put
out fires in the lab.
In cleaning up at the end of the lab period, you
need to pick up a beaker that is full of water that
recently boiled.
You need to put on heat-resistant gloves
or use the other special equipment
according to procedures used in the
school.
A chemical accidentally spatters on your face.
Immediately proceed to wash out your
eye(s) and rinse your face. Contact your
teacher as soon as possible (but rinse
first). (You must know where the eye
wash materials are and/or area for
rinsing).
You observe that a classmate has spilled water
near an electric hot plate.
Call the teacher at once.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
11
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
QUIZ
Directions: Answer the following questions:
1. A safety symbol that resembles an electric plug reminds you about
a.
b.
c.
d.
e.
the need to prevent injury to lab animals
the danger of working with electrical equipment
the hazards of working with breakable material
wearing goggles in the lab
using a fire blanket appropriately
2. A safety symbol resembling a flame cautions you to
a.
b.
c.
d.
e.
wear safety goggles
protect an animal from fire
be careful when working with material that is flammable
sweep up broken glassware
wear acid-resistant gloves
3. The safety symbol of a razor blade reminds you to be careful when working with
a.
b.
c.
d.
e.
hot objects
laboratory animals
chemicals
glassware
sharp instruments
4. Correct the wrong word or words in the following sentences or add words to correct the statements:
a. Always add water to acid carefully when making dilutions.
b. Heat material in a closed container or vessel.
c. You should identify unknown white powders in the laboratory by tasting them.
d. Mixing two chemicals together without waiting for your teacher’s instructions or without following instructions in your book shows initiative and is safe.
e. For efficiency, always pour more chemicals into a flask than required for a given experiment.
f. It is safest to sit while working with volatile chemicals in the lab.
g. Pyrex or Kimax or TEKK test tubes may be heated in a flame by holding them with your hands.
h. When heating material in a test tube, point the mouth of the test tube toward yourself.
i. It is safe to eat or drink from laboratory glassware as long as it looks clean.
j. It is not necessary to report minor laboratory accidents such as cuts.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
12
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
TRUE/FALSE Laboratory Safety Awareness Test (TEST-A)
This test is to determine whether you know and understand safety rules and procedures for working in
the laboratory. The statements below may or may not be correct. Read each statement. If it is correct,
write the word True in the space provided to the left of the statement. If the statement is false, write
False in the space provided.
___________
1. The laboratory is an ideal place for practical jokes.
__________
2. Never leave an open flame unattended.
__________
3. Always read the label on a container before removing any of the material in the
container.
__________
4. It is a good idea to show your independence by performing experiments that
have not been approved by your teacher.
__________
5. Always return unused chemicals to their original containers so as not to waste
them.
__________
6. It is generally necessary to place your nose directly over a container to smell the
material in the container.
__________
7. If you wear contact lenses, it is not necessary to wear safety goggles in the
laboratory.
__________
8. If you are not working with chemicals, it is all right to wear open sandals in the
laboratory.
__________
9. The open end or mouth of a test tube should never be pointed toward you or
anyone else.
__________
10. When anything spills in the laboratory, the teacher should be notified right
away.
__________
11. It is necessary to report even minor laboratory accidents to the teacher.
__________
12. Long hair should be tied back when working in the laboratory with chemicals.
__________
13. It is safest to heat the contents of test tubes in a flame while seated.
__________
14. The location of a fire extinguisher and fire blanket should be known by everyone
in the laboratory.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
13
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
TRUE/FALSE Laboratory Safety Awareness Test (TEST-B)
This test is to determine whether you know and understand safety rules and procedures for working in
the laboratory. The statements below may or may not be correct. Read each statement. If it is correct,
write the word True in the space provided to the left of the statement. If the statement is false, write
False in the space provided.
__________
1.
It is a good idea to show your independence by performing experiments that
have not been approved by your teacher.
__________
2. If you are not working with chemicals it is all right to wear open sandals in the
laboratory.
__________
3. When anything spills in the laboratory, the teacher should be notified right away.
__________
4. Always read the label on a container before removing any of the material in the
container.
__________
5. The location of a fire extinguisher and fire blanket should be known by everyone
in the laboratory.
__________
6. If you wear contact lenses, it is not necessary to wear safety goggles in the
laboratory.
__________
7. It is generally necessary to place your nose directly over a container to smell the
material in the container.
___________
8. The laboratory is an ideal place for practical jokes.
__________
9. Never leave an open flame unattended.
__________
10. Always return unused chemicals to their original containers so as not to waste
them.
__________
11. It is safest to heat the contents of test tubes in a flame while seated.
__________
12. Long hair should be tied back when working in the laboratory with chemicals.
__________
13. It is necessary to report even minor laboratory accidents to the teacher.
__________
14. The open end or mouth of a test tube should never be pointed toward you or
anyone else.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
14
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
Video Quiz, Part 1
Directions: Answer the following questions as directed by your teacher.
1. When you see a fire in the laboratory, what should you do immediately? (More than one answer
may be correct.)
a. Get the fire extinguisher and put out the fire thoroughly.
b. Pour water over the fire.
c. Get the fire blanket, and smother the fire.
d. Run from the room, leaving the door open for easy access, to call an emergency number.
2. While you are using a piece of electrical equipment, you notice it has a frayed wire. Put the following steps in proper order.
a. Unplug the equipment.
b. Continue the experiment with a replacement piece of equipment.
c. Alert the teacher.
d. Turn off the circuit breaker or unplug the fuse to turn off the power.
e. Turn the power on.
3. Which of the heating sources listed below can cause an electrical hazard if not properly used?
a. Candle
b. Bunsen burner
c. Hot plate
4. What is/are the appropriate symbol or symbols for hazards posed by the Bunsen burner? (More
than one answer may be correct.)
a. symbol/icon for fire hazard
b. symbol/icon for poison hazard
c. symbol/icon for electrical hazard
d. symbol/icon for eye hazard
e. symbol/icon for hand hazard
5. Which of the following pieces of safety gear is not essential for all laboratory sessions?
a. Eye protection or goggles
b. Clothing protection or apron
c. Foot protection
d. Rubber gloves
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
15
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
Matching Exercise
Match the safety symbol or symbols (hazard or protection) and the activity or activities related to
awareness of laboratory safety. More than one symbol may go with one activity. Symbols may be
used more than once.
Symbol A
Symbol B
Symbol F
Symbol G
Symbol C
Symbol H
Symbol D
Symbol E
Symbol I
Symbol J
Symbol(s) Laboratory Activity
____
1. Using a scalpel to dissect a flower
____
2. Observing the way a frog moves
____
3. Collecting plant specimens
____
4. Inserting a thermometer into a rubber stopper
____
5. Placing an unknown solid in acid
____
6. Heating a solution in a test tube
____
7. Using a hot plate to check the boiling point of a solution
____
8. Using a flame to sterilize a dissecting needle
____
9. Placing a hot test tube in a beaker of room temperature water
_____
10. Cutting a piece of rubber tubing
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
16
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
Matching Exercise
Directions: Match the safety symbol or symbols and the rule(s) or guideline (s) related to awareness of
laboratory safety. More than one symbol may go with one activity. Symbols may be used more than
once.
Symbol A
Symbol F
Symbol B
Symbol G
Symbol C
Symbol D
Symbol E
Symbol H
Symbol I
Symbol J
Symbol(s) Rule or Guideline for Laboratory Safety
____
1. Never taste the contents of a bottle in a science laboratory.
____
2. Keep flammable materials away from open flames.
____
3. Handle animals with care.
____
4. Wear safety goggles.
____
5. Use tongs, test tube holders or heat protective gloves when handling hot glassware.
____
6. Turn off electrical equipment when not in use.
____
7. Wear protective laboratory clothing when working with chemicals.
____
8. Be careful when working with breakable materials.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
17
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
Video Quiz, Part II
Directions:
1a. Correct the student in the picture on Blackline Master 17a by identifying 6 mistakes. Find 6 errors
(circle them) and describe them in the space provided.
Mistake No.
1.
Description
____________________________________________________________________________
____________________________________________________________________________
2.
____________________________________________________________________________
____________________________________________________________________________
3.
____________________________________________________________________________
____________________________________________________________________________
4.
____________________________________________________________________________
____________________________________________________________________________
5.
____________________________________________________________________________
____________________________________________________________________________
6.
____________________________________________________________________________
____________________________________________________________________________
1b. What is one thing the student is doing correctly?
2. What safety symbol or symbols are associated with the following activity: cutting a piece of rubber tubing to a convenient length to use with a Bunsen burner.
a. Symbol for poison hazard
b. Symbol for fire hazard
c. Symbol for eye hazard
d. Symbol for hand hazard
e. Symbol for sharpness hazard
3. It is a rule not to eat or drink in the laboratory. Why? (More than one answer may be correct.)
a. You could eat something harmful, sickening or poisonous.
b. You could eat something you didn’t mean to by mistake.
c. You could eat something contaminated by chemicals or germs.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning
17a
Name_________________________
SAFE SCIENCE:
Lab Safety Awareness
Directions: Answer the questions on Blackline Master 17 using this picture.
©1996 Joyce Fox Productions, Broad Spectrum Communications, Metropolitan Chicago Studios, Inc.
Distributed by AGC/United Learning